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On the job training
maximises transfer of learning by incorporating it into 'real' work. 
On the job training utilises real work tasks as learning experiences. Methods of on the job training 
include the following. 
(a) 
Demonstration/instruction: 
show the trainee how to do the job and let them get on with it. It 
should combine telling a person what to do and showing them how, using appropriate media. 
The trainee imitates the instructor, and asks questions. 
(b) 
Job rotation: 
the trainee is given several jobs in succession, to gain experience of a wide range of 
activities. (Even experienced managers may rotate their jobs to gain wider experience; this 
philosophy of job education is commonly applied in the Civil Service, where an employee may 
expect to move on to another job after a few years.) 
(c) 
Temporary promotion: 
an individual is promoted into their superior's position while the superior 
is absent. This gives the individual a chance to experience the demands of a more senior 
position. 
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PART D: LEADING AND MANAGING INDIVIDUALS AND TEAMS 
 
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(d) 
'Assistant to' positions (or work shadowing): 
an employee may be appointed as assistant to a 
more senior or experienced person, to gain experience of a new or more demanding role. 
(e) 
Action learning:
managers are brought together as a problem-solving group to discuss a real work 
issue. An 'advisor' facilitates, and helps members of the group to identify how their interpersonal 
and problem-solving skills are affecting the process. 
(f) 
Committees: 
trainees might be included in the membership of committees, in order to obtain an 
understanding of interdepartmental relationships. 
(g) 
Project work:
work on a project with other people can expose the trainee to other parts of the 
organisation. 
4.2.1 Evaluation of on the job training 
The advantages and disadvantages of on the job training may be summarised as follows.