Chapter 16
Training On the Job
The Need for Structured On-the-Job Training
All of us have experienced on-the-job training in our lives, both as trainer and trainee. Think about how you learned to ride a bike or tie your shoe laces as a child. Then, perhaps as a parent you needed to teach those same skills to your children. If you think about it, the process used to teach or learn life skills is an example of on-the-job training. Then you probably experienced a similar process when you entered the workplace and had to learn a new job. In far too many situations, the training you did receive was either haphazard or, at best, conducted using an unstructured approach such as shadowing, in which a new employee merely follows an experienced employee. On-the-job approaches such as “shadow Sally and Sam” (observation and imitation), “trial-and-error” (performance tryouts), and “20 questions” (verbal instruction) are the most common and least effective ways to learn a job or task.
Without a planned approach, instruction and procedures are not standardized, and learners often pick up bad practices from their trainers. This haphazard approach often results in a greater number of errors, higher costs, lower productivity, and increased employee frustration. To meet the training needs of an increasingly diverse workforce of individuals with different skills, abilities, and levels of experience, employers must provide more effective methods of on-the-job training.
On-the-Job Training Defined
On-the-job training (OJT) is a structured process conducted by the supervisor or a designated trainer one-on-one at the employee's work area. Its purpose is to provide the employee with the knowledge and skills to perform job tasks. OJT is finite: it has a beginning and an end. It is used in training the newly hired, in cross-training, and in retraining current employees.
Situations That Require Training
As mentioned above, training is needed when an employee cannot perform a job or task because of a lack of knowledge, skills, and/or experience. This may include a new employee or one who has been with the organization but needs to be cross-trained or who has been assigned a new responsibility or moved to a different department.
Another situation that requires training involves new or changed job procedures. Corporate downsizing, reorganization, merger, and process improvement often result in radically changed, streamlined, or newly developed procedures. These changes require experienced employees to learn new approaches to their work or, in many cases, to master new skills, just to keep their jobs. When a merger occurs, the acquiring organization will generally extend its existing policies and procedures as the standard operating procedure for the “new” organization. Employees from the acquired company may have to fill out new forms, learn new products and terminology, or learn how to operate new equipment.
Rapidly changing technology is also affecting the need for structured on-the-job training. Employees will need to be trained any time new equipment or processes are introduced to the workplace. For example, if an organization converts its personal computers from one platform to another, employees will need to learn the new system.
Selecting the Trainer
Few organizations are fortunate enough to have a full-time training department equipped to meet all the organization's needs, especially the growing demand for one-on-one OJT. Companies, therefore, must rely on first-line supervisors or designated peer trainers to prepare employees to do their jobs. Selecting the right person to do the training is critical. In most cases, managers choose the people who have been around the longest, who do the job the best, or who have the extra time. Using any of these criteria to select a trainer is setting up both the trainer and trainee for failure. Unfortunately, not everyone is cut out to be a trainer. To help you identify the characteristics of effective trainers, take a look at Exhibit 3.1 in Chapter 3. Although those characteristics relate to professional trainers, many of those traits are desirable in a trainer whose responsibility for training is not his or her primary job.
Let's take a look at a few characteristics or “musts” for anyone who is doing on-the-job training.
Job Competence
The most obvious qualification is the ability to do the job well. OJT trainers need the appropriate technical knowledge and experience in doing the job. But keep in mind that just being good at one's job doesn't guarantee being able to teach someone else to do the same task.
Good Communication Skills
The trainer must be able to articulate clearly the tasks and procedures so the trainee can understand them. The trainer must also be an active listener by asking open-ended questions to check the trainee's knowledge and understanding. He or she must also be sensitive to the trainee's facial expressions and body language in order to sense when the trainee is having difficulty. The trainer should also give positive reinforcement and feedback throughout the training process.
Professionalism
Because the trainer is a role model, he or she should be mature, confident, and enthusiastic. This should be someone eager to expand current job responsibilities and who sees this additional assignment as an opportunity to grow professionally rather than an intrusion in the daily routine. The trainer's professional manner should be marked by a high energy level, appropriate dress, good work habits, and a strong desire to contribute to the organization's success. It is equally important that the trainer believes in his or her own competence and demonstrates that confidence without arrogance.
Interpersonal Skills
In choosing part-time trainers, look for people who demonstrate good interpersonal skills in a variety of situations with co-workers and others in the organization. They should be friendly and congenial. Particularly with newly hired workers, the trainer's sociability can be helpful in assimilating trainees into the work environment. The trainer must also be empathetic and nurturing, supporting and encouraging the trainee.
Good Organization and Time-Management Skills
Good organizational skills are critical to training success. An effective trainer should be able to manage the work area and workflow as well as manage time efficiently. How the trainer organizes and manages both self and work will carry over to how he or she develops and implements a training plan. Organizational skills will also include the capacity to put one's thoughts in order before communicating them.
Patience and Flexibility
Although an effective trainer will have a structured plan and approach, he or she will also need to be flexible. If a trainee doesn't pick up a task or grasp the information right away, the trainee will need to adjust the schedule and try different ways of helping the trainee understand and succeed. Trainers will also need to be patient and “not lose their cool” when a trainee doesn't “get it” as well or as soon as the trainer expects.
Refer to the “Checklist for Selecting Trainers” (Exhibit 17.1) in Chapter 17 to guide you in selecting your OJT trainers.
One concern that may be running through your mind at this point is “That's great in theory, but what if I don't have anyone who meets these criteria?” It's true that in many situations, your pool from which to select a trainer is limited. You may only have one person who knows how to do the job. If that's the case, first, you need to implement cross-training in your department so that everyone knows how to do each other's job to some degree. Second, make sure the designated trainer gets some training in how to train.
What OJT Trainers Need to Know
Supervisors and other designated trainers should attend train-the-trainer sessions. At the very least, on-the-job trainers should learn the following basics:
- How and why adults learn
- How to write learning objectives
- How to conduct a job/task analysis
- How to write an instructional plan
- How to present the training
- How to evaluate training
Of course, Part I of this book is your go-to resource to develop an OJT program for those who will be doing on-the job training.
Developing an Instructional Plan
Although there are many similarities, an instructional plan for on-the-job training is different from a classroom-based training plan. The big difference is that OJT focuses on individual tasks, not the entire job and is concerned with specific measurable performance outcomes. The first step in designing an OJT training plan is to conduct a task analysis to identify all the steps or subtasks of a particular job. The next step is to establish standards of performance for each task. Then you will determine how much time should be allotted for each section, and finally draft an outline and timetable for the training, which you would share with the trainee. Chapter 5, “Writing Instructional Objectives,” will be helpful in understanding standards of performance, and the design matrix in Chapter 6 (“Writing an Instructional Plan”) will help you develop your plan and timeline.
As you develop your plan, you will want to use various training methods other than telling or explaining. Consider adapting and incorporating some of the interactive methods described in Chapters 6 and 7 into your plan, taking into consideration that you are training one-on-one rather than a group. An “Information Search” as described in Chapter 7 is just one example of an activity that can be modified for use with one person.
You will also need to include teaching and job aids. Adults learn more easily and retain more when the material is framed for them and linked to knowledge they already have. Outlines and other teaching aids are ideal for presenting information concisely. For example, rather than ask and expect the trainee to take notes, use a technique called guided note taking. Give the trainee a handout that outlines major points but leave some portions blank for the trainee to fill in. This technique is particularly helpful for those who have difficulty knowing what to write down. Use job aids such as checklists, procedures manuals, online help screens, and reference cards for the trainee to use on an as-needed basis. Not only do these job aids serve as reminders and tutorials for the trainee, they also function as teaching tools for the trainer.
Analyzing Job Tasks and Setting Standards of Performance
To begin your plan, analyze the job by listing the various tasks and then breaking down the tasks into steps or subtasks. Breaking large tasks into smaller ones makes it easier for the trainer to train. It also prevents the trainee from feeling overwhelmed and makes it easier for the trainee to master by increasing understanding and proficiency one step at a time. Subtasks lend themselves to smaller incremental goals, giving the trainee an opportunity to experience frequent and multiple successes along the way.
Each step of the job/task analysis consists of three elements: what, how, and why. What describes the activity; how defines the way in which the step should be completed and would include tools and equipment; the why explains the reason for doing the step.
Along with identifying job tasks and subtasks, you must also set standards of performance for the task. Standards of performance must be observable, measurable, and attainable. Standards of performance include quality, quantity, speed, accuracy, and time.
Planning and Preparing to Train
As we have already discussed, effective training doesn't just happen. It requires planning and preparation. Part of that preparation, of course, includes doing the job/task analysis, setting performance standards, writing learning objectives, and writing your instructional plan. With all that completed, now it's time to train. Not so fast! You still have much to do before you actually begin the training session. You need to do pretraining preparation that includes preparing the environment, preparing yourself (the trainer), and preparing the trainee.
Preparing the Trainer
As a trainer, you need to be mentally prepared for the experience. In addition to reviewing your training plan and the steps for on-the-job training, you need to know as much as you can about the person you will be training. If your trainee is a new employee, read his or her resume or job application. To gain a better understanding of a current employee you're training, talk to his or her supervisor. If you have an opportunity, talk to the trainee before you start your first session. Find out what the trainee already knows and what he or she needs to know as well as something about the trainee's skill level and experience, learning style, and professional goals. The more you know about the trainee, the better. That way you will be able to personalize and tailor your standard instructional plan to match the trainee each time you deliver a new training.
Preparing the Environment
By definition, on-the-job training is conducted on the job. That means that the training site often presents less-than-ideal conditions. However, no matter how difficult, it's crucial to set aside time when there will be no (or fewer) interruptions. Minimize distractions by asking others to screen phone calls and try to make the setting as comfortable as possible. Arrange it so that you and the trainee can sit or stand side by side. That way, both of you will experience the task or use the equipment from the same physical perspective.
Because the training will take place at the actual work site, equipment and supplies will probably be in place; however, take nothing for granted. Check to see that the equipment is in working order and that you have all the training aids and reference manuals on hand. Also make sure there are sufficient materials for practice arranged in order of use.
Preparing the Trainee
Welcome the trainee and create a positive climate. Then begin by putting the training in context. Explain how this task fits into the “big picture,” that is, how it fits into the job as a whole and even how the job fits into the bigger department or organization picture. Using your job/task analysis as a basis, explain the reason the task needs to be done a certain way or within a particular time frame.
To reflect adult learning principles, the training should build on the trainee's existing knowledge. Adults come to the workplace and the training arena with a wide range of experience. Find out what your trainee already knows. Ask open-ended questions to uncover his or her knowledge and skill level.
After you have determined your trainee's knowledge and skill level, express confidence in his or her ability. Assure the trainee that he or she will probably make mistakes along the way and that it's okay. Making mistakes is part of the learning process. Also, accent the positive by emphasizing the rewards of learning, not the penalties of not learning. Above all, you need to show enthusiasm and maintain a positive mind-set.
On-the-Job Training Model
Most on-the-job training situations involve hands-on, task-specific applications or procedures. The traditional approach to teaching a task has been a trainer-centered approach using a tell, show, explain, and demonstrate model. The more active approach presented in Exhibit 16.1 reflects and incorporates what we know about adult learning, motivation, and learning styles.
To help you prepare to teach someone a task, use the following “Worksheet for Teaching a Task” (Exhibit 16.2) that follows the OJT model.
Evaluating On-the-Job Training
As discussed in Chapter 12, evaluation is a critical element of the training process. Otherwise, you would have no way of knowing whether or not the investment of time and money was well spent. With some variation, the methods and levels of evaluation presented in Chapter 12 are as applicable to on-the-job training as they are to classroom training.
Whom Do You Evaluate?
When we consider evaluating on-the-job training, there is a tendency to think evaluation applies to the trainee. After all, the proof of the training's success is the trainee's ability to do the job. Right? Not so. Both the trainer and the trainee need to be evaluated.
Trainer
The trainer needs to know how effective he or she was in preparing the trainees to perform their job tasks. Furthermore, the trainer's manager needs some way of measuring how well the trainer performed his or her responsibilities for training. Similar to the reaction questionnaire described in Chapter 12, this level one evaluation method should be designed to assess the trainer's effectiveness is the following areas:
- Setting the climate
- Conducting the training
- Reinforcing the training
- Communicating and giving feedback
Exhibit 16.3 is an example of a reaction questionnaire that addresses these categories. Please note that it is designed to be completed by both the trainer and the trainee several times throughout the training process, not just at the end. This process of comparing the self-perception of the trainer with the trainee's perception will help uncover any communication problems that may be sabotaging the training efforts. In addition to providing valuable feedback to the trainer, it can yield useful information for the trainer's manager. The trainer's manager can use the data as supporting documentation for the manager's evaluation of the trainer's performance.
Trainee
As discussed in Chapter 12, Level 2 evaluation measures what the trainee learned. This ongoing process, both formal and informal, is designed to assess the trainee's progress. The trainer can use a variety of methods to evaluate the trainee's mastery of the tasks. Observation of the trainee performing the task, particularly in the initial training period, will enable the trainer to provide immediate feedback and coaching. Observation should focus on predetermined performance standards such as number of errors, length of time it takes to complete a task, measurable outputs, and so forth. A “Weekly Progress Report” can be very helpful in prompting meaningful feedback to the trainee as well as providing documentation of the trainee's progress. This weekly progress report should address the following areas:
- Job knowledge
- Performance standards (quality, quantity, speed, accuracy)
- Strengths
- Specific areas for improvement
- Action plan
Periodic testing is another way to measure or evaluate how well the trainee is performing. Any formal testing should be brief and simple and should test only the information or skills related to the training objective(s). Although your test questions will probably focus on the cognitive domain, you can make them more behavior-based by asking questions that require trainees to apply or interpret what they've learned. Developing test or quiz questions is not an easy task. Refer to Chapter 12 for test-writing guidelines.
The true test of the trainee's mastery of a skill or task is performance on the job, once again measured against established performance standards. Your assessment of how well the trainee is applying what he or she has learned should be an on-going process. For this Level 3 evaluation, you should consider using a combination of observation, interviews, and surveys in addition to work outputs and operational results.
Documenting the transfer of training to the actual job situation is critical. One way to ensure that documentation is accurate and up-to-date is to create a performance checklist that lists all the tasks associated with a particular job and the metrics or standards of performance. The supervisor can use this tool when observing the trainee in action to indicate how well the trainee is performing job tasks. Although similar to the “Weekly Progress Report,” the “Performance Checklist” is more specific and comprehensive.
Results
Level 4 evaluation measures the impact on the bottom line. As mentioned in Chapter 12, Level 4 determines the impact of the training on the organization as a whole. However, you can set specific quantifiable results for the individual that will impact his or her department, which will, in turn, show how improvement in certain areas contributed to organizational goals. Examples of measurable results include fewer processing errors, more units produced, fewer pieces of damaged equipment, fewer customer complaints, decreased materials costs, increased sales, and fewer accidents and safety violations. These outcomes must be linked to business goals set by senior management, communicated to managers and first-line supervisors, and then communicated to individual employees. If trainees have a better understanding of the big picture and how their performance contributes to the bottom line, the more likely they will strive to meet expectations.
With rapidly changing technology and an increasing need for skilled workers to produce quality products and services, on-the-job training will continue to be the principal means by which changes are integrated into the workplace. A comprehensive and structured program is essential for training workers on the job to develop new skills, assume new responsibilities, or improve current performance.