***On-the-Job Training Standards***

***For***

***Locomotive Engineer Trainees***

*February 12, 2019*

***Foreword***

*The OJT tasks identified below assumes a continuous and ongoing positive conversation between the designated instructor / qualified person and trainee.  It means enough opportunity for conversational feedback before, during, and after any task is undertaken.  The purpose of this conversation is to ensure learning transfer occurs.  Depending on task complexity and learner skill level, most adults gain mastery of new skills through practice and repetition.  OJT standards provide the basis for measuring mastery of new skills in a fair and objective manner.  It is understood that many of the tasks below are presented in a manner that may suggest non-complying conditions must be present for the trainee to demonstrate proficiency.  That is not the case and it is for this reason that a positive conversation between teacher and learner is encouraged throughout the OJT process.*

*Please also note that there is no obligation under 49 CFR Part 243 for employers to train safety-related railroad employees on skills they will never apply in connection with their duties.  For example, if an employee will not be required to perform duties in passenger service, no training on those tasks is required.*

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**On-the-Job Training Roles and Responsibilities – Example Template**

1. 	The **designated instructor** serves as the overall coordinator of the specific OJT program   and is primarily responsible for:

· Acting as the principal point of contact for the process, and ensuring the process is properly implemented.  

· Ensuring that all trainees and qualified persons involved in the OJT process have received hard copies of the OJT program or electronic copies of the checklist.

· Providing guidance to both the trainee and qualified person in the process once they have received the OJT program.

· Ensuring that trainees have access to all the supporting publications listed in this OJT program. 

· Ensuring the trainee has successfully completed all safety-related tasks to become a qualified member of an occupational category or subcategory.

2. The **qualified person** (sometimes referred to as a peer trainer) may serve as the mentor/coach for trainees.  The qualified person must be qualified and has a duty to communicate with the trainees to ensure OJT is properly administered throughout the process.  The qualified person will also provide daily briefings at the beginning and end of each day regarding the specific tasks focused on during that day.  The trainee may perform OJT under the direct onsite observation of any qualified person, provided the qualified person has been advised of the circumstances and is capable of intervening if an unsafe act or noncompliance with Federal railroad safety laws, regulations, or orders is observed.  **However, the trainee must demonstrate OJT proficiency to the satisfaction of the designated instructor to become a qualified member of an occupational category or subcategory.**  A designated instructor and qualified person can be the same person*.*

3. The**trainee**(new hire)****has the responsibility to pay close attention to the qualified person providing OJT, and to take advantage of the knowledge and experience he or she has to offer.  Tracking progress of the OJT is essential and is the trainee’s responsibility.  Trainees should be aware of, and abide by, the following:

· The designated instructor and/or qualified person will provide practical information and advice on the requirements and responsibilities of assigned duties.

· Trainees are responsible for completing any narrative and self-study assignments outside the scope of this OJT program.  Additional assignments are an integral part of the training experience and must be completed before being deemed qualified by the employer.  

· To gain the maximum benefit from the OJT experience, trainees should:

· Remain alert and involved in the training activities.  

· Ask questions and learn from feedback.  

· Take notes and apply previous lessons.  

· Complete all required assignments.  

· Become familiar with and comply with FRA regulations, railroad safety rules, and other procedures mandated as a condition of employment by the employer.

· Develop and maintain a learning attitude.

· The OJT experience is designed to be much more than following a qualified person around and watching what he or she does.  Trainees must take an active role in the OJT and thoroughly engage in the various job tasks outlined in this OJT program.

· Expect the qualified person to say, “Here, you give it a try.”  Remember, while progressing through the OJT program, trainees can learn skills, to develop knowledge, and to adopt work habits and routines that will last throughout a railroad career.  

· Tracking and documenting OJT progress is an essential process step.  

**Guidelines for On-the-Job Training Program Coordination and Administration**

In most cases, the first week or so of employment will involve administrative details and an overall orientation.  Although it is understood that a trainee’s duties may overlap with other organizational requirements, each day of OJT should focus on one of the major duties of the OJT program to the extent possible.  Once the tasks have been selected, there should be both an initial briefing on the tasks to be completed at the beginning and end of each day.    

· The purpose of the debriefing is to go through the day’s activities, and to focus on each of the tasks associated with the task selected.    

· There is no required sequential order for completing the OJT associated with any task, and no attempt is made to prioritize any tasks.  Although OJT should be focused on a task, it is anticipated that the task standards will be accomplished based on available training opportunities.

**Important Note:**Although OJT is a critical aspect of 49 CFR Part 243, FRA will consider, on a case by case basis, alternate approaches to OJT in lieu of the traditional approach (*see 49 CFR § 243.5- On-the-job training*).  For example, some employers or training organizations may have access to state of the art indoor/outdoor training facilities that permit students to practice tasks that require neuromuscular coordination to learn in a controlled environment with minimal or no risk of personal injury.  Other approaches may include; classroom practical exercises, role play, lab simulation, virtual reality (VR), and other emerging technologies.   While FRA does encourage alternate approaches to OJT to lessen the risk of personal injury exposure to students, enough detail must be included in the submission and satisfy the regulatory requirements of 49 CFR § 243.101(d) (1-3).  

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