Rethinking How We Train in Meat Processing, Part II:
Some Ready-to-Use Training Tools for Meat Processors

In our April feature, we explored why traditional “information dump” training often falls short in food manufacturing: without clear goals or hands-on practice, learners struggle to connect new knowledge to their day-to-day tasks. That’s where learning outcome–based training comes in. By defining just two or three specific, measurable outcomes up front, you focus both instructor and crew on exactly what success looks like. And by pairing each outcome with a targeted learning activity, you give adult learners the chance to apply concepts immediately—transforming abstract ideas (“proper sanitary dressing”) into real, on-the-floor skills.

In short, if we focus on just 2-3 key takeaways and support those with hands-on learning activities, the potential for information retention skyrockets. But how can we make sure our outcomes and activities are actually interesting enough to pay attention to? In last ,month’s article, we talk all about engaging adult learners. Here’s a summary:

Adult learners thrive when training taps into how they already think and feel. Drawing on the five engagement strategies from the SARE “Engaging Adult Learners” framework, aim to:

1. Make content relatable – Frame each key takeaway around your team’s existing knowledge and plant processes that their already familiar with.
2. Engage positive emotions – Celebrate small wins in activities to build confidence and buy-in. It may sound corny, but biology shows that when people feel excited, recognized or like they’re having some degree of fun, the circuits of the brain that retain memories are activated.
3. Give learners choice – Let experienced crew members pick which scenario, hands-on learning activity or tool to practice first.
4. Identify mental models – Surface how people already approach a task (e.g. “this is how I usually set up the deboning station”) and then tweak it for best practice. Everyone brings different backgrounds and experiences to the table – learn to rely on those. You’d be surprised how many seasoned and entry level team members have insights into what you’re trying to accomplish. Remember – the answers hardly ever lie in a manager’s office – they already exist out on the shop floor.
5. Provide opportunities for practice – Embed hands-on drills and real‐time feedback, not just lectures. 99% of people in our industry are learners by ‘doing’, not just reading or listening. Teach a skill and practice it. Run simulations and scenario games. Make it competitive. Trust me, it’ll be worth the time invested.

Building on our April feature on making training stick, NMPAN is excited to share two ready-to-use templates you can drop straight into your next session—no more reinventing the wheel. Both are built around focused learning outcomes, hands-on activities, and built-in reflection so your crew learns by doing, not just by listening. Feel free to customize these to your plant’s processes, tools, and pace.

I’ve prepared two documents that I regularly use for effective training for you to use, change, improve, whatever works best for you and your team:

(Note: you will not be able to edit these at the links provided. You’ll need to download them or make a copy and add to your own google drive.)

NMPAN Training Design & Class Agenda Template helps you organize your ideas, identify key points you want your team to remember, and plan your timing. It guides you in clearly defining the essential information your team needs to learn. It also prompts you to plan practical, hands-on activities that reinforce learning, since, as you know, most of us in this industry learn best by doing.

• The first tabs gives instructions and a real-life example of how I planned for my SOPs 101 training for a crew of inexperienced supervisors.
• The second tab is a the blank template for the planning document
• The third tab gives instructions on how to use this tool for planning the actual class agenda and breaks each section down into minutes.
• The fourth tab illustrates an actual example of how I turned my brainstorming template into a class agenda.

The Training Outline is an example of my actual training outline that I derived from the planning tools in the first document; this is what I print out and use as my presentation reference notes. There’s space to add talking points, important data, prompts, and other notes you’ll want handy during the session. 

It also includes timing for each section, helping you stay organized and on schedule. Keeping a clock within easy view during your training can make staying on track even simpler. To use this document, simply delete my information and create your own blank template.

Please don’t hesitate to reach out if you have questions, comments, critiques or ideas that you come up with to improve the process. This has been a game changer for me as a team trainer, knowing exactly how I want to spend the short amount of time that I can have the group’s undivided attention in the middle of a busy processing week, but tools like these aren’t one-size-fits all. Change, edit, delete and improve it to fit your style!

And last but not least, to acknowledge and thank the inspirational instructors who helped me put this together in the context of the meat processing industry:

This first document, and this particular methodology of teaching adults by focusing on core learning outcomes and pairing them with hands-on activities, was developed by Mary Halbleib, Professor of Practice, Dept. of Crop and Soil Science, Oregon State University. 

I had the golden opportunity to join a cohort of agricultural educators (in a sense, I was the odd duck out because I am not a professor of practice or university instructor) and what I learned from them has completely changed my ability to see tangible and lasting results from the crews that I work with now. Thank you to Mary, Colette DePhelps and Lora Lee Misterly for the wisdom and experience you shared with all of us!