Lesson 9: On-the-job Training Methods. Flashcards
1
Q
What is the most basic form of on-the-job training?
A
The most basic form of on-the-job training is when one person trains another person on how to do something.
2
Q
What are the six types of on-the-job training methods described in this chapter?
A
The six types of on-the-job training methods described in this chapter are: one-on-one training, job rotation, coaching, apprenticeship, mentoring, and action learning.
3
Q
What is on-the-job training (OJT)?
A
On-the-job training (OJT) is a method of training in which a trainee receives instruction at their workstation from a supervisor or an experienced co-worker.
4
Q
What are some approaches for on-the-job training?
A
Some approaches for on-the-job training include training a group of employees on the spot, observing performance and providing feedback, and using a buddy system combined with hands-on training and visual aids.
5
Q
6.1: On-the-Job Training Methods
A
6
Q
What is the buddy system in on-the-job training?
A
A more experienced employee or “buddy” works with a new member individually on the job.
7
Q
What are laminated visual aids used for in on-the-job training?
A
Laminated visual aids are used to show the steps in a task at each station and as a form of visual reinforcement.
8
Q
Why is on-the-job training especially useful for small businesses?
A
On-the-job training is especially useful for small businesses because of the limited investment needed to conduct the training.
9
Q
What percentage of small- and medium-sized enterprises use on-the-job training methods?
A
According to a survey, 43 percent of small- and medium-sized enterprises use training methods such as on-the-job training, tutoring, and mentoring.
10
Q
Why is OJT considered the most misused training method?
A
OJT is often not well planned or structured, and most people assigned to train others have not received training on how to be a trainer
11
Q
What are some problems with OJT?
A
Poor employees can teach undesirable work habits and attitudes, traditional ways of doing things get passed on to new employees, and some trainers might abuse their position.
OJT can also be time-consuming, and some employees feel penalized when they can’t earn as much money or meet their goals because of the time they spend training others.
12
Q
Why don’t managers and employees have the required knowledge and skills to be effective trainers?
A
They have not received training on how to be a trainer, and are not familiar with learning principles such as active practice, feedback, and reinforcement.
13
Q
What is the main problem with traditional unstructured on-the-job training?
A
The main problem with traditional unstructured on-the-job training is that it results in training that is inconsistent, inefficient, and ineffective.
14
Q
Can structured on-the-job training be effective and efficient?
A
Yes, when the process is carefully planned and structured, it can be a highly effective and efficient method of training.
15
Q
What were the results of the study comparing traditional on-the-job training to structured on-the-job training?
A
Trainees who received structured on-the-job training reached a predetermined level of skill and productivity in one-quarter of the time it took to train the other group.
They also produced 76 percent fewer rejects, and their troubleshooting ability increased by 130 percent.
16
Q
What is job instruction training?
A
Job instruction training is a training method in which the trainer demonstrates task performance on the job and then provides the trainee with opportunities to practice while the trainer provides feedback and reinforcement..
17
Q
What are the four steps of job instruction training?
A
The four steps of job instruction training are observation, rehearsal, reinforcement, and transfer.
18
Q
What happens during the observation step of job instruction training?
A
During the observation step, the trainer demonstrates task performance on the job to the trainee.
19
Q
What happens during the rehearsal step of job instruction training?
A
During the rehearsal step, the trainee is provided with opportunities to practice the task while the trainer provides feedback and reinforcement.
20
Q
What happens during the reinforcement step of job instruction training?
A
During the reinforcement step, the trainer provides feedback and reinforcement to the trainee as they continue to practice the task.
21
Q
What happens during the transfer step of job instruction training?
A
During the transfer step, the trainer monitors the trainee’s performance on the job to ensure that they are able to apply what they have learned during training to their actual work.
22
Q
What is the first step of job instruction training?
A
The first step of job instruction training is the preparation step.
During the preparation step, the trainer breaks down the job into small tasks, prepares all the equipment and supplies necessary to do the task, and allocates a time frame for learning each task. They also develop a communication strategy that fits the trainee and find out what the trainee already knows.
23
Q
Why is it important for the trainer to understand the background, capabilities, and attitudes of trainees during the preparation step of job instruction training?
A
It is important for the trainer to understand the background, capabilities, and attitudes of trainees during the preparation step so that they can choose a technique or combination of techniques that will be most effective for each individual trainee.
24
Q
What are the three components of the trainee-focused part of the preparation step in job instruction training?
A
The three components of the trainee-focused part of the preparation step are putting the trainee at ease, guaranteeing the learning, and building interest and showing personal advantage.
25
What is the purpose of building interest and showing personal advantage during the preparation step of job instruction training?
The purpose of building interest and showing personal advantage is to motivate the trainee to learn and to see the value of the training for their own personal and professional development.
26
How can a trainer put a trainee at ease during job instruction training?
A trainer can put a trainee at ease by beginning the training session in a non-abrupt manner and engaging in some small talk that is suitable for the situation and the trainee. This can help relax the trainee and set the tone for the training session.
It is important for a trainee to be relaxed during job instruction training because individuals learn more readily when they are relaxed.
27
What are some examples of suitable small talk topics a trainer can use to put a trainee at ease during job instruction training?
Examples of suitable small talk topics a trainer can use to put a trainee at ease during job instruction training include the weather, sports, or a work-related item.
28
What is the purpose of guaranteeing the learning during job instruction training?
The purpose of guaranteeing the learning during job instruction training is to assure the trainee that learning is possible and to increase their self-efficacy.
A trainer can guarantee the learning during job instruction training by assuring the trainee that learning is possible and that they have the ability to teach the process, adding to the trainee's self-efficacy.
29
What is self-efficacy?
Self-efficacy refers to judgments people have about their ability to successfully perform a specific task.
Self-efficacy is important in the success of a training program because it affects the trainee's motivation, effort, and persistence in learning and performing the task.
Higher self-efficacy is associated with greater success in learning and performing a task.
30
How can a trainer build interest and show personal advantage during job instruction training?
A trainer can build interest and show personal advantage during job instruction training by pointing out some personal gain that the trainee will experience after completing the training, such as more self-esteem, easier work, higher-level work, less routine, more control over work, and greater opportunity or security.
31
What is one reason some trainees may resist training?
Some trainees may resist training because training is change and individuals accept change at different rates.
It is important to defuse resistance in training because the trainer is responsible for meeting measurable objectives, and resistance can hinder the achievement of those objectives.
One way to defuse resistance is to train employees in order of their perceived enthusiasm. When resisters see others reaping the rewards of training, they usually agree to be trained.
32
What is the second step in the training and development process?
The second step in the training and development process is instruction.
33
What are some methods trainers can use in the instruction step?
Trainers can use methods such as telling, showing, explaining, and demonstrating the task to the trainee.
The trainee should be positioned slightly behind or beside the trainer during instruction so that the job is viewed from a realistic angle.
34
What should trainers emphasize during instruction?
Trainers should emphasize safety, how the job fits into any larger systems, why the job is important, and why key points are more important than other
35
What should trainers do to determine the level of comprehension of the trainee?
Trainers should ask questions to determine the level of comprehension of the trainee and encourage questions from the trainee.
36
What is the third step in the training and development process?
The third step in the training and development process is performance.
During the performance step, the trainee performs the task under the trainer's guidance and the trainer provides feedback and reinforcement.
37
How can trainers ensure initial success during the performance step?
Trainers can ensure initial success during the performance step by asking the trainee to perform less difficult parts of the job.
38
What is the fourth and final step in the training and development process?
The fourth and final step in the training and development process is follow-up.
During the follow-up step, the trainer monitors the trainee's performance and provides support and feedback.
39
How should the trainer provide support and feedback during the follow-up step?
The trainer should leave the trainee to work alone, indicate when and where to find help if necessary, supervise closely and check performance periodically, and then gradually taper off instruction as the trainee gains confidence and skill.
It is important for the trainer to monitor the trainee's performance during the follow-up step to ensure that the trainee is performing the task accurately and effectively.
40
Why is it important to gradually taper off instruction during the follow-up step?
It is important to gradually taper off instruction during the follow-up step so that the trainee can gain confidence and independence in performing the task.
41
What are Sloman's rules for effective on-the-job training?
Sloman's rules for effective on-the-job training are:
- Job instruction training should not be managed differently from other types of training.
- It should be integrated with other training methods.
- Ownership must be maintained even when consultants are used.
- Trainers must be chosen with care and trained properly
42
What qualities should trainers have?
Trainers should be experts in the skill area, want to be trainers, have good communication skills, patience, and respect for differences in the ability to learn.
43
How should suitable individuals be trained to become trainers?
Suitable individuals should be trained (train-the-trainer) and then recognized and rewarded for training others
Rewards for trainers can include recognition, the chance to add variety to the work day, respect from new employees, training certificates, and the prospect of either promotion or cross-training.
44
What is a performance aid?
A performance aid, also known as a job aid, is a device at the job site that helps an employee perform his/her job.
Examples of performance aids include signs or prompts, troubleshooting aids, instructions in sequence, special tools or gauges, flashcards, pictures, posters, and checklists.
45
Why are performance aids useful in training?
Performance aids are useful in training because requiring the memorization of sequences and tasks can take too much training time, especially if the task is not repeated daily.
They are also useful when performance is difficult, is executed infrequently, can be done slowly, and when the consequences of poor performance are serious.
46
What are some benefits of using performance aids?
Some benefits of using performance aids include allowing new employees to be on the job more quickly with temporary aids, helping employees perform routine troubleshooting and repair responses more quickly and with less frustration, and increasing the chances of employee application through the use of colourful posters and other aids.
47
Why might employees in certain positions not be able to rely on memory?
Employees in positions where they must react very quickly might not be able to rely on memory.
An example of a position where quick reactions are required is a panel operator in a nuclear power plant, who may have 15 seconds (or less) to perform a series of safety sequences.
48
What skills should be used when designing visual performance aids?
When designing visual performance aids, all the skills of the graphic artist's craft should be used, including ease of reading, space between letters, colour, boldness, symbols, and graphic language.
49
How can performance aids save time and money in a training program?
Performance aids can save time and money in a training program by making the trainee's work life easier and resulting in significant improvements in performance, downtime, and safety.
50
What are electronic performance-support systems?
Electronic performance-support systems are performance aids that use technology.
51
What is job rotation?
Job rotation is a training method in which trainees are exposed to different jobs, functions, and areas in an organization.
The objective of job rotation is for an employee to learn a variety of skills from doing a variety of tasks and by observing the performance of others.
52
What are some benefits of job rotation?
Some benefits of job rotation include broadening an individual's knowledge and skills by providing multiple perspectives and areas of expertise, providing interns with a multi-faceted experience to make them highly employable, and training employees who need to learn a variety of skills.
53
When is job rotation often used as a training method?
Job rotation is often used as part of an ongoing career-development program, especially for employees who are destined for management positions.
54
What is cross-training?
Cross-training involves training employees to perform each other's jobs so that anyone can step in and perform any member's job if necessary.
Cross-training provides greater flexibility for organizations and enables employees to learn and use more skills.
55
What are some benefits of job rotation?
Some benefits of job rotation include improvement in knowledge and skills, higher job satisfaction, more opportunities for career advancement, and a higher salary.
56
According to the Conference Board of Canada, how effective is job rotation/cross-training compared to other training methods?
According to the Conference Board of Canada, job rotation/cross-training is one of the most effective types of training programs, although it is used infrequently compared to other methods.
57
What are stretch assignments?
Stretch assignments are job assignments that aim to "stretch" employees by having them work on challenging tasks and projects that involve learning new knowledge and skills.
58
How do stretch assignments typically differ from an employee's current job?
Typically, stretch assignments require employees to take on a variety of new tasks that are larger in scope than their current job and involve more responsibility.
59
What is a disadvantage of job rotation?
A disadvantage of job rotation is that if an employee does not spend enough time in a department or working on an assignment, he or she might not have sufficient time to get up to speed and complete an assignment.
60
Why is it important that job rotation be carefully planned and structured?
It is important that job rotation be carefully planned and structured so that trainees receive sufficient exposure and experience on each assignment to make it a worthwhile learning experience.
61
What is the importance of integrating job rotation with other training methods?
It is important to integrate job rotation with other training methods because job rotation should be one component of a training program and learning process and supplemented with classroom instruction and coaching or mentoring.
62
What are apprenticeships?
Apprenticeships are training methods that combine on-the-job training and classroom instruction.
Apprenticeships are the primary method of training for skilled trades workers in Canada.
63
What percentage of apprenticeship programs is devoted to practical on-the-job training, and what percentage is devoted to classroom instruction?
The practical on-the-job training component makes up 80 percent of the training, and classroom instruction comprises 20 percent (or 180 hours) of apprenticeship programs.
64
Which sectors are covered by the apprenticeship system in Canada?
The apprenticeship system in Canada covers more than 65 regulated occupations in four occupational sectors: construction, motive power, industrial, and service.
65
Who is responsible for regulating and administering apprenticeship programs, and who facilitates interprovincial mobility of skilled trades?
The regulation and administration of apprenticeship programs, as well as the certification of tradespersons, is the responsibility of the provinces and territories.
The federal government works with the provinces and territories through the Canadian Council of Directors of Apprenticeship (CCDA) to support the development of a skilled workforce and to facilitate interprovincial mobility of the skilled trades.
66
What is the Interprovincial Standards Red Seal Program?
The Interprovincial Standards Red Seal Program is a program established by the federal, provincial, and territorial governments in the 1950s to facilitate the interprovincial mobility of skilled workers throughout Canada. It ensures the standardization of training requirements and certification of 49 skilled trades that are covered under the Red Seal program.
67
What is the role of the Canadian Council of Directors of Apprenticeship (CCDA) in the Red Seal Program?
The CCDA is responsible for the management of the Red Seal Program.
68
What is the process for earning a Red Seal certification?
Apprentices must be trained and supervised by at least one qualified tradesperson, known as a journeyperson, and pass a provincial government examination to earn a certificate of qualification.
Apprentices who pass an interprovincial examination with a minimum grade of 70 percent are awarded a Red Seal certification and achieve the status of journeyperson.
69
How is apprenticeship training regulated in Canada?
Apprenticeship training is regulated through a partnership among government, labour, and industry. In Canada, the federal government pays for in-school training and income support.
Provincial governments administer the programs and pay for classroom facilities and instructors. Employers absorb the costs of workplace training and apprentices initiate the process by finding employers to sponsor them.
70
What is the current state of demand for skilled tradespersons in Canada?
There has been an increasing demand for skilled tradespersons in Canada, and the registration in apprenticeship programs has increased in recent years to record levels.
It has been predicted that the shortage of skilled workers in Canada could reach one million by the year 2020.
71
What is the most effective and practical method of teaching skilled trades occupations and dealing with the skills shortage?
An increased emphasis on apprenticeship training remains the most effective and practical method of teaching skilled trades occupations and dealing with the skills shortage.
72
What is the concern regarding apprenticeship programs in Canada?
The concern is that not all Canadians participate in apprenticeship programs.
Efforts are being made to encourage Aboriginal people, women, members of visible minorities, and foreign-trained skilled workers.
73
What is the Union Training and Innovation Program (UTIP)?
The UTIP is a federal government program that provides funding for union-based apprenticeship training and aims to break down barriers that deter women and Indigenous people from entering the skilled trades.
The objective of the UTIP program is to improve the quality of training and to address barriers that prevent key groups from succeeding in the trades
74
6.3: Benifits of Apprenticeship Training
75
What are some recommendations made to increase employer participation in apprenticeship training?
The following recommendations were made:
Educate employers about mentoring
Inform employers that apprenticeship training is industry driven
Provide incentives to employers
Ensure apprentices understand their value
Encourage employers to participate in talking to their peers
Build appreciation for skilled labour.
76
What is coaching?
Coaching is an on-the-job training and development method in which an experienced and knowledgeable person (the coach) is formally called upon to help another person (the coachee) develop insights and techniques pertinent to the accomplishment of their job and improvement of their job performance.
77
What are the four core elements of coaching?
The four core elements of coaching are:
- The formation and maintenance of a helping relationship between the coach and the coachee,
- A formally defined coaching agreement or contract that includes personal development goals and objectives,
- Providing the coachee with tools, skills, and opportunities for growth and development, and
- The fulfillment of the agreement and achievement of the objectives.
78
How does the coaching process begin?
The coaching process begins with a dialogue between coach and coachee, during which a set of goals and objectives is defined. An agreed-upon plan is developed mutually by the coach and the coachee. Coaching opportunities are then identified by a mutual examination of the work environment.
79
How is coaching evaluated?
The coachee performs the agreed-upon tasks and then reports to the coach both informally and formally during the annual or semi-annual evaluation. They discuss the results of the current program and then plan the next round of activity.
80
What is the coaching process?
The coaching process involves planned opportunities and activities in the work environment, in a logical and agreed-upon fashion. The work environment serves as the training laboratory, with formal infrastructure in place for the system to work.
81
What are some potential coaching opportunities in the work environment?
Potential coaching opportunities in the work environment include transfers, special assignments, vacation replacements, and conference speaking engagements.
82
What is a coaching culture?
A coaching culture involves training successful senior leaders to be internal coaches so that they can develop the coaching skills of the organization’s leaders.
83
What skills and areas can coaching improve?
Coaching programs have been effective in enhancing skills and improving performance in a wide range of areas, including interpersonal skills, communication skills, leadership skills, cognitive skills, and self-management skills.
84
What is the effect of coaching on individuals and organizations?
Coaching has a positive effect on affective outcomes (e.g., attitudes), skill-based outcomes (e.g., competency skills), and results (e.g., productivity).
Coaching improves working relationships and job attitudes, and increases the rate of advancement and salary increases.
Benefits to organizations have been found in productivity, quality, customer service, reduced customer complaints, retention, and cost reductions.
85
What is the most important aspect of the coaching process?
The most important aspect of the coaching process is ongoing dialogue and feedback between the coach and coachee.
86
What are some tips for effective coaching?
To be most effective, a coach should provide continuous constructive and developmental feedback, act as a behavioural model for good performance, work with employees to set challenging goals, build trust and understanding with coachees, and evaluate the effectiveness of the coaching program.
87
What benefits can organizations expect from coaching programs?
Organizations can expect benefits such as improved productivity, quality, customer service, reduced customer complaints, retention, and cost reductions from coaching programs.
88
What is mentoring?
Mentoring is an on-the-job training method in which a senior member of an organization takes a personal interest in the career of a junior employee.
89
Who is a mentor?
A mentor is an experienced individual, usually a senior manager, who provides coaching and counselling to a junior employee.
90
What are the two major roles of mentors?
The two major roles of mentors are career support and psychosocial support.
Examples of career support activities provided by mentors include coaching, sponsorship, exposure, visibility, protection, and the provision of challenging assignments.
Examples of psychosocial support provided by mentors include being a friend who listens and counsels, who accepts and provides feedback, and who offers a role model for success.
91
How has the mentor-protege relationship changed in organizations?
The mentor-protege relationship was once informal, but organizations now recognize mentoring as a valuable employee development tool and have begun to formalize mentor relationships by implementing formal mentoring programs.
92
What is the focus of mentoring and how does it benefit organizations?
Mentoring focuses on the career development of junior employees, and it serves a number of purposes for organizations, such as accelerating the career progress of underrepresented groups, transmitting the culture and values to newer managers, and passing on the accumulated wisdom of seasoned leaders.
93
What does research say about the effectiveness of mentoring?
Research has found that mentoring is highly effective for those who are mentored and their organizations. Mentored individuals have greater career prospects and higher incomes than those who have not been mentored, and career mentoring is strongly related to objective indicators of career success, while psychosocial mentoring is more strongly related to satisfaction with the mentor.
94
What is e-mentoring?
E-mentoring is a mentoring program that uses online technology such as social networks, video conferencing, and teleconferencing to connect mentors and protégés.
The main advantage of e-mentoring is that it allows mentors to connect with protégés anywhere in the world and reach a larger number of protégés. It also allows for just-in-time mentoring such that mentees can have their questions answered instantaneously by mentors through texts and emails.
95
What are some guidelines for making e-mentoring programs effective?
Some guidelines for making e-mentoring programs effective include keeping in mind the premise of providing learning and development through a relationship of mutual trust, enabling just-in-time mentoring, using video-conferencing technology for virtual "face-to-face" interaction, creating internal social networks for training groups, setting goals to track the success of mentoring programs, and using technology to enable employees to seek or get matched with internal career coaches.
96
How can just-in-time mentoring be enabled in e-mentoring programs?
Just-in-time mentoring can be enabled in e-mentoring programs by allowing mentors and mentees to connect at the moment a question arises.
97
What technology can be used for virtual "face-to-face" interaction in e-mentoring programs?
Video-conferencing technology can be used for virtual "face-to-face" interaction in e-mentoring programs.
98
What is the purpose of setting goals to track the success of mentoring programs?
The purpose of setting goals to track the success of mentoring programs is to help employees become ingrained in the culture or get up to speed faster so they can hit the ground running.
99
How can technology be used to enable employees to seek or get matched with internal career coaches in e-mentoring programs?
Technology can be used to enable employees to seek or get matched with internal career coaches in e-mentoring programs by using software or internal social networks to connect mentors with mentees who share similar career interests or goals.
100
What are some signals that a mentoring program may not be working effectively?
Delay between assignment and first meeting with protégé
Poor meeting locations (e.g., the cafeteria)
Infrequent contacts
Dissatisfaction reported by either mentors or protégés
101
What advantages does off-the-job training have?
A trainer can use a variety of instructional training methods, the trainer can control the training environment, and a large number of trainees can be trained at one time.
102
What are some disadvantages of off-the-job training?
Off-the-job training can be more costly than on-the-job training, and trainees might have difficulty applying the training material on the job because the training takes place in a different environment.
103
What is the major advantage of on-the-job training methods?
The major advantage of on-the-job training methods is that the cost is much lower given that the need for training facilities, travel, accommodation, and so on is eliminated.
104
What is the second advantage of on-the-job training methods?
The greater likelihood of trainees applying the training on the job is the second advantage of on-the-job training methods.
105
What are some of the disadvantages of on-the-job training?
Some of the disadvantages of on-the-job training include the potential for distractions that can interfere with learning and interrupt training, the potential for damage to expensive equipment, the disruption of service or slowdown in production, and the potential for safety issues associated with the use of equipment or dangerous chemicals.
106
What is the potential downside of trainees learning on an actual machine or equipment on the job?
The potential downside is that there is always the potential for damage to expensive equipment which could shut down production for a period of time, adding to the cost of repairing or replacing damaged equipment.
107
Why can on-the-job training compromise safety in certain situations?
When safety issues are associated with the use of equipment or dangerous chemicals, on-the-job training can compromise safety because a trainee learning on the job can make a mistake and harm him/herself, other employees, or customers.
108
Is it better to use only on-the-job or off-the-job training methods?
No, it is not better to use only on-the-job or off-the-job training methods. Effective training programs often combine both methods to best suit a particular training need and objective.
