Job Training Methods: Off-The-Job and On-The-Job Training Methods

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Off-the-Job Training Methods Summary

	Lecture	Discussion	Audio-Visual	Case Study	Case Incident
Overview	Trainer organizes content & presents orally; little listener involvement.	The leader facilitates the analysis of a problem or case.	Refer to various forms of media (i.e., video, slides)	Students discuss, analyze, and solve problems based on real situations. Styles/Methods: Single problem vs. multiple situations Written, audio-visual, live case/operational consulting	The method in which one part of an organization’s problem is presented for analysis
Advantages	Transfer large amounts of information in a short time. Minimal $$$. Listeners all get the same message.	Online platforms Can be organized systematically Special programs may add value to the training.	It can be used to illustrate the behavior. Highlight key points (slides) Control pace of training	Introduce realism into learning Deal with a variety of problems, goals, facts, conditions, and conflicts Teach how to make decisions Teach creativity, think independently.	Useful to stress one topic or concept Short, so can be read during a training session. Reduces the effect of differences in reading times Trainees can draw on their own experiences.
Disadvantages	Context of a job is missing. Trainees may lack motivation.	Not effective in large groups because many remain silent or unable to participate It can take a lot of time.	Low productivity Lack of feedback	Requirements: Students/teachers must have qualifications to analyze material. Appropriate time must be provided The atmosphere must be supportive.	Lack of background material Problematic for people with limited work experience
Tips	Set specific objectives Gather/arrange info in a logical order Transcribe notes onto paper, etc. Break into segments (approx. 15m) Vary material/exercises	Create participative culture Reflect questions back to the group Draw out reluctant members Keep the focus on the topic. Control dominant members Keep groups small (4-6) Assign well-defined tasks with time frames	Discuss learning objectives before showing a video Don’t overwhelm trainees with information.	The case should be based on reality. Collaborate in writing cases Include all relevant details	Divide learners into groups with a note taker and spokesperson. After group discussion, each spokesperson presents answers. Have trainees read/discuss as one group

	Behavioral Modeling	Role-Play	Games	Simulations	Action Learning
Overview	The model demonstrates key behaviors, trainees observe and attempt to replicate.	Trainees practice newly learned skills in a safe environment.	The mentor may not be experienced enough.	Use of operating models of physical/social events designed to represent reality	Accept the challenge of studying and solving real problems, accept responsibility for solutions.
Advantages	Good for learning skills and behaviors, not for factual info Used often for teaching interpersonal skills Based on four learning principles: Observation, rehearsal, reinforcement, transfer	Useful for acquiring skills in human relations and changing attitudes Three phases: development, enactment, debriefing Various forms of role-playing exist. Debriefing should take 2-3X longer than the enactment.	Tend to focus on the development of problem-solving, interpersonal skills, and decision-making skills Incorporate learning from experience, active practice, and direct application to real problems	Used to recreate situations by simplifying them Used when training in the real world might involve danger or extreme costs Equipment simulators: mechanical devices similar to those on the job Advantages: realistic and sometimes cost-effective	Test theories in the real world Involves identifying real problems, developing solutions, testing them, and evaluating consequences Changes trainees from passive information receivers to problem solvers
Disadvantages	Not easy to measure progress Difficult to ensure effective interpersonal communication	Expensiveness Lack of engagement	Possibility of learning wrong things, weak relation to training objectives, and emphasis on winning Lack of experience	Disadvantage: expensive to develop and stage Lack of trainees’ experience	Often too formal Artificial in nature
Tips	The model should be someone with whom the trainee can identify and perceive as credible. Break down observed behavior into steps, practice one at a time Provide reinforcement and motivation to use training Learning and reinforcement on the job can ensure the transfer of training.	Use various methods to overcome possible resistance. Draw out incorrect and correct behaviors during debriefing	State learning objectives Define roles Ensure games are realistic Be well prepared Ensure link to objectives Include a debriefing session	Physical fidelity: similarity of physical aspects of the simulation to the actual job Psychological fidelity: similarity of psychological conditions of the simulation to the actual work environment	Projects must be challenging and involve real organizational concerns. Training in group skills may be necessary. Should have some release from normal work Small groups (4-7) Monitor groups, trainees accountable for proposed solutions

On-the-Job Training Methods Summary

	Job Instruction	Performance Aids	Job Rotation	Apprenticeship	Mentoring	Coaching
Overview	Formalized, structured, and systematic approach to OJT. Four steps: Preparation Instruction Performance Follow up	A device that helps an employee perform his/her job Signs/prompts Troubleshooting aids Special tool or gauge Flashcards Posters or checklists	Trainees are exposed to many jobs, functions, and areas within an organization. They are often used as an ongoing career-development program. Objective: to learn a variety of skills required for current and future jobs (cross-training)	Training for skilled trades that combines OJT and classroom instruction The on-the-job component teaches requisite skills. The classroom component teaches theory and design.	The method in which a senior member of an organization takes a personal interest in the career of a junior member	The method in which a seasoned employee works closely with another employee to develop insight, motivate, build skills, and provide support through feedback and reinforcement
Advantages	Firsthand knowledge Often informal Freedom from artificial situations Not expensive	Reminds participants of the steps in a task and as a form of visual reinforcement Useful when performance is difficult, is executed infrequently, can be done slowly or when consequences are serious	Improved knowledge and skills Higher job satisfaction and salary More opportunities for career advancement	In Canada, the apprenticeship system covers over 65 regulated occupations in four occupational sectors. It differs from other methods in that it is regulated through a partnership between the government, labor, and industry.	More focused than coaching Accelerate career progress of underrepresented groups Transmit culture and values to newer managers Pass on the accumulated wisdom of seasoned leaders	Effective in interpersonal training skills, communication skills, leadership skills, and self-management skills Individual: Improves working relationships, job attitudes, increases the rate of advancement and salary increases Organization: Increases in productivity, quality, customer service, retention; decreases in customer complaints, costs.
Disadvantages	Poor instruction and task demonstration Difficult to provide help to every student within the given timeframe	Devices of poor quality may create safety risks. Cannot provide automatic progress tracking	The lack of logic Misunderstanding between employees	Much of Canada’s apprenticeship system remains out of date. High proficiency is required to practice apprenticeship.	Not systematic The mentor may not be experienced enough.	No opportunity to learn in the context It does not go in line with modern practices and styles
Tips	Should not be managed differently from other types of training Should be integrated with other training Ownership must be maintained. Trainers must be properly chosen and trained.	Maximize skills of the graphic artists’ craft Ease of reading, color, boldness, etc. Consider how performance aids might save time and money. Maximize use of technology (electronic performance- support systems).	A 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 and coaching.	Program enhancement/expansion are key elements in meeting the needs of current/future industries. Must address special needs of new labor groups	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	Build trust and understanding Ongoing dialogue and feedback The coach must be able to relate to employee Coaching should be part of broader process Effectiveness should be evaluated

Using the Instructional Systems Design (ISD) Model as a systems approach, it is possible to suggest that managers should employ relevant strategies and training methods to successfully implement them in the learning curriculum. The implementation phase of the ISD Model refers to the fact that learners are trained and evaluated according to the planned criteria (Van Merriënboer & Kirschner, 2017).

In the case of the given company, it seems essential to point out that managers may combine off-the-job and on-the-job training. In particular, in terms of the former, it is important to introduce discussion and audio-visual facilities to help employees realize their ideas and discuss assumptions collectively. Considering such advantages of the mentioned methods as the opportunity to use online platforms for discussion as well as the ability to present behaviors, the value of the off-the-job training method becomes evident.

More to the point, the use of games is likely to promote creative thinking and interpersonal communication between employees, thus contributing to their collaborative efforts and greater productivity. Even though games may distract trainees from the key goal, they help employees to resolve issues and anticipate potential risks.

As for the on-the-job training methods, performance aids and mentoring seem to be the most suitable for the company. In particular, serving as a visual reinforcement, performance aids assist trainees in their learning and practicing (Jacobs & Jaseem Bu-Rahmah, 2012). When it is difficult to perform a certain task, it may be helpful to reconsider some steps and come up with proper solutions.

Mentoring may be used as one of the methods of staff training when a more experienced employee shares his or her knowledge and skills with an inexperienced newcomer for a certain time. Mentoring is necessary in order to support and encourage the training of an employee and transfer the knowledge accumulated in the organization and the standards of conduct adopted by the company. The advantage of mentoring is the possibility of learning directly at the workplace since it combines the aspects of coaching and teaching activities. Feedback is also important here, but a good theoretical basis should be considered as well.

The identified methods were selected as they are likely to ensure the sustainable development of the company by means of effective training of employees. Namely, high quality, teamwork, feedback, visualization, and interpersonal communication compose the company’s success. It should also be noted that it may be suggested to assign a higher priority to the on-the-job training, since every learner has a unique style of working and communicating, especially during training.

Therefore, it is important to initiate face-to-face learning, when all the questions may be asked and answered directly. At the same time, it is critical to apply an individual approach to every trainee and ensure that he or she understands learning purposes, goals, and procedures. For example, at the stage of providing job instructions, the role of the manager is to identify the learning preferences of employees and equip them with relevant learning methods and tools.

The variety of learning styles is an integral part of any team that should be considered as the opportunity to connect different people and help them to enjoy their job. To sum it up, the company should imply both off-the-job and on-the-job training methods, including performance aids, audio-visual facilities, mentoring, job instructions, and games. The combination of the mentioned methods is likely to benefit the company and its employees by increasing productivity and overall job satisfaction.

References

Jacobs, R. L., & Jaseem Bu-Rahmah, M. (2012). Developing employee expertise through structured on-the-job training (S-OJT): An introduction to this training approach and the KNPC experience. Industrial and Commercial Training, 44(2), 75-84.

Van Merriënboer, J. J., & Kirschner, P. A. (2017). Ten steps to complex learning: A systematic approach to four-component instructional design (3rd ed.). New York, NY: Routledge.