On-the-job training is conducted in the workplace itself and involves practical training methods, such as job shadowing, mentoring, and coaching. In contrast, off-the-job training takes place in settings that are different from the employee's workplace, such as workshops, seminars, and classrooms.

1. On-the-Job
Training
Program
Chapter 7
Dr Nazrul Islam
nazrulku@gmail.com
GROUP
FORMATION!

2. Lecture Learning Objectives
 After reading this chapter, you will be able:
◦ Discuss the advantages and disadvantages of on-the-
training methods
◦ Explain how to conduct job instruction training
◦ Define performance aids and describe how they can
improve performance on the job
◦ Define job rotations and discuss its advantages and
disadvantages
◦ Define coaching and describe the coaching process
◦ Define mentoring and the mentoring process
◦ Describe the advantages and disadvantages of on and
off-the-training methods

3. On-the-Job Training
 A training method in
which a trainee
receives instruction
and training at his or
her workstation from a
supervisor or an
experienced coworker.
 Method by which
employees are given
hands-on experience
with instructions from
their supervisor or
other trainer.

4. Survey results on OJT :
 Employers: In a survey concerning training and
development, conducted by TJinsite, research and knowledge
arm of TimesJobs.com.
◦ Over 40% employers voted on-the-job training for increased
productivity and
◦ 35% for enhanced employee morale in the organization .
 Employees too appreciate learning and training at the
workplace since it enables them to develop knowledge and
skills without leaving the work.
 In the TJinsite survey,
◦ on-the-job training by seniors has been voted as the most preferred
method of training by 71% employees.
◦ Other training methods come at distant second:
 workshop and seminars preferred by 15% of surveyed employees,
 external trainers (11%)
 manual & journals (3%).
7–4
On-the-Job Training

5. On-the-Job Training
Advantages:
• OJT is relatively inexpensive. Trainees learn while producing and
there is no need for expensive training facilities like classrooms or
programmed learning devices.
• OJT also facilitates learning because trainees learn by doing and
get prompt feedback on their performance. So it is most effective
because it is learning by experience
• It is directly in the context of job. So it is free from artificial
classroom situations
• It is often informal
• It is least expensive
• Trainees are highly motivated
7–5
On-the-Job Training

6. Disadvantages:
1. Trainer may not be experienced enough to train or he may
not be so inclined.
2. It is not systematically organized
3. Poorly conducted programs may create safety hazards.
4. The lack of a well-structured training environment
5. Poor training skills of managers
6. The absence of well-defined job performance criteria
 Overcoming OJT training problems
1. Develop realistic goals and/or measures for each OJT area.
2. Plan a specific training schedule for each trainee, including
set periods for evaluation and feedback.
3. Help managers establish a nonthreatening atmosphere
conducive to learning.
4. Conduct periodic evaluations, after training is completed, to
prevent regression.
7–6
On-the-Job Training

7.  On-the-spot lecture
◦ Gather trainees into groups and tell them how to do the job.
 Viewed performance
◦ Watch the person at work and give constructive feedback
 Feedback
◦ such as when the sales manager makes a call with a new salesperson.
 Following Nellie
◦ This describes the process of working alongside a colleague to observe and
learn the skills needed for a particular process. This can be a faster and more
useful way of learning a job role than studying a written manual. The
colleague is always on hand to answer any questions or deal with any
unexpected problems.
 Job-aid approach
◦ A job aid (step-by-step instructions or video) is followed while the trainer
monitors performance.
 The training step
◦ The trainer systemically introduces the task.
 Sequence
◦ Following a planned sequence. On-the-spot lecture, gather trainees into
groups, and tell them how to do the job.
On-the-Job Training: Approaches

8. 7–8
The PROPER Way to Do On-the-Job Training
Source: Scott Snell, Cornell University.
On-the-Job Training

9. On-the-Job Training
Methods
1. Performance aid
◦ A device that helps an employee perform on his /her job.
2. The job rotation method
◦ Job rotation means that an employee moves from job to job at
planned intervals. Thus trainees are exposed to many functions
and areas within an organization. This is common in
management training programs.
3. Coaching/ understudy method
◦ A training method in which a seasoned employee works closely
with another employee to develop insight, motivate, build
skills, and to provide support through feedback and
reinforcement.
◦ At lower levels, the trainee might observe the supervisor, but it
is also used at higher levels.
4. Mentoring
◦ A training method in which a senior member of an organization
takes a personal interest in the career of a junior employee.
On-the-Job Training: Methods

10. Mentoring
◦ The term ‘mentor’ can be traced in Greek mythology in which
Odysseus, absent from home because of the Trojan Wars, charged
with his servant Mentor with the task of educating and guiding his son
Telemachus.
◦ Mentor can be defined as relationships between junior and senior
colleagues or between peers that provide a variety of developmental
functions
◦ Mentors fulfill both career and psychological functions
◦ A mentoring relationship is a win-win for all parties:
 Mentoring can contribute experience, skills, and wisdom to a
mentored employee to increase and expand employee
development. Mentoring, whether with the boss or another
experienced employee, is key in employee development within an
organization.
Career Functions Psychological Functions
Sponsorship
Exposure and visibility
Coaching
Protection
Challenge assignments
Role modeling
Acceptance and confirmation
Counseling
Friendship
MENTORING
FUNCTIONS
On-the-Job Training: Methods

11. 5. Job instruction training
◦ A formalized, structural, and systematic approach to on-the job training.
 Step one: to prepare the learner : The trainer should
◦ try to put the learner at ease and relieve tension.
◦ explain why the trainee is being taught.
◦ create interest in the training by encouraging questions and finding out what the learner
already knows.
◦ explain the job to the trainee along with making sure the trainee is familiar with the
equipment, materials, tools, and terminology of the trade.
 Step two: to present the operation:
◦ The trainer should explain the quantity and quality requirements of the job.
◦ The job should be gone through at a normal pace and then at a slower pace several times
while explaining each step.
◦ After the steps have been covered, the learner should explain the steps to the trainer while
the trainer goes through the job at a slow pace.
 Step three: to do a tryout:
◦ The learner should go through the job several times slowly while explaining each step.
◦ Mistakes should be corrected.
◦ Then the learner should do the job at a normal pace. This should continue while the learner
builds up skill and speed.
◦ Once the learner has demonstrated ability to do the job, the work should begin, but the
trainer should stay close by.
 Step four: to follow up:
◦ The trainer should designate a contact person the learner can reach for help.
◦ Supervision should be gradually decreased but work should still be checked periodically for
quality and quantity standards.
◦ Any faulty work patterns should be corrected.
◦ Finally good work should be complimented and the worker encouraged until able to
performance standards.
7–
11
On-the-Job Training: Methods

12. 5. Job instruction training
◦ A formalized, structural, and systematic approach to on-the job training.
 Step one: to prepare the learner : The trainer should
◦ try to put the learner at ease and relieve tension.
◦ explain why the trainee is being taught.
◦ create interest in the training by encouraging questions and finding out what the learner
already knows.
◦ explain the job to the trainee along with making sure the trainee is familiar with the
equipment, materials, tools, and terminology of the trade.
 Step two: to present the operation:
◦ The trainer should explain the quantity and quality requirements of the job.
◦ The job should be gone through at a normal pace and then at a slower pace several times
while explaining each step.
◦ After the steps have been covered, the learner should explain the steps to the trainer while
the trainer goes through the job at a slow pace.
 Step three: to do a tryout:
◦ The learner should go through the job several times slowly while explaining each step.
◦ Mistakes should be corrected.
◦ Then the learner should do the job at a normal pace. This should continue while the learner
builds up skill and speed.
◦ Once the learner has demonstrated ability to do the job, the work should begin, but the
trainer should stay close by.
 Step four: to follow up:
◦ The trainer should designate a contact person the learner can reach for help.
◦ Supervision should be gradually decreased but work should still be checked periodically for
quality and quantity standards.
◦ Any faulty work patterns should be corrected.
◦ Finally good work should be complimented and the worker encouraged until able to
performance standards.
7–
12
On-the-Job Training: Methods

13. Training Methods
6. Apprenticeship training
◦ A system of training in which a worker
entering the skilled trades is given
thorough instruction and experience,
both on and off the job, in the practical
and theoretical aspects of the work.
◦ Combines on-the-job training with
classroom instruction.
7. Cooperative Training
◦ A training program that combines
practical on-the-job experience with
formal educational classes.
8. The special assignments method.
◦ Special assignments give employees
firsthand experience in working on actual
problems
9. Internship Programs
◦ Are jointly sponsored by colleges,
universities, and other organizations that
offer students the opportunity to gain
real-life experience while allowing them
to find out how they will perform in work
organizations.
7–
13
On-the-Job Training: Methods

14. 7–
14
Making the Most of Internships
How to Increase the Value of Interns
1. Assign the intern to projects that are accomplishable and provide
training as required.
2. Involve the intern in the project-planning process.
3. Appoint a mentor or supervisor to guide the intern.
4. Invite project suggestions from other staff members.
5. Ask interns to keep a journal of their work activities.
6. Rotate interns throughout the organization.
7. Explain the rationale behind work assignments.
8. Hold interns accountable for projects and deadlines.
9. Treat interns as part of the organizational staff and invite them to staff
meetings.
10.Establish a process for considering interns for permanent hire.
Source: Condensed from John Byrd and Rob Poole, “Highly Motivated Employees at No Cost? It’s Not an Impossible
Dream,” Nonprofit World 19, no. 6 (November/December 2001): 312–32. Reprinted by permission of Nonprofit World,
http://www.snpo.org, telephone: 734-451-3582
On-the-Job Training: Methods

15. 1. Periodic In-House Training From Internal or External Resources
Employee development, offered in brief sessions, internally, on
a regular basis, allows employees to do job training with a
consultant or internal provider who knows company’s goals,
language, culture, and workplace norms. These job training
sessions also build the team and help employees develop
conversations about improvement, growth, and change.
 2. Implement a Book Club at Work
Forming a book club in which a group of employees voluntarily
reads the same book is an easy way to share information for
employee development at work .Combine the book reading with
a regularly scheduled discussion meeting to double the impact
of the book on job training. Ask one employee to lead the
discussion about the week's assigned chapter or two. Ask a
second employee to lead the discussion about the relevance of
the book's teachings to your organization. You'll magnify
employee development will be magnified with book club.
 3. Require Employees Who Attend External Training to Do Job Training
When an employee attends an external seminar, training
session, or conference, establish a company norm that the
employee is expected to magnify the experience for the
company by training other employees. This is effective
employee development because it introduces new ideas to your
organization.
Best Ways to Do OJT by Susan M Heathfield

16.  4. Promotion
A promotion is a powerful form of job training. A promotion
forces an employee to grow - or sink. With appropriate
mentoring and coaching, a promotion is a positive form of
employee development. For job training, a
promotion is stretching and fulfilling.
 5. Transfer
A transfer provides experience in other areas of a
employee's current department or in a new department
within the business. This job training widens the employee's
horizons and enables the employee to gain wider and broader
experience within the business. A transfer provides effective
job training.
 6. Lateral Move
In a lateral move, an employee moves to an equivalent role in
an organization for job training and career development. In a
lateral move, the employee's job responsibilities change
thus affording the employee job training and new
opportunities.
Best Ways to Do OJT by Susan M Heathfield

17.  7. Hold Brown Bag Lunches
Brown bag lunches or lunch and learns, as they are frequently
called, are another form of employee development, available
internally. Whether about work or work-life topics, brown bag
lunches provide employees with information they need to create great
lives.
 8. Job Shadowing
Job shadowing allows an employee to learn about and benefit from
brief stints of job training while the employee observes and
participates in the work of another employee. Used by colleges and
universities, along with internships for student career exploration, job
shadowing can provide job training as well. Job shadowing is also an
excellent approach to the job training of employees who provide back up
for jobs such as payroll. Job shadowing is also perfect for an employee
with an interim assignment resulting from an employee termination.
 9. Provide Internet, Intranet, and Webinar Training Classes and Resources
If your company is not providing online training in your wiki or
Intranet or other online employee resource, you are missing a
golden opportunity for employee development. Portions of
employee on boarding, access to company and departmental
information, even your employee handbook are better accessed
online. Everything that any employee needs to know about your
company should be accessible to employees online.
Best Ways to Do OJT by Susan M Heathfield

18. Questions & Answers
1. a. What is On-the-Job Training?
b. What is your logic of accepting on-the-Job Training?
c. What is the PROPER way to do On-the-Job Training?
2. a. What are the steps of Job Instruction Technique of OJT?
3. b. Explain some ‘Best Ways to Do On-the-Job Training’
3. a. What is internship program in OJT?
b. What are ways to increase the value of interns?
c. Explain mentoring as a way of OJT
4. a. What is technology-based training?
b. What are the technologies used in OJT?
c. What are the benefits of Technology-based training?
5. a. What are the Environmental factors pushing companies to adopt
technology-based training?
b. What are the Benefits and Limitations of Self-Directed Learning?
6. a. What are factors that affect training effectiveness?
b. Explain the internet-based methods of OJT
c. Explain E-learning.
7. a. Define training evaluation.
b. What are the benefits and barriers of training evaluation?
8. a. What are the types of Training evaluation?
b. Explain Kirkpatrick’s Hierarchical Model of training evaluation.
9. Discuss Decision-Based Evaluation and COMMA Model of training
evaluation 7–
18