How to Coach Yourself and Others How To Perform On The Job Coaching | Page 20

4.3 Description of a new cognitive model for OJT
The figure below depicts the cognitive model of OJT that we developed through research
conducted in this project. This model was developed through an iterative process. The particular
representation depicted here emerged towards the end of the project. It resulted from extensive
discussions among the research team about the meaning to be made of a variety of information
sources.

This model depicts the functions that represent what we found good OJT providers do when they
engage in training others to perform a job or task.
Learning Management — The super-ordinate function is learning management. This function
concerns the extent to which the OJT provider is proactive in managing someone else's learning
process, as opposed to mindlessly following a set of procedures. This managing requires
maintaining a "Big Picture" by standing outside of the training process and reflecting on how
activities fit together and impact the trainee. As such, Learning Management is a function that is
more than the "sum" of the other six functions of an OJT provider.
Assessment — conducting initial and ongoing evaluation of the trainee's performance level and
diagnosing barriers to expected progress so that instructional method and content can be fitted to the
current and future training goals.
Instruction — tailoring one's teaching and coaching practices to meet individual needs (based on
the assessment) and training goals. This involves flexibility in adjusting or switching training
techniques that aren't working, and it assumes a repertoire of available training techniques from
which to choose.
Expertise — teaching more than what is available in a training manual or that is involved in basic
procedures by passing on experienced-based know-how and judgments, such as detecting
anomalies, recognizing opportunities, anticipating and preventing problems, compensating for
errors.

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