Structuring On-the-Job Training.

Autor/inn/en	DeJong, J. A.; Versloot, A. M.
Titel	Structuring On-the-Job Training.
Quelle	(1994), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Case Studies; Foreign Countries; Individual Characteristics; Instructional Design; Instructional Effectiveness; National Surveys; On the Job Training; Trainees; Trainers; Training Methods; Training Objectives; Netherlands + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Ausland; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Training-on-the-Job; Auszubildender; Weibliche Auszubildende; Ausbildungslehrer; Trainer; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Niederlande
Abstract	A study examined on-the-job training (OJT) at 8 Dutch firms employing more than 500 individuals each. A case study approach was used to investigate the following: job characteristics, program history, training schedules, training process, training materials, interaction with production, trainee characteristics, trainer characteristics, social support, and effectiveness of the OJT program. It was concluded that the need for structuring OJT is greatest when large numbers of employees must be trained for similar jobs, initial training levels are low, the difference between initial competence levels and competence levels required for adequate job performance is great, and the damage likely to be caused by poor job performance is great. The techniques/measures used to structure OJT at the firms were identified and categorized as follows: tailoring measures designed to solve the dilemma of standardization of work processes versus adaptation to new/local circumstances; timing measures designed to combine the advantages of systematic transfer of skills/knowledge with the motivating/illuminating power of immediate experience; measures to safeguard training from the exigencies of production; support measures intended to relate individual learning processes to general training goals; and guidance measures to create learning situations in which trainees can experiment without risking disastrous failure. (Contains 18 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC