Selected References

Cullen, G., G. Sisson, S. Sawzin, and R. A. Swanson. “Training, What’s It Worth? An Experimental Case Study at Johns Manville.” Training and Development Journal 30, no. 9 (1976): 12–20.

This journal article reports on data from a study that compares structured on-the-job training to unstructured on-the-job (trial-and-error) training of new workers who were put on the job under the supervision of busy supervisors. Compared to those receiving unstructured on-the-job training, the structured on-the-job trainees reached competence in about 30 percent of the time, had a 130 percent increase in solved production problems, and had large savings related to maintaining production rates and utilizing raw materials.

Davis, J. R., and A. B. Davis. Effective Training Strategies: A Comprehensive Guide to Maximizing Learning in Organizations. San Francisco: Berrett-Koehler, 1998.

This book formally recognizes that adults in the workplace need to develop a variety of skills, which demands a variety of learning strategies and activities. Davis and Davis identify seven strategies for seven categories of workplace skills to be learned. The strategies include behavioral, cognitive, inquiry, mental, virtual, holistic, and group dynamics. Specific implementation techniques for each strategy are covered.

Dooley, C. R. The Training within Industry Report, 1910–1945. Washington, D.C.: War Manpower Commission Bureau of Training, Training within Industry Service, 1945.100

The Training within Industry (TWI) effort during World War II is seen as a watershed event for the training profession and the origin of the contemporary human resource development profession. One of the most notable aspects of TWI was the massive utilization of the famous four-step training method, the forerunner of Hands-on Training. Dooley reports in detail on the utilization of this method of on-the-job training and the training of subject-matter experts in becoming trainers.

Jacobs, R. L., and M. J. Jones. Structured On-the-Job Training: Unleashing Employee Expertise in the Workplace. San Francisco: Berrett-Koehler, 1995.

This book discusses the system and strategy required for professional trainers to manage structured on-the-job training as a major way for organizations to meet their training needs. The core method in this book is to keep a systematic on-the-job training effort in the hands of training professionals who are assisted by subject-matter experts. The Jacobs and Jones book is complementary to this book, Hands-On Training, which is meant to be put directly into the hands of subject-matter experts—supervisors and expert workers—who are responsible for training activity.

Swanson, R. A., and S. A. Sawzin. Industrial Training Research Project. Bowling Green, Ohio: Bowling Green State University, 1975.

The purpose of this study was to conduct an experimental comparison of the structured versus unstructured training of semiskilled workers. This classic study made several contributions to the training profession. This report originated the term “structured on-the-job training.” Prior to this, the literature talked about on-the-job training and classroom training with the implicit understanding that on-the-job training was unstructured and classroom training was structured. This study opened up the people’s thinking to recognize the existence of structured and unstructured classroom training and structured and unstructured on-the-job training. Training structure, not location, became the essential variable.