Types and importance of on the job training

Types and importance of on the farm out groomingIn this chapter, different authors view from different sources bequeath be analyzed with relation to On-the-Job cultivation.2.0 Introduction harmonise to Peter Drucker (1999) the most valuable asset of a 21st-century institution, whether business or non-business, will be its knowledge bring iners and their productivity and he merely considered the human resource as beingness the lifeblood of any successful face which as a dissolving agent becomes of elevation importance that much(prenominal) asset is c ard and well managed. One mode through which this can be done is reading. Training of employees is an all all great(p)(p) factor if the organization wants to, obviously, achieves its quarrys in an importive and efficient manner.Training is defined by Armstrong (2001) as a formal and systematic adjustation of behavior through eruditeness which occurs as a result of education, instruction, and breeding and plotted exper ience. On his side, Noe (2002) view engenderment as a intentionned effort by a company to facilitate employees knowledge of furrow related competencies. Moreover, Bentley (1990, p.25) stated that the role of training may be seen as ensuring that the organization has the people with the correct mix of attributes, through providing eliminate take cargoning opportunities and motive people to learn, and and so enabling them to perform to the steepest level of prime(prenominal) and service.Lanciono et al. (2004) highlighted the fact that forecast nerve centre Managers be concerned about the continuous improvement of employees skill, since the products, technologies, and operate that they handle ar changing at a rapid pace and as a result call centres atomic number 18 often forced to house employees who service and sell their product with formal training and opportunities to upgrade their knowledge and skills.2.1 The effectiveness of trainingEffective training program h elps organization to achieve their objectives. Drummond (1989) rear forward the general objectives of training activities as being orienting invigorated employees to the organization and their line of business, helping employees perform their current arts well, keeping employees informed of changes within the organization, and providing opportunities for personalized relegatement.Sales and Cannon (2001) pointed out that both theory and practice catch improved dramatically trainings effectiveness. Kirckpatrict (1996) upgrade affirmed that effectiveness is a concept that consists of foursome levels satisfaction, scholarship results, demarcation behavior and organizational benefits. The effectiveness of training is not only caused by training characteristics but is also influenced by the trainees characteristics and organizations characteristics. The influence of the executive program (and some fourth dimensions the influence of colleagues) on the effectiveness of training was evident in the work of Brinkerhoft and Montesino et al. (1995).Furthermore, Tracey et al. (2001) asserted that for any training program to be considered as effective, trainees gravel to learn the training content and and then apply such learning in the workplace thus any training program can be conceptualized as being composed of training acquisition and transfer of training.Walter (1998) further alleged that an effective and efficient on-the- parentage training program is vital for the development of highly skilled employees extremityed for business success. Jacobs (2003) lay emphasis that training is more effective when trainees possess the pre requisite knowledge, skills and readiness, including technical background, comfort with the use of tools and equipment, literacy, and introductory work experience.Effective training is vital to most call centres.2.2 Types of trainingWith reference to Dessler (2000) and Treven and Mulej (2000), the most popular training methods used by organizations can be categorized by eitherOff the job training, or,On the job training.Off the job trainingOff the job training is defined by Rothwell and Kazanas (1994) as any type of training that is not performed on the job, that is, training which take place in a classroom and which is designed to train groups of trainees preferably than individual. Besides, Lewis and Trevitt (1994) reported that off the job training offers learning opportunity through attendance at training fora away from the job or workplace. in that location are several types of off the job training and De Cenzo and Robbins (1996) summarized them as followsTypesDescription1.Classroom lecturesLectures design to communicate specific interpersonal, technical or problem solving skills.2. picture and filmsUsing various media productions to demonstrate specialized skills that are not easily presented by new(prenominal) training methods.3.Simulation ExerciseTraining that occurs by real performing the work it may include case analysis, experiential exercise, role playing, or group decision making.4.Computer base trainingSimulating the work environment by programming a computer to some of the realities of the job.5.Vestibule trainingTraining on substantial equipments used on the job, but conducted away from the actual work setting.6.Programmed InstructionCondensing training materials into highly organized, logical sequences.However, Jacobs (2003) pointed out that off the job training often do not have the desired relevance.According to metalworker and Smith (2008), in the Australian call centres, the Customer Service Representatives (CSR) undergo an initial off-the-job period of induction which covers the product knowledge mandatory but focuses primarily on telephone techniques. During this session, the CSRs will typically role play telephone calls and listen in to live calls being taken by CSRs in the call centre.2.3 Definition of on the job training (OJT)Smith and Smith (2 008) further elaborated that after the induction, the CSRs are placed out into the call centre usually with working with an experienced agent thus by gradually learning how to perform, or is being placed in a configured training teams that will not be subject to the same act as live teams although the trainee will be working with actual customers. On the job training was cl draw a bead oned to be the most common, the most widely accepted and the most necessary method of training employees in the skills essential for acceptance performance. (Tracey 1971, p.30, reported by S. Jones 1988, p.11). Levine (1997) exclusively stated that OJT is about two people working closely together so that one person can learn from the other.On his side, Campbell (1990) seen on the job training as the same as in an employees normal work situation, as being designed to change the knowledge, attitude and behavioral patterns directly appropriate to the performance of a given task or job.In addition, Siel e (1988) considered on the job training as an informal type of training given to employees at the work place, where the trainer plays the role of the immediate supervisor of the employees and its purpose is to improve the employees working skills, efficiency and productivity. Siele (1988) emphasized that on the job training supplements all other forms of training with the additional advantage of being provided to more people in any given year than it is possible at training institutions.According to Jacobs and jones (1995) and Rothwell and Kazanas (1994), OJT refers to a form of training that occurs at the workplace during the performance of a job rather than in a classroom setting. In addition, Jacobs and Jones (1995) and Rothwell and Kazanas (1994) asserted that this form of training is the most widely used method of delivering training for a novice employee by an experienced employee today and is one of the most primary(prenominal) components of learning in the work place.Types of on the job trainingAccording to Jacobs (2003), OJT as a form of individualized training, can be designed and delivered exploitation two raw material approachesUn organize OJT constructiond OJTAccording to various authors, the ambiguous OJT is used frequently in most organizations whereas the structured OJT is the most recent application of OJT (Hamilton and Hamilton, 1997 Lawson, 1997 Levine, 1997 Filipczak, 1996 Rothwell and Kazanas, 1994)Unstructured On-the-job trainingRothwell (1997) formulated a definition for unstructured OJT as an approach in which savants are thr throw into the work and the training is based on workaday work requirement rather than the learner/worker necessitate. Jacobs and Jones (1995) indicated that unstructured OJT occurs when trainees acquire job knowledge and skills from impromptu explanations or demonstrations but others, trial and error efforts, self-motivated reading, or simply by imitating the behavior of others. In addition, Rothwell and Kazanas (1994) acknowledged the fact that unstructured OJT are OJT that is not planned or logically organized training and learning takes place by trainees performing the work or by watching others performing.However, unstructured OJT is accompanied by loads of criticism. Levine (1997) argued that, as an unstructured system, no criteria are established for the tone of training, nor are records of the training maintained. Along with, Filipczak (1993, p.30) added that unstructured OJT does not enforce common work standard. It does not ensure the trainee will perform the way the trainer says they should be done. It allows the trainee to pick up the trainers bad habits along with his good ones. Filipczak (1993) reported that Martin Broadwell bears that about ninety five percent of OJT is done so seriously that the job is negatively affected. Equally, several studies conducted by Jacobs and Jones (1995) conformed that unstructured OJT leads to increased error rates, lower productivit y and decreased training efficiency.On the whole, just as OJT experts (Hamilton and Hamilton et al., 1997) confirm that most of the OJT that takes place in businesses is unstructured, they agree that unstructured OJT is the least beneficial and least effective type of training. Johnson and Leach (2001) also supported the above tale viewing unstructured OJT as being often ineffective and inefficient as compared with structured OJT. incorporate On-the-Job TrainingAccording to Stolovitch and Ngoa Nguele (2001), structured OJT differs from unstructured OJT in that a systematic planning process is used to design and carry out the training. Lawson (1997) defined structured OJT as a training which is planned and well organized and a one on one program designed to provide the employee with the relevant knowledge and skills required to perform tasks entailed in the employees job. Furthermore, Jacobs (2003) viewed structured OJT as a planned process of developing competence on units of work by having an experienced employee train a novice employee at the work setting or a location that closed resembles the work setting. Moreover, Baron (1997), acknowledged the fact that structured OJT provides the delivery of training in an organized, sequential manner, with the aim of becoming as efficient as possible. Also Chase (1997) contends the fact that structured OJT is inexpensive, quickly developed, takes place at the work site, and focuses on task that are directly related to the job.Equally important, Walter (1996) added that structured OJT can increased quality of training, employee morale, and communication as well as decision making along with employees who are trained in new skills very quickly. Empirically, researchers have demonstrated that structured OJT has helped in making valuable contributions in terms of an increased in productivity of an organization. (Bennett and Calvin, 2002 Jacobs and Osman Gani, 1999 Stolovitch and Ngoa Ngule 2001)Jacobs and Jones (1995) stated that structured OJT has the following main pointsA planned process, structured OJT requires an investment of time and effort before it can be used. As a result, trainees should be able to learn the appropriate content and achieve the desired training objectives.Structured OJT focuses on the task level of jobs and does not involve an inbuilt job but rather just a small part of it.Structured OJT should be delivered by an experienced employee with the qualifications to become a trainer, thus not every employee can necessarily become a trainer.Structured OJT usually occurs at the job setting, although in some instances. It may occur near the job setting.Many authors among which feature Jacobs (1999), Jacobs and Jones (1992), Jacobs and Gani (1998), Rothwell and Kazanas (1990), and Scribner and Sachs (1990) have detailed the benefits of structured OJT and these benefits include reduced overall learning time, reduced overall training costs, greater flexibility to the needs of the individual worker, positive relationship building between novices and experienced workers/ superiors, higher transfer rates than those cited for classroom and other formal training, and perhaps most importantly, heightened new-worker confidence.There are, generally, two distinct features of structured OJT compared with classroom trainingFirstly, DeSimone and Harris (1998) claimed that a trainee has an immediate opportunity to use and practice what he or she has learned on the job and therefore a trainer can achieve learning objectives more efficiently.Secondly, Jacobs (2003) affirmed that the transfer of learning is enhanced in structured OJT environment, especially in the match between the training setting and work setting because the learning environment is the same as the work environment in structured OJT, a trainee is able to use the same equipments and tools that he or she is meant to use to perform his or her actual work.Other studies (Jacobs 1996) have demonstrated the effec tiveness and efficiency of using structured OJT compared with mainly off the job training and unstructured OJT in terms of financial benefits, high satisfaction rating, and fewer quality errors. In full complement to, Burkett (2002) showed that employees who learn tasks through structured OJT make fewer quality errors. Moreover, Lawson (1997) put forward that structured OJT is based on adult learning theories and on how and wherefore people learn. Below is a brief overview about what is adult learning aboutAdult learningMalcolm Knowles (1978, 1990) was the theorist who first brought the concept of adult learning to a prominent position. Knowles (1990) contends that adults need to control their learning, as well as feel that what they learn has immediate utility, and is focused on issues that directly concern them adults need to anticipate how they will use their learning, and to expect performance improvement to result from their learning. Know little (1998) work was among the most guiding one with its six principles of adult learning being summarized as followsNeed to know adults need to know why they should learn something, that is why they need to learn something and how it will benefit them.Self concept adults fight against others imposing their will on them, but having been conditioned through the national school system of a dependent learner, they need to be moved into a self directed learner where they are responsible for their own learning and the direction it takes.Role of experience adults experience should be used in their new learning and the technique should include ways to include the adults knowledge as a tool that they can draw upon and also provide engagement by acknowledging them for their experience.Readiness to learn adults seek out learning as a way to better cope with real life task and problems.Orientation to learn the new learning should clearly define how the new learning will apply to their life in some fashion.Motivation to le arn internal motivators are important than the external motivators that adults may receive for more learning. These internal motivators can come in the form of increased job satisfaction, self esteem and quality of life.In similar vein, Birkenholz (1999) asserted that adults with more education have a stronger tendency to participate in adult educational activities rather than those who have less education since as people expand their knowledge base, they also increase awareness of what they do not know.The following table summarizes important characteristics of adult learners and the implications to call center training programsAdult learnersImplications to call center training programsWant practical applicationDevelop task-centered and problem-centered training programs.Want their real-life experiences to be recognized and cuteUse the learners experiences and examples develop interactive sessions.Are continuous learners and prefer to manage their own learning effortsInvolve lear ners in development and rating of the program get ahead self-discovery and action planning.Have varied learning stylesUse multimedia, varied methods of delivery, accelerated training methods.Need to know why they are learningInform learner of the why behind the training before it beginsAre motivated most by internal pressures (themselves)Help learners understand the benefits of training to job satisfaction, self-esteem and quality of life.Source What Every Trainer Needs to Know About How Agents Learn by Laurie Solomon, published in Call Center Management Review , June 1999.Structured OJT typologiesGenerally there are four commonly used types of OJT among which featuresJob instruction trainingMentoringCoachingJob gyrationJob Instruction Training (JIT)The JIT consists of four steps which were developed by Allen (1919) to train shipbuilders during World War I (Sleight, 1993). Rothwell and Kazanas (1994) outlined the four steps in the JIT model as follows amount1 zeal showing and d emonstrating what learners will doStep 2 Presentation telling learners what they will performed and whyStep 3 Application allowing the trainee the opportunity to practice the skillsStep 4 Inspection checking the trainees work and providing feedback.In addition to Rothwell and Kazanas (1994), Allen (1919) further described in his book that these steps should always be carried out in the rove given and that the purpose of step 1 is to get the learner ready to be instructed of step 2 to instruct him of step 3 to check up errors and of step 4 to give a final inspection of the instruction job.However, Ford (1970) argues that the four step model is no longer large thus he added two other components objectives and evaluation recognizing that these components are implied by most of the expositions of Job Instruction Training. The amended diagram can be illustrated as followsAccording to Ford (1970), the first step is the determination of objectives which describes what the learner wi ll be doing when demonstrating his achievement and how one will know when he is doing it.Even though evaluation is listed as the final step in the model though it is a continuous process. Ford (1970) laid much emphasis that throughout the learning situation, the teacher should reflect on and evaluate each element in terms of the objectives and also he further claimed that evaluation is usually thought of as evaluating the student which in fact is to evaluate the entire learning process as well as a self evaluation of the instructor himself.Job rotationDeSimone and Harris (1998) define job rotation as an activity that involves a series of appointment to different positions or departments for a specified period of time. Wood (1995) added that job rotation is the systematic movement of employees from job to job within an organization, as a way to achieve various different human resources objectives such as orienting new employees, preventing job boredom or burnout, reward employees, en hancing career development as well as exposing employees to diverse environments.According to Weihrich and Koontz (2002), the basic objective of job rotation is to broaden the actual knowledge of managers or potential managers who are made to move throughNon supervisory workObservation assignment where they observe what other managers do rather than actually managing the portfoliosAssistant positions in some cases for brief periods in case of unforeseen absences or vacations of other managers.In line with the above statement, Anon (2001) stated that job rotation provides the employee with an opportunity to get a better understanding of the overall company and provide the organization with a more flexible workforce. Jerris (1999) added that excellent job rotation program can minimize training costs while optimizing the impact on training, by making individual in a better position to be flexible, self-motivated, adaptable, innovative, eager to learn and able to communicate effectively .According to Osborne (1996), at the start of job rotation, output may decrease temporarily implying that job rotation does not follow that job interest. DeSimone and Harris (1998) stated that within the job rotation training program, the trainee is evaluated by the trainer at each job, and at the end of training, the trainees evaluation are used as a means to decide in which department or job the trainee will work.Jerns (1999) argued that the possible problems with the job rotation program is that it is costly since job rotation involves a great amount of management time which is use on lower level employees and it may also increase the work load, thus decreasing the productivity for the rotating employees manager and for other employees.CoachingSmith and Smith (2008) stated that the activities of the trainers after the induction session largely consisted of on-the-job teach. Harris (1997) described learn as an informal, unplanned training and development activities provided by supervisors and peers. Albers (1974) views OJT similar as coaching thus defining it as a conscious creation of an environment within which subordinates can learn to become better executives. On his part, Oladunni (1998) added that coaching is those managerial actions and behaviors specifically that focused on developing an employee so that he or she can perform at maximum compatibility. Oladunni (1998) further stressed that coaching maximizes the contribution of both the trainer and the trainee simultaneously and enables the coach to concentrate on other management functions.According to Sullivan (1998) the role of the coach is to facilitate learning as well as guiding learners toward the acquisition of new knowledge or upgrade their skills and equally seeking to influence learners attitudes by acting as a role model or mentor.MentoringMentoring, on the other hand takes a more holistic approach and guides the learner through broader aspects of the particular job (Cunningham et al. 2 004) woodwind instrument and Cortada (1998) view mentoring as a learning relationship in which an individual with knowledge shares that knowledge with his or her colleague. The mentor is usually a supervisor or manager and the intention of mentoring is to support the employees, help orientating them to the job and work environment and preparing the employee for increasing responsibility (DeSimone and Harris, 1998, p.145)Brennan and Little (1996) described the process of mentoring as followsIn the first instance the mentor will be more pro active, supportive and encouraging, but in time the learner develops independence, confidence and autonomy. The mentor then needs to become more critical, challenging and skirmishal, encouraging reflection. Effective and lasting learning takes place when learner experience a balance of challenge and support, confrontation and encouragement.Hooling and Resta (2001) support mentorship as a means to improve trainers own professional cogency and beli ef through learning opportunities from trainees in mentoring.Components of a successful Structured OJTJacobs (2003) held that a system view of structured OJT represents the interaction of several components, such as the training input, training process, the training outputs, and the organizational context. There is no trump way to do structured training but however it has been noted that there seem to be some common elements among successful structured system, Levine (1996) stated that the components below may have different significance in different organizationsManagement supportLevine (1995) maintained the fact that training takes time and that it requires supervisors to allow themselves enough time for preparation and training, with the aim of not thwarting any structured OJT effort Levine (1995, pp.1) further affirmed that If you cannot gain internal support from the organizations managers and supervisors, dont waste time trying to implement structured OJT. Moreover, Levine (1 995) stated that support may come in the form of supplies, funding, materials and recognition of trainers and trainees. On a similar vein, Cleveland and Harne (2003) pointed out that the effect of training in call centres must be understood by all levels of the organizations senior management to ensure ongoing financial support.Formal trainer support processLevine (1995) emphasized that successful system generally have an OJT coordinator, a training manager, or some people outside the work celestial sphere to provide the support necessary for a trainer thus may include a dotted line relationship to the training organization. Jacobs (2003) further further put forward that organizations should be prepared to provide additional resources, such as appropriate rewards and incentives, necessary to support trainers in order to manage and develop trainers performance over time.Checklists and OJT training materialChecklists is defined by Levine (1994, p.6) as being the foundation of any OJT system. Levine (1997) further lay out that checklists add structure to the training process and they list the specific skills and the employee is checked off as each task is successfully performed.Another document pointed out by Broadwell (1986) is the lesson plan which is intended to guide the training and improve the trainers faculty to instruct the trainee. Broadwell (1996) also noted that the lesson plan must include what the trainer will say, show, and do, what the trainee will be expected to do, a timeframe for training, and the job aids and resources that are used in training.Train the trainerJohnson and Leach (2001) advised that prospective trainers are expected to develop training related skills through a train the trainer course. According to Levine (1995), training of the OJT trainer is the key to successful implementation and that the program should contain high impact activities with the aim of changing trainers behavior from telling to coaching, from demonstrating sk ills for trainees to performing them with them. Meyer and Marsick (2003) advocated that it is important that the design and delivery, such as conducting needs assessment, developing objectives, creating an agenda, developing instructional event, and evaluating learning outcomes, still need to be included as core components of any train the trainer program. What an effective trainer look like will further be elaborated in the next section.Tracking and Report generationThe last component as mentioned by Levine (1996) is track and report generation which is an important element for managing the training process as well as for other business reason like the fulfillment of the ISO 9000 quality award and an effective tracking and report generation may also provide valuable information to the stakeholders as well as providing a means of accountability. Smith (1995) stated that it is important to document whether there is a substantial difference between the approaches in the knowledge and skills acquired during the training.An effective trainerSullivan and Smith (1996) stated that one of the most important elements of OJT training is selecting and qualifying trainers, since according to Harris et al. (2000) the quality of training in the workplace depends to a considerable degree on workplace trainers. As pointed out by Johnson and Leach (2001), OJT supervisors tend to select trainers on the stand of their job experience. However, Walters (2003) argued that even though OJT trainers are subject matter experts and more senior employees as such as they may possessed little competence in how to conduct an OJT program.Johnson and Leach (2001) urge to use expert workers who possess three competencies as follows skilful competency this competency is related to the extent to which the trainer possesses a high level of technical knowledge and skills in the area to be taught.Professional competency this competency has to do with knowledge and skills related to instructional areas including planning, delivery and evaluation of learning.Personal competency it refers to the personal and behavioral characteristics that influence the way trainers are perceive by others.In supplement to, Jacobs (2003, p.98) proposed two basic requirements that make OJT trainers more effective that is they should have adequate competence in the unit of work that comprises of the training, and they should have adequate competence about the training as trainer. Jacob and Jones (1995), on their side, outlined eight qualities to look for when selecting an OJT trainer. These areQualitiesBrief description1.Task knowledge and skillsThe ability to perform the work behaviors at appropriate performance levels.2.Specialized trainingCompletion of specialized training in the area that will be the basis of the OJT program.3.Willingness to share their expertiseInterest in the development of others.4.Respect from peersPerception by other employees that the trainer has task expertise, leader ship abilities and general problem-solving skills5.Interpersonal skills great power to communicate clearly and comprehensively6.Literacy skillsAbility to comprehend resource materials7.Concern for the organizationShowing an interest in helping the organization improve its performance8.Job expectationsAwareness of job expectations and assignments and how these will affect their ability to perform as an OJT trainerIn the call centre environment, Akroyd et al. (2006) acknowledged that the supervisor plays an important role, and Therkelsen and Fiebich (2003) argued that a supervisors communication skills are of great importance and that these skills should be a meaningful part of the evaluation process.Strengths and weaknesses of OJTJacobs (2003) stated that every training program contains its own strengths and weaknesses.