One of the main focuses of the summer trip in 2009 was my 25th high school reunion. So here are some pictures from Twin Tiers Baptist High School — from 8 years ago.
Today’s post is a short one, about a story I saw on the Houghton College Facebook feed, about four students, recent graduates, who are biking across America.
This blog follows their journey, which started in mid-May. I haven’t had a chance to barely read any of it, since I came across it over the weekend, but the idea of the journey is one that intrigues me. It is something I think I might like to do, in one form or another, something I haven’t yet done, in one form or another.
These four are taking the freedom they have to make that travel journey to remember. Most of the rest of us before, during and after were on the trail of life, career, and advancement, or some such portion thereof. To have the resources and freedom was something we didn’t explore.
Not that I regret my course. I had enough choices and freedom, but the travel portion is something I have always had a greater hankering for than I’ve had the time and treasure to explore.
So, I intend to take some time and follow, even in arrears, their story across the country.
(Note: it has been awhile since I’ve pulled up my old poetry, so here is another one. This was during my year as editor of the Houghton Star student newspaper at Houghton College, during the last year that the old Compugraphic machines were used instead of the new Macintosh computers that they got the next year. This poem is about a breakdown and repair of the old machines.)
A PSALM FOR THE STAR STAFF (1986‑87)
From Their Editor
Wendell and Loren
came with tool boxes,
removing three screws
hidden in a tight place.
To loose the screws
they used allen wrenches,
needle‑nose pliers, fingers.
The plate held by the screws removed,
the editor fixed the plate
with crazy glue.
Wendell and Loren
put the plate back in
with its three screws.
Using butter to hold screws
to the plate, the three men
fumbled. The screws were in,
the machine worked.
“Let the staff rejoice,
let the earth be filled with their singing,
for the compugraphic machine is working”
said the editor.
And the staff said
“Amen and Amen.”
(Note: This is a paper I turned in for my class on consulting and training.)
OJT Training: Theory Influencing Practice
Jonathan R. Lightfoot
OJT Training: Theory Influencing Practice
Three source documents are being used to analyze the theory and practice of On-the-Job-Training. The oldest is a 1996 article from a manufacturing magazine, Water Engineering & Management, about the use of OJT vs. classroom training classes in factories. The next is a Train the Trainer handbook copyrighted in 1999 and used for several years at to educate first line managers and supervisors on how to best train new hires in their operational responsibilities. The final document is a 2013 study published in The International Journal of Human Resource Management on the effectiveness of OJT and PDCA training.
Each of the three materials will be reviewed in chronological order, and then compared and contrasted with each other to see what the disparate perspectives can yield when brought together. The author of this paper was trained in the second document’s methods in the early 2000s, and is writing this paper to place his education and experience in context of the greater field of study. By reviewing the materials chronologically, the training materials can be placed in an appropriate context, and then evaluated to see where current theory can be used to approve or amend it to be more effective.
Smith and Kules (1996) did a practical article for plant managers on when and how to apply on-the-job-training to their plants, and how to know when classroom or OJT training made more sense.
Their leading point was that good OJT training is not the “sink or swim” method, where an activity is demonstrated once, quickly, to the trainee, and then they are left alone and expected to be competent. Instead, evaluation is done to understand what the trainee knows before training, and training is done to ensure the trainer is trained. This structure teaches the trainee problem solving skills. The trainee learns more information about the why of the process, and is thus more open to ask questions of the trainer. The trainer/trainee relationship is also one of more respect than the sink or swim method.
Smith and Kules gave guidelines for deciding between classroom and OJT training. Note, these are considering factory/plant training, but their recommendations can be applied elsewhere. One factor should be cost per person. What can affect those costs? The expense and availability of capital equipment, experience of employees and number of employees needing similar training. Another factor to consider is the experience of the employee(s). Less experienced employees usually do better in classroom training first before OJT.
Tools and Techniques of OJT Training
The materials in this OJT training book by Instructional Design Associates (1999) concentrate on creating the best trainer for OJT training. It is high on principles and concepts. There are the characteristics of successful OJT training:
Then there is the 4-step training model, as detailed in the below table:
|Prepare Leaner||Put student at ease, get student interested in materials||Motivation|
|Present the job||Tell, show and illustrate the task||Understanding|
|Try out performance||Have student practice the task, correct errors||Participation|
|Transition to job||Put student on own, tell where to get help, check frequently||Application|
That is balanced by an analysis of trainer/trainee styles. Again, another table:
|Trainer: Tour Guide
The key is to work through the 4-step training model while recognizing the student’s training style and aligning the material and the trainer with that style to achieve the end training result. A trainer needs to recognize the student’s quadrant on the style table, and move the student to the place of greatest learning.
The PDCA Cycle and OJT Training
Matsuo and Nakahara (2013) put the plan-do-check-act (PDCA) cycle and On-the-Job-Training (OJT) through a research study to compare their effectiveness in fostering the organizational learning process.
They defined the organizational learning process as:
- Acquisition of knowledge by individuals or groups
- Sharing and interpreting knowledge within groups and organizations
- Incorporation of knowledge into organized routines
- Elimination of anachronistic routines
To determine effectiveness, they put forth four hypotheses:
- OJT – Direct supervision is positively correlated with workplace learning
- OJT – Empowerment is positively correlated with workplace learning
- PDCA – Positively correlated with workplace learning
- Reflective Communication is positively correlated with workplace learning
They used learning outcome survey data from a Japanese firm to make their analysis. What they discovered is that the first hypothesis was false, but the other three were true. The general conclusions were that quality management based on the PDCA cycle can markedly improve development by promoting problem solving and stimulating experiential learning. In contrast, the effectiveness of OJT depends on its style.
They did note that the results might be affected by the culture of the Japanese firm, and need to be expanded to other cultural settings to confirm a more general conclusion.
The article by Smith and Kules (1996) can be seen as a first step discussion of the effectiveness of OJT vs. classroom training, and the need for conscious structure to OJT training, instead of the “sink or swim” method. The training materials experienced by this author (Instructional Design Associates 1999) were designed where the assumption of OJT was already in place. The focus of these materials was on preparing the trainer with the skills necessary to assess the status of the trainee and adapt and direct training to make the most effective use of where the trainee is to learn the materials for the job. Neither of these sources had any assessment phase to validate the accuracy of their assumptions. The research study (Matsuo and Nakahara, 2013) added this level of complexity to the information available on the OJT process.
Analysis and Reflection
The experiences of the author of this paper with OJT started prior to his participation in the training class on how to be an OJT trainer. That is the usual progression: someone who has been a de facto trainer is sent to a class to learn all the right theories and practices to do what they have already been doing. The OJT trainer usually doesn’t have any relief from the other duties of their workday. Training the other employee is an addition to the already busy workload. This creates the temptation is to do the “sink-or-swim” method mentioned in the Smith and Kules article. The Train the Trainer class is the encouragement to put more thought into the process.
Being a trained OJT trainer creates a mindset that should make the trainer mindful of the training process, both of the trainee and the information to be learned. What the Train the Trainer course expected is a fairly structured concept of what information needs to be learned, in what context and time frame, by the trainee. In practical experience, many of the training events are one-off and ad-hoc events that fit into the total knowledge of the trainee. There isn’t a scheduled course of instruction that gets worked through. The initial crunch of essential information is learned at the beginning, and then the intensity of the relationship tapers off, and the trainer becomes more of a resource than a focused trainer.
The Train the Trainer materials give a mental mindset, but doesn’t give a real strategy for the perpetual training cycle. That is where the insights from the research study come in.
The research study, with its focus on PDCA and OJT visualizes the training process as a perpetual, recursive function. PDCA in particular, with its plan-do-check-act cycle, visualizes training intentionally and perpetually. The study also gave a caution for OJT training: The wrong style can actually be counterproductive to the learning of knowledge.
The training materials encourage supervision of the student, until the appropriate time for putting them on their own. The PDCA study suggests that the empowerment of putting the trainee on their own (but not in a sink-or-swim manner) sooner is more productive than a prolonged period of supervision. Longer supervision is actually counterproductive. Earlier episodes of independence, properly coached, can stimulate problem solving in the trainee and increase experiential learning.
A side result of this process is something I have experienced multiple times as an OJT trainer. I call it “the right mistake”. This “right mistake” is an important part of the OJT learning process. Rather than train the trainee on everything they could possibly need to know, rather than show them all the steps and possible logical branching tree options available, you concentrate on the core information needed now, along with the how and why information. Then the trainee is allowed to proceed and experience their learning. Sooner or later they are going to come to a point where their knowledge, and training, tells them what the correct answer is going to be, but it isn’t; what they try is wrong. Then they come to the trainer to understand what happened. And my response is: “you made the right mistake”.
What they did shows they understand what they have been taught, and are applying it correctly. Yet no explanation can ever be complete, or show the whole picture; no training can cover everything. Letting them work out their understanding until they run into something where it doesn’t work, is an important part of the learning process. Equally important is assuring them that their “failure” is a sign of success in their understanding. Thus, the concept of the “right mistake”, and the need to look beyond what you know when you make the “right mistake”.
(The wrong mistake, of course, would be one where they didn’t follow what they already knew correctly, and requires a different remediation; review of what they should already understand until they fully internalize it.)
The one part of the that I haven’t seen focused on from the research study is step four of the organizational learning process: Elimination of anachronistic routines. That is something that should be focused on in future papers.
While a small sample, statistically, of the literature, the three articles selected show a certain progress in the way On-the-Job-Training has been viewed over the past two decades. The starting point is taking a serious view of OJT as more than just a quick show-tell sink-or-swim session. This led to training materials for the OJT trainer. Just being experienced in how to do the task is not enough to be able to train it: one needs experience in how to connect with the trainee to convey understanding. Yet the results of this train-the-trainer experience was also mixed. Further analysis, the research study, shows that style in OJT is critical to the amount of knowledge learned.
When using this to analyze my personal training experiences, I see that those occasions where I felt inclined to greater supervision were actually the most counterproductive, requiring further intervention on my part. Following the empowerment model is what actually led to my own “eureka” moment about the “right mistake” as an excellent teaching tool and measurement of trainee progress. While some tasks had obvious “right mistake” points, others tend to be more individual, yet the “right mistake” moment itself is always recognizable as an achievement of learning by the trainee to be celebrated and encouraged. Empowering a trainee to learn from failures in a precious form of empowerment.
Instructional Design Associates (1999). Training employees: Tools and techniques of OJT training. Training manual.
Matsuo, M., Nakahara, J. (2013). The effects of the PDCA cycle and OJT training on workplace learning, The International Journal of Human Resource Management. Pages 195-207, Vol. 24, No. 1, January 2013
Smith, M., Kules, J. (1996). On-The-Job Training: Harder Than It Looks. Water Engineering & Management 143; 12; ABI/INFORM Trade & Industry
Today’s post is going off the scheduled photo feature to do some current video. Thursday was the fall concert for NKC High School vocal department, and I’m giving you a video clip of the A Capella Choir singing.
All three numbers below are good. And it was great to see people rise when the group did the Star Spangled Banner (which actually sounds better to me on the video than it did live). But the other two songs are actually the ones I enjoyed more, and appreciated more for their skill. Listen close and you can hear the overtones forming in Good Night, Dear Heart and Great God Almighty more than the Star Spangled Banner. I think the anthem was too pushed to allow the freedom that would have released the overtones.
But don’t let my musical analysis make you miss out on enjoying all three of them. Enjoy!
Today’s post is late and short. Seems the class I’d planned on taking this summer — Digital Storytelling — is being canceled. No idea if it was because of low attendance, or because of a change in the teacher’s schedule. I was really excited about this class, the one elective choice that really gave me something directly practical.
Now they are offering me three other options for summer classes. But I’ve already taken one, one requires a trip to the campus on dates I can’t go, and the final one doesn’t pique my interest. Trying to decide what other options are available.
So we will see what course I have to write about soon enough…
(Note: I spent a whole two days putting the below together for class, and thought I could post it here, despite most people not having read the document it is a response to. For those wanting to look it up, “James Baldwin’s Topoi” is the title of a chapter written by James Dorsey in New Approaches to Rhetoric by editors Patricia A. Sullian and Steve R Goldzwig, copyright 2004 by Sage Publications Inc.)
This reading reminded me why I feel like an anachronism so often. It also branched in so many directions that I often had trouble being certain which direction or point was being made.
Sullivan and Goldzwig talk a lot about Baldwin’s attempt to establish his sense of place, or lack thereof, within a world that denied him the sense of place he expected for himself and imposed a different one upon him. Much of the reading details his struggle to break out of the imposed sense of place, and his attempt to establish a new one, while still maintaining that ultimate sense of place as an American.
The questions I am to answer are: How does the James Baldwin reading inform the way you understand your identity? How about your understanding of the identity of others in your life? What is one way that you could communicate with yourself or with other people to take advantage of what this reading offers?
This reading has a lot to say about our sense of place, or lack thereof, and our awareness of the same, or lack thereof. It also talks a lot about that sense of place changing.
There were many places in the reading that reminded me of various images and readings from my past. I am going to mention some of them before I directly answer the questions.
See the above picture. I took this picture back in 2013 while in Barcelona, Spain. After all, where else would you go for good Tex Mex food but Spain. Apologies, Barcelona, Spain. This is an example from my own life of the line in the writing about that restaurant with the “Buffalo, NY wings, Southern style”. (p 8)
Next, I want to bring in my favorite quote about sense of place. It is quite a long one, from Heretics by G.K. Chesterton, but I think it gives a good context and contrast to the Baldwin writings about place:
Mr. Rudyard Kipling has asked in a celebrated epigram what they can know of England who know England only. It is a far deeper and sharper question to ask, “What can they know of England who know only the world?” for the world does not include England any more than it includes the Church. The moment we care for anything deeply, the world—that is, all the other miscellaneous interests—becomes our enemy. Christians showed it when they talked of keeping one’s self “unspotted from the world;” but lovers talk of it just as much when they talk of the “world well lost.” Astronomically speaking, I understand that England is situated on the world; similarly, I suppose that the Church was a part of the world, and even the lovers inhabitants of that orb. But they all felt a certain truth—the truth that the moment you love anything the world becomes your foe. Thus Mr. Kipling does certainly know the world; he is a man of the world, with all the narrowness that belongs to those imprisoned in that planet. He knows England as an intelligent English gentleman knows Venice. He has been to England a great many times; he has stopped there for long visits. But he does not belong to it, or to any place; and the proof of it is this, that he thinks of England as a place. The moment we are rooted in a place, the place vanishes. We live like a tree with the whole strength of the universe.
The globe-trotter lives in a smaller world than the peasant. He is always breathing, an air of locality. London is a place, to be compared to Chicago; Chicago is a place, to be compared to Timbuctoo. But Timbuctoo is not a place, since there, at least, live men who regard it as the universe, and breathe, not an air of locality, but the winds of the world. The man in the saloon steamer has seen all the races of men, and he is thinking of the things that divide men—diet, dress, decorum, rings in the nose as in Africa, or in the ears as in Europe, blue paint among the ancients, or red paint among the modern Britons. The man in the cabbage field has seen nothing at all; but he is thinking of the things that unite men—hunger and babies, and the beauty of women, and the promise or menace of the sky. Mr. Kipling, with all his merits, is the globe-trotter; he has not the patience to become part of anything. So great and genuine a man is not to be accused of a merely cynical cosmopolitanism; still, his cosmopolitanism is his weakness. That weakness is splendidly expressed in one of his finest poems, “The Sestina of the Tramp Royal,” in which a man declares that he can endure anything in the way of hunger or horror, but not permanent presence in one place. In this there is certainly danger. The more dead and dry and dusty a thing is the more it travels about; dust is like this and the thistle-down and the High Commissioner in South Africa. Fertile things are somewhat heavier, like the heavy fruit trees on the pregnant mud of the Nile. In the heated idleness of youth we were all rather inclined to quarrel with the implication of that proverb which says that a rolling stone gathers no moss. We were inclined to ask, “Who wants to gather moss, except silly old ladies?” But for all that we begin to perceive that the proverb is right. The rolling stone rolls echoing from rock to rock; but the rolling stone is dead. The moss is silent because the moss is alive.
Chesterton talks about sense of place as a rootedness that encompasses the entire world. Baldwin was attempting to change a sense of place into a cosmopolitanism that Chesterton would describe as exclusive – Just as Baldwin would see the “parochial” view of Chesterton as exclusive.
Okay, one more piece of evidence before I start to answer the questions. Let’s lift another line from the Baldwin reading:
“What happens” Schlesinger asks “When people of different ethnic origins, speaking different languages and professing different religions, settle in the same geographical locality and live under the same political sovereignty… Unless a common purpose binds together, tribal hostilities will drive them apart.” (p 9)
The description by Schlesinger about is the Middle East for the past millennia, most specifically for our purpose, the past century, when it was allowed out of the box of great powers to go its unfettered way. I know, Schlesinger is warning us about the USA, but I think it is well worth noting that we have another example, one we could do well to heed.
A very good example and defense about what America is and could be, can be found on this post by author Sarah A. Hoyt at According to Hoyt. In this piece Hoyt expands a sense of place beyond geography, to a philosophy.
She starts by quoting someone she believes in, who says:
Patriotism is good. Nationalism through a patriotic lens, seeing your country as worthwhile, as having prospects and things to be proud of, is not only acceptable but necessary for the health of any nation. But MOST especially the United States, because it’s one thing for the French to be ashamed of being French, but at the end of the day, they’re still going to be French. France is established on ethnic and historical foundations, and even if the French think they suck, there can still be citizens of France. Just not very long, since self-loathing aligns you, first metaphorically, then inevitably in practice, with enemies who ALSO loathe you.
But an American just CAN’T believe in nothing, CAN’T reject the philosophy underpinning America, and be one. Philosophy IS America. There’s nothing else to base it on, and there’s no “philosophy on the side” option. There’s no “shared values” or that bullshit. There’s a piece of paper that lays out precisely how the government functions, tells it what it doesn’t get to do, and tells YOU to go shift for yourself. Now yeah, maybe you can quibble with a point or two of it. Lots of people did then, too. But people who reject, wholesale, that that makes sense as the foundation of a country- who complain about negative rights, who call the constitution outdated- de facto, aren’t American, the same way you couldn’t be a Catholic but not believe in G*d. Aphilosophical American is a contradiction in terms. The most they can do is live somewhere between Mexico and Canada. We’ve got a lot of that kind of “American”.
Then she expounds:
Let’s go back to what Sam said “Philosophy IS America.” If you don’t believe in the founding principles, you’re not an American. You’re at best a permanent resident who grew up here and behaves generally within the law.
We’re a volitional citizenship. Yes, if you were born here, you are LEGALLY an American. You can legally be a lot of things that you’re not even close to being in reality. Take all the college people running around screaming they want to be protected from micro-micro aggressions. They are legally adults.
Hoyt establishes the sense of America as a place in Philosophy, and I feel, pretty much, that sums up where all senses of place ultimately end up, rooted in a person’s philosophy.
So maybe I’m starting to answer the questions.
The first question is how does the Baldwin reading inform my sense of identity. I think it helps me understand my sense as an anachronism, being out of place from where the world expects. Baldwin felt himself out of place, perhaps born before his time. Me, I’m from a time that never existed to most people today – buried and forgotten under the epithets like “White, Anglo-Saxon, Puritan Protestant.”
It also helps me understand how my sense of identity shifts as the world around me shifts, they shaping me, and hopefully me shaping some of them. And yet I still retain that sense of place that Chesterton posed, where caring for something deeply makes the world “the enemy”.
How it informs my understanding of other people’s identities (question #2), is in realizing that other people have that same sense of place, or lack thereof, where they are either defending something that they care deeply for, or are else dilettantes adrift without a place. When I was a religion editor for my hometown newspaper I often found devout people of vastly different religious backgrounds had more in common, through their sense of caring, than those with none. Rootedness, again.
Third question, one way I can communicate with myself or others to take advantage of what the reading offers: I think the answer to this one encapsulates both communication questions. Ask myself how their sense of place impacts my sense of place, changes or challenges it? Then ask how they see my sense of place impacting their sense of place, how it changes or challenges it? What conflict and benefit might their be in the understanding of each.
Now that I have answered the three questions, let me get radical – if I haven’t already managed to be radical enough.
As both Chesterton and Hoyt have indicated, it is the people who have come to America without being here that is at the heart of much of our current cultural issues. Someone like Baldwin was here – even when he was abroad, fighting to make better that which he loved. He accepted our philosophy. But those who come here without being here, without leaving their prior sense of place behind to join us, are the ones who “Balkanize” us, as the saying goes, though by “Balkanize” I really mean the entire sense of chaos that I previously alluded to as the issue in the Middle East.
And now for the final radical statement. Which starts with the below quote from the reading. The authors wrote: “Being all that society denies and denigrates, he contains all that society embraces and values.” (p 28). They wrote this meaning Baldwin. But today, I want to propound the idea that the holder of this marker is actually the White Heterosexual Male – the one denigrated through White Privilege for all the evils that anyone not a White Heterosexual Male experiences, and yet at the same time subtly envied by them for the mythos projected about him.