ON-THE-JOB TRAINING (OJT)

On-the-Job Training (OJT) is instruction that occurs during the course of business on a typical work day. The instructor works with one or more participants to teach the knowledge and skills necessary to master a particular job. The approach is beneficial to learning because the instruction—directly applicable to the job— happens in the same environment as the work. OJT is often used to teach employees, either new to the company or to the role, how to do their job.

In a manufacturing environment, it may seem simple to confirm that the processes an OJT facilitator is teaching are consistent across all shifts, but it is important to check for consistency before implementing the OJT. Consistency promotes accuracy, not only in the training environment but also in how the job is done in the actual work environment. Consider involving the people closest to the job in your training effort. Find subject matter experts to review the training plan and make recommendations for ideal approaches for training. The training plan is the blueprint that outlines the objectives of the training, targeted participants, appropriate content, training locations, training timelines, and measurements of success. Finally, OJT should be taken as seriously as a formal training event. Make sure to have planned objectives, reference materials and/or job aids, exercises, and assessments. Even though the environment is not as formal as a classroom, using sound instructional methods will result in a successful transfer of knowledge and skills to the job.

In OJT, many facilitators are tempted to use a “show and go” approach—demonstrating processes and then moving on to the next topic. This approach poses challenges for both the participants and the facilitator. Participants may feel uncomfortable asking questions because the facilitator demonstrates a process quickly and, before the participants can process the steps or application, moves to the next topic. When participants do not ask questions, they may assume they have the proper knowledge and skills to do the job even if they do not have an adequate foundation. In a “show and go” environment, participants do not have a chance to practice, which would allow them to feel comfortable with the process and also would allow facilitators to assess participants’ progress. When facilitators use the “show and go” approach, they have no means of gauging instructional success or whether they are reaching participants and focusing on the appropriate material for the job. To avoid this, you should create a plan with sufficient practice activities, time to ask and answer questions, and effective application experiences. In addition to demonstrating processes, you should use sound instructional techniques to provide opportunities for learners to practice, review, and apply the skills needed to implement desired processes.

One approach to creative facilitation in OJT is a “day in the life” immersion and improvisation exercise. This exercise can serve either as the guide through the entire OJT session or as a series of exercises throughout the session. With either approach, you must complete significant planning and design before the session and serve as a guide to lead participants through the exercise or exercises during the session. In an immersion design, participants should feel as if they are at work during the exercise, acting as they normally would while on the job. There should be opportunities to ask and discuss questions, facilitate processes, practice conversations, and exchange ideas about the new concepts and skills. You may jump in by posing questions, stopping the process to interject ideas, and engaging participants in “what if” scenarios. The improvisation aspect encourages participants to feel free to elaborate during exchanges, react to others’ involvement, and propose new ideas. Participants must feel safe to explore, try new approaches, and/or share creative ideas as part of the improvisation. If you opt to use one immersion and improvisation exercise that guides the entire OJT session, make sure you provide adequate breaks to maintain participants’ energy. See the sidebar, Training Technical Content, for more ideas on keeping participants involved in their training.

Immersion and improvisation exercises can be used for one-on-one, classroom, synchronous, and asynchronous instruction as well. While OJT lends itself well to immersion and improvisation because the training occurs in the workplace, the other settings can establish scenarios that support work environment simulations. One-onone may use immersion and improvisation to address training topics such as customer service techniques and conflict resolution methods. Classroom, synchronous, and asynchronous also can use immersion and improvisation exercises especially when groups are established according to work teams. Work teams promote immersion and improvisation because they can simulate work processes during the training. Facilitators may have a framework from which to work that includes resources available throughout the organization, processes to use back at work, and roles involved. There also may be scripts available during the exercise to promote standard practices and procedures. Immersion and improvisation exercises require sufficient design so that participants know what to expect and how to work through the exercise to experience success.