Preparation begins with understanding what tasks are typically taught via OJT and then extends to the specific needs for teaching each of those tasks. Some typical areas of preparation include: the developing or collecting of written processes, ensuring the proper resources and support materials are available, and ensuring that the individual leading the training has sufficient understand- ing and proficiency in the task to guide OJT. Much of this work can be done in advance by thinking through the steps in the structured training model and looking for areas of improvement. With this approach, preparation becomes a continuous process instead of a one-time task. Of course, taking a few minutes to make sure you have all the materials, equipment, and resources you need— before starting an OJT lesson—is an invaluable way to model the behavior expected from team members. Explain Often overlooked, explaining the task before actually doing anything can be vital to achieving the outcomes expected from the OJT session. Explaining is exactly what it sounds like, verbalizing the reasons, objectives, and processes that will be covered during the session and doing so WITHOUT demonstrating or doing any of the tasks. This verbal-only exchange of information is not an attempt to build skill or create proficiency, but rather a cognitive exercise that help create context in the learner’s mind for the tasks to come. The explanation phase lays the groundwork that will help learners understand and retain the information, physical movements, and proce- dures that they are about to learn. At this point, it is vital to point out the obvious fact that all learners are different, each is a distinct individual with a unique mix of preferences, abilities, and talents. The explanation phase of the structured training model is a great place to implement this knowledge by recogniz- ing that some learners will benefit more from a verbal exchange and may like to ask questions to better under- stand the ‘why’ behind various tasks; others may just listen quietly. However, almost all learners will benefit from a verbal-only explanation phase to OJT. Demonstrate The next step in the structured training model is the demonstration phase, where the instructor actually com- pletes the task in a slow, clear, and explanatory manner. The objective of this phase of OJT is to allow learners to observe the task in a non-threatening, low-pressure environment where they can ask clarifying questions. The challenge for the instructor is to clearly demon- strate each task in enough detail, but without drowning learners in minutiae, so that learners can later effectively repeat the process. To effectively demonstrate a task means more than just saying “first you do this, then you do that, etc.” Effective demonstration combines explanation with the completion of physical tasks; the objective is to connect the task with the prior learning that occurred during the explanation phase. The instructor must be extremely comfortable with the process being demonstrated so that they can balance correct procedure, monitoring learner understanding and safety. Stopping and highlighting safety concerns and appropriate personal protective equipment (PPE) can be particularly effective at highlighting the need for safety to always be a top priority. Guided Practice and Independent Practice These two phases are more of a sliding scale than distinct steps. The objective is to begin having the learner perform the task, first with close guidance, then with less direct intervention by the instructor as proficiency increases. The key challenge instructors face is knowing when to intervein to address improper process, proce- dure, or other issues. Constant, immediate intervention will create a situation where learners never fully learn Continued on page 31 Practice Independent Practice Aviation Business Journal | Spring 2020 Debrief Assess 29
