177: Training Program Design/Development Issue
Definition/Typical Issues
Did the training program fail to equip the trainees to perform the task? Did it contain improper amounts of classroom and on-the-job instruction?
Did the training objectives fail to satisfy the needs identified in the task analysis? Did the objectives fail to cover all the requirements necessary to successfully complete the task? Were the objectives written at incorrect cognitive levels?
Did the lesson content fail to address all the training objectives? Did the lessons fail to contain all of the information necessary to perform the job? Was the lesson material inconsistent with the current system configuration and procedures?
Note 1: This node addresses the design and development of the training program, including:
- Translating the job task analysis into training documents
- Developing learning objectives
- Developing lesson plans
- Determining the appropriate settings (i.e., classroom, laboratory, simulator, on-the-job) for training
Implementation of the training in these various settings is addressed by nodes #176-184.
Examples
Example 1
- An operator made a mistake in weighing material to be added to a solution. The operator had received classroom training on the task but had not received laboratory or on-the-job training on how to use the scale because the training program design did not indicate that training was required in these settings.
Example 2
- An operator opened the wrong valve during an emergency. In training, the operator had read the procedure but had never performed the procedure in the plant or on a simulator; nor had he performed a walkthrough. None of these were required by the training program.
Example 3
- An operator made a mistake weighing material because he used the scale incorrectly. The task analysis identified that training was required on the use of the scale, but the training objectives did not include it; therefore, training did not stress this skill.
Example 4
- An operator overfilled a tank. The training objectives for this system required the operator to list the components in the system but did not include an objective to explain the function and operation of the control system.
Example 5
- An operator made a mistake weighing material because of incorrect use of the scale. The lesson plan did not address training on the scale, although it was in the lesson plan objectives.
Example 6
- An operator made an error in determining the amount of material to add to a batch. The scale he used was installed 6 months before. The training he received on the system the previous month had not incorporated the new scale into the lesson content.
Example 7
- Classroom training was developed based on the original equipment manual. However, the configuration of the installed equipment was significantly different. As a result, the classroom training was incorrect.
Example 8
- Laboratory training was developed for the use of electrical testing equipment. However, the training used an older version of the equipment. As a result, it did not cover a key calibration step.
Typical Recommendations
- Consider conducting a job/task analysis for some jobs/tasks that may seem trivial or routine.
- Include all pertinent information in the job/task analysis, including job skills required to perform the task, the sequence of task steps, and hazards of performing each task.
- Conduct a walkthrough of the job/task while performing the analysis in order to trigger thoughts concerning the skills required to complete the task and the correct sequence of completing the steps.
- For skill-related tasks, provide employees with classroom and on-the-job training. After completion of the training, have the trainee physically demonstrate all tasks (without receiving direction) to ensure that the trainee can adequately perform the task.
- After completion of a training module, have trainees evaluate the program design. Solicit comments to improve the program design.
- Establish an overall training management system that assigns certain individuals the responsibility for:
- Analyzing training needs for each job title
- Establishing training criteria for each job title
- Designing curricula to meet training needs
- Continually assessing and improving the training program
- Using the job/task analysis, define and document training objectives so that employees will be equipped with sufficient skills to perform their assignments successfully.
- Ensure that trainees understand training objectives at the start of each new training module.
- Ensure that objectives are written at the correct cognitive level. For example, the objective should be written as "Use the laboratory scale to weigh a sample" rather than "Explain how a sample is weighed." The technician's job is to perform the task, not merely to explain how to do it. Knowing and doing are on two different cognitive levels.
- Ensure that the lesson content for each training module addresses learning objectives to ensure complete understanding of the required tasks.
- Periodically evaluate work practices in the field to verify that they are consistent with training.
- Provide a means to ensure that training materials are updated to reflect changes in the process.
- Identify jobs and tasks that are performed by each worker (or logical group of workers).
- Identify the knowledge, skills, and abilities required to successfully perform each job and task.
- Perform gap analyses between job candidates' skills and required skills.
- Perform gap analyses between job incumbents' skills and required skills.
- Categorize training requirements for knowledge-based, rule-based, and skill-based tasks consistent with the written operating and maintenance procedures.
- Organize training modules into logical courses of study.
- Identify how each training module can bet be presented (e.g., live, videotape/DVD, interactive computer) and where the training should take place (e.g., classroom, shop/lab, simulator, operating unit, off site).
- Prepare/acquire course plans, presentations, and exercise materials.
- Review the quality of course plans, presentations, and exercise materials.
- Identify what training must be completed before a worker or visitor can enter the facility.
- Identify what training must be completed before a worker can begin on-the-job training.
Cross-References
| Version 10 Element(s) | |
|---|---|
| Node ID | Node Name |
| 171 | Job/Task Analysis LTA |
| 172 | Program Design/Objectives LTA |
| 174 | Lesson Content LTA |
| Maritime Element(s) | |
|---|---|
| Node ID | Node Name |
| 188 | Training Program Design/Objectives Issue |
| 189 | Content Issue |