Conclusion

DOE-HDBK-1206-98

The conclusion of the training phase of OJT usually consists of three important elements. The

first element is a summary of the training and is the last "T" of effective training--"tell them what

you told them." The summary consists of a review of the learning objectives and the task

steps. The instructor should make positive comments and praise what the trainee did well.

This should be done even during review of an area in which the trainee had difficulty.

However, it is equally important to discuss the areas in which the trainee had difficulty,

because suggestions for ways to improve specific difficulties is also important feedback.

The second element is to provide additional motivation for the trainee. Reinforce how this

training will help him/her perform on-the-job and discuss how it relates to previous and future

training.

The last element is to document the training. Facility training procedures should specify how

the instructor documents completion of training. One method is to document the training on

the individual's OJT checklist.

OJT instructors are sometimes ineffective in their role as trainers for a variety of reasons. This

section contains common errors that OJT instructors sometimes commit.

Trying to Teach Too Much--No one can really learn a very complex task all at once. Rather,

people should be taught elements of the task (enabling objectives) and develop skills in doing

those elements before they are taught the total operation. In short, don't try to teach a

complex task as a complete unit. Break the task into understandable parts.

Attempting to Teach Too Fast--Attempting to teach the task too rapidly forces the trainee to

perform a task when he/she is not ready. Many instructors feel that training can sometimes be

done more rapidly than it can. This usually happens when they are very familiar with the task

and feel it's easy to accomplish.

Lack of an Overview--OJT instructors sometimes skip the overview of the task because they

know the job very well, and feel the trainee should be able to follow their explanation and

demonstration without the first "T" of effective training.

Failure to Recognize Individual Differences in Trainees--Some trainees learn more quickly and

easily than others because people vary in their working knowledge and skills (mental and/or

physical dexterity, visual acuity). Learning speed is a function of both mental and physical

skills. Effective instructors adapt their training styles to the individual differences and

capabilities of their trainees.