1、B E G I N N I N G A N D T A S K A N A L Y S I S1Beginning & Task AnalysisYou should allow 120 minutes for this session. The following table outlines the time required for each section of the session and the resources you will need in order to conduct the various games and exercises.Course Introducti
2、on5 minsSession StructureBeginning the training30 minsStandards and Quality15 minsTask Analysis50 minsStaging a task20 minsDemonstrationPrepare a dirty, broken, cold cup of coffee.To prepareDemonstrationA box of matchesIntroduction and welcomeLets continue examining the structure of the training ses
3、sions we will be conducting.Do you remember each of the 4 parts in the structure?BeginningSession BreakdownChecking TrainingSession2I C O N K E YShow overheadAsk participantsFlipchartTime required5 mins2Back at workIn this session we will consider the Beginning of a training session and how we analy
4、se a task in order to do a Session Breakdown.By the end of this session, youll be better able to:INTEREST your learner at the start of the trainingAppreciate the link between standards and qualityIdentify the steps and standards in any taskDistinguish between the steps and stages of a task.Beginning
5、 the TrainingWhat is the first thing that we need to do at the beginning of a training session?Ask participants for their own ideas.First we need to interest the trainee in the training.As we discussed in the first session, to learn effectively, the trainee must want to learn. Interest encourages th
6、em to feel like that.So the Beginning of a training session contains 3 key elements.InterestMotivate the trainee to want to learn/listen.Title A clear, concise title of what the trainee is going to learnBenefitExplain the benefits of learning to do the task well.You can offer the Title, Interest and
7、 Benefit in any order in your training session.Title is a clear, concise name for the session youre running.Interest is where you do or say something to excite the trainee about the subject. You can do this in all sorts of ways - by telling a story, or by showing a good or bad example of the finishe
8、d product etc.And Benefit is where you explain the benefits to the trainee of doing the task to the right standard - why they need to learn.Here are the Beginning notes I made for the session I gave this morning.By the end of this session35 minsBeginning the Training3Distribute handout 1.What are ot
9、her things I may have said or done to gain your interest in the task I demonstrated?Seek responses from participants.Distribute handout 2Were now going to do something practical. Im going to ask you to write your own interest for the beginning of your training session.Ask participants to refer to ha
10、ndout 2 and their pre-programme work.Please open your pre-programme work. In it you were asked to select a task in your department. I would now like you to write the beginning of a training session for that task, using handout 2. Please complete the details at the top make notes on what youll say or
11、 do, and then number them in the order youll do them. Ill come round to check how youre getting on, but please tell me if you need any help. Take about 10 minutes for this task.After 5 minutes, move round the group, checking that each person is happy with their task. Help anyone who is stuck in any
12、way. As participant finish, read through their notes. Give supportive feedback on the draft.What I would like to happen now is for each person to read their interest sheet out to the rest of the group. Dont worry about resources. Just tell us what they would be for now. As the rest of us listen, I w
13、ant us to decide four things:Is the title clearly defined and clear?Does it excite or interest you, motivate you to learn more?Does it tell you the benefit of learning the task?What else might the trainer do or say?Dont worry if you feel a little nervous, were here to learn from and support each oth
14、er. 4Explain the rules for giving feedback:Each person is to base his or her feedback on the four questions listed above.Each person starts with one positive comment about what the trainer did well followed by one comment about what could be improved next time. Ask people in turn, to move to the fro
15、nt and read out their interest. At the end allow 5 minutes if anyone wants to rewrite or adapt his or her beginning.Standards and QualityBefore starting this part of the session, have ready a special cup of coffee - one that breaks all the standards for a cup of coffee in the hotel. Your aim is to u
16、se it to show how important standards are - and what effect poor quality has on the hotels guests.As listed in preparation, make sure that the cup is chipped and dirty, the spoon is in the cup and the coffee has spilled into the saucer.When we have prepared and practiced our beginning the next part
17、of the training is the Session Breakdown where we do the task analysis. In your pre-programme work you were asked to not only select a task but to find out the standards for that task.Offer participants the cup of coffee you prepared for this session.If I were to serve you a coffee like this, what w
18、ould you think?I dont care about my jobI dont respect hotel guests10 minutes5That Hilton Internationals employees are sloppy and do not have high standards.6Why are standards so important?Seek responses from participants.High standards are essential because they ensure out guests receive the quality
19、 they expect.They save us money (e.g. without standards the kitchen hand may use twice as much detergent as necessary - costing extra dollars each week/month/year)Employees know whats expected of themThey save time - by requiring employees to perform tasks efficiently/once only.Who sets standards in
20、 this hotel?A department head together with the General Manager.Where will you find the written standards?In the Standard Operating Procedures manual, or SOP manual for short.Why is it important to have written standards?So that employees can be trained to specific, clear standards.If we train every
21、one to the same, consistent high standards, we always offer guests a quality service.Task AnalysisClearly we need standards for every task, covering our behaviour, presentations and procedures.As part of the pre-programme work you were asked to find out the standards for the task you selected.Give m
22、e some examples of standards.If we train everyone50 mins7Encourage participants to name as many standards as they can in 1 minute e.g. that a receptionist should always answer the phone within 3 rings.The problem is that all of you are skilled and competent at everything you do. Working to high stan
23、dards seems natural - you do things automatically because youre used to them. So, for someone else to learn those standards, we need to break them down into logical steps.Lets take an everyday example: striking a match. Imagine that someone has just arrived on earth from outer space. Theyve never be
24、en to earth before. The first thing he picks up is a box of matches, which hes never seen before. He asks you what are these please, and how to use them?Hold up the box of matches.I would like you to now write down the steps involved in striking a match.Allow participants 5 minutes to do this, then
25、move round the group asking each person in turn to tell you the next step. No one gets this task right first time so, while its important that you show people what they have missed out from the steps, it is better to avoid asking just one person to tell you what they have written. Spread the mistake
26、s by rotating the responsibility between everyone. Ask each person to read out slowly what they have written and follow their instructions exactly even if it means doing some things wrong e.g. opening the box upside down so that the matches all fall out.I hope that two things are clear from this exe
27、rcise. First, even to strike a match, there are not only steps to follow, but standards for each step.Secondly, some of these standards are common sense - to avoid inconvenience, and some are essential safety standards.On a flipchart, write the title: Striking a match. Then draw the following table:
28、Step1. Pick up the box of matchesStandardHold the box flat in your left hand.See that the company name or logo is 8uppermost.Lets look at the steps and standards for striking a match. What is the first step? And how would you know it would meet the necessary standards for safety?Ask participants to
29、agree each step and standard in turn, and note it down on the flipchart. Once they have completed this activity, distribute handout 3 and discuss any differences between it and the flipchart version.Well done. You have just analysed the task of striking a match. Would you have believed a simple task
30、 could have so many steps?You remember my training demonstration? Here is my task analysis for that.Distribute handout 4Explain that the blank centre column is for questions that they will add later.Why do we bother with these standards?Seek the following responses:For guest safety and comfortTo mee
31、t health and safety and other requirementsTo delight the guestAnd why was it necessary to analyse these tasks?So that we dont forget any important steps or standards.We clarify the how and why of a task for ourselvesWe separate the subject into its component partsWe overcome our assumptions9The trai
32、nee has a clear, logical process to followWe have a framework for the Breakdown section of our training.Staging a taskWhen analysing the task, there is one more thing we must do. And that is to divide the task into stages. We have already divided two tasks into steps.How many steps are there in each
33、 of the tasks weve discusses so far?8 steps to pouring a bottle of lager, and 9 in striking a match.What would happen if we tried to train a beginner in all these steps in one go?The trainee would become confused. Do you recall the Memory Game? Group 2s recall was much better than group 1s because t
34、hey were allowed to organise the objects into logical groups. They same principle applies in task analysis. By grouping steps into logical stages we make it easier for the trainee to learn.A stage is a chunk of learning after which there can be a logical break. Its the chunk we can practice before g
35、oing on.Lets look at the task analysis for striking a match again. Can you see any logical breaks in that?Discuss participants answers. You should agree there are two stages; the second one begins after step 4.What about the bottle of lager?Allow participants to discover the correct break between st
36、ages then display the overheadThis task also falls into two stages: opening the bottle and pouring out the lager. So the second stage begins after step 3. Other tasks are much more complex e.g. taking a conference booking. This task would have many stages, would require the trainee to have a lot of
37、background knowledge to perform the task and may require several training sessions.So, in deciding how many stages there should be in any task, you need to take three factors into account:The complexity of the task20 minsSteps and StagesHow many stages?10The ability and prior knowledge of the traine
38、eThe most logical place or places to place a break.For the last part of this session, I would like you to draft your own task analysis for the training session you are going to run. Please refer to the same task that you used when you wrote the Beginning stage.Distribute handout 5.To do this, please
39、 identify the steps in each task, and the standards for each step. Finally, work out how may stages your task should be broken into. Do this on a rough sheet of paper first, and then transfer it to the task analysis sheet on handout 5.Allow 15 minutes for participants to work on their task analysis. Move round the group to check on each participants progress.We will now break for lunch. When we return we will discuss our drafts and begin to consider how we can make the training session interactive.Break for lunch.
