CHAPTER SEVEN
On-the-Job Training
Methods
© 2013 by Nelson Education Ltd.
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LEARNING OUTCOMES
 Describe the following on-the-job training
methods: job instruction training, performance
aids, job rotation, apprenticeships, coaching, and
mentoring
 List the advantages and disadvantages of each
 Describe how and when to use each training
method
 Describe the coaching process and how to
design a coaching program
© 2013 by Nelson Education Ltd.
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LEARNING OUTCOMES
 Define mentoring and describe how to develop a
formal mentoring program
 Describe the advantages and disadvantages of
on-the-job and off-the-job training methods
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ON-THE-JOB TRAINING
METHODS (OJT)
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
• People 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
© 2013 by Nelson Education Ltd.
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ON-THE-JOB TRAINING
METHODS (OJT)
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ON-THE-JOB TRAINING
METHODS (OJT)
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JOB INSTRUCTION
TRAINING
Formalized, structured, and systematic
approach to OJT
 Incorporates the principles of behaviour
modelling
 Four steps:
1. Preparation
2. Instruction
3. Performance
4. Follow-up
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JOB INSTRUCTION
TRAINING
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
2) guarantee the learning
3) build interest and show personal
advantage
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JOB INSTRUCTION
TRAINING
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/encourage questions
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JOB INSTRUCTION
TRAINING
Step 3: Performance
 Trainee performs task 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
behaviour
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JOB INSTRUCTION
TRAINING
Step 4: Follow-up
 Trainer monitors performance and provides
feedback
 Gradually tapers off instruction as employee gains
confidence and skill
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JOB INSTRUCTION
TRAINING
Tips for Trainers
 Should not be managed differently from other
types of training
 Should be integrated with other training methods
 Ownership must be maintained
 Trainers must be properly chosen and trained
• SME may need train-the-trainer program
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JOB ROTATION
Trainees are exposed to many jobs, functions,
and areas within an organization
 Often used as an ongoing career-development
program
 Objective is to learn a variety of skills required for
current and future jobs or colleagues’ jobs as done
in cross training
 Caution – only learns superficial knowledge if
not enough time spent
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JOB ROTATION
Benefits
 Improved knowledge and skills
 More opportunities for career advancement
 Higher job satisfaction and salary
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CROSS TRAINING
Training to perform each other’s roles
Benefits
 Anyone can step in
 Beneficial for cross-functional teams
 Greater flexibility for organizations – allows
employees to develop better skills
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APPRENTICESHIP
PROGRAMS
Training for skilled trades that combines
OJT and classroom instruction
 Origins in medieval times
 On-the-job component (80%) teaches skills
 Classroom component (20%) teaches theory done
in community colleges or “labour halls”
 Apprenticeship system covers over 65 regulated
occupations in four occupational sectors
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APPRENTICESHIP
PROGRAMS
Construction Motive Power
Industrial
Service
Carpenter
Motor Vehicle
Mechanic
Mechanic
Chef
Plumber
Aircraft
Mechanic
Millwright
Baker
Tool & Die
Hairstylist
Stone Mason Machinist
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APPRENTICESHIP
PROGRAMS
 Apprentice receives supervised training by a
journeyperson; is regulated through government,
labour, and employer partnership
 Apprenticeship period lasts between 1 and 5 years,
depending on trade
 Apprenticeships are focused on collective training
needs of specific occupations within broad industrial
categories
 Transferable within Canada
 Must have willing sponsor
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APPRENTICESHIP
PROGRAMS
Federal
Provincial/
Territorial
Industry
Labour
Facilitates interprovincial mobility
Regulates &
administers
programs
Sponsors
apprentices
Promotes
programs
Pays tuition for inschool training
Pays for school
programs
Pays for OJT
period
Develops
curriculum
Provides income
support during inschool period
Promotes programs Provides and
and develops
pays costs of
curriculum
on-the-job
training
Provides tax credits Provides tax credits
to employers and
to employers and
apprentices
apprentices
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APPRENTICESHIP
PROGRAMS
Tips for Trainers
 Positive ROI on investment in apprentices for
employer
 Demand for skilled tradespersons increasing as
current labour force ages
 Significant focus on program enhancement/
expansion to meet needs of current/future
industries
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APPRENTICESHIP
PROGRAMS
 Societal values influence youth and parents to select
other occupations
 Opportunity to attract wider demographic and
minorities into apprenticeship labour pool
 Employer reluctance to offer apprenticeship
programs and rely on existing labour market to meet
their needs
 Role of HR and training professionals are important
in championing apprenticeships as effective
recruitment and retention strategy
© 2013 by Nelson Education Ltd.
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APPRENTICESHIP
PROGRAMS
© 2013 by Nelson Education Ltd.
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PERFORMANCE AIDS
A device that helps an employee perform his/her
job (while on the job)
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Signs/prompts
Troubleshooting aids
Special tool or gauge
Flash cards
Posters or checklists
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PERFORMANCE AIDS
Tips for Trainers
 Maximize visual performance aid with concepts
from graphic artists’ craft
• Ease of reading, colour, boldness, graphic
language
 Consider how performance aids might save time
and money
 Maximize use of technology (electronic
performance support systems)
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COACHING
Experienced and knowledgeable person is
formally called upon to help another person
develop the insights and techniques
pertinent to the accomplishment of their job
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COACHING
Key elements in coaching process:
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Open dialogue
Planned use of opportunities
Agreed upon set of objectives
Focus on strengths; weaknesses only if inhibiting
performance
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COACHING
Steps
1. Initial discussion, setting objectives
2. Opportunities identified, long-term plan set
3. Employee performs tasks, reports to coach
• Process fitted into employee’s goals and
organization’s long-term strategies
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COACHING
Coaching Opportunities
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Transfers
Special assignments
Vacation replacement
Speaking engagements
Professional membership
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COACHING
 Effective in enhancing interpersonal skills,
communication skills, leadership skills, and selfmanagement skills
 Individual: Improves working relationships, job
attitudes; increases rate of advancement and salary
increases
 Organization: Increases in productivity, quality,
customer service, retention; decreases in customer
complaints, costs
© 2013 by Nelson Education Ltd.
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COACHING
Tips for Trainers
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Build trust and understanding
Ongoing dialogue and feedback
Coach must be able to relate to employee
Coaching should be part of broader process
Effectiveness should be evaluated
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MENTORING
Senior member in an organization takes a
personal interest in the career of a junior member
 Mentor: Provides career and psychosocial support
to a junior employee (the protégé)
• Formalized mentoring programs are emerging
in organizations
• Focus is narrower than coaching: career
development of “junior” employees
• Participation is generally voluntary
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MENTORING
 Two roles of a mentor:
1. Career support
• Coaching, sponsorship, exposure, visibility,
protection, and provision of challenging
assignments
2. Psychosocial support
• Friendship, listening, counselling, feedback,
role model for success
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MENTORING
Benefits
 Accelerate career progress of underrepresented
groups
 Transmit culture and values to newer managers
 Pass on accumulated wisdom of seasoned
leaders
© 2013 by Nelson Education Ltd.
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MENTORING
Tips for Trainers
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Ensure clarity of roles and expectations
Choose mentors carefully
Match mentors and protégés with care
Train both mentors and protégés
Structure the mentoring relationship
Ensure support from management
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OFF-THE-JOB VS.
ON-THE-JOB TRAINING
Off-the-Job Training Method
Advantages
 Can use wide variety of training methods
 Can control training environment/tailor programs
 Large numbers of trainees can be trained at once
Disadvantages
 Can be much more costly than on-the-job training
 Training environment differs from workplace –
creates challenge for transfer of training
© 2013 by Nelson Education Ltd.
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OFF-THE-JOB VS.
ON-THE-JOB TRAINING
On-the-Job Training Methods
Advantages
 Lower cost
 Greater likelihood of application of training
on-the-job
 Less difficulty of transfer
© 2013 by Nelson Education Ltd.
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OFF-THE-JOB VS.
ON-THE-JOB TRAINING
On-the-Job Training Methods (cont'd)
Disadvantages
 Distractions in work environment during training
 Potential for damage to equipment
 Disruption/slow-down of service
 Potential safety issues
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WHICH IS BEST?
 What is most important is mixing and combining
methods (blended delivery approach) to best suit a
particular training need, objective, or any
organizational constraints
© 2013 by Nelson Education Ltd.
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SUMMARY
 Identified as most common yet also most misused
and the need for planning and structure to achieve
effectiveness
 Discussed specific methods, their advantages and
disadvantages, and the considerations for use
 Identified importance of selecting most appropriate
method to meet training need, and value of blended
delivery approach with off-the-job methods
© 2013 by Nelson Education Ltd.
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