How to Coach Yourself and Others How To Perform On The Job Coaching | Page 45

their development, and should be approved prior to use by supervisory members of the training staff
and the management of the work group for which the training was developed.
There are numerous factors which can have a significant influence on a trainee's learning and
motivation during the OJT process. Coaches or training material designers/developers should use
these factors as they develop OJT guides. Appendix C discusses learning and motivation as they
apply to OJT.
There are many OJT guide formats that could be successfully used for on-the-job training. OJT
guides normally consist of a cover page, a body, and a conclusion. It should be noted that much of
this information may be included in the qualification card/checklist or other appropriate training
procedures or guidance documents.
The cover page should provide the coach with the following information:
o
o
o
o
o
o
o
o

Task title, number, and estimated time to complete the training
Tools, materials, equipment, and references required
Safety precautions and procedural limitations
Reference to relevant facility procedures, facility conditions, and whose permission is
required
Terminal and enabling objectives
Trainee prerequisites
Notes to the coach--guidance/suggestions
OJT guide review and approval signature(s).

The body is the outline for the instructional process and includes the following major sections:
o
o
o
o

Introduction
Explanation
Demonstration
Practice under supervision.

The conclusion includes the following elements:
o
o
o

Summary
Additional motivation
Documentation of Training.

Conducting the training
This step is perhaps the most familiar to you. However, there's more to it than just 'showing' and
'telling' as there are a number of skills you can use to assist the learning of the trainee.
During this phase of OJT the coach introduces and explains the task to be performed and
demonstrates to the trainee how to perform the task. The coach 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.
Coaches 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 demonstrationperformance method. In this method, the coach 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

45