Job Instruction: its premisses and its alternatives

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Abstract
In recent publications the importance of on-the-job learning for modern companies has been recognized, and proposals offered for structuring this type of learning, in order to make it more effective. One of the currently most dominant approaches to structuring on-the-job learning is the ‘experienced-colleague-as-an-instructor’ or, more briefly, the ‘Job Instruction’ model. This model is shown to rest on two pillars: task analysis and direct instruction. The organizational and educational premisses on which these two pillars, in their turn, are founded are scrutinized. This leads to a broadened perspective on the design of on-the-job learning environments. This perspective recognizes the importance of the mechanisms used in co-ordinating work performance and of the roles individual employees and work teams can play in managing the learning process.

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