Research on on-Job-Training

Topics: Training, Johnson Matthey, Vocational education Pages: 42 (11221 words) Published: May 14, 2012
A REVISED ON-THE-JOB TRAINING SYSTEM AT JOHNSON MATTHEY ELECTRONICS

Benefits Of Training Materials For On-The-Job Training

by

Shannon M. Galindo

A Research Paper

Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree in Training and Development

Approved for Completion of 4 Semester Credits TRHRD-735 Field Problem in Training and Development

____________________________________ Research Advisor

The Graduate College University of Wisconsin-Stout August, 1999

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The Graduate College University of Wisconsin-Stout Menonmonie, WI 54751

ABSTRACT

(Writer)

Galindo (Last Name)

Shannon (First)

M. (Initial)

A REVISED ON-THE-JOB TRAINING SYSTEM AT JOHNSON MATTHEY (Title) ELECTRONICS: Benefits Of Training Materials For On-The-Job Training

Training and Development (Graduate Major)

Joe Benkowski (Research Advisor)

July, 1999 53 (Month/Year) (No. of Pages)

APA (Name of Style Manual Used in this Study)

THIS FIELD PROBLEM STUDIED THE BENEFITS OF THE USE OF TRAINING CHECKLISTS AND LESSON PLANS IN ON-THE-JOB TRAINING. CHAPTER 1 IS AN INTRODUCTION TO THE ORGANIZATION THAT THE RESEARCH WAS CONDUCTED, ALONG WITH A STATEMENT OF THE PROBLEM AND THE OBJECTIVES OF THE STUDY. CHAPTER 2 DESCRIBES THE HISTORY AND RESEARCH THAT HAS BEEN CONDUCTED ON ON-THE-JOB TRAINING, INCLUDING THE USE OF TRAINING CHECKLISTS AND LESSON PLANS IN ONTHE-JOB TRAINING. CHAPTERS 3 AND 4 SPECIFY THE RESEARCH METHODS THAT WERE USED TO COLLECT DATA AND THE RESULTS OF THE

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RESEARCH. CHAPTER 5 CONCLUDES WITH A SUMMARY OF THE RESEARCH AND PROVIDES RECOMMENDATIONS ON THE REVISED TRAINING SYSTEM, ALONG WITH RECOMMENDATIONS FOR FURTHER RESEARCH.

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Acknowledgements I would like to sincerely express my appreciation and gratitude to everyone who assisted me in this research project. I would first like to thank Dr. Joe Benkowski, my research advisor and the Program Director of the Training and Development Master’s program. I am very grateful for the time, interest, advice, and encouragement that he provided me. I would also like to thank Johnson Matthey Semiconductor Packages in Chippewa Falls, Wisconsin for allowing me to conduct research at their organization for this field problem. In particular, I would like to thank Linda Kreuger-Smith, my manager, and the Training, Education, and Development Manager, along with Tom Zweifelhofer, the manager of Human Resources. I thank them both for their advice and approval to conduct the research. Finally, I would like to thank my husband, Michael, my children, Elizabeth and Beau, and my parents, Earl and Georgia Hilber. Their encouragement, support, and endless patience made it possible for me to accomplish this research paper and complete my education.

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TABLE OF CONTENTS Page Table of Tables List of Figures Chapter 1 INTRODUCTION Introduction to the Field Problem. Introduction to Johnson Matthey Introduction to the On-the-Job Training System at Johnson Matthey Problem Statement Research Objectives Need Statement Definitions Limitations and Assumptions Chapter 2 REVIEW OF LITERATURE Introduction History of On-the-Job Training Overview of On-the-Job Training The Role of Checklists and Lesson Plans in On-the-Job Training An Example of a Structured On-the-Job Training Program Summary Chapter 3 RESEARCH METHODS Introduction Research Methodology and Design Sources of Data Data Collection Techniques Chapter 4 RESULTS Introduction Identification of the Format and Content of the Training Materials Results of the Use of the Training Materials Benefits of the Use of the Training Materials 25 25-27 28-29 30 20 21-22 23 24 11 11-12 12-16 16-18 18-19 19 1 1-3 4-5 6 6 6 7-9 10 vi vii

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Summary Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary Review of the Research Methods Conclusions Recommendations References Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I TRAINING CHECKLIST...

References: and resources are identified. Trainer and trainee have to sign and date so as to consent that trainee occurred and that the trainee can perform the job. Logical sequence for training. Can see trainee’s progress during the process of training; checkboxes to chart progress. Addresses different learning styles of trainees.
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• • • •
Trainees know ahead of time what they must learn and will be tested on at the completion of training. Well-written and appropriate content.
DISLIKE:
Trainer and trainee may not be clear on the correct way to use the documents. Trainer can check the boxes and sign, but may not care or make sure that training was thorough or that the trainee learned the skills/knowledge.
2. Do the Training and Certification Guides and Trainer’s Notes adequately cover the questions that the trainer asks to check knowledge and skill when training? How? Give some examples. YES • Everything needed to know and do a job is listed as a task or criteria. • Trainers and trainees more focused on the tasks that are listed to accomplish. • Very thorough and covers everything. • By the trainee having to actually perform the tasks and explain parts of the job, it ensures that the trainee is actually qualified to perform the job once training is complete. 3. Do the training materials help the trainee learn and accomplish what is expected of the trainee for each lesson? How? YES • Step-by-step so know exactly what need to know and do. • Trainee knows what is expected of him or her based on the tasks and stated objectives. • Covers entire process of training. • Tells trainee what going to know and do when training is complete. 4. Is the trainer’s performance enhanced by using the Training and Certification Guide and Trainer’s Notes? How? YES • Trainers do not miss any steps in the jobs they train on; step-by-step and are easy to follow. • Trainers can keep track of where they left off in training employees. • Give trainers a plan to follow when training; a roadmap to the end result. • Makes trainer’s jobs easier, so then they are better. • Materials go over the proper procedures for performing a job, so training is accurate. • Reminds trainers of tips/hints they can use to train employees with different learning styles. • Helps trainers be more organized. • Consistent training, as each person is trained pretty much the same. • Written references to follow. • If trainer follows the documents, they tell trainer what and how to train from start to finish.
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5. What are the advantages to the trainer/trainee/company by using the Training and Certification Guides and Trainer’s Notes? • Make all groups responsible for learning and teaching jobs. • Trainee gets a sneak preview, along with something to focus on and strive to accomplish. • Enhances the quality of training by training being more thorough, trainers not missing or skipping anything, and all trainers following the same plan for training. • Better trained operators, better product and higher yields. • Sets expectations for trainer and trainee. • Standardizes training and operating machines (all do it the same way, or similarly). 6. What are the disadvantages to the trainer/trainee/company by using the training materials? • IF the trainer does not use the documents accurately, and just checks off the boxes for whatever reasons (not ensuring that the trainee has learned the skills/knowledge), there are not advantages to the documents.
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