7.1.2 Workplace training
It is important to select the right training method to meet the needs of the individual/team and their organisation. A list of learning opportunities is summarised as following:
On-the-job training
The most frequent use of on-the-job training is to teach employees specific job-related skills. This may be carried out under the supervision of a supervisor, mentor or fellow employee who observes the trainee apply new skills in their normal work setting. The trainer is able to model the required new skills and ensure that the trainee is able to apply all aspects of the new skill set. This training method is particularly suitable for less complex technical skills that are used in the everyday work environment.
Off-the-job training
Off-the-job training usually occurs when it is necessary to gain more complex understanding of technical or conceptual skills, such as team building, mentoring, leadership, web page design and customer service skills. Off-the-job training occurs when people within the organisation do not have the desired skills or are not able to pass them on to others. Off-the-job training in Australia typically is offered:
- At universities (including night school, Open Learning, and regular degree courses);
- By adult and vocational training providers (such as colleges, technical and further education institutes) and private providers (that deliver programs leading to qualifications);
- As industry-certified programs (not leading to a qualification);
- By companies as short courses (such as workshops and seminars);
- By outside training consultants;
- At or as conferences, seminars and lectures; and
- During sabbaticals and placements in other organisations.
Classroom training
Many off-the-job training options utilise the classroom to develop new knowledge in employees. The classroom may be used for aspects of on-the-job training as well, and may take place at a worksite. This form of training enables a large number of students to access learning material at the same time. The classroom also provides an environment that lets the student make mistakes without suffering serious consequences. Often this is important when students need to perfect their skills away from the critical eye of supervisors, or when mistakes can cause damage to people or property.
Self-paced and flexible training
This type of learning involves the individual employee learning by themselves, or in small groups of similar employees, using learning resources such as CD-ROMs, online education, distance education, books, periodicals and learning chapters. This is an effective way for employees to develop and maintain their learning at their own pace. It is especially beneficial if conducted in partnership with networks of other learners and with input from mentors or coaches.
Coaching and mentoring
Coaches and mentors provide one-on-one training and development for employees who have less experience in an organisation.
Etraining (e-training)
This encompasses learning in a workplace context via electronic technologies to advance transfer of skills and knowledge (competencies) to an individual or group.
The advantages and disadvantages of each method are detailed in the following table.
Table 1 Advantages and disadvantages of training methods
|
Cost ($) |
Time-frame |
Best for |
Not recommended for |
On-the-job training |
Low |
Short |
Small-scale, job-relevant skills |
Complex skills that require in-depth analysis and repeated practice |
Off-the-job training |
Moderate to high |
Short to long |
Broad ranging skills that are complex and require outside expertise |
Skills that are relevant only to the organisation |
Classroom training |
Moderate to high |
Medium to long |
Training a large number of employees in skills that require practice or interaction with others |
Small-scale, specific skills that are applied directly to the workplace |
Self-paced training |
Low to moderate |
Short to long |
Conceptual skills that require outside expertise, especially for employees with limited time |
Small-scale, specific skills that are applied directly to the workplace |
Coaching and mentoring |
Low to moderate |
Long |
Skills that require complex understanding and gradual implementation |
Small-scale skills that may be quickly acquired |
Etraining |
Low to moderate |
Short to long |
Skills and knowledge that are required for compliance with operational, legal or competency standards that are required to be transferred to many individuals within a given timeframe |
Large-scale interactive sessions that require operational skills only able to be demonstrated in a work-based context |
All forms of work-based training have at their core the formation of competencies - skills, knowledge and attitudes - by a trainee/employee through learning that will enable them to attain a standard of learning and/or performance.
The importance of on-the-job training is nothing new; in fact, most vocational learning throughout human history has been on the job. However, the emphasis on providing structure for existing activities and better resourcing work-based training is relatively new. While training conducted in the workplace does not replace all off-the-job training and education it has been recognised that trainees and the company benefit greatly from 'learning and doing' within the place of work.
Off-the-job training led by instructors is not in danger of being replaced. This method still plays a vital role in the formation of competencies by a trainee outside normal work-based activities. Instructor-led, classroom-based training may include company training facilities located at the place of work or another company-owned or hired location, or a location outside the company (a registered provider contracted for training services, such as TAFE, a university).
Activity 1
To explore emerging developments in workplace learning the following links can be accessed. The reading by Bowles also introduces the concept of e-learning and learning enabled by information and communication technologies.
- EpicLearning E-learning Exchange http://www.epiclearning.com/exchange/elearning.asp
- Australian Flexible Learning Framework http://www.flexiblelearning.net.au/
- Learnativity http://www.learnativity.com/
Life long learning
Recognising that workplace learning involves adults can assist the manager to adopt strategies that enable coaching or interpersonal communication to reinforce a collaborative culture. It is amazing how many of us did not like school yet we 'teach' others in our workplace using the techniques we 'absorbed' during our days at school. We also remove ourselves from the other issues that may be impacting upon performance. As identified above, problems may be personal and still impact upon task performance. If we accept the involvement of interpersonal, adult to adult communication, then these issues can be addressed. Once this basis of communication is forged, then non-competency and competency related areas can be addressed or at least identified accurately. The approach also encourages a culture that reinforces problem identification, communication and resolution.
In this way we remove the individual from a dependency model to a self-directed model that has benefits in many other areas.
The focus on learning is to focus on building national policy platforms aimed at enhancing industry competitiveness and growth. Such policies stimulate debate on leveraging learning, not just in classrooms, but also in the workplace and as a life-long activity (For recent discussions of LLL in Australia go to http://www.dest.gov.au/highered/eippubs/eip03_13/default.htm ).
Previous Page