1. 1 © 2010 by Nelson Education Ltd. Chapter Seven On-the-Job Training Methods

2. 2 © 2010 by Nelson Education Ltd. Learning Outcomes  Describe on-the-job training methods  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

3. 3 © 2010 by Nelson Education Ltd. Learning Outcomes  Define mentoring and describe how to develop a formal mentoring program  Describe the advantages/disadvantages of on-the- job and off-the-job training methods

4. 4 © 2010 by Nelson Education Ltd. On-The-Job Training Trainee receives instruction and training at work station from a supervisor or experienced coworker  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  Structured approach most effective

5. 5 © 2010 by Nelson Education Ltd. Job Instruction Training Formalized, structured, and systematic approach to OJT Incorporates the principles of behaviour modelling  Four steps: Preparation Instruction Performance Follow up

6. 6 © 2010 by Nelson Education Ltd. 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

7. 7 © 2010 by Nelson Education Ltd. 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

8. 8 © 2010 by Nelson Education Ltd. Job Instruction Training Step 3: Performance  Trainee performs task under guidance from instructor who provides feedback and reinforcement  Ask trainee to perform less difficult parts of job  Allow trainee to perform entire job

9. 9 © 2010 by Nelson Education Ltd. Job Instruction Training Step 4: Follow up  Trainer monitors performance and provides feedback  Gradually tapers off instruction as employee gains confidence and skill

10. 10 © 2010 by Nelson Education Ltd. 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

11. 11 © 2010 by Nelson Education Ltd. Performance Aids A device that helps an employee perform his/her job (while on the job)  Signs/prompts  Trouble shooting aids  Special tool or gauge  Flash cards  Posters or checklists

12. 12 © 2010 by Nelson Education Ltd. 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)

13. 13 © 2010 by Nelson Education Ltd. 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

14. 14 © 2010 by Nelson Education Ltd. Job Rotation Benefits  Improved knowledge and skills  More opportunities for career advancement  Higher job satisfaction and salary

15. 15 © 2010 by Nelson Education Ltd. Job Rotation Tips for trainers  Structure so that trainees receive sufficient exposure and experience on each assignment to make it worthwhile  Tailor assignments to each individual’s training needs  Job rotation should be only one component of a training program and learning process and supplemented with classroom instruction, coaching or mentoring

16. 16 © 2010 by Nelson Education Ltd. 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

17. 17 © 2010 by Nelson Education Ltd. Apprenticeship Programs ConstructionMotive PowerIndustrialService CarpenterMotor Vehicle Mechanic Chef PlumberAircraft Mechanic MillwrightBaker Stone MasonMachinistTool & DieHairstylist

18. 18 © 2010 by Nelson Education Ltd. Apprenticeship Programs  Apprentice receives supervised training by a journeyperson; must pass a provincial exam to become qualified  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

19. 19 © 2010 by Nelson Education Ltd. Apprenticeship Programs  Skills learned are transferable within an occupation across Canada  Red Seal program (developed in 1950’s) promotes this transferability in specific occupations  Flexibility is advantageous when regional supply and demand fluctuates

20. 20 © 2010 by Nelson Education Ltd. Apprenticeship Programs FederalProvincial/ Territorial IndustryLabour Facilitates inter- provincial mobility Regulates & administers programs Sponsors apprentices Promotes programs Pays tuition for in- school training Pays for school programs Pays for OJT period Develops curriculum Provides income support during in- school period Promotes programs and develops curriculum Provides and pays costs of on-the-job training Provides tax credits to employers and apprentices

21. 21 © 2010 by Nelson Education Ltd. 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

22. 22 © 2010 by Nelson Education Ltd. Apprenticeship Programs Societal values influencing youth and parents to select other occupations Opportunity to attract wider demographic 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 important in championing apprenticeships as effective recruitment and retention strategy

23. 23 © 2010 by Nelson Education Ltd. Coaching One-on-one individualized learning experience in which a more experienced and knowledgeable person is formally called upon to help another person develop their insights and techniques pertinent to the accomplishments of their job

24. 24 © 2010 by Nelson Education Ltd. Coaching Key elements in coaching process  Planned opportunities in work environment  Agreed upon set of objectives  Focus on strengths; weaknesses only if inhibiting performance 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

25. 25 © 2010 by Nelson Education Ltd. Coaching Coaching Opportunities  Transfers  Special assignments  Vacation replacement  Speaking engagements  Professional membership

26. 26 © 2010 by Nelson Education Ltd. Coaching  Effective in enhancing interpersonal skills, communication skills, leadership skills, and self- management 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

27. 27 © 2010 by Nelson Education Ltd. Coaching Tips for trainers  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

28. 28 © 2010 by Nelson Education Ltd. Mentoring Method in which a senior member of an organization takes a personal interest in the career of a junior member  Mentor: provides coaching and counseling 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

29. 29 © 2010 by Nelson Education Ltd. Mentoring  Two roles of a Mentor: Career support Coaching, sponsorship, exposure, visibility, protection, and provision of challenging assignments Psychosocial support Friendship, listening, counselling, feedback, role model for success

30. 30 © 2010 by Nelson Education Ltd. Mentoring Benefits  Accelerate career progress of underrepresented groups  Transmit culture and values to newer managers  Pass on accumulated wisdom of seasoned leaders

31. 31 © 2010 by Nelson Education Ltd. Mentoring Tips for trainers  Ensure clarity of roles and expectations  Choose mentors carefully  Match mentors and protégé(s) with care  Train both mentors and protégé(s)  Structure the mentoring relationship  Ensure support from management  Include benefits for mentors

32. 32 © 2010 by Nelson Education Ltd. Off-the-Job versus On- the-Job Training Off-the-job training method Advantages:  Can use wide variety of training methods  Can control training environment  Large numbers of trainees can be trained at once Disadvantages:  Can be much more costly than on-the-job training  Because training environment differs from workplace, there are challenges regarding transfer of training

33. 33 © 2010 by Nelson Education Ltd. Off-the-Job versus On- the-Job Training On-the-job training methods Advantages:  Lower cost  Greater likelihood of application of training on-the- job

34. 34 © 2010 by Nelson Education Ltd. Off-the-Job versus On- the-Job Training On-the-job training methods (cont'd) Disadvantages:  Distractions in work environment during training  Potential for damage when training on actual equipment  Disruption of service, or slow down of production, during training  Potential safety issues

35. 35 © 2010 by Nelson Education Ltd. Which Method 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

36. 36 © 2010 by Nelson Education Ltd. 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