TRAINING MANAGERS TO TRAIN
A Practical Guide To Improve Employee Performance
Brother Herman E. Zaccarelli, .
CREDITS
Editor: MICHAEL Crisp
Designer: Carol Harris
Typesetting: Interface Studio
Cover Design: Carol Harris
Artwork: Ralph Mapson
All rights reserved. No part of this book may be reproduced or transmitted in any
form or by any means now known or to be invented, electronic or mechanical,
including photocopying, recording, or by any information storage or retrieval system
without written permission from the author or publisher, except for the brief inclusion
of quotations in a review.
Copyright 1998 by Brother Herman E. Zaccarelli, .
Printed in the United States of America
Crisp books are distributed in Canada by Reid Publishing, Ltd.,
7267, Oakville, Ontario, Canada L6j 6L6
In Australia by Career Builders, 1051 Springwood,
Brisbane, Queensland, Australia 4127.
And in New Zealand by Career Builders, 571,
Manurewa, New Zealand.
Library of Congress Catalog Card Number 87-73183
Zaccarelli, Herman E.
Training Managers To Train
ISBN 0-931961-43-2
PREFACE
Managers at all organizational levels, whether they own their own business or work
for someone else, must supervise people. Done correctly, everyone benefits and the
manager will receive credit for a job well done. If, on the other hand, employees are
not managed effectively, no one will benefit, and the manager will quickly get the
blame! The task of directing people at work is not easy because employees, as human
beings, are very complex. However, employees cannot perform well on the job no
matter how hard they try and regardless of how much they want to until they know
what they are supposed to do and how they are supposed to do it. A well-developed
training program addresses both of these issues.
TRAINING MANAGERS TO TRAIN focuses on answering the question: How
exactly does a manager prepare for, plan, present, and follow up on training programs
designed to yield competent employees? The answer to this question is presented in
the pages which follow.
Training programs can be fun to develop and to present. And they can make a
significant difference in your organization’s success. Readers will find this book easy
to read and use. The efforts spent learning about training by putting the basic
principles in this book to work can be rewarding to everyone-management,
employees, and customers.
We’re excited to bring this material to you. We hope you enjoy using it. Turn the page
and let’s get started!
ABOUT THIS BOOK
Why will learning from this book be interesting and fun? Because you are not going
to just read it; you are going to use it! You’ll be working with a pencil or pen as much
as you’ll be reading. In the process, you’ll learn more because there will be
opportunities to apply what you are learning.
This program is designed for you if:
--You are aspiring to become a manager and want to learn more about the many
requirements of managing.
--You are already a manager and want to learn more about training.
--You are a trainer and want to get some ideas about programs which can be used
to help other people learn how to train.
--You are a student and want to learn more about the instructional design aspects
of training.
In addition to using this book as you work through it, you will also be able to use it
later. If you encounter a problem that can be addressed through training once you are
back on-the-job, this book will provide a review of techniques which will help you
develop and implement training programs.
This book is part of the “FIFTY-MINUTE” SERIES. This implies you can work your
way through it in one session. You will probably find it helpful to follow up your
initial activity with a more detailed study of selected parts as you actually develop
training programs. In effect, then, this book is a “recipe” to show you, in a
step-by-step manner, how to train.
DEDICATION
This book is dedicated to:
Dr. and Mrs. Lewis J. Minor
And
George and Toodie St. Laurent
We read in our daily newspaper about business executives who take advantage of
their positions to exploit others.
At the same time, there are exceptional entrepreneurs with high ethical standards and
successful businesses. These individuals rarely make news but their quality of life is
an inspiration to business community.
Dr. and Mrs. Lewis Minor and George and Toodie St. Laurent are such people.
They inspired me to “take the less traveled road” and because of the standards they
set, my service to humankind has been richly blessed.
Brother Herman E. Zaccarelli, .
TRAINING
MANAGERS TO GRAIN
A Practical Guide
To Improving Employee Performance
by Brother Herman E. Zaccarelli, .
Director
Center For Business and Entrepreneurial Management
St. Mary’s College
Winona, Minnesota
CRISP PUBLICATIONS, INC.
Los Altos, California
CONTENTS
Objectives of Training Managers to train 1
Reasons Why Training is Important 3
Training Know How is a Must for Managers 5
Employee Benefits From Training 6
When can Training Help? 8
Take the Training Test 11
Learn the Training Basics 12
The Four Steps of Training 14
STEP 1—Define the Job (Position Analysis) 16
Develop a List of Tasks 18
Define a Task 20
Consider Required Quality Levels 22
Design a Job Description 24
STER 2—Plan the Training 28
Consider Training Objectives 30
Develop a Training Plan 32
Design a Training Lesson 34
Select the Trainer/prepare the Trainees 36
STER 3—Present the Training 38
Group Training Tips 40
On-the-Job Training 42
STER 4—Evaluate the Training 52
Coaching 54
Orientation Programs 56
Training Resources 62
Using Visual Aids 64
Certificate of Recognition 67
“Back Of the Guide” 68
IT ALL STARTS WITH TRAINING
OBJECTIVES
An objective states the purpose of the training; it tells what the trainer wants to
accomplish. A competency-based objective tells the purpose from the trainee’s
perspective. It indicates what the trainee is expected to know or be able to do after the
training is completed.
This guide is a training manual whose objectives can be stated in a competency
format as shown on the facing page.
SOME OBJECTIVES FOR YOU
OBJECTIVES OF
TRAINING MANAGERS TO TRAIN
After reading this book and working through suggested exercises the reader will be
able to master the following objectives: (Numbers refer to pages where the objective
is discussed).
Objectives Page(s)
1. Define a competency-based trainee objective vi
2. Know why training is important from the perspective of 3-7
both the trainer and trainee
3. Give a brief overview of the four basic steps in training 14
program development and implementation
4. Conduct a Position Analysis including the development of 17-27
required analysis forms
5. Tell four uses of a Job Description 26
6. Develop training objectives, training plans, and training lessons 30-35
7. Select qualified trainers 37
8. List eight factors to weigh when considering group or 39
individual training
9. Describe major principles of group training 40
10. Design an on-the-job training program which incorporates 44-51
principles in the four-step method
11. Relate training evaluation to the training program objectives 52-53
12. Recite ten principles of coaching 55
13. Design an orientation checklist 59
14. Consider the role of employees in training program 60-61
development and implementation
15. Know where to locate helpful training resources 63
16. Use visual aids/equipment effectively 64-65
REASONS WHY TRAINING IS IMPORTANT
A manager is busy and has many things to do. There’s only time for the most
important, highest priority activities.
TRAINING STYLES
Every manager brings a different personality
to training. This individual style, however,
must be blended into an effective training
format if the outcome is to be successful.
Several reasons why training is important
regardless of the trainer’s style are described
on the next page. Check those with which you
agree
REASONS WHY TRAINING
IS IMPORTANT
Which of the following would benefit your organization?
Saving Money—If employees know how to do work the right way, costs will be
lower; profits will be higher.
Saving Employees—Employees who know how to do work according to their boss’s
expectations will be less anxious and turnover will be reduced.
Saving Customers and Making New One—Customers are happy when they receive
the products/services they expect. Training helps assure that this will consistently
happen.
We hope you checked all of the above. Training can provide all of these benefits.
You, your customers, your employees, and your organization have much to gain-and
nothing to lose-with a high quality training program. Which of the following will
benefit your organization?
Saving Time—A trained staff will promote efficiency. Both the manager’s time and
that of employees will be saved.
Reducing Staffing Concerns—Trained employees are better prepared and more
eligible for promotion opportunities.
Saving Relationships—Managers who show their concern for employees with quality
training help motivate them and morale levels are likely to increase.
Give yourself an “A” if you checked all six boxes
TRAINING IS PART OF EFFECTIVE SUPERVISION
A manager must do many things at once. All are important.
Nothing is more important than training.
The management of people determines organizational
success. Training cannot wait until “the manager gets
around to it” or “when time permits.”
Training must receive a high priority from management.
The highest levels of management must agree about the
importance of training and allocate time and resources
for it to be done well.
No manager can train in a vacuum. Top management
must endorse the value of training and employees
must be convinced of what training will do for them.
MANAGERS MUST BE EFFECTIVE TRAINERS
TRAINING KNOW HOW IS A MUST FOR
MANAGERS
Managers Must Do Managers Must Manage
Several Things Several Resources
√ Plan √ Time
√ Organize √ People(Employees)
√ Staff √ Money
√ Supervise √ Materials
√ Coordinate √ Energy
√ Control √ Procedures
√ Evaluate √ Equipment
As managers supervise employees they must:
Develop Staff Lead Staff
· Orientation · motivation Staff
· Training · performance must
appraisal be
· Professional · discipline oriented
Development and
· problem trained
solving before
· resolve they
conflicts can be
led.
TRAINING IS NOT A LUXURY FOR MANAGERS…IT IS A NECESSITY!
EMPLOYEES BENEFIT FROM TRAINING
Employees benefit from training. Management’s job is to demonstrate how training
will help employees. Properly explained, employees will want to be trained. They will
participate in training activities. They will receive maximum benefits from their
training experience.
WHAT DO EMPLOYEES GET OF TRAINING?
There’s an old saying, “if trainee hasn’t learned it’s because the trainer hasn’t
trained.” Trainees who understand the benefits they will receive from training will
want to learn.
EMPLOYEES BENEFIT FROM TRAINING
(Continued)
Check any of the following you would like to achieve:
□ Personal knowledge that you □ Promotion
are doing a good job. □ Freedom from on-the-job
□ Wage/salary increase. Accidents.
□ No anxiety about performance □ Increase in tips(where
evaluations. Applicable).
□ Fewer customer complaints. □ Freedom from on-the-job
boredom.
□ Feeling of being a
“professional.” □ Less tiresome work
□ Respect/esteem from customers, □ Participation in career
peers, and your boss. development programs.
□ Knowledge that your job is □ Good first on-the-job
secure experiences.
□ Better relationship with your □ Less stress.
manager.
□ Improved teamwork
□ Job enjoyment.
□ More fun on the job.
Guess what? Your employees will likely be happy with the same things that
you checked. You may have checked all of the factors. Each is influenced
by training.
TAKE THE TRAINING TEST
Which of the following statements about training are True? False? or Partially
True?(maybe)? Check your answers and compare them to the author’s
Statements below.
True False Maybe
1. Training can be difficult □ □ □
2. Training should be cost-effective □ □ □
3. Training is a line responsibility. □ □ □
4. Only new employees benefit from training. □ □ □
5. Training can modify an employee’s attitudes □ □ □
6. Training is best when objectives involve. □ □ □
increasing/changing, knowledge/skill levels
7. Training should be done when time permits □ □ □
8. Training for problem resolution is different □ □ □
than teaching a new employee job skills
Check your answers.
1. True—training can be difficult; it takes skillful planning to implement
a quality training program.
2. True—training must be cost-effective or it should not be undertaken.
3. True—line Managers—not those in the personnel office—should be
ultimately responsible for training.
4. False—all employees benefit from training.
5/6. Maybe—it is difficult to modify attitudes. Training is most typically
helpful in influencing knowledge/skill levels.
7. False—Training is too important to do only when time permits; it
must receive a priority.
8. False—The basic training techniques are the same regardless of
the purpose.
THE FOUR STEPS OF TRAINING
STEP#1 DEFINE HOW THE JOB SHOULD BE DONE
(POSITION ANALYSIS)
The first step in training is to define how the job you will train other for
should be done. This process involves developing a position analysis.
A Trainer must know how the job should be done before the
“best” way can be taught.
The following activities are required to develop a position
analysis:
■ Develop a List of Tasks (Definition: task—a single
element/activity of a job. Jobs
typically are composed of
several different specific tasks.)
■ Define the Task (Definition: A description of exactly
how a task should be performed)
■ Determine the Required Quality Level for each task
■ Construct a Job Description
A trainer knows that a position analysis is an important first step in
training. He/she also knows, however, that the process used must
be simple, practical, and efficient.
WHY A POSITION ANALYSIS?
Check (□) each of the following statements as they apply to your
organization
T F
□ □ 1. All employees in the same position perform each task of
their job in the same way.
□ □ 2. Every supervisor for a specific are of responsibility would
give the same explanation of how each task should be done.
□ □ 3. It takes different employees approximately the same amount
of time to perform a specific task.
□ □ 4. All employees use the same process/procedures to perform
each identical tasks.
□ □ compliment your organization about the consistency
of employee task procedures they encounter.
□ □ 6. Similar quality standards are consistently attained by all employees.
□ □ 7. The definition of what constitutes “good” performance is
understood by all members of the staff and is used as the basis
for training, supervision, and performance appraisals.
□ □ 8. Job descriptions accurately portray the work to be done.
If you answered honestly, it is probable you answered all statements false.
If you think about each question, however, you probably recognize that in an
Ideal organization, most questions could be answered true.
When job tasks are performed with consistency by employees, quality
standards can be defined; time and cost requirements can be established; and
guidelines for performance evaluation criteria can be developed.
SAMPLE TASK LIST
Position:
Tasks required to perform in this position, (listed by priority):
1.
2.
3.
4.
5.
6.
All significant tasks which an employee working in a specific position must
do should be listed. For example, a sales clerk may, as part of the job:
--operate the cash register correctly for each transaction(daily)
--complete a daily sales report to the specifications required(daily)
--attend to the needs of customers(daily)
--conduct inventory counts(weekly)
--vacuum the carpet(daily)
--etc.
Once all basic tasks have been identified, a person with training
responsibilities will know what a new sales clerk must accomplish
To be successful, a training program must present all of the necessary
information to allow a recently hired sales clerk to understand and
perform the job to the level of quality expected.
Want to try an experiment to learn more about
Task lists? See page 69 to apply what you have learned.
SAMPLE TASK BREAKDOWN
Position: Task
The procedures to complete this task include:
Step Process Equipment/
Supplies
Time
Requirements
Other
1.
2.
3.
4.
5.
A task breakdown describes, in sequence, what employees must do in order to
perform a task correctly. Consider, for example, a sales clerk operating a cash
register. Operating instructions provided by the manufacturer of the equipment
might be an excellent starting point. These can then be integrated into the
specific job requirements.
Or, how exactly should inventory counts be taken? What considerations are
necessary when approaching a customer, etc.? The answers to these questions
cannot be supplied in a manufacturer’s instruction booklet. The procedures
which evolve to answer questions such as these can very beneficial even before
training activities begin!
Want to try an experiment to learn more about
Task breakdowns? See page 70 in the back of this book
QUALITY STANDARDS TEST
Check (□) the following statements which are true in your organization:
□ 1. Quality standards have been established for all activities undertaken
by persons in all positions.
□ 2. Quality of work output is a significant factor in employee appraisals.
□ 3. Customer complaints about quality problems are extremely rare.
□ 4. Quality is just as important as quantity when tasks are performed.
□ 5. Quality standards are consistently measured and reported on.
□ 6. Management’s philosophy and expectations about maintaining quality
standards are well known.
□ 7. Employee training programs emphasize quality requirements as
skills that are taught.
□ 8. Employees are rewarded by meeting(exceeding)quality goals.
How many did you check as true? Any that were not checked true
need immediate attention.
Think about the products and services you purchase you purchase as
a consumer. What makes you happy? Disappointed? What factors in
your personal situation are applicable to the products/services provided
by your organization? What can you learn from this analysis? How can
you apply your own perceptions of quality to “the way things are done”
by your employees?
TRAINING: STEP#1(Continued)
Position Analysis:
The Four Activities
□Develop a list of tasks
□Define a task
□Determine required
□Quality levels
□Design a job description
ACTIVITY#4:
DESIGN A JOB DESCRIPTION
The final activity in the Position Analysis process is to develop a job
description. This important personnel management tool has many
uses. A trainer with a current job description has a “head start” to
assure that employees recruited and selected have the “right”
training activities.
NOTE: Large organizations typically have personnel
departments to help recruit employees. It is very important
that operating departments provide the personnel
department with updated job descriptions. If this does not
occur, there may be “surprises” when a newly hired
employee “discovers” what the job really involves.
SAMPLE JOB DESCRIPTION*
Position: Date of Last Revision
Level:
1. This position reports to
2. This position supervises:
3. Basic tasks for this position include:
A.
B.
C.
D.
E.
F.
G.
H.
4. Knowledge of equipment required includes:
5. Personal qualifications judged important for this job are:
6. Quality standards for this position assure:
7. Description of other important aspects of this position are:
8. Etc.
--Only the most important tasks should be included in the job description.
--“Personal qualities” are sometimes included in a separate “Job
Specifications” sheet. We have combined them here.
MORE ABOUT JOB DESCRIPTION
Respond to the following questions. (Suggested answers are at the bottom of the
page.)
1. How do job descriptions relate to training programs?
2. What can happen if job descriptions are not current?
3. What is the difference between a job description and a performance
appraisal.
Want more experience with Job Descriptions?
See page 71 in the back of this guide.
Answers:
1. Job descriptions specify tasks for which training is necessary.
They
also help assure that qualified employees are hired.
2. Problems will occur when job descriptions do not accurately
describe the work that needs to be done.
3. Job descriptions describe tasks which are part of position.
Performance appraisals are methods used by management to
evaluate how well a job is being performed.
THE FOUR STEPS OF TRAINING (Continued)
STEP #2
PLAN THE TRAINING
We have now learned the importance of developing a position analysis.
As a result, a manager/trainer should know all major aspects of the job
that need to be done. Training based on the position analysis must (a)
address all tasks, (b) teach the correct procedures, and (c) determine
the required quality levels.
The second step in training is planning. Some individuals omit or
de-emphasize this step (what is there to plan? We do the work every
day and should be able to show someone how to do it. Time saved in
planning can be spent in training!). Failure to plan for training
activities is a sure way to have your training efforts fail!
To plan for training, a trainer must:
--Consider Training Objectives
--Develop a Training Plan
--Design a Training Lesson
--Select the Trainee(s)
--Prepare the Trainee(s)
WHY PROPER PLANNING IS REQUIRED
Think about training programs in which you’ve been involved. Some may be
currently used in your organization. Did any of the following occur? (If so,
check the box □.)
□ 1. The trainer “forgot” that training was to take place.
□ 2. As a trainee, you were uncertain about what you needed to learn.
□ 3. The training was often interrupted because of outside priorities.
□ 4. The quality of training was lowered by the lack of supplies or
unavailable equipment.
□ 5. The procedures taught by the trainer were not consistent with:
□ what the written or audio/visual materials said to do
□ what others told you to do
□ what you saw others do
□ 6. The training was unorganized, (for example, procedures were taught
out of sequence).
□ 7. The trainer did not seem to care about training you.
□ 8. The trainer was ineffective because of attitude or a lack of knowledge.
□ 9. There were no written (or other) materials to help you learn
□ 10. Training was done “only when there was time”.
If you had first-hand experience with any of the above items, you
now know why training is important!
TRAINING: STEP #2 (Continued)
Planning for Training:
□ Consider Training Objectives
□ Develop a Training Plan
□ Design a Training Lesson
□ Select the Trainer(s)
□ Prepare the Trainer(s)
The first concern when planning is to consider the training objectives.
You can’t plan a program until you first know what the training
is to accomplish.
Recall at the beginning of this book we stated some objectives. These
were stated in terms of what you (the reader) should know or be able
to do after you complete this guide. As the trainer, when you plan a
training program, it is equally important to consider what the trainees
should know or be able to do after the training is completed.
Training objectives should be attainable. Both trainer and trainees will
be frustrated if impossible-to-reach goals are set. Objectives should
also be measureable. At the conclusion of training, the trainer and
trainees should be able to tell how well the goals were met.
Objectives help during the evaluation stage which will be discussed
later. The training program will be successful if the objectives are met.
TRAINING OBJECTIVES MUST BE
ATTAINABLE AND MEASUREABLE
Which of the following training programs objectives are attainable and
measureable?
Attainable Measureable
1. There will never be any accidents. □ □
2. Accident rates can be reduced. □ □
3. Employees will always have the proper □ □
attitude about safety.
4. Employees can be taught to operate the □ □
equipment according to procedures in
the task breakdown.
5. Employees will appreciate the need to □ □
operate equipment safely.
6. Employees can be trained to correctly □ □
complete an accident follow-up report.
7. Employees can be trained to correctly □ □
perform each task for their position.
Check your answers here:
1. This is probably not attainable but is measureable. Accidents can be
reduced but not eliminated (due to the human factor).
2. This is probably attainable and can be measured by determining if
the rate after training is lower than before training.
3. Attitudes are difficult to “measure”, this is probably not an attainable
objective.
4. This is attainable and measureable.
5. Same answer as #3.
6. This is attainable and measureable. The definition of “correctly”
refers to procedures outlined in the job breakdown for each task.
7. Both attainable and measurable.
TRAINING: STEP #2(Continued)
Planning for Training:
□ Consider Training Objectives
□ Develop a Training plan
□ Design a Training Lesson
□ Select the Trainer(s)
□ Prepare the Trainer(s)
ACTIVITY #2:
DEVELOP A TRAINING PLAN
Once attainable and measureable training objectives have been
considered, a training plan can be developed. This planning
tool provides a step-by-step written document for others to
follow.
A training plan can be for either a complete training program
or something focusing on just one task.
TRAINING: STEP#2 (Continued)
Planning for Training:
□ Consider Training Objectives
□ Develop a Training plan
□ Design a Training Lesson
□ Select the Trainer(s)
□ Prepare the Trainer(s)
ACTIVITY #3:
DESIGN A TRAINING LESSON
Once a training plan outlining general program requirements has
been developed, a trainer will need to concentrate on specific
segments of that plan. This is done with the use of a training lesson.
Generally, there is one training lesson for each training session.
(If 10 sessions are planned, 10 training lessons are developed.)
A training lesson does several things. It:
--provides a content outline for the session
--suggests activities/specific instructions which will help
facilitate training
--defines suggested time to be spent on each segment
within the session
TASK BREAKDOWNS ARE USED FOR TRAINING LESSONS
If the specific training session is designed to teach employees how to
perform a task, the task breakdown becomes a major part of the training
lesson. An important job planning tool becomes an important training
tool!
TRAINING LESSONS ORGANIZE
TRAINING SESSIONS
What exactly does the trainer do during a training session? How much time should
be allowed? These are questions answered by a training lesson. Consider the
sample below:
SAMPLE TRAINING LESSON
Training Topic: Operate company cash register properly
Objective(s): Once training is completed, a sales clerk should know how to
operate the cash register to company specifications.
Content of Session Suggested Activities Time
1. Procedures for cash
register operations are
found in the operations
manual for the machine
and augmented by
company manuals for
special purchases.
1. Provide a copy of
instructions from the
manual.
2. Talk through the
operating techniques
3. Use training software,
work through several
examples of machine
operation.
4. Review what has been
learned by allowing
trainees to demonstrate
understanding via “real
world” examples.
N/A
10 min
40 min
10 min.
per trainee
NOTE: The content column may include actual information(such as the task
breakdown) or information the instructor has adapted from other resources such as
books or magazines. Suggested activities should allow trainees to participate in the
training program.
For a “hands on” experience developing a training
Lesson see page 73.
TRAINING: STEP #2 (Continued)
Planning for Training:
□ Consider Training Objectives
□ Develop a Training plan
□ Design a Training Lesson
□ Select the Trainer(s)
□ Prepare the Trainer(s)
ACTIVITY#4:
SELECT THE TRAINER(S)
PREPARE THE TRAINEE(S)
Who is going to train? What should the trainer do to get the trainees
ready for the training?
Training is one of the most important things any organization does.
We have discussed how to plan for training. This concern must carry
through to the trainer. When a busy supervisor or employee is asked
to provide on-the-job training to a new staff member but is not given
release time nor is told how to train, problems will result.
WHAT ABOUT PREPARING TRAINEES?
Trainees must be considered. They must be prepared for the
experience. To prepare trainees, consider ways to:
-Reduce anxieties by telling trainees what the training will involve.
-Emphasize that trainee concerns will be addressed.
-Inform trainees that training will directly relate to the work they
were hired to do.
-Indicate that efforts will be made to keep the training experience
enjoyable and worthwhile.
-Let trainees know the basis on which they will be evaluated.
WHO WILL BE A GOOD TRAINER?
Not everyone will be an effective trainer. Which of the following
characteristics/factors do you think are important to consider when selecting a
trainer? (Check □ those which you think are important, then compare your
beliefs with those of the author below.)
□ 1. The best trainers will be found in the Personnel Department.
□ 2. The most experienced employee will automatically be the best trainer.
□ 3. The trainer must have an interest in training.
□ 4. The trainer should have a sense of humor.
□ 5. The trainer must be a good communicator.
□ 6. The trainer must have patience.
□ 7. The trainer must be a manager.
□ 8. The trainer must have the time to train.
□ 9. The trainer must have the respect of colleagues.
□ 10. The trainer must be “higher up” in the organizaton.
□ 11. The trainer must be enthusiastic.
□ 12. The trainer must be the person who developed the training plan and
training lesson.
□ 13. The trainer must personally know how to do every task is required
of someone in the position being trained.
The following characteristics are important in a trainer:
3,4,5,6,8,9,11
NOTE: #13 is incorrect because different trainers could be used to
Teach employees different tasks.
THE FOUR STEPS OF TRAINING(Continued)
STEP #3
PRESENT THE TRAINING: GROUP OR INDIVIDUAL
