b. There are some disadvantages of OJT. Often there is either too much or too little
supervision. If the trainer is not qualified, the student may be taught bad habits and work
methods. If there are no uniform standards of instruction, trainees may feel frustrated because
they have to learn too much too quickly. At times, work may be unfairly compared with that of
the more experienced workers, or the trainer may not have the ability, time, or patience to
provide proper training.
c. Before OJT can begin, each part of the job must be broken down so that it can be
presented logically. When setting up an OJT program, be aware that some workers will need
more training than others. If they are singled out, it may lower their self-confidence. The worker
who works quickly may have a smug attitude. These attitudes can affect the morale of the entire
staff. The best way to avoid either of these problems is to call the training program a refresher
course. Then, the trainer can spend more time helping those who need it.
11. OJT Procedures. During your first interview with a soldier, find out what he knows. Also,
check his personnel records, watch him/her as they work, and judge the products he/she prepares
to determine what they know. Compare what they know to what you expect them to do. Then
determine what needs to be taught. Consider how long the soldier can be expected to stay in
his/her present position, main duty, how much training he/she needs, and how much education
and experience are required for the level of instruction. When planning OJT, plan to follow up on
its effectiveness. If you are the trainer, you should do the follow up. Stress the important points
that were discussed in the OJT session. Remember, not all problems are the fault of the program.
a. Prepare the student. Put the soldier at ease. Demonstrate the task. If the task is to operate
equipment, show the soldier where to stand and where to put the utensils and ingredients so that
they can be reached easily. Discuss operational features and safety concerns.
b. Present the operation. Demonstrate the job step-by-step. Be patient and be thorough so
that you do not miss any details. Go slowly enough for the soldier to follow the demonstration.
Ask questions to make sure the soldier understands the operation. Review frequently to make
sure the pace is not too fast.
c. Have the student try the operation. Ask the soldier to demonstrate the operation and to
explain each step. Ask questions about what, how, and why a step is done. These questions
reinforce the learning process. Correct errors with tact.
d. Follow up on the training. Let the soldier function independently. Tell the soldier to come
to you for help or for materials. Give further instruction if necessary.
e. Training time is one of the most critical factors in the development of the training
schedule. You must consider the extent and depth of training needed. Allow time for the soldier
to gain a workable knowledge of the procedures, methods, and techniques of the subject to be
trained. The soldier must learn to identify common errors and shortcomings and how to avoid or
correct them. Schedule the training so that it will not interfere with your workload. If it takes 48
hours to train in a subject, consider scheduling training during a three-week period, four hours a
day, for 12 days.
QM 6322
4-8
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