Research

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Research

Fully on-the-job training: Experiences and steps ahead

This report explores the concept of fully on-the-job training through the eyes of registered training organisations and trainees involved with this type of training. The Australian National Training Authority (ANTA) defines fully on-the-job training as ‘training undertaken in the workplace as part of the productive work of the learner’ (ANTA 2003). Up to 100% of this training may be delivered as part of the everyday working experience of trainees, although in reality this is rarely the case. For the purpose of this study ‘fully on-the-job’ merely refers to training, the majority of which is based in the workplace. Where reference is made to ‘trainees’, this may refer to a person undertaking either a traineeship or an apprenticeship.

Findings are presented from a research study examining factors of the training that may contribute to its effectiveness as well as ways in which fully on-the-job training may be improved. For this purpose DBM Consultants conducted a survey that identified registered training organisations’ roles and responsibilities, the strengths and weaknesses of fully on-the-job training, mechanisms for quality assurance and student satisfaction.

The survey tool

At the outset, 36 semi-structured interviews were conducted with representatives of registered training organisations to gain an understanding of perceptions of the relevant aspects to be investigated. Of these interviews, 20 were conducted with private training organisations, six with technical and further education (TAFE) representatives, five with enterprises and another five with group training companies. The interviews assisted in identifying issues for inclusion in the main questionnaire survey. These issues were further defined by conducting focus groups with trainees to establish their view of critical aspects of their training.

The questionnaire survey focused on determining the level of satisfaction that students experienced both before they began training and during training in relation to the course content, role of the training company, assessment process and training usefulness. Some demographic information relating to the sample (in the year 2000) was also collected.

Registered training organisation and trainee views in a nutshell

Interviews with registered training organisation staff pointed to the need for a balanced approach to training. Registered training organisation mentors believed that trainees received a sufficiently broad and flexible learning experience. Regular contact and a good relationship between not only the employer and the registered training organisation (where the employer is not a registered training organisation), and also between the registered organisation and the trainee, were identified by both parties as essential components of effective fully on-the-job training. Key perceptions held by registered training organisations and trainees that may contribute to an understanding of how fully on-the-job training could be improved were identified as follows.

How registered training organisations view fully on-the-job training

Registered training organisations acknowledged their responsibility for the trainees’ working conditions and the need for these to be conducive to a good learning environment. Areas of responsibility included:

bridging any training gaps caused by a lack of skill or resources on behalf of the employer
advising, supporting, motivating and mentoring trainees and employers
monitoring the trainees’ working conditions, including the awareness of responsibilities and requirements, on behalf of both the trainees and the employers.

Beyond these points raised by registered training organisations, the Standards for registered training organisations apply in all states and territories. As part of the Australian Quality Training Framework these standards seek registered training organisation compliance with a variety of requirements. Those of particular interest to fully on-the-job trainees include:

negotiation of training delivery and assessment with employers and learners
cooperation with employers to integrate on-the-job training components
scheduling of workplace visits to monitor/review training and assessment. (ANTA 2001)

Overall, registered training organisations were in favour of training that occurred predominantly on the job but expressed some concerns regarding the quality of training processes and content. They highlighted the following strengths and weaknesses

Strengths and weaknesses

Where the employer is also the registered training organisation, an obvious advantage of fully on-the-job training includes financial benefits through government incentives. Employers also valued the fact that training (including its pace) could be customised to suit trainees. They felt that a significant amount of incidental learning occurred on the job, making training highly relevant to the job and industry. Furthermore, ongoing employment opportunities for trainees can be directly identified.

Registered training organisations raised concerns with trainees identifying themselves as ‘workers’ rather than ‘students’. It was felt that opportunities to network with other trainees outside the company are limited. They also identified competing work and study loads as a problem. It was thought that these impinge on a trainee’s efforts to complete their training. Weaknesses also included insufficient theoretical training, as well as employers’ lack of commitment to training and training skills. A further concern was that learning may be specific to one workplace, rather than generally applicable.

Registered training organisations emphasised that trainee satisfaction was enhanced mainly by good-quality training, a good wage and a supportive employer. They showed an awareness of quality assurance measures which, if implemented, would enhance the effectiveness of training that is conducted chiefly on the job.

How trainees view fully on-the-job training

Overall, trainees reported satisfaction with their training, but raised some concerns regarding teaching materials, assessment and training providers. Trainees’ perceptions were identified more in terms of their level of satisfaction in relation to various components of their training, rather than specific advantages or disadvantages. In general, the trainees’ statements regarding training processes and content were less articulate than those obtained from the registered training organisations.

Strengths and weaknesses

In general, trainees considered that on-the-job training is a ‘good way to learn’. In particular, it was significant to trainees that they are able to work/learn at their own pace. Trainees valued the fact that a certificate could be obtained while working a normal job.

Weaknesses were related primarily to organisational issues; for example, repetitive module content, lack of support from the registered training organisations and lack of feedback on performance. Trainees appeared particularly concerned with various factors relating to their interactions with the training organisations. Nevertheless, the majority of trainees were still willing to ‘recommend their registered training organisation to a friend’.

Improving fully on-the-job training

One benefit of understanding the perceptions of stakeholders of fully on-the-job training is the opportunity to identify areas for improvement, aimed to increase training effectiveness. Registered training organisations’ and trainees’ reports of weaknesses as well as levels of trainee satisfaction are particularly constructive in this process. Findings from stakeholders, together with some secondary research of literature, have contributed to the following list of areas for improvement and possible solutions:

Facilitate networking among trainees: trainees should discuss their progress and on-the-job training experiences via:
- computer-assisted networks; for example, computer-supported collaborative learning
- an organised schedule of regular meetings as part of the training.
Facilitate time management: trainees should be assisted in preparing a realistic schedule, and training should include time-management skills.
Strengthen theory training: theory training materials must be relevant and accurate and time must be allocated for this training to ensure trainees attain a universally applicable skill base.
Turn employers into trainers: employers need to be provided by registered training organisations with an understanding of how to be a good trainer.
Value ‘traineehood’ in work culture: trainees’ special status of ‘traineehood’ should be appreciated in the workplace by employers referring to them this way and not as a fully equipped worker, as well as explaining the potential of the trainee to become an effective workplace asset.