Training Plan Development via Task Assessment – Part 3

Training Plan Development

     In this installment of Training Plan Development via Task Assessment, we will turn the example task assessments created in Part 2 into training plans, each customized for an individual employee.  A sample training plan document is presented and used as a vehicle for discussion of important aspects of training plan execution.
     Some may question the need for a separate document, preferring to reference only the task assessments during training.  A separate document is advantageous for the following reasons:

• The training plan can be customized for an individual, accounting for prior experience and anticipated future responsibilities.
• The training plan can account for changes in individual or departmental responsibilities.
• The training plan facilitates tracking the progress of training and monitoring an employee’s performance.
• A completed training plan creates a permanent record of an employee’s qualifications.

These advantages are discussed further in the context of the examples provided.

     The automotive repair shop apprentice’s training plan is shown below:

Several aspects of this training plan warrant particular attention:

• This is an abbreviated training plan.  That is, there are fewer tasks listed than were shown on the associated task assessment.  Though this was done for the sake of convenience in presenting the example, there are several legitimate reasons why this may be true in practice, including:
  • Prior experience obviates the need for training on a particular task.  In this example, perhaps Don had been employed by the shop as a helper responsible for checking and replenishing fluids prior to entering the apprenticeship program.
  • Responsibilities of a position have changed.  The task assessments remain valid, but the definition of the role has changed.
  • Multiple positions with varying responsibilities have been created that draw from previously-assessed task sets.
• Training for each task has been scheduled consecutively in the order listed.  This need not be so; training on tasks can overlap to suit the needs of the trainee’s learning style, availability of a qualified trainer, or other circumstances.
• The sequence of task training presented deviates from the increasing TPP protocol:  head gasket replacement, TPP = 392 is scheduled prior to repair estimate, TPP = 270.  This deviation was made for two reasons:

1. This sequence groups all of the “shop work” before all of the “office work,” providing greater flexibility and efficiency for the trainers to complete these tasks.
   
2. Experience with head gasket replacement – and all other repairs and maintenance duties – will inform repair estimates, resulting in more accurate estimates provided to customers in less time.

• The Notes and Signature sections are blank, anticipating a hard copy or electronic file will be filled in as training progresses.

 
     The optical glass reticle manufacturing training plan is shown below:

To illustrate potential variations in the execution of training plans, the manufacturing example is presented differing from that of the service example.  Aspects of this example that warrant attention include:

• This is an abbreviated training plan.  Again, this was done for convenience of presentation, but may also be required in practice.  See the service example above for details.
• Training for several tasks overlap.  This is often done to avoid monotony and boredom.  More importantly, variation of content fosters improved retention of the subject matter.  Tending to other responsibilities may also be intermingled with training sessions.
• The form is shown partially filled to provide examples of comments that may be included on an individual’s training record.  Remarks on the trainee’s performance or explanations for deviations from the schedule are typical examples.
• The first two tasks have been signed off early; the Notes section explains that the trainee is rapidly mastering the skills required.  The training schedule of an exceptional employee can be accelerated; the schedule can also be extended for those that require additional instruction or practice to achieve mastery.  The standard schedule transferred from the task assessment is only preliminary; it can be modified on a task-by-task basis as each individual’s needs become apparent.

 
     As stated in the opening, completed training plans should be retained as a permanent record of an employee’s qualifications.  Additional forms should be added to employees’ files as new responsibilities, new technologies, or other changes to the work environment require updated skills.  Completed training plans should be used as direct inputs to an employee’s Skills Matrix, if one is maintained.  Referencing these records can inform decisions about new assignments, promotions, or future training required to support the organization’s evolution.
 
     In the final installment, Part 4 provides a comparison of the Parker and Kleemeier method and Training Plan Development via Task Assessment.  The methods used and the results of each will be compared, presenting advantages and disadvantages.
 
[Link]  Parker, Willard E. and Kleemeier, Robert W.  Human Relations in Supervision; McGraw-Hill Book Company, 1951.

Jody W. Phelps, MSc, PMP®, MBA
Principal Consultant
JayWink Solutions, LLC
[email protected]