Before implementing OJT practices Jacobs and Jones state that it is necessary to determine if training on the job is the best option. They identify five overarching factors that should be assessed to determine if a given training need is best met by this method:

• Nature of the task: four sub-factors must be taken into consideration when assessing the task:

• Immediacy - Determine if staff require information immediately or if they can wait without harming production or service delivery. OJT can be effective for immediate training needs.

• Frequency - if a task is performed regularly OJT may be easier to schedule and implement;

• Difficulty - OJT may be suitable for difficult tasks as it makes the information more concrete. It may not be suitable for tasks that involve speed of performance or safety hazards; and

• Consequences - the consequences of error in performance of a task must be considered. Where a task is difficult simulations or practice areas could be used.

• Available resources: three kinds of resources must be considered; people, time, and equipment. An assessment should be made to determine if the staff required to be trained (and the experienced staff to conduct the training) will be available, if there is time in the work schedule, and if the equipment necessary for the training is readily accessible and available for use.

• Constraints: Two constraints must always be considered - location and distractions. A suitable location should be found - this could be a training station, an office, an assembly line, and will be dependant on the skill or task to be taught. Distractions that could inhibit learning, induce stress or place staff in hazardous situations should be assessed and minimised.

• Financial considerations: OJT is suitable when the number of people who need training at a given time is low. Off-site training may be more appropriate if the number to be trained is high as the cost per person may be reduced by having larger numbers attend a course at one time.

• Individual differences: Personal learning styles may make some staff more receptive to hands-on OJT than others who may prefer more class-room based lecture content. Staff may also require the prerequisite knowledge and skills to be able to undertake the training.

Jacobs and Jones also note that "In practice, some selection factors may be more relevant than others, and some may not apply at all. A final decision is also strongly influenced by subjective factors such as management preferences and the organisations commitment to training".

In addition, it is important to make an assessment of the people that are available to conduct the training to ensure that the person conducting the training is the best person for this role. Some key questions to answer in determining the best person include:

• Who has the level of expertise, knowledge and skill in the area to be taught?

• Who stands out as an expert or a highly skilled practitioner in the area to be taught?

• Who would be an effective trainer/instructor or who has received training in how to train others?

• Who has been a mentor/coach or would be able to fill this role most effectively?

• Who knows and is able to effectively pass on the key values of the organisation?

• Who has the motivation, enthusiasm and time for training others?

The best person for this role would be someone who is considered an expert (or highly practiced) in the training area required, who has the motivation and training skills to pass their knowledge on, and who is able to do this in a way that also conveys the key values of the organisation.

Diane Walter, author of 'Training on the Job' advocates using work teams as a means of implementing OJT. She suggests that teams should be used to assess jobs and the skills required in the workplace, develop the training materials, and deliver the training. In this way everyone is involved in the process, accuracy of needs and training is enhanced, and the human factors of ownership and buy-in are increased. She explains that "Because of the team aspect , people discussing the task, writing the modules, the procedures - it's a dynamic system and you end up solving a lot of performance issues other than just training".

Walter also suggests that seven prerequisites are required for successful (team) OJT. These are:

Once a decision has been made that a training need exists and that OJT is the best method for meeting this need, and an appropriate trainer is chosen, the skill or knowledge area needs to be conveyed to the training recipient(s). Many models exist that explain how best to teach others and what steps should be taken. Some are very detailed, others short and simple. However, there do appear to be some key themes. Gary Sisson (2002), founder of Paradigm Corporation suggests that the use of a six-step sequence (using the acronym POPPER) can assist in implementing OJT and make both the teaching and learning of a new skills more effective. This model covers the main key themes evident in other models:

• Prepare for training - prior to the training the instructor should review any training notes, think about what he/she will say and how best to demonstrate the correct methodology for the skill being taught, become mentally ready, and make sure everything is 'ready to go' in the work area. In addition it is suggested that any company policies and procedures are reviewed to ensure the correct process is being taught. All required materials such as machinery or models should be assembled;

• Open the session - within this part of the session the instructor introduces himself/herself and the subject being taught, explains its importance and determines what the staff member already knows;

• Present the subject - the instructor shows and explains the correct way to carry out the task, repeating instructions or demonstrations as necessary, two-way feedback and clarity is sought through questioning. The staff member being trained may be given documents to read that apply to the area being taught.

• Practice the skills - the staff member practices the skill, and the instructor gives feedback on performance relating to areas completed well and areas requiring improvement or further practice. The instructor should allow time for the staff member to practice as often as needed to gain competency;

• Evaluate the performance - practice of the skill and evaluation may occur simultaneously as the skill is practiced and feedback given. The instructor can check understanding through questioning, having the staff member explain each step, or through a full demonstration;

• Review the subject - to finalise the teaching session final questions are asked and answers given. A summary of both the steps of the task and the staff member's performance should be given. A work assignment may be given to assist in cementing the learning and ongoing coaching may be scheduled.

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