DOCUMENT RESUME

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AUTHOR Wilson, Thurlow R.: And OthersTITLE On- the -Job. Training and Social Learning Theory: A

Literature Review. Special Report:INSTITUTION Human Resources Research Organization, Alexandria,

Vs.SPONS AGENCY Bureau of Mines (Dept. of Interior), Washington,

D.C.REPORT NO HumRRO-SR-ETSD-110-5PUB DATE May 80CONTRACT H030829VOTE 59p.

7DRS- PRICEDESCRIPTORS

ABSTRACT

MF01/PC03 Plus Postage.Apprenticeships: Behavior:Modification:'BehaviorPatterns: CommuniCation Skills: Comparative Analysis:Coordination: Disadvantaged: Education WorkRelationship: Malian Relations: Industry:.Interpersonal Competence: Literature' Reviews:Military Service: Models; Offthe;Job.,,Training:::the job, Trtiningi Outcomes-ofEducation::*PrograwEffectiveness: *School Business:Relationship:*SoCialitation:Supervisory Training:.,ZystemsApproach: *Training Method *Vocktional-Education

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On7the-job training (OJT) is the post:trequently usedtraining method in'industry. This OJT is mostly unstrtictutedivAihileoff-job-site training (OJST) should prepare for Or*supplement OJT,coordination betweenAMT incrOJST is often poor. Advantages of OJTinclUde its low.cost, realistic nature, and motivatingfOrce.-Howevero. it is usually unplanned and alust take,a secondary plate toproduction. Most books on induStrial .training describe a four-stepmethod of conducting OJT. Although military OJT is more structured,it has many of the same problemS as ciiilianiOJT. Social leitningtheory, which has,beeh.developedto describe':and predit 1160 people.learn:from observation of models, can yielcYa.,number of rules for-optimal trainitg'conditions.Howeier, use, of social leirning theory ,,.,as a technique fot training and modifying behavior has_been studiedmostly outside of industrial settings. Social leariing. theory hasbeen applied to industry. in two ways: to teaChAtanigets-to deal moreeffectively with human relations problems and to predict whichsubordinites will imitate the behavior of.their supertisors.learning theory concepts and training methodt appear feasible foripplication'toA3JT. (Twenty training principles derived 'from thetheory, for use in structured OJT, are presented.) (MN)

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SpecialReport80-5

HumRROSR-ETSD-80-5

HumRRO

t-4-cr% On-the-Job Training and

Social Learning Theory:r\J

A Literature Review

May 1980

Thurlow R. WilsonJoseph A. OlmsteadRobert C. Trexler

HUMAN RESOURCES RESEARCH ORGANIZATION300 North Washington Street Alexandria. Virginia 22314

2

I

U.S. DEPARTMENT OF HEALTH,EDUCATION L WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO.OUCED EXACTLY AS RECEIVED FROM ITHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONS ISTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OF

irEDUCATION POSITION OR POLICY.

FOREWORD

This report was prepared by the Human Resources Research Organization(HumRRO). It discusses the current use of On-the-Job Training (OJT) inindustry, the application of Social Learning Theory to OJT and the impli-cations thereof.

The report is a part of a project under the U.S. Bureau of MinesContract No. H030828. Mr. W. Wiehagen of the Bureau of Mines ResearchCenter at Bruceton, Pennsylvania is the Technical Project Officer. Theresearch was conducted in the Educational and Training Systems Divisionof HumRRO in Alexandria, Virginia, where Dr. Robert J. Seidel is theDivision Director. Mr. Paul E. Loustaunau was the Project Director. Theprincipal author was Dr. Thurlow R. Wilsion, who was assisted by Dr. JosephOlmstead in the area of industrial training and by Mr. Robert C. Trexler

in the area of OJT.

The research and development effort in compiling this report occurredin December 1979 through May 1980.

James W. SingletonPresidentHuman Resources Research Organization

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TABLE OF CONTENTS

Page,

FOREWORDiii

SUMMARY3

OJT in Industry3

Social Learning Theory5

INTRODUCTION7

PART I. INDUSTRIAL OJT7

Scope of Review and Sources7

Scope of the Review of OJT Literature7

Sources of Literature Reviewed7

Definitions Used in Literature Review8

The Use of OJT in Industry8

Frequency of Use of OJT8

Use of Structured and Unstructured OJT8

On-The-Job Training and Off- Production-Site Training

9

Training by Large Versus Small Employers11

Strengths and Limitations of OJT 11OJT for Disadvantaged Workers

13Methods of Conducting OJT

15

The Four Steps of Job Instruction Training15

Expansion of the Job Instruction Training Model. . 16

Apprentice Training17

A Systems Approach to Training by Private Industry . 22OJT in the Military Services

22

Investigations Comparing the Results ofDifferent Training Methods

25

Structured Compared to UnstructuredTraining of a Semi-Skilled Job

26

Accelerated Training for PrecisionMachinist Apprentices

26

Proficiency-Based Training 27

Training Path and Current Job Performance 28

PART II. SOCIAL LEARNING THEORY

Social Learning Theory and Learning from Models

'aining Principles Based on Social Learning Theory . .

terapeutic Applications of Observational Learning . .

aching Interpersonal Skills

.Istrial Application of Social Learning TheoryModeling

Interaction Modeling for Supervisory Training

Modeling

Role-Play

Social Reinforcement

Transfer of Training

An Experimental Analysis of InteractionModeling

Validity Studies of Interaction Modeling

Subordinate Imitation of Supervisors

CONCLUSIONS

IMPLICATIONS

REFERENCES 47

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5vi

TABLES

1. Subject Matter of Structured Training: By Purposeand Type of Training

2. Comments and Suggestions on How to Improve On-The-Job Training by Former Apprentices

3. Results of Studies Using Modeling to TeachInterpersonal Skills

4. Result of Experimental Analysis of InteractionModeling

5. Correlation Between Supervisor Characteristicsand Behavior Similarity

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ON-THE-JOB TRAINING ANDSOCIAL LEARNING THEORY:

A LITERATURE REVIEW

7

SUMMARY

OJT in Industry

The most frequently used training method in industry is OJT. Mostlythis OJT is unstructured, that is, lacking a training plan designed todevelop specific skills and lacking a trainer. Structured OJT is mostoften found with employers with very large work forces. Off Job SiteTraining (OJST) should prepare for or supplement OJT. In practice thecoordination between OJT and OJST is often poor.

OJT is commonly thought to have certain advantages; OJT is low cost,realistic, and can motivate those employees who are turned off by classroomtraining. The weaknesses of OJT is that it is usually unplanned. Also itis seldom possible to maximize training on the job and production; OJT mustnecessarily take a secondary position to production.

Most books on industrial training describe a four-step method ofconducting OJT.

Before instruction: make a job breakdown, make a courseoutline, have equipment and materials ready.

Step 1. Preparation: put learner at ease; find out whathe already knows about the job, pt learner interestedin the job.

Step 2. Presentation: tell, show and illustrate oneimportant step at a time; stress each key point,instruct clearly, completely and patiently, but nomore than he can master.

Step 3. Application: have him do the job and correcterrors; have him do the job again as he,exp/ainseach key point; have him do the job over until youknow he knows.

Step 4. Follow-up: put him on his own; check frequently,praise good work, reinstruct to correct poor work.

Studies of apprenticeship reveal the following difficulties in manyapprenticeship programs:

- the trainee is treated as a helper or semi-skilled laborer-

- the trainee fails to rotate between all the tasks of the job.

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- classroom training (OJST) is poorly correlated to OJT.

- the demands of production receive most or all of the trainer'sattention and the needs of the trainee are neglected.

- trainers lack knowledge or skill regarding instructional methods.

- training material is inappropriate--outdated, inaccurate, writtenabove reading level of the trainee.

- completion of training is based on exposure time rather thandemonstrated proficiency.

- the training plan is not based on an accurate job analysis.

Military OJT is highly structured compared to OJT commonly found itindustry. The most advanced training technology will be found in use inmilitary OJT. Nevertheless, military OJT systems have many of the sameproblems as civilian OJT, such as difficulties coordinatinC between class-room and job proficiency training, unsuitable training materials, failureof the trainee to get experience in all the aspects of the job.

Investigations comparing the results of different methods of conduct-ing OJT found:

- for a semi-skilled factory job structured training resultedin a significant reduction of training time compared to un-structured training (4.6 hours compared to 16.2 hours).

- for machinist apprentices, training can be accomplished in afr