CHAPTER SEVEN OntheJob Training Methods 2013 by Nelson

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. 2

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 © 2013 by Nelson Education Ltd. 3

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. 4

ON-THE-JOB TRAINING METHODS (OJT) © 2013 by Nelson Education Ltd. 5

ON-THE-JOB TRAINING METHODS (OJT) © 2013 by Nelson Education Ltd. 6

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 © 2013 by Nelson Education Ltd. 7

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 © 2013 by Nelson Education Ltd. 8

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 © 2013 by Nelson Education Ltd. 9

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 © 2013 by Nelson Education Ltd. 10

JOB INSTRUCTION TRAINING Step 4: Follow-up § Trainer monitors performance and provides feedback § Gradually tapers off instruction as employee gains confidence and skill © 2013 by Nelson Education Ltd. 11

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 © 2013 by Nelson Education Ltd. 12

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 © 2013 by Nelson Education Ltd. 13

JOB ROTATION Benefits § Improved knowledge and skills § More opportunities for career advancement

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 © 2013 by Nelson Education Ltd. 15

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 © 2013 by Nelson Education Ltd. 16

APPRENTICESHIP PROGRAMS Construction Motive Power Industrial Service Carpenter Motor Vehicle Mechanic Chef Plumber Aircraft Mechanic Millwright Baker Tool & Die Hairstylist Stone Mason Machinist © 2013 by Nelson Education Ltd. 17

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 © 2013 by Nelson Education Ltd. 18

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 develops pays costs of curriculum on-the-job training Provides tax credits to employers and apprentices © 2013 by Nelson Education Ltd. 19

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 © 2013 by Nelson Education Ltd. 20

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. 21

APPRENTICESHIP PROGRAMS © 2013 by Nelson Education Ltd. 22

PERFORMANCE AIDS A device that helps an employee perform his/her job (while on the job) § § § Signs/prompts Troubleshooting aids Special tool or gauge Flash cards Posters or checklists © 2013 by Nelson Education Ltd. 23

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) © 2013 by Nelson Education Ltd. 24

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 © 2013 by Nelson Education Ltd. 25

COACHING Key elements in coaching process: § § Open dialogue Planned use of opportunities Agreed upon set of objectives Focus on strengths; weaknesses only if inhibiting performance © 2013 by Nelson Education Ltd. 26

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 © 2013 by Nelson Education Ltd. 27

COACHING Coaching Opportunities § § § Transfers Special assignments Vacation replacement Speaking engagements Professional

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. 29

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 © 2013 by Nelson Education Ltd. 30

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 © 2013 by Nelson Education Ltd. 31

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 © 2013 by Nelson Education Ltd. 32

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. 33

MENTORING Tips for Trainers § § § 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 © 2013 by Nelson Education Ltd. 34

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. 35

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. 36

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 © 2013 by Nelson Education Ltd. 37

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. 38

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. 39