This is the first of three posts discussing On-the-Job Training, usually just referred to as OJT. On-the-Job Training is a popular way to train people in many jobs across many industries. It can be very effective and I would argue should be used as much as practical along with other methods to make sure people have the required skills and knowledge to perform their jobs. However, its effectiveness can vary greatly depending on several factors. A few of those factors include:

• How competent are trainers at their jobs?
• Do trainers know how to train and have a desire to be trainers?
• Are there specific objectives for the training?
• Are there factors that might prevent OJT from being done?

In this and the following posts, let’s consider two examples of OJT being carried out. The company and employees are fictional and are only used for illustrative purposes. Nevertheless, both examples represent what can occur in typical On-the-Job Training. The examples are towards the end of each extreme. The first example illustrates OJT that could be greatly improved. The second example illustrates a much better possibility of what could occur, but still has no real guidance or structure to the OJT program.

The Setup

Welcome to Acme Manufacturing. Acme manufactures a range of custom-built Recreational Vehicles (RVs). Acme is a family-owned company and has been in business for 55 years. They treat their employees well and have benefited from employee loyalty. However, like many organizations they have a large percentage of baby boomers who are nearing retirement. They are known in the industry for producing a quality product and over the last two years they’ve seen a significant uptick in sales. For these reasons they are ramping up their hiring. They are having some difficulty filling all their positions with qualified candidates. They don’t have a structured training program.

Example One

Frank works on first shift in the cabinet shop. He has 37 years experience and plans to retire in three years when he is 60. Acme hired Gwen to work in their cabinet shop. She worked as a maintenance technician at another company for the last six years but wanted a career change. She has done some minor woodworking as a hobby but has never worked with industrial woodworking equipment. The Operations Manager put Gwen on first shift. The first shift foreman assigned Gwen to the cabinet shop and asked Frank to train her. Frank loves his job at Acme but doesn’t really want to train anyone. He thinks having to look after Gwen will only slow him down with his work. Gwen is eager to learn and is willing to work with Frank to learn as much as she can from him.

After the shift foreman introduced Frank and Gwen in the break room she left them to get aquatinted and start working together. Frank and Gwen talk for a few minutes then Frank says he needs to go do something. He walks off and leaves Gwen in the break room. After waiting for a half hour and reading a magazine Gwen decides to walk over to the cabinet shop to find Frank. She sees him working on cabinet fronts while having a conversation with one of the other cabinet shop workers. Gwen says, “Hey Frank. I thought you were going to come back and get me so I could start learning from you.” Frank says, “Uh. Well, I need to finish up the fronts for this cabinet before leaving today. I figured we could get started tomorrow on a fresh set of cabinets.” “OK. That sounds good,” Gwen says. “Can I just watch what you are working on this afternoon and learn what I can?” Frank replies, “Sure. Just don’t ask me too many questions because I have a lot to do to finish today.” Gwen basically stands and watches Frank for the rest of the day without interrupting him with questions. She is starting to get the idea of what he is doing but with no explanations from Frank, she’s not sure.

The next day Gwen gets to work excited to start really learning from Frank. She joins everyone in the break room before the shift starts. She comments to Frank how eager she is to learn from him. When the shift starts she follows Frank and the other cabinet shop workers to the cabinet shop to start work. Frank walks over and picks up a clip board with the work orders for the day attached to it. He flips through it and then walks back out of the cabinet shop. Gwen follows him and as they start walking asks, “Hey Frank. What are you doing?” “Oh,” Frank says. “I’m just going to the stockroom to pick up wood for new cabinets we have to build. Sorry. I’m just on auto-pilot.” “That’s ok. I understand,” says Gwen. “Can you show me the work orders and where you see what wood you need to get from the stockroom?” “Here’s the work orders,” Frank says as he hands the clip board to Gwen. “It doesn’t list the wood I need to get from the stockroom. I just know from experience what wood I need to build each cabinet.” Gwen says, “Well. I guess I can learn in time just by working with you.”

That is pretty much how Gwen’s OJT continues. She is able to learn, but only by being very proactive, by paying close attention to everything Frank does, and by asking lots of questions. There are several process changes beyond training which Acme could make but even with their processes as they are, Acme could make significant improvement to their OJT program.

To Be Continued…

Please check back for Part 2 of this post which will be uploaded in a few days. In that post we will consider a second example of Acme’s OJT program.