OJT Training Theory

OJT Training: Theory Influencing Practice
Jonathan R. Lightfoot
Gonzaga University
OJT Training: Theory Influencing Practice
Three source documents are being used to analyze the theory and practice of On-the-Job-
Training. The oldest is a 1996 article from a manufacturing magazine, Water Engineering
& Management, about the use of OJT vs. classroom training classes in factories. The next
is a Train the Trainer handbook copyrighted in 1999 and used for several years at to
educate first line managers and supervisors on how to best train new hires in their
operational responsibilities. The final document is a 2013 study published in The
International Journal of Human Resource Management on the effectiveness of OJT and
PDCA training.
Each of the three materials will be reviewed in chronological order, and then compared
and contrasted with each other to see what the disparate perspectives can yield when
brought together. The author of this paper was trained in the second document’s methods
in the early 2000s, and is writing this paper to place his education and experience in
context of the greater field of study. By reviewing the materials chronologically, the
training materials can be placed in an appropriate context, and then evaluated to see
where current theory can be used to approve or amend it to be more effective.
On-the-Job Training
Smith and Kules (1996) did a practical article for plant managers on when and how to
apply on-the-job-training to their plants, and how to know when classroom or OJT training
made more sense.
Their leading point was that good OJT training is not the “sink or swim” method, where
an activity is demonstrated once, quickly, to the trainee, and then they are left alone and
expected to be competent. Instead, evaluation is done to understand what the trainee
knows before training, and training is done to ensure the trainer is trained. This structure
teaches the trainee problem solving skills. The trainee learns more information about the
why of the process, and is thus more open to ask questions of the trainer. The
trainer/trainee relationship is also one of more respect than the sink or swim method.
Smith and Kules gave guidelines for deciding between classroom and OJT training. Note,
these are considering factory/plant training, but their recommendations can be applied
elsewhere. One factor should be cost per person. What can affect those costs? The
expense and availability of capital equipment, experience of employees and number of
employees needing similar training. Another factor to consider is the experience of the
employee(s). Less experienced employees usually do better in classroom training first
before OJT.
Tools and Techniques of OJT Training
The materials in this OJT training book by Instructional Design Associates (1999)
concentrate on creating the best trainer for OJT training. It is high on principles and
concepts. There are the characteristics of successful OJT training:
1) Structured
2) Timely
3) Accountability
4) Premeditated
5) Consistent
6) Human
Then there is the 4-step training model, as detailed in the below table:
Trainer Student
Prepare Leaner Put student at ease, get student interested in materials
Motivation
Present the job Tell, show and illustrate the task Understanding
Try out performance Have student practice the task, correct errors Participation
Transition to job Put student on own, tell where to get help, check frequently
Application
That is balanced by an analysis of trainer/trainee styles. Again, another table:
Trainer: Tour Guide
Student: Gadfly
Trainer: Balanced
Student: Thinker
Trainer: Administrator
Student: Rock
Trainer: Engine
Student: Engine
The key is to work through the 4-step training model while recognizing the student’s
training style and aligning the material and the trainer with that style to achieve the end
training result. A trainer needs to recognize the student’s quadrant on the style table, and
move the student to the place of greatest learning.
The PDCA Cycle and OJT Training
Matsuo and Nakahara (2013) put the plan-do-check-act (PDCA) cycle and On-the-Job-
Training (OJT) through a research study to compare their effectiveness in fostering the
organizational learning process.
They defined the organizational learning process as:
Acquisition of knowledge by individuals or groups
Sharing and interpreting knowledge within groups and organizations

Incorporation of knowledge into organized routines
Elimination of anachronistic routines
To determine effectiveness, they put forth four hypotheses:
OJT – Direct supervision is positively correlated with workplace learning
OJT – Empowerment is positively correlated with workplace learning
PDCA – Positively correlated with workplace learning
Reflective Communication is positively correlated with workplace learning
They used learning outcome survey data from a Japanese firm to make their analysis.
What they discovered is that the first hypothesis was false, but the other three were true.
The general conclusions were that quality management based on the PDCA cycle can
markedly improve development by promoting problem solving and stimulating experiential
learning. In contrast, the effectiveness of OJT depends on its style.
They did note that the results might be affected by the culture of the Japanese firm, and
need to be expanded to other cultural settings to confirm a more general conclusion.
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OJT Training: Theory Influencing Practice

OJT Training: Theory Influencing Practice

operational responsibilities. The final document is a 2013 study published in The

International Journal of Human Resource Management on the effectiveness of OJT and

where current theory can be used to approve or amend it to be more effective.

made more sense.

expected to be competent. Instead, evaluation is done to understand what the trainee

expense and availability of capital equipment, experience of employees and number of

Tools and Techniques of OJT Training

concepts. There are the characteristics of successful OJT training:

Prepare Leaner Put student at ease, get student interested in materials

That is balanced by an analysis of trainer/trainee styles. Again, another table:

Trainer: Tour Guide

move the student to the place of greatest learning.

The PDCA Cycle and OJT Training

organizational learning process.

They defined the organizational learning process as:

Acquisition of knowledge by individuals or groups

Sharing and interpreting knowledge within groups and organizations

Elimination of anachronistic routines

To determine effectiveness, they put forth four hypotheses:

OJT – Direct supervision is positively correlated with workplace learning

OJT – Empowerment is positively correlated with workplace learning

PDCA – Positively correlated with workplace learning

Reflective Communication is positively correlated with workplace learning

markedly improve development by promoting problem solving and stimulating experiential

learning. In contrast, the effectiveness of OJT depends on its style.

need to be expanded to other cultural settings to confirm a more general conclusion.

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