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

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7.8 Developing and/or selecting training materials Teaching guides give coaches and trainees road maps for activities. Guides also increase the consistency of training between different OJT coaches and document what is being taught. The guides should be selected and/or developed with the input of OJT coaches, supervisors, maintenance personal, and safety professionals (or representatives) and tested to confirm they are appropriate for a specific workplace. "To keep things simple, [the] trainer [coach] and trainee guides should be, for the most part, identical. They should both list all of the tasks addressed by the structured OJT program" (Blair, 2001). While the basic information in coach and trainee guides should be the same, some different information should be added to each one. An additional item I recommend including for each task in the trainer [coach] guide is a statement, or paragraph, listing areas to cover, or stress, when teaching the task. This is also a good place for any other task-related suggestions you might want to add. Corresponding items can also be placed in the trainee’s guide to help them concentrate on the same salient points as the trainer (Blair, 2001). The job is not over when the training material has been developed or selected and is in use. Periodic review will ensure that the guides still match the organization’s training needs. Coaches, trainees, and supervisors should be asked to report their suggestions for changes or updates to the guides. If they individually make changes, their ideas will not be shared with other company OJT coaches. The result will be inconsistent training across the organization. Training guides also need to reflect changes in equipment, procedures, regulations, and policies. 7.9 Implementation of the OJT Program Implementing an OJT program involves evaluating the knowledge and skills of trainees entering an OJT program to determine if they meet the entry-level requirements for that specific OJT program. When trainees enter the OJT program, they need to learn how the program operates and what will be expected of them. They should be provided with an OJT checklist, a qualification standard, and other supporting self-study materials. Key factors in successful OJT instruction and performance testing (implementation) include: The learning objectives should be clearly understood by coach coach and the trainee The standards for successful completion of the training should be clearly understood by both the coach and the trainee The coach should have the knowledge and the ability to instruct and evaluate the trainee in accordance with the learning objectives and performance tests The training and the performance tests should be documented to meet training record requirements and to provide feedback to the training program. NOTE Personnel previously qualified at other facilities who have satisfactorily completed training programs with comparable content and performance standards may be granted an exception from portions of training on a case-by-case basis. Exception from training should be based on a review of their previous training records, personal interviews, and may include a pre-test based on the objectives stated for the training program. Pre-tests readily support exceptions from training when the trainee can demonstrate mastery of specific learning objectives. Pre-test results may also provide useful data to justify modification of an OJT program based on common strengths and weaknesses. 98
7.10 Evaluating the program The evaluation phase of performance-based training takes place to determine the effectiveness of training programs and to identify program changes that may be required. Evaluation should be integrated into the program as it is designed and implemented. No matter how confident anyone is in the program, some form of ongoing review is needed to confirm what is going well, what is not going well, and what improvements can be made. Line management should be actively involved in the evaluation of an OJT program's effectiveness. Line management's observation of facility activities that reflect improving or declining job quality and efficiency are a very important source of feedback for training, especially for an OJT program. An OJT program's content should be continuously monitored and revised as a result of changes affecting policies and/or procedures, system or component design, job requirements, regulatory requirements, and industry guidelines or commitments. Facility and industry operating, maintenance, and safety experiences should be monitored to identify employee performance problems. If training related employee performance problems exist, the solution may involve repeating portions of the analysis, design, and development activities and revision of existing materials. Because of the work and cost involved, the decision to modify the training program should first be based on safety considerations and then on a cost versus benefit basis. To ensure that programs remain effective and efficient, management's concurrence on all programmatic changes should be required. The evaluation process itself does not have to be costly or formal, but it should be comprehensive. The table shows some types of information that can be included in a program evaluation. Everyone with knowledge about the program and a stake in its success should be included in the review to some extent. Key sources of information about how the program is working include trainees, coaches, supervisors, and employees working with individuals who have completed the training. The simplest technique is to talk informally to people about the program. More formal methods, such as questionnaires or group interviews, are also worthwhile, but depend on the resources of the program and the importance of the skills being taught. 99
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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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Here are several quotes that can en
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STEP THREE Build an appreciative an
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4. A Comprehensive Program to Deliv
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Goals — setting and clarifying re
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did not recognize that his techniqu
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6. Make Learning Fun Narrative of a
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11. Hand the initiative over to the
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negative way (in our terms, that it
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Coaching Tip 2 - General Tips Some
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Coaching Tip 6 - Use The Art of Cha
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Remember that training and developm
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6.2 Glossary of Terms Activity A wa
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On-the-job instruction: I would use
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off-the-job training costs being hi
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that individual to perform the task
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their development, and should be ap
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Page 89 and 90: check their own work and assess it
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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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