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This document provides a case study analysis of on-the-job training approaches for TPK Appliances. It compares traditional on-the-job training to the more structured job instruction training approach. Traditional training lacks structure and consistency, while job instruction involves preparing, instructing, evaluating performance, and following up with trainees. The document recommends TPK Appliances train new employees using the job instruction approach to improve training outcomes. Specifically, it suggests employees first review operation manuals before physically training on equipment to establish foundational knowledge.
Originalbeschreibung:
This essay provides a general overview of the strengths and weaknesses associated with on-the-job training as well as recommendations to improve existing on-the-job training processes.
This document provides a case study analysis of on-the-job training approaches for TPK Appliances. It compares traditional on-the-job training to the more structured job instruction training approach. Traditional training lacks structure and consistency, while job instruction involves preparing, instructing, evaluating performance, and following up with trainees. The document recommends TPK Appliances train new employees using the job instruction approach to improve training outcomes. Specifically, it suggests employees first review operation manuals before physically training on equipment to establish foundational knowledge.
This document provides a case study analysis of on-the-job training approaches for TPK Appliances. It compares traditional on-the-job training to the more structured job instruction training approach. Traditional training lacks structure and consistency, while job instruction involves preparing, instructing, evaluating performance, and following up with trainees. The document recommends TPK Appliances train new employees using the job instruction approach to improve training outcomes. Specifically, it suggests employees first review operation manuals before physically training on equipment to establish foundational knowledge.
I. Introduction On-the-job (OJT) training can be defined as training that occurs in an employees place of work by another individual in that workplace who has significant experience in that area (Saks & Haccoun, 2013). Most people who have experience in the workplace have had to complete some form of OJT, with it being the most widely used type of training for businesses. There are many different methods used to conduct OJT, some of which include job instruction training, performance aids, job rotation, apprenticeships, coaching, and mentoring (Saks & Haccoun, 2013). There are also different approaches to conducting OJT, which can include on-the-spot lectures, viewed performance/feedback, following nellie, job-aid approach, training steps, and the sequence approach (Saks & Haccoun, 2013). This paper will highlight the strengths and weaknesses of OJT, provide a comparison of traditional OJT and job instruction, as well as provide recommendations to improve the OJT process for TPK Appliances. II. An Analysis of On-The-Job Training A. Strengths There are numerous advantages to OJT. The first advantage, and the reason most small to medium-size companies with fewer resources use OJT, is that it is less costly than off-the-job training. This is because there are no added costs to pay for things like training facilities, travel expenses, and accommodations (Saks & Haccoun, 2013). Another advantage is that it is available almost immediately, and takes very little time to prepare for (Rothwell & Kazanas, 2004). This is due to the fact that it takes place in the employees place of work, and is commonly conducted by a supervisor or experienced worker who would be there regardless. Therefore there is no need to schedule and pay for a speaker, book flights and hotel rooms, and 4
pay for other miscellaneous expenses by sending their employees to an off-the-job training session. OJT also has the potential to complete meaningful work while training an employee, whereas off-the-job training provides no immediate return on investment for the employer (Jacobs, 2003). There is also a higher probability that OJT will actually increase an employees knowledge and productivity upon completion of training (Saks & Haccoun, 2013). This is because the training takes place in the physical area in which the employee will be working in, and provides them with hands on learning of the tasks they will be responsible for in their position. One final advantage of OJT is that is provides more flexibility in terms of the delivery of subject matter (Woods, 2004). Trainers can get a feel for the degree of knowledge the trainee already has, and customize the difficulty and/or speed of content that they will provide to the trainee using their discretion. B. Weaknesses There are a variety of disadvantages to OJT as well. First, the environment in which OJT takes place can hinder the trainees retention of material provided to them (Saks & Haccoun, 2013). For example, if the training were taking place in an automotive shop, there would likely be many noises and other distractions, making it difficult for the trainee to focus on their learning. There is also an opportunity cost associated with OJT if the training takes place on machinery, as well as the potential of injury or damage to the equipment (Saks & Haccoun, 2013). The opportunity cost would be attributed to the decrease in output on a piece of equipment if a fully-trained and efficient worker was running it, rather than having a less experienced employee train on it. OJT can also be inconsistent and incomplete if it is not designed and monitored properly (Rothwell & Kazanas, 2004). The inconsistency of OJT stems from who is providing the training to the trainee. Different people have different perspectives on what is important in the 5
job and therefore will design the training based on what they think the trainee should learn. Also some people are simply better at conveying challenging material to others in order for them to learn, therefore it could depend on the trainer as to how much and what knowledge the trainee will take away from the training. There is also the possibility that the trainer will forget to cover important topics during the training, leading to incomplete learning and knowledge gaps. The final concern in regards to who is conducting the training, is that the trainee could mimic the bad habits that the trainer demonstrates during their training session. The last disadvantage of OJT is that it can lack in giving the trainee the foundation of knowledge necessary for them to truly understand the job (Jacobs, 2003). The training can teach the trainee what to do by walking them through each step in the process associated with a job, but never teach them why they are doing each step and the importance of it. III. A Comparison Between Two Approaches A. Traditional On-The-Job Traditional OJT, also known as the unstructured approach, is essentially how it sounds, an unplanned process in which a trainee basically shadows another more experienced worker while watching what they do before performing the task themselves (Rothwell & Kazanas, 2004). It focuses primarily on the work itself and less on the trainee performing the tasks they are trying to learn. Therefore the only structure in the traditional approach is the job itself, meaning if certain tasks do not happen during the training process then those tasks will not be learned by the trainee. Another characteristic of the traditional approach to OJT is that the trainer picks the method in which they teach the material, which could be the wrong or otherwise ineffective method of teaching. For example, one trainer may spend the majority of the training 6
time telling the trainee what to do, before leaving them to do it on their own without providing enough demonstration of the task. Other trainers may spend the majority of the time showing the trainee what to do, without adequately explaining to the trainee the reasons they are doing what they are doing. Due to the lack of structure associated with the traditional approach to OJT, it is often inconsistent, inefficient and ineffective. B. Job Instruction Job instruction training, also known as the structured approach to OJT, involves planning the training process in a systematic fashion and contains four steps: preparation, instruction, performance and follow-up (Saks & Haccoun, 2013). Preparation consists of communicating the process to the trainee and breaking the job down into separate tasks. Instruction involves explaining and demonstrating the separate tasks to the trainee at a manageable pace for the individual. The performance step is when the trainee performs the tasks under the guidance of the trainer before they provide their feedback and suggestions for improvement. During the follow-up phase, the trainee performs the job on their own, while being monitored less and less frequently by the trainer until they become proficient in the task (Saks & Haccoun, 2013). This method is vastly different from the traditional method in that it is standardized by means of planning the process (Rothwell & Kazanas, 2004). It selects qualified trainers, unlike the traditional approach; has performance checklists to ensure nothing is forgotten in the training; and provides the trainee with constructive feedback throughout the process to strengthen their knowledge of the job. Research has shown that productivity can be reached 85 percent faster using the job instruction method rather than the traditional approach (Doss, 2007). 7
IV. Recommended Training Process It is recommended that Jacob be trained using the job instruction approach. During the first week after Jacob was transferred, he did nothing but odd jobs, like filling bins. Instead, he could have been starting his training by reading the manual of the machine he will be using in his new job. This would at least give him a basic foundation of knowledge on the machine, so that he would know the parts and safety procedures before he physically started training on it. Next, his supervisor should have broken down the three steps involved in the process, and go through each step slowly while asking if Jacob understands each one. The supervisor should have also allocated more time to staying with Jacob and watching how he performs the job, while providing him with feedback on ways to improve. He only stayed with Jacob for three rivets, which is nowhere near enough repetition for someone to sufficiently learn a new piece of machinery. The supervisor also provided no safety lessons or examples of when something is wrong with the machinery and what to do to fix the problem. Improper supervision and training exposes the company to serious liabilities if it leads to an injury. This lack of health and safety training came to light shortly afterwards when Jacob was injured trying to clear a jam. V. The Application of Job Instruction Training to the Case Had the supervisor used the job instruction approach in training Jacob, the outcome would have likely resulted in Jacob not getting injured and actually learning more about how to properly perform the job. The process would have been planned out and prepared beforehand, starting with communicating to Jacob the separate tasks involved in the machining process and allocating the necessary amount of time to the training. Next, the supervisor would have walked Jacob through the safety procedures and required personal protective equipment to operate the 8
machine. He would then go through each of the three steps slowly enough so that Jacob could understand them and ask any questions if he was not sure about anything. Next the supervisor would let Jacob perform each step in the job, while providing input as to what he is doing well and what he should change to improve his performance. Finally, the supervisor should have asked Jacob if he was comfortable performing the task on his own before leaving him to do it without supervision. He should have also told Jacob where to go if he had any questions or concerns, and check on him every once in a while to ensure he is confident in doing the job and doing it safely. VI. Three Recommended Training Methods Leading to Improved Performance One method that would have helped Jacob in his training is job instruction training. This would have provided Jacob with a much more structured and comprehensive process to learn the new machine. It would have involved a classroom type session to teach him the parts of the machine, steps involved in the job, and safety procedures to follow to avoid injury. Upon completion of the classroom session, he would be trained by an experienced individual on the machine under the trainers close supervision and provided with feedback to ensure he is doing the job correctly. Another method that could have been used is performance aids. Due to the relative simplicity of the job, it would be beneficial to provide visual diagrams on the machine itself for each step in the process of riveting. There are only three steps involved, so having pictures of each step along with a brief description of what is involved in each step would aid people like Jacob who have limited experience on the machine. Finally, the coaching method would have been useful in training Jacob on the machinery. Coaching involves having an experienced person who has 9
done the job before walk Jacob through each step and give him insight as to how to improve his performance (Saks & Haccoun, 2013). The employer must ensure the person selected to provide Jacob with training goes through everything necessary and not to teach him any shortcuts or bad habits that could negatively affect the company or Jacob himself. VII. Conclusion In conclusion, a company must weigh the potential benefits and drawbacks of OJT before going ahead with it and decide which method best suits what they are trying to accomplish. They must also look at themselves as a company to decide if they have the expertise in-house to complete the training, or if they require someone from outside the company to come in to train their staff. It seems that the job instruction method, or structured OJT, is universally seen as the more effective approach to training, if done correctly. This can be attributed to its careful planning and focus on the trainee rather than the work itself. Companies that have not adopted the job instruction method should seriously consider its benefits rather than using the traditional method, which has greater potential to result in inconsistent, inefficient, and ineffective training of employees.
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VIII. References Doss, R. (2007, September 1). Structured On-the-Job Training and Its Value to High Performance Manufacturing. Retrieved October 15, 2014. Jacobs, R. (2003). Structured On-the-Job Training: Unleashing Employee Expertise in the Workplace. Barrett-Koehler. Rothwell, W., & Kazanas, H. (2004). Improving On-the-Job Training: How to Establish and Operate a Comprehensive OJT Program. Pfeiffer. Saks, A., & Haccoun, R. (2013). Managing Performance through Training and Development (6th ed.). Nelson Education. Wood, S. (2004, January 1). Fully on-the-job training Experiences and steps ahead. Retrieved October 15, 2014.