Conducting OJT - hdbk12060024

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.