QUESTION: List and explain each of the steps involved in the development of an on-the-job training program. Ensure you use your own words, not textbook definitions.

Information from the textbook( use as a guide and not use the textbook definition) While the traditional unstructured approach to on-the-job training has many problems, structured approaches to on-the-job training can be highly effective. The best-known structured approach to on-the-job training is called job instruction training. Job instruction training is a formalized, structured, and systematic approach to on-the-job training that consists of four steps: preparation, instruction, performance, and follow-up. To some extent, job instruction training incorporates the principles of behaviour modelling training. You might recall from Chapter 5 that behaviour model- ling training is a training method in which trainees observe a model performing a task and then attempt to imitate the observed behaviour. With job instruction training, the trainer demonstrates task performance on the job and then provides the trainee with opportunities to practice while the trainer provides feedback and reinforcement. The trainer then monitors the trainees' performance on the job. Thus, like behaviour modelling training, job instruction training involves observation, rehearsal, reinforcement, and transfer. Let's now consider each of the four steps of job instruction training. step 1: preparatIon During the preparation step, the trainer breaks down the job into small tasks, prepares all the equipment and supplies necessary to do the task, and allocates a time frame for learning each task. Key activities during the preparation step are developing a communication strategy that fits the trainee and finding out what the trainee already knows. The trainer needs to understand the background, capabilities, and attitudes of trainees as well as the nature of the tasks to be performed before choosing a technique or combination of techniques. If the training is too easy or difficult for a trainee, the trainer can make adjustments to suit the trainee's needs. Te second part of preparation concerns the trainee. There are three components: putting the trainee at ease, guaranteeing the learning, and building interest and showing personal advantage.10 puttIng the traInee at ease The trainer must remember that the trainee might be apprehensive. It is unwise to begin too abruptly. Some small talk might be appropriate to relax the trainee and to set the tone for the training session. Most individuals learn more readily when they are relaxed. A short conversation concerning any matter of interestthe weather, sports, a work-related itemshould be effective. Obviously, the topic chosen must be suitable for the situation and the trainee. guaranteeIng the LearnIng When the conversation turns to the training, the trainer needs to assure the trainee that learning is possible. Again, use a simple statement: "Don't worry about this machine, Nadine. In about three hours you will be operating it almost as well as everyone else. I've trained at least 10 people in this procedure." The trainee now knows that it is possible to learn (i.e., learning will take place) and that the trainer has the ability to teach the process, adding to his or her self-efficacy. Recall from Chapter 2 that self-efficacy refers to judgments people have about their ability to successfully perform a specific task, and that it is a key factor in the success of a training program. Building Interest and showing personal advantage Trainees might be apprehensive or might not understand the effect that training will have on the quality of their work. Developing trainee enthusiasm is sometimes difficult, but pointing out some personal gain helps to create interest. The idea that the training will lead to something positive creates the opportunity to design rewards: more self-esteem, easier work, higher-level work, less routine, more control over work, and greater opportunity or security. Once the appropriate reward is found (provided it can be obtained), most employees respond positively. Some trainees will resist, since training is change and individuals accept change at different rates. The trainee preparation step will identify those who are not responding. Since the trainer is responsible for meeting measurable objectives, it is important to evaluate the likelihood of cooperation among trainees so that individual remedial action can be taken. One way to defuse resistance is to train employees in order of their perceived enthusiasm. When the resisters see others reaping the rewards of training, they usually agree to be trained. step 2: InstruCtIon The instruction step involves telling, showing, explaining, and demonstrating the task to the trainee. If the trainee is to perform a task or an operation, he or she should be positioned slightly behind or beside the trainer so that the job is viewed from a realistic angle. The trainer can then proceed in the following manner Show the trainee how to perform the job * Break the job into manageable tasks and present only as much as can be absorbed at one time. Remember that individuals learn at different speeds, so while some trainees might be able to learn six or seven sequences at once, others can absorb only four or five. * Explain why as well as how. * Point out possible difficulties and safety procedures. * Encourage questions. repeat and explain Key points In more detail Stress that safety is especially important. Take the time to show how the job fits into any larger systems. Show why the job is important. Show why key points are more important than others. Encourage questions. allow the trainee to see the whole job again Ask questions to determine the level of comprehension. Encourage questions. step 3: performance During the performance step, the trainee performs the task under the trainer's guidance and the trainer provides feedback and reinforcement. Each task is learned in a similar way until the whole job can be completed without error. This can be done in the following manner. ask the trainee to perform Less dIfficult parts of the job * Try to ensure initial success. * Don't tell how. If possible, ask questions, but try to keep the trainee's frustration level low. * Ask the trainee to explain the steps. allow the trainee to perform the entire JoB Gently suggest improvements where necessary. Provide feedback on performance. Reinforce correct behaviour. STEP 4: FOLLOW-UP Once the performance step is complete, the trainee will be left on his/her own to perform the task. This does not, however, mean that the training is over. In the follow-up step, the trainer monitors the trainee's performance. It is important that the trainer keep track of the trainee's performance and provide support and feedback. The trainer should leave the trainee to work alone, indicate when and where to find help if necessary, supervise closely and check performance periodically, and then gradually taper off instruction as the trainee gains confidence and skill. tips for trainers Sloman developed a set of rules for effective on-the-job training based on a study of three British National Training Award winners.11 First, job instruction training should not be managed differently from other types of training. Second, it should be integrated with other training methods. Third, ownership must be maintained even when consultants are used. And fourth, trainers must be chosen with care and trained properly. In addition to being experts in the skill area, they must want to be trainers and have good communication skills. Patience and respect for differences in the ability to learn are also important as the trainer sets the initial mood or climate of the learning experience.12 Once suitable individuals are found, they should be trained (train-the-trainer) and then recognized and rewarded for training others. It is of little use to give training responsibilities to an already busy employee without restructuring his or her job to include a training element. Nor is increased pay always the most sought-after reward (although it doesn't hurt). Recognition, the chance to add variety to the work day, respect from new employees, training certificates, and the prospect of either promotion or cross-training help to make the experience worthwhile for the individual. While the steps of job instruction training might seem elaborate, they must be applied with the complexity and possible safety hazards of the job in mind. Very simple tasks might require only one demonstration. As well, employees bring different skills and backgrounds to the workplace, so it is important to make adjustments to suit the needs of each trainee.