Key Points for OJT in Experimental Work

This summary outlines key points to keep in mind when providing OJT for experimental work. Generating data through experiments is fundamental for many science students and professionals in scientific fields. When this guidance is handled well, it creates a virtuous cycle where work runs smoothly and interpersonal relationships become more harmonious.

1. First, clarify the relationship and purpose of the OJT

I view OJT as a service where know-how is transferred from the instructor (teacher) to the trainee (student). Therefore, the goal is not simply to consider your duty fulfilled once you have 'explained and taught it properly,' but rather for the student to be able to utilize that know-how and perform the experimental work on their own.

By simply being conscious of this, once the OJT is complete, phrases like 'Let me know if you have any more questions' or 'I'll be nearby for a little while the next time you do this alone' will come out naturally.

Just by grasping this point, the quality of your OJT should improve by 20%.

2. The student's perspective

Next, let's consider what constitutes 'good OJT' from the student's perspective. Even if you are currently the instructor, everyone has been a student at some point. The feelings and emotions you experienced back then serve as a guide for leading OJT in a positive direction.

The agenda is clear and provides a good outlook

Here, try to interpret 'agenda' broadly, not just as the order of explanations or a schedule. For example:

• Preparation of reagents and equipment necessary for the experiment

• Whether or not there is a manual for the equipment

• What is the probability of the experiment succeeding

• What time is the experiment expected to finish today

• In what format will the data obtained from the experiment ultimately be compiled

By showing even just these points to the student in the form of a memo in advance, the student's outlook becomes clearer, and as a result, they can focus on the explanation or experimental procedure right in front of them.

Each explanation is broken down into manageable sizes that are easy to understand

Have you ever been confused in the past when something new was explained to you so quickly that you didn't even have time to take notes? At first, you try desperately to keep up, but there comes a moment when you enter a mode close to resignation, thinking, 'Oh, I can't take in any more than this.'

While this certainly depends a lot on the instructor's way of speaking (speed, tone of voice) and clarity, what is even more effective is 'whether you are incorporating time for organization and confirmation of understanding just before the student's mental memory becomes full.'

When explanations continue, try to create breaks as much as possible and ask, 'How is it so far?' At that time, questions that can be answered with a simple Yes or No, like 'Are you okay?' or 'Did you understand?', tend to lead the student toward saying Yes. Asking questions that elicit some kind of comment, such as 'How was it?' or 'What parts did you think were the key points?', is effective for confirming their level of understanding.

Because they can remain a "capable" version of themselves, it is easier for them to absorb knowledge.

Especially in universities, this happens occasionally, but there may be some environments where the instruction is strict and intense, similar to a sports club. For example, like coaching a sports form, it's a style of "Do this here! Do that there!"

This style of instruction might be acceptable when the mentor and mentee have a very strong bond of trust, but it has been shown to have negative psychological effects. For example, please refer to the linked article.

Since it is rare for students to do well during their first OJT, please try to interject with positive feedback from time to time, even if it is just a calm, fact-based comment like, "You followed the procedure correctly here," or "I see you noticed that."

3. Perspective from the Instructor

Next, we will consider "good OJT" from the perspective of the instructor.

Mindset (To avoid unnecessary frustration)

I apologize for this slightly unusual suggestion, but please try thinking of "OJT as a business." Consider that you, as the instructor, are engaged in a "business" of supporting students so they can comfortably and efficiently acquire skills and act autonomously.

By doing this, you can avoid having your goals hindered by emotions such as, "I can't believe they don't understand even after I explained it this much," or "What is that attitude when I'm going out of my way to teach them?"

As the instructor, you would surely prefer to proceed with a clear mind, and if possible, be thanked by the student, rather than being frustrated throughout the OJT process. The mindset that "this is a business and a job" should help you.

Confirm and reconfirm objectives appropriately to share common goals

In experimental work, I believe there is a goal image that exists with a certain degree of predictability, such as "what kind of data should be obtained, with what level of precision, and how it should be summarized."

First, whether it is data you obtained yourself or something found in literature or textbooks, show the student the goal image of "what we are going to get" and share a common goal.

Having this common goal creates a sense of unity in each other's actions, and if the OJT goes off track, it becomes easier to explain, "Since we wanted this goal, let's correct our course here."

The instructor themselves should be in good condition

This also happens in the workplace, for example, when demonstrating equipment; I often see the person explaining standing the whole time, not having lunch, and not taking short breaks.

As the instructor, you are volunteering to be a mentor while also having your own work, so there are parts that cannot be helped, but I think you should at least make adjustments such as sitting down even if there aren't enough chairs, deciding on lunch break times in advance, and setting a mobile alarm to prompt yourself to take a break.

The reason I ask for this is that you, as the instructor, need to continue doing OJT not just this once but in the future as well, and if you are forced into a war of attrition every time, you will eventually develop negative feelings toward OJT. Also, students may sense your fatigue and find it difficult to ask questions, which can prevent the OJT from achieving its original purpose.

4. Review at the end of OJT

After a long OJT session, why not make a small 'investment' of just a few minutes before quickly cleaning up and heading home, or returning to your own work? By reflecting while incorporating the following questions, the retention rate of the OJT will increase significantly.

• Looking back on today, what are you satisfied with? Conversely, what do you feel was lacking?

• How confident do you feel about being able to do this alone next time?

• If you were in the position of teaching this, what points would you emphasize?

Although these are all short questions, by listening to the student's feedback, you can confirm their 'level of OJT understanding,' 'readiness to work independently,' and 'mindset shift from student to teacher.'

After hearing their responses, if you decide they have 'graduated,' that is fine, and if it seems they still need a little support, you can offer it.

Summary

OJT for science-related experimental work often requires a long time and focuses on explaining tasks calmly. I have written about the key points that allow you to conduct high-quality OJT even in such circumstances by focusing on these specific areas.

Strong human relationships can also be built through OJT, so I hope you have a fulfilling experience.