Explanation Step - std10120031

DOE-STD-1012-92

or task. The instructor should then tailor the training based on a combination of the trainee's

experience, education, and training completed to date. By briefly reviewing what the trainee

knows and then progressing to new material, the risk of losing the trainee's attention will be

minimized.

The instructor should do his/her best to minimize interruptions during the training

process. The presence of co-workers at the training site is a problem because the trainee

needs to be able to practice, make errors, and receive corrective instruction without personal

embarrassment. Although elimination of all co-workers from the vicinity of the training is

difficult or impossible, some degree of privacy is needed.

The last step in the introduction is to express confidence that the trainee will learn to

perform the task quickly and well. You want the trainee to begin the training with a feeling of

confidence and a desire to meet the challenge.

4.3 Explanation Step

With a simple task the instructor may combine the explanation and demonstration

steps of OJT. With a complicated or hazardous task, however, it is usually better if the

instructor separates these two steps.

The instructor tells the trainee how to perform the task, the second "T" of effective

training. The instructor should clearly describe the action(s) the trainee is expected to

perform. An important consideration in this step is the language used. Instructors should

speak on a level the trainee understands and fully explain technical terms.

The instructor should stress key points and critical steps during the explanation of the

knowledge and skills required to perform a task. This helps the trainee differentiate between

the important (critical) and the not-so-important information. The instructor should make full

use of being at the job site to explain the task and bring to the trainee's attention any cues

and or stimuli related to the task. The instructor should explain why and in what order

procedural steps or task elements are done to reinforce learning and should stress safety by

his/her words and actions.

An effective explanation requires two way communication between the instructor and

the trainee. The instructor should ask the trainee questions to verify comprehension during

the explanation and should be patient and willing to explain something as many times as

necessary. The instructor should answer any questions the trainee asks.