Chapter 7: On-the-Job Training Methods Flashcards
1
Q
On-the-Job Training (OJT)
A
Trainee receives instruction and training at work station from a supervisor or experienced co-worker
- most common approach to training
- especially useful for small businesses
- most misused:
- often not well planned or structured
- ppl assigned to train have no training to be trainer
- potential transfer of undesirable habits/attitudes
- trainers worry about someone taking their job - structured approach most effective
- typically done while at work
- typically informal
2
Q
How many On-the-Job Training Methods are there? List them.
A
6 On-the-Job Training Methods
- Job Instruction Training
- Performance Aid
- Job Rotation
- Apprenticeship
- Coaching
- Mentoring
3
Q
How many approaches to On-the-Job Training are there? List them.
A
6 Approaches to On-the-Job Training
- On-the-Spot Lecture: gather trainees into groups and tell them how to do the job
- Viewed Performance/Feedback: watch the person at work and give constructive feedback
- Following Nellie: the supervisor trains a senior EE, who in turn trains new EEs (showing the ropes)
- Job-Aid Approach: a job aid (step-by-step instructions or video) is followed while the trainer monitors performance
- The Training Step: the trainer systematically introduces the task
- Sequence: follows a planned sequence
4
Q
Job Instruction Training
A
Formalized, structured, and systematic approach to OJT that consist of 4 steps:
- Preparation
- Instruction
- Performance
- Follow-up
- incorporates the principles of behaviour modelling (trainee observe a model performing a task and then attempt to imitate the observed behaviour)
- trainer demonstrates task performance on the job, trainee practise while trainer gives feedback and reinforcement
- trainer monitors performance on the job
- involves observation, rehearsal, reinforcement, and transfer (like behaviour modelling)
5
Q
What is Step 1 for Job Instruction Training? Describe it.
A
Step 1: Preparation
- breaks down the job into small tasks, prepares equipment and supplies, and allocates time to learn each task.
- determine communication strategy and what trainee already knows and nature of the tasks to be performed
- Stages: 1) put trainee at ease (small talk)
2) guarantee the learning (increase self-efficacy)
3) build interest and show personal advantage (rewards: more self-esteem, easier work, higher-level work, less routine, more control over work, greater opportunity or security) - trainer should know background, capabilities, and attitudes of trainees and also the nature of the task to be performed before choosing a technique(s)
- identify those who are not responding
- evaluate the likelihood of cooperation among trainees so that individual remedial action can be taken
- when the residers see others reaping the rewards of training, they usually agree to be trained
6
Q
What is Step 2 for Job Instruction Training? Describe it.
A
Step 2: Instruction
- telling, showing, explaining, and demonstrating the task
- show trainee how to perform job
- repeat and explain key points in detail
- allow trainee to see whole job again
- be patient and encourage Qs
- break down the job into small sections
- explain why and how
- point out possible difficulties and safety procedures
- show how job fits into larger systems
- show why job is important
- ask Qs to determine level of comprehension
7
Q
What is Step 3 for Job Instruction Training? Describe it.
A
Step 3: Performance
- trainee performs tasks under guidance from instructor who provides feedback and reinforcement
- ask trainee to explain steps then perform less difficult parts of job
- allow trainee to perform entire job and reinforce correct behaviour
- each task is learned in a similar way until the whole job can be completed w/o error
- ensure initial success
- ask Qs
- suggest improvements where necessary
8
Q
What is Step 4 for Job Instruction Training? Describe it.
A
Step 4: Follow-Up
- trainer monitors performance and provides feedback
- gradually tapers off instruction as EE gains confidence and skill
9
Q
Tips for Using Job Instruction Training
A
- should not be managed differently from other types of training
- should be integrated with other training methods
- ownership must be maintained
- trainers must be proper chosen and trained
- SME may need train-the-trainer program
- trainers should want to be trainers
- trainers should have good communication skills
- patience and respect for differences in learning styles
10
Q
Performance Aid
A
A device that helps an EE perform his/her job (while on the job)
- signs/prompts
- troubleshooting aids
- special tool or gauge
- flash cards
- posters or checklists
- pictures
- useful when performance is difficult
- useful when execution is infrequent
- can be done slowly
- when consequences of poor performance are serious
- new EEs can be on the job more quickly
- may save time and $
11
Q
Tips for Using Performance Aid
A
- maximize visual performance aid w/ concepts from graphic artists’ craft
- ease of reading, space b/w letters colour, boldness, symbol, graphic language - consider how performance aids might save time and money
- maximize use of technology (electronic performance support systems)
12
Q
Job Rotation
A
Trainees are exposed to many jobs, functions, and areas w/in an org’n
- often used as an ongoing career-dev’t program
- objective is to learn a variety of skills req’d for current and future jobs or colleagues’ jobs as done in CROSS TRAINING
-supervised by a supervisor`
13
Q
Advantages of Job Rotation
A
- Improved knowledge and skills
- More opportunities for career advancement
- Higher job satisfaction and salary
- Broadens an individual’s knowledge and skills by providing multiple perspectives and areas of expertise
- Objective is for an EE to learn a variety of skills both from doing a variety of tasks and by observing the performance of others.
- Effective means of cross training EEs who need to learn a variety of skills (to perform all of the team’s tasks and jobs; to perform current job as well as future job responsibilities)
14
Q
Disadvantages of Job Rotation
A
- Trainee only learns superficial knowledge if not enough time spent
- Might not have sufficient time to complete an assignment
15
Q
Cross Training
A
Trainees are exposed to many jobs, functions, and areas w/in an org’n
