Improving On-the-Job Training

William J. Rothwell is professor in charge of workforce learning and performance in the Workforce Education and Development Program in the Department of Learning & Performance Systems, College of Education, The Pennsylvania State University. He is co-editor of Practicing Organization Development, and author of The Action Learning Guidebook, from Pfeiffer. H.C. Kazanas is professor emeritus of education at the University of Illinois, Urbana-Champaign and now resides in Naples, Florida. Rothwell and Kazanas are the co-authors of Mastering the Instructional Design Process, 3rd edition from Pfeiffer.

List of Tables, Figures, and Exhibits xi Introduction: Getting the Most From This Resource xiv Why Improve OTJ? xv Purpose xvii Overview of the Contents xvii Pretest: Does Your Organization Need a Planned On-the-Job Training Program? xix The Pretest xix Scoring and Interpreting the Pretest xxi PART ONE: FOUNDATIONS OF OJT: Building an Effective Organizational Climate to Support OJT 1 1 The Benefits of Effective On-the-Job Training 3 Unplanned OJT: A Case Study 4 Importance of OJT 5 Coaching, Mentoring, and OJT 7 A Short History of Planned OJT 8 Research on Planned OJT 9 Barriers to OJT 11 Surmounting Barriers to OJT 12 Summary 13 2 Building the Right Foundation: From Identifying Goals to Establishing an Action Plan 14 Determine Program Purpose 14 Clarify Program Goals and Objectives 17 Identify Program Customers 18 Formulate Program Policy and Philosophy 19 Develop Program Action Plan and Schedule 10 Summary 20 3 Ensuring Sound Management and Consistent Results 21 Oversight Responsibility 21 Rewards and Incentives 23 Budgeting and Funding 25 Record Keeping 26 Summary 27 4 Preparing Trainers and Learners 28 Training the Trainers 28 Training the Learners 35 Summary 41 PART TWO: PREPARING AND DELIVERING OJT 43 5 Discovering Needs: How to Determine When OJT Is Appropriate 45 The DAPPER Model 45 Questions That Determine OJT Needs 46 Summary 57 6 Analyzing Work, Worker, and Workplace: How to Fit the Training to the Job 59 Work Analysis 59 Worker Analysis 69 Workplace Analysis 74 Summary 74 7 Preparing the Training Plan: How to Develop the Right Sequence of Activities 76 Steps for Preparing OJT 76 Designing Instructional Materials 80 Summary 93 8 Presenting the Training: How to Conduct the OJT Session 96 Desirable Characteristics of Trainers and Learners 96 Steps Governing OJT Presentation 98 Summary 102 9 Evaluating Results: How to Assess Post-Training Job Performance 104 OJT and Kirkpatrick s Levels of Evaluation 104 Level 1: Evaluating Reactions 105 Level 2: Evaluating Learning 108 Level 3: Evaluating Behavioral Change 111 Level 4: Evaluating Organizational Results 114 OJT and the Balanced Scorecard 118 Summary 118 10 Reviewing Aids and Alternatives to OJT: How to Ensure the Right Mix of Performance Interventions 119 Determining Whether an Aid or Alternative Is Needed 119 Aids to OJT 120 Additional Tools to Support OJT 128 Researching Corporate Culture-Specific Competency Development Strategies 134 Summary 139 PART THREE: REFLECTIONS ON OJT 141 11 Six Important Success Factors for Comprehensive OJT Programs 143 Success Factor 1: Avoid Discrimination in OJT 143 Success Factor 2: Enlist the Participation of Key People 144 Success Factor 3: Encourage the Preparation of Current Job Descriptions But Plan for the Future 145 Success Factor 4: Integrate Internship, Cooperative Education, and Apprenticeship Programs with OJT 145 Success Factor 5: Establish Measurable Job Performance Standards and Objectives and Link Them to OJT 148 Success Factor 6: Plan for Cross-Training and Multiskilling 149 Glossary 153 References 156 About the Authors 167 Index 169 Pfeiffer Publications Guide 179