essay about on the job training

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On the Job Training, Essay Example

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Introduction

This paper attempts to consolidate the advantages and disadvantages of on-the-job training. To begin with, the paper gives a brief description of what the term ‘training’ refers to and what it entails. It then describes the types of training available before concentrating on a description of what on-the-job training refers to. Methods of on-the-job training are also described briefly. After this introduction, the paper highlights several advantages and then disadvantages of on-the-job training before concluding objectively on the given pros and cos.

Training refers to the process of acquiring skills, knowledge and competences through practical skills or vocational training in particular competencies. In popular usage, training forms a central part of apprenticeships. Training formulates the content backbone of most training institutes such as technical colleges, polytechnics and industrial training schools.  Basic training is required for one to join a particular profession, occupation or trade (Jacobs & Jones, 1995).

Nonetheless, labor-market observers recognize that today [update] there is an increasing demand for an individual to pursue further and continuing training even after acquiring the initial qualifications. Continued training helps one to upgrade, maintain and update his or her skills during the working life. This is especially important in this age of phenomenal technological advancements. Such ongoing training has been regarded as professional development (Jacobs & Jones, 1995). The conception of training differs from many learning activities in that training only accrues with specific goals for every individual such as improving one’s capacity, capability and job performance.

For ongoing training while one has already qualified for a particular job and successfully joined the industry in which he or she is trained, or when one is hopeful to join the industry, there are two types of training viable.  This are on-the-job training where training is facilitated while doing the actual task one is training for and off-the-job training where one first halts the working life to exclusively pursue training ends (Walter, 2002).

On-the-Job Training

The term on-the-job training (OJT) has gained acceptance universally to refer to the training facilitated for an individual in the actual place of work. In other contexts, on-the-job training is also called hands-on training.   OJT is the type of training offered in the normal working environment that one is training for, using the equipment, tools, materials and or documents that the trainee will use once he or she is fully trained. OJT has over the years gained a reputation to be very effective when it comes to vocational work.

In most vocational engagements, job training works better when facilitated at the actual place of work. A new employee can easily learn the job of his desire by doing that job under instruction, while still earning a pay check (Walter, 2002). There are several training methods applicable for OJT including demonstration and instruction (actually showing a trainee how to do something) and coaching (establishing a close and intensive work relationship between the trainee and an experienced employee). Other methods of OJT include job rotation (taking a trainee through several jobs successively so as he or she can gain experience on a wide range of responsibilities) and projects (conducting a task that exposes the trainee to a particular multi-disciplinary activity relevant to the business).

Hands-on training has a host of advantages and several disadvantages, the disadvantages accruing mostly when the training is not planned and or executed properly.

Advantages of On-the-Job Training

On-the-job training has proved to be greatly beneficial to both the employee and the company.  To begin with, OJT is very cost-effective to the company since instead of setting capital for a separate staff training program, they combine training with the normal operations of the business. Te trainee is also productive under the supervision of an experienced employee. Work does not stop simply because the employee is in training. This way, the company not only saves on the training program, but it also amplifies production since the training venture is still part of the normal work shifts.

Further, the company needs not invest extra capital for training equipment that is typical and perhaps as expensive as the actual equipment sued for the business operations. The company uses the business equipment as the training equipment in OJT programs. For the employee, OJT is having his or her cake and eating it. Instead of going for training and receiving a marginal training allowance, the employee gets his actual pay, not reduced from the normal pay scale of one who is not in training (Jacobs & Jones, 1995).

Secondly, OJT is less disruptive to a business’ normal operations. If it were an off-the-job training, work would have to stop or be entrusted to an additional manpower. OJT ensures that the business remains operational even as the training proceeds.  Thirdly, by training the employee in the normal working environment on which he or she will be working, with the exact equipment that they are or need to be familiar with, training being conducted  by people from whom they can seek for help after later during their work. Even after training, the trainee might have questions or things not well understood (Rothwell and Kazanas, 1994). If he or she was trained by a senior employee who has the benefit of experience and skills, he or she will seek clarification even after the training is over.

More so, the very fact that the trainee is having a direct experience not typical in the job market that may not be to the standard the employer needs or approves of. In many instances, companies have to retrain employees they absorb from the market even when the same employees have been trained (Lawson, 2002). OJT thus nullifies the need to retrain employees to the standards expected since that is the same standard that the OJT employees are trained in.

OJT gives employees more confidence in dealing with the job description assigned them after training since it is the same description on which they are trained. This is exactly the opposite of employees who have received training elsewhere since they are not sure that the training received gave them adequate and relevant skills to what will be demanded of them in the job. Skills learnt elsewhere do not always translate into practical performance. But OJT gives a 100% skills that are translatable into the practical aspects of the job. This confidence is essential in boosting production.

Once training is done, OJT makes employees feel at ease when being supervised by the people who trained them. The training and the performance of the tasks assigned their position are done with people they are familiar with and not complete strangers. After external training courses, employees usually take time to adapt and interact productively in their job position (Rothwell & Kazanas, 1994). Another advantage of OJT is that it facilitates supervisors and managers to assess the progress and improvement over a time. This thus makes it very easier for the company management to identify any problem in any employee and to intervene and or resolve the problem in time.

The fact that the employees learn on the job, it tends to develop a sense of loyalty while working for a company that trained them to do what they do. The company is thus regarded as the parent and this reduces employee turnover. This is completely different from what happens when the employees are trained elsewhere, since they can always move on to the next company that needs their services. In most cases, OJT gives employees the personal drive, enthusiasm and initiative to seek more skills on the job beyond those prescribed during training. This helps them progress to higher standards of productivity.

The morale of employees, they productivity and ultimately their professionalism is always high in those organizations with a sound OJT program. Additionally, the training time accounted for during OJT is grossly incomparable to the time demands for off-site training. Even more, an OJT structure provides a model for evaluating employee progress on their performance. Finally, the training feedback for trainees is always immediate in OJT programs such as where trainees do not understand. This is incomparable to the no-feedback on training exhibited by off-site training (Rothwell & Kazanas, 1994).

Disadvantages of On-the-Job Training

OJT has several drawbacks, the major one being conflict of work time and training time for the experienced employees on whom the company’s production is dependent. Determining which is the right time for OJT programs and the right time for normal production is usually a tough nut. In most cases, the personnel entrusted with OJT programs have to sacrifice their time from other responsibilities to train and evaluate.

Besides that, OJT is sometimes disadvantageous in that it is usually very difficult to determine the right employee to conduct it, supervise trainees and evaluate the training program. A company has to choose the person among the staff who have both the skills and the knowledge and with the work responsibilities and equipment learners need to be trained in. companies never entrust trainees to supervisors and trainers who are sloppy in their work habits, inefficient and unreliable. The choice criteria sometimes create apathy between existing workers when one is chosen over the other (Walter, 2002).

The most outspoken disadvantage of OJT is that being good in a certain job does not make one a good teacher to the trainee since teaching/coaching is in itself a specialist skill. If the trainer is good in the job and has the knowledge and the skills but no teaching talent, he or she will not be a good trainer and may not be of help to the trainees.

If the employee entrusted with the OJT program is too busy in other responsibilities, he or she may not give trainees adequate time so as to teach them properly. This means that, that the OJT will offer substandard training. Finally, the trainer like any other employee has some bad habits that the employer may not like despite being good on the job. This trainer ends up passing these bad habits to the trainee.

Despite the stated cons of OJT, the advantages greatly exceed any possible delimiting factors of such programs when considered for both the viewpoint of the employee and that of the employee. To make OJT work without disadvantages, managers and supervisors must assume the responsibility to efficiently train, carefully qualify and excellently develop their employees.

As Lawson (2002) says, OJT is without question, one of the best job training methods available if carefully planned, meticulously organized and precisely conducted. It is a primary method necessary to any company that needs to broaden employee skills and thus increase productivity. It is especially relevant for jobs relatively fast and easy to learn, and jobs requiring expensive facilities and equipment.

Jacobs, R. & Jones, J. (1995). Structured On-the-Job Training: Unleashing Employee Expertise  into the Workplace. San Francisco: Berrett-Koehler Publishers.

Lawson, K. (2002). New Employee Orientation Training . New York: ASTD.

Rothwell, J. & Kazanas, H. (1994). Improving On-the-Job Training. San Francisco: Jossey-Bass Publishers.

Walter, D. (2002). Training on the Job. Alexandria: American Society for Training & Development.

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What do we mean by on-the-job training?

Is on-the-job training effective, the benefits of on-the-job training, 5 types of on-the-job training.

How to create an OJT training program

Also known as OJT, on-the-job training is pretty much exactly what it sounds like — learning how to do the job (or do the job better) while in the role.

Through hands-on teaching and coaching, employees learn the practical skills and knowledge they need to perform their job. Th e man  takes place in a normal work environment rather than outside the workplace in a classroom or virtual setting.

Hiring the right, qualified, person for a job is just the beginning of setting them up for success at work. They’re going to have to learn hands-on the ins and outs of your company and its unique practices and processes. 

And jobs today rarely stay the same. There's learning what you need to know when you start the job, and there's learning all the ways other people have figured out to do the job better. The tools or systems you use often change, and you have to learn how to do the job in a new way.

For employees and employers, on-the-job training is one of the best ways to deliver this type of specific and continuous learning. 

Here’s how to develop a successful on-the-job training program to onboard new employees and the importance of OJT for your business.

Both off-the-job training and on-the-job training help employees develop certain skills they need for their job. But OJT focuses on integrating new employees into their everyday work environment.

Rather than hiring a person from outside the organization, OJT is typically a type of internal training. It might be set up as a program, with defined expectations and a set beginning and end, but often it is far less formal. Experienced colleagues, managers, and members of HR take responsibility for helping the individual develop professional skills and capabilities. They tend to focus on "how work gets done here."

A peer or manager might give a mini-lecture or demonstration of how to do something or the steps of a process. Much of OJT comes through side-by-side mentoring, modeling, and coaching where an employee passes their skills and knowledge on to a new or less-skilled employee.

This type of participatory training has several benefits for an organization and its employees. It is an especially useful form of training for onboarding, so try adding it to your new hire checklist .

What is on-the-job training used for?

There’s an additional level of familiarity and certain competencies that employees gain from hands-on training. This experience is difficult to replicate in a classroom or more traditional learning environment or training method. So some roles, such as an aircraft pilot, would use on-the-job training over instructor-lead training environments to get the most value out of the training period.

Training on the job is a cost-effective form of onboarding that encourages employee confidence. By helping new employees adapt faster to their job, you're developing their skills and encouraging career progression . You're also contributing to a more effective, productive, and satisfied workforce.

On-the-job training can have many benefits for new employees and your organization as a whole. Onboarding employees into their new job or role is an in-depth process. Training is just one part of the equation. Getting new workers into a training plan that involves shadowing or on-the-job training can help support your existing teams from the get-go.

How OJT benefits employers

Improved productivity and work motivation.

Have you ever had that feeling that you don’t really know what you’re doing at your job? That you don’t even know how you got the job in the first place? 

Even if you’ve never experienced imposter syndrome , you can imagine how intimidating and distressing it can be.

On-the-job training prevents new employees from feeling lost and out of their depth. By providing training opportunities that are packed with useful information, you're setting them up for success.

They’ll learn the ins and outs of the business, making them more productive employees who are motivated to take their careers to the next level.

Increased job satisfaction

How can you do a good job if you don’t know what it is you’re supposed to be doing?

Explicitly showing employees exactly what is expected of them allows them to fulfill their roles at work better.

They naturally feel more equipped to excel in the workplace when given the skills and knowledge needed to complete their job. They also foster new-hire socialization and boost social capital.

By creating a culture of shared learning, both new and experienced employees feel a sense of belonging . This, in turn, lends itself to increased job satisfaction.

Higher employee retention

Brandon Hall Group researched the value of proper onboarding training. They found that organizations with a strong onboarding process improve new-hire retention by 82% . It also increases productivity by 70%.

Companies with weak onboarding programs lose the confidence of their candidates. Because of this, they're more likely to lose these employees in the first year.

By using on-the-job training as part of your onboarding program, you can prevent a high employee turnover .

Cost-effective form of training

From a financial point of view, the importance of on-the-job training is clear.

Off-the-job or corporate training often paying for things like a training facility and educational materials and hiring a presenter.

With on-the-job training, these costs aren’t usually relevant. Peer training in the workplace means spending less on those expensive onboarding programs. Higher employee retention from OJT also makes this form of training a sound financial investment.

Tailored to the business and new employee

OJT is generally just more effective for improving someone's ability to do their actual job in a specific work environment.

Combined with organizational training , OJT supports your business’s specific needs at a moment in time. It meets the employee's need to learn how to do something right when they encounter it, so it is relevant, and they are motivated to learn it.

Contrast that with waiting months for a class to be scheduled (or maybe even developed) and getting approval to take it. Training new recruits on the job can help you get business needs met more quickly.

How OJT benefits employees

Faster learning.

As humans, we learn better by doing. Training new employees while they work in the role helps them learn the necessary skills faster and in a way that is more relevant to them.

The experiential nature of OJT creates an opportunity for valuable and memorable personal learning.

Training is paid

Some jobs do not pay employees for the time they spend in training. Rather than having to complete a training program before receiving a paycheck, OJT lets employees continue earning while getting up to speed on the job skills of their new role.

The training a new hire receives on the job grows their skillset in areas they may not otherwise be exposed to. The nuance of OJT lets new employees broaden their skillsets and strengthen the skills they already have.

Let’s take a look at five types of more formal OJT that you could use at your workplace:

1. Orientation

Workplace orientation provides new employees with basic information about their new roles. Most companies have some form of orientation in place, even if they don’t consider it on-the-job training.

Through this popular type of OJT, a supervisor helps a recruit become familiar with the organization. They share information like workplace culture , employee benefits , and the company mission.

2. Internship

Whether paid or unpaid, an internship is a temporary position. They’re mostly sought out by students and graduates.

Rather than focusing on employment, the position focuses on career growth . The period of work experience gives exposure to the real-world working environment.

3. Apprenticeship

An apprenticeship program is typically for adult learners to earn money while they learn in a real job. While an internship focuses on experience, apprenticeships focus on training.

An apprentice should already know they want to work in that particular field. This type of on-the-job training is often used for highly skilled jobs that require a lot of practical training.

4. Job rotation

This technique involves moving employees between their assigned roles. It promotes experience and variety by switching a new employee around a range of positions.

This is a great way to give employees an overview of the entire process. It also gives team members a better sense of what their colleagues do for the organization.

5. Mentoring programs

Assigning a mentor to a new employee has many benefits, including learning on the job. The new hire gains practical advice, encouragement, and support.

This method of training also teaches the current experienced employee how to be a teacher.

How to create an OJT training program

The first step to creating an on-the-job training program is deciding on who’s doing the training. It should be someone who’s already part of the organization.

Most often, it’s a colleague or peer who can confidently perform the job being taught. But a people manager  or member of HR can also be involved in getting a new employee properly up to speed.

Here are a few tips for employers on how to efficiently set up an OJT program:

• Determine requirements . What does the new employee need to learn? Make a note of everything you think they need to know in order to competently perform their job. Prioritize it so it isn't too overwhelming. As they go through their training period, share the list with them and refer to the list of requirements to check their readiness.
• Make the program employee-specific. Everyone has different learning styles. In order for the OJT program to be a success, ensure that the training is flexible to take people's differences into consideration. The training should also take into account what the new employee already knows and what they don’t need training on.
• Identify trainers and set expectations. Because OJT is internal, existing employees (team members and supervisors) will be doing the training, coaching, and mentoring. Consider giving new employees a buddy or OJT "point person" who they can turn to with questions and who keeps track of whether any important training is falling through the cracks.
• Select the right people within your organization to shape your new employees. Remember, they will have a huge influence on what the new employee understands about the work but also about the culture and work environment. Teaching managers and supervisors to act in a coaching mode will increase the effectiveness of this type of internal development.
• Regularly evaluate the program . Here’s a scary statistic: only about one in 10 employees think their employer does a great job of onboarding  new employees. To prevent this, get regular feedback from your employees through surveys or discussion groups. If the program isn’t working, identify what needs to change.
• Create a safe environment. Employees must feel comfortable speaking up  when unsure of what they are being taught. Create a workplace atmosphere that encourages new employees to ask questions.

Grow your company with on-the-job training

As Aristotle said, “For the things we have to learn before we can do them, we learn by doing them.”

On-the-job training is the perfect example of this. An effective training program lets employees learn from leaders, peers, and on-the-job.

Elizabeth Perry

Content Marketing Manager, ACC

Career mobility: A better answer for talent retention?

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On-the-job training isn’t always standard practice, but it can increase productivity and efficiency in specific industries. Not only that, it can benefit the company as a whole, from reducing training costs to creating more effective, motivated employees.

This article will cover how to begin on-the-job training for employees and how it can benefit your company and workforce. Once you read this guide, you will understand the advantages of on-the-job training and how to implement it at your workplace successfully.

What is on-the-job training?

Benefits of on the job training, on the job training plan with best practices.

On-the-job training ( OJT ) is a practical approach to acquiring new competencies and skills needed for a job in a real, or close to real, working environment.

It is often used to learn how to use particular tools or equipment in a live-work practice, simulated, or training environment.

Rather than showing employees presentations or giving them worksheets, they learn about the job by doing it. This training happens at the workplace, with guidance from a supervisor, manager, or another knowledgeable employee.

New employees that undergo on-the-job training get a firsthand look at all the work procedures they can expect to encounter. They learn workplace expectations, equipment operation, and any other skill they need to complete their job successfully.

On-the-job training may take anywhere from days to weeks or longer, depending on the tasks the job requires. Often, new employees start by shadowing other employees and then move onto completing these tasks with supervision.

The importance of on the job training

There are all types of learners: some are visual, some are hands-on, and some do better by reading instructions. However, on-the-job training has incredible importance in today’s workforce.

On-the-job training allows employees to gain experience working in situations very similar to those they’ll encounter on a daily basis. Employees will use the same tools and equipment they need for their job while being guided by an experienced trainer.

This allows employees to learn and practice their job while still in training.

Other training methods, like online training or seminars, only give employees basic information rather than actual experience.

“Experience is the teacher of all things.” – Julius Caesar

On-the-job training benefits employees and employers, and this next section will highlight some of the key benefits of on-the-job training.

1. Faster training with real experience

People quickly learn what they need to do and perform their job on a good or acceptable level.

Traditional training can be a lengthy process, and employees may not retain much information. This means employees may need correction or retraining later on.

With on-the-job training, employees learn precisely what their job entails and ask any questions that arise while shadowing coworkers.

2. Faster adaptation to a new job

It is essential in industries with high turnover rates, e.g., retail, restaurant business, customer service, manufacturing, etc.

This type of training can help with faster onboarding and getting an acceptable level of performance. It allows employees to learn processes in your organization faster and more efficiently.

3. In most cases, it is easy to set up

On-the-job training is one of the simpler training programs to set up. Because you already have employees that know the job, you have a knowledge base to draw from.

You don’t need to set up complicated presentations. You simply need to pick a high-performing employee to train new staff.

4. Trainee can perform simple job tasks from the beginning

Trainees start learning the easier parts of their job first. As such, they can take on small responsibilities before they even complete training.

For instance, answering phones or directing customers to the correct store departments. If you are shorthanded and get busy, your trainee can assist, and this can ease the block in the workflow.

5. Retain good employees

Employee retention is crucial in any industry. However, employees aren’t as effective if they’re unsure of what exactly their job entails.

Not only that, confusion about the work expected from them can create a stressful environment, leading to high turnover rates.

On-the-job training shows employees exactly what duties they’re expected to complete, and exactly how to complete them.

As part of their training process, they practice each task expected of them and get detailed information about what processes their job involves.

This eliminates confusion, stress, and allows employees to perform their job to the best of their abilities.

6. Attract the right people

On-the-job training allows companies to find the right people for the job because they show capability during the training process. Also, by offering on-the-job training, companies become more attractive to potential employees.

These prospective employees know their time is well spent, and employers can assess skills during training.

7. Team building

With on-the-job training, new employees meet their new coworkers right away and start becoming part of the team.

This creates familiarity and opens up opportunities for new employees to ask questions, even if their training is complete.

Additionally, trainees become more familiar with various workplace departments and can expand their skill set over time.

8. Elementary knowledge management

More experienced employees transfer their knowledge and experience to the new employees, so this knowledge wouldn’t be lost if they leave the company. Of course, it doesn’t cover deep or specific knowledge, but at least it is something.

Many employers refer to this as “ knowledge management ”. Essentially, by having more experienced employees transfer their job knowledge, you retain those skills and knowledge within the company.

9. Financial benefits

On-the-job training happens as part of the regular workday and requires less time. Traditional training requires set training sessions and sometimes seminars.

So the employer saves money on training, and at the same time, the employee performs some of the work duties and brings additional profit to the company.

These tips and best practices will help you bring on-the-job training into your workplace.

1. Identify potential trainers

You wouldn’t have a new employee perform any real job alone. So you need to find trainers who are willing to share their knowledge.

Being selected to train other employees should be an incentive for good employee performance .

Not only that, but it also shows you which experienced employees can be promoted over time.

Not all trainers must be managers. However, the employees you do select as on-the-job trainers should show exceptional performance and a high level of capability and knowledge within their job.

Some employers choose to hire third-party trainers, which can be helpful if you don’t have the resources to train from within your workforce.

2. Structure training process

Any good training program starts with a structured plan. Create a list of the tasks the job requires on a regular basis, and detail the policies and procedures employees should know.

Because this varies with each job, you need to create a plan and list for each job.

3. Automate the learning process

If you have a learning environment with training materials that can cover some aspects of the job, then provide access to it. It can save trainers time and help trainees retain needed information.

Also, they can use it after the training to refresh knowledge, or practice something.

Not only that, your employees will know where to turn first, before seeking other assistance and taking time from another employee’s tasks.

4. Allow trainees to practice their skills

After learning from their instructor, new employees should be allowed to practice their skills, under the supervision of their trainer.

During this time, trainers should evaluate their performance. If there are any issues, the trainer can address and correct them.

Once on-the-job training is complete, conduct an assessment to ensure the employee has gained the skills needed for their job.

5. Check-in during and after training

Depending on the length of the training, it may be necessary to assess progress during the process.

For example, evaluating the trainee’s skills after learning a particular aspect of the job.

Remember, part of the on-the-job training is ensuring that new employees have the knowledge and skills to complete their job independently.

6. Get feedback and improve

After employees complete on-the-job training, get feedback from both trainer and trainee. This provides you several insights into how your on-the-job training program is working.

First, you can see how effective on-the-job training is for your company. Next, you can assess areas that may need improvement or skills that may need more time for training.

You can also get insight into how both the trainer and trainee performed. This allows you to determine whether the trainer is effective, or if another employee is better suited to the task.

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5 Steps To Build An Effective On-The-Job Training Program

In this article, you’ll learn about the critical elements of building an effective on-the-job training program. You’ll discover the various types of training, the importance of evaluating training effectiveness, and the steps to design, implement, and assess a robust on-the-job training framework in your organization.

Key takeaways:

• On-the-job training is a vital aspect of employee development that leads to increased productivity, employee satisfaction, and business growth.
• Different types of on-the-job training, like orientation, apprenticeship, job rotation, and mentoring, cater to diverse training needs.
• The creation of a successful on-the-job training program involves assessment of employee skills, design and development of the program, implementation with the right trainers, and evaluation based on employee feedback.
• Constant evaluation and feedback are essential for refining your training program and ensuring its success.
• Employee scheduling software like When I Work can complement on-the-job training by providing flexible scheduling, easier time tracking, and better communication.

Let’s start with a terrifying fact for employers: 40% of employees who receive poor (or no) on-the-job training leave within the first year of employment. And when employees leave, it costs you.

You need to have an on-the-job training program in your business. On-the-job training is an investment of time and money, but it’s also an investment into your most important asset: your employees.

What is on-the-job training?

On-the-job training, or OJT, is a program designed to help employees gain hands-on knowledge in the workplace.

This type of training involves employees using the resources available for them at their workplace, and it allows them to learn while integrating into their everyday work environment.

Typically, managers, HR team members, and experienced coworkers provide the internal training.

Importance of on-the-job training

On-the-job training applies to all employees, with all levels of skill, in all fields, regardless of education. A good OJT program gives new workers hands-on experience to learn how the workplace functions and how their role and responsibilities fit in. It’s an essential process employees must go through to be able to successfully perform their job duties. 

Benefits of OJT training

On-the-job training seems like it would mainly benefit employers. After all, well-trained and skilled employees mean increased productivity and growth. But there’s much more to it.

1. On-the-job training is planned to fit your business

Your business is unique and has specific requirements—training employees on-the-job may help you get business needs met more quickly.

2. Happier, more loyal employees

When on-the-job training is continually updated and relevant, employees are likely to be more committed to growing their careers at your business. They are also likely to be happier and more excited about their work.

Related: 18 Simple Ways To Keep A Positive Attitude At Work

3. Builds a pool of “promotable” employees

By providing on-the-job training to employees, you are creating a highly-skilled workforce in your business, as well as creating a mindset of “always learning.”

This pays off big when you need to promote managers in the future. You have a loyal and skilled pool of employees to choose from who already know your business.

3. On-the job-training attracts employees during hiring

If your company exists in a tight job market or in an industry where it is difficult to attract (and retain ) good employees, on-the-job training can help.

It’s an attractive benefit for employees who want to better themselves, and it indicates the possibility of promotion .

Read also: The Successful Manager’s Guide to Cross-Training Employees

4. Builds flexibility into your workforce

Gone is the attitude of “that’s not my job” when you have a workforce that is trained well.

While you don’t want to train every employee to do everything (more on that later), training can extend employee abilities beyond a narrow approach of only doing the bare minimum.

When should you start on-the-job training?

For smaller or start-up companies, it may seem as if on-the-job training isn’t necessary. At some point, though, you will probably need to institute an on-the-job training program. When does that point arrive?

Changes require on-the-job training, whether it’s a change in employees, promotions, or how you do business. Some of the most common changes that need some sort of on-the-job training include:

• Change in technology. For example, you’ve updated the point-of-sale system that you use or started using an employee scheduling app .
• Change in business practice. You’ve pivoted, changing your focus or goals as a company.
• Change in company policies. You’ve changed how your employees do their work, or what you expect of them.
• Lots of new employee hires. You have a larger number of new employees than long-time employees, i.e. most of your workforce doesn’t know how things work while fewer do.
• Noticeable slow-down in productivity. Whether on the factory line or in the office, productivity slow-downs are an indicator that employees don’t know what to do. There’s a glitch in your system.
• Your business is growing.
• Your current training was the bare minimum.

A good rule of thumb is to watch for chaos or complaints that surround some of the changes listed above. If you see it, you’re already behind the training curve.

A better option?

Assume your company is growing and will need on-the-job training, and get started planning it right now . Don’t wait for the change and subsequent chaos.

Read also: 9 Ways To Fix A Toxic Work Environment

4 types of on-the-job training

1. orientation .

Welcome new employees into your workplace by sharing some general information, like company culture, benefits, and more. Most businesses might not consider orientation to be on-the-job training, but it’s the first step to a great OJT program.

2. Apprenticeship 

This is a great option for highly-skilled positions that require a lot of technical training. It allows workers to be paid for the experience they need to reach a certification or a certain number of hours in their field.  

3. Job rotation 

If your business is hiring employees for a particular part of a process, like in a manufacturing or warehouse setting, job rotation is the perfect way for employees to see how their job fits into the whole. Move the workers between their roles and teach them every part of the line to facilitate a sense of camaraderie and morale with their teammates. 

4. Mentoring programs 

Mentoring is a win-win when you give an experienced employee the opportunity to teach a new worker. The new employee will learn practical skills for getting the job done and the experienced team member gets a chance to learn and grow the new skill of being a teacher.

Also check out: 70 Awesome Ways To Motivate Employees

How to create an on-the-job training programs in 5 steps

Creating a training program is not difficult as long as you break it down into logical steps. The ADDIE method is particularly useful when starting a training program from scratch:

• Analysis: Assess what your employees need to know in order to successfully do their jobs.
• Design: Determine what your on-the-job training program will look like.
• Development: Establish methods, resources, and materials that will be in your training program.
• Implementation: Decide who, when, and how you will implement your training program.
• Evaluation: Get feedback so you can know if your training met everyone’s needs.

The ADDIE method is flexible, essentially asking that you consider what you need and want for your specific business, and then design and measure accordingly.

1. Assess your employees and the skills needed for the job

Analysis is a particularly important part of successfully creating a training program. You will be answering questions such as:

• What do your employees need to know?
• What do your employees already know?
• How do your employees learn best?
• What do you need from your employees?
• What do your employees expect?
• What kind of training meets all of these needs?
• Do you have qualified people to do the training?

Know what you want over the long term

First, what are your broad and strategic goals ? Is it productivity? Profits? Loyal employees? Community reputation? Continued growth, both financially and as a team?

Write down the long-term goals you want to see. Keep these in mind as you follow through with the rest of the assessment process.

Know what each specific job requires

Assessment includes determining the specific needs of specific employees and jobs.

Start by listing the qualifications, knowledge, and hard and soft skills a specific job requires. You are trying to create a definition of what an ideal employee in that specific job is able to do.

Next, list what skills most employees have when they arrive.

Finally, consider times you’ve had to repeat yourself or ask employees to redo work. Recall the communication or hiccups that slow things down.

It’s best practice to do this for each position or team in your company. Now you have a better picture that compares what an employee needs and what they generally have. That gap is where your training is going to fill in.

Identify necessary tools and systems

Look at the list you made where you identified gaps in employee performance. Was it solely based on a lack of the employee’s skills and education, or can blame be placed on the tools and systems they had to work with?

Before you can create a training program, you need to be sure those tools and systems are in order. All the training in the world won’t improve employee productivity and output if what they have to work with is broken.

Common areas of breakdown are:

• Communication systems. Do you have a complex or vague communication system? Communication breakdown is fixed most often by simplifying the system, but also by enforcing adherence to it. It’s important to have a good communication app, like When I Work , to keep your team connected .
• Technology. Being trained to use new technology is exciting and can instill a sense of loyalty. Make sure to update your technology before investing in training for outdated tech.
• Job boundaries. If one employee expects a job description to be honored and others are busy doing everything, you’ll have lots of conflict. Are employee work boundaries (or the lack thereof) made clear?

Be sure you aren’t asking your employees to use broken tools and systems. Get things streamlined and up-to-date so that any training feels like forward motion instead of a waste of time.

2. Design the training program

Decide which formats and materials will fit best with your objectives and your workplace: classroom-style training, mentorship, and structured programs are all options.

Structured on-the-job training programs are the most basic, task-oriented, and useful for employees who are performing repetitive tasks, such as an industrial job.

Using a company-standardized checklist of necessary tasks, the trainer (usually a coworker who regularly performs these same tasks) works with the new employee. Once the new employee has demonstrated the necessary skill, they are signed off to begin.

However, if the job at hand is more fluid than repetitive, you will need a trainer who is a skilled teacher. Not everyone learns the same way, and a good trainer has to determine how an employee learns in order to apply the training to them effectively. Some people learn by:

• Doing: Practice doing actual tasks or through simulations.
• Feeling: Participate in role playing, group activities, or talk about personal experiences that relate.
• Thinking: Prefer independent activities, reading, or taking tests.
• Observing: Attend lectures and seminars, solve specific problems, or discussions.

While you may not be able to tailor an entire training course to each learning style, this at least allows you to create a set of possible options.

For example, you may allow a new employee to choose whether to take a written test, have a conversation, or do role playing to illustrate their new knowledge.

3. Develop your training with the right materials

Once you know how your training will look, you can find materials to flesh out your training objectives outline in a variety of places:

• Your company handbook
• Current employee knowledge base
• Industry and online resources
• Small Business Administration
• Universities with related programs
• U.S. Department of Labor
• Government extension or outreach programs

Decide how often the training will occur

On-the-job training is rarely a one-time event, and periodic training throughout an employee’s career is common. For example, on-the-job training might include circumstances such as:

• Learning about company policies
• How to work the factory line
• How to respond to customers
• Using the new inventory system
• How to fill out business expenses and financial reports for reimbursement
• Updates on changes to communications systems
• How new laws affect employees and their jobs
• Refresher course on last year’s teamwork training

Clearly, training ought to be an ongoing matter since most employees, depending on their job, will need to stay informed as the business changes.

Use an outline

Design the on-the-job training program much as you would an outline, with each main section being the objective you want the employee to achieve before moving onto the next section.

At the end of each section, determine how you will measure employee success. Do they need to demonstrate a skill to you? Pass a test? Role play scenarios dealing with an irate customer? Each objective should have a defined success goal that must be met before the employee moves on to the next step.

4. Implement with the right trainers

Implementing a training program isn’t easy. Before you dive in, be sure you know the best people to conduct the training, whether it be a manager, coworker, mentor, or a designated training coordinator.  

You also may choose to outsource your training and use an in-house coordinator to work with the company handling the training. This can be helpful if you do not have the resources or knowledge to conduct successful training, or in cases of highly-specialized systems or equipment.

5. Evaluate with employee feedback

Determine how successful your on-the-job training program is with a simple approach: just ask.

Use a survey

Use a carefully planned survey that allows for anonymity, and consider giving the survey during, immediately following, and several months after the training. 

Look for improvement in employee work

Improved employee performance will almost always positively impact profit and growth.

You can measure employee improvement by comparing productivity markers from before training to after (e.g. higher commissions from sales or more items assembled).

Monitor employee retention

Take note: are your trained employees staying on longer than what you’d experienced before training?

Some things are more difficult to measure, like customer service and attitudes. Observation and conversations with managers will help you be more aware of what’s going on across departments.

Overall, you should trust your gut. If you notice an improvement in workplace culture that coincides with hitting company performance goals, that’s what you’re looking for.

On-the-job training helps you build the future of your business with your employees as the foundation. Hopefully, this guide helps you get started making OJT a reality in your business.

Creating an on-the-job training program could greatly benefit your business

Build an on-the-job training program to help keep your employees engaged and loyal. Another way to build happier, more productive teams is to use an employee scheduling software like When I Work . Your staff will appreciate the flexibility and having a voice in their schedule, which is also great at increasing engagement and loyalty. Plus managers appreciate the faster scheduling, easier time tracking, and better communication. Get started with When I Work— sign up for your 14-day FREE trial today !

On-the-job training FAQs

On-the-job training (OJT) is a program designed to help employees gain hands-on knowledge in the workplace. This type of training involves employees using the resources available for them at their workplace and allows them to learn while integrating into their everyday work environment.

Why is on-the-job training important?

On-the-job training is important because it gives new workers hands-on experience to learn how the workplace functions and how their role and responsibilities fit in. It is an essential process employees must go through to be able to successfully perform their job duties.

What are the benefits of on-the-job training?

On-the-job training benefits employers by creating well-trained and skilled employees, leading to increased productivity and growth. Additionally, it can result in happier, more loyal employees, attract new employees during hiring, build a pool of promotable employees, and bring flexibility into your workforce.

When should I start on-the-job training in my company?

On-the-job training should ideally be started when your company is growing or when significant changes occur, such as a change in technology, business practices, company policies, or a large influx of new hires. Starting an on-the-job training program before major changes occur can help avoid chaos and complaints.

How do I create an on-the-job training program?

Creating an on-the-job training program involves several steps. 

• First, assess your employees and the skills needed for the job. 
• Then, design the training program based on these needs. Develop your training with the right materials and decide how often the training will occur. 
• Next, implement the program with the right trainers.
• Lastly, evaluate the program’s effectiveness with employee feedback.

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The Value of On-The-Job Training

For most business owners and managers, on-the-job training (OJT) programs are attractive because they can be implemented quickly, easily, and cost-effectively.

No matter what business you are in, on-the-job training (OJT) is an essential part of any employee’s onboarding and development. But “sink or swim” onboarding is old school and puts your organization at risk in our technical society. While the primary benefit of using OJT is to use existing resources to train employees to do their jobs, it also has other organizational value. For example, studies have shown that on-the-job training is strongly related to greater creativity and innovation, the achievement of organizational objectives, and improvement in overall work quality. Other types of training methods, such as simulations, classroom training, and online training are all useful for some types of training (i.e., safety training, product knowledge, etc.), but research suggests some 80 to 90 percent of an employee’s work skills are learned through OJT.

Advantages of OJT

For most business owners and managers, OJT programs are attractive because they can be implemented quickly and easily. Compared to other training methods OJT is also more cost-effective, costing almost a third of what outside training programs cost. While cost is one of the most important benefits of OJT, there are numerous other advantages, including:

• OJT allows employees to experience the actual work activities of the job. Because OJT takes place in the work environment, it also includes aspects of the company’s cultural, climate, and normative behavior. These are organizational aspects other methods of training are unable to replicate.
• OJT provides individualized attention and mentoring. When a new employee begins work, more time and attention is required to coach and guide the employee’s development of skills with each task. As competency improves, the intensity of supervision declines as the trainee masters the task and can perform it with limited guidance. Other training methods lack the durational and context flexibility necessary for comprehensive skill development.
• OJT allows for different learning styles. Some employees learn by doing, some learn through listening, while still others learn visually, and each at a different rate. On-the-job training offers individualized instruction that accommodates different learning styles and learning rates.
• OJT offers flexibility in conducting training. Outside training, simulations, and even online training often depend on specific training schedules. But considerations such as third shifts, employee absences, and other workforce concerns are not affected by on-the-job programs.
• OJT can readily adapt to change. Manufacturers regularly make improvements and upgrades and may even decide not to support older versions of the equipment. Likewise, production processes change depending on many operational factors. With OJT, training can be readily redesigned to reflect an employer’s specific equipment, as well as changes and activities unique to a company’s operational processes.
• OJT provides a safe environment to make mistakes. One of the necessary features of any training is that it allows employees to practice in a climate of safety. New hires initially can be trained with equipment, operations, and environments not engaged in the actual production or delivery of services. Once a level of competency is achieved with various job tasks, they gradually can be introduced to functions associated with the company’s actual operation.

On-the-job training does require an investment by your organization. For example, trainers must be removed from critical business functions to instruct and mentor new employees, and equipment dedicated to business operations may need to be re-tasked for training activities. In addition, investment costs such as trainers’ and trainees’ wages may be lost if the trainee resigns or is terminated. Trainees who progress slower than other employees also may result in added investment. These disadvantages likewise can be ascribed to other methods of training, but comparatively the investment that OJT offers is more cost-effective than other training techniques.

Success Factors

Selecting a trainer is an important step in the success of any OJT program. Traditionally, training falls under the supervisor’s responsibilities, but unless the supervisor possesses the necessary skills and qualities, your OJT program may be destined to fail. In fact, some people simply do not have the patience, competence, or desire to train others. Consequently, selecting someone who possesses the character and communications skills to train is crucial.

Trainers should exemplify the company’s values and be perceived as a role model or someone who can be trusted. They should possess a thorough knowledge of the company’s systems and processes, but they also should be familiar with  the company’s goals , culture, and organizational climate. It is important, therefore, that trainers exhibit behavior and conduct you expect from your workforce. For example, grumbling, gossiping, and political games introduce dysfunction into your business and can proliferate through the actions of the trainer and other employees. Consequently, they should demonstrate the strength of conviction to determine the suitability of the trainee for employment. Wasting time and money on the wrong employee jeopardizes their safety and affects company moral and the productivity of the business operation.

Regardless of whether your trainer is a supervisor or another employee, they should be trained on how to instruct others. Some trainers have a natural ability to train, but it is still beneficial to enroll them in some form of “train-the-trainer” program. There are psychological processes associated with adult learning that facilitate the acquisition of information and skills development. Things such as reinforcement, cognition, and other learning principles need to be understood to maximize your OJT investment.

Key Considerations

The comprehensive nature of OJT enables even the smallest company to maximize the benefits of training. It can be rapidly designed using the company’s resources and is flexible and cost-effective. Key considerations, however, are the quality of the training and the effectiveness of the trainer(s). Designing a structured OJT program with specific goals, along with the careful selection of trainers, are essential steps in ensuring a successful in-house OJT program.

Click for additional on-the-job training articles and resources .

Thomas Montgomery, president and CEO, Inland Rivers HR , is a veteran Human Resources professional with more than 35 years of experience helping businesses achieve success through innovative Human Resources solutions. His broad range of experience across a variety of industries includes 18 years with the largest inland marine operator in the country, as well as working in state government, education, agriculture, banking, and telecommunications. He also has been a small business consultant and trainer and has owned several small businesses. Montgomery holds a doctorate in Business Administration and a Master’s degree in Organizational Communication.

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Training Methods Essay

Introduction, methods of training, on the job training (ojt), lecture method, behavior modeling, reference list.

Training is a learning process where employees acquire knowledge and skills to improve their competence and to help them achieve organizational goals. Every organization will need to train its employees in order to increase their productivity and to become proficient and competent while carrying out their job duties.

There are two types of training methods: in-service training and pre-service training. Pre-service training is offered by formal institutions where persons attends regular classes in order to attain a formal diploma or degree whereas in-service training is undertaken when an organization offers time to time knowledge or skills upgrade to its staff.

Training methods are divided into cognitive methods and behavioral methods. Cognitive methods give information either in written form or orally and provides guidelines on how to go about job tasks. They include lectures, discussions, demonstrations, virtual reality, programmed instructions, computer based training and intelligent tutorial systems. On the other hand, behavioral methods enable learners to exercise behavior in real fashion and they help in skill development and attitude change.

Behavioral methods include games and simulations, behavioral modeling, case studies, equipment stimulators, business games, role plays and in-basket techniques. The training method selected should be able to motivate the learners to improve on their performance. In addition, the training should help staff transfer what they have learned in training to job situations and they should be allowed to actively participate during the training or learning period (Bass and Vaughan, 1966).

On job training, also known as hands on training, is the most commonly used training method in small organizations. This form of training always takes place at the actual work place.

The existing experienced and skilled managers and supervisors take the lead in training less experienced and knowledgeable employees who join or are already working in the organization. William and Kazanas (2004) mention that there is no official procedure for undertaking an OJT and point out that that trainers need not to have formal qualifications as long as they are experienced and have knowledge in the field.

The employees are coached, mentored, and instructed by their superiors on how to handle their job duties. This training method helps to identify weaknesses and strengths of the employees. However, the competence of this method cannot be proven because some sloppy work habits can be passed from supervisors to the trainees and this might affect their output.

Besides, finding the right time to implement training schedules can be a challenge because the trainers’ responsibilities might be left unattended to and this might affect the organizations’ performance. In spite of these limitations, this method is one of the most effective training techniques and has been successfully used in many organizations. Alipour, Salehi, and Shahnavaz (2009) avow that OJT results into more creativity, realization of organizational goals, and enhances work quality.

This method is considered the most effective training method because it targets a large number of individuals at a relatively low cost. Lectures can be conducted either in a formal or informal setting.

In an informal lecture, the audience actively participates while in a formal lecture, the subject matter is introduced by the instructor and he presents the main part of the lesson with little involvement of trainees.

This training method is relatively inexpensive as it reaches a large number of people. It can also be effective especially when the learners are involved. The instructor can deliver a lot of information to the learners in a short period of time.

Even though the lecture method has been considered the most appropriate training method, it has some drawbacks such as the inability to identify and correct misunderstandings among learners since he may not have full control of the audience. The effectiveness of this training method has been proven in numerous studies.

For instance, Burke and Day (1986) mention in their study that when interactive approaches such as quizzes, small group discussions, case studies, question cards, demonstrations and role playing, among others are used in lectures, it can be very effective in not only improving knowledge of the learners, but it might also enhance the learners’ interpersonal skills.

This training method has been acknowledged as the most suitable method for developing interpersonal skills. In this training technique, the learners observe what others are doing and learn how to perform similar tasks. For instance, they can watch a videotape and thereafter practice what they observed through role-plays or other types of simulation techniques. The underlying theory behind this training method is that once a person has watched the behavior shown in the video, he is likely to replicate it on job situations.

This method can be used in safety training, interviewee and interviewer training, sales training and interpersonal skills training. It reduces the time, costs of trial and error processes, and provides learners with opportunities to discover learning comfortably through practice (Decker &Nathan, 1985). Through practice by role-plays, the learners also develop interpersonal skills. This method has been found to be effective by in a number of studies according to Mayer & Russell (1987).

Alipour, M, Salehi, M, and Shahnavaz, A. (2009). A Study of on the Job Training Effectiveness: Empirical Evidence of Iran. International Journal of Business and Management , 4(11), 51-75.

Bass, B. M., and Vaughan, J. A. (1966). Training in industry: The management of learning . Belmont, CA: Wadsworth Publishing.

Burke, M J, and Day, RR. (1986). A cumulative study of the effectiveness of managerial training. Journal of Applied Psychology , 71(2), 232-245

Decker, P. & Nathan, B. (1985). B ehavior Modeling Training: Principles and Applications . New York: Praeger.

Mayer, S.J., and Russell, J.S. (1987). Behavior Modeling Training in Organizations: Concerns and Conclusions. Journal of Management Spring, 13(1), 21-40.

William J. R., and Kazanas, H.C. (2004). Improving On the Job Training , 2nd edition. San Francisco: Jossey-Bass.

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On-the-job Training: Expectations vs Reality

Published on: 21 Jan 2019 by Eleni Zoe , 5 mins to read

Name a training approach that’s focused on employees’ learning needs, perfect for building strong relationships between managers and teams, as well as relevant and applicable. If you’re not already thinking it, it’s on-the-job training (OJT). And today, the importance of on-the-job training makes it an integral part of most company L&D strategies.

Still, not all companies see the benefits of OJT training come to life. Some training managers even struggle to get support from the suits on the top floor. Why? Because of a few common misperceptions.

So, we’re here to bust the top 4 myths about on-the-job training programs, and close the gap between expectations and reality.

Expectation 1: OJT training is expensive

Setting up an on-the-job training program takes time, and it takes money. You’ll need to invest in learning design , training materials, subject matter expertise, and even a little training for on-the-job trainers! Shew. Sounds expensive, right? Well, here’s a touch of reality (based on hard evidence, by the way) to set your mind at ease.

Reality: It’s as much of an investment as other types of training

Keen to know a fun fact from LinkedIn’s 2018 Workforce Learning Report ? An incredible 93% of employees say that they’ll stay at a company longer if it invests in their career development . Even more interesting is that nearly 70% of them said they prefer to learn at work.

Huh. So this must mean that investing in on-the-job training helps companies to retain employees. And we all know that retaining employees spares companies the high costs of replacing them.

So, you expected it to be expensive. But now you see that not investing in OJT is probably the most expensive decision your company could make.

Expectation 2: On-the-job training takes up too much time

Of all the pros and cons of on-the-job training, the most spoken about ones have usually got to do with time. And the most important one? That preparing for OJT takes time. The manager’s duty as an OJT trainer is time-consuming. And, of course, employees have less time to be productive when they’re receiving training. But what if these expectations are misinformed?

Reality: It’s time well spent

Emily Poague, VP of Marketing at LinkedIn Learning, said that “What managers must understand is that developing their people and teams is a key responsibility, and it’s what helps to keep their teams engaged”. And she’s not wrong. Gallup recently discovered that 70% of the variance in team engagement can be attributed to the manager.

So, what better way to engage and motivate staff than by forming strong employee-manager bonds through OJT training programs? It is the future, after all. A time for bosses to become coaches and mentors, rather than villains from an 80s buddy cop movie. And, if they do it well, time spent learning on the job could help employees become high performers more quickly – which actually saves time. Touché.

Expectation 3: OJT training is unnecessary if you hire the right skills

Well, sure. Hiring top talent was, is, and always will be the dream. Because when you find the best skills for the job, new employees can get straight to the grind without ever needing a single dollar worth of training. Or can they?

Reality: It’s essential for developing the skills you can’t hire

There’s just one problem with this expectation. Top talent is scarce and it’s short-lived. You see, we’re in the middle of a skills shortage, and according to research, the future isn’t looking any brighter. In fact, the global talent shortage is expected to reach 85.2 million people by 2030 , which would cost companies trillions in lost economic opportunity. Ouch.

Hmm. What to do, what to do? Recognize the importance of training in the workplace! Training that is continuous, applicable and forward-thinking. Training that develops the skills that aren’t yet available in the workforce. Training that teaches employees skills that might not have existed 5 years ago.

Expectation 4: On-the-job training is just part of the job

What’s the difference between training on the job and learning on the job? They’re the same, right? Wrong. And yet many companies confuse informal on the job training with the concept of learning through experience.

Reality: It’s a strategic and intentional approach to workplace learning

Learning by experience has a lot to do with making mistakes, learning from them, and doing better on the next attempt. A far stretch from the strategic, planned and job-relevant training that is OJT.

Learning from experience is spontaneous. But a structured on-the-job training model uses targeted methods to help employees learn procedural steps, company values, job tasks and other important knowledge and skills about the company and role.

On-the-job training methods are often a combination of traditional training, like mentoring and workshops, and eLearning courses that allow employees to tailor training to their jobs and learning needs.

Over to you

Now, with these 4 myths sufficiently debunked, you can be confident that the purpose of on-the-job training is strategic . When well-planned and supported, OJT offers time and cost savings, more engaged and productive employees, and the development of skills that can’t be sourced. With that said, consider the MIC dropped.

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| Tags: Corporate Training

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On the Job Training

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Part I Introduction On the Job Trainee (OJT) is one of the best training methods because it is planned, organized and conducted at the employee’s worksite. OJT will generally be the primary method used for broadening employee skills and increasing productivity. It is particularly appropriate for developing proficiency skills unique to an employee’s job, especially jobs that are relatively easy to learn and require locally owned equipment and facilities.

OJT is dependent upon the trainer having sufficient knowledge and expertise to impart to the trainee.OJT is important and the quality of OJT can be considerable improved through effective design. Advantage of OJT: • Training can be delivered at the optimum time: for example immediately before a job is to be performed a real in the workplace. • The trainee will have the opportunities to practice immediately. • The trainee will have immediate feedback.

• Training is delivered by colleagues and go someway to integrate the trainee into the team. Disadvantage of OJT: • As a trainee we don’t know if all the knowledge that we earned can be suite to our future work.RED CRAB (HEAVEN & EGGS) PROFILE MISSION VISION OF RED CRABS (H&E) The Red Crab Group of Restaurants aims to define and set the standard when it comes to crab and seafood dining in the country. The Red Crab Group of Restaurants' mission is to create a strong network of world class, pioneering, specialty restaurants combining the best Filipino agro-resources and talent with global flavors and design.

Each concept is unique with their personality, identity and drama for customers to experience.The restaurants are all geared for family and group gatherings and celebrations and as always the food will always be glorious and extravagant so that each dining experience will be remembered. The Red Crab Group of Restaurants' vision is to be the restaurant of choice when it comes to celebrating special moments and occasions. Part II Narration of Experience May 20,2010. It was the first day of the on-the-job training. Darell, the trainee was tense because he did not know what to expect with the restaurant that he will be assign and with the task that he will do.

When he came inside the company of Heaven & Eggs, he was confused because it is the first time he had an OJT. He did not know how to react and communicate well and he does not even know the people in the restaurant but he is excited in his OJT because he wants to learn and experience a lot of things in the real world. He was just quiet and tame. Later on, the operation manager oriented him in the things that she should remember while he was in the company and asking her the things he expected in the arestaurant.

They had conversation about their personal lives.Then her supervisor introduced her to other employees The operation manger taught him also how to market some guest outside the restaurant through giving flyers outside the company. Darell not only learned inside but also outside the restaurant on how to market and have more guest to enter in the restaurant. The manager also taught him to be polite and observed proper manner in welcoming and serving the guest without any complaint. On the first time, it is very hard to serve the guest properly because the guest is not that approachable enough and very demanding about the food that they serve.On that part he was so tense, because he don’t know what to do so he ask some help to the manager to solve the problem.

The manager taught him how to handle the situation so that he could learn more and not to be tense again. He wanted to learn and experience a lot of things that cannot be taught in the four corners of the classroom. He wanted to do something that is related to the work in the real world of the Industry. Through the help of the On-the-Job-Training he learned how to serve the guest in the proper way and felt glad because of the accomplishment of his daily task that he is assigned.The time goes by he learned a lot of things in the restaurant and experience a lot of things. He will always put in his mind the knowledge that he learned so it will be a step when he started working.

Part III Conclusion At the end of the on-the-job training period, I experienced many things and learned from it. I gained knowledge about the work in the restaurant. During this time, I experienced how to deal with other people around me and also with my co-workers that helps a lot to develop my self esteem. This entire task is very helpful for me to be familiarized to the reality of the industry.I know to myself that I do and gave my best that I could, for exposure and dedicated to bear a young professional in me as to fulfill my goals and aspire for what I have wanted to be. It is important that one team should have camaraderie so that they can work well and attain the goal.

He observed that it was different when you were in school and when you were in the real world. Because most of the time you just learned theoretically in school while in the real world, you actually experienced the things that your trainers taught to you.Part IV Recommendation Every trainee must be focus to his or her work. They should listen carefully with the instruction given to them. If they do not understand, they should ask for help.

He/She should be aggressive in order to learn. You should be the one who take the initiative that you want to learn. Trainees should always observe the proper attitude while working because your attitude will also affect the work of your co-workers. You should work with promptness and be confident with your job. Part V Pictures

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Essay on Training of Employees

Read this essay to learn about the Training of Employees. After reading this essay you will learn about:- 1. Meaning of Training 2. Need for Training 3. Importance 4. Methods 5. Process.

Essay Contents:

• Essay on the Process of Training Employees

Essay # 1. Meaning of Training:

Training improves skills of a person on the current job. It is given to managers and non-managers; new and old employees. It increases human and conceptual skills of managers and technical skills of non-managers. It is necessary as new employees learn their jobs and old employees update their knowledge about changes in job requirement, technology and structure.

Training is “a planned effort to facilitate employee learning of job-related behaviours in order to improve employee performance.” Training needs identify the attitude, knowledge, skills and behaviour required by the employee to do his job efficiently.

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People perform a variety of jobs in the organisations. There is constant movement in vertical (level) and horizontal (department) directions in the organisation. Handling a variety of jobs requires training of people. Training should be planned Planned training is a deliberate intervention designed to bring about the necessary learning to improve performance on the job.

Planned training includes the following:

1. Training objectives:

Why training is to be imparted and what the employees should do after getting the training.

2. Planning the training programme:

It determines the process of training.

3. Methods of training:

These methods should relate to training objectives and can be provided on-the-job or off-the-job.

Essay # 2. Need for Training :

Training makes the employees aware of the technicalities of the job and imparts the knowledge and skills to perform them. This is done by carrying out a need analysis. Need analysis is “assessment of an organisation’s training needs that is developed by considering overall organisational requirements, tasks associated with jobs for which training is needed, and the degree to which individuals are able to perform those tasks effectively.” It identifies the job requirements, training needs and standards against which performance is measured.

Training is needed for the following reasons:

1. It improves knowledge and skills of a person to perform the job efficiently.

2. It helps employees settle in the organisation. It helps them know the company’s structure, culture, rules, policies etc. so that they can blend their personality with that of the company.

3. It updates the knowledge and skills of employees. Technology is changing at a fast rate and organisations are automating their systems to keep pace with changing technology. Training helps to learn new skills to work with new technology. Learning of computers, for example, became necessary when computers replaced typewriters.

4. It promotes employees to higher posts. Training prepares people to hold higher positions by pre-identifying the jobs and increasing their skills to perform them when the opportunity arises. It, thus, increases their skill and prepares them to assume jobs of higher level.

5. It identifies the needs of individuals to understand the job requirements and learn the skills to perform them.

6. It matches job description (skills of a job) with job specification (skills of employees to perform the job) by making employees fit for the jobs.

7. It reduces labour turnover and absenteeism by keeping people satisfied on the job.

8. It increases employees’ knowledge about different functional areas (production, marketing, finance and personnel) and promotes their movement from one job to the other.

Essay # 3. Importance of Training :

Training is not an option. It is a necessity. With increase in technological advancements, business complexities and human relations, it becomes necessary for organisations to train their employees in order to maintain the market share and cope with the changing environment. Training benefits the organisation and contributes to empowerment of employees.

The following points explain the importance of training:

1. Increase in skills:

Training increases skills of employees to perform their jobs. This helps to increase organisational output both in terms of quantity and quality. Training, thus, allows people to have grip over the requirements of the job. This leads to job enrichment and reduces waste at work.

2. Motivation:

Trained employees are competent to perform the work. This brings them rewards, job satisfaction and motivation to work hard. Training is a non-financial incentive that brings financial gains to business organisations. Motivation promotes recognition, identification with jobs, willingness to cooperate, enthusiasm, and rewards following the acquisition and use of skills.

3. Reduced turnover and absenteeism:

As training promotes job satisfaction and morale to work hard, employees improve their performance on the job. This reduces labour turnover and absenteeism. This also saves money on recruitment of new staff and their re-training.

4. Less supervision:

Trained employees know their jobs. They maintain discipline and control their activities. This reduces the need for supervision. Less supervision saves time, efforts, money and promotes performance. Trained employees enjoy the freedom of work.

This relieves managers of taking remedial or corrective efforts, thus, focusing more on important matters. A manager can, thus, increase his span of management resulting in less number of levels and considerable savings in cost to the organisation.

5. Concentration on important (strategic) matters:

By training employees, managers need not provide them continuous guidance. They concentrate on more important organisational matters resulting in growth and diversification of the enterprise.

6. Optimum use of facilities:

Trained employees know how to use scarce organisational resources. Optimum utilisation of resources results in low cost and high profits for the company. Value related to quality and customer services are disseminated to employees hoping that they will generate commitment to work.

People understand mission statements and corporate objectives and relate their skills and other resources with the organisational values. Besides resulting in cost saving for the organisation, this promotes skills to use the resources judiciously by promoting their analytical, problem-solving and presentation skills.

7. Career advancement:

Training helps employees know their jobs better and equips them for promotions to higher positions resulting in career advancement.

8. Human relations:

Not only jobs, people also know each other better which promotes interpersonal and inter-group relations amongst them. This enhances the quality of human relations at work. Trained people understand the social and psychological nature of human beings besides understanding the nature of work.

Conflicts are resolved through mutual understanding rather than judiciary measures. Satisfied, understanding and cooperating employees is a positive sign of organisational strength.

9. Organisational growth:

Training helps in growth of individuals and also the organisation. Organisations with trained employees can anticipate and adapt to changes in the environment. They can compete in the market and grow their operations.

Training promotes organisational viability in terms of its ability to survive in the changing environment and organisational flexibility in terms of coping with change with its employees’ commitment to practice the changed management techniques. Training creates attitudes to equip people to cope with change. It builds confidence of people to participate in the change programme.

It helps people to understand:

1. Why change is necessary, and

2. How they will benefit from it.

Training creates the greatest organisational strength as people are equipped to manage emergencies and convert non-productive assets into productive quality and quantity parameters. It helps in replacing old methods of working with new methods, thus, helping the organisation to sustain its competitiveness in the market.

Essay # 4. Methods of Training Employees:

From pre-employment orientation to pre-retirement stage, training prepares people to become more skilled at work and assume positions of higher importance. Training can be provided through a variety of methods.

Methods of training can be broadly classified into two categories:

I. On-the-job training methods and

II. Off-the-job training methods.

1. On-the-job training methods:

On-the-job training is learning while working. Employees are trained while performing the jobs. Training may be provided on a specific job or different jobs through job rotation. People learn how to perform the job over a period of time.

Special training programmes are not organised. Superiors train the subordinates. Though these methods save the cost of training, this slows the speed of work. Employees may also damage the equipment’s or disrupt the normal work activities. These methods are suitable where work is not complex and number of workers is not too large.

Some of the common on-the-job training methods are as follows:

1. Job Rotation:

Employees are rotated on different jobs. This exposes them to variety of tasks and enhances their knowledge to perform the jobs. It develops employees’ capabilities and creativity, innovativeness and exchange of ideas to perform different jobs, People move around different jobs in a systematic basis to broaden their experience and learning about interdependence of jobs. Job rotation may be in the same functional area like movement from marketing to sales or advertising to sales promotion or different functional areas like movement from production to marketing or human resource departments.

Merits of job rotation:

a. It promotes links between different departments or sections within the same department.

b. People know the intricacies of different jobs and how they are related to each other.

c. It develops flexibility to perform different jobs. Organisations do not suffer on account of shortage of manpower as people are equipped to perform different jobs.

Limitations of job rotation :

a. People spend limited time on a job and, thus, do not acquire the complete range of skills to perform that job.

b. Errors may arise because of transfer of people to different jobs. It promotes generalists rather than specialists.

2. Apprenticeship:

Apprentice means learner. Under this method of training, the employee who is an apprentice works under skilled guidance of his trainer or co-workers. The trainer provides instructions while he is performing the job. The apprentice learns by observing his senior. Trainer spends major time on the job or the assignment given to him for which he may be paid some stipend also.

The trainer provides instructions throughout the period of training which helps in building trained people who become technically proficient to perform those jobs independently. Carpenters, plumbers, computer operators usually adopt this method of training.

3. Internship:

Employees learn job skills while working on-the-job. In addition, they attend classroom lectures to enhance their job skills.

4. Brainstorming:

People with different backgrounds work on a common problem. This enhances their ability to solve the problem by using their intellectual and conceptual skills. People participate in decision-making processes by forming committees, task forces, groups etc. These groups deal with problems of different nature in different functional areas and, thus, learn from experience on the jobs.

5. Delegation:

Managers delegate work to subordinates along with authority. Allowing subordinates to make decisions increases their knowledge, leadership and decision-making skills to manage the tasks alone.

2. Off-the-job training methods :

Training is given outside the work place. Emphasis is more on learning than doing. Employees do not learn while working but learn in conditions more or less similar to actual work place. Training is provided by experts who arrange special training programmes at a place other than the work place. Employees do not disturb the work schedule during the training period.

They concentrate on training and pick the job skills faster when they actually perform the jobs. However, this method is costly as experts, programmes and situations (simulations) have to be arranged. This method is, therefore, suitable when job requirements are complex and number of employees to be trained is large.

Some of the common off-the-job training methods are as follows:

1. Vestibule Training:

Working conditions similar to actual conditions are created outside the work place and employees are trained in those conditions. They learn job skills in similar job conditions without disturbing work on-the-job. Training is provided in training centers both theoretically and practically.

Lectures are given on theoretical principles about the job followed by practical exposure to work in workshops based on theoretical learning. This method of training is suitable where large number of employees have to be trained.

a. Training does not affect actual work conditions.

b. Training is provided by experts so that people learn intricacies of the job.

c. Managers are relieved of training the workers. They concentrate on important organisational matters.

Limitations:

a. Actual work conditions are different from conditions created for training. Employees may not feel confident with actual jobs.

b. It is expensive as special training facilities are provided by organisations.

2. Lectures/Demonstrations:

Without working in same or similar work conditions, training is provided through lectures in class rooms. Demonstration through tapes and computers are the common forms of training under this method. The trainer displays the working mechanism and the series of operations to complete the task.

This method is particularly effective in explaining mechanical operations. Lectures and coaching are combined with demonstration to facilitate interaction between the trainer and the trainee.

In coaching, the trainer gives personal instructions and guidance to the trainees along with demonstration. Doubts are cleared, corrections are made and feedback can be immediately obtained. In lectures, knowledge is imparted on theoretical concepts and theories.

It aims at one-way communication for transmitting knowledge to trainees relevant to their disciplines. In a broader version, lectures can be converted into conferences which provides two-way or open communication where group members can freely interact with each other. Ideas are presented by trainers followed by discussions on how to translate those ideas into actions.

a. Learning is directly related to the job.

b. Display makes training effective by relating it to actual operations.

a. The trainer is usually an experienced staff member who works actually with the operations. He may not be able to emphasize with the trainee. Performing the actual operations and explaining them may not be easy for the trainer.

b. Demonstration is only theoretical through display. Learning may be different from actual work operations.

3. Simulation:

Artificial situations similar to actual work conditions are created and employees learn skills of the job in these conditions. Training to airline pilots and computer programmers is provided through simulation models. It is like a mock-set up of the real situation where training is provided in a deliberately created learning environment which replicates the organisational situations.

Though simulated situation cannot be exactly similar to real-life situation, it is attempted to present the important characteristics in order to make it as close to the real situation as possible. Trainees perceive the simulated situation similar to real situation and perform the assigned roles as if they are actually working in the formally designed organisation structure. The trainer does not interfere while the trainee is performing but provides feedback on how he can improve his performance after the exercise.

Thus, the trainees learn to work independently with time-to-time evaluation of their performance by the trainers. This helps them overcome their weaknesses and perform near perfection when they are actually transferred to the formal official positions.

This form of training is provided through the following methods:

(a) Case studies:

A case describes problem to be solved. The problem may relate to the whole organisation or a part of it. It may cover all or some aspects of the part under study. A case similar to actual working conditions or organisational problems is prepared and presented to trainees. The trainer presents the facts of the case to trainees.

Trainees analyse the case, use their judgment and initiative and arrive at alternative solutions. Through a careful comparison of costs and benefits of each case, they arrive at the best solution to the problem. This method develops trainees to deal with actual organisational problems.

Though case represents a real-life situation, it generally does not give complete information about the problem to the reader. Complete details will make the case very long to read and analyse. A case represents a real life situation and in real life, managers do not have complete information for making business decisions.

Complete information is not available, it may not be available at the right time and obtaining complete information is costly too. Managers make satisfying decisions on the basis of whatever information they can gather on the basis of availability and value judgment. Some of the information they collect may not even be useful to the decision-making situation.

Similarly, a case provides enough information to understand business situations but not complete information. Collecting information cannot be possible and, therefore, a case provides the reader real-life business situations to deal with. It helps in understanding the real business situations in which managers work and make satisfying and practical decisions rather than optimum decisions.

A case can be structured or unstructured. A structured case has questions that follow to determine the direction in which case will be discussed. An unstructured case does not have questions for discussion with respect to issues related to the case. The reader analyses the problem and focuses on the relevant issues. This is how they learn to deal with real life business problems.

Objectives of Case Study:

Learning through case study has the following objectives:

1. It helps to know the problems that managers face at the work place.

2. It helps the trainees to use managerial concepts and theories into management practice.

3. It enables them to diagnose and analyse the problem, frame alternatives and formulate working action plans.

4. It converts theory (classroom instructions) into practice (realism).

5. It trains people to analyse the business situations and find solutions rather than depend upon outside help.

6. It exposes trainees to a vast variety of business problems which would otherwise take them years to experience personally.

7. It promotes learning by doing. It promotes managerial skills of trainees by not providing ready answers to business problems. There are no pre-defined solutions to problems. Each situation is different from the other and requires subjective thinking, initiative and value judgment to arrive at novel solutions.

8. It aims to develop answers and not seek answers. The right answer is diagnosed rather than accepted as a ready solution. This develops conceptual ability of the trainees.

(b) Role playing:

Trainees are assigned roles to play similar to those they have to perform at actual work place. They may, for example, be made to act as managers, salesmen etc. in classroom conditions to know how they have to perform their roles actually. Role playing helps in analysing work situations where trainee gets insight about his behaviour in actual work conditions and how it can affect the behaviour of others.

Imaginary business situations are created which depict real life situations (as in movies and theatres) and the trainees play those roles as if they are performing in real business situations. People play roles in groups, understand inter-dependence of roles and analyse how decisions have to be made if similar situations occur in reality.

Reactions to situations have to be spontaneous as the role playing proceeds because business situations cannot be predicted. Dealing with the customer, for example, depends upon the nature of customer and his buying behaviour. This cannot be predicted and planned. Reactions have to be made right at the time when sales persons deal with the customer.

However, role playing equips them to face such situations while they are being trained through simulation models. Trainees can project themselves into different roles through imagination. A critical evaluation is made of the role playing session at the end so that trainees understand their weaknesses and try to overcome them in order to deal with real life situations.

(a) Trainees perceive the jobs from different angles and equip themselves to perform them in reality.

(b) It helps in promoting human relations as conflicting situations are largely resolved at the training stage.

(c) It helps to understand business situations as trainees get feedback on their performance much before they enter the real business situations.

This is a suitable method of training at operative levels as higher level managers deal with conceptual problems more than technical problems which require imagination, creativity and intuitiveness more than objective judgment of thinking and planning.

(c) Management games:

For higher levels, management games or business games are used to develop analytical skills and group processes. Management games are organised to acquire different types of management skills like analytical skills, communication skills, team building skills, planning skills etc.

Teams are made which represent different companies and strategies have to be designed to operate in the competitive environment. Each team plans to make win-win strategies in the same environment with the same restraining and driving forces. Decisions are made to deal with problem-solving situations.

These decisions are analysed by the trainers and announced to the team members with comments on how to improve these decisions. This feedback helps in making better decisions in the light of changing competitive environment and strengthen the company’s policies to face competitors’ strategies.

4. Sensitivity Training:

It involves making training groups where members freely interact with each other and express their viewpoints on job conditions. No formal interaction takes place amongst them. Trainer observes this interaction and interrupts only to maintain order and discipline.

This training relates to small unstructured group of people where people learn to become sensitive to others’ feelings. This promotes positive group behaviour. People learn to emotionally relate with each other, perceive the consequences of their decisions on others and vice-versa, relate personal values with business situations and develop behavioural consistency in decision­ making.

Members in sensitivity training can belong to different organisations, different units of the same organisation or same unit of the organisation. Thus, they may be total strangers or acquaintances who gradually learn to behaviourally adjust with each other. This promotes team work and positively contributes to organisational goals. Sensitivity training, thus, aims to develop interpersonal relationships where members are resources to one another in dealing with various policy and decision-making issues.

Sensitivity training should be properly handled because it deals with human behaviour and interaction. It should not be seen as a blow to self-confidence and psychological set back of trainees. Rather than upsetting and frustrating people, it should result in supportive behaviour, open communication, understanding of self and others.

5. Training Institutes:

Companies send the employees to training institutes to learn job skills and apply them to actual job conditions. These institutes have professionally qualified trainers to train people in respective functional areas. Off-the-job training methods should be planned to produce good results. The training course should relate to conditions prevalent in the organisational environment.

It should take care of the following:

1. The objectives of the course should be clear.

2. The trainers should be clear of the culture and practices of the organisations to which the trainees belong.

3. Training practices should take adequate care of the safety issues while trainees are working in simulated conditions.

4. The trainer/trainee ratio should be optimum. Less trainees can increase the cost of training and large number of trainees can be ineffective in imparting the training.

5. Trainees should belong to the same status. If members come from the same organisation but belong to different status, superiors may not be comfortable in front of subordinates if they have not performed well. Subordinates may also show compliance on submissiveness when they are attending sessions with superior.

On-the-job and off-the-job training methods.

The following table highlights the main points of difference between on-the-job and off-the- job training methods:

On-the-job training methods:

1. Training is provided at the work place.

2. Training is provided by superiors to subordinates.

3. It is less costly.

4. It is less time consuming.

5. It is used where jobs are simple.

6. It disturbs work schedules.

7. It is suitable for training less number of employees.

Off-the-job training methods:

1. Training is provided outside the work place.

2. Training is provided by experts within or outside the organisation.

3. It is a costly method of training.

4. It is more time consuming.

5. It is used where jobs are complex.

6. It does not disturb work schedules.

7. It is suitable where number of employees to be trained is more.

Methods for Determining the Training Needs:

The following methods are used to identify training needs of the employees:

1. Performance appraisal:

Each employee’s work is compared with the planned performance and if there is deviation in the actual performance, it indicates the need for training.

2. Analysis of job requirements:

Job analysis is done and job description (skills required to perform a job) and job specifications (skills possessed by employees to perform the job) are identified. If job specifications do not match job description, it indicates the need for training.

3. Analysis of the organisation:

Working of the organisation, various functional areas, authority-responsibility relationships, span of control, interaction between superiors and subordinates, rate of labour turnover etc. are analysed and if there is deficiency in any of these areas, training programmes are conducted to reduce these gaps.

4. Analysis of manpower:

Rather than following the directions, employees offer suggestions for improving their performance. Self-analysis and self-assessment help to detect and rectify the problems in carrying out their work and also substantiates the need for training programmes.

Essay # 5. Process of Training :

The training programme consists of the following steps:

1. Identify the training needs:

The trainer has to first understand himself, his skills, style and the training needs. He should know why it is important to impart training to employees. He can do this by studying their behaviour and discussing their needs for development. Training is a continuous process that focuses on self-development. In the rapidly changing environment, employees cannot rely on their knowledge and skill acquired in their initial qualification.

The starting point of identifying the training needs is the assessment of organisation’s present and future training needs. The corporate plan is analysed in terms of the existing pool of employees’ knowledge and skills required to implement the plan. The broad training programme is broken into specific needs of each employee to have knowledge of the product, methods to convince the clients, maintain lasting relationships with them etc.

Every employee differs with respect to his need for training. A fresh appointee needs more training than an experienced one. Training programme cannot be standardised. It has to be customized to the needs of employees. This helps the trainer focus on the purpose and timing of training and adopt a suitable training method.

Managers identify training needs of employees in the following ways:

(a) They judge their performance in terms of volume of business, expenses, number of contacts with clients etc. and identify the training required to increase their skills.

(b) They hold interviews with employees and identify their training needs. They analyse their job and try to remove difficulties they face in the job by conducting training programmes.

2. Design the training programme:

The trainer understands the trainee’s job and designs the training programme. Managers identify the essential and desirable job skills that may affect employees’ performance and results. They analyse the job description, prepare a job profile and establish a skill set and behaviour set of attributes required for their role. They also identify the priorities of the basic training plan and the training needs.

3. Conduct the training programme and assess the trainee’s skills, styles and attributes:

The manager assesses the trainees’ skills, style, attributes, situation and their learning style to conduct the training programme. He holds interviews and discussions with employees and conducts one-to-one counselling to know and understand them, He explains technical details of the job and involves them in completing the training programme.

4. Break down each skill to train:

The manager breaks down each skill of the employee and identifies the standards of each part. He does this through one-to-one counselling with each employee. He listens to them, understands them and records facts in writing. He collects the relevant reference material (manuals, standards, company documents etc.), prepares the skill assessment sheet and involves them in preparing various documents.

5. Training follow-up:

After the training programme is put to practice, manager follows up the programme. He measures, records and supports the training programme and makes adjustments in the training plan, if found appropriate. If everything goes well, he continues with the training programme. During the course of follow up, he continuously counsels and understands the employees.

The organisation needs to know if the training programme has achieved the intended results. Tangible results (production or sales) can be measured more easily than intangible results (change in culture or value system). However, at the end of the training session, the trainees are asked to fill up a questionnaire specifying which parts of the training were most useful and relevant to their training needs.

The responses can help the trainer to improve the further training programmes. To know whether learning in training sessions has been transferred to the work place or not, the follow-up questionnaire can be sent to the respondents after a lapse of time asking about the extent to which learning acquired during training was used in practice.

Hindrances in transfer of learning may not necessarily be the result of ineffective training programmes. It could be due to inadequate infrastructure or resistance to implementation by other employees. Tests, projects and grading schemes can also be used to evaluate the learning programme. Some organisations appoint behavioural specialists to know whether or not change in behaviour has occurred as a result of training.

Related Articles:

• Difference between Training and Development
• Training of Employees: 3 Methods | Functions | Human Resource Management
• Training of Employees: 6 Types | Functions | Human Resource Management
• Steps for Conducting Training Programmes in an Organisation

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More high schoolers are seeing greater value in on-the-job training than college: Study

Top reasons for not attending college include an unwillingness to take on debt, the pressure that college brings and the fact that it may not be worth the money.

Fewer high schoolers are motivated to go to college and are prioritizing on-the-job training and certificate programs that can land them jobs faster, cheaper and easier, according to a new survey.

College enrollment has decreased by 8% since 2019, previous reporting by USA TODAY shows. According to a new survey published this month, top reasons include an unwillingness to take on debt, the pressure that college brings and the fact that it may not be worth the money it costs to attend.

Information for the survey, conducted by the Bill and Melinda Gates Foundation, was collected from both high school juniors and seniors and young adults ages 18 to 30 who chose not to go to college. Respondents were asked in focus groups and online whether they see "excellent/good value" in a four-year degree, as well as other educational and vocational paths.

This was their response.

How the data breaks down

College value is "middle of the pack" for high schoolers and non-enrolled adults, the survey found, with 72% of students saying four-year degrees have an "excellent/good" value and 57% of non-enrolled graduates saying so. That's down from 60% when non-enrolled graduates were surveyed the previous year.

On-the-job training seems to be more valuable to both high school students and non-enrolled graduates, with 83% of the former indicating it is excellent or good and 77% of the latter saying so. Favor for trade and vocational schools are up 63% from 58% for non-enrolled graduates from the previous year.

A two-year degree ranked at just under 70% and 63% for its value being excellent or good.

Other findings

The top two reasons for pursuing a four-year degree, according to both groups, are the ability to make more money and the opportunity to get a better job with a greater chance for promotion.

The survey revealed that 58% of high schoolers and 51% of non-enrolled graduates agree that "these days, a good job requires a college degree," but the barriers in doing so may be tougher than ever to get around.

High school students said encouragement from counselors, teachers and parents to attend college is mostly positive, but talk around continuing education is less positive among peers. Here's how that breaks down:

• School counselors (47% said mostly positive)
• Parents (44% said mostly positive)
• Teachers (34% said mostly positive)
• Classmates (29% said mostly positive)
• Social media (16% said mostly positive)

The research found that most college info sources target high schoolers and not young adults moving farther away from "college age."

The proposed solutions

High schoolers are more uncertain than ever about whether they should spend money on a degree, especially if there isn't a topic of study they are particularly interested in pursuing. Young adults are unsure how to reengage with school if they do become interested, especially with the added responsibilities they likely now have.

The proposed solutions for high schoolers, according to the survey, are:

• Debt relief, expert help with financing
• Expert assistance charting a solid college path to a career
• Ensure return on investment

The proposed solutions for non-enrolled grads, according to the survey, are:

• Help with connecting dots between interests, college options and career paths
• Help with coming up with some sort of on-ramp to completing a degree

Browse the full report in greater depth here .

Tips for Writing an Effective Application Essay

How to Write an Effective Essay

Writing an essay for college admission gives you a chance to use your authentic voice and show your personality. It's an excellent opportunity to personalize your application beyond your academic credentials, and a well-written essay can have a positive influence come decision time.

Want to know how to draft an essay for your college application ? Here are some tips to keep in mind when writing.

Tips for Essay Writing

A typical college application essay, also known as a personal statement, is 400-600 words. Although that may seem short, writing about yourself can be challenging. It's not something you want to rush or put off at the last moment. Think of it as a critical piece of the application process. Follow these tips to write an impactful essay that can work in your favor.

1. Start Early.

Few people write well under pressure. Try to complete your first draft a few weeks before you have to turn it in. Many advisers recommend starting as early as the summer before your senior year in high school. That way, you have ample time to think about the prompt and craft the best personal statement possible.

You don't have to work on your essay every day, but you'll want to give yourself time to revise and edit. You may discover that you want to change your topic or think of a better way to frame it. Either way, the sooner you start, the better.

2. Understand the Prompt and Instructions.

Before you begin the writing process, take time to understand what the college wants from you. The worst thing you can do is skim through the instructions and submit a piece that doesn't even fit the bare minimum requirements or address the essay topic. Look at the prompt, consider the required word count, and note any unique details each school wants.

3. Create a Strong Opener.

Students seeking help for their application essays often have trouble getting things started. It's a challenging writing process. Finding the right words to start can be the hardest part.

Spending more time working on your opener is always a good idea. The opening sentence sets the stage for the rest of your piece. The introductory paragraph is what piques the interest of the reader, and it can immediately set your essay apart from the others.

4. Stay on Topic.

One of the most important things to remember is to keep to the essay topic. If you're applying to 10 or more colleges, it's easy to veer off course with so many application essays.

A common mistake many students make is trying to fit previously written essays into the mold of another college's requirements. This seems like a time-saving way to avoid writing new pieces entirely, but it often backfires. The result is usually a final piece that's generic, unfocused, or confusing. Always write a new essay for every application, no matter how long it takes.

5. Think About Your Response.

Don't try to guess what the admissions officials want to read. Your essay will be easier to write─and more exciting to read─if you’re genuinely enthusiastic about your subject. Here’s an example: If all your friends are writing application essays about covid-19, it may be a good idea to avoid that topic, unless during the pandemic you had a vivid, life-changing experience you're burning to share. Whatever topic you choose, avoid canned responses. Be creative.

6. Focus on You.

Essay prompts typically give you plenty of latitude, but panel members expect you to focus on a subject that is personal (although not overly intimate) and particular to you. Admissions counselors say the best essays help them learn something about the candidate that they would never know from reading the rest of the application.

7. Stay True to Your Voice.

Use your usual vocabulary. Avoid fancy language you wouldn't use in real life. Imagine yourself reading this essay aloud to a classroom full of people who have never met you. Keep a confident tone. Be wary of words and phrases that undercut that tone.

8. Be Specific and Factual.

Capitalize on real-life experiences. Your essay may give you the time and space to explain why a particular achievement meant so much to you. But resist the urge to exaggerate and embellish. Admissions counselors read thousands of essays each year. They can easily spot a fake.

9. Edit and Proofread.

When you finish the final draft, run it through the spell checker on your computer. Then don’t read your essay for a few days. You'll be more apt to spot typos and awkward grammar when you reread it. After that, ask a teacher, parent, or college student (preferably an English or communications major) to give it a quick read. While you're at it, double-check your word count.

Writing essays for college admission can be daunting, but it doesn't have to be. A well-crafted essay could be the deciding factor─in your favor. Keep these tips in mind, and you'll have no problem creating memorable pieces for every application.

What is the format of a college application essay?

Generally, essays for college admission follow a simple format that includes an opening paragraph, a lengthier body section, and a closing paragraph. You don't need to include a title, which will only take up extra space. Keep in mind that the exact format can vary from one college application to the next. Read the instructions and prompt for more guidance.

Most online applications will include a text box for your essay. If you're attaching it as a document, however, be sure to use a standard, 12-point font and use 1.5-spaced or double-spaced lines, unless the application specifies different font and spacing.

How do you start an essay?

The goal here is to use an attention grabber. Think of it as a way to reel the reader in and interest an admissions officer in what you have to say. There's no trick on how to start a college application essay. The best way you can approach this task is to flex your creative muscles and think outside the box.

You can start with openers such as relevant quotes, exciting anecdotes, or questions. Either way, the first sentence should be unique and intrigue the reader.

What should an essay include?

Every application essay you write should include details about yourself and past experiences. It's another opportunity to make yourself look like a fantastic applicant. Leverage your experiences. Tell a riveting story that fulfills the prompt.

What shouldn’t be included in an essay?

When writing a college application essay, it's usually best to avoid overly personal details and controversial topics. Although these topics might make for an intriguing essay, they can be tricky to express well. If you’re unsure if a topic is appropriate for your essay, check with your school counselor. An essay for college admission shouldn't include a list of achievements or academic accolades either. Your essay isn’t meant to be a rehashing of information the admissions panel can find elsewhere in your application.

How can you make your essay personal and interesting?

The best way to make your essay interesting is to write about something genuinely important to you. That could be an experience that changed your life or a valuable lesson that had an enormous impact on you. Whatever the case, speak from the heart, and be honest.

Is it OK to discuss mental health in an essay?

Mental health struggles can create challenges you must overcome during your education and could be an opportunity for you to show how you’ve handled challenges and overcome obstacles. If you’re considering writing your essay for college admission on this topic, consider talking to your school counselor or with an English teacher on how to frame the essay.

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Professionalism is the Foundation of the Army and We Will Strengthen It

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In my nearly 37 years of service, I’ve seen the strength of the Army profession in action — in the courage and dedication of our soldiers, leaders, and army civilian professionals on the battlefield and in garrison. I observed that strength watching a company commander display his professional competence and leadership while driving conversation during a National Training Center after action review. I experienced it while shaking the hand of Staff Sgt. Ashley Buhl , the embodiment of the character and soul of our profession and the 2023 drill sergeant of the year. And I felt it, just a few weeks ago, watching Pvt. Jamavius Curry (pictured above) lead his formation in reciting the “ Soldiers Creed ” at his basic training graduation. Our profession allows us to maintain trust; construct cohesive and disciplined teams; train our soldiers, leaders, and civilians; and build climates that don’t tolerate harmful behaviors. In a changing world, our profession undergirds all our strengths; but it must be continuously tended, or it will atrophy.

The Army is a part of American society at large and will always reflect its attributes — we cannot assume that the dynamics operating in America won’t affect our profession. Changes in generational preferences and worldviews impact the way our profession manifests across our ranks, but that diversity in thought can also lead to novel ideas . While social and sensationalized media put a spotlight on every misstep and sometimes overlook efforts to improve, it also presents an opportunity to highlight the value of service. Perhaps most importantly, our adversaries grow stronger every day and seek any seam to erode our advantages, but also provide us with a renewed sense of purpose. As we work to transform our Army, we will rely on our people to keep us ahead of potential adversaries. Our profession will continue to produce unparalleled soldiers and leaders who serve as the foundation of America’s relative strength.

Indeed, it is our people that give us our greatest advantage. No other army can boast the U.S. Army’s disciplined, trained, and fit soldiers capable of operating independently, making difficult decisions, and working as part of cohesive teams. All of that — all our advantages — stem from our unique version of professionalism.

Over the years, generations of Army leaders have stewarded that strength. Our professionals have always taken lessons from ongoing wars and conflicts to improve the way we educate and train, adjusting our culture and systems to reflect a changing society. In the mid-20th century, sociologists like Samuel Huntington and Morris Janowitz considered how a democracy could maintain a large, standing army and established the foundational concepts of the profession that we still use today. In subsequent decades, Army leaders such as Gens. William DePuy and Donn Starry , and the newly formed Training and Doctrine Command and Forces Command, worked to deal with the effects of the Vietnam War and build professionalism and discipline in the nascent all-volunteer force.

Today, it is our duty — our professional obligation — to account for the impacts of a generation of war, the ongoing conflicts in Ukraine, Israel, and other hotspots around the globe, current recruiting challenges , and various societal factors to determine how our profession may need to adapt to maintain its vitality in a tumultuous world where many advantages we once took for granted seem illusory, the time is ripe to focus on our Army profession. In this article, I intend to stoke such a discussion. As I discussed in a recent episode of the War on the Rocks podcast , it is our obligation as Army leaders to refine and update our understanding of what it is, take stock of what we’re already doing to steward and strengthen it, streamline and rationalize those existing programs, and determine where to go from here. However, senior leaders cannot do it alone. This is our profession, and we need soldiers across the entire Army —active, guard, and reserve— to generate ideas and move it forward.

The Army Profession and the Professional

Before we can determine how to strengthen our profession, we need to agree on what it is. This is well-trod territory, and I can’t claim to have some new, visionary definition that will fundamentally alter our trajectory. However, this topic is a personal one and we all have a viewpoint. A common understanding and some accepted lexicon will go a long way to advancing the conversation.

Army doctrine defines the profession as “a trusted vocation of soldiers and army civilians whose collective expertise is the ethical design, generation, support, and application of landpower; serving under civilian authority; and entrusted to defend the constitution and the rights and interests of the American people.” That’s probably a good enough starting point, but it is especially important that our current understanding of the profession has two primary components : the profession itself and the professional it produces. These two components are heavily interrelated, feeding off one another to sustain and improve themselves. The split may seem unnecessary, but I find that it enables us to zero in on specific aspects of each and tailor potential solutions to where they will make the biggest impact.

Our profession is more than the competence, character, and commitment of individual soldiers, non-commissioned officers, warrant officers, officers, and Army civilian professionals in our ranks. It must also encompass the systems with which we develop expertise, accountability, and responsibility. It is a complex system that builds professional warriors who fight and win our nation’s wars within the legal, moral, and ethical bounds of our profession.

The objective expertise that we provide to our nation, that no one else can, is in warfighting. The Army is obligated to have well-trained soldiers and competent leaders to meet this requirement — and the systems that our profession uses to generate that competence are vital. These systems should start with encouraging and moderating diverse discourse on war and its related fields through writing and publication, research, experimentation, and conferences among our professionals and associated parties (think tanks, academia, industry, etc.) However, this is not simply an intellectual exercise. Our purpose is to produce expert warfighters and competent professionals. As such, our system of knowledge generation ought to go further, to turn that discourse into knowledge (doctrine, programs of instruction, training scenarios, etc.) and then transmit that knowledge to developing professionals through training and leader development.

Our profession also requires a system of self-policing that qualifies who we access, retain, and promote. We are trusted with the survival of our nation and the lives of its youth. We are rightly held accountable for that trust. Grounded in our oaths , the “ Warrior Ethos ,” and the “ Army Values ,” our profession produces soldiers and leaders of character through well-established systems of selection, promotion, retention, training, and leader development. Through these accountability mechanisms, we build individual character to produce better soldiers and citizens.

Trust, combined with quality training and leader development, is vital to ensuring that we are a ready and professional army. That trust is built from the responsibility that our profession shows to its members and the commitment that our professionals show to their profession. By caring for soldiers’ needs, providing them the skills and resources to live full and healthy lives, and setting them on the path to a better future, we demonstrate that responsibility and earn their commitment. Ongoing programs steered by the Army People Strategy — prevention, quality of life, life skills development, etc. — are great displays of this responsibility and must be continuously improved to enable our commanders at echelon.

The Army’s systems of expertise, accountability, and responsibility build competent and committed professionals of character. However, it is not these systems that together build a culture. Rather, our profession is a complete entity that enables the Army’s commanders to build positive cultures, which I define as climates and environments that do not tolerate eroding factors such as sexual harassment and assault, or any form of discrimination, while fostering cohesion, dignity, and respect for all that raised their hand and took an oath.

What Are We Doing About It?

I remain an optimist. The Army profession isn’t broken; it simply needs to be stewarded more thoroughly. While it is important to note shortfalls such as soldier and leader misconduct, lack of fitness, harmful behaviors, and more, we — as a total team — are obligated to embrace the profession to build soldiers and leaders of character, competence, and commitment, and to foster positive organizational cultures. To do so, we will continuously improve and refine our professional systems to ensure focus, prioritization, and accountability.

The Sergeant Major of the Army — supported by U.S. Army Training and Doctrine Command, Forces Command, and the total Army — has undertaken efforts to reestablish the primacy of the sergeant in this area through a revised Blue Book and the revitalization of common task training and testing at echelon. But unless leaders at every echelon prioritize the effort, we will continue to be challenged. We must also combine this effort with leader development — delivered through “brick and mortar” schoolhouses and further honed at the unit level — at all echelons to reinforce the basic competence of our profession.

To build our expertise, we are working to improve our professional discourse , which will encourage our leaders to think and write about what we do. We have simultaneously sought to expand the understanding of our soldiers and leaders through direct means. Finally, we are investing to streamline our systems of doctrine and program of instruction development to ensure rapid incorporation of lessons and new ideas.

Even the character of our individual soldiers and leaders should be considered as outputs of our professional systems. It is true that our problems with misconduct and indiscipline are, in part, inevitable, just as they are in any other organized group of human beings. But we cannot and will not simply blame soldier indiscipline on generational values or junior leader unwillingness to enforce standards, nor can we blame continued senior leader misconduct on a “few bad apples.” As we continuously transform, we have the opportunity to examine how we bring people into the Army, acculturate them at initial entry and pre-commissioning sources, train them in our values and culture (across a career, not just at institutional training), assess and evaluate them for their adherence to our norms and responsible behavior, and select them for promotion and positions of increased responsibility. We have begun these processes through more effective acculturation at basic training and by enhancing professional military education, assessing future battalion and brigade leaders, and reinforcing the importance of our oath .

Lastly, we often look at the commitment of our soldiers and leaders to their profession as a one-way street. Individuals should remain committed to our values and to their mission; however, we also have professional responsibilities to care for our people, provide for their and their families’ needs, offer safe and healthy environments for them to work and live in, and set them up for a future in or out of uniform. Continued efforts to improve foundational soldier and leader skills, the provision of resources to commanders to build healthy command climates and reduce harmful behaviors, and increased investment in quality-of-life initiatives are demonstrations of our commitment to these responsibilities.

What Can You Do? A Call to Action

The first, and most important thing, we can all do is exactly what we’re trying to do here: acknowledge that our profession is not a constant. While it is certain that our profession undergirds all our strengths, I again remind you that it must be continuously tended, or it will atrophy. This simple acknowledgement — and the commensurate requirement for each and every professional to think deeply about his or her profession, discuss it with their peers, come up with solutions, and drive them into existence — is the most important thing we can do. Our professionals are obligated to increase their engagement on relevant topics in daily interactions, as well as by writing for expanding outlets to spread lessons learned and generate dialogue. If that is all this article achieves, that will be enough.

Each of us must also work to rebuild pride in service. Wearing the uniform of the U.S. Army is a big deal. That honor and responsibility ought to be reflected in each and every one of us. After a long term of service, especially following multiple deployments, it’s easy to get jaded and cynical — to forget why we joined in the first place. But I challenge each of you to go to a basic training, Basic Officer Leader Course, or Officer Candidate School graduation (or at least think back to your own) and look at the sense of accomplishment in every new soldier’s eyes and the pride of every family member. Attaining membership in our profession is hard — as it should be — and pride in service must be reinforced in every unit, school, department, and section.

We all know that our profession is huge. It is made up of countless units, teams, offices, and departments that are manned with people from all walks of life. I encourage every solider and Army civilian to take responsibility for their piece of the profession. Each of us — no matter our rank, mission occupational specialty, or assignment — can strengthen the whole by strengthening its parts.

This we’ll defend.

Gen. Gary Brito is the commanding general of U.S. Army Training and Doctrine Command. He is responsible for strengthening the Army profession, building the next generation of soldiers and leaders, and delivering holistic solutions to the future force. He previously served as the deputy chief of staff G-1 at Headquarters Department of the Army and in a variety of command and staff assignments, including deployments to Iraq and Afghanistan.

Aim High? Fixing the Air Force Commander Selection Process

Rewind and reconnoiter: niger and the risk versus reward of remote operations with brian petit, america needs a dead hand more than ever.

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My Work Rights

Young workers in nj: rights and protections for workers under 18.

New Jersey’s  Child Labor Law protects you by limiting the number of hours you can work and the type of work you can do. Among other requirements, the law states:

• All minors working in NJ must have an employment certificate, also known as "working papers," or a special permit (see below) for each job they work
• All minors must be given a 30-minute meal break after 6 continuous hours of work. Breaks less than 30 minutes do not count as an interruption of continuous work.
• Minors may not work more than 6 consecutive days in a week.
• Workers under 16 may not work more than 40 hours a week and 8 hours a day, with certain exceptions for agricultural work.
• During the school year, minors under 16 may only work outside of scheduled school hours.
• Workers 16 and up may work up to 50 hours in one week and up to 10 hours a day only between the last day of school and Labor Day.
• Wages and payments
• Hours of work
• Injured on the job and need help?
• Safety and health
• Minimum wage and overtime

Workers under 18 are entitled to minimum wage in the following jobs:

• Food service (restaurant)
• Hotel/motel
• Beauty culture
• Laundry/cleaning/dyeing
• Light manufacturing apparel
• First processing of farm products

Certain types of employers are not required to pay minors minimum wage. For more information, read the law here . Please refer to New Jersey's Minimum Wage Chart for scheduled increases. Note : this chart shows planned increases. Actual increases may differ based on inflation, or if the federal government increases the federal minimum wage beyond the state’s minimum wage, or both. 

Click here to view detailed information all obligations you have toward employees regarding wage and hour law compliance.

Minors under 16 are not allowed to work more than 40 hours per week.

Workers ages 16 and 17 may work up to 50 hours per week during the period between the last day of the school year until Labor Day.

Workers ages 16 and 17 are only eligible for overtime in the following jobs:

• Hotel and motel
• Restaurants

In any other job, workers ages 16 and 17 can work up to 50 hours per week, but are exempt from overtime rate.

Overtime pay is set at 1½ times a worker’s regular hourly wage for hours worked over 40 hours per week.

If you are under the age of 16, you may not work more than 40 hours per week, except in agriculture (see the section on agricultural work to learn more).

If you are 16 or older, you may work up to 50 hours per week during the period between the last day of the school year and Labor Day.

If you are 16 or 17, you are only eligible for overtime rate in the following jobs:

• Hotel and motels

In any other job, employers can require workers ages 16 and 17 to work up to 50 hours per week, but are not required to pay overtime.

Your employer could be required to pay overtime under the federal Fair Labor Standards Act (FLSA). Information on rights under the FLSA can be found here .

Tipped work

Tipped workers are entitled to minimum wage! To make sure you're getting the money you've earned, you'll have to crunch some numbers , including your tips.

Agricultural work

If you are under 12, you may not work in agriculture.

If you are over the age of 12, you may work 10 hours per day and 6 days per week during the hours you are not required to be in school. If you are 16 and up, you may work 10 hours per day and 6 days per week during school hours.

If you are under 16, you may use standard domestic type machines, office machines, standard types of poultry feeders, egg graders, egg washers, egg coolers, and milking machines. If you are 16 and up, you may also drive tractors and operate all machinery except power-driven woodworking machinery, grinding, abrasive, polishing or buffing machines, guillotine action cutting machines, operation or repair of elevators or other hoisting apparatus, corn pickers, power-driven hay balers or power field choppers, compactors, circular saws, band saws and guillotine shears.

Click here to learn more about agricultural jobs for young workers.

Paid sick time

Since October 29, 2018, the  New Jersey Earned Sick Leave Law allows employees to collect 1 hour of earned sick leave for every 30 hours worked, up to 40 hours each year. The law lets employers create policies that provide additional leave time.

Permitted jobs for minors

Below are lists of permitted occupations jobs for minors. This list is not comprehensive. Note: these jobs are subject to non-performance of dangerous activities and illegal jobs.

At 12 years old, you may engage in the following work:

• Newspaper delivery over residential routes. (may start at 11 years of age)
• Farming in all of its branches
• Nursery work
• Raising of livestock, bees, fur-bearing animals or poultry
• Theatrical productions (no minimum age limit)

At 14 years old, you may engage in the following work:

• Clerical and office jobs in industrial wholesale, retail, service, and professional establishments
• Sales persons
• Distributors
• Demonstrators
• Delivery jobs other than with a motor vehicle
• Newspaper and magazine delivery over non-residential routes
• Restaurant jobs
• Soda fountain jobs
• Mercantile store jobs
• Supermarket and food store jobs
• Amusement industry jobs
• Standard office type machine operators
• Standard domestic type machine operators
• Hospital and health agency jobs
• Library attendants
• Professional assistants
• Counselors at camps, beach attendants, lifeguards, caddies, pinsetters
• Domestic helpers, maids, cooks, cleaners, baby-sitters, janitors
• Singers, models, entertainers, dancers, and theatrical work
• All jobs listed for 12-year-olds (as mentioned in the above section), and many other jobs

At 16 years old, you may engage in the following work:

• Factory machine operators *
• Power lawn mower operators
• Power tool operators *
• Tractor operators
• Machinery operators *
• Mechanic jobs
• All jobs listed for 12- and 14-year-olds, and most other jobs

* Except those specifically prohibited

Illegal jobs for minors

The lists below are not comprehensive.

Note : the work accident rate incidence is twice the average for workers under 18. If you have a question about a specific occupation, call the Division of Wage and Hour Compliance at (609) 292-2305.

Prohibited products:

• Paints, colors, white and red lead (manufacture and packing only)
• Dangerous or poisonous acids and dyes
• Injurious quantities of toxic or noxious dust, gases, vapors, or fumes
• Benzol or any benzol compound which is volatile, or which can penetrate the skin
• Explosives (manufacture, transportation or use only)
• Toxic and hazardous substances
• Radioactive substances and ionizing radiation
• Carcinogenic substances
• Corrosive materials
• Highly inflammable substances

Prohibited machinery:

• Power-driven woodworking machinery (supervised bona-fide apprentices may do this work)
• Grinding, abrasive, polishing, or buffing machines
• Punch presses and stamping machines with over 1/4-inch clearance
• Guillotine action cutting machines
• Corrugating, crimping, or embossing machines
• Paper lace machines
• Dough brakes or mixing machines in bakeries or cracker machinery
• Calendar rolls or mixing rolls in rubber manufacturing
• Centrifugal extractors or mangles in laundries or dry-cleaning establishments
• Operation or repair of elevators or other hoisting apparatus (they may operate the push button type)
• Corn pickers, power-driven hay balers, or power field choppers
• Circular saws, band saws, guillotine shears
• Minors under 16 may use standard domestic type machines or appliances, standard office machines, standard types of poultry feeders, egg graders, egg washers, egg coolers, and milking machines but may not use other power-driven machinery such as power tools, power lawn mowers, power woodworking and metal worker tools and power-driven meat slicing and meat grinding machines or conveyors

Prohibited establishments:

• Ore reduction works, smelters, hot rolling mills, furnaces, foundries, forging shops or any other place in which the heating, melting, or heat treatment of metals is carried on
• Mines and quarries
• Establishments where alcoholic liquors are distilled, rectified, compounded, brewed, manufactured, bottled, or sold for consumption on the premises *
• Pool and billiard rooms
• Junk and scrap metal yards
• Disorderly houses

* See  Child Labor Law  for exceptions

Prohibited activities:

• Oiling, wiping, or cleaning machinery in motion or assisting therein
• Steam boilers carrying a pressure above 15 pounds
• Construction work
• Fabrication or assembly of ships
• Transportation of payrolls off the employer's premises
• Demolition of buildings, ships, or heavy machinery
• Indecent or immoral exposure
• Most occupations in slaughtering, meat packing, processing, or rendering

Misclassified as an independent contractor (1099) or paid cash off the books

Misclassification is the practice of illegally categorizing employees as independent contractors.

Misclassification is illegal regardless of whether it was intentional or due to a mistaken belief that workers are independent contractors. Misclassification can also happen when an employer requires an employee to form an LLC or franchise before getting a job.

When you are paid cash off the books, that also means that your employer is not giving you access to employment-based protections like access to social security insurance, unemployment insurance, temporary disability insurance and family leave insurance.

Whether misclassified as independent contractor or paid cash off the books, you’re not at fault, but you could be deprived of work rights and other benefits. Misclassified employees may be entitled to financial award as part of employer penalties.

Learn more here .

Working Papers for minors

If you are under 18 and work in New Jersey, you must have working papers. Click here to learn more and start an application.

• You cannot work more than 6 consecutive days
• You must be given a 30-minute meal break after 6 continuous hours of work. Breaks of less than 30 minutes do not count as an interruption of a continuous work period.
• You must have valid working papers including written parental permission (subject to change effective 6/1/2023).

During school weeks

If you are 16 or 17:

• No more than 40 hours per week
• No more than 8 hours per day
• No more than 6 consecutive days in a work week
• Not before 6am or after 11pm
• Not before 6am or after midnight on Fridays and Saturdays or days not followed by a school day

If you are 14 or 15:

• No more than 18 hours per week
• No more than 3 hours per day on school days
• No more than 8 hours per day on Saturday or Sunday
• Not before 7am or after 7pm with limited exceptions

If you are 12 or 13:

• Not before 7am or after 7pm

During non-school weeks

During the period beginning on the last day of the minor’s school year and ending on Labor Day, a minor between 16 and 18 years of age may work up to 50 hours in one week and up to 10 hours in one day.

• No more than 50 hours per week
• No more than 10 hours per day
• Not before 6am or after 3am in restaurant and seasonal amusements
• Not before 7am or after 9pm from the last day of school to Labor Day
• No more than 40 hours a week
• No more than 6 consecutive days in a work pay week

School-sponsored cooperative learning experiences

Training site experiences may not exceed 5 hours on any day that school is in session, nor may the combination of school and work exceed 8 hours on any day that school is in session.

Know your rights

All employees in New Jersey injured on the job are eligible to receive workers’ compensation benefits. An employee’s age does not disqualify them from receiving workers’ compensation benefits.

In NJ, minors injured on the job can receive workers’ compensation benefits regardless of legal employment status. Workers under 18 injured on the job are eligible to receive:

• Medical Benefits
• Temporary Disability Benefits
• Permanent Partial Benefits
• Permanent Total Benefits
• Death Benefits (paid to a minor’s dependents, parents, or legal guardians if they die because of their work-related injury or illness)

If you are employed illegally, you may be entitled to extra benefits depending on the circumstances.  These are extra benefits that are not available to adult employees.

If an employer forces you to work in an unsafe and illegal environment, you will be entitled to twice the amount of worker's compensation benefits. The employer, and not their insurance provider, will pay this penalty.

If you were employed in violation of child labor laws, you can also bring a civil suit in Superior Court against your employer. A civil suit may recover compensation beyond that which is available under a workers’ compensation claim. Some examples are compensation for pain and suffering, and loss of enjoyment of life.

Learn more about what to do if you’re injured at work here .

Public sector employees

The Office of Public Employees Occupational Safety and Health (OPEOSH) conducts general and targeted inspections and investigations to ensure workplace safety. The OPEOSH has the authority to order the correction of any safety or health hazards identified during an inspection. These services are delivered by a staff of safety professionals.

If you are a public sector employee, click here to learn more about this program and other services, including filing a health and safety complaint.

Private sector employees

The Occupational Safety Training Program provides occupational safety training for private sector employers and employees. The training is delivered by experienced consultants who will customize courses for employers when needed. The safety training staff receive training through an OSHA Training Institute Education Center to keep abreast of changes in OSHA Standards.

If you are a private sector employee, click here to learn more about these training resources.

As a private sector employee, you can file a workplace health and safety complaint with federal OSHA .

File a wage claim | Presentar un reclamo de salario

If you believe that your employer has not properly paid you, or you have a complaint against an employer for violating a NJ Labor Law enforced by the Division of Wage and Hour Compliance, file a wage complaint:

• Online through our secure system
• By mail or fax

Your identity and other personally identifiable information are protected from disclosure to your employer and others, with limited exceptions.  For more information,  click here .

If you choose to file anonymously, you must do so by mail. Learn more here .

If you are not sure whether the Division of Wage & Hour Compliance will be able to help you with your complaint,  email us  for help.

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Guest Essay

Tired of Sucking It Up as a Climber, I’ve Embraced a Softer Strength

By Beth Rodden

Ms. Rodden is a professional climber and the author of the forthcoming memoir, “A Light Through the Cracks.”

I don’t know what time it was when my husband at the time, the rock climber Tommy Caldwell, finally scrambled over the summit. The sun had risen sometime during the first part of the climb and had set again hours later. I squinted up at him, tired eyes burning as I watched his shadow moving in the beam of my headlight. He had just completed the second free ascent of the Direct Route on the northwest face of Half Dome, a 2,000-foot climb in Yosemite National Park.

We were elite professional climbers, and this was what we did best. Sometimes we made history together; other times I supported him in his feats, belaying and carrying all the gear. Either way, the days were long and hard.

The climber Todd Skinner spent 61 days in 1993 working to establish the Direct Route, then considered the most difficult big wall climb in the world, before reaching the top. On our climb in 2007, our 2 a.m. wake-up, more than 24 hours earlier, hadn’t even felt all that early to me. Sleeping in past midnight? That meant what I was getting up for wasn’t that rad, that hard core. Tommy made it to the top in a day, adding a move that made the climb more difficult than the one Mr. Skinner had pioneered. It felt routine.

Hanging in the middle of Half Dome was an ordinary thing. Ascending ropes with bloody knuckles and a heavy pack thousands of feet off the ground was as conventional to me as grabbing the bananas and apples in the produce section: just part of my day. Climbers pride themselves on being better than normal people. Not just in the “I climbed a mountain and you didn’t” type of way, but in the fabric of how we approach life. How we eat, where we sleep, the stories we walk away with: It’s all better.

By the time I was in my mid-20s, I was a walking archetype of how to succeed in that world because of the belief system I followed: suck it up, persevere, win. I was used to pushing the level of climbing further, used to doing things that no other women had done — and even, a couple of times, things that no guys had done.

I specialized in free climbing, a particular (and particularly challenging) discipline that requires a climber to rely on her gear only for protection from a fall, not for any assistance in moving up the rock. I had free-climbed Yosemite’s El Capitan three times, by three independent routes. Elsewhere in Yosemite, I had established a new route in 2008, Meltdown , that was widely viewed then as the hardest traditional climb in the world, not repeated until 2018. (“Traditional” meaning I depended on a rope suspended by gear I placed myself, rather than on bolts permanently installed in the rock.) For a decade, I had appeared in climbing films and on the pages of climbing magazines. Pushing through the pain, sacrificing my body, shoving my fear away: It’s all what made me better than the rest. I liked being better than the rest.

As we stumbled to the car after that daylong effort on the Direct Route, my arms and legs felt tired, my mouth parched. I was good at this. I didn’t need to eat much food, drink much water. I was a low-maintenance girl. I always got patted on the back for not taking up too much space and being able to suffer with the best of them. There were times when I was climbing that I wept with fear, with fatigue, with regret. But when I did, I tried to hide it. I’d had that instinct from my earliest climbing days, even before I survived a days-long kidnapping during an expedition to Kyrgyzstan. After I made it home (Tommy had pushed one of the armed kidnappers off a cliff — a fall we later learned he had survived — enabling our group of four climbers to escape), I had more than doubled down. Scorning and hiding my feelings, shoving them down, felt admirable to me then. I’d been told it was strength. It felt like strength.

There wasn’t much room for women or feelings at the top of the sport back then. A handful of us were landing on the covers of magazines or vying to be the token featured woman at a climbing film festival, but I learned early on that as good as I was at actually climbing, I needed to be able to suffer to stand out. Climbing through a broken foot? Amazing, here’s a raise. Did you hear how many hours they went without food and water for the summit? Make a feature movie about them. As much as logistics and physical prowess, subscribing to the bravado was part of the job description in climbing. And for years, I was all in.

I can’t say there was one moment, a specific event that made me start to question the “suck it up, Rodden” theme song I had lived by for so long. I got divorced, and eventually remarried; I got injured over and over. After years of injuries I had a child, and that led to relearning my body. Maybe it was the scale of all those changes in my life that forced me to reconsider the way I’d always done things, or maybe I just got fed up with the facade. Why was it noble to climb through cracks on El Cap soaked with climbers’ urine, but leaking while jogging postpartum was something to be ashamed of?

Gradually, I began to question the old mentality. I began to be more open about what I found value in, and learned to share my pain and my fears with friends instead of hiding them behind a perma-smile. I started to be kinder to myself, and to be frank that, as effective as it had been for me and my career, I just didn’t see the point in suffering for the sake of a climb anymore. In letting go of that, I was surprised to find a new kind of strength — something perhaps truer and more durable than the ability to just plow through.

I am still a professional climber, though I haven’t been at the peak of the sport in a very long time. I still have goals, and I still love the feeling of trying hard and succeeding, but I love easy days at the crag with a group of girlfriends just as much. My sponsors have found value in partnering with me beyond the number grade assigned to a climb that I’ve done. Instead, we’ve realized together that none of these topics that have plagued the community for so long will go away if left in silence. Making the sport more inclusive, speaking about the ways that climbing can and should evolve as it grows in popularity, is my current project.

This past winter found me injured and on the sidelines yet again. But this time, instead of hobbling around with a crutch and a cast on my leg or having a finger splinted up, I was carrying a foam pad wherever I went, so that I could easily get into a horizontal position. Ten years after I’d given birth, my postpartum bladder prolapse symptoms had returned. Naturally, people would ask why I wasn’t climbing. Years earlier, I would have been mortified. But now I answered bluntly: “I blew out my pelvic floor .” To my surprise, most everyone would sit down, ask what that meant, how it happened, what the symptoms were, what recovery would look like.

I’m not the only one who’s changed. Climbing has come so far in the 30 years since I started in the sport. Today, instead of getting dropped by their sponsors, women can continue their careers with vigor after having children. Mental health awareness and therapy are widely accepted (which is imperative in a community that experiences so much death and trauma), and now, perhaps even conversations about vulnerabilities like perimenopause and prolapse don’t have to be hidden. I like to think we’re starting to embrace a softer kind of strength. Maybe taking care of ourselves, whatever that looks like, can now be as celebrated as dodging death for a summit.

Beth Rodden is a professional climber and the author of the forthcoming memoir, “A Light Through the Cracks.”

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Computer Science > Machine Learning

Title: simple and scalable strategies to continually pre-train large language models.

Abstract: Large language models (LLMs) are routinely pre-trained on billions of tokens, only to start the process over again once new data becomes available. A much more efficient solution is to continually pre-train these models, saving significant compute compared to re-training. However, the distribution shift induced by new data typically results in degraded performance on previous data or poor adaptation to the new data. In this work, we show that a simple and scalable combination of learning rate (LR) re-warming, LR re-decaying, and replay of previous data is sufficient to match the performance of fully re-training from scratch on all available data, as measured by the final loss and the average score on several language model (LM) evaluation benchmarks. Specifically, we show this for a weak but realistic distribution shift between two commonly used LLM pre-training datasets (English$\rightarrow$English) and a stronger distribution shift (English$\rightarrow$German) at the $405$M parameter model scale with large dataset sizes (hundreds of billions of tokens). Selecting the weak but realistic shift for larger-scale experiments, we also find that our continual learning strategies match the re-training baseline for a 10B parameter LLM. Our results demonstrate that LLMs can be successfully updated via simple and scalable continual learning strategies, matching the re-training baseline using only a fraction of the compute. Finally, inspired by previous work, we propose alternatives to the cosine learning rate schedule that help circumvent forgetting induced by LR re-warming and that are not bound to a fixed token budget.

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Targeting Areas with High Unemployment, Adams Administration Will Bring Public and Private “Hiring Halls” Directly to Communities, Launch New Jobs and Talent Portal

Adams Administration Has Already Reformed Requirements to Make City Jobs More Accessible

Mayor Adams Launches Multi-Pronged Effort to Connect More New Yorkers to Jobs and Training, Reduce Barriers to Opportunities

March 27, 2024

Video available at: https://youtu.be/tiiEqUgPHGU

NEW YORK – New York City Mayor Eric Adams today announced “ Jobs NYC ,” a new multi-pronged citywide effort to reduce barriers to economic opportunities and deliver workforce development services directly to communities across the five boroughs that are experiencing high unemployment. The collaborative effort will focus on three core pillars: 1) revamping the administration’s “hiring halls” in an effort to bring public and private job opportunities and career services to economically-disadvantaged communities on a monthly basis in each borough, 2) launching a new Jobs.nyc.gov talent portal to connect New Yorkers to job and training opportunities, and 3) continuing to reform the city’s Minimum Qualification Requirements to make certain entry-level jobs within city government are more accessible. In June 2023, Mayor Adams removed the bachelor’s degree requirement for certain city jobs.

“While we have a lot to celebrate in recovering all of the private-sector jobs lost during the pandemic — more than a year ahead of schedule — our recovery has not been equitable and it has not yet reached every New Yorker. That’s why we are doing everything we can to make sure New York City remains a city for working-class people,” said Mayor Adams . “Black unemployment is still far too high in New York City and across the nation, but Jobs NYC will bring a whole-of-government effort to meet New Yorkers where they are — helping to build an economy of the future with real pathways to family-sustaining careers. This is how we ensure all New Yorkers, particularly those in Black and Brown communities, have access to the jobs of the 21st century, and this is how we can continue to recruit a workforce that is reflective of the diversity of our city. Jobs NYC will help us build a city where opportunity reaches every borough, block, and neighborhood.”

“We have recovered all of the private-sector jobs lost during the COVID-19 pandemic. However, that recovery has not been equitable,” said  First Deputy Mayor Sheena Wright . “The unemployment rate for Black New Yorkers is 9.3 percent compared to 3 percent for white New Yorkers. This difference is unacceptable. Through a new jobs portal, hiring halls across the five boroughs, and changes to the Minimum Qualification Requirements for city jobs, we are making additional changes to close that gap. These investments build upon the Adams administration’s work throughout the past two years. We created job hubs in select neighborhoods, launched the largest public-private loan fund for small businesses in the city’s history, and set a $6 billion record in M/WBE awards. Today’s announcement ensures that all New Yorkers have the opportunity to participate in the city’s thriving economy.”

“At the start of this administration, we committed, through Executive Order 22, to invest in the city’s talent and workforce development systems,” said Deputy Mayor of Housing, Economic Development, and Workforce Development Maria Torres Springer . “The key to that investment was to develop strategies that centralize, and better coordinate workforce services and programming for the benefit of New Yorkers who need them most. The Jobs NYC portal and Jobs NYC hiring halls — digital and physical points of entry to the city’s workforce system — bring public and private employment opportunities and workforce programming together in a central place, realizing the goal of a better centralized and coordinated talent and workforce development system that meets New Yorkers where they are.”

“Jobs NYC provides the full spectrum of resources a New Yorker needs to find a job, from a one-stop shop online portal to career training to job opportunities in both the private and public sectors, and delivers it right to the communities most in need,” said  Deputy Mayor for Strategic Initiatives Ana J. Almanzar . “This all hands-on-deck government approach will make it easier for New Yorkers to better participate in our economy and uplift entire communities. I want to thank all the community based-organizations, government agency partners, private-sector collaborators, and my fellow deputy mayors who are ensuring that everyone has a fair chance to prosper in our economic recovery.”

“Today’s announcement executes on our values to expand opportunities in every area across the city and to take action to see that every individual and family has the chance to fully participate in the economy,” said Deputy Mayor for Health and Human Services Anne Williams-Isom . “We encourage interested New Yorkers to explore opportunities to work for Team New York City as part of our city government. There are so many fulfilling career pathways to help us build an ever stronger and more equitable city.” 

“Jobs NYC leverages the strength and scale of New York City’s public workforce system and its many partners to ensure city resources are more easily accessible and reaching the communities that need them the most,” said  New York City Mayor’s Office of Talent and Workforce Development Executive Director Abby Jo Sigal .   “This integration of technology and community partnership helps streamline client access to important career services and other benefits, so all New Yorkers can more easily find the resources they need to obtain good-paying jobs and share in the city’s economic prosperity.”

“Democratizing technology and removing barriers to access critical services and information are key commitments made by the Adams administration, and the Jobs NYC talent portal is yet another example of delivering on these promises,” said  New York City Chief Technology Officer Matthew Fraser . “Jobs NYC, and its targeted training and workforce development resources, make it easier for more New Yorkers to be skills-ready and connect to greater economic opportunities across the city.”

“There is no greater privilege than working for the city and serving our fellow New Yorkers, and thanks to this effort to reevaluate some of the city’s more restrictive titles through our Minimum Qualification Requirement reviews, it is our hope that more people than ever will be eligible to join our great municipal workforce,” said  New York City   Department of Citywide Administrative Services (DCAS) Commissioner Dawn M. Pinnock . “With the launch of Jobs NYC, we are not only expanding opportunities for New Yorkers to find meaningful employment, but also ensuring that our city's workforce represents the diversity and talent of our communities. Through innovative advancements like the renewed hiring halls and the online jobs and talent portal, we are breaking down barriers, and fostering equity and access in every corner of our city.”

“Jobs NYC is an example of this administration’s commitment to bringing resources directly to communities,”  New York City Mayor’s Public Engagement Unit Executive Director Adrienne Lever . “Rather than asking people to navigate multiple government websites to find help, this streamlined approach will make it easier for New Yorkers to apply to jobs. The Public Engagement Unit is thrilled to support this important initiative to bring employment resources and job opportunities to more New Yorkers.”

“Jobs NYC is about more than just employment. It is the embodiment of SBS's mission to unlock the economic potential of all New Yorkers,” said  New York City Department of Small Business Services (SBS) Commissioner Kevin D. Kim . “SBS is proud to support this initiative by connecting jobseekers directly with employers, ensuring that everyone in New York City has the opportunity to succeed as we build up the ‘City of Yes.’”

“Jobs NYC will bring economic opportunities directly to communities throughout the five boroughs. This initiative will build on the extensive investments already made by the Adams administration to reduce barriers between employers and those seeking employment,” said  New York City Mayor’s Office Community Affairs Unit (CAU) Commissioner Fred Kreizman . “CAU is eager to support Jobs NYC and connect New Yorkers to jobs, services, trainings, and more.”

“We are proud to partner on the development of the Jobs NYC talent portal,” said  New York City Mayor’s Office for Economic Opportunity Acting Executive Director Carson Hicks . “Helping New Yorkers to more easily access jobs and training opportunities is a key part of our mission to increase economic opportunity.”

“New York City’s economic recovery has been robust, but it has also been uneven with many communities, especially communities of color, still experiencing high rates of unemployment and economic instability. As a result, we continue to see more New Yorkers relying on government benefits to make ends meet,” said  New York City Department of Social Services Commissioner Molly Wasow Park . “With Jobs NYC, the Adams administration is taking the necessary steps to reverse this trend and ensure that New York City’s recovery is truly equitable. We look forward to working with our Jobs NYC partners to reduce barriers to employment and connect disadvantaged New Yorkers to quality employment opportunities that will lead to long-term financial security.”

“Our city has experienced a great economic rebound, but the benefits of this recovery have not been equally distributed. Through Jobs NYC, this city is helping bridge the gap — bringing employers to the table and placing job opportunities at the fingertips of every New Yorker,” said  New York City Chief Equity Officer and Mayor's Office of Equity & Racial Justice Commissioner Sideya Sherman . “The city is taking an important step in reversing this trend by focusing resources, including hiring halls, trainings, and educational programs, towards the communities with the highest unemployment rates. We are pleased to collaborate with our fellow city agencies and community partners to help more New Yorkers start and grow their careers.”

“Jobs NYC builds on the New York City Department of Youth and Community Development’s existing workforce development efforts, and we are thrilled to help secure hiring hall sites and volunteers in support of Mayor Adams’ forward-thinking vision to enhance the lives of working-class New Yorkers,” said New York City Department of Youth and Community Development (DYCD) Commissioner Keith Howard . “DYCD is excited to work alongside our administration colleagues and provider partners to connect communities to training and paid opportunities, particularly in neighborhoods that need jobs the most.”

Chaired by First Deputy Mayor Wright, with Deputy Mayors Torres-Springer, Almanzar, and Williams-Isom as co-chairs, Jobs NYC brings a whole-of-government approach to building a more equitable city through workforce development. Working across nearly two dozen city agencies, in addition to partnering with community organizations and private partners, the Adams administration will revamp the already popular hiring halls. Not only will these hiring hall take place in each borough on a monthly basis in areas of the city experiencing employment disparities, but — in addition to connecting New Yorkers with job opportunities in the municipal workforce — these events will now provide jobseekers with the unique opportunity to engage with multiple organizations, including employers interviewing for roles and community-based organizations connecting talent to training and other opportunities.  

To deliver job and training opportunities citywide, the Adams administration also launched the Jobs NYC online talent portal, a free resource managed by the Mayor’s Office of Talent and Workforce Development and accessible through the MyCity portal that connects job seekers to career opportunities, free employment services, and occupational-skills trainings for opportunities in both the public and private sectors.

In June 2023, DCAS began reducing barriers to employment within city government by reforming the city’s Minimum Qualification Requirements for entry level civil service titles. To date, DCAS has completed review on 17 entry-level titles with the potential to impact 20,000 jobs and expand eligibility for civil service positions that were previously restrictive and posed difficult for many applicants to meet minimum qualifications. Previous requirements mandated a college degree or credits, but with this updated review, the city is now more inclusive and equitable, focusing on relevant work experience and practical skills rather than formal education.

Today’s announcement builds on a series of policy reforms made by Mayor Adams to retain top talent in the city workforce, provide high-quality services to New Yorkers, and create equitable pipelines to enter the city’s workforce, which has historically been a vehicle for economic mobility for millions of New Yorkers. Last month, Mayor Adams made city government more family-friendly for thousands of employees by expanding both paid parental and family leave for non-union city workers. Impacting over 10,000 municipal employees and making the city more competitive with municipalities and employers across the country, the Adams administration doubled paid parental leave for non-union employees, from six to 12 weeks, and began providing up to 12 weeks of paid family leave for those caring for seriously ill family members.

In the last 13 months, Mayor Adams has successfully negotiated contracts with unions representing 95 percent of the city’s workforce and 100 percent of the city’s uniformed workforce — the quickest any mayoral administration has reached that milestone in modern city history. These agreements with District Council 37 , Communications Workers of America Local 1180 , the Marine Engineers’ Beneficial Association , Uniformed Sanitation Workers’ Union Local 831 , the United Federation of Teachers (UFT), the Police Benevolent Association , the Uniformed Officers Coalition , the Council of School Supervisors and Administrators , Teamsters Local 237 , and dozens of other unions have all included wage increases, including retroactive wage increases for employees that had not received a raise in years. Additionally, many of these contracts included dedicated funding to address retention and recruitment challenges and other important benefits, such as the child care fund established in the agreement with DC 37.

Additionally, in an effort to retain talent in the human services sector, just two weeks ago, Mayor Adams announced a $741 million investment for an estimated 80,000 human services workers employed by non-profit organizations with a city contract as part of a new cost-of-living adjustment.

“The nonprofit sector is an economic engine in New York, and human services organizations help people find jobs and also employee over 125,000 workers in New York City, said Michelle Jackson, executive director, Human Services Council . “Unfortunately, the sector is facing significant vacancy rates and the recent multi-year -of-living adjustment investment announced by the mayor goes a long way in helping that, but we also need to find and retain new talent. Jobs NYC provides a great opportunity for local nonprofits to find that new talent while also connecting people in their programs to other job opportunities, particularly in areas with high unemployment.”

“Economic opportunity is critical for safe, healthy communities,” said Ionna Jimenez, project director, Brownsville Community Justice Center . “By bringing employment opportunities right to Brownsville's doorstep, Jobs NYC's localized approach not only reduces barriers to employment but also promotes greater community cohesion and fosters economic growth at the grassroots level.”

“New York City’s workforce is the backbone of its economic success. The Jobs NYC effort builds on the commitment of the Adams administration to the development of an inclusive, post-pandemic economy by increasing access to employment-related resources and on-ramps online and in-person,” said  Gregory J. Morris, chief executive officer, New York City Employment and Training Coalition .   “As a membership that is relied to connect New Yorkers, of all ages, in every borough, to people on the path to good paying jobs that sustain them and their communities, we acknowledge the innovative initiatives put forth by Mayor Adams to make New York 'work' for working people. From the moonshot goal on apprenticeships and the establishment of an Office of Community Hiring to the Women Forward NYC Action Plan and today's announcement regarding the reformation of the city's minimum qualification requirements, we are readying New Yorkers who drive our local economy today, and our young people who will make up our future workforce for this transformative moment in our city’s economic development and growth.”

“JobsFirstNYC will support the Jobs NYC initiative by providing access to our innovative Skills Mapping initiative, helping jobseekers better understand their skills and how they connect to jobs available during neighborhood employment events and in the broader market place, and facilitate connections with   OneTen, a national coalition of top employers working to bridging the opportunity gap for skilled workers without college degrees,” said Marjorie Parker, chief executive officer and president, JobsFirstNYC . “JobsFirstNYC remains dedicated to partnering with all workforce development stakeholders, including employers, jobseekers, and training programs, to foster equitable economic opportunity and empower individuals in every community.”

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