HRMN 4840

Organizational
Learning, Training
and Development

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 Chapter 7

On-the-Job Training Methods

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 Learning Outcomes
After reading this chapter, you should be able to:
• Compare and contrast the on-the-job training
methods
• Explain how to train somebody using job
instruction training
• Explain how and when to use performance
aids, job rotation, and apprenticeships for
training
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 Learning Outcomes
• Compare and contrast coaching and
mentoring, and explain when and how to
use them for training
• Explain when to use on-the-job versus off-
the-job training methods

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 Introduction
• On-the-job training takes place at the trainee’s
workstation from a supervisor or experienced
co-worker
• This is the most common method of training,
which has been practised for centuries

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 Use of On-the-Job Training
Many approaches for on-the-job training
• On-the-spot lecture – gather employees in a group and tell
them how to do the job
• Viewed performance/feedback – watch the person work and
give feedback
• Following Nellie – supervisor trains senior employee, who
trains new employees
• Job-aid approach – a step-by-step instruction is followed
while employee is supervised
• The training step – trainer systematically introduces the task
• Sequence – Follows a planned sequence
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 Question
• They say On-the-job training is especially
common and useful for small businesses.

• Why?

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 Use of On-the-Job Training
• Useful for small
businesses because of
limited investment
• 43 percent of small and
medium-sized firms use
informal training (e.g.,
tutoring and mentoring)

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 Imagine…
• You run a small men’s clothing store in
downtown Kamloops that employees 3
people.
What are you more likely to do?
a) Conduct a lecture with your 3 employees
b) Use case studies and case incidents
c) Send employees away to train elsewhere
d) Train employees on-the-job

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Problems with On-the-Job Training
• Misused due to lack of planning or structure
• Those assigned as “trainers” haven’t received
training on how to be trainers
• Poor employees teach undesirable work
habits and attitudes
– Traditional ways of doing things get passed on to
new employees including existing problems
• Trainer may be worried that trainee will take
their job
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 Question
• Has anyone here ever been trained by
someone who showed them tricks or
shortcuts for completing their work?

• Maybe you were trained by someone who

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Problems with On-the-Job Training
• May require trainee to do the “dirty work”
• Can be time consuming
• May feel penalized—unable to meet goals
when they are training others
• If not properly structured it can result in
training that is inconsistent, inefficient, and
ineffective

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On-the-Job Training Methods
Start from most basic and move
toward more expensive and time-
consuming methods

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 Job Instruction Training
Job Instruction Training: A formalized, structured,
systematic approach that consists of 4 steps:
preparation, instruction, performance, and follow-
up
• Incorporates the principles of behavior modelling
• Trainer demonstrates task performance and then
provides trainee with opportunities to practice
while trainer provides feedback and
reinforcement

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 Question
• Think of your first job

• Were you trained using Job Instruction

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 Job Instruction Training—4 Steps
Scenario: Learning to work the
1. Preparation front counter at Subway
– breaks down job into small tasks, gathers equipment
and supplies, allocates a time frame for each task
After this, the trainer focuses on the trainee. This
consists of 3 components:
1. Putting the trainee at ease
2. Guaranteeing the learning (“you can do it”)
3. Building interest and showing personal advantage
(intrinsic and extrinsic rewards)

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 Job Instruction Training—4 Steps
Scenario: Learning to work the
front counter at Subway
2. Instruction
– Show trainee how to perform the job
• Break it down into manageable parts, explain why as
well as how, point out possible issues and encourage
questions
– Repeat and explain in more detail
• Stress that safety is important, show how job fits into
larger system, show why job is important, show what
key points are most important, encourage questions
– Allow trainee to see whole job again
• Ask questions to determine comprehension level,
encourage questions 7-17
 Job Instruction Training—4 Steps
Scenario: Learning to work the
front counter at Subway
3. Performance
– Ask trainee to perform less difficult parts of the
job
• Try to insure initial success, keep trainee from getting
frustrated, ask trainee to explain steps
– Allow trainee to perform the entire job
• Suggest improvements where necessary, provide
feedback, reinforce correct behavior
4. Follow-up
– Monitor trainee’s performance, provide
feedback and continued support 7-18
 Performance Aids (a.k.a. Job Aids)
Performance aid: A device at the job site that helps an
employee perform his/her job
• For example, performance aids can be signs or
prompts, troubleshooting aids, instructions in
sequence, a special tool or gauge, flash cards to help
counsel clients, a picture, posters or checklists.
• Can be useful when just learning or when something
is important or hard to remember.
Hand washing
Using the Printer or Copier

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Last Class
• Midterm
Today
• Continue with Chapter 7: On-the-job training
methods

Assignment Two
• It will go up this Wednesday (February 27th)
• You’ll have until March 13th (2 weeks)
• Easier than Assignment One
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 Question
• What is a performance aid? Can you give me
an example?

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On-the-Job Training Methods

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 Job Rotation
Job Rotation: A training method in which trainees
are exposed to different jobs, functions, and areas in
an organization
• Used in career development to get a sense of the
whole picture and a wide array of experiences
• Can build up a wide range of skills for current and
future jobs and creates a more flexible workforce
• One example, cross training, is where employees
are trained to perform each other’s jobs
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 Question
• Has anyone had a job where they were part of
a job rotation?

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 Job Rotation
• Used infrequently compared to other methods
– Do to difficulty in designing effective job rotation
programs
Stretch Assignments: Assignments that aim to
‘stretch’ employees by having them work on
challenging tasks and projects that involve
learning new knowledge and skills
• Another way to provide employees with
opportunities to grow and develop
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 Question
• When or why might a job rotation be a bad
idea? (Can you think of any disadvantages of
job rotations?)

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 Job Rotation
Things to Consider:
• Need a certain amount of time before
employee can get ‘up to speed’
• Needs to be carefully planned and structured
to make sure it is a valuable learning
experience
• Should be part of a larger training program

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 Questions
Does the following training experience sound good
to you?
• You’ll be given structured classroom training and
on-the-job assignments
• You’ll be coached and supervised throughout the
learning experience
• You’ll be paid to learn
• You’ll be certified at the end of learning the job
• You’ll be guaranteed employment at high wages
You could be an electrician, plumber, carpenter, or chef 7-28
 Apprenticeships
Apprenticeships: Training methods for skilled trades
workers that combine on-the-job and classroom
instruction
– On-the-job is roughly 80% while classroom is 20%
• In Canada, the apprenticeship system has 65+
regulated occupations in 4 occupational sectors:
– Construction (e.g., carpenter, electrician)
– Motive power (e.g., motor-vehicle mechanic, machinist)
– Industrial (e.g., millwright, industrial-mechanic)
– Service (e.g., baker, cook, tattoo artist)

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 Apprenticeships
• Differs from other training methods in that it is regulated
through a partnership among government, labor, and
industry.
– Video (US)
• Skills learned through an apprenticeship are transferable
within an occupation across Canada (typically)
– Red Seal Trades Link
– Government Support Link
– CAF Link
• Highly dependent upon employers as they need to sponsor
apprentices
• Need to encourage aboriginals, women, visible minorities and
foreign trained skilled workers to take part 7-30
Benefits of Apprenticeship Training
• Effective recruitment strategy: Higher retention, lower
turnover, more attractive than non-participants
• Two-way skills development: Refresher for
journeyperson
• Increased productivity: trained in company’s systems
and processes
• Increased safety: Makes journeyperson more aware
because they need to train employee; makes
employee aware with training
• Reputation: Demonstrates professionalism
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 Coaching
Coaching: An experienced and knowledgeable
person is formally called upon to help another
person develop the insights and techniques
pertinent to the accomplishment of their job
• Can also guide the employee in learning by
helping to find experts and resources for
learning and development
Anyone here done any coaching?

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 Coaching
• Key elements in coaching process:
– Plans and objectives (agreed upon plan / objectives)
– Creating opportunities in the work environment
(e.g., transfers, special assignments, vacation
replacements)
– Strengths are enhanced and developed
• Can be expensive and time consuming so the
effectiveness of coaching should be evaluated
What makes a good coach?
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 Coaching
Research has shown a positive effect on:
• Affective outcomes (e.g. attitudes)
• Skill-based outcomes
• Results
To be successful:
• Continuous constructive and developmental
feedback
• Set challenging goals
• Have trust between coach and coachee
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 Mentoring
Mentoring: A senior member of an organization
takes a personal interest in the career of a junior
employee
• Provides career support (exposure, visibility)
and psychosocial support (listening,
counselling, feedback)
• Traditionally informal, mentoring has become
more formalized in recent years

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 Mentoring
Professional and Academic research has found
that people with mentors have:
• Greater Career Prospects
• More Promotions
• Higher Incomes
• Greater Career Commitment
• Higher Career and Job Satisfaction

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 Questions
• If there was the option, would you have
wanted to have a third or fourth year business
student as a mentor when you first came to
TRU?
• If you were a mentor to an incoming student,
what types of questions would you expect to
answer? What advice would you give?
– I want an answer from everyone

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 E-Mentoring
• E-mentoring occurs when mentor and
mentee communicate online
• Allows them to connect from anywhere in
the world
• Allos for just-in-time mentoring where
mentees can get questions answered
quickly through texts and emails

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 Developing a Formal Mentoring Program

• To be effective mentoring programs should:

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 Off-the-Job Methods
Advantages:
• Use a variety of training methods and can
tailor a program to needs and preferences of
trainees
• Trainer can control the training environment
• A large number of trainees can be trained at
one time

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 Question
• Can you think of a disadvantage of Off-the-Job
Methods?

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 Off-the-Job Methods
Disadvantages:
• Can be much more costly than on-the-job
• Takes place in an environment that is different
from work environment; difficult applying
training back on the job

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 On-the-Job Methods
Advantages:
• More cost-effective
• Greater likelihood of application on the job

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 Question
• Can you think of a disadvantage of On-the-Job
Methods?

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 On-the-Job Methods
Disadvantages:
• Work environment is full of distractions
• Potential for damage to expensive equipment
• Disruption of service or slowdown in
production
• Safety can be compromised

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 Combining Methods
• Effective training programs often combine off-
the-job and on-the job training methods
• Mixing and combining methods to suit needs
and objectives is most important
• Blended approaches to training are often the
best approach

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 Exercise
• If an employee can perform a job, then he/she
should be able to train others to do the job.

• Argue that this is true

• Argue that this is false

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Benefits of Apprenticeship Training

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