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

A person currently in the position is usually chosen as the trainer, and that person is generally
expected to teach all aspects of the job. However, a supervisor should consider whether another
employee could (or even should) teach some things to those new to a given job. For example, a
mechanic who understands how a machine functions could teach equipment operators. The
mechanic might be in the best position to explain how to do proper inspections and to advise the
new operator about what should be done to keep the machine in good working order. In addition,
using other coaches for parts of a trainee’s experience can lessen the workload on one coach and
give a trainee different perspectives on new tasks.
Job expertise shouldn’t be the only consideration when selecting a coach. Personal characteristics
are also important. James Leach (1996) reports that successful trainers will have “enthusiasm,
humour, flexibility, and tolerance.” In discussions between coal miners and NIOSH staff about what
makes a good trainer, the characteristic of patience was brought up often. Miners also said excellent
trainers care about their trainees. It will be these kinds of qualitative differences that will set
excellent coaches apart from adequate ones.
Selection and Training
The credibility of a training program (and OJT programs in particular) depends on the quality of
the coaches. OJT coaches should be qualified to deliver on-the-job training and/or conduct
performance tests. The selection of OJT coaches is the responsibility of each facility's line and
training management; however, first-line supervisor and senior job incumbents are the
recommended first choices for OJT coaches. OJT coaches should be trained and qualified in
accordance with the guidance in the DOE Guide to Good Practices for Training and Qualification of
Coaches.
Several factors should be considered when selecting OJT coaches. OJT coaches should be
technically competent. They should have the skills necessary to train and evaluate assigned trainees.
Additional factors to be considered when selecting OJT coaches include recognition of
responsibilities, professionalism, maturity, judgment, integrity, safety awareness, communication
skills, personal standards of performance, and a commitment to quality.
The options normally available for selecting OJT coaches are the first-line supervisors and senior
job incumbents or an coach from the training organization. The supervisors and senior job
incumbents are usually SMEs (1) used to supervising or performing the job. As such, they have
first-hand knowledge of the job. An coach from training may well be an expert on training but will
typically not be as knowledgeable or proficient in the specifics of the job as an SME. It is usually
better to train the supervisor or senior incumbent to be an effective coach than to train the coach to
be a job expert. When OJT is conducted and evaluated using facility equipment, the coach must be
qualified to perform the task.
(1) Subject Matter Expert (SME) is an individual qualified (or previously qualified) and experienced
in performing a particular task. A subject matter expert may also be an individual who by education,
training, and/or experience is a recognized expert on a particular subject, topic, or system.
OJT coaches should receive coach training in advance to allow sufficient time to develop
coach competency prior to working with trainees. When coaches have not yet attained the required
instructional qualifications or only instruct occasionally, training quality may be maintained through
mock training exercises and appropriate supervision and assistance.
All OJT coaches should be given the opportunity to enhance their technical competency and
instructional skills. Continuing training that is based on periodic coach performance evaluations
should be provided to all qualified coaches. Coach evaluations should include direct observation by
training and operations supervision during training sessions, and should address technical
competency, coach skills, and overall effectiveness in facilitating the trainee's achievement of the
learning objectives. Both announced and unannounced evaluations are appropriate.
Some of the characteristics that make a good coach are (Leach, 1996)
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