Professional Documents
Culture Documents
Review of Related Literature
Review of Related Literature
Review of Related Literature
OJT is typically ignored by professional trainers and is left to the devices of well-
importance but often lack the necessary skills to plan and execute it successfully.
Rothwell and Kazanas discuss the history of planned On-the-Job Training (OJT) as
a result of wartime needs in twentieth century. During World War 1, Charles R. (Skipper)
Allen introduced a method of training shipbuilders that led to the first distinction between
planned and unplanned OJT. Basing his approach to OJT on the ideas of the nineteenth-
century German psychologist Johann Friedrich Herbart, Allen suggested that trainers go
through the following four steps and accompanying actions to improve training efficiency.
Steps:
2. Presentation – Tell: explain to learners what they should do and why they should do
it.
4. Inspection – Check: follow up with the learners, providing praise for what they do
Taking his cues from Frederick W. Taylor and others who stressed industrial
efficiency, Allen believed that the proper focus of OJT should be job rather than the
individual. Workers should be selected based on job demands and trained to carry out the
specific tasks they were hired to perform. Any training should be preceded by job
breakdown to clarify what the learner should perform or not. OJT, Allen, believed, should
be carried out by supervisors so job incumbents could be held directly accountable for what
they learned.
During World War II, Allen’s simple four-step formula for training was expanded to
seven steps:
3. Allow learners to watch the instructor/ supervisor perform the task second time.
6. Let learners perform the whole job, but monitor their performance.
7. Release learners from training and allow them to perform their own.
These seven classic steps came to be called job instruction training (JIT), after the war
program of the same name. Training based on these steps, it was discovered, resulted in
increased production in the wartime industries, and these steps still work efficiently and
effectively in today’s industries. One possible reason for their enduring usefulness is that,
taken together, they may effectively tap all four styles identified by Kolb.
The planned OJTs are those in accordance with the mentioned steps of planned OJT
while the unplanned OJTs are those that do not have at least the initially formulated 4 steps
on planned OJT adopted during World War I mentioned above in this paper.
In recent years, however, OJT has been largely ignored for three major reasons.
First, recent advances in the use of instructional technology have overshadowed OJT as
training method. Second, employees and employers alike assume it will just happen – and,
of course it usually does. But the important question is, How efficiently and effectively does
it happen? Third, OJT is often difficult to distinguish from the work itself. In the
workplace, training, learning and performance are often inextricably intertwined. Without
a roadmap, managers of OJT find it difficult to tell when training is happening, or when it
should be happening.
The On the Job Training by Prime gives possible scenarios of trainings particularly
Determining Training Needs and how to manage trainings efficiently and effectively. It
teaches how to recognize when learning has taken place, the goals of a training program,
the kinds of training necessary for successful work performance, progress check, symptoms
of poor training or lack of training, and signals to the supervisors that he should forecast
training needs.
investment in people.
Equation of Motivation Multiplies Performance: P = (K+S) x M
P = Performance
M = Motivation
Gellerman pointed out that some effects of motivation are direct; others are indirect:
Direct Effects:
1. Job performance
2. Efficiency
3. Quality
Indirect Effects:
1. Cost
2. Market shares
3. Profits
Motivation includes payroll, benefit programs, and costs of recruiting, training and
insurance. He says that people cannot be motivated quickly, easily and cheaply. It is
therefore, worth investing time, effort and money to handle motivation effectively. He
stressed out that the main cost is time and convenience, not money.
In the book Total Job Training by Paul Strokes, effective training doesn’t just
possible; 2. Instructors who can transmit know-how in the shortest possible time; 3.
Trainees who are capable and who can be motivated to learn; 4. Methods that best fit the
Administration that coordinates all phases of the activity, minimizes problems, and
motivated the participants. The proper blending of these ingredients can make skills
training so important that sponsors and executives will readily agree that it is indispensable.
(1966, p19)
Paul M. Stokes’s book Total Job Training: A Manual for Working Managers, 1966
provides for planning the program. According to him, the first thing that an instructor must
do is to determine his objectives. These are stated in terms of what the trainee is expected
to do when the program is completed. He must decide what he wants to accomplish in his
total program. He explains that these objectives can then be translated into specific
schedules and goals. Then, the schedule is the roadmap the instructor uses to enable him to
Strokes also discusses in the book the standards for trainers. He explains that
the trainee. The best way to measure the effectiveness of training is to evaluate the
development of the trainee. The combination of skill on the job and skill in showing others
how to do it makes the ideal leader for a training program. The trainer must be objective
about the progress of the learner or the student-trainee and be willing to admit that perhaps
both could do better. He enumerated the following questions that will help in taking a look
1. Are the trainees making proper progress toward the program objectives?
3. Are the trainees applying what they have been learning to new situations?
Stroke states that the answers to these questions will give the instructor a good
measure of his success. He also added that if he is not satisfied with the results, he should
begin to plan different approaches to improve the program and his own performance (1966,
p. 40-41)
On the other hand, Strokes discusses that the goals of the effective supervisor in
minimizing training effort is to fit each employee into a position where he can be most
efficient. The objective of the “right man on the right job” sums up the need for an
Strokes also points out that the immediate goal of OJT training is to develop skill.
It has to do with teaching things that are so automatic that they appear to be easy. He says
that the skilled man doesn’t have to rethink each problem situation as it arises. And,
practice is the factor which leads to this smooth work pattern and the method by which
learners develop skill. There is no need to think out each step after it has become a habit.
Performing the work is the only way a trainee can get the necessary practice. He must use
the prescribed tools, materials, equipment and methods for performing the operation. He
explains that the only place to get this practice is on the job itself (1966,p54).
Paul M. Strokes also explains the technique of questioning. He says that the
interchange of questions and answers between the trainee and the trainer is an essential part
of training. The trainee should have an opportunity to settle questions which are bothering
2. To ensure understanding.
3. To stimulate thought.
5. To encourage response.
He says that queries should be phrased so that they cannot be answered by a simple
yes or no. The trainee should be asked the type of questions which stimulate discussion.
They should begin with such words as why, when, where, how and where. The two
questions that are frequently asked by inexperienced instructors have little or no value,
particularly in the beginning of the program when the trainee and the instructor are still
unsure of each other. These questions are: “Do you have any questions?” and “Do you
understand?” He elaborates that the trainee will almost always indicate that he is familiar
with the material. This is a natural reaction, since he does not want to appear to be stupid
or attentive. The nature of these two questions seems to indicate that the instructor feels
that his job has been done. They discourage the pursuit of knowledge or questions to clarify
thinking.
Training can turn attitudes into action. Strokes pointed out that it is the duty of the
instructor to monitor the progress of the trainee. The instructor must keep a close watch on
the progress of each man as training continues. There are several questions which must be
1. How is he progressing?
Paul M. Stokes points out that the answer to these questions can be found by regular
observation of the trainee at work and from scrap reports, customer complaints, production
reports, remarks of other employees. Any difficulty should be instantly brought to the
attention of the instructor. In fact, the instructor should seek it out. In most cases the trouble
will be with one or more steps of the operation rather than with some intangible factor
Stokes also tackles about the difference between coaching process and the training
process. (1966, p. 59). According to him, coaching process is one step more advanced than
the training pattern. The former is the process for dealing with specific difficulty after the
initial pattern has been completed. Usually this will concern only one step of the operation.
If more than one step is giving trouble, attack them one at a time.
He provided the steps for coaching process with analogous samples, as follows:
Step1. Observe. The instructor must watch closely the step which is giving the learner
trouble. He must be sure to make a mental note of every movement and factor which is
present.
Example: A trainee carpenter is bending nails while driving them, yet he seems to
Step2. Diagnose. “Diagnose” means to decide what is causing difficulty. It answers the
question why? To determine the cause of trouble, the instructor compares the step as he
has observed it with the step as should be performed. This is often the most difficult part
of the process, according to Strokes. The instructor who can see quickly what is wrong in
the situation can be well on his way to correcting it. However, the problem is often hard to
faulty stroke or because the man is holding the grip at the wrong angle.
Step 3. Prescibe. The coach must decide what changes the learner must make to remedy
the situation. He then instructs the learner in the correct method and explains why it is
better than the old. This instruction might be given directly, but it is often better to approach
the problem in an indirect way by asking questions. This will lead the trainee to discover
Example: The trainer decides that the most likely solution is to have the trainee
Step 4. Motivate/ Practice. The trainer should suggest or show in some way the benefits of
the new method. The learner should be convinced that the new method is an improvement.
The instructor should guide the trainee through the step in the correct way, just as
he did in the original instruction. The same need for practice exists to set the pattern of
correct operation. In this step, the instructor insures successful performance and encourages
the learner to continue. This builds the trainee’s confidence in both the coach and his own
Example: The instructor has the trainee hit a piece of soft wood scrap, just as he
would nail it. The imprint shoes that the front of the head makes a deeper impression that
the back, indicating that it is applying force to the nail at an angle. He then demonstrates
how the hammer should strike the nail and has the trainee practice the right method.
Step 5. Review. The coach explains what made the difference with the trainee. He
commends the trainee on efforts to improve. At this time, too, he discusses any other
difficulty he can see by way of preparing for the next round of improvement.
Example: After the trainee has driven several nails correctly, the trainer again
explains what happened when the head does not strike the nail squarely. He also
Strokes points out that a successful trainer is willing to put forth the effort required
to do a positive job of instruction and coaching. It takes extra time and effort but, in the
He also elaborates the topic keeping with developments (1966, p. 41). He explains
that as instructors gain experience, they find that they constantly revise the outline and
procedures. They should not be afraid to try something new in an attempt to get a specific
point across to a group. He further explains that if the original schedule doesn’t seem to
get the job done in one or more specific areas, it may be necessary to revise the time
estimate. The instructors may also find some areas which will not take as much time as
originally planned. The schedule should be flexible enough to make allowances for these
changes and still not affect the overall time requirement. There are also new developments
in tools, materials and equipment which the instructors will want to keep up with as they
go along. And as the instructors discover new materials, they should put them to use, either
With regard to the workplace, Strokes explains that every supervisor can be faced
with the need to fill a job suddenly. Employee turnover is constant, and new job is always
being created. People quit, retire, or are promoted; new methods, materials, equipment, and
processes are created. Each one of these changes means a change in operations and creates
a training situation. He said that rush selection or “crash” programs result in mismatching
of employees job. The effort required of the workers can be minimized if they have been
given some concrete knowledge of a situation before it arises. The amount of knowledge
required for a job is necessary but it varies depending on the nature of the job. For instance,
a worker capable of learning a simple job and doing it efficiently might be a total failure in
man in a position which is either beyond his limitations or does not offer some challenge
to his skill and ability. Many potentially valuable employees have been lost because of
such placements.
development through training is discussed. Bleicken explains that modern training also has
Also, Strokes points out that every job has something to offer the right person -just
as individuals are interested in different benefits. He says that the efficient supervisor will
determine carefully what is offered in terms of steadiness, challenge, security and
possibility of promotion. He says also that the efficient supervisor will then be in a position
to make a better match between the requirements and available personnel. He says that the
best way to become aware of all the strong and weak points of the employees, their desires
and aptitudes, is to become personally acquainted with each of them. The good supervisor
knows as much as he can about every employee. This is a key to success not only in
selection and training but in the day-to-day operation of the department. A guideline to
effective supervision is the “fair, firm and friendly” attitude. Friendliness is most helpful
when it comes to selection for promotion or retraining. Any item of information which can
Strokes says also that the supervisor as well as instructor who has a wealth of
information about each one of the trainee or employee is in the best position to make an
intelligent and thoughtful selection. Supervisors and instructors can appeal to individual
Strokes mentions that there are also two ready sources of information about
employees: records and personal observation. To him, if test results are included in
personnel profile, they also can be very helpful. These sources must be carefully worked
and evaluated to gain the maximum benefit from them. There are definite values from each
and which should be fully explored for the betterment of the working situation and
environment.
When it comes to company personal records, it is important that organizations have
some records of the individual employee other than payroll record. In addition to these
files, Strokes mentions that other materials as applications, reference check data and
personal history sheet similar as to that in Philippine setting of record as personal data sheet
(PDS) of the individual employee must be filed and kept. Any record should be used
subject to interpretation.
OJT. It is important to sign the personal data about them such as marital status, address,
Moreover, Strokes tackles about job theory. For Strokes, job theory is defined as the
development of skills and knowledge which will be required in addition to physical ability
to perform the job. In other words, it includes all requirements other than physical skills. It
is the responsibility of the instructor who is in charge of the training to see that job theory
1. Local library. Ask the librarian for help in finding the material needed for the
job. It may be necessary to excerpt it from several different sources to fit your
special needs.
2. Trade journals. Many articles are written each year and published in various
trade journals and other publications. Many of these deal with training programs
which have been carried out in various fields. The articles themselves are often
of help, and the authors are usually willing to give you additional advice if you
extremely helpful.
information concerning products and their capabilities. They can help you by
obtaining additional information from the home office. This kind of technical
training departments which have developed programs in many fields. They are
International Harvester, and U.S. Steel have large training organizations and can
cooperatives, also have developed training programs. Usually these are available
7. Other trainers. Most trainers are glad to help an association with the problem of
States, for instance, most cities have a chapter of the American Society of
Training Directors, whose members are often most cooperative. Even if they
have never done training in a specific area with which you are concerned, they
8. Standard publications. Every field has certain publications which are used as
publishers, telling them what you need, and they will send you catalogues and
10. Local Teachers. Most teachers are willing to help in the search for material. They
will probably have the catalogue of the big textbook publishers or can tell you
available to the trainer who wants to organize or improve his job theory training. It will
save time and money if the instructor can find suitable material ready-made.
Strokes also deals with the essentials of job theory training which are the timing,
with the stage of progress reached in the workplace training. The proper time to teach
theoretical training program. He must be a person who not only knows the subject matter
but has some skills in teaching. Any subject matter can be enlivened and enriched by a
good instructor.
In course material, the course content requires careful thought to be sure that it
relates directly to the skills area. It is a waste of time and effort to include materials which
is not essential. On the other hand, nothing important must be omitted (1966, p. 70)
Strokes clarifies that there are standards for theoretical training. In general, he says
that the same standards apply to theoretical training and workplace training. However,
there are additional questions to be considered when the program is planned, as follows:
It must be complete. Great care must be taken to be sure that all the required material
is included. Anything the skilled man will need to solve a repetitive work problem should
workplace training as much as possible. The instructor must make every effort to see that
outlines and timetables for both training areas are closely related.
the theoretical training for specific occupation has included material which has little or no
relationship to it. For example, there is no reason why a trainee tune-up mechanic should
be taught the mechanics of an automobile transmission. There is no doubt that the details
would be nice for him to know, but they are not related to the specific objectives of his
training.
Strokes also discusses about the trainee’s role in job theory. He says that the trainee
must consider theoretical training and physical skills training of equal importance in
learning his occupation. Strokes says that this point is often neglected, with the result that
the trainee simply tolerates the theoretical training without developing the interest or
putting forth the effort required to make the most of it. He says that proper emphasis should
be place on this training from the beginning of the program. The proper motivation of the
learner to do well in this related work is absolutely essential to his success. He adds that
of the trainee. He must realize the value of his success in reaching his goal. He will
probably have to give up some of his normal leisure-time activities, such as TV, bowling,
and social engagements, in favor of the necessary reading. Good study habits are required
to get the most from the assignments. Developing these good habits will add to the benefits
of training program even for a limited time each day. The student must keep in mind that
he is reading for a definite purpose. His aim is to acquire the most possible information,
not simply to see how many pages he can cover. The trainee who can relate his on-the-job
studies to his off-the job studies will have a better understanding of the job and more
interest in it, than the person who works on routine or mechanical basis. This close
Strokes says that job theory training as part of a workplace training program can be
considered only the beginning for many trainees. He says that over the years, hundreds of
thousands of men have used such knowledge as stepping stones to advance themselves far
beyond their original skills. It is the trainees who study systematically, off the job, to
prepare themselves for greater opportunities who are first promoted to a more difficult and
better-paying job.
Strokes also deals with learning as continuous process. He says that all learning is
the result of experience. He gives three types of experience which contribute to learning,
namely:
1. Actual experience. Performing the physical activities of the OJT is one of the best
methods of gaining the knowledge, skills and attitude required. Workplace training
necessary to give part of the physical training in some spot other than the workplace.
This training can be made realistic through the use of actual tools and a close
imitation of actual experience. Another form of simulated experience calls for the
use of models, mock-ups, or cutaway assemblies. Visual aids such as movies, film
which represents the experience of others; that is, reading and listening to what they
have discovered. Most of the world’s knowledge has been recorded in books, films,
experience, we are able to build upon it and continue our own development.
In summary, Strokes points out that the successful instructor not only understands how
people learn but puts this knowledge to practical use in setting up his program. Its
1. Learning progresses from the simple to the complex. The training program must be
planned to progress naturally from the simple skills, either physical or mental, to the
2. Learning is based upon what is already known. The trainee must be able to relate
his new knowledge and skills to what he already knows. The skilled instructor will
develop a store of comparisons and analogies which will help the trainee understand
material completely when it is first presented. The trainer must develop the habit of
4. Learning must be used. Everyone tends to forget those items of knowledge and those
skills which are used regularly. The training program must provide opportunities to
permanent. The instructor should be careful to see that the trainee is successful in
6. Incorrect habits must be changed. Where incorrect responses have been learned, the
trainer must first show the trainees why they are wrong or undesirable and then help
has been developed to meet one situation can be used to solve a problem or meet
new needs. The training program should provide opportunities to develop this
ability.
8. Learning does not always progress steadily. The instructor must be prepared to meet
situations where the learning slows down for a period of time and then shows an
upward trend. Individual trainees may have different patterns of progress, and the
a variety of experiences in order to give the student the greatest possible number of
opportunities to learn.
10. Individual learns at different rates. Training programs must be flexible enough to
allow each trainee to progress at the rate which is best for his own development.
Strokes emphasizes that the skilled instructor is familiar with many different ways
of imparting ideas and knowledge, as well as the accepted methods of bringing about
knowledge and skills. A lecture or talk is effective in some ways, assigned reading in
others, and so it goes. Just which methods gets the best results will depend on the
requirements of the learning situation. The good instructor will consider and use the
method which will help him get the job done most efficiently.
should develop a two-way avenue of communication. According to him, the trainee should
have the opportunity to talk over his problems and goals. Also, the trainee should feel that
he is getting all pertinent information about his job and his organization.
With regard to frustrations, Strokes said that this is the negative factor in motivation.
He said that it means that the individual does not see his way clear to reaching one or more
of his goals. Stokes added that removing roadblocks for the trainee is therefore one of the
functions of the instructors. He said that this may be a relatively easy task – such as helping
him find for a job or showing him where to find information he needs. In other cases the
instructor may have to give the problematic trainee some extra help on assignments, get
his pay records straightened out, or advise him on some personal problems.
Strokes says that the causes of frustrations may be too deep or unrelated to the job
of the trainer to do anything about them. However, if he can find a method of relieving the
trainee’s frustration in any way, he should use it, thus permitting the individual to release
Strokes deals also with common problems of employees which the instructor must
deal. For practical purposes, Strokes classified them into four groups, to wit:
1. Mistake that show up in spoilage wastage, and poor production. For example,
absenteeism, carelessness.
4. Mistakes of attitude and point of view which may ultimately show up in poor
Strokes emphasizes that discussion of problems an instructor will encounter and the
variety of sources from which the problem will arise clearly indicates that a sound approach
to discipline must be built into training or workplace situation. How the class of on-the-job
trainees about the discipline will influence how the trainees applies it, so a sound approach
should start with a sound definition of what the term discipline means:
Strokes stresses out that in this definition the emphasis is on preventing problems
rather than on correcting them after they occur. In this definition, influencing behavior
should be towards the desired result and away from the undesired results. This means that
before we can influence behavior we must first define desirable and undesirable results.
performance and rules. Examples of standards which define desired result might include:
And here are some examples of rules and regulations which define unacceptable behavior:
3. No vandalism.
Strokes clarifies that the purpose of having a well-defined rules and standards of
desired manner. This means that pains must be taken to insure that everyone knows and
written standards and rules and issuing them to employees in booklets, posting them on
bulletin boards or in other conspicuous places at the job sites or at school, and holding
Strokes discussed that the right attitude for approaching disciplinary problems is
good discipline if the instructor maintains a closed mind toward what went wrong and what
should be done to correct it. According to Strokes, the real disciplinarian will have few
preconceived ideas about the problem. He will make every effort to get all the available
information, carefully examine this information to determine what is fact and what is
Stroke says that in dealing with problems, the instructor or supervisor, as the case
may be, may show that he too has made a mistake and that he may be more at fault than
the trainee. He adds that the properly objective attitude requires that the person dealing
with problem must be willing to admit that the individual himself also has a problem. The
instructor or the supervisor may also find that if he or she shoulders his or her share of the
blame, the employee may more likely to accept his own responsibility for what happened.
Strokes says, it is well to keep in mind, too, that the mistakes of the students are indirectly
those of the instructor or supervisor. He elaborates that perhaps, the instructor or supervisor
failed to train the employee properly or to make his orders and instructions clear, or
perhaps, he has not inspired his students to their best effort. A willingness to accept
responsibility for the mistakes of trainees goes hand in hand with the authority or the
instructor or supervisor.
Stroke stresses that the right attitude for administering discipline is positive and
optimistic . The people assume that the every trainee wants to do a good job until the
instructor finds out differently. This means that the people (school authorities, trainers,
instructors, supervisors, company employer, customers, clients and the community) should
give the trainees they encounter the benefit of the doubt and that the people should
approach the disciplinary procedure with the belief that correction can be achieved; it
means that the instructor’s attitude should convey every confidence in the individual’s
The key to handling trainee’s problem effectively lies in identifying the root cause
of the problem correctly. Strokes says that instructor must determine in each case what has
caused the problem and what kind of corrective action is needed. What is needed may be
–
1. More understanding.
2. More information.
4. A change in attitude.
7. More encouragement.
8. A penalty or punishment.
10. Dismissal.
Strokes says that there is no standard solution. The problem may have a single cause
listed here, perhaps not – or a combination of causes. Whatever it may be, the instructor
Strokes elaborates that if the investigation reveals that the difficulty isn’t lack of
information, skill or experience, or the fact that the employee is dull or mean or
unconcerned, then the instructor may need to look beyond the job situation to determine
whether illness, fatigue, domestic problems, or something else outside the job may not be
the underlying cause of the disciplinary problem. Thus it is necessary to know a great deal
about the trainee –not only what he reveals about himself on the job but what can be learned
discussion of the problem by mentioning and commenting favorably on the good things
the trainee has done. Let the trainee know he or she is appreciated and that the instructor is
just as anxious to avoid the problems as the trainee. This also serves to let the employee
know that you do not think he is all bad and that you are making an effort to be helpful
Strokes says that it can help if it will make it easy for the employee to correct his
experienced person to him to help him. It may also mean giving the trainee the opportunity
to check with the instructor regularly for a few days or moving the trainee to an easier
assignment until the trainee is able to overcome his problem. Strokes emphasizes that the
measure of how well the instructor handled the problem is whether or not it happened
again. There are steps an instructor can take that will help to prevent recurrence of the
problem. Stroke says that instructors must to conduct discussion of the problem in such a
way it will be easy for the trainee to come back to the instructor for further consultation. If
the instructor approached the matter with the proper attitude and have conveyed to the
trainee a genuine desire to help him, chances are that the trainee is likely feel free to come
back.
as teaching situation. The instructor’s or supervisor’s objective is to teach the trainee how
to avoid future mistakes by helping him to discover ways of preventing these problems, by
helping him or her to develop the ability to analyze his situation and anticipate problems
before it arise. In such situations, the instructor must not expect perfection immediately.
He must approach correction by giving the employee a series of progressively higher goals
to achieve. With this point in mind, the employee must be convinced that he can do what
Group discussions can also be held to deal with common problems. Such discussion
helps to show people that they are not alone in committing mistakes. Members of the group
can frequently give examples of how they overcame problems and be helpful in getting
others to cooperate.
Stroke says that another method of dealing with common problems is to put the
trainees in friendly competition with another group that is having similar problems. For
perhaps arrange to have the record of the group and record of the other group posted to see
which show the most improvement. This type of approach can promote brisk teamwork.
Stroke emphasizes that the instructor or supervisor who follows these rules for
investigating and discussing problems with the On-the-Job trainees will find that in the
However, Stroke considers that there are instances in which firm action is needed.
The question of when to draw the line between correction and serious disciplinary action
is never an easy one. Thus, he gives the following guidelines in making such firm decisions:
4. Consider how much you know about the cause of the problem;
5. Compare the action taken to that taken with other trainees for similar offenses;
Once the instructor has determined that firmness is definitely required, the approval
of the superior is required before taking action. The instructor must make sure that the
superior has been carefully advised of the situation and have given the necessary consent.
The instructor must not delay the action and must document carefully the situation and the
action taken. This information may become part of the trainee’s OJT file, since it is quite
possible that the employee may, at later date, become the responsibility of someone else.
The book entitled Recruiting, Interviewing, Selecting & Orienting New Employees
by Diane Arthur is of importance in this study because it deals with the success in entry
level of the soon-to-be employee. It gives a number of steps in employment process that
may be accomplished by the employer-supervisor before sitting down with the OJT
candidate for a face-to-face interview with the instructor and the employer. Arthur explains
that the very first preparatory step to be taken is familiarization with the details of the job.
This important step will provide necessary answers to four key questions:
1. Is the employer thoroughly familiar with the qualities being sought in an applicant?
3. Can the employer clearly communicate duties and responsibilities of the position to
the applicants?
4. I the employer prepared to provide additional relevant information about the job and
(Conclusion).
Session
Arthur further recommends to the readers to modify program ans schedules to suit
The book by Arthur is related on how the trainee is initially deployed to work and
recommended approach of the employer or human resource manager on how to accept the
trainee in coordination with the academe. However, this book elaborates not only for the
On-the-Job trainee but for all kinds of employees in general. Thus, in the entry level of the
trainee, it must be considered that there must be responsibility on the part of the employer-
supervisor or human resource specialist to know the background of the trainees through
interviews. It is also important for the trainee to be familiarized about the nature of the OJT
he or she will undergo through orientation since the trainee will become part of the work
The employer must keep in mind that the OJT Program is a good manpower
utilization therefore they must take serious effort and cooperation with the academe on how
the OJT program will be successfully integrated with their company. It is important to treat
the trainees well as people also. They must see to it that the trainees are respected and their
rights provided by the Philippine Constitution and the Labor Code are upheld because not
only will the trainees benefit from them but also the employer will benefit with the training
program economically and socially. Economic wise, they are able to use the services of the
trainees and socially when they are able to impart knowledge to the trainees and attract
In the book Employees are People by Harry King Tootle, morale is discussed (1947,
p 316). According to Tootle, morale in the world of production for profit is the sum total
degree, success is measured by the amount of cooperation knowingly and willingly given.
He added that the chief concern of personnel director is to increase morale because it is
teamwork, and teamwork speeds production, lowers costs. Morale is the organization’s
engine oil, he says. And, good engine oil makes for smooth-running parts. While, poor
engine oil gums up the works. No engine oil – the engine oil ceases to run.
Tootle explains further that good morale is basically the product of spiritual process.
courtesies and loyalties. An organization that has good morale wears a garment of light.
Tootle says that a personnel director fosters good morale only by the exercise of
constant vigilance. He explains further that every executive, boss, and straw boss, is a direct
relaxes, morale suffers. Thus, efficiency drops and discontent mounts. So the personnel
director with the title has the big responsibility of watching morale as it is affected by the
attitudes of the departments and division heads, the supervisors and foremen.