Train-the-Trainer

1. Train-the-Trainer Production Skills On-the-Job Training

2. An Overview…Part 1: Introduction to the OJT ProgramPart 2: OJT ToolsPart 3: Training EmployeesPart 4: Evaluating Performance

3. Part 1:An Introduction to the OJT Program

4. Agenda • What is the OJT program? • Program benefits • Trainer roles and responsibilities, including • Implementation • Monitoring and Feedback • Skills Assessment • Evaluation of trainer impact • Incentives

5. What is the OJT program? • A standardized process, including tools for: • Processes/procedures we use to complete production tasks • Training efforts and approaches • Performance evaluations/appraisals • It includes a method for leveraging the skills of our existing experts

6. Benefits • Increase Profits • Gain efficiency in production tasks (do more accurateand quality work in less time) • Save Costs • Reduce errors in production that cost the business money • Reduce employee turnover rate

7. Benefits, continued • Improve Employee Satisfaction • More consistent training approach across the organization has been proven to be motivational; expectations are clear • Regular performance appraisal and positive feedback also motivates employees • Leveraging the skills of our experts provides opportunities for advancement • Offering incentives motivates employees, promotes loyalty

8. Trade-Offs • Must adapt and change to get the benefits • Must accept that change requires some up-front work

9. What do you bring to the training role? • What knowledge? • What skill? • What experience?

10. Characteristics of a Successful Trainer • Can perform the tasks he/she is teaching accurately and efficiently • Demonstrates confidence and professionalism • Listens to trainees; asks probing questions • Communicates clearly • Thinks quickly on his/her feet • Provides honest and tactful feedback • Remains objective

11. Trainer Roles • Teach on-farm tasks according to procedures and training calendar • Conduct skills assessments and formal employee evaluations at specified intervals • Provide individuals with targeted feedback and individualized development plans • Meet regularly with key stakeholders to provide feedback on OJT program

12. Definition:A key stakeholder for the OJT program is an individual or group with the power to determine whether a change will (or should) occur

13. Trainer Responsibilities • Contribute to the customization of training materials and organization best practices • Help develop/adapt SOPs and other tools • Provide training according to best practices • Give learners the attention they need • Complete all required documentation for data analysis (assessments & evaluations) • Adhere to the training schedule • Give stakeholders honest feedback

14. During training you will need to • Effectively communicate what is going to happen and why • Follow the steps to successfully implement OJT • Get feedback from trainees • Provide feedback to key stakeholders

15. Additional Resource: People Skills Training • Human Resource Management in Swine Production • Communication • Conflict Resolution • Employee Training • Performance Appraisal

16. Evaluation of Trainer Impact • Conducted at the end of each phase of training and at end of program • Based on: • Completion of training according to plan • Number of trainees that can demonstrate proficiency in all tasks at the end of the phase • Number of trainees who demonstrate proficiency after six months • [other TBD]

17. Trainer Incentives • Increase in responsibilities • Increase in pay • Public recognition • Other

18. Part 2: The OJT Tools

19. Agenda • What can I find in the package? • How do I best use the tools? • Training Calendar • Trainer’s Quick Reference Guide • SOPs • Performance Evaluation Tools • Additional Training Materials (Safety, PQA Plus, Transporter Quality Assurance, Animal Handling) • An opportunity to practice!

20. Training Calendar “At A Glance” • Used by key stakeholders and trainers • Provides a general training plan to promote consistency throughout the organization • Training occurs by phase of production • SOPs are the focus, supplemented by relevant PQA, TQA, and Safety topics • Ensures employees will be trained on the same set of SOPs and other training topics

21. Trainer’s Quick Reference Guide • Helps trainers think about and deliver instruction in a manner that appeals to different learning styles • Ensures training is done consistently across the organization • Reinforces the best practice of adhering to specific guidelines/procedures

22. Standard Operating Procedures (SOPs) • Used by trainers and employees • Provides specific sets of steps to use during training, assessment and performance evaluations • Sets performance expectations for employees • Helps trainers give targeted feedback • Improves process efficiency and business results

23. Training Checklist/Skills Assessment • Used by trainers and employees • Ensures that trainers formally assess employees and provide feedback on critical tasks • Helps trainers provide targeted feedback • Feeds into individual development plans and a formal performance appraisal

24. Individual Development Plan (IDP) • Establishes a training schedule for each trainee • Provides clear direction regarding where improvement is needed • Provides clear direction regarding specific actions to take to improve

25. Part 3: Training Employees

26. Agenda • Using the Training Checklist • PTSDR Training Method • Training to SOPs • Characteristics of a Successful Trainer

27. Prepare to Train • Focus on what you’re trying to achieve • Determine how much time is required to build a skill • Identify appropriate classroom activities • Gather the materials you’ll need to conduct activities • Learn about your trainee • For example, what experience do they already have to build on?

28. Training Checklist • Trainee: _____________________________________________________________

29. Prepare-Tell-Show-Do-Review

30. Example: Teach to an SOP • Introduction • This procedure establishes the proper way to safely lift heavy objects to prevent accident or injury. • Materials needed • Heavy box • Procedure • <Insert procedure>

31. Practice: Teach to an SOP • Get into groups of two • Review your SOP • Practice using the PTSDR method to teach the procedure to your partner

32. Practice Activities

33. Part 4: Evaluating Performance

34. Agenda • The importance of assessing skills • Assessing skills fairly • Providing feedback and encouragement • Documenting formal performance appraisals

35. Why do assessments and performance appraisals? • Ensures that employees are performing to standards • Identifies areas of employee strength to capitalize on and areas of weakness to work on • Provides justification for incentives; can also act as proof when it’s necessary to terminate employment

36. Appraisal Process and Tools • Training Checklist & Skill Assessment • Identifies tasks employees must be trained and evaluated on • Allows trainer to give a proficiency rating for each task • Ensures tracking of training per employee • Accommodates notes made by the trainer during the assessment

37. Appraisal Process and Tools • Individual Development Plan (IDP) • Gives direction for future development • Documents specific steps to take to improve upon areas of weakness • Ensures that trainer and trainee are on the same page with respect to where improvements must be made • Is a key part of performance appraisal – looking backward and forward

38. Appraisal Process and Tools • Performance Appraisal • A reflection of the past 180 days • Training AND Performance • Trainer (or manager) utilizes the Training Checklists / Skills Assessments and the IDP to complete the development section of the appraisal form • Also ties in day-to-day job performance, including • work ethic, quality, safety, timeliness, etc.

39. Practice • Divide into groups of two • Assign one person to act as the trainer and one to act as the trainee • Trainers will utilize Training Checklist & Skill Assessment • Record training as complete • Evaluate performance and debrief with trainee

40. Providing Feedback • Make it a two–way conversation. Listen to the employee and note his points, suggestions, problems, etc. • Provide constructive feedback rather than criticism. Point out strengths as well as weaknesses. • Have a positive attitude towards the process. • Try to understand and address the reasons of his failure. • Be fair and objective. • Prepare yourself for what to say and how to say. • Make the appraisal feedback meeting useful and productive for the organization and the employee.

41. A Model for Providing Feedback: STAR Situation or Task Action Result +Alternative Action +Alternative Result

42. Practice • Divide into groups of two. • Assign one person to act as the trainer and one to act as the trainee. • Trainees will demonstrate how they would do a task (facilitator will assign the task) • Trainers will practice providing feedback. • When you’re finished, switch roles (facilitator will assign another task).

43. Documenting Your Appraisal • Use the Training Checklist / Skills Assessment forms and IDP to help document a formal appraisal • Be thorough; document notes on conversations you had and decisions you made. • Refer to the Performance Appraisal form during future appraisals to evaluate whether progress has been made.

44. Practice • With a partner, complete the appraisal form

45. What’s next… • Summary • Action plans