Good Practice Note for effective on-the-job training (OJT) for operations of complex systems.

1. Good Practice Note:
On-The-Job Training (OJT)
The following are some good practices for developing and conducting formal on-the-job
training (OJT):
1. Remember, OJT Is Formal Training. Just because OJT is done in a real
working environment doesn’t mean that you can forget the sound principles of
instructional systems development. Good OJT involves the same basic five
elements as classroom training: Analysis, Design, Development,
Implementation, and Evaluation. And, OJT instructors/developers need formal
training on how to do their jobs. Being an operator doesn’t automatically qualify
you to be an OJT instructor.
2. Training Is About Knowledge and Skills, Not Just Procedures. Like other
types of formal training, the design and development of OJT should be based on
analysis and documentation of system performance requirements; human
performance requirements based on system demands; and training requirements
based on human performance demands. Typically, deriving these training
requirements involves needs analysis, job analysis, and task analysis. If
procedures already exist, they are obviously an important base of information, but
are not necessarily a complete source. OJT training should be focused on
assuring that the qualified individual has the requisite knowledge and skills to
perform the job. Teaching operators to properly execute procedures properly is
important, but it is only part of the trainer’s job.
3. Learning Objectives. Derive and document terminal learning objectives that are
directly linked to knowledge and skill requirements identified in the training
analysis. Develop enabling objectives that support achievement of the terminal
objective. Structure training to assure that the trainee meets the objectives.
4. Take Full Advantage of the OJT Setting. Recognize the advantages of the OJT
setting and use them in the development and conduct of training and evaluation:
•
An obvious advantage of OJT is the ability for “hands-on” learning
and demonstration of skills – practice - as well as knowledge acquisition.
Allow plenty of time for practice. Training can involve the trainee performing
a task on the operating equipment, with appropriate supervision. Often, due to
potential safety or operational risks, the task must be simulated. But, the
environment of the actual facility still enhances training significantly.
•
In the OJT setting, the instructor has a great opportunity to
demonstrate by example essential characteristics and “attitudes” of an
operator that are as important as the factual knowledge, e.g. safety attitudes,
inquisitiveness, situational awareness, professional conduct, etc.

2. •
Take advantage of the multiple sensory cues offered in the real
environment. Teach the trainee to see, hear, smell, and touch (safely) the
operating facility and.
•
Since OJT typically is conducted one-on-one, or with only a small
number of trainees, the instructor is much freer to tailor each session to the
particular needs of the individual trainee than is the case in other training
settings. Vary the pace, depth of knowledge, order of training, and other
factors to provide the best possible learning experience for each individual.
5. Recognize and Work Around the Disadvantages. Often, training sessions
cannot take place as scheduled, or training is interrupted, due to unexpected
operational conditions, such as equipment out of service or areas temporarily
inaccessible. Be flexible and always be prepared with a fall back plan to make
good use of the training time.
OJT offers little opportunity to change equipment conditions, parameter values,
indicator positions, etc. All are determined by the actual operation in progress.
The environment can make it very difficult to communicate due to noise,
protective clothing, etc. While this represents the “reality” or actual task
performance, it’s often not the best place to discuss knowledge items. A good
practice is to identify a “staging area” for discussion before and after hands-on
demonstration/performance in an adverse environment.
6. OJT Includes Training and Evaluation. Remember that OJT has two separate
and distinct parts – training and evaluation. The instructor-trainee interaction and
techniques for these two activities can be quite different. Prepare specific
(observable) performance criteria (standards) for both training and testing directly
related back to the learning objectives and the identified knowledge and skill
requirements. Construct OJT “checklists” (sometimes called Job Performance
Measures, or JPMs) for training and for evaluation that include the learning
objectives, performance criteria, and other appropriate training/testing
documentation, and use them as both a guide for and documentation of
training/testing.
In-training evaluations are done during the process of training and can be viewed
as a part of the learning process as well as an ongoing status check on knowledge/
skill acquisition. They can consist of instructor critiques, student critiques, oral
and written tests, performance demonstrations, subjective ratings by instructors,
or other appropriate means.
Post-training evaluations are conducted at the end of the training block/program
and are intended strictly to test trainee performance compared to the pre-defined
performance standard(s). The great advantage of OJT is the ability to conduct
“hands-on” performance testing, particularly of skill acquisition. Knowledge

3. acquisition can be tested during the performance test via oral questions/
discussions and/or through written exams.
7. Avoid Common OJT Instructor Errors. Some of the common errors made by
OJT instructors that reduce their effectiveness are:
•
Too Much – Complex tasks often need to be broken into parts, focused
on enabling objectives, and building necessary skills over time.
•
Too Fast – Give the trainee some “soak time” with new
concepts/skills. Be sure the trainee is ready for the next level before
proceeding.
•
Not Giving the Trainee the “Big Picture” – Include in the introduction
an overview of the training about to take place. Show how the task fits into
the overall job; how the job fits into the organization.
•
Not Adjusting to Individual Differences. Individuals have different
learning styles, aptitudes, prior knowledge and skill levels, mental and
physical abilities, etc. Look for these individual differences and try to take
advantage of the OJT format to create the most effective learning experience
for each individual. Not everyone will learn everything at the same rate.
•
Insufficient Practice Time. Knowing how to do a task and achieving
minimum proficiency for qualification can be quite different things. Plan
plenty of time for skill practice. Repeated practice builds proficiency and
confidence.
•
Failure to Motivate. Reinforcement to motivate the trainee throughout
the training program is an important part of the instructor’s job. Positive
feedback from the instructor, peer recognition, a clear sense of progress, and
other intangible positive reinforcement can be as effective as tangible rewards
such as pay increases. Rarely is negative reinforcement or punishment
effective, and it often has a net negative effect on trainee attitude, confidence,
and motivation to learn. Avoid punishment associated with failure in training
if possible.
•
Intimidation. Recognize the difference between demonstrating
appropriate competence and confidence as an instructor and intimidating the
trainee; between being demanding and being demeaning. Use your position of
power to build good workers, not to build your ego.