發(fā)布時(shí)間：2017-05-12 06:35

In this chapter, different authors' view from different sources will be analyzed with relation to On-the-Job Training.在本章中，從不同來(lái)源的不同作者的觀點(diǎn)進(jìn)行分析與工作培訓(xùn)。

無(wú)論是商業(yè)還是非商業(yè)，將它的知識(shí)工作者和他們的生產(chǎn)力”，他進(jìn)一步認(rèn)為，人力資源是其成為最重要的資產(chǎn)是這樣關(guān)心和管理任何組織成功的命脈。其中一個(gè)方法，可以做到這一點(diǎn)是訓(xùn)練。員工的培訓(xùn)是一個(gè)重要的因素，如果組織想，顯然，實(shí)現(xiàn)其目標(biāo)的有效和高效的方式。培訓(xùn)是作為一個(gè)正式的、系統(tǒng)的調(diào)整行為通過(guò)學(xué)習(xí)教育的結(jié)果，，其發(fā)生和發(fā)展計(jì)劃的經(jīng)驗(yàn)指導(dǎo)。

2.0 Introduction
According to Peter Drucker (1999) 'the most valuable asset of a 21st-century institution, whether business or non-business, will be its knowledge workers and their productivity' and he further considered the human resource as being the lifeblood of any successful organization which as a result becomes of prime importance that such asset is cared and well managed. One way through which this can be done is training. Training of employees is an important factor if the organization wants to, obviously, achieves its objectives in an effective and efficient manner.

Training is defined by Armstrong (2001) as a formal and systematic adjustation of behavior through learning which occurs as a result of education, instruction, and development and planned experience. On his side, Noe (2002) view training as a planned effort by a company to facilitate employees' learning of job 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 appropriate learning opportunities and motivating people to learn, and thus enabling them to perform to the highest level of quality and service.'

Lanciono et al. (2004) highlighted the fact that call centre Managers are concerned about the continuous improvement of employees' skill, since the products, technologies, and services that they handle are changing at a rapid pace and as a result call centres are often forced to provide employees who service and sell their product with formal training and opportunities to upgrade their knowledge and skills.

2.1 The effectiveness of training
Effective training program helps organization to achieve their objectives. Drummond (1989) put forward the general objectives of training activities as being; orienting new employees to the organization and their job, helping employees perform their current jobs well, keeping employees informed of changes within the organization, and providing opportunities for personal development.

Sales and Cannon (2001) pointed out that both theory and practice have improved dramatically trainings' effectiveness. Kirckpatrict (1996) further affirmed that effectiveness is a concept that consists of four levels: satisfaction, learning results, job behavior and organizational benefits. The effectiveness of training is not only caused by training characteristics but is also influenced by the trainee's characteristics and organization's characteristics. The influence of the supervisor (and sometimes 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 have to learn the training content 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-job training program is vital for the development of highly skilled employees needed 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 previous work experience.

Effective training is vital to most call centres.

2.2 Types of training
With reference to Dessler (2000) and Treven and Mulej (2000), the most popular training methods used by organizations can be categorized by either:

Off - the - job training, or,
On - the - job training.
Off the job training
Off - 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 rather 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.

There are several types of off - the - job training and De Cenzo and Robbins (1996) summarized them as follows:

Types

Description
1.Classroom lectures
Lectures design to communicate specific interpersonal, technical or problem solving skills.

2.Video and films
Using various media productions to demonstrate specialized skills that are not easily presented by other training methods.

3.Simulation Exercise
Training that occurs by actually performing the work ; it may include case analysis, experiential exercise, role playing, or group decision making.

4.Computer base training

Simulating the work environment by programming a computer to some of the realities of the job.

5.Vestibule training
Training on actual equipments used on the job, but conducted away from the actual work setting.

6.Programmed Instruction
Condensing 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 Smith 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 required 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 (2008) 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 performance as live teams although the trainee will be working with actual customers. On the job training was claimed 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) simply 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 employee's 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, Siele (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 employee's 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 important components of learning in the work place.

Types of on the job training
According to Jacobs (2003), OJT as a form of individualized training, can be designed and delivered using two basic approaches:

Unstructured OJT
Structured OJT

According to various authors, the unstructured 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 training
Rothwell (1997) formulated a definition for unstructured OJT as an approach in which learners are thrown into the work and the training is based on daily work requirement rather than the learner/worker needs. 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 quality of training, nor are records of the training maintained. Along with, Filipczak (1993, p.30) added that unstructured OJT "a

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