ojt instructor guidance
TRANSCRIPT
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