Fators That Influence Learning and Motivation

Open Communications--A trainee is more likely to learn if OJT is structured so that

the instructor's messages are open to the trainee's inspection. To improve open

communications the instructor should:

Clearly state the terminal and enabling learning objectives. The learning objectives

tell the trainee exactly what is expected of him/her.

Point out relationships. Give cues and prompts to the trainee to be sure he/she

understands what has been said.

Avoid using technical terms without explaining them to the trainee (do not assume

that he/she knows).

Talk about a system or component of that system at the location of the item if

possible. Make full use of being at the job site to stimulate as many sensory inputs

(sight, sounds, smell, touch) as possible. Make sure the trainee can see and hear

everything that is explained and demonstrated as it takes place.

Ask the trainee questions to verify comprehension. Open communication is a

two-way street--the trainee should also feel free to ask the instructor questions.

Modeling--This is the very foundation of on-the-job training. The instructor provides

a model performance for the trainee to emulate. It is very important that the instructor

presents the material in the proper sequence and observes all applicable procedures and

safety requirements. The trainee will emulate improper performance just as readily as proper

performance. Therefore, the instructor must perform the task correctly.

Active Appropriate Practice--Learning is more likely to take place if the trainee takes

an active part. OJT is an active hands-on process. Practice should be as similar to the

actual job task as possible.

Distributed Practice--A trainee is more likely to learn if practice is scheduled in short

periods distributed over time. It is a good idea to limit practice sessions to one hour or less

with a break between sessions. By distributing practice over a period of time, you can

minimize mistakes that are caused by exceeding the trainee's attention span or fatigue limits

during the practice session.

Fading--A trainee is more likely to learn if the instructor gradually withdraws

instructional assistance. Following the initial practice session the instructor should

systematically withdraw or decrease the coaching and helpful hints. The rate of fading is

important: too slow and the trainee becomes dependent on the prompts--too fast and the

trainee makes errors.

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