Also, any training materials you use in the OJT delivery will need to be verified on site with actual equipment before rolling out the training. This is an excellent time to enlist the seniors - they can be the trainee and play devil's advocate. They usually love to do that, and it gives them some ownership of the training and provides good practice for the trainers.

I recognize the need to do the homework, and we are doing all of what you recommend. We are attempting to standardize the work is done between shifts, which starts with using our experienced workers to help us identify the one best way to do the job. There will be people on the floor who have done the work the same ways for many years. Trainers will be selected from each area (TWI), and there will end up being times when John who has been there two years, ends up training George who has been there 25 years on the new, preferred method of performing the work. That's where I see the potential for push back.

Yes, you might see push back no matter what you do. It's quite common. Most companies work around it by having good performance objectives written for each task. Either the seniors can do the task to standards or they can't. Doesn't matter how long they have been working. If they want to stay employeed, they will meet the standards. Or if they don't, they might do remedial training until they can meet the standards. The companies that are most successful here are NON-union companies. It's either perform - or get out.

One last thought - if you spend all your time expecting trouble, you will likely overlook something much more important. It's simply a waste of your time. You can't control someone else's behavior. You can provide a good learning experience for them. However, if they don't cooperate with it, that's their problem - not yours.

It has been a approximately 5 minutes since I read "Stop the Cycle", only to stumble upon this post moments later and see the concerns mentioned in "STC" in evidence here. Kal and FF, you have generously provided foundational and time tested information that is useful and serves the purpose intended. It is also my opinion you have unwittingly stepped into the mire you hoped to avoid.

In my experience teaching people how to transfer their knowledge on the job, the most important thing you can do is to be clear what you want taught. This makes it less about ego or position in the pecking order and more about doing the work in from of them. Many "apprentices" tell me that they're told to simply follow their "mentor" around and watch what is happening. That can lead to all sorts of unclear and, therefor, unmet expectations.

Instead, ask the mentor to teach the apprentice how to DO SOMETHING. For example, "By Friday, I want the apprentice to be able to analyze 5 reports and compile them into the one page month-end summary that will be presented to the director."
In this example there is no wondering what needs to be taught or by when. Here are the three rules I followed in drafting this example
[LIST]make sure there is a clear VERB (in this case I used "analyze" and "compile"
make sure the apprentice will be able to DO IT when it is over. In this case the "it" is analyze and compile a report. Never use verbs like "use" or "know" because you can't say "Go know that..."
make sure the new skill can be explained (not necessarily mastered) in 1-3 hours. This is a way of breaking the job down into manageable chunks.

Hope this helps

TeachWhatYouKnow