| Employees acquire approximately 80 percent of their | | | | trainee from developing "bad work habits" - the trainer |
| work-related knowledge and skills on the job. The | | | | is a critical cog in this wheel. |
| question is, are your employees gaining the knowledge | | | | - Trainee - The trainees responsibility for learning is on |
| and skills needed to improve your bottom line? | | | | par with the trainer's responsibility to train. Trainees |
| Introduction to On-The-Job Training (OJT) | | | | must understand the OJT process, participate actively, |
| One of the most common and least expensive | | | | practice assigned tasks and demonstrate competency |
| methods of training and development is OJT. It is also | | | | Implementing A Formal OJT Program |
| one of the most misunderstood and abused methods | | | | Implementing an OJT program involves five basic |
| of training in use today. In today's economy it is | | | | steps: |
| tempting to reduce costs by cutting back on formal | | | | |
| training and rely on shadow training (unstructured OJT). | | | | 1. Analyzing the tasks and skills to be learned |
| Shadow training is one of the least effective and most | | | | 2. Selecting, training, and supervising trainers |
| costly forms of training. | | | | 3. Preparing training materials |
| There are a number of reasons for this: | | | | 4. Conducting an OJT program |
| - The person being shadowed may have extensive | | | | 5. Evaluating the program and making any necessary |
| knowledge about a job, but they typically do not know | | | | improvements or modifications. |
| how to impart that knowledge to the trainee. | | | | Many organizations take a "hit or miss" approach to on |
| - Shadow training is typically unstructured and | | | | the job training. Someone determines that they need |
| inconsistent | | | | training and management reacts by implementing |
| - Shadow training is typically not results oriented or | | | | training with out analyzing the need for training. When |
| performance based. | | | | they do this they are basically "confusing motion with |
| Formalized OJT is based on the assumption that new | | | | progress." Management must take a close look at the |
| employees lack certain skills and the goal of the OJT | | | | business need for training. How will it impact the |
| program is to instill these skills. It is a training method | | | | company vision, strategic goals and objectives? What |
| that uses a systems approach. The systems | | | | results do we need to achieve and how will this |
| approach: ensures that training is developed in an | | | | contribute to those ends? Additionally, a close look |
| orderly fashion, includes an in-depth needs analysis of | | | | must be taken at the jobs that will be affected and |
| the tasks and trainees, allows for development and | | | | how they will lead to the desired overall results. These |
| tryout of training prior to full implementation, and | | | | jobs must be analyzed and broken down into requisite |
| incorporates evaluation and continuous improvement | | | | tasks and sub tasks; only then can a formal training |
| within all aspects of the process. When used wisely | | | | program be properly developed. |
| and appropriately, Formalized OJT programs can be | | | | The next step is to select and properly train your OJT |
| as effective as many off-the-job training methods A | | | | Trainers. Trainers should be proficient in the Four-Step |
| formalized OJT program can help organizations in | | | | method of training and how to apply adult learning |
| many ways. These include: | | | | theory. Trainers need to know how to ask proper |
| - Reducing the unproductive break-in time for new | | | | questions and to give effective feedback. |
| workers | | | | Once you have properly trained your trainers, you |
| - Minimizing frustration and employee turnover from | | | | need to involve them in developing the training |
| the trial and error methods of unstructured OJT | | | | materials needed to support the OJT program. This |
| - Identifying basic employee skill deficiencies quickly | | | | involvement is critical to the success of the training. |
| - Improving overall performance. | | | | This gives the trainer more control of the information |
| Roles and Responsibilities | | | | being presented and minimizes the tendency to |
| A formalized OJT program requires a high level of | | | | wander from the formal program. The trainers should |
| commitment from management, staff and workers at | | | | also be actively involved in reviewing the effectiveness |
| all levels. The organization must be willing to provide | | | | of training materials and in modifying them as needed. |
| financial and human resources necessary to ensure | | | | Modifying lesson materials, however, must be |
| and effective program. These roles and responsibilities | | | | controlled otherwise your formal program will |
| include: | | | | disintegrate before your eyes. After you have |
| - Management - A formal OJT program requires that | | | | conducted OJT for a while, it is important to conduct a |
| management support, understand and maintain the | | | | review of the program. This review must include |
| process with both resources and with their presence. | | | | management, supervision, Training/HR Dept, and the |
| They must ensure that the program remains effective | | | | trainers. Any necessary mid course corrections should |
| and the organization's vision, values, goals and | | | | be determined and agreed upon before any changes |
| standards are properly applied. | | | | are made to the program. |
| - Supervisors - This is a very critical role. These | | | | Conclusion |
| individuals are normally subject matter experts (SMEs) | | | | In today's economy and transitioning workforce, |
| and often OJT trainers. It is critical that the supervisor | | | | organizations are faced with the continuous need for |
| be involved in the development of the OJT program. | | | | developing, maintaining, and expanding the knowledge |
| Supervisors must assist in determining outcomes for | | | | and skills of their workforce. Organizations are |
| OJT (competencies), coordinate the OJT training, | | | | impacted by a diverse workforce, rapidly changing |
| selecting individuals to become OJT trainers, manage | | | | technology, and increased global competitiveness, To |
| the training material, document training records, and | | | | meet these changing dynamics companies are turning |
| maintain communication with the training or HRD staff. | | | | to increased multi-skilled positions, high performance |
| - Training Department/HRD - The HRD or training staff | | | | work teams, process re-engineering, and pay for |
| provides support to the line organization in developing | | | | performance, This has created the need for a training |
| and maintaining the formal OJT program. | | | | methodology that effectively transfers skill and |
| - Trainer - The proper transfer of knowledge and skill, | | | | knowledge in a cost effective manner and that can be |
| depends on the knowledge, skills, and ability of the | | | | easily implemented on-the-job. The obvious answer is |
| trainer. The selection of the OJT trainer is critical, and | | | | a formalized OJT program geared to performance |
| poor performers should never be chosen. One primary | | | | improvement and worker competence. |
| purpose of formal OJT programs is to prevent the | | | | |