How to Perform On-the-job Training - Dean Amory

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Contrast #2: "The rest of the employees will always gang up on the new hire. I've never seen it to fail. They'll find something the new one isn't good at and they'll just pick and pick on them. I yell at them to stop it, but I haven't been successful. I had a new person quit recently because they couldn't take it any more. As for store meetings, I tried those too but they just became bitch sessions." To summarize our descriptive account, we think that good OJT is characterized by OJT providers who see themselves as responsible for managing the learning of trainees — actively seeking ways to help them learn - not just going through the motions (e.g., endlessly repeating themselves); - or expecting trainees to pick it up pretty much on their own (e.g., throwing them in the pool to see if they can swim); - or backing into the training process either hostilely (e.g., "you can't expect these people to care all that much") - or apologetically (e.g., "we pay such low wages, you can't expect that much from them"). Another characteristic of a good OJT provider is their knowledge of the importance of a good learning climate, along with their reported ability to set it up, maintain it, and take readings on its health along the way. These are the OJT providers who talked about practices that create an open, supportive climate which encourages trainees to explore and question, and which (in our words) promotes in them a sense of ownership in the learning process and in their progress towards excellent performance. Although it is doubtful that any of the OJT providers we interviewed would disagree with this philosophy, some of them clearly do not have the skills to put it into practice, and some violate this philosophy without knowing it. Another characteristic of good OJT in this company is the reported ability to tailor instructional practices to the trainee's needs while still meeting the training goals. Behind this ability lies a sizeable repertoire of instructional practices, and the flexibility to select among them in accord with their assessment of individual trainee needs and progress. These are the OJT providers who could identify ways they work with trainees to diagnose the problem if learning was not progressing as expected, or if performance was subpar. Related to instructional practices is the sensitivity of good OJT providers to teaching more than the basics, and incorporating expertise into training. One example concerns the OJT provider who made sure trainees know who is particularly good at certain skills so they can go to them in the future when they're ready to tap into their expertise. It is important to note that we heard the least amount of information about sharing expertise of any of the OJT functions. We believe one of the reasons is that much of what gets trained is procedural and routine. Another reason is that those skills that do require expertise—customer relations and selling skills— are seen by most of these OJT providers as difficult or impossible to train. Only a few of them were able to describe ways they pass on their selling expertise (e.g., going over selling episodes in enough detail to uncover weaknesses and then helping trainees to generate alternative ways of handling the situation.) Finally, good OJT providers in this company take a holistic view of training. This is one of the aspects of learning management which is more than the sum of abilities on individual OJT functions. In several cases, OJT providers described the way they used a practice and the way they were thinking about its use, which meant a single practice was serving many functions. For example, open-ended questioning was used as an assessment and as an instructional practice. Further, there was a sensitivity to the way these questions should be asked (in our terms, to maintain good climate, and to promote trainee ownership). These OJT providers were sensitive to the need to watch for the effects of this question asking—to be sure it wasn't being received by the trainee in a 28
negative way (in our terms, that it wouldn't degrade the climate or dampen trainee ownership in the learning process). Another way good OJT providers demonstrated a holistic approach to training concerns the larger working group. Some of the OJT providers were sensitive to the idea that what they did during training should mirror the day-to-day workings of the group and their own management style. A good example was the OJT provider who incorporated trainees into the store team early on by inviting employees to help with the training, and of reinforcing team unity by discussing the process during team meetings. In short, based on interview data with OJT providers, good OJT in this domain was characterized by an awareness of the total role of the OJT provider, and by skills in being able to perform the seven OJT provider functions. (picture: freedigitalphotos.net) 29
Page 1: How to Perform On-the-job Training
Page 4 and 5: Title: How to Perform On-The-Job Tr
Page 6 and 7: 5. Coaching Tips ..................
Page 8 and 9: 8.4 Workshop Topics ...............
Page 10 and 11: On-the-job training 1. General Intr
Page 12 and 13: 2. Professional Coaching © Copyrig
Page 15 and 16: Here are several quotes that can en
Page 17 and 18: STEP THREE Build an appreciative an
Page 19 and 20: 4. A Comprehensive Program to Deliv
Page 21 and 22: Goals — setting and clarifying re
Page 23 and 24: did not recognize that his techniqu
Page 25 and 26: 6. Make Learning Fun Narrative of a
Page 27: 11. Hand the initiative over to the
Page 31 and 32: Coaching Tip 2 - General Tips Some
Page 33 and 34: Coaching Tip 6 - Use The Art of Cha
Page 35 and 36: Remember that training and developm
Page 37 and 38: 6.2 Glossary of Terms Activity A wa
Page 39 and 40: On-the-job instruction: I would use
Page 41 and 42: off-the-job training costs being hi
Page 43 and 44: that individual to perform the task
Page 45 and 46: their development, and should be ap
Page 47 and 48: The coach should minimize interrupt
Page 49 and 50: The last element is to document the
Page 51 and 52: If the evaluation standard was deve
Page 53 and 54: 6.7 Training Methods Review of acti
Page 55 and 56: 6.9 Learning Styles How does a trai
Page 57 and 58: That said, Learning Styles theories
Page 59 and 60: These learning styles are the combi
Page 61 and 62: in information and science careers.
Page 63 and 64: confirm information received with o
Page 65 and 66: possible. Make sure the trainee can
Page 67 and 68: What information the trainee expect
Page 69 and 70: Writing learning objectives Aim: To
Page 71 and 72: Review of activity 4B Each of the m
Page 73 and 74: Review of activity 1C Now that you
Page 75 and 76: 6.12 Introducing The Coaching Sessi
Page 77 and 78: Review of activity 4C Positioning o
Page 79 and 80:
6.14 Monitoring Trainee’s Progres
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learned. There is nothing wrong wit
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6.18 Evaluating Feedback Aim: To de
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6.21 The Coaching Process - Appendi
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check their own work and assess it
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7. Coaching Skills for On-the-Job T
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The relationship between the coach
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A person currently in the position
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Evaluating trainee performance It i
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7.10 Evaluating the program The eva
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8. Guide To Conducting A Coaching S
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will take place. Other topics, such
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8.6 Workshop Evaluation It is very
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Refer trainees to Unit 1 for this d
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Nonverbal behaviour is important to
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Coach’s Responsibilities include:
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8.12 Unit 4: Preparing a Training O
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Example: Criteria -----------------
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6. Determine total resource needs Y
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8.15 Power Point Slides for Coachin
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Coaching Readiness The self-assessm
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A Coach… Coach “is is someone w
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“Seek Seek first to understand, t
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Asking Good Questions ? ? ? ? ? ? ?
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Translate Closed-Ended Closed Ended
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Feedback Techniques Boomerang Ques
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Responsibilities Coach’s Coach s
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Adult Learners Activity Cone of Lea
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Effective Assessment Perform Descri
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Preparing a Training Outline Activi
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Practice Coaching Activity Use your
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Coaching Support Contacts and Resou
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Workshop Expectations Coaching Skil
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9.2 Expectations What do you expect
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Characteristics of a Good Coach Eve
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9.6 Unit 2: The Coach/Trainee Relat
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Asking Good Questions Questions hel
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Here are some suggestions for provi
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Developed and revised by Bruce Myla
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Common Training Errors OJT coaches
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Coaching Checklist The following ch
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Steps to Successful Coaching 1. Foc
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Part III - Important Considerations
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OJT Trainee Pre-assessment Subject
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Box 8: Commitment Has improved sinc
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OJT Trainee Feedback Subject of OJT
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9.10 Unit 6: Wrap-up Coaching Suppo
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Workshop Expectations At the beginn
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How to Perform On-the-job Training - Dean Amory

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