Coordinate OnTheJob Instruction

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Coordinate On-The-Job Instruction

• Rick Bough
• Sarah Britton

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After students are placed in training stations,
major responsibilities involve

• Supervising and evaluating the students
  on-the-job instructions.
• Providing related-instruction classes for your
  students.
• Coordinating students experiences on the job
  with their experiences in school.
• Evaluating student progress.
• Providing assistance as needed to students and
  on-the-job instructors.

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At these visits you can

• Work with students, on-the-job instructors,
  and/or employers to solve problems.
• Plan training activities.
• Evaluate training station adequacy or student
  progress.
• Ensure that the total co-op program is helping
  students to achieve their career goals.

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Visits should be scheduled to accomplish the
following tasks

• Ensure that training station personnel understand
  the philosophy, goals, and workings of the co-op
  program.
• Ensure that training station personnel understand
  their role in the program.
• Ensure that training station personnel understand
  your role in the program and the function of the
  related in-school classes.

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Visits should be scheduled to accomplish the
following tasks

• Work with training station personnel to ensure
  that the firm meets the legal requirements of a
  training station.
• Work with training station personnel in
  developing a training plan for each student
  assigned to that station.
• Provide assistance to on-the-job instructors in
  order to develop their training ability.

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Another purpose of coordination visits

• Become better acquainted with actual employment
  conditions students current assignments and
  responsibilities.
• gather information that will help you evaluate
  student progress.
• determine what additional training activities are
  needed by the student.
• determine how you can provide the student with
  additional related help in the classroom.
• determine what, if any, changes need to be made
  in the students training plan.

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Getting Better Acquainted

• determine what, if any, problems exist that need
  to be addressed.
• determine how adequate the training program is.
• determine whether safety, health, and legal
  requirements are being met.

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Use a coordination visit to

• Confer with the OTJ instructor concerning a
  problem or a need for additional training.
• Confer with the employer about the quality of the
  training being offered.
• Confer with the student about the problem or
  about their training needs.
• Confer with both student and the OTJ instructor
  about problems/concerns.
• Work with both the student and instructor to
  adjust the plan.

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Use visits to also

• Enlist help in carrying out public service and/or
  fundraising project.
• Arrange for guest speakers to speak on special
  topics.
• Ask for new advisory committee members.
• Inquire about full-time employment opportunities.
• Learn about trade terms, technical information,
  and required job skills.

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Coordination visits with these purposes can help
you to

• Maintain regular and open communication between
  all parties involved.
• Ensure a high-quality training station and co-op
  program.

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Frequency of coordination visits may vary
depending on factors such as

• The amount and quality of instruction being
  provided by the on-the-job instructor.
• Individual preferences indicated by an employer
  or on-the-job instructor.
• The size of the community and the relative
  locations of the training stations.

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Frequency of coordination visits may vary
depending on factors such as

• The number of students in the program and the
  number of different training stations in which
  they are placed.
• The personality, maturity, and occupational
  competence of the students.

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Develop a schedule of activities and determine
the number of visits you will make and the dates
on which you will make them.

• Fill in school or college activities (e.g.,
  assemblies, vacations, and grading periods) on
  both the monthly and weekly schedule forms.
• Fill in other activities (e.g., scheduled classes
  and appointments) for which you are responsible.

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Fill in specific dates for visits to each
student, taking into consideration the following
factors

• Any preferences the employer or on-the-job
  instructor may have expressed regarding the
  frequency of visits.
• The times during which each student is actually
  on the job.
• The times during which you have been told visits
  would be convenient.

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Fill in specific dates for visits to each
student, taking into consideration the following
factors

• The possibility of grouping visits by geographic
  areas to save time and energy .
• The degree of competence and security of each
  student.
• Your personal knowledge of any visits that may be
  needed (e.g., to follow up on precious visits, to
  solve problems, to provide support when a new and
  difficult task is to be undertaken, or to monitor
  activities when excessive hours or layoffs are
  probable).

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Coordination visits may be planned and prepared
for in advance, by doing

• Identify the specific purpose of the visit in
  terms of what you plan to accomplish with the
  student.
• Identify the specific purpose fo the visit in
  terms of what you plan to accomplish with the
  employer or the on-the-job instructor.
• Identify specific activities that will enable you
  to accomplish the purposes of the visit.

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Coordination visits may be planned and prepared
for in advance, by doing

• Assemble copies of all the forms and reports you
  will need during the visit.
• Ensure that you have an undated copy of the
  training plan for each student you will visit.
• Assemble copies of all records and reports
  related to previous visits, such as coordination
  visit reports, observation/evaluation reports,
  and weekly reports.

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Prior to a student starting, you should work out
the following details

• Explain the students duties to them.
• Give the student a tour of office, equipment,
  supplies, and facilities.
• Introduce the student to co-workers and others
  they may come into contact with on the job.
• Inform co-workers of their responsibility to the
  student.

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Prior to a student starting, you should work out
the following details

• Introduce the student to their OTJ instructor and
  inform them from whom orders are to be taken.
• Inform the student of starting time, quitting
  time, lunchtime, check-in procedures, safety
  procedures, and so on.
• Inform the student of any required uniforms or
  dress codes.

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Prior to a student starting, you should work out
the following details

• Explain time-recording procedures, pay schedules,
  deductions, and employee benefits.
• Provide information regarding possibilities for
  promotion, special union agreements, workers
  compensation, and federal health and safety
  regulations.

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When the main purpose of a coordination visit is
observation/evaluation, focus on

• The students proficiency in specific skills and
  assigned tasks.
• The students attitudes, work characteristics,
  traits, and so on.
• The students ability to get along with
  co-workers and/or the public.
• The student's strengths and weaknesses.

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Other communication

• Periodic reports
• Written, oral, or both
• Written progress reports
• Supplements the informal oral reports
• Indicates whether your own observations have been
  accurate

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After receiving reports

• Be sure the spend time with both student and OTJ
  instructor for discussion (positive and
  negative).
• Adjust training plan.
• Solve any problems.

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When helping student solve problems related to
OTJ instruction

• Refer to student records for background
  information when necessary.
• Assist the student in identifying the problem.
• Assist the student in identifying possible
  solutions.
• Seek additional solutions or suggestions from the
  OTJ instructor.

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When helping student solve problems related to
OTJ instruction

• If necessary, secure additional assistance.
• Assist the student in selecting a solution.
• Assist the student in testing out the solution.
• Follow up later to be sure that the problem has
  been solved.

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Following the visit, be sure to

• See that reports are properly labeled and dated.
• Have all observations, comments, and
  recommendations noted.
• Filed properly for easy access later.

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Case Study