Workers' Training

In the individual's life one accumulates a lot of knowledge and expertise in a particular field. Training is the ability to communicate the knowledge and knowledge of less knowledgeable or experienced members in a orderly and meaningful manner. This can be in the form of simple training, as you will have one student and focus solely on your needs, or it can be in the form of training for some students.

In order to fulfill this action at most, one trainer will need to understand how adults learn and how to appeal to the learning styles.

Knowing how adult learning will allow a coach or coach to make sure that the learning process is aimed specifically at the audience and ensures maximum benefit for the student. The coach should:

  • Recognize the skills and experience the student already has,
  • Avoid an embarrassing student who makes mistakes.
  • Recognize the student's efforts, even though the project is not entirely correct.
  • Praise good works.

In order to achieve the best study programs, the adult needs to take an active part in learning experience.

  • Let the student do a part of the project
  • Avoid a long time when the student is just watching and listening
  • Ask frequently open questions.

Adults like working in real life and examples.

  • Give them practical examples and scenarios from reality
  • Share your own knowledge and experience – in relation to how you really did the work in question.

Adults want to use new skills that are purchased as soon as possible.

  • Give the student the opportunity to use talent by setting up a real problem or test.
  • Organize training in connection with the department's needs, so that the student can use skills immediately.

Adults want to have existing knowledge and experience.

  • Ask the student what parts of the project they can already do.
  • Let them show you.
  • Recognize real talent.
  • Do not be afraid to learn from the student.

Adults will be able to ask and discuss.

  • Encourage the Student to Stop and Ask Questions
  • Stop all workouts and ask if any questions, concerns or concerns about the topic being discussed.
  • Thank the student for asking questions.

Adults need to see training that is relevant for individual goals.

  • At the beginning of the meeting you can identify WIIFM (What's it for me), ie? How will the training benefit a student?

Adults have different ways of learning.

We are all individuals and we will differ in how we learn to learn a new project:

  • Some want to do projects and learn from mistakes.
  • Some people want to look at the first task and then figure out how to do it in their minds before they actually do.
  • Some would rather read a project before they do.
  • Some Need Visual Cards
  • Some would rather listen to the instructions.

As a coach, some simple steps can enhance your training quality;

  • Do not expect the student to study as you did.
  • ask the student how they like to learn best and incorporate their answers to the design of the training.

Identify the Need for Training

Before training can take place, first define the need for this training and set up a setup. Factors that could affect the determination of whether training should take place might include:

Request for university education training – If you have accumulated a great deal of knowledge and knowledge in a particular task or role Within your business, you can approach universities and request assistance. If time permits you can then train them in a certain skill or knowledge that they have approached you. This is an informal training scheme designed to assist universities in becoming better in their role.

Your own observation and workplace experience – As a workplace manager at work, you are required to ensure that all employees under your supervision can complete the tasks assigned to them effectively and efficiently. Doing a job properly not only affects self-esteem, health and safety, it also affects the productivity of the company – if the job is right, it makes less errors, timeless and costly. It is therefore under the supervisor to guide (or organize training) of all non-working staff. This will be a formal training scheme, as it is done by both good university and the organization in mind.

Management from Administration – Training Factors can also be a matter of organizational policy. Staff regularly on an annual basis and as part of such assessment, it may become apparent that additional training of the employee concerned is required. This may be due to the fact that:

  • the employee is not able to complete his / her projects for satisfaction or standardization
  • Success Planning for the Employee as they are gaining more responsibility for the company and need further training to address with new and more complex projects.
  • introduction of a new policy, procedure or equipment that requires training of employees involved in these matters.

How training is based depends on what is needed. Informal training arrangements should be kept reliably available, with instruction provided when and when allowed, but formal training arrangements would require a more structured approach;

  • training plan would be made
  • license and approval for training would be ensured by the relevant managers or supervisors
  • training requirements and standards for the training had been discussed and approved. For example, depending on which task needs to be trained, appropriate measures must be taken in the organization or industry (if applicable) in the training tasks.

Importance of standards.

The standard is a statement or description describing what performance is necessary for an employee to demonstrate that he is considered qualified for a particular task. Standards are required as a benchmark for both a coach and a student.

Since no clearly defined, rendering and understood performance is what the student does correctly.

Look at the above statement. If there is no explicitly defined, submitted and understood comprehension test, the student / employee does not know what is expected of them and the work they do may well fall well below the acceptable level. Who's to blame here – the employee or the company, because not telling the employee exactly how the job should be done? You can not blame a person because you're not doing the job right – if there's no standard to follow!

Standards are a measure of how tasks and activities must meet each and every time. This ensures:

  • That the products or services of the company are consistently high quality.
  • That employees know exactly what they need to do to fulfill their duties properly.
  • There is no confusion at the workplace at any level, what needs to be done and how to do it.

Categories standards

Standards can be included in a number of categories including;

  • Time
  • Time
  • Weight
  • Length
  • Length
  • Picture
  • Smell
  • Number right
  • Number of rings
  • Temperature
  • Tile [19659002] Time: We will deliver your pizza to 30 minutes or it's free.

    Weight: Each soup of chocolate must weigh 250g .

    Height: Each barbershop must be 2m tall .

    These standards are very specific – so no doubt what is needed to meet the requirements of the organization.

    Characteristics of standards

    As you can see, special requirements make more efficient work and leave no room for employees. When standards are developed by an organization, they need to be certain so that the actual issues are followed. For example;


    "250 grams" versus "big"

    "35 degrees" versus "hot"


    "No corruption" versus "served right"

    Detailed [19659002] Definition or image against the definition limit


    Standardized across the company against different standards in different locations.

    Quality standards must be clearly understood and should not be in doubt. In the above-mentioned channel, under "measurable", for example, it indicates that the word "large" is not an acceptable standard of standard quality, ie

    "Bag Chocolates Must Be Big"

    means different things for different people, because what you end up can vary greatly. The better quality would be:

    "The bag of chocolate must weigh 250 grams"

    The standard must also be specific;

    "The Coffee Has to Be Correctly"

    Does not really say much what does it do? What exact ingredients serve correctly? It is much better to say.

    "The Coffee Must Be Served"

    Documentation standards are also important. When you put this on paper, it's a good idea to use explanations, slides, flow charts, photographs, etc. where possible. [19659000] Mr Adam Adams took over as a training and development manager for a large law firm One of his first projects was to develop a training program for administrative support. After watching the job and talking with the supervisor Adams pointed out the main functions of

    1. operating office equipment.
    2. Provide Word Processing
    3. Hreet and visit a visiting club.

    Using paragraph 1. He then performed each task in a key project, for example,

    Duty 1: Managing office equipment


    1. Facsimile documents
    2. Photocopy Documentation
    3. Use a telephone connection. [19459105]

    [19459105] Mr. Adams also realized that it was necessary to specify the activity for each project and minimum acceptable performance factor for these activities. ]


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