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

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Factors that influence learning and motivation Numerous factors can have a significant influence on a trainee's learning and motivation during the OJT process. Instructional technologists should consider these factors as they develop OJT guides. OJT instructors should be familiar with and use these factors to improve their delivery of training. Prerequisites Trainees are more likely to learn something new if they have satisfied all the prerequisites. Past learning may be the most important factor in determining success or failure in learning. Completion of prerequisite tasks should be documented by the instructor's signature(s) on the OJT checklist. Meaningful A trainee may be motivated by relating to previous experience, future goals, interests, and values. Explain to the trainee how this subject relates to the job, his/her previous experience, and how this increases his/her potential for advancement. The trainee should then be able to see a direct link between OJT and the job. Positive Conditions and Consequences A trainee is more likely to continue learning if the conditions during instruction are made as pleasant as possible. Instructors should be aware of and try to minimize any negative conditions to which a trainee may be exposed. The following negative conditions are often associated with OJT: Trainees may be bored if the instructor does not tailor the training to the individual trainee. Teaching material that the trainee already knows, or that is not meaningful, will contribute to boredom. (Pre-testing and exceptions to training may minimize this factor.) Trainees may be frustrated by being given OJT when they have not completed prerequisite training. Trainees may be subjected to unpleasant physical conditions. Extreme heat/cold, radioactive contamination, high noise levels at the job site (exposure to these conditions may be minimized by the use of a mock-up or simulator followed by limited time at the actual job site), and distractions such as the presence of peers during OJT may contribute to unpleasant physical conditions. Trainees may be hurt emotionally. The instructor should make positive comments, avoid making comparisons to other trainees, and never ridicule the trainee's efforts. Trainees need to be rewarded (positive reinforcement) for their efforts; at first for doing the task nearly correctly, and after proficiency is gained for doing the task correctly. Open Communications A trainee is more likely to learn if OJT is structured so that the instructor's messages are open to the trainee's inspection. To improve open communications the instructor should: Clearly state the terminal and enabling learning objectives. The learning objectives tell the trainee exactly what is expected of him/her. Point out relationships. Give cues and prompts to the trainee to be sure he/she understands what has been said. Avoid using technical terms without explaining them to the trainee (do not assume that he/she knows). Talk about a system or component of that system at the location of the item if possible. Make full use of being at the job site to stimulate as many sensory inputs (sight, sounds, smell, touch) as 64
possible. Make sure the trainee can see and hear everything that is explained and demonstrated as it takes place. Ask the trainee questions to verify comprehension. Open communication is a two-way street--the trainee should also feel free to ask the instructor questions. Modelling This is the very foundation of on-the-job training. The instructor provides a model performance for the trainee to emulate. It is very important that the instructor presents the material in the proper sequence and observes all applicable procedures and safety requirements. The trainee will emulate improper performance just as readily as proper performance. Therefore, the instructor must perform the task correctly. Active Appropriate Practice Learning is more likely to take place if the trainee takes an active part. OJT is an active hands-on process. Practice should be as similar to the actual job task as possible. 6.10 How to Prepare for Coaching Activity 1B will start you thinking about the type of information you need from your trainee to help you plan the coaching. Finding out trainee information Aim : To develop your ability to collect relevant information from a trainee which will help you to plan your approach to their coaching. Activity 1B Complete the following checklist on yourself. From the information received, what objective opinion can you form about the person to be coached and what potential problems can be seen. 65
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How to Perform On-the-job Training
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Title: How to Perform On-The-Job Tr
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5. Coaching Tips ..................
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8.4 Workshop Topics ...............
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On-the-job training 1. General Intr
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2. Professional Coaching © Copyrig
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Page 35 and 36: Remember that training and developm
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Page 53 and 54: 6.7 Training Methods Review of acti
Page 55 and 56: 6.9 Learning Styles How does a trai
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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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