Hands-On Training: A Simple and Effective Method for On-the-Job Training (The Berrett-Koehler Organizational Performance Series, Band 7) - Softcover

Buch 1 von 3: The Berrett-Koehler Organizational Performance

Sisson, Gary R.

 
9781576751657: Hands-On Training: A Simple and Effective Method for On-the-Job Training (The Berrett-Koehler Organizational Performance Series, Band 7)
Softcover
ISBN 10: 1576751651 ISBN 13: 9781576751657
Verlag: Berrett-Koehler Publishers, 2001

Inhaltsangabe

On-the-Job Training (OJT) is the single most used training method in organizations today. But it is also the most misused-because very few of those doing OJT are ever trained how to do it. In Hands-On Training Gary Sisson draws on his thirty-five years of experience to lay out a simple, systematic approach to OJT that can be understood and applied by anyone in any organization-- managers, line or staff supervisors, employees and both internal and external human resource and training professionals.

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Über die Autorin bzw. den Autor

Gary R. Sisson is the founder of Paradigm Corporation, an international consulting practice whose clients include Keystone Foods, Diesel Technology, Northwest Airlines, Synergen, Amoco Production Company, and many others. Prior to founding Paradigm in 1982, he was in charge of management and technical training for Johns Manville Corporation, a Fortune 500 firm with 36,000 employees.

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Traditional On-the-Job Training: Popular but Obsolete

If you are reading this you are probably already an on-the-job training (OJT) instructor or preparing to become one. This being the case, you are participating in one of the most powerful processes on earth— that of passing on your own knowledge and skill to others.

Your challenge may be to train new workers in “the basics,” or it may be to train experienced employees in new skills. You may be facing the start-up of a new facility or the launch of a new product or service. You might be assigned to help your organization deal with a changing technology or the implementation of improvements to a job. Your challenge could even be “all of the above.”

Regardless of the circumstances, training is an important responsibility that sometimes can be as painful as it is rewarding. But the reasons for reading this book are to minimize the pain, to gain insight into the process of on-the-job training, and to learn from the experience of others who use training to unleash the power of people. On-the-job training is the single most used (and misused) of all approaches to training. It happens whenever an experienced person shows an inexperienced person how to do a job. Sound familiar? It should because just about everyone who has ever held a job has been exposed to on-the-job training in one form or another.2

On-the-job training probably started when one caveman used grunts and gestures to train another caveman on fire starting, spear making, or some other basic skill. You can see it now in a flashback: Ogg sits on a rock, showing Ugoo how to chip away at the flint to make a projectile. Ugoo then tries to make his own spear point while Ogg attempts to help. And there you have it—the dawn of on-the-job training. Today John concentrates on Judy’s screen as she demonstrates how to use a database. Then John tries to duplicate Judy’s computer skill. A lot has changed. Or has it?

On-the-job training has a long tradition that dates from the Middle Ages, when mothers trained daughters in skills of the hearth, knights trained squires in military skills, and guilds began training apprentices in the various crafts of their day. Through the Industrial Age and into the age of information, jobs and skills have become increasingly complex, but the method of having an inexperienced person learn from an experienced person remains essentially unchanged, even today. The traditional on-the-job training method is characterized by four features:


1. Traditional on-the-job training is focused on the work.


The instructor’s primary mission is to complete the work at hand. The training is secondary, and little, if any, allowance is made for the presence of a trainee on the job. Thus, if something goes wrong during the training process, the instructor’s priority is to get the work back on track. The trainee is expected to stay out of the way, in the interest of productivity. As long as the work gets done, the instructor can do as much training as he or she wants. But make no mistake: the work comes first.3


2.The work provides the structure for the training.


The training itself is unstructured and relies on the flow of work for its sequence. If tasks occur out of order, so does the training. If a random event happens in the middle of a step-by-step procedure, the instructor interrupts the sequence to deal with it. This being the case, a trainee may participate in some incidents that are highly unusual and altogether miss seeing other, more common events. In a very real sense, the traditional on-the-job training instructor is at the mercy of circumstances. The instructor has only limited control over the training because the work comes first.


3.The instructor relies on job experience to do the training.


An on-the-job training instructor usually is a highly skilled employee with years of job experience who is assigned to pass on this experience and skill to a trainee. While the instructor may be an expert at the job, he or she is usually not skilled as a trainer. Some highly skilled workers simply aren’t interested in training. Others would like to be trainers but don’t know how. Many of us know on-the-job training instructors who are rather poor teachers. That’s because most of them have never been trained to instruct.

Compounding this problem is the fact that in most traditional on-the-job training, instructors usually aren’t required to teach a standardized method of doing the job. Rather, instructors tend to be left to their own devices when it comes to the specifics of training. Thus, if two instructors have different ways of accomplishing a task, so will their respective trainees. At best, this contradicts the notions of standardization and repeatability, and at worst it could lead to safety or quality problems.


4.The training method is determined by the instructor.


In traditional on-the-job training, the instructor chooses his or her own training method. There is no prescribed “best way” to teach a skill. The two most common approaches are showing and telling. Some instructors commonly do a lot more showing than telling or vice versa. Some instructors may provide guidance as the trainees practice, while other instructors may prefer to cover the subject and then put the trainees to work on the job without much supervision. Needless to say, this may result in spotty performance.4

Normally, no formal evaluation is conducted as part of traditional on-the-job training. The criteria for success are determined by the instructor, and if he or she happens to be methodical, the trainee may become a highly competent performer. But if the instructor is impatient, erratic, or under pressure to put the trainee to work, the trainee’s skill level may suffer. Either way, the end of training is strictly a judgment call on the part of the instructor: the trainee is ready when the instructor says so.

By now it is probably clear that this book does not advocate the traditional approach to on-the-job training. The reasons for this are many, but they all add up to one very fundamental problem: Traditional on-the-job training is an uncontrolled training situation that cannot produce consistent results.

In today’s world, where concepts such as repeatability, reliability, standardization, and consistency are critical to success, we are mistaken if we use traditional on-the-job training as our training method of choice. Our world (and our customer) demands a better way. Here is why:


Traditional on-the-job training is inconsistent.

On-the-job training is governed by the individuality of each instructor’s approach to training. No standard training method exists and most often there is little, if any, standardization of the job method. This being the case, how can we reasonably expect traditional on-the-job training to yield consistent results in the form of workers who all do the job the same way with the same level of quality? The answer is, we can’t. In many organizations dominated by on-the-job training, people with the same job have difficulties even communicating with each other because they use different terminology for tools, steps, processes, and materials.5

Traditional on-the-job training is inefficient.

In on-the-job training, you have an instructor and a trainee, both working on the same job. Therefore, by definition, on-the-job training is an approach that features two people doing the work of one. If there were a standard level of productivity per worker for the job (such as a numeric quota) the level would be cut in half during the entire training period. It is unlikely that productivity would go up. In fact,...

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Verlag
Berrett-Koehler Publishers
Erscheinungsdatum
2001
Sprache
Englisch
ISBN 10 
1576751651
ISBN 13 
9781576751657
Einband
Taschenbuch
Anzahl der Seiten
128
Kontakt zum Hersteller
Nicht verfügbar
Verantwortliche Person
Herstellename 2: eucomply OÜ
hello@eucompliancepartner.com

Pärnu mnt. 139b - 14
Tallinn
11317
Estland

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