There are three main parts to a skill:
- Perception of object or events - perceiving all relevant factors.
- Choice of response - making a decision.
- Execution of the choice made - normally requires motor coordination and timing.
Peter Drucker (1993) argued that a skill could not be explained in words, it could only be demonstrated. Thus, the only was to learn a skill was through apprenticeship and experience.
Social Skills
Social Skills are the interaction of one person with another. It includes the perception of needs and desires of others, and of one's effect upon others (Gregory, 1987, p. 716).
Skill Gaps
The required performance minus the present performance equals the skill gap.
A skill gap analysis compares the performers skills with the skills required for the job in order to identify future performance improvement opportunities.
A trainer must have plenty of skills in order to train others and also to have results in his/her training program. Some of these skills may come naturally, while others have to be practiced and learned. Many of these skills are based on theory or facts but on the other hand, a trainer must know how to use his/her skills at the right time.
You must speak about the skills gap that training aims to fill in
Knowledge, Environment, Involvement skills, is three factors for a successful learning experience.
Knowledge
The trainer must be familiar with the subject matter. He/she also must provide the leadership, models behavior, and adapts to learning preferences.
Speak about the different kinds of knowledge that there are
Declarative, Procedural, Episodic, Strategic
Environment
The trainer must have the tools to transfer the subject matter to the learners, for example computers and software for computer classes, adequate classroom space, courseware such as lesson plans and training aids, etc. The trainer must fuse these training tools with the learning preferences of the learners.
Involvement Skills
The trainer must be familiar with the trainees; he/she must know their real goals, their learning styles, and the tools that they need to use in order to help them to succeed. But also, some of the affective-tools that will help trainers to help out their trainees to succeed in the learning environment they have been charged with. In addition a trainer coaches the learners to become self-directed, intrinsically motivated, goal oriented, and open to learning. Some of the involvement skills that trainers have to pass to their learners are:
Flexibility
A trainer has the opportunity to change a training program in order to meet trainees’ needs. This can be achieved if the trainer is not afraid to change the instructional steps to meet these needs and also by analyzing and responding to individual learner needs.
Spontaneity
A good training program must have structure, and not to be contrived. If it goes step by step with no change, a trainer may use a cheaper media, such as a videotape or DVD.
Empathy
“This is the ability to perceive another person's view of the world as though that view were your own. Empathy differs from sympathy in that sympathy connotes spontaneous emotion rather than a conscious, reasoned response. Sympathizing with others may be less useful to another person if we are limited by the strong feelings of the moment.” (www.nwlink.com)
Getting feedback
“This is the ability of the receiver to change and alter the message so the intention of the communicator or sender is understood. This should be done by paraphrasing the words or restating the sender's feelings or ideas in his/her words, rather than just repeating their words. Their words should be saying, "This is what I understand your feelings to be. Am I correct?" It not only includes verbal responses, but also nonverbal ones. Nodding head or squeezing hand in order to show agreement, shows that someone doesn't quite understand the meaning of their last phrase.” (www.nwlink.com)
According to Carl Rogers we have five main categories of feedback.
Evaluative: When a trainer makes a judgment about the worth, goodness or correctness of another person's statement.
Interpretive: When someone tries to explain by paraphrasing what other persons statement mean.
Supportive: Attempt to encourage another communicator.
Understanding: Attempt to find out totally what another communicator means by his/her statements.
Counseling: Counseling has a powerful, long-term impact on the learners and the effectiveness of the organization. There are two type of counseling - directive and nondirective. In directive counseling, the counselor identifies the problem and tells the counselee what to do about it. Nondirective counseling means the counselee identifies the problem and determines the solution with the help of the counselor. The counselor has to determine which of the two, or some appropriate combination, to give for each situation.
Positive Reinforcement (Skinner, 1974)
Throughout a program of instruction there needs to be continuous or intermittent reinforcements. These reinforcements are what cause the operates (responses) to be learned by the learner. Reinforces can be either rewards (positive) or punishment (negative). However, negative reinforces have the greatest effect when they are discontinued. Reinforces do not always have to be verbal. For example, head nods, a form of gestures communicate positive reinforcement to learners and indicate that you are listening.
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In the appendices (appendix 1) you can find a guideline for preparing a workplace skills plan. The guidelines present a six step procedure for the preparation of workplace skills plan. According to Jeff Sacht these six step are : (1) Develop an occupation classification matrix, (2) Populate the occupation classification matrix, (3) Establish the company’s skill development, this is an important step which identifying specific skills development needs in the context of the company’s strategic business plan. (4) Define education and training required for achieving the strategic skills developments priorities, (5) Define the quality assurance measures for each of the planned education and training activities, in this stage it is required to describe the quality assurance measures that will be used for each of the planned education and training activities.
Although there are a variety of definitions, most seem to center around the notion that it involves measuring people, issues, objects, etc. along a dimension ranging from positive to negative. This "measurement" has two components: 1) cognitive and 2) affective ( & ).
Our beliefs and values are combined with our cognitive component; thus, two components (affective and cognitive) give us our long range or persistent measurements for dealing with the world (Bootzin, 1983). While a person may have the competency to perform a task, that does not mean he or she will have the desire (attitude) to do so correctly. In other words, competencies give us the ability to perform, while attitudes give us the desire to perform. Attitudes change with various events in a person's life. These emotional changes also vary in length of time.
"Each human emotion mobilizes the mind and body to meet one of the challenges of living and reproducing in the cognitive niche. Some challenges are posed by physical things, and the emotions that deal with them, like disgust, fear, and appreciation of natural beauty work in straightforward ways. Others are posed by people. The problem in dealing with people is that people can deal back. The emotions that evolved in response to other people's emotions, like anger, gratitude, shame, and romantic love, are played on a complicated chessboard, and they spawn the passion and intrigue that misleads the Romantic" Steven Pinker - How the Mind Works (1997) p.374).
There are four main methods used for changing attitudes in performance interventions:
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Exposure Effect: This technique uses simple "experiences" to start the attitude formation by exposing a person to a concept, object, or person a number of times. And normally this is done through "positive" experiences as "negative" experiences require disgust, pain, or fear. For example, if we want a person to display a smile, then the employee's peers, supervisors, and leaders, need to consistently display real smiles.
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Reinforcement: This concept is based upon "classical conditioning" and "operant conditioning." Classical conditioning are involuntary reflexes, while operant conditioning is based upon voluntary behavior. For example, we use classical conditioning by making classrooms attractive and non-threatening. While operant conditional is based upon the premise that people repeat a behavior that has desirable results, for example, when a learner produces a genuine smile, then a compliment, prize, grade, etc. is given.
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Persuasive Communication: The advertisement industry is based upon this technique. For example, Camel cigarettes used information, such as how they use a superior tobacco blend, in combination with "Joe Camel," to show how "cool" they are, to persuade people through both their cognitive and emotional sides to buy their product. This technique is based upon three main characteristics: source, message, and audience. E.g, the source - how believable and likable you are, the message - content and style, and audience - educational level, other attitudes. To go back to our smile example, we might show pictures of employees using their smiles in the course of their duties. We might also include some real experiences in how their "genuine interest" produces a memorable experience.
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Changing Viewpoints: Although discussions mainly work through our cognitive side, we have to remember that almost everything we do is based upon our emotions. Epictetus wrote, "Men are disturbed not by things but by the views which they take of them." So you might start a discussion by asking how their feeling are linked to their thoughts. A simple example for training customer service might be to ask them what feelings and thoughts produce a smile? How are these feelings and thoughts interconnected? Next, ask them to take the viewpoint that they are happy when working with customers. Ask them what their feelings and thoughts would be. Finally, have them do a role play of working with a customer with this new viewpoint.
- Learning Theories and Styles
Before we choose the appropriate model for a training program, we can take a look in the learning styles and theories, which will help the trainees to be more efficient and capable and the transfer of learning to be more effectve. We will emphasize on three learning theories, adragogy, social learning theory and also experiental learning.
Andragogy theory (M. Knowles) is an attempt to develop a theory only for adults learning. This means that adults are self-directed. The most important aspect of this theory is that is expected to take responsibility for all their decisions. In addition, Adragogy in practical terms means that instruction for adults needs to focus more on the process and less on the content that is being taught. The most useful strategies are case studies, role-playing, simulations, and self-evaluation. Instructors usually adopt a role of facilitator or resource rather than lecturer or grader.
Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs.
The assumptions of this theory are that adults need to know the purpose of learning something and also they learn when the topic is of immediate value. It is very important for adults to be involved in the planning and evaluation of their instruction. Another major issue is the experience (including mistakes), which provides the basis for learning activities. In addition adults are most interested in learning subjects that have immediate relevance to their job or personal life and lastly adult learning is problem-centered rather than content-oriented.
One of the most important theories is the Social Learning Theory of A. Bandura. This theory is based on the importance of observing the behaviors, attitudes, and emotional reactions of others. Bandura (1977) states: "Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action."
Through this theory Bandura tried to explain the human behavior. “The social learning theory has been applied extensively to the understanding of aggression (Bandura, 1973) and psychological disorders, particularly in the context of behavior modification (Bandura, 1969)”. It is also the theoretical foundation for the technique of behavior modeling which is widely used in training programs. In recent years, Bandura has focused his work on the concept of self-efficacy in a variety of contexts (e.g., Bandura, 1997).
“…The most common (and pervasive) examples of social learning situations are television commercials. Commercials suggest that drinking a certain beverage or using a particular hair shampoo will make us popular and win the admiration of attractive people. Depending upon the component processes involved (such as attention or motivation), we may model the behavior shown in the commercial and buy the product being advertised.”
The three principles of Social Learning Theory are: (1) The highest level of observational learning is achieved by first organizing and rehearsing the modeled behavior symbolically and then enacting it overtly. Coding modeled behavior into words, labels or images results in better retention than simply observing. (2)Individuals are more likely to adopt a modeled behavior if it results in outcomes they value. (3) Individuals are more likely to adopt a modeled behavior if the model is similar to the observer and has admired status and the behavior has functional value.
Experiential Learning (C. Rogers) is the last theory that we are going to examine is the Experiential learning theory (C. Rogers). According to C. Rogers there are two types of learning: cognitive (meaningless) and experiential (significant). The first one corresponds to academic knowledge such as learning vocabulary and the second one refers to applied knowledge such as learning about engines in order to repair a car. The key for distinction between of them is that experiential learning is focused on the needs and wants of the learner. Rogers lists these qualities of experiential learning: personal involvement, self-initiated, evaluated by learner, and pervasive effects on learner.
According to Rogers in experiential learning theory a trainer has to set a positive climate for learning, clarifying the purposes of the learner(s), organizing and making available learning resources, balancing intellectual and emotional components of learning, and sharing feelings and thoughts with learners but not dominating.
In addition, learning is facilitated when: the trainee participates completely in the learning process and has control over its nature and direction, it is primarily based upon direct confrontation with practical, social, personal or research problems, and self-evaluation is the principal method of assessing progress or success. Rogers also emphasizes the importance of learning to learn and an openness to change.
An interested example is when someone wants to become rich might seek out books or classes on economics, investment, great financiers, banking, etc. Such an individual would perceive (and learn) any information provided on this subject in a much different fashion than a person who is assigned a reading or class.
Learning Styles
In order to identify the best learning style a trainer has to consider three main factors, which make up one’s learning style. Firstly, the three senses - auditory, visual and kinaesthetic, secondly the two reasoning types - deductive and inductive and finally the two environments - intrapersonal and interpersonal.
Three senses
Two reasoning types
Two environments
Ten Principles of Learning
- We learn to do by doing.
- We learn to do what we do & not something else.
- Without readiness, learning is inefficient and my be harmful.
- Without motivation there can be no learning at all.
- For effective learning, responses must be immediately reinforced.
- Meaningful content is bettered learned & longer retained than less meaningful content.
- For the greatest amount of transfer learning, responses should be learned in the way they will be used.
- One's response varies according to how one perceives the situation.
- An individual response varies according to the learning atmosphere.
- One does the only thing one can do given the physical inheritance, background, & present acting forces. ( www.nwlink.com)
Stages of Learning
Unconscious incompetence: not being aware of what we do, we do not know- we act in the best possible way given what we know at the time
Conscious incompetence: becoming aware that we do not know- feedback or consequences of behavior indicate that something is missing
Conscious competence: Working at knowing-research, analyze, practice, repeat, adjust-we act after conscious thought.
Unconscious competence: we do not think about knowing –we have the skills/knowledge we need- we act unconsciously ( www.nwlink.com)
Transfer of learning
A very important aspect of learning procedure is transfer of learning. It is very important for a trainer to transfer his/her skills and knowledge otherwise each new learning situation would start from scratch. Trainers have to realize the importance of "task variation" within the classroom. That is, practicing on a variety of tasks will enhance and quicken the learning process as compared to practicing on the same category or class. Also, the learners become accustomed to using their newly acquired knowledge and skills in novel situations, thus encouraging transfer of learning to the job. From previous learning knowledge and skills, a trainee could learn more quickly and has a deeper understanding of the task. In order to produce a positive learning a trainer has to consider a variety of conditions:
When the variation is introduced there is a brief slowdown in the learning curve (confusion occurs), but soon begins to strengthen acquired skills and knowledge. This happen because some trainers are unwilling to use task variation they assume that they are slowing and confusing the learning process. It is important to provide as many variations and conditions in the learning environment as possible. The two main principles that work with transfer of learning are (1) the variation should not be too easy and (2) the shift or transfer should be progressive but rapid.
Generally, people improve their ability to learn new skills because of prior practice on a series of related tasks. This helps to acquire new views on a topic by looking at the task from a different approach, which strengthens trainers’ understanding of the topic. Transfer of learning begins with the learning of a task in a unique situation and ends when trainers quit learning (experimenting) with that task. The power of varied context, examples, different practice scenarios, etc. cannot be overemphasized. No matter if someone learns simple discriminations or complex concepts, stimulus variations are helpful. Encouraging transfer of learning in the classroom or in training programmes provide the skills and knowledge for its successful implementation outside of the class. (www.nwlink.com/~donclark/hrd)
Near Transfer
“Near transfer of skills and knowledge are applied the same way every time the skills and knowledge are used. Near transfer training usually involves tasks that are procedural in nature, that is, tasks which are always applied in the same order. Although this type of training is easier to train and the transfer of learning is usually a success, the learner is unlikely to be able to adapt their skills and knowledge to changes.” . (www.nwlink.com/~donclark/hrd)
Far Transfer
“Far transfer tasks involve skills and knowledge being applied in situations that change. Far transfer tasks require instruction where learners are trained to adapt guidelines to changing situations or environments. Although this type of training is more difficult to instruct (transfer of learning is less likely), it does allow the learner to adapt to new situations.” (www.nwlink.com/~donclark/hrd)
- Systematic Approach to Training
The terms systems approach and systematic approach are used widely to describe how trainers apply themselves to the training function. Drawing upon Atkins system theory (1983), which makes a distinction between the words “system” and “systematic”, he suggests that the term systems approach can de interpreted in two ways. The first one is that it can be used to describe an approach that views training as a sub system interacting with other sub systems upon which an organization depends for its progress and its survival. In addition this approach enables an observer to obtain a wider picture of training functioning within the system or within the organization as whole. It gives a broader and possibly a different perspective of factors, influences and problems ant the way in which the impact not just upon the training section but also upon all parts of the system.
The second way in which the term systems approach can be interpreted is, as a logical relationship between the sequential stages in the process of investigating training needs, delivering and validating trainings. Atkins believes that the emphasis on logical and sequential planning and action makes it more appropriate to describe this process as systematic.
A system approach can be applied at organizational level to examine the broader issues of the aim, function and appropriateness of training. A systematic approach is applicable directly to the day to day functioning of the training department.
Before a company applies the training method first of all has to perform Needs analysis. A Needs analysis looks not only at the tasks being performed, but also at other parts of the system that might defer at what may be done to improved. There are two main methods to discover training needs. The first one takes the proactive approach This is when a training analyst goes into the system or process and searches for problems or potential problems. The goal is to make the system more efficient and to prevent future problems from occurring. When a new employee is needed, the required Skills, Knowledge, and Attitudes (SKA) of the candidate are known, and the SKA the candidate must be trained on after being hired are also known.
The second method is when a supervisor or manager comes to the training department for help in fixing a problem. These problems are usually caused by new hires, promotions, transfers, appraisals, rapid expansion, changes, or the introduction of new technologies. Training departments must act rapidly when problems arise that might require a training solution. The lifeblood of the business could depend on it. First, investigate the problem. A training need exists when an employee lacks the knowledge or skill to perform an assigned task satisfactorily. It arises when there is a variation between what the employee is expected to do on the job and what the actual job performance is.
After the Needs analysis a company has to develop good training objectives. Developing good training objectives takes time, effort and careful thought. Some believes that objectives are not possible in management training or in other areas such as management or interpersonal skills. But on the other hand, if a trainer wants a training program to be achieved first of all he/she must achieve certain outcomes and those outcomes need to be translated into objectives. (Training Design, 2001, p.192)
These objectives are terminal objective, which according to R. Buckley and J. Caple (2001,p.117) “Terminal objective are used to indicate that the performance which has been described is what is expected at the end for termination of training and distinguished between objectives which have to be achieved en route.” , enabling objectives, are objectives when a terminal objective is found that it can be broken down into a number of sub-questions which are called enabling objectives. When the trainee achieve the sub-questions is quite possible to achieve the terminal objective. (R. Buckley and J. Caple, 2001,p.117), also there are lesson objectives, when the trainee brakes down the enabling objectives identifies the learning points, which are parts of the training session, are called as lesson objectives. (R. Buckley and J. Caple, 2001,p.117-8)
On the other hand there are Trainee reaction objectives, these objectives refer to all the objectives set for how trainees should feel about the training programme and their learning environment. (Training Design, 2001 p.187), the procedure which describes the changes job behavior that is expected to occur as a result of transferring the KSAs gained in training to be trainee’s job are Transfer of training objectives (Training Design, 2001 p.187), and finally there are Organizational outcome objectives, which are describing the outcomes the organization can be expected from changes in the trainees’ job behavior due to learning. (Training Design, 2001 p.188)
Although there are many types of objectives the structure and process of developing a good objective is the same. In addition, is difficult to write an objective, the objectives are statements about what expected to be accomplished. A good objective must answer three questions:
- “What should be expected to occur?” Desire outcome
- “Under what conditions is the outcome expected to occur?” Conditions
- “What criteria signify that the outcome is acceptable?” Standards
(Training Design, 2001 p.188)
A systematic Approach to Training is not that difficult or complicated. A model which is design to solve training problems is the Instructional Development Model (ISD). “ISD is concerned with the identification of training requirements based on the analysis of job performance requirements data obtained from experts in the job to be performed”
A very important issue is that an employee must be informed by his/her company about the reason that will be trained. An employee has the need to feel secure in his/her company. The aim of a training program is to train new employees of a company and also to educate the older employees about changes in the culture of the company or train them in new programs which company will follow.
Description of the ISD model
The five phases are ongoing activities that continue throughout the life of a training program. After building a training program, the other phases do not end once the training program is implemented. The five phases are continually repeated on a regular basis to see if further improvements can be made.
Analyze
- Analyze system (department, job, etc.) to gain a complete understanding of it.
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Compile a task inventory of all tasks associated with each job (if needed).
- Select tasks that need to be trained (needs analysis).
- Build performance measures for the tasks to be trained.
- Choose instructional setting for the tasks to be trained, e.g. classroom, on-the-job, self study, etc
- Estimate what is going to cost to train the tasks.
“The analysis phase is the building block of training programme. It is the basis for who must be trained, what must be trained, when training will occur and where the training will take place. The product of this phase is the foundation for all subsequent development activities. Some of the required products of this phase, such as Job analysis may have already being produced by other departments within the organization. A literature research should be the first step in any analysis to prevent redundant work from being performed.” (www.nwlink.com/~donclark/hrd)
Design
- Develop the learning objectives for each task, to include both terminal and enabling objectives
- Identify and list the learning steps required to perform the task.
- Develop the performance tests to show mastery of the tasks to be trained, e.g. written, hands on, etc.
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List the entry behaviors that the learner must demonstrate prior to training.
- Sequence and structure the learning objectives, e.g. easy tasks first.
Develop
- List activities that will help the students learn the task.
- Select the delivery method such as tapes, handouts, etc.
- Review existing material so that you do not reinvent the wheel.
- Develop the instructional courseware.
- Synthesize the courseware into a viable training program.
- Validate the instruction to ensure it accomplishes all goals and objectives
Implement
- Create a management plan for conducting the training.
- Conduct the training.
Evaluate
- Review and evaluate each phase (analyze, design, develop, implement) to ensure it is accomplishing what it is supposed to.
- Perform external evaluations, e.g. observe that the tasks that were trained can actually be performed by the learner on the job.
- Revise training system to make it better.
It’s very important not only to follow the model but also to make it effective. The employees must control the training system, the system should not control the employees. In addition, the steps of each phase should not be thought of as “concrete in nature”. This means that one step does not have to be completed before the next one is started. For example, training designers will have to complete the work in the design phase before they can complete the estimate step in the analysis phase. (www.nwlink.com/~donclark/hrd)
Sometimes is useful to examine other models in order to understand the model that we are going to use. These models are Evolutionary model which is particularly appropriate for situations where there is limited past experience from which to draw guidance. Another one is the Rapid Prototyping Design (RPD) which uses a more formative model that is based on usability testing of prototypes. Results of usability tests on the prototypes is used to modify and improve the product. This model has many common elements with ISD model.
According to Don Clark () a comparison of the two model would look something like that.
Unit 3 –Methodology
In this project, the research method that we used begins with the design and delivery of the questionnaires. The procedure for the design of the questionnaire was based on the manual book of the University of Sunderland (BA Bussiness Studies, Project). First, it was decided that a questionnaire is what we want to use, the next step was to decide upon the relevant research objectives and translate the objectives into questions and finally to phrase the questions. In the questionnaire (appendix 2) open and closed questions were used as well as neutral and loaded questions. Finally, the questionnaire was given to the Human Resources Manager of the First Data Company and we had it completed during the interview.
Below, a justification is provided for the type of questions included in the questionnaire and the information each type can help elicit from the respondent.
“…Survey questions can be divided into two broad types: structured and unstructured. From an instrument design point of view, the structured questions pose the greater difficutly. From a content perspective, it may actually be more difficult to write good unstructured questions.” (www.socialresearchmethods.com)
When a question has two possible responses, it is called dichotomous. Surveys often use dichotomous questions that ask for a Yes/No, True/False or Agree/Disagree response. There are a variety of ways to lay these questions out on a questionnaire:
Example. Did you watch television at all yesterday?
Yes / No
Another kind of question that I used is Multiple questions. In these questions the respondent has to choose the answer between three or more choices.
Example. Which of these shops do you prefer?
Next / River Island / Gap Top Shop / Top Man
In addition I used a different kind of closed ended question. The Likert scale. “ Statement with which the respondent shows the amount of agreement or disagreement.
For Example: Assessement by course –work is easier than assessment by examination
Strongly agree / Agree / Neither agree nor disagree / Disagree/ Strongly disagree
Sometimes you have to ask the respondent one question in order to determine if they are qualified or experienced enough to answer a subsequent one. This requires using a filter or contingency question. Filter questions can be very complex. In order to use this kind of method you have to be ware for the followings:
- try to avoid having more than three levels (two jumps) for any question
Too many jumps will confuse the respondent and may discourage them from continuing with the survey.
- if only two levels, use graphic to jump (e.g., arrow and box)
The example above shows how you can make effective use of an arrow and box to help direct the respondent to the correct subsequent question.
- if possible, jump to a new page
http:// www.socialresesearchmethods.net/kb/questape.htm
For the open-ended Question the respondents have greater freedom of expression and can qualify their answers. In contrast, these questions take time to answer. On the other hand, the advantages of the closed ended questions are that there are quick to answer, easy to code and also there is no difference between articulate and inarticulate respondents. The disadvantage is that misleading conclusions can be drawn due to the limited range options. In order to avoid this problem, I arranged an Interview with the Human Resources Manager of First Data Company in Greece Mr. Christos Koukios.
Firstly he answered the questionnaire through mail and the next step was to have an appointment with Mr. Koukios in order to avoid any misunderstandings but also to have a clear picture for the company. During the appointment, we had an informal discussion about the company. My questions were based on my questionnaire in order to analyze the training procedure of the company.
The transcript of the interview is provided belowQ1. Does your company organize training program?
Answer: yes.
Q2. Which employees participate in the training program?
Here the General Manager answered the position.
Q3. Please supply more information about the type and focus of the programme
Answer: the duration of the programme is 5 weeks, the location of training programmes that take place are in the company’s premises and finally he said that they focus on communication and customer services skills.
Q4. You believe that the training material (books, notes, dvds etc) cover all the needs of the training program?
Answer: Neutral.
Q5. Does the training program helps the employees in their job?
Answer: strongly agree
Q6. You believe that the time period for the training program was satisfied in order to cover all the aspects?
Answer: Very much
Q7. Which skills relating to employee jobs does the programme aim to improve?
In that question Managers replied soft skills and job requirements
Q8. Do you believe that the time period for the training program was satisfying in order to cover all the aspects required?
Answer: much
Q8. Are there any training programs for new employees?
Answer: yes
If yes, please provide information on the type and focus of the program
1. INDUCTION PROGRAM
2 CUSTOMER SERVICE AGENT PROGRAM.
For the literature review secondary sources were used such as books and also Internet sites. Search engines such as Yahoo, Alta vista, or sites such as , etc., give us the facility to carry out a lot of research.
Unit 4 – First Data Company
4.1 Systematic Approach to Training
First Data Company has the experience, products and services in order to be able to make safe, reliable and secure transactions all over the world, at anytime. The Company’s leadership specialises in three critical areas:
Operational Excellence
The ompany is committed to reliability at every level and at every step of each transaction. Every transaction, every task and every customer is important for them.
Unmatched Range of Products and Services
First Data provides customers with a range of products and services unmatched by anyone in their industry. And also they have the scalable capacity to handle their customers' transaction needs however large or small.
Strategic Partnership
First Data does whatever is required to enable customers to build enduring and valuable relationships with their customers.
First Data International services approximately 94 clients in 27 countries across Europe, the Middle East and Africa. The company provides a range of card and merchant processing services as well as Western Union money transfer and related payment services.
First Data is Europe’s leading independent third party transaction processor, with more than 3,600 employees. Across the EMEA region, First Data services approximately 94 clients in 27 countries, providing a variety of card and merchant processing services and Western Union money transfer and related payment services.
Globally, First Data Corporation (NYSE: FDC) is a worldwide leader in electronic commerce and payment services, delivering a full portfolio of card issuing and merchant processing services in more than 70 countries on six continents. With approximately 32,000 employees worldwide, First Data has offices throughout Europe, the Middle East, Asia Pacific, Africa, Latin America and North America.
Core business within the EMEA region
Card Issuing Services
First Data provides more than 60 of the region’s most prestigious financial institutions with full card portfolio management systems and services. The company has more than 30 years of experience in Europe and an unrivalled knowledge of the European card market.
First Data adds significant value to clients’ businesses through tailored solutions and industry-leading expertise in the following areas of outsourced card processing:
- Risk & fraud management
- Customer communications
- Attraction & retention
- Portfolio management
Merchant Acquirer Services
As the world’s largest merchant acquiring processor, First Data services all forms of card payment, in any location, from traditional brick and mortar merchants to Internet and mail/telephone order merchants of all sizes. First Data’s EMEA merchant business currently supports more than 20,000 merchants and typically takes its form in one of the following three operating models:
- Joint venture alliances
- Revenue sharing alliances
- Processing and consultancy agreements
Recent acquisitions in the region
Fineco – Recently First Data completed the acquisition of the credit card processing business unit of FinecoBank S.p.A., part of Capitalia Group. This transaction included the acquisition of the processing facilities including software, employees and other processing capabilities used in the servicing of Fineco’s cardholder accounts, which Fineco continues to own and manage.
First Data Hellas – Formerly Delta Singular Outsourcing Services, this business processes more than 1.5 million debit cards and 2 million credit cards, drives more than 1,200 ATMs and manages more than 12 million POS transactions annually.
TeleCash Kommunikations-Service GmbH - With 115,000 merchants spanning three countries, TeleCash expands First Data’s commitment to meet the payment processing needs of banks and merchants across Europe.
Active - A leading provider of managed services and business process outsourcing (BPO) to UK financial institutions.
In addition, First Data has over 50 major clients within the EMEA region, including:
- Lloyds TSB
- Alpha Bank
- PostBank (NL)
- Egg
- Riyad Bank
- Arab National Bank
- Nationwide
- Dresdner Bank
- Hypo Vereinsbank
- The Co-Operative Bank
- Woolworths
INSTRUCTIONAL SYSTEM DESIGN
First Data Company in the analysis phase believes that is the basis for who must be trained, what must be trained, when training will occur and where the training will take place. The analysis phase is often called Front- End analysis. This phase also allows the client to understand the training activity and its purpose. An employee must always be informed about the reasons of taking part in a training programmed.
In the First Data Company during the analysis phase they are using the following list in order to categorize their learners.
- Number of learners
- Location of learners
- Education and experience of learners
- Background of learners
- Experience in present or related jobs
- Job performance requirements versus present skills level
- Languege or cultural differences
- Specific interests or biases of the learners
Some of the basis requirements are listed in the appendices.
First Data Company after a full scale analysis is moving on Job description. Thought job description they identify the knowledge, skills and the attitudes that are required to perform the job correctly. After the job description they try to create a picture of the job that shows what will be excepted of anyone to fulfil the requirements of a specific position. They prepare a job description for each position.
After this procedure they move on to Task analysis. In this phase they decide which task to train and which programme they will use. It’s very helpful for them to select tasks and skills for training by dividing them in three categories:
Another important aspect is to built performance measures that they are showing how well a task must be performed. They observe the task under actual working conditions, the individuals skills or group performing, they analyze the operating or technological manual to determine the steps and standards of performance . Very important for them is past training programmes in similar tasks which were successful.
The duration of the training programme for a Call Center Agent is 5 weeks and takes place inside the company in a specific section for this purpose. They are focusing on communication skills and in customer services. This programme aims to improve all the soft skills such as…… and also the job requirements for the position of a call centre agent. Usually, a training programme for this position has low cost budget because the trainers are the managers of the company.
First Data Company in the design phase discovers what needs to be trained. In our case for the position of a call centre agent, they are writing clear learning objectives which answer the question
WHAT WILL THE LEARNERS BE ABLE TO DO WHEN THEY FINISH THE TRAINING PROGRAMME?
They will be able to work in First Data Company in the most effective and efficient way!
Very important for that phase are the learning objectives that we mention objectives that we mention above. In First Data Company every terminal learning objective is analyzed to determine if it needs to be broken into smaller (enabling objectives) As we mention a learning objective has three main parts
Some good examples about the learning objectives are:
Example 1: Smile at all customers, even when exhausted, unless the customer is irate.
- Observable action: Smile
- Measurable Criteria: at all customers
- Conditions: even when exhausted
- Variable: unless the customer is irate
Sometimes it’s helpful to start with the phase "After training, the worker will be able to..."
Example 2: After training, the worker will be able to load a dumptruck within 3 loads with a scooploader, in the hours of darkness, unless the work area is muddy
Observable Action: load a dumptruck
Measurable Criteria: within 3 loads
Conditions: with a scooploader in the hours of darkness
Variable: unless the work area is muddy
(www.nwlink.com/~donclark/hrd)
When the final objective is known then the next phase is that all learning steps are complied into a list that specifies each activity that must be performed in order to complete the task successfully. For example, in the First Data Company the learning steps for the objective “Transfer a call to the appropriate department” might read like this:
- Answer the call by telling the name of the company “First Data Company, might I help you?”
- Ask with which department or which person the client wants to speak.
- Transfer the call according the catalogue that you have with all departments and all the names of the employee of the company.
After the identification of the learning steps the managers of the company have to evaluate the trainees. The trainers should explain, demonstrate and provide practice, and then the trainees can perform on the tests, meet the objectives and perform as they must in the real world. Tests are often referred as “evaluation” or “measurements”.
The company in the develop phase list the activities than will help the employees to learn everything about the call centre agent position. They are using tapes, handouts, on the job training and also conversation with “hypothetical” clients. At the end they review and evaluate each one of the above phases in order to ensure it is accomplishing what is supposed to, and revise the training programmed to make it better. At the end of each training programme the trainees have one month for effective response, they have to answer several questionnaires before and after the programme (Appendix 3)
Unit 5 – Recommendations and Conclusion
Looking at the questionnaire and also at the procedure that the company uses for training programmes, we can automatically infer a positive opinion towards training. The employees were very satisfied and also the managers for the effective results of the programmes on the employees. This shows that the Human Resources Development Department is quite efficient and effective. The H.R Manager claims that after the Training programme, 90% of the trainees react effectively and they are satisfied from First Data Company. One step in order to improve their training programme is to use not only manages as trainers but also staff which is educated in these programmes.
We have analyzed and monitored all the aspects for an effective training programme for First Data Company. Improvement will not come from one day to another but from permanent efforts of closing the gaps that the company might has in the training procedure. We analyzed the skills that a trainer must have in order to educate and train the employees and also which model will help the companies to follow the appropriate one in order to have an effective procedure of training.
The bottom line is that when a company has satisfied and well trained employees it is an effective and successful company.
Appendices
Appendix 1
Guidelines for preparing a workplace skills plan*
By Jeff Sacht
This guideline presents a six-step procedure for the preparation of workplace skills plan that meets the requirements of the 25 SETAS.
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Step 1: Develop an occupation classification matrix
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A. The first activity of this step is to develop a classification of occupations within your organisation. Start by studying the organisation chart(s) of the company. Then answer the following questions:
1. What are the business functions of the business?
2. What occupations, are employed by the company in each of these business functions/departments?
The business functions refer to descriptors such as production, engineering, finance, marketing and sales, human resources, information technology, research and development, etc. Although different companies do have very similar business functions, it is important to note that organisations are unique, and therefore could have one or more business functions, which are very different, form the generic functions. Note that occupational descriptions are not the same as job titles. These descriptions refer to the descriptions of professions such as engineer, accountant, lawyer, psychologist, etc., and trades such as electrician, draughtsman, graphics designer, hairdresser, etc.
The answers to these two are then displayed in a matrix of jobs by department/function.
B. The next activity of this step is to classify the occupations employed by the " occupational group" classification structure/job grading. Use the same grading system as that used in the Employment Equity Plan.
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Step 2: Populate the occupation classification matrix
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This step involves mapping the occupation classification matrix developed with information about the employees.
This include the following:
1. Number of employees for each of the occupations in the occupation matrix.
2. Number of employees for each of the occupations in the matrix that received training in a particular historic time period.
3. Number of vacancies for each of the occupations in the occupation matrix.
4. Number of employees for each of the occupations in the matrix that will receive training in a particular future time period.
Demographic data include the following:
1. Breakdown of the number of employees for each of the occupations in the occupation matrix by race group.
2. Breakdown of the number of employees for each of the occupations in the occupation matrix by gender.
3. Breakdown of the number of employees for each of the occupations in the occupation matrix by age.
4. Breakdown of the number of employees for each of the occupation in the occupation matrix by length of service.
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Step 3: Establish the company’s skills development priorities
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This step involves identifying specific skills development needs in the context of your company’s strategic business priorities. The strategic business priorities will usually be found in the company’s strategic business plan.
These priorities originate from an analysis of the opportunities and threats in your company’s external business environment and the strengths and weaknesses in its internal business environment.
To establish the organisation's skills development priorities, the strategic business priorities need to be investigated in search of answers to the following six key questions:
1. KNOW-HOW: Which of the strategic business priorities require "know how" that does not currently exist within the organisation and therefore needs to be acquired?
2. UP-SKILLING: Which of the strategic business priorities imply new technologies and more sophisticated working methods that will require particular "up-skilling" of certain employees?
3. RE-SKILLING" Which of the strategic business priorities imply staff redeployment to different jobs and different kinds of work that will require "re-skilling" of certain employees?
4. MULTI-SKILLING" Which of the strategic business priorities implies upgrading of lower level employees that will require "multi-skilling" of the affected employees?
5. REFRESHER TRAINING: Which of the strategic business priorities imply reinforcement of current business practices that will require "refresher training" of current employees?
6. INITIAL TRAINING: Which of the strategic business priorities imply business expansion that will require "initial training" of new employees? ~
Having established clear-cut answers to these questions, the next step is to define the following:
1. The occupations in the occupation classification matrix that will be targeted for:
# Acquiring the "know how" that does not currently exist within the organisation
# Employees who will require "up-skilling"; "re-skilling"; "multi-skilling"; "refresher training", and "initial training".
2. The particular training that will be provided to incumbents of the identified occupations in terms of the requirements of the related strategic business priorities; and
3. The number of incumbents occupying the identified occupations that will receive the identified training.
SETAS also require the following information:
1. A description of vacancies the organisation was not able to fill in the previous SETA financial year.
2. A description of the occupations relating to these vacancies.
3. A description of vacancies the organisation plans to fill in the new (succeeding) SETA financial year.
4. A description of the occupations relating to these vacancies.
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Step 4: Define the education and training required for achieving the strategic skills development priorities
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The next step is to specify the education and training required for achieving the organisation's strategic skills development priorities.
To do this, first produce a table with the following columns:
1. Column 1: Occupational Group
2. Column 2: Occupation
3. Column 3: Development Purpose
4. Column 4: Education and Training Required
Next, populate the rows of Column 1 with the "occupational group" classification structure outlined in steps 1 and 2.
Next, populate the rows of Column 2 with the related occupations that were identified for a particular business function of the organisation. Then, note the appropriate strategic development purpose, i.e. to acquire new skills, to up-skill, to multi-skill, etc., where and as applicable, in the rows of Column 3.Conclude, by defining the particular type of education and/ or training that will be required in terms of the purpose noted in Column 3, in Column 4.
The next activity will be to:
1. Specify how many employees will receive planned education and training inputs.
2. Indicate if the envisaged education or training will be provided in-house or by external training suppliers.
3. Indicate whether the training will be formal or informal.
4. Indicate what the expected total cost will be for the envisaged in-house and external training.
Step 5: Define the number and characteristics of training beneficiaries that will be trained in the Levy-Grant Year
This step basically requires the population of demographic data, i.e. a breakdown of the total number of employees (training beneficiaries) that will be trained in each occupational group by race and gender.
SETAS also require the following information:
1. The number of training beneficiaries that are likely to be persons with disabilities.
2. The nature of difficulties being anticipated in undertaking the planned education and training.
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Step 6: Define the quality assurance measures for each of the planned education and training activities
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In this step you are required to describe the quality assurance measure(s) that will be used for each of the planned education and training activities. Quality assurance in this context refers to the provision of answers to the following two crucial questions:
1. How will be assured that the education and training courses selected, will actually train the knowledge, skills and competences required by the organisation?
2. How will be assured that employees enrolled for the education and/ or training (the beneficiaries of education and training) could be awarded credits for their
learning towards a nationally recognised qualification, e.g. a qualification registered on the NQF?
Answers to these questions relate to issues including, but not limited to:
> The relationship (linkage) between the contents of education and training programmes selected and the requirements of related NQF Unit Standards
> The registration and accreditation of these education and training programmes with the ETQAs of SETAS
> The registration of the providers of these education and training programmes
> The registration of the teachers, trainers and facilitators of these training programmes as qualified ETD practitioners.
* Based on Ernst, E: A Handbook For Ernst, E. Skills development: Handbook for SETAS, employers, employees In South Africa College for competence, Pretoria, 2000
Appendix 2
Questionnaire
- Does your company organize training programs?
A. Yes _ B. No
If yes, how often do you organize the programs?
A. Once a year B. Twice a year C.Other
2. Which employees participate in the training program?
A. Level B. Position C. Tasks D. Skills
3. Please supply more information about the type and focus of the programme
Duration of the programme 5 WEEKS
Location it takes place COMPANY’S PREMISES
Focus on skills COMMUNICATION, CUSTOMER SERVICE
- You believe that the training material (books, notes, dvds etc) cover all the needs of the training program?
1. Yes very much 2.Neutral 3. No so much
- Does the training program help the employees in their job?
1. Strongly disagree 2. Disagree 3. Neutral
4. Agree 5. Strongly agree
- You believe that the time period for the training program was satisfying in order to cover all the aspects?
1. Very much 2. Some what 3. No
7. Which skills relating to employee jobs does the program aim to improve?
SOFT SKILLS AND JOB REQUIREMENTS
- Do you believe that the time period for the training program was satisfying in order to cover all the aspects required?
1. Very much 2. Much 3. Not at all
- Are there any training programs for new employees?
1. Yes 2. No
If yes, please provide information on the type and focus of the program
1. INDUCTION PROGRAM
2 CUSTOMER SERVICE AGENT PROGRAM.
Appendix 3
EXAMPLE OF A LEARNING STYLE TEST
Directions:
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BIBLIOGRAPHY
Ainger, A. et al., (1995) Executive quide to Business Success Through Human Centred Systems, Springer, London
Bovee, c & Thrill, J., (1992), Business Comunication Today, McGraw-Hill, N.Y
Burke, w., (1994)Organizational Development: A process of learning and Changing, Adison - Wesley, Reading Mass
R. Buckley and J. Caple, (2001),
Robert . Craig (2004) The ASTD Training and Development Handbook: A Guide to Human Resource Development
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Bootzin, R., Loftus, E., Zajonc, R. (academic advisors). (1983) Psychology Today: An Introduction. New York: Random House. Fifth Edition.
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Internet
http://
ww.merk.com