Hi-Tech Learning and Performance Development
Human Performance Technology (HPT) approaches will allow us to better understand and address the
needs of all our stakeholders from the external environment to the individual. We will begin with a series of
learning activities to help familiarize ourselves with the models and instruments we will use to assist us in
our analysis of performance throughout the organization. The first module will be “The Language of Work
Model” which we will use to observe and document the present status of performance of a division in a
manufacturing. This topic will be taught using structured On-the-Job Training (OJT). The reasoning for
using OJT is to provide flexibility in scheduling for those employees who travel extensively. Another
benefit of using structured OJT is to facilitate the change to a performance approach and immediately
incorporate the idea of selecting an appropriate intervention that begins to move the group away from
traditional training solutions. The training would be scheduled on a not to interfere basis with the
employees’ schedule. The trainer would be able to conduct the training and the performance test could in
be used as an input to the overall performance analysis process.
Title:
Using The Language of Work Model
Rationale Statement:
The Language of Work Model will provides an easy to use method of
analyzing performance for many purposes (e.g. job modeling, workgroup alignment, process mapping, and reengineering etc.). The
Language of Work Model also provides Hi-Tech with the ability to
effectively and efficiently address misalignment of work processes to
company goals and objectives.
Objective:
Use The Language of Work Model Worksheet as an observation guide
and to document current state of performance.
Trainee Prerequisites:
Trainees should be proficient in conducting Needs Analysis or Training
Needs Analysis.
Training Resources:
Training Guide. Pen / Pencil to write with.
Training Content:
Training Guide includes: Information sheet with the Six Elements of
Work listed and defined including typical sources; Information sheet
with the Four Levels of Performance explained; Information sheet with
the Four Parts to Performance explained; 4 copies of The Language of
Work Model Worksheet; and Notepaper.
Training Events:
Prepare the Trainee (focus attention to topic); Present the Training
(guide through content information); Require Responses (trainees
respond in a meaningful way to the model that was presented); Provide
Feedback (provide information about accuracy and adequacy of
response); and Evaluate Performance (summative judgment of the
adequacy of performance).
Performance Tests and
Feedback Forms:
Certify successful achievement of Training Objective.
STRUCTURED OJT
According to Jacobs and Jones (1995), training programs can be distinguished by the location in which they
are conducted: off the job or on the job. There is little argument that a significant amount of training gets
conducted “On-the-Job”. The challenge for organizations is to extract all of the benefits with few or no
undesired consequences from this important form of training. When OJT is not planned it usually happens
on a “spur of the moment” basis leaving inexperienced employees to trial-and-error, imitation of others or
in some other way attempt to acquire the knowledge and skills to accomplish the task or do the job. This
unstructured or informal OJT results in the following concerns: inconsistent levels of competence achieved
across trainees; training content that often contains incorrect information or that represents bad habits or
safety concerns that have been accumulated over time; and experienced employees that are unable or
unwilling to communicate their knowledge effectively and use inconsistent methods of training
“Specifically, structured OJT is a planned process of developing task-level expertise by having an
experienced employee train a novice employee at or near the actual work setting” (Jacobs, 1999, p. 608).
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Decision to use structured OJT should be based upon the following critical criteria:
 Nature of the task: Immediacy of doing the task, frequency of the task, difficulty of the
task, and consequences of error
 Available resources: Experienced employees to serve as trainers, time for training during
the work day, proper equipment, tools, data
 Constraints in the work setting: Demands to find a proper training location, undue work
distractions
 Financial considerations: Number of trainees requiring training, predicted financial
benefits
 Individual differences: Mastery of training prerequisites, trainee preferences
Task analysis should be conducted to determine:
 Training objectives and content
 Pattern of work behavior
Characteristics critical to trainer selection:
 Possession of task knowledge and skills
 Have specialized task training and the willingness to share information with others
 Be respected by peers/managers and possess interpersonal skills
 Have the ability to read and write in the language of the task
 Be concerned with the improvement of the organization
Preparation of the training modules:
 Title of the task
 Rationale statement
 Training objectives
 Training prerequisites
 Training content or work documentation
 Performance tests and documentation forms
 Additional information or resources that go with the training content
Delivering the structured OJT
 Preparation of the trainee: Explain purpose and rationale for training; determine if trainee
has the prerequisites; explain general safety and quality requirements; explain how
training will be done; and respond to questions about the training
 Present the training
Managerial Training
Technical Training
Training for Awareness
• Position the trainee
• Position the trainee
• Position the trainee
• Present overview of
• Present overview of
• Present overview of
model or process
operation, equipment,
topic or issue
• Present examples of
and workflow
Inform
model or process
• Describe and show each • Explain parts of the
• Explain the parts of
behavior
topic or issue
model or process
• Explain specific safety
• Present examples of the
• Demonstrate techniques
and quality points
topic or issue
by applying the model
• Summarize the entire
or process
Summarize the entire
task
•
 Require a response
Managerial Training
• Ask the trainee to
explain the purpose and
rationale
• Ask the trainee to
describe the model or
process
• Ask the trainee for
examples of the model
or process
• Ask the trainee to
explain the parts of the
model or process
• Ask the trainee to
demonstrate techniques
• Ask the trainee to
summarize the task


task
Motivate
• Describe the present and
desired conditions
• Describe implications
for individuals and
organization
• Discuss commitment
behaviors
Technical Training
• Ask the trainee to
explain the purpose and
rationale
• Ask the trainee to
present an overview
• Ask the trainee to
explain safety and
quality requirements
• Ask the trainee to
describe and show each
behavior
• Ask the trainee to
explain specific safety
and quality requirements
• Ask the trainee to
summarize the entire
task
Training for Awareness
• Ask the trainee to
explain the purpose and
rationale
• Ask the trainee to
present an overview
Inform
• Ask the trainee to
explain the parts of the
topic or issue
• Ask the trainee for
examples
Motivate
• Ask the trainee to
describe present and
desired conditions
• Ask the trainee to
discuss implications for
self and others
• Ask the trainee to
describe commitment
behaviors
Provide feedback: Inform the trainee about the correctness of the responses; provide
coaching and guidance; and point out embedded cues in the task setting
Evaluate performance: Evaluate the trainee’s self-report; evaluate performance test
results; and document the trainee’s performance
CASE STUDIES
On-the-Job Training for Paraeducators
http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=collaboration&section=main&subsection=work/training
Connections is a program funded through the federal Office of Special Education Programs (OSEP) and
coordinated through the University of Kansas. The ultimate goal of the project is to provide educators with
tools and resources that support students with special needs.
This case study illustrates the process used for developing an OJT plan for new Para educators. The
planning for OJT begins in orientation while the personalized job description is being created. The four step
process includes determining: tasks that need to be performed; training needed for tasks, skills or other
competencies; who could conduct the needed training; and when the training could take place.
The training plan includes other possible resources that could be used during the training making a note that
not all training can or should be conducted on the job. The five essential training components included in
the training plan are: Theory - skill, strategy, or concept is clearly explained or described; Demonstration skill, strategy, or concept is modeled or shown; Practice - skill, strategy, or concept is tried out in a
controlled or safe place; Feedback - information is provided about how well the performance was; and
Coaching - essential part of training which occurs on the job while skills, strategy, or concepts are being
performed
Structured On-the-Job Training: Innovations in International Health Training
http://www.reproline.jhu.edu/english/6read/6training/ojt/astd_ojt1.htm#Figure%201.
JHPIEGO Corporation, an affiliate of Johns Hopkins University worked with medical professionals in
Zimbabwe to implement a structured on-the-job training (OJT) program. The goal of this program was to
improve the performance of family planning service providers in clinical sites throughout the country.
JHPIEGO assisted with an earlier development and implementation of a clinical training course for
supervisors and service providers. An evaluation of the program showed only limited success and
suggested that traditional classroom courses don’t always ensure transfer new skills on the job. The existing
group-based training course was converted to a structured OJT course and a methodology was developed to
help build support for the new training approach. The following table illustrates the model used for
implementing the training approach and identifies key steps from conception through pilot testing to fullscale implementation.
Design and Development of OJT Strategy
Identify the Training Need
Consensus Building Activities
Meet With Key Stakeholders
Design of OJT Strategy
Approve Pilot Test Strategy
Develop OJT Material
Conduct National-Level Orientation
Identify Training Sites and Staff
Train the OJT Trainers and Supervisors
Conduct Site Orientations
Conduct the OJT Pilot Test
Visit OJT Sites
Present Pilot Test Results
Revise OJT Strategy and Materials
Approval for Full Implementation
Implement the OJT Strategy
Model for Implementing an OJT Strategy
PRIMARY CONSULTANTS / RESEARCHERS / WRITERS / SOURCES OF HELP
Brinkerhoff, R.O. (1987). Achieving results form training: How to evaluate human resource development to
strengthen programs and increase impact. San Francisco: Jossey-Bass.
De Jong, Jan A. & Versloot, Bert (1999) Structuring On-the-job Training: Report of a Multiple Case Study.
International Journal of Training and Development 3 (3), 186-199.
Dooley, C. R. (1945). The Training Within Industry report (1940-1945): A record of the development of
management techniques for improvement of supervision-their use and the results. War Manpower
Commission, Bureau of Training, Training Within Industry Service.
Jacobs, R. L. (1999). Structured On-the-Job Training. In Stolovitch, H.D., & Keeps, E.J. (eds.), (1999).
Handbook of Human Performance Technology (2nd ed.) (pp. 606-625). San Francisco, CA: Pfeiffer.
Jacobs, R. L., & Jones, M. J. (1995). Structured on-the-Job Training: Unleashing employee expertise in the
workplace. San Francisco: Berrett-Koehler.
Rothwell, W., and Kazanas, H. (1980). Structured on-the-job training (SOJT) as perceived by HRD
professionals. Performance Improvement Quarterly, 3(3), 12-26.
Schmidt, Steven W., (2004). The Relationship Between Satisfaction with On-The-Job Training and Overall
Job Satisfaction. Unpublished doctoral dissertation. University of Wisconsin, Milwaukee.
HOT TOPICS / BUZZWORDS
Experiential Learning
Development Coaching
Job Coaching
Job Shadowing
Just-In-Time Training
Task Training
Workplace Training
JOURNALS / PROFESSIONAL ASSOCIATIONS
Advances in Developing Human Resources
American Society for Training and Development
Human Resource Development Quarterly
International Journal of Training and Development
International Society for Performance Improvement
Performance Improvement Quarterly