Common Training Errors

DOE-STD-1012-92

The second element is to provide additional motivation for the trainee. Reinforce

how this training will help him/her perform on-the-job and discuss how it relates to previous

and future training.

The last element is to document the training. Facility training procedures should

specify how the instructor documents completion of training. One method is to document the

training on the individual's OJT checklist. Each task has two signatures: one to document

completion of training, the other to document the performance testing.

4.7 Common Training Errors

OJT instructors are sometimes ineffective in their role as trainers for a variety of

reasons. This section contains common errors that OJT instructors sometimes commit.

Trying to Teach Too Much--No one can really learn a very complex task all at once.

Rather, people should be taught elements of the task (enabling objectives) and develop skills

in doing those elements before they are taught the total operation. In short, don't try to

teach a complex task as a complete unit. Break the task into understandable parts.

Attempting to Teach the Individual Too Fast--Another common error is attempting to

teach the task too rapidly. This forces the trainee to perform a task when he/she is not

ready. Many instructors feel that training can sometimes be done more rapidly than it can.

This usually happens when they are very familiar with the task and feel it's easy to

accomplish.

Lack of an Overview--A third common error is to skip the overview during the

introduction. OJT instructors sometimes commit this error because they know the job very

well, and feel the trainee should be able to "follow" their explanation and demonstration

without the first "T" of effective training.

Failure to Recognize Individual Differences in Trainees--Every trainee is different.

Some trainees learn more quickly and easily than others because people vary in their working

knowledge and skills (mental and/or physical dexterity, visual acuity). Learning speed is a

function of both mental and physical skills. Effective instructors adapt their training styles to

the individual differences and capabilities of their trainees.

Failure to Provide Practice Time--Being proficient at anything requires practice.

There is no such thing as a natural born athlete or skilled mechanic. All tasks which require

mental and physical skills require some practice. Olympic athletes train every day and