Sergeants who rise from within the ranks will often have technical knowledge and skills that qualify them to provide practical on-the-job training; however, they may not have had experience in the basics of instructing their officers on how to perform specific tasks. A strategy for sergeants to use in assessing the need for presenting instruction to the officers under them should first include an investigation of the necessity of on-the-job instruction. This includes a review of the factors that may be contributing to poor performance. If lack of knowledge is determined to be a contributing cause to poor performance, then on-the-job instruction is appropriate while also addressing other factors that may be contributing to under- achievement. On-the-job instruction involves the following elements: gaining the attention of the officer to be instructed, informing the learner of the learning objective, stimulating recall of prior learning, presenting the stimulus (the way the objective of the instruction will be achieved), providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. A table outlines how the steps in this strategy are used in instruction about handcuffing a suspect. 5 references