Slide 1:Welcome ! This is the final workshop in a series of four courses in the Train-The-Trainer Series. The four workshops are: Course 109 - Train the Trainer I: Managing the Training Program Course 113 - Train the Trainer II: Conducting Classroom Safety Training Course 114 - Train the Trainer III: Developing Training Courses and Materials Course 115 - Train the Trainer IV: Conducting On-the-Job-Training (OJT) Helping someone learn a new job presents a special challenge for the supervisor or lead worker. Using effective demonstrations, coaching, modeling, and feedback techniques require specific skills to make one-on-one or small group instruction really work. The purpose of this workshop is to discuss ways in which you can become a successful on-the-job (OJT) trainer. Only experience will provide you the skill level you need to feel accomplished at presenting OJT training. At the end of this workshop, however, you will have enough information to begin training. Please Note: This material or any other material used to inform employers of compliance requirements of Oregon OSHA standards through simplification of the regulations should not be considered a substitute for any provisions of the Oregon Safe Employment Act or for any standards issued by Oregon OSHA. The information in this workbook is intended for classroom use only. Getting Around Emergency Procedures Ground Rules Introductions Workshop Learning Goals Improve knowledge and skills in: performing the steps of a task analysis to develop on-the-job training conducting the steps of a safety on-the-job training process


Slide 2:Great Expectations! Discuss what you want to get out of training today. What's important for you to learn? What do you want to be able to do? Write your expectations on flipchart paper. The team’s spokesperson will briefly present the team's list to the class. Our team's great expectations! __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Great expectations of other teams! __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ "We are forced to rely on people, which is why we put so much emphasis on training them." Henry Block, H&R Block Form Teams Introductions. Say hi! Let everyone know who you are, where you work, and what your safety responsibilities are. Team Leader. Wait until directed to elect your team leader. Spokesperson. Although one person is appointed, everyone is welcome to contribute their ideas, feeling and opinions! Name your team! Quickly brainstorm a creative name for your team for the day. Extra Credit: Use "safety," or "train" in your team name. Team name ____________________________________


Slide 3:Why do we conduct On-The-Job Training? The purpose of an OJT session is to provide the employee with task-specific knowledge and skills in his or her job/work area. The knowledge and skills presented during on-the-job training are directly related to those they will perform on the job. OJT can be one of the best training methods because it is planned, organized, and conducted at the employee’s worksite. OJT is generally the most common method used to broaden employee skills and increase productivity. It is particularly appropriate for developing skills unique to an employee’s job. Who might conduct on-the-job safety training? ____________________________ ____________________________ ____________________________ ____________________________ What are the advantages of conducting OJT? ______________________________________________________________ ______________________________________________________________ What are the indicators of effective OJT? ______________________________________________________________ ______________________________________________________________


Slide 4:Let’s do some OJT! In this workshop your team will first develop an OJT lesson plan and then conduct an OJT training session. More specifically, you will: choose one of the tasks listed in exercise one write a brief learning objective for the task develop a short lesson plan by conducting a brief job hazard analysis (JHA) Present a short on-the-job training session using the safe OJT process. Your team will provide the trainer. A person from another team will serve as the trainee. Step 1 - Prepare to conduct the JHA Involve your employees. It is very important to involve your employees in the hazard analysis process. Why is it important to involve employees? ______________________________________________________________ Review your accident history. Past events are indicators that the existing hazard controls (if any) may not be adequate and deserve more scrutiny. What documents will you look at? ____________________________________________________________________ Develop OJT Lesson Plans with Job Hazard Analysis (JHA)


Slide 5:EXERCISE: PICK A TASK Instructions. Choose one of the tasks below to present as a short OJT session. Tasks: Replacing tape in a dispenser Replacing flashlight batteries Punching holes in paper Changing staples in a stapler Pounding a nail into a piece of wood Opening a can of beans (or whatever) EXERCISE: DEVELOP THE OBJECTIVE Develop a learning objective for the task. The five criteria of a learning objective: The objective states a time limit The objective specifies conditions of performance The objective identifies the performer The objective describes an observable action The objective specifies an acceptable standard of performance At the end of the OJT session… ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________


Slide 6:Step 2 - Break the job down into a series of steps Nearly every job can be broken down into job tasks or steps. Each step in a task actually describes one action. The action describes what the worker does in each step. Actions may or may not be observable. An action may describe something that is done or not done. EXERCISE: DEVELOP STEPS Instructions. Develop a series of steps for the task selected by your group. Write a descriptive statement. Do not write a one or two-word phrase. Example: Turn the machine off by flipping the switch. Step 1___________________________________________________________________ ________________________________________________________________________ Step 2___________________________________________________________________ ________________________________________________________________________ Step 3 __________________________________________________________________ ________________________________________________________________________ Step 4 __________________________________________________________________ ________________________________________________________________________ Step 5 __________________________________________________________________ ________________________________________________________________________ Step 6 __________________________________________________________________ ________________________________________________________________________


Slide 7:Step Three - Describe the hazards in each step What is a hazard? Simply stated, a hazard is an unsafe condition that could cause injury or illness to an employee. What is exposure? Exposure usually refers to an employee's placement relative to the hazard’s “danger zone.” The danger zone may be at the point of operation or the entire work environment. Physical exposure occurs when we place some part of our body within the danger zone. Environmental exposure occurs when we are located in an environment containing hazardous atmospheres, too much noise, or extreme temperatures. EXERCISE: LIST THE HAZARDS Instructions. List the hazards associated with each step your team's task. Examples: Cut hazard while using the saw. Exposure to rotating saw blade. Step 1 __________________________________________________________________ ________________________________________________________________________ Step 2 __________________________________________________________________ ________________________________________________________________________ Step 3 __________________________________________________________________ ________________________________________________________________________ Step 4 __________________________________________________________________ ________________________________________________________________________ Step 5 __________________________________________________________________ ________________________________________________________________________ Step 6 __________________________________________________________________ ________________________________________________________________________


Slide 8:Step Four - Develop Preventive Measures After listing the hazards in each step, describe the preventive measures that may be used to eliminate or reduce those hazards. Use engineering controls to eliminate the hazard. Eliminate or reduce existing hazards primarily through equipment replacement, substitution, redesign or other engineering controls. Use management controls to reduce exposure to the hazard. Develop safe practices, procedures, and scheduling. Using personal protective equipment (PPE) is a good example of a safe practice. EXERCISE: LIST PREVENTIVE MEASURES List preventive measures and reasons for using them for each step in your team’s task. Example: Use leather gloves to prevent splinters Step 1 __________________________________________________________________ ________________________________________________________________________ Step 2 __________________________________________________________________ ________________________________________________________________________ Step 3 __________________________________________________________________ ________________________________________________________________________ Step 4 __________________________________________________________________ ________________________________________________________________________ Step 5 __________________________________________________________________ ________________________________________________________________________ Step 6 __________________________________________________________________ ________________________________________________________________________


Slide 9:Step Five - Write the Safe Job Procedure/Lesson Plan Points to remember when writing the safe job procedure Write in a step-by-step format Paint a word picture - concrete vs. abstract Write the narrative in the first person - I, you not the worker. Write in the present tense - take not should be taken Write as clearly as possible - use not utilize Remind the worker why it’s important to do the step safely Include notes, cautions, warnings Sample SJP: Pounding a nail into a piece of wood. Hi Bob! Good to have you on the job. I’m going to show you how to pound a nail into a piece of wood. You must use these procedures to make sure you don’t get hurt. Before you begin, get a hammer, nails and 2x4 lumber. Note: Be sure to check tools to make sure they are not defective. Check to ensure enough light. Select and put on leather gloves, goggles and face shield. It’s important to make sure they are clean, in good repair, and comfortable so they won’t interfere with work. 1. Place a 2x4 on the work bench directly in front of you. Note: Make sure 2x4 is stable. 2. Take a nail and place it on the 2x4 where you want to pound the nail. Use your thumb and fore-finger to hold the nail. Make sure you hold the nail so that the hammer will not hit your thumb or fingers. 3. Take the hammer and carefully tap the nail into the wood until it stands by itself. Brace the 2x4 with your free hand to make sure the board does not move. 4. Finish hammering the nail into the wood until the head of the nail is flush with the surface of the wood. Remember, you’re required to follow these procedures and use the safety precautions so that you don’t get hurt.


Slide 10:EXERCISE: Write a Lesson Plan for OJT! 3. Develop a brief lesson plan from the information gathered in the JHA. Introduction. Describe what you will tell the student about the training session. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Body. Describe the steps in the procedure you are going to train. Step 1 - ____________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Step 2 - ____________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Step 3 - ____________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________


Slide 11:Step 4 - ____________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Step 5 - ____________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Step 6 - ____________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Conclusion. Describe important points to remember. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________


Slide 12: Step 1. Introduction Introduce yourself and welcome the employee Tell the trainee what you're going to train. "Today were going to…" Discuss the acceptable standards of knowledge and performance. Discuss natural and system consequences. Remember tough-caring approach. Emphasize the importance of the procedure to the success of the production/service goals. Invite questions. Emphasize accountability. The 7-Step OJT Process Step 2. Trainer Show and Tell In this step the trainee becomes familiar with each work practice and why it is important. The trainer reviews the initial conditions for the procedure. The trainer then carefully explains each step of the procedure. The trainer also answers questions and continues to demonstrate and explain each step until the trainer is sure the employee understands how to correctly perform each step.. Trainer: 1. DESCRIBES each step in the procedure and 2. PERFORMS each step. Learner: 1. OBSERVES the trainer perform each step and 2. QUESTIONS the trainer.


Slide 13:Step 3. Trainee Tells – Trainer Shows This step is necessary when exposure to hazards inherent in the procedure could cause serious harm. It protects the trainee because the trainer performs the procedure. The trainee explains the procedure to the trainer, while the trainer performs steps. This gives the trainer an opportunity to discover whether there were any misunderstandings in the previous step. The trainee also responds to trainer questions. Learner: 1. TELLS the trainer how to perform each step and 2. RESPONDS to questions. Trainer: 1. PERFORMS each step and 2. QUESTIONS the trainee. Step 4. Trainee Tells, Asks, and Shows This is the first step in which the trainer actually performs the step. To ensure safety, the learner must receive permission to do the step. The trainer has the trainee perform steps. The trainee carries out the procedure but remains protected because the trainee explains the process before proceeding to perform steps Learner: 1. TELLS the trainer what step will be performed, 2. ASKS PERMISSION from the trainer, and then 3. PERFORMS each step. Trainer: 1. GIVES PERMISSION to perform the step, 2. OBSERVES the trainee perform each step and 3. QUESTIONS the trainee.


Slide 14:Step 5. Trainer Concludes the Training Recognize accomplishment - “Good job!” Reemphasize the importance of the procedure and how it fits into the overall process. Tie the training again to accountability by discussing the natural and system consequences of performance. Step 6. Trainer Documents the Training The well-known adage, "if it isn't in writing, it didn't get done," is true for any kind of safety training. For technical OJT training, documentation should be more than an attendance sheet. See the sample training certification document on the next two pages. It represents one possible way to document training. Step 7. Trainer/Supervisor Validates the Training At some point in time after the conclusion of the OJT session, the trainer, or better yet, the supervisor should observe the employee applying what they've learned in the actual work environment. Doing so results in strong documentation that helps protect employees and the employer. The big OJT advantage… Evaluation is inherent in the procedure. You don't get to Step 5 unless the employee has demonstrated adequate knowledge and skills. FINAL EXERCISE: TIME TO TRAIN! Instructions. Select one team member as the trainer who will use the OJT steps to train your team’s task to a person from a different team.


Slide 15:Let's Review! 1. The deficiency or the “gap” that must be closed for the training to be effective is defined as: a. The difference between the required attitude and actual attitude b. The difference between what we should and shouldn't do c. The difference between the required skills and actual skills d. The difference between what we do and know 2. OJT is a great training strategy because: a. you don't need to coordinate the training b. evaluation of knowledge and skills is an inherent part of the procedure c. it can be done by anyone at any time and in any location d. it's relatively inexpensive to conduct 3. True False OJT is best performed at the workstation. 4. All of the following are steps of the OJT process except: a. Trainer tells and performs the step b. Trainee tells and trainer performs the performs the step c. Trainee tells and performs the step d. Trainee tells, gets permission, and performs the step 5. List at least three items that should be included to make sure documentation of safety training is adequate. ____________________________ ________________________________ ____________________________ ________________________________ ____________________________ ________________________________


Slide 17:Reference Materials


Slide 19:Developing an OJT Plan Some of the best OJT programs are based on a philosophy of OJT trainer as coach. The coaching-based OJT program strategy is based on a few simple ideas: A successful OJT program is created in a team environment. A champion in the company is needed to administer the program. Supervisors are assigned to oversee the training needs of each trainee. (Note: They do not necessarily conduct any training.) OJT trainers use coaching skills as they direct the learning process. Every OJT coach is given specialized training on teaching and coaching skills. OJT is conducted based on standardized methods for each job or task. Management has to create a positive attitude about coaching. The key members of the OJT team are— A Champion. A champion is an individual who actively promotes the program in the company. The champion is a strong believer in the benefits of the coaching based OJT program and, in essence, sells it to upper management and enthusiastically supports its integration into the company. He or she administers and evaluates the overall program. The Supervisor. The supervisor manages the action part of the program and is the person responsible for overseeing the progress of the trainee. The supervisor— Selects the coaches and provides on-going support for them. Determines the training plan for assigned trainees by identifying the knowledge and skills to be acquired and providing standardized task training materials to the coach. Pairs trainees with an appropriate coach or coaches. Evaluates the trainee’s proficiency and signs off when training is complete. Assesses the coach’s skill in transferring knowledge and skills to the trainee. Initiates follow-up for each trainee. The Coach. The coach does the training. He/she is responsible for organizing and planning the training, developing a relationship with the trainee, and teaching knowledge and skills to the trainee. The Trainee. The trainee is responsible for being an interactive learner, developing a relationship with the coach, and mastering the material taught.


Slide 20:The primary work team in the coaching-based OJT program is the trainee, the supervisor assigned to oversee his or her training, and the coach or coaches who conduct that training. The diagram shows how primary interactions related to the program are expected to progress in a formal program. The relationship between the coach and the trainee is defined in either a written or verbal agreement. Both individuals understand and are committed to the goals, actions, and timeline of the process and understand their respective roles and responsibilities. Working with supervisors for successful implementation Supervisors play a key role in this OJT program. They select and review coaches. For each trainee assigned to them, they develop a plan with the knowledge and skills needed by that individual in mind. They match trainees to coaches to accomplish the goals set forth in the plans. It is the supervisor's responsibility to conduct an official evaluation to determine when trainees have achieved an acceptable level of performance. Since OTJ is, by definition, taking place at a worksite, even supervisors who are not currently assigned trainees need to understand the importance of quality training and know how to support coaches and trainees. All supervisors should know any legal requirements and company policies requiring employee training before certain tasks can be performed. Training-related paperwork, even if it is to be completed by another supervisor or a coach, should be explained to all supervisors so they can review it if they ever have a question about the training status of any employee who reports to them.


Slide 21:OJT coaches can not be expected to fulfill their original duties at the same level of involvement while they are engaged in training activities. During that time, part of their job is to teach, not to produce. Supervisors need to understand how this short-term loss will be a long-term gain for the company through increasing the skills of new employees. New employees will become productive more quickly with effective training. A difficult situation may be created if the new employee will not report to the coach’s supervisor. In these cases, it is particularly important that a supervisor believes a training-related slowdown will not have negative ramifications. Supervisors should be positively reinforced for supporting training that will contribute to overall organizational goals. Supervisors will be overseeing the OJT worksite. They should communicate their support to OJT coaches and trainees and explain the importance of the program to their other workers. If an OJT program is being formalized for the first time, employees who were trained in less formal ways may not see why a change is needed. If other employees see training as a slowdown or something that negatively impacts their work, they may become resentful. If the supervisor is aware that this can happen, he or she is more likely to recognize developing situations and deal with them before problems become difficult. Regardless of the type of training being provided, supervisors have to manage new employees and employees who are new to given tasks. An effective OJT program will make this part of a supervisor's job easier. Selecting and preparing coaches The foundation of the program is its coaches. Coaches must know and be able to perform the jobs they are teaching and also know how to share their knowledge and skills with a novice. Choosing the right people to be coaches and then giving them the support they need is key to a successful program. A coach "is someone who helps someone else (a trainee) learn something that he or she would have learned less well, more slowly or not at all if left alone." (Chip R. Bell) Although no one seems to question how important technical expertise is for the OJT trainer, possessing a high level of expertise can actually hinder one’s ability to effectively share his or her knowledge with a trainee (Johnson and Leach, 2001, p. 426). OJT trainers are often chosen on the basis of their job experience. However, experts may not be the most effective teachers because they no longer need to think through each step of each task to do the job. Instead, they think of the work in chunks or patterns that they have come to recognize or define during hours of practice. Therefore, they may leave out critical information when explaining a task to a novice who needs to have every step clearly explained. While an OJT coach should be competent in the job for which a trainee is being instructed, the person with the most expertise is not always the best choice.


Slide 22:A person currently in the position is usually chosen as the trainer, and that person is generally expected to teach all aspects of the job. However, a supervisor should consider whether another employee could (or even should) teach some things to those new to a given job. For example, a mechanic who understands how a machine functions could teach equipment operators. The mechanic might be in the best position to explain how to do proper inspections and to advise the new operator about what should be done to keep the machine in good working order. In addition, using other coaches for parts of a trainee’s experience can lessen the workload on one coach and give a trainee different perspectives on new tasks. Job expertise shouldn’t be the only consideration when selecting a coach. Personal characteristics are also important. James Leach (1996) reports that successful trainers will have “enthusiasm, humor, flexibility, and tolerance.” In discussions between coal miners and NIOSH staff about what makes a good trainer, the characteristic of patience was brought up often. Miners also said excellent trainers care about their trainees. It will be these kinds of qualitative differences that will set excellent coaches apart from adequate ones. Some of the characteristics that make a good coach are (Leach, 1996)— Responsiveness - Expresses interest in trainee, is a good listener, has good communication skills, accommodates individual differences, maintains relaxed manner, is receptive to questions. Enthusiasm - Is energetic, optimistic, prepared, willing to commit time. Humor - Able to incorporate humor in personal and real-life examples during training. Sincerity/honesty - Takes every question seriously and doesn't pretend to know the answer if they don’t. Flexibility - Able to eliminate, adjust, or alter material during training according to trainees' needs and/or time constraints. Tolerance - Able to accommodate different personalities and learning styles; accepts constructive criticism and doesn't take it personally. Although OJT trainers may have highly developed skills in their area of expertise, they are likely to have little awareness of the procedures and strategies that will make them effective trainers (Johnson and Leach, 2001, p. 427; see also Williams, 2001). In addition to expertise and personal characteristics, he or she must also know how to coach. Often this requirement is overlooked in OJT programs. While selected employees may become great OJT coaches by trial-and-error, they will become effective more quickly if given assistance in learning and mastering teaching skills. One way to do this is through 1-day workshops that incorporate adult education principles and allow teaching/coaching skills to be practiced.


Slide 23:Employees selected as OJT coaches should be told what is expected of them and what they will get in return for taking on this role. Teaching can be intrinsically rewarding, but it can also be stressful. Since the OJT coach is a productive employee, he or she may feel pressured to continue producing at the same rate even when activities are being added to a workday. It is not possible for the individual to do both things at the same time with 100% efficiency and attentiveness. The production rate for the OJT coach will decrease when they are training, and they should be reassured that the coaching job is important and worth spending time to do well. It is likely, however, that OJT coaches will continue to be productive employees in terms of their original jobs as well as in their new roles. It is appropriate that they be given recognition and/or rewards for their extra efforts. In an effective OJT program, coaches know they are respected and appreciated. One way to reward coaches is to institute an OJT coach certification. Certification would identify individuals who have been selected and prepared to conduct training. Preparation would include the content of the given job along with teaching and assessment skills. If the organization certifies employees as coaches, then training is less likely to become a “follow Joe around” experience. Once certified, however, the individual must be offered resources and support to be successful. They should also be given opportunities to improve their skills through additional education or refresher sessions. Another advantage to certification programs is that supervisors will know a certified OJT coach is qualified to prepare an inexperienced employee for a new task. Trainees' role in on-the-job training programs Trainees’ responsibility in the relationship Trainees must be active participants in a coaching-based OJT program. They need to understand the importance of coaching and how it will benefit them. For the trainee-coach relationship to succeed, the trainee must be ready to learn, open to communicating honestly, and respectful of his or her assigned coach. Trainees who commit to the relationship and see training as an opportunity to increase their skills will be most successful. Supervisors should communicate trainee roles to each of them before training starts. Setting trainee prerequisites Some level of basic knowledge, and sometimes skill, is required before learning any new job. The prerequisites to the job should be determined and documented as part of the OJT program. Formalizing the prerequisites will give everyone an understanding of what is minimally expected of someone new to a given job. Trainers will be provided with a starting point, and trainees feel more confident knowing they have met certain standards. If trainees do not meet the prerequisites, what additional knowledge or skills they need before OJT begins will be clear. Evaluating trainee performance It is important to have some system in place to determine whether trainees have gained the knowledge and skills required to do the new job. Such a system should be thorough enough


Slide 24:to gauge trainee success accurately, but not too cumbersome to use with ease. One method is to design checklists including each important task and/or subtask that should be reviewed. Checklists can be compiled while training content is being defined. It can be used as a guide to key points to be made during training, as well as an evaluation tool as training progresses. One caution when setting up an evaluation system is that coaches and trainees must not think that "fully successful" is the only acceptable level of task performance. If that becomes the norm, trainers are likely to conduct an evaluation only when they are sure this goal will be met. A successful evaluation system allows trainees to learn from less-than-perfect performances and progress to eventual success in each task or subtask. Supervisors should evaluate the performance of trainees and have final sign-off responsibility. Successful training cannot take place, however, without the coach assessing performance either formally or informally as training progresses. Additional people who might evaluate trainees are other employees who have expertise in the job for which workers are being trained or safety department employees. However, no matter who evaluates trainees, the same method should be used each time. Trainees should always know who will be evaluating their performance and what knowledge and/or tasks will be reviewed. Granting company certifications to trainees Certification can be a means of identifying employees with given knowledge and skills. Certification is useful when a quick assessment of people who can do certain tasks is needed. If a company certification system is put in place, however, a decision must be made as to whether individuals currently in the job will be certified or whether those individuals should be evaluated in the same manner as new workers who are taking specific training. If a certification program is put into place, then OJT coaches should become certified before teaching others. Coaches then have the experience of going through an evaluation from a trainee’s perspective and a chance to become familiar with the training process. In addition, certifying OJT coaches demonstrates to trainees that the coaches have proven their abilities in the job being taught. Developing and/or selecting training materials Teaching guides give coaches and trainees road maps for activities. Guides also increase the consistency of training between different OJT coaches and document what is being taught. The guides should be selected and/or developed with the input of OJT coaches, supervisors, maintenance personal, and safety professionals (or representatives) and tested to confirm they are appropriate for a specific workplace. "To keep things simple, [the] trainer [coach] and trainee guides should be, for the most part, identical. They should both list all of the tasks addressed by the structured OJT program" (Blair, 2001).


Slide 25:While the basic information in coach and trainee guides should be the same, some different information should be added to each one. An additional item I recommend including for each task in the trainer [coach] guide is a statement, or paragraph, listing areas to cover, or stress, when teaching the task. This is also a good place for any other task-related suggestions you might want to add. Corresponding items can also be placed in the trainee’s guide to help them concentrate on the same salient points as the trainer (Blair, 2001). The job is not over when the training material has been developed or selected and is in use. Periodic review will ensure that the guides still match the organization’s training needs. Coaches, trainees, and supervisors should be asked to report their suggestions for changes or updates to the guides. If they individually make changes, their ideas will not be shared with other company OJT coaches. The result will be inconsistent training across the organization. Training guides also need to reflect changes in equipment, procedures, regulations, and policies. Evaluating the program Evaluation should be integrated into the program as it is designed and implemented. No matter how confident anyone is in the program, some form of ongoing review is needed to confirm what is going well, what is not going well, and what improvements can be made. The evaluation process does not have to be costly or formal, but it should be comprehensive. The table shows some types of information that can be included in a program evaluation.


Slide 26:Everyone with knowledge about the program and a stake in its success should be included in the review to some extent. Key sources of information about how the program is working include trainees, coaches, supervisors, and employees working with individuals who have completed the training. The simplest technique is to talk informally to people about the program. More formal methods, such as questionnaires or group interviews, are also worthwhile, but depend on the resources of the program and the importance of the skills being taught. Even when a program is evaluated and found to be highly successful, it should continue to be reviewed over time. New people become trainers, new supervisors are hired, and the subject matter itself can evolve as changes take place in the work environment and/or the worksite. Thus, training materials and processes should be reassessed and revised periodically so the OJT program continues to be successful. Summary A coaching-based OTJ program requires commitment from all levels of the organization— trainees must be open to learning; coaches must be interested in teaching and trained to do it well; supervisors must coordinate and review the activities of their assigned trainees and the coaches working with them; and all managers must support the goals and methods of the program. Each program will improve over time. Today’s trainees will learn about coaching relationships and be trained using methods that adhere to adult learning principles. These employees will have a head start when it is their turn to take on the roles of supervisor and coach in the future. References Blair, P. (2001). Tips- Structured OJT, http://pages.prodigy.net/pblair/intro.htm, Pete Blaire and Associates. Johnson, S. D., and Leach. J.A. (2001). Using Expert Employees to Train on the Job, Ch. 3 in Advances in Developing Human Resources 3(4), pp. 425-434. Leach, J.A. (1996). Distinguishing Characteristics Among Exemplary Trainers in Business and Industry, in Journal of Vocational and Technical Education 12(2), pp. 7-11. Wiehagen, B., Conrad, D., Friend, T., and Rethi, L. (2002). Considerations in Training On-the-Job Trainers, in Strategies for Improving Miners’ Training, Robert Peters (editor), NIOSH Information Circular 9463, U.S. Department of Health and Human Services, Center for Disease Control and Prevention, National Institute of Occupational Safety and Health, pp. 27-34. Williams, S.W. (2001). The Effectiveness of Subject Matter Experts as Technical Trainer, Human Resources Development Quarterly 12(1), pp. 91-97. Source: IC 9479 INFORMATION CIRCULAR/2005 Coaching Skills for On-the-Job Trainers Department of Health and Human Services Centers for Disease Control and Prevention National Institute for Occupational Safety and Health


Slide 27:Train The Trainer IV: Conducting On-the-Job Training (OJT) OR-OSHA 115 0204sjg Presented by the Public Education Section Oregon OSHA Department of Consumer and Business Services 0606


Slide 28:Portland Field Office (503) 229-5910 Salem Field Office (503) 378-3274 Eugene Field Office (541) 686-7562 Medford Field Office (541) 776-6030 Bend Field Office (541) 388-6066 Pendleton Field Office (541) 276-9175 Salem Central Office: (800) 922-2689 or (503) 378-3272 Web Site: www.orosha.org OR-OSHA Mission Statement To advance and improve workplace safety and health for all workers in Oregon. Go online to check out our Professional Development Certificate Program Additional Public Education Services Safety for Small Business workshops Interactive Internet courses Professional Development Certificates On-site training requests Access workshop materials Spanish training aids Training and Education Grants Continuing Education Units/Credit Hours For more information on Public Education services, please call (888) 292-5247 Option 2 Consultative Services • Offers no-cost on-site safety and health assistance to help Oregon employers recognize and correct safety and health problems in their workplaces. • Provides consultations in the areas of safety, industrial hygiene, ergonomics, occupational safety and health programs, new-business assistance, the Safety and Health Achievement Recognition Program (SHARP), and the Voluntary Protection Program (VPP). Enforcement • Offers pre-job conferences for mobile employers in industries such as logging and construction. • Provides abatement assistance to employers who have received citations and provides compliance and technical assistance by phone. • Inspects places of employment for occupational safety and health rule violations and investigates workplace safety and health complaints and accidents. Appeals, Informal Conferences • Provides the opportunity for employers to hold informal meetings with OR-OSHA on workplace safety and health concerns. • Discusses OR-OSHA’s requirements and clarifies workplace safety or health violations. • Discusses abatement dates and negotiates settlement agreements to resolve disputed citations. Standards & Technical Resources • Develops, interprets, and provides technical advice on safety and health standards. • Provides copies of all OR-OSHA occupational safety and health standards. • Publishes booklets, pamphlets, and other materials to assist in the implementation of safety and health standards and programs. • Operates a Resource Center containing books, topical files, technical periodicals, a video and film lending library, and more than 200 databases. Public Education & Conferences • Conducts conferences, seminars, workshops, and rule forums. • Presents many workshops that introduce managers, supervisors, safety committee members, and others to occupational safety and health requirements, technical programs, and safety and health management concepts.