Job instruction training

Job Instruction Training (JIT) can be explained as a four-step method used by the trainer to train employees on how work should be done. This training method, that took maximum advantage of the learning flow, was developed during World War II when there was a necessity to train millions of workers quickly. It turned out to be very successful so it has been used in different forms ever since in all types of industries (J. R. Walker, J. E. Miller 2009, p. 256).

Steps of Job Instruction Training

The JIT method involves four stages (J. R. Walker, J. E. Miller 2009, p. 256):

1. Preparation of the employee for training,
2. Demonstration of the tasks to do,
3. Repetition of the tasks by the employee,
4. Follow-up: check and correction of the potential mistakes.

Step 1 - preparation of the employee for training

The first step of preparation requires the JIT trainer to do the groundwork before beginning the training program. That is why the trainer should prepare written documentation of the job at first. Such a detailed analysis and documentation of the job tasks will help to ensure that nothing is left out during the training session. Moreover, an instruction plan must be prepared. Therefore, the trainer should make an analysis of the trainee's knowledge to decide on what aspects focus on. In order to determine what the employee knows and what to focus upon during the training sessions, interviewing the employee personally or reviewing the personnel record of the employee may come out to be very helpful for the trainer. It is also important for the trainer to concentrate on creating a pleasant ambiance and a comfortable learning environment. This can be achieved by helping the employee to understand what she or he is to expect from the training program. All of it will be helpful in making the JIT program more effective (R. Krishnaveni 2008, pp. 276-277).

Step 2 - demonstration of the tasks to do

The second stage of the presentation involves four significant activities of the trainer, such as telling, showing, demonstrating and explaining. This phase mainly relies on informing the employee how work can be done in the best and the easiest way. The trainer points out how to complete tasks by explaining why it is done in that manner. Importantly, when the job seems to be a complex one, the trainer has to divide it and then present it to the employee step by step (R. Krishnaveni 2008, p. 277).

Step 3 - repetition of the tasks by the employee

The third part of the job instruction training is called the tryout step. At first, the employee gets to know how work has to be done, and then the trainer allows him or her to try to perform the job independently. At this stage, the trainer should also provide feedback as needed. And if there appears any error, it should be perceived as a function of training and not as the mistake of the trainer. This is helpful for the trainer who can easily alter his or her way in which instructions were given to put things more clearly (R. Krishnaveni 2008, p. 277).

Step 4 - follow-up

The last stage in the whole process is the follow-up step which is especially important for the trainer. His or her task is to check the employee's work and to prevent wrong work habits from developing. Progress checks should be held by the trainer until the employee achieve proficiency. In fact, the success of the job instruction training rests on the ability of the trainer to adjust his or her own style to the process and make the employee comprehend what he or she wants to communicate (R. Krishnaveni 2008, p. 277).

Examples of Job instruction training

• A restaurant manager trains a new waiter on the proper way to take orders and serve customers.
• A foreman instructs a new hire on how to safely operate a machine and the important safety protocols that must be followed.
• A supervisor shows an employee the proper way to complete a task and the sequence of steps that must be followed to complete it.
• A technician teaches a new hire how to perform a complex procedure and the different tools and techniques that are needed in order to do it correctly.

Advantages of Job instruction training

One of the major advantages of Job Instruction Training (JIT) is that it is an effective and efficient method for quickly training employees. Below is a list of other advantages associated with JIT:

• It is a very efficient method of training since it focuses on step-by-step instructions and on-the-job demonstrations, which allows employees to learn quickly and accurately.
• It is a cost-effective method since it does not require extensive resources and facilitates the transfer of knowledge from experienced workers to newcomers.
• JIT encourages problem-solving and critical thinking skills, which help employees to become more productive.
• It allows for a more direct relationship between the trainer and trainee, improving understanding and ensuring a better quality of training.
• It is a flexible training method that can be adapted to different types of industries and tasks.
• It encourages employees to take ownership of the training process, which helps to create a sense of responsibility and ownership when executing tasks.

Limitations of Job instruction training

JIT has some limitations that need to be taken into consideration when implementing this training method. These include:

• Limited use of visual aids - JIT does not allow trainers to use visual aids such as diagrams, graphs, and pictures. This can be a disadvantage when trying to explain complex tasks to employees.
• Limited transfer to other tasks - JIT is specific to the task being taught, so it may be difficult to transfer the skill to other tasks.
• Limited access to feedback - JIT does not provide employees with feedback during the training process, so they may not be able to learn effectively.
• Limited ability to assess learning - JIT does not provide an effective way to assess how well employees have learned from the training.
• Limited scalability - JIT is not easily scalable, so it may not be suitable for larger companies with multiple departments or multiple training needs.

Other approaches related to Job instruction training

There are other approaches related to Job Instruction Training (JIT) which are as follows:

• Job Methods Training (JMT) is an approach based on JIT that focuses on analyzing tasks and making suggestions for improvement. It involves observing the work, identifying problems and developing strategies to solve them (J. R. Walker, J. E. Miller 2009, p. 257).
• Work Simplification (WS) is a method that focuses on making work easier and more efficient by reducing the number of steps and simplifying the task. It involves breaking down the task into its simplest sub-tasks, and then completing each one in order (J. R. Walker, J. E. Miller 2009, p. 258).
• Process Improvement (PI) is a method that focuses on improving the efficiency and effectiveness of a process. It involves analyzing the process and identifying areas for improvement, and then implementing new procedures to reduce waste and increase productivity (J. R. Walker, J. E. Miller 2009, p. 259).
• Total Quality Management (TQM) is a comprehensive system of quality control that focuses on continuous improvement of processes. It involves setting goals and standards, measuring performance, and making improvements based on the results (J. R. Walker, J. E. Miller 2009, p. 260).

In conclusion, Job Instruction Training (JIT) is a four-step method used to train employees on how work should be done. There are several related approaches such as Job Methods Training, Work Simplification, Process Improvement, and Total Quality Management, which focus on different areas of improvement.

Job instruction training — recommended articles

Job simplification — Management functions — Differences between control and controlling — Delegation of authority — Work simplification — Feature-driven development — Internal training — Phases of team creation — Line balancing

References

• Holli B. B., Calabrese R. J., O'Sullivan Maillet J. (2003), Communication and Education Skills for Dietetics Professionals, Lippincott Williams and Wilkins, Philadelphia, pp. 265-266
• Krishnaveni R. (2008), Human Resource Development: A Researcher's Perspective, Excel Books, New Delhi, pp. 276-277
• Łukasik K. (2017), The Impact of Training on Employees Motivation in SMEs Industry, "Zeszyty Naukowe Politechniki Częstochowskiej - Zarządzanie", vol. 1, no. 28
• Nwokocha I. (2015), The Validity of Effectiveness of Training and Development in Organizations In Nigeria, "IOSR Journal of Business and Management", vol. 17, no. 5
• Reynolds A., Findley H., Davis B., Belcher W. (2013), Evolution of and Current Trends in Training , "Journal of Business and Economics", vol. 4, no. 8
• Walker J. R., Miller J. E. (2009), Supervision in the Hospitality Industry: Leading Human Resources, John Wiley & Sons, Hoboken, pp. 256-257

Author: Klaudia Nycz