Page 271 - Nutrition Counseling and Education Skills: A Guide for Professionals

described in the task analysis and the individual’s current skill must be addressed. A demonstration should
show what to do and then allow the person to perform the task. The task analysis may be used as an ongoing
reference since it describes what to do in sequence. Using the task analysis in coaching or in supervised on-
the-job training facilitates the learning of skills.

After mastering the basic skill involved and being able to recognize the correct sequence of procedures, the
individual needs repeated practice to improve the skill. With time and practice, improvements in speed and
quality of work should develop.1,18,19

Job Instruction Training

A great deal of employee training takes place not in the classroom, but on the job. New employees require
orientation and training with either an experienced worker or a supervisor. Current employees may need
retraining periodically, may be assigned new tasks, or may receive promotions that require the development of
new skills and abilities.

A four-step process entitled job instruction training (JIT) was delineated for rapid training of new
employees. It may be used to teach skills and is based on performance rather than subject matter. The four
steps are (1) preparation, (2) presentation, (3) learner performance, and (4) follow-up.

This is similar to tell, show, do, and review. Before instruction, a task analysis should be completed and the
work area arranged with the necessary supplies and materials that the employee is expected to maintain.17 Box
12-1 summarizes the main points.

CASE ANALYSIS 2

What instruction materials, audiovisuals, and/or handouts would you plan to use in the prenatal class?

Preparation

The first step prepares the employee psychologically and intellectually for learning. Since a superior may be
the trainer, the setting is important. Any tension, nervousness, or apprehension in the subordinate employee
must be overcome because it may interfere with learning. A friendly, smiling trainer puts the person at ease by
creating an informal atmosphere for learning in which mistakes are expected and tolerated. The trainer states
the job to be learned and asks specific questions to determine what the individual already knows about it.
Motivation for learning increases when employees become interested in their jobs. Finally, the trainer should
be sure that the employee can physically see what is being demonstrated.

Step I: Prepare the learner

1. Put the learner at ease.
2. State the job.
3. Find out what the individual knows about the job.
4. Develop interest.

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