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Evaluation Phase cont'd
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Guide to Good Practices for On-The-Job Training - index
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Conducting OJT cont'd


DOE-HDBK-1206-98
During this phase of OJT the instructor introduces and explains the task to be performed and
demonstrates to the trainee how to perform the task. The instructor then supervises the
trainee's practice of the task. For high-hazard potential tasks, this phase of the OJT process is
separate and distinct from the evaluation phase of OJT. For low-hazard tasks OJT may be
conducted and evaluated simultaneously. This may also be appropriate for category 3 hazard
nuclear facilities.
Instructors should use the "Three Ts" of effective training as they conduct OJT. The first "T" is
"tell them what you are going to tell them," the second is "tell them," and the third is to "tell
them what you told them." Use of the three Ts helps to ensure effective on-the-job training.
The primary instructional method used in the on-the-job training setting is the
demonstration-performance method. In this method, the instructor tells and shows the trainee
how to perform the task. The shop foreman teaches the apprentice almost entirely by some
version of this method, and the flight instructor uses it to teach flying skills. The instructor
explains and demonstrates the particular task to the trainee and then coaches while the
trainee practices the task. This method is based on the principle that trainees learn best by
doing. During the practice the instructor points out errors and helps the trainee improve
techniques or eliminate errors in performance. The trainee is allowed repeated practice to
achieve the terminal objective. When the trainee has satisfied the objectives, the instructor
concludes the training and documents it on the trainee's OJT checklist.
Instructors should adequately prepare prior to conducting OJT to ensure consistent and
effective training. A major portion of preparation should be a review of the OJT guide (or
equivalent). This review should concentrate on the equipment and/or tools required, expected
trainee preparations, reference materials, safety precautions, and may include a review of the
factors that influence trainee learning and motivation (Appendix C contains factors of learning
and motivation). The instructor should review the procedures referenced by the OJT guide,
prepare the job site, and ensure that all necessary tools, materials, and procedures are
available. The instructor should also ensure that sufficient time for the training has been
scheduled.
Put the trainee at ease. It is natural for a trainee to be somewhat nervous at first, especially if
this is the first contact with the instructor. Time spent putting the trainee at ease will normally
be time well spent. A relaxed trainee will be more receptive to the OJT process.
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