OJT Instructor Guidance

LawrenceBerkeleyNationalLaboratory

EHSTrainingGuidanceforOJTInstructors

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Welcome

AtrainedandqualifiedworkforceisessentialtoLBNLscience,operationsandbusinessprocesses.Trainingandqualifyingworkersisbaseduponanunderstandingoftheknowledge,skills,andabilities(KSAs)thatareneededforworkerstosuccessfullyfulfilltheirresponsibilitiesinperformingtheirjobs,dutiesandworkactivitiessafelyandeffectively.ThisprimerisintendedforthosewhoprovideOn-the-JobTraining(OJT)instructiontoindividualsaspartofworkerqualification.

Purpose

ThepurposeofthisprimeristoprovideguidanceforunderstandinghowOn-the-Jobtrainingfitswithinworkerqualificationprocess.ItalsoprovidesguidanceforhowtodeterminetheneedforOn-the-Jobtraining,andforhowtoprovideeffectiveOJT.ForabriefvideooverviewofworkerqualificationprocessandhowOJTfitswithinthis,youcanwatchthisshortvideowhichpositionsworkerqualificationasathreephaseprocess.

Introduction

On-the-Jobtrainingisdesignedtoprepareworkersforperformingtheirworkactivitiessafelyandeffectively.Itisaniterativeperformance-basedprocessofexperiencedstafforsupervisorsworkingwithtraineesuntiltheydemonstrate,tothetrainer’ssatisfaction,anappropriatelevelofunderstandingandmasteryofthespecifictasks.

On-the-Jobtrainingisbasedonthegenerallyacceptedprinciplethatpeoplelearnbestbydoing.Apersonlearnstoswimbyswimming,drivebydriving,flybyflying,etc.Skillsrequiringtheuseoftools,machines,andequipmentaresuitedtoOJT,asOJTisaprovenmethodforteachingmentalandphysicalskillsthatrequirelearnerperformanceandpracticeformastery. Itisalsowellsuitedforworkskillsthatrequireacombination

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ofmentalknowledgeandphysicaldexteritysuchastakingmeasurements,calibratingand/orusingequipment,andperformingmulti-stepprocesses,forexample.OJTmaybeusedaspartofanindividual'sprimarytrainingprogram,andtosupplementortomaintainskillsalreadylearned. Itcanalsobeusedforcross-trainingpurposes.

AdvantagesofOJT

Trainingintheactualworkenvironmentisaneffectivewaytotrainpersonnel,becausethe“trainee”issurroundedwiththesights,sounds,anddynamicsoftheenvironmentwheretheactualworktakesplace.Inthisway,thetrainingisdirect,applicableandtargetedtothespecificworkactivitiesthatwillbeperformed,andthelearnerlearnsbydoing.Incontrast,classroomandonlinecoursesaredesignedtoproducelearningoutcomesthataremoregeneralized.Forexample,aclassroomcourse,designedtoteachparticipantshowtosplitandredirectalaserbeam,couldbeusedtohelpworkersunderstandthegeneralhazardsassociatedwiththeprocess,andhowtheyarecontrolled.Itcouldalsobeusedtohelpaworkerdevelopamentalmodeloftheprocessaswellashowtoidentifyandsolvecommonproblemsassociatedwiththistask.However,itwouldnotbeusefulforlearningaboutthespecifichazardsandcontrolsassociatedwitheachperson’swork,ortodeveloptheskillsandtechniquenecessarytoperformspecificworkactivities.Thisisbecauseclassroomtrainingdoesnotprovideguidedhands-onphysicalpracticeusingtoolsandequipmentspecifictoeachpersonssetup.Inshort,classroomcoursesaresuitedforteachingtheory,conceptsandproblemsolvingandfordevelopinggeneralizedknowledge,whereasOJTissuitedforteachingtasksthatrequirehands-onguidedinteractiontodevelopthetechniquesandskillsneededtoperformactivitiessafelyandeffectively.

DeterminingtheneedforOJT

Linemanagementhastheresponsibilitytoassurethatstaffarequalifiedtoperformtheirworkactivitiesandtasksbothsafelyandeffectively.AusefulmethodtoachievethisistoperformOJT.However,determiningtheneedforOJTisnotablackandwhiteprocess;itrequiresanindividualizedappraisalofeachperson’sknowledge,skillsandabilitieswithinthecontextoftheworkbeingperformed.Forexample,twoworkersmayhaveasimilarlevelofpreviouseducation,experienceandtraining,buthavevery

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differentlevelsofskillsandabilitiesinrelationtothetaskseachneedstoperform.Oneworkermayneedongoingguidedpracticetodeveloptheneededskills,whiletheotherworkermayonlyneedtoguidanceandpracticeinrelationtoasingletaskbecausetheydemonstratedskilledperformanceinperformingallothertasks.

Thefollowingfour-stepprocessprovidesasimpleframeworkforevaluatingtheneedforOJT:Step1:Identifythetasksandactivitiestobeperformed(scope).Step2:Identifythecompetenciesneededtoperformtheactivities(safelyandeffectively).Thisissometimesreferredtoasdeterminingstandardsofperformance.Step3:Evaluatehowwelltheworkerperformsinrelationtothestandards/expectations(identifygaps)Step4:Provideon-the-jobtraining(asneeded)todevelopneededcompetencies(closegaps,ordeveloptheneededskills)

Eventhoughthisisasimplifiedframework,itclarifiestwoimportantfactors

(1)tohaveaclearunderstandingofthedesiredendstate(thelevelofproficiencyyouwanttheworkertobeabletoperform)

(2)Toevaluateworker’sreadiness(abilitytoperformatlevelofexpectation–orneed)-Nottoassumereadiness

Usinganexample

Let’ssaythataworkerneedstooperateaSchlenklineandHigh-Vacuumlineaspartoftheprojecttheyarejoining.Theworkerisnewtothelabbuthassomeknowledgeoftheprocessandhasusedtheequipmentincollegeafewyearsago.Inaddition,theyhaveusedsimilarequipmentatanotherresearchfacility,butthecontext,applicationorscaleweredifferent.TheyhavecompletedEHS0348ChemicalHygieneandSafety,andEHS0171Pressuresafetytraining.Whenaskediftheyfeelconfidentinbeingabletousethesetup,theysayyes.Basedonthis,yourecognizethatthepersonhassomeexperienceusingtheequipment,butyoualsorecognizethattheapplicationforitsuseandthecontextweredifferent.

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YoualsorecognizethateventhoughtheyhavecompletedEHSTrainingsthattheseareonlydesignedtomeetgenerallearningoutcomes,andthereforedonotteachhowtousespecificequipmentoridentifythespecifichazardsandcontrolsofanindividual’swork.Youalsoknowthattheworkerisnewtoyourgroup,andthatiftheyweretomakeamistake,thatthiswouldnotonlyimpacttheirsafety,andperhapsthesafetyofothers,butitmayalsorisktheintegrityoftheexperimentandequipment.GivenallofthesefactorsyoudeterminethatOJTisneededtoassuretheyarecapableofoperatingtheequipmentsafelyandeffectively.Thefollowingputsthisexampleintotheframeworkmentionedabove.

Step1:Identifytheworkactivitiestobeperformeda. ActivityinvolvesusingaShlenkLineandHigh-Vacuumlineto(_____).

Step2:Identifythelevelofcompetenciesneededtoperformtheworkactivities

a. Usestart-upprocedureandshut-downprocedurefortheSchlenklineandHigh-Vacuumline.

b. Locateandusesafetydevicesandemergencyprocedures:i. CondensingLiquidOxygenintrap,ii. Pyrophoricsortoxicgasesintrap,iii. componentfailure,iv. powerinterruption,v. gaugefailure,vi. installedsafetydevices,safetyequipment,andemergency

evacuation.c. Demonstrateabilitytoinspectequipmenteffectivelyandindicatefactors

thatwouldcompromiseequipment(potentialfailurepointsandmethodstocontrol).

d. DemonstratecompetenceinandanunderstandingofthestandardoperatingconditionsfortheSchlenkLineandHighVacuumLinebyperformingasamplemanipulation.

Step3:Identifytheextenttowhichtheworkerisabletoperformaboveworkactivitieseffectivelyandsafely.

a. Evaluateknowledgethroughdiscussingtheoperationtodeterminehowwellthe“trainee”canexplainthe“how”and“whys”oftheoperation.

a. Discussioncanbeusedtoevaluateworker’sknowledgeofsystem,process-procedure,safetyfactorsandresponse….

b. Evaluateperformancebyhaving“trainee”performtheworkwithyou.

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a. Determineslevelofperformanceandgapssothatyouhaveclarityontheskillstodevelop.

Step4:Basedonobservation,provideon-the-jobtrainingtodevelopabilitiesa. Modelhowtoperformtheoperationb. Performtheoperationtogetherexplainingwhyyoudowhatyoudoc. Allow“trainee”toperformtheoperationwhentheyseemreadyunder

yourdirectguidance.d. OJTmaybeongoingduringthelearningperiodastheworkerdevelopsthe

techniquesneededtoperformtheworksafelyandeffectively.

AnotherconsiderationfordeterminingtheneedforOJTisthelevelofriskassociatedwithperformingthework.Itisexpectedthatthehighertherisk,themoreeffortandcarethatwillbeinvestedinassuringthatstaffarepreparedandready(competent).Thiscanbebrokendownasfollows:

• HigherRisk:examplesincludelaserandradiologicalwork.Training/qualificationisspecifiedanddocumentedintheformalworkauthorizationpackagesasgovernedbypolicies,regulations,codesandstandards.

• MediumRisk:examplesmayincludeworkwithcomplexinstrumentationorprocesses.Training/qualificationrequirementsaredrivenbyablendoflinemanagementaccountabilityandhazardassessmentwherethelevelofdocumentationisspecifiedbyDivisionpoliciesand/orpractices.

• LowerRisk:standardworkpracticestypicallyencounteredinR&Dlabs,craft/technicalwork,oroffices.Themethodofqualificationmaybeinformalwithminimalornodocumentation.

ProvidingEffectiveOJT

OJTismostoftenconductedasaone-on-onebetweenthetrainerandtrainee,orinverysmallgroups.One-on-oneismostpreferable,becausethisallowstheteachingandlearningtobetailoredandadaptedtothesubjectandworker’sspecificneeds.Anotheradvantageisthatone-on-onetrainingallowsthetrainertouselanguagethatiswellsuitedtothetrainee,andsetapacethatisappropriate.WhenOJTisdonewithgroups,thegroupsshouldbesmall(nomorethanafewtrainees).Thisensuresthatthetrainercaneffectivelyprovideindividualizedattention.

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TheprimaryOJTinstructionalmethodisdemonstration-performance.Thescienceteacherusesthedemonstration-performancemethodtoteachlaboratoryprocedures.Theelectricianteachestheapprenticeelectricianusingthismethod.Aprofessorofmedicineusesittoteachsurgicalskills.Ineachcase,thetrainerdemonstratestheparticularproceduretothelearnersandthenactsascoachwhiletheypracticetheskill.WhenconductingOJT,itismosteffectivewhenthetrainerpreparesthetraineefortaskperformancebyintroducingthetask,explainingit,demonstratingit,andthencoachingthetraineeashe/sheperformsthetask.Duringthepracticeperiod,thetrainerpointsoutpotentialhazards,risk,andcommonerrorsandthenobservestoevaluatereadinesswhileguidinglearnerstowardthedesiredperformance.Hereisthedemonstration-performancestructureingreaterdetail:

• Thetrainerexplainsthetaskandtellsthetraineewhathe/sheisexpectedtolearn.Thecriticalstepsareidentifiedanddifferentiatedfromthenon-criticalsteps.Hazards,risks,andwaystomitigatethemarestressedandreinforcedthroughoutthetraining.Ifthetraineedoessomethingthatisunsafe,trainingshouldbestopped,explainedandtheconditioncorrected.

• Thetrainershowsthetraineethestepsorprocessbyperformingthetask.Thetrainerdemonstratesthetaskexactlythewaythetraineeisexpectedtoperformit.Whiledemonstratingthetask,thetrainershouldaskquestionsofthetraineetoensurethetraineeunderstandsthesteps.Thetypesofquestionsshouldelicitdiscussiontoguagethedepthofunderstandingratherthansimple“yes”or“no”responses.Thedemonstrationcanberepeateduntilthetraineehasaclearpictureoftheactionandunderstandshowandwhytoperformit.

• Thetraineewillthenpracticeperformingthetaskundertheguidanceofthetrainer.Asthetraineeperformseachstepofthetask,thetrainerwatchesfortheskillfulperformanceofsteps,insequence,andwithaccuracy,andmakescommentsandcorrectionsasrequired.

• Positivereinforcementtothelearningprocessisveryimportantduringthisphase.Itisessentialtoanadultlearnerto"do"theactivitytolearnit.Additionally,makesurethetraineedoesitcorrectly;allcritiquesandcommentsregardingperformanceshouldbepositiveandmotivating.Negativecriticism,belittling,ordegradingcommentswilldisruptthelearningprocess.

o Thetraineeshouldbeallowedtopracticetheactivityasufficientnumberoftimestogainconfidenceandcompetence.

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o Practicereinforceslearning;itcannotberelegatedtoalesserstatusduringtheOJTprocess. Thetrainermustbepatientwiththetraineeandallowthetraineetomastertheactivityathisorherownpace.

Thelengthoftrainingdependsonthecomplexityoftheactivitiestobelearned,howoftenthepersonperformsthetasksandtheirprevioustrainingandexperience,butOJTshouldbeconsideredanongoingprocess.Observingandevaluatingworkerperformanceshouldalsobeongoing,notjustonetime.Thisassuresthatthetasksareperformedcorrectlyandallowsthetrainertoobserveworker’sabilitytofollowprocesses,andperformtheworksafely.

QualitiesofagoodOJTtrainer

Everyoneofushasourownteachingstyle,andweshouldusethistogoodadvantage.Thefollowingprovidesanoverviewofsomequalitiesthathelpcreateaneffectiveteachingandlearningpartnership.EnthusiasmforProducingLearning

• Enthusiasmishavingarealenjoymentinwhatyoudo.Thisisanaturalpartofshowinginterestinthelearningprocessandhowwellyourelatetoyourtrainees.

SubjectMatterExpertise

• Thetraineesshouldbeabletolooktothetrainerastheexpert.Thiscallsforalevelofskillandknowledgethatmeetsorexceedsthestandardssetfortheperformanceonthejob.Inthisway,choosinganOJTinstructorisacarefulconsiderationtailoredtotheactivity.

EffectiveCommunicationSkills

• Communicationskillsareoftenreferredtoasinterpersonalorpeopleskills.Theseskillsdeterminehowothersperceiveyou.Yoursuccessislargelyrootedinyourabilitytogetideasacrosstoothersandtounderstandwhatothersaresayingtoyou.Tobeeffectiveasatrainer,youmustberesponsibleformakingcertainthatthemessagesgetthroughclearlyinbothdirections;informationfromyoutothetrainee,andinformationfromthetraineetoyou.

• Therearemanywaystouseyourvoicetocommunicatebetter.Theimportantthingistoknowitdoeshaveaneffectonthetrainee.Thewordsyouchoose,

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thesequenceyouputthemin,andthewayyousaythemhasalottodowithhoweffectiveyourcommunicationwillbe.

• Languageandculturalunderstandingscaninfluencecommunication.Iflanguagelimitationsimpactsunderstandingtrainerortraineeshouldgethelp.

EffectivePresentationSkills

• Presentationskillsincludepublicspeaking,effectivelistening,observingskills,properuseoffeedbacktechniques,reinforcement,motivation,andorganizationalskills.Havingpracticedpresentationskillscanhelpputthetraineeateasesotheyarecomfortableraisingquestions.

PositiveAttitude

• Yourattitudeisareflectionofthewayyoufeelaboutyourself,yourjob,andyourworld.Mostofwhatwedoisaresultofhowwefeel,ratherthanofwhatweknow.Agood,positive,attitudereflectsthephilosophyandgoalsoftheorganization.Acquiringsuchanattitudewillhaveapositiveeffectonthetrainees,enhancetheirperformance,givethemadesiretolearn,andassistintheirowndevelopmentofapositiveattitude.Apositiveframeofmindcanmakeadifferenceinyouandinthepeoplewithwhomyouwork.

PatienceandEmpathy

• Thekeyistoallowlearner’stolearnathisorherownpace.Notwotraineeswillbealikeyetusuallytheywillalltrytobesuccessfulintheirefforts.Donotcondemnpoorperformancebutstrivetounderstandwhatiscausingitandallowthetraineethetimeandpracticetoimprove.Trytounderstandthechangesthatthetraineeisgoingthroughandbesupportivewheneverpossible.

CounselorandAdvisor

• Thetraineesexpectyourinstructionandsupport.Theyneedyourfeedbackontheirperformance.Theywanttoknowwhatprogresstheyhavemadeandonwhattheyneedtowork.Youcanhelpthembygivingthemdirectionandsuggestionsonperformingtheirjobcorrectly.Youneedtohavehighstandards,yetberealisticinyourexpectationsofthetrainees.Befairandobjectivewhenassessingtheirperformance.Commendthemontheirstrengthsandhelpthemtoimprovetheirweaknesses.Inotherwords,strivetobeasupporttothetrainees,notahindranceorcritic.

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Prepared

• Peoplewillgenerallyaccepttheideasofanorganizedpersonmuchfasterthantheywillaccepttheideasofadisorganizedone.Itistoyouradvantagetoact,speak,andthinkinalogical,well-plannedmanner.Itisespeciallyimportantforthetrainertobeorganizedandfamiliarwiththetrainingprocess.Traineeswillrecognizeandappreciatewhenthetrainerisprepared.

CONCLUSION

Whenon-the-jobtrainingisintegratedintothecultureof“doinggreatscience”and“doinggreatbusiness”itbecomesanefficientandeffectivewaytodevelopcompetentandqualifiedworkers.ThisdocumentprovidedanoverviewofthevalueofOJT,determiningtheneedforOJT,andaframeworkforprovidingeffectiveOJT.

Acknowledgements:

ManythankstoLosAlamosNationalLaboratory’sCentralTrainingDepartmentforhavingpermissiontousecontentfromtheircoursetitled“On-the-JobTrainingInstructorEvaluator.”LosAlamosNationalLaboratoryisoperatedbyLosAlamosNationalSecurity,LLCfortheU.S.DepartmentofEnergy’sNNSA.

ExamplesofOJTformsandChecklists SampleOJTChecklist

Student’s Name: Date: Trainer’s Name:

Task to be performed:

Condition:

Standard for performance:

ES&H considerations:

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Method of Accomplishment (MOA): P (perform), S (simulate), O (observe), D (discuss) Task # MOA Task Description – Initiators/Terminators Remedial

Pass Fail Pass Fail

Trainer’s Evaluator’s Signature:

Remarks:

OJT Example The example below illustrates the three elements of OJT to be included in on- the-job training (OJT) and that could be attached to a Work Planning & Control Activity Document.

Objective: Trainees must demonstrate proficiency in the operation of the Schlenk line and

High-Vacuum line to the satisfaction of the PI or designated trainer (Activity Lead/Supervisor), including use of safety devices and emergency procedures in the event of an emergency or an unplanned event.

Target audience: Schlenk line and High-Vacuum line operators.

1. Skills and/or information to be learned and/or demonstrated:

a. Use start-up procedure and shut-down procedure for the Schlenk line and High-Vacuum line.

b. Locate and use safety devices and emergency procedures: Condensing Liquid

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Oxygen in trap, Pyrophorics or toxic gases in trap, component failure, power interruption, gauge failure, installed safety devices, safety equipment, and emergency evacuation.

c. Demonstrate competence in and an understanding of the standard operating conditions for the Schlenk Line and High Vacuum Line by performing a sample manipulation in the presence of the PI or designated trainer (supervisor/work lead).

Example OJT Form:

Trainee Name

Skills and/or information to be learned and/or demonstrated

Training completed (signoff )

Date Trainee Signature Trainer Signature Operate Schlenk Line Opertae High-Vacuum line Locate and use safety

devices/controls

Explain emergency procedures Selection & Use of PPE

Record keeping

Description of record

Custodian Indexing Method, Storage Medium

Federal Retention Requirement*

Completed on-the-job training record

Division Responsible for delivering training

Index by trainee name, store on paper or electronically

NA