Training Methods
In OJT, you must tailor the training methods
around the nature of the subject, the time available,
and the capabilities of the trainee.
No other method of training is as effective, as
intelligent, or as interesting as coach-pupil instruction.
In addition to being a quick way of fitting a new
worker into the operation of a unit, it serves as one of
the best methods of training. Without specific
directions and guidance, a worker is likely to waste
time and material and form bad work habits. Many
industries have apprenticeship programs designed to
train workers in a trade or skill. Most apprentice
training consists both of coach-pupil instruction with
skilled worker supervision and periodic group
instruction.
Self-study should be encouraged. Skilled and
semiskilled jobs require a considerable amount of job
knowledge and judgment ability. Even in simple jobs,
there is much basic information a worker must
acquire. But the more complicated technical jobs
involve highly specialized technical knowledge and
related skills that must be taught.
Group instruction is a practical adjunct to direct
supervision and self-study. It is a time-saver when
several workers need the same job-related knowledge
or procedures. The supervisor or trainer can check
training progress and clarify matters that are difficult
for the trainees to understand. Group instruction, if
intelligently used, can speed up production. For
example, suppose you have six trainees learning the
same job. Four of the trainees are having trouble with
a certain job element, while the other two have learned
it. The four people having trouble can be brought over
to the other two, and in a short time the difficulty will
most likely be solved. In OJT, this is called group
instruction. As you can see, group instruction is not
the same as classroom or academic instruction.
Another type of OJT is piecemeal instruction. For
instance, a crew member asks you for information and
you supply it. That is piecemeal instruction. A
supervisor’s orders are, in a sense, a piecemeal method
of instruction because they should let others know
what, when, where, how, and why. Other examples of
piecemeal instruction are explaining regulations,
procedures, and orders; holding special meetings;
indoctrinating a new person; and conducting
organized meetings.
Trainee Development
In any type of effective training where one
individual is working directly under the supervision
of another, the trainers and trainees must understand
the objectives of the training. Factors deserving
careful consideration include determining the training
needs of the trainees, defining the purpose of training,
and explaining or discussing job training concerns
with the trainees.
In determining training needs, it is often a good
idea to interview the trainees. A summary of
previously acquired skills and knowledge relative to
the job can be learned by proper questioning. Compare
jobs the trainees know how to do with those they will
be doing. Determine training needs (required
knowledge and skills minus the knowledge and skills
the trainees already possess). Training needs should
be determined for each job pertaining to the trainee’s
position assignment. Analyze the job to be done and
have all the necessary equipment and materials
available before each job training situation.
In defining the purpose of training, you should
clearly explain the purpose of the job, duty, or task to
be performed by the trainees. You should also point
out to the trainees their place on the team and explain
to them how they help in getting the unit’s mission
done. Stress the advantages of doing the job well, and
how the training benefits them, their organization, and
the Seabees.
The trainers should also explain facts about the job
to be done, principles that are proven and workable,
and directions on ways to do the job safely, easily, and
economically. The trainers should explain any
technical terms or techniques that will improve the
skill of the trainees. The importance of teamwork and
attention to detail in each operation in a job should be
stressed.
The trainers and trainees should discuss the
problems that arise in doing a job, and try to clear up
any questions the trainees may have concerning the
job. Trainers should point out to the trainees the
similarity of different jobs. The relationship of
procedures in a particular job, to things with which the
trainees are acquainted, should also be discussed. This
allows the trainees to learn through association with
past experiences. It also is important for the trainers
to discuss the progress of the trainees.
The most valuable end product of a peacetime
military operation is trained personnel. Regardless of
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