Factors affecting the implementation of training and learning in the workplace by Ridoutt, Dutneall, Hummel and Selby Smith. NCVER 2002 ISBN 1740960602. Explores "the quantitative relationship between factors identified previously in the literature as influencing the extent and intensity of training within organisations across two different industry sectors - entertainment and process manufacturing." (p6)
I first read this paper in 2002 when I was working on a TAFE Tasmania project about workplace learning which included both a snapshot of current practice and also a literature review. What did I learn from this paper then, and again now?
Defining workplace learning is essential to measuring it: the Australian Bureau of Statistics defines on-the-job training as being when an individual participates in a workplace training activity designed to improve their job skills, while working in a job, but workplace learning is much larger than this. It can include 'asking questions of co-workers or colleagues, teaching yourself, being shown how to do your job, watching others work and other activities.' (p12)
Size does matter - but not to the volume of workplace learning, rather the
nature of workplace learning (p8) and the drivers for it (p17-18). Smaller
enterprises 'cannot afford to invest in training not directly related to their
work' (p17) and are unlikely to have a person dedicated to a training function
or human resource development.
The economic climate also plays a significant role in the employment of
apprentices and trainees, with increasing levels of subcontracting, industrial
relations concerns and more short term work, employers may be reluctant to commit to an apprenticeship (p22). Where an organisation has a 'capacity building model' for making decisions about training, this is the most favourable for training activity.
Table 26 from page 48: Proportion of worksites surveyed offering training by types of training provided
Types of training provided: Proportion (%) of worksites surveyed
Induction training: 85.1
On-the-job training: 98.8
Mentoring: 60.5
Structured job rotation: 42.3
In-house staff development courses: 66.9
Regular staff/management meetings: 82.5
Regular team meetings: 77.8
Opportunities to attend other worksites: 61.7
A system for evaluating and learning from unusual events, incidents, problems etc: 55.9
Although nearly 80% of businesses contribute in some way to formal learning
for their employees, 60% of those that don't are small businesses. (p49)
In conclusion (p70-1) the authors argue that trainers are increasingly
recognising the informal learning that takes place, and that "better ways
of identifying, describing and measuring this 'unrecognised' training is a key
step towards improving its efficacy". Also education providers need to look
at the way learning is supported in the workplace already, and introduce some
structure to it - with the aim of recognising such learning. The rate of change
in the enterprise is also a strong factor in participation in training: 'is the
enterprise is not currently being subjected to change of some sort, then
it is unlikely to be in the training market' (p71)