On‐the‐job training: a key to human resource development

Jain, Priti

doi:10.1108/01435129910276271

Cited by 17 publications

(12 citation statements)

References 13 publications

(3 reference statements)

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“…Library assistants require training for various purposes. Jain (1999) and Rowley (1995) cited by Dawha (2009) posits that lack of training results in lack of ability to use existing knowledge, which causes ineffective services, lack of customer satisfaction, and lower productivity. Pugh (1984) maintains that training will foster an increase in professionalism and better management methods, whereas lack of training can cause frustration and lack of job satisfaction.…”

Section: Training Needs In Academic Librarymentioning

confidence: 99%

Training of Library Assistants in Academic Library

Bamidele

Omeluzor

Abayomi³

et al. 2013

Sage Open

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The purpose of this research is to identify the need to train and retrain library assistants in academic libraries. The researchers however used Babcock University Library to ascertain the impacts of training of library assistants. A descriptive design was adopted for this study. A total enumeration sampling method was used. The instrument used for data collection was a structured questionnaire. The population was made up of 30 respondents who were library assistants at the Babcock University Library, Nigeria. A total number of 30 questionnaires were administered. All the questionnaires were retrieved and were found useful giving a return rate of 100% used for this study. The result shows that library assistants were not given training in the area of system management and web searching. In addition, 27 (90%) of the respondents agreed that training will enhance their job performance while 30 (100%) of the respondents agreed that training will improve their skills to support library users in searching for information electronically. Based on the findings the researchers recommend that library assistants should be trained on electronic information technology usage as this will impact the overall service delivery in meeting the goals of the academic library.

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Section: Training Needs In Academic Librarymentioning

confidence: 99%

Training of Library Assistants in Academic Library

Bamidele

Omeluzor

Abayomi³

et al. 2013

Sage Open

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“…They argue that training is merely an arrangement and "the only way to learn" and solve problems is through job experience (p. 15). This overrules the view of some researchers (Derouen & Kleiner, 1994;Jain, 1999) who believe that formal training programs would develop individuals into better, more efficient and multi-skilled workers. This is because most of the formal training programs do not meet the needs of the workers for which it has been developed.…”

Section: Mazuki Jusoh and Poh Wing Lim 37mentioning

confidence: 89%

“…The overriding importance of workplace learning in the forms of formal training and job experiences is their impact on employees. Employee development, for example, occurs through both job experiences (Collin, 2004;Lowy et al, 1986;McCall et al, 1988;Wick, 1989) and formal training (Derouen & Kleiner, 1994;Jain, 1999;Mitchell, 1990;Parkinson, 1990;Pettigrew et al, 1988;Ragins & Sundstrom, 1989). Some researchers have discovered that people gain knowledge, skills, competence, and insights by means of job experience (Billet, 1995;Boud & Miller, 1996;Collin, 2000;Morrison & Bratner, 36 JOURNAL OF TRANSNATIONAL MANAGEMENT 1992; Mumford, 1995) or from in-house training and external training (Westhead & Storey, 1996).…”

Section: Learning Via Job Experiences and Formal Trainingmentioning

confidence: 99%

A Direct Comparison of the Learning Outcomes from Training Programs and Job Experiences in Malaysian Organizations

Jusoh

Lim

2008

Journal of Transnational Management

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In organizational settings, employees learn mainly through performing their jobs and by attending training programs. Empirical evidences that compare on the types and extent of learning occur from these two methods, however, are lacking and thus worthwhile examining. Hence, a questionnaire-based survey was conducted among one hundred seventy-five employees from various firms in Malaysia. This paper reports findings from the survey which addresses two main research questions: (1) What are the differences and similarities in learning outcomes of job experiences and formal training programs? and (2) Which method is superior? The respondents were asked to rate, using a five-point scale, five learning outcomes attributable to formal training programs and job experiences: recognition, job knowledge, communication and interpersonal skills, job quantity and quality, and independence and flexibility. The mean rating shows communication and interpersonal skills as the first-ranked learning outcome from both methods. On the other hand, recognition was ranked the lowest. T-test results indicate a significant overall superiority of job experiences over formal training programs.

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“…From previous studies, the above relationship between job training and subjective well-being could be explained through trainees' job performance. Pugh stated that a provision of training improve the professionalism of workers [ 19 ]; therefore, a deficiency of training could lead to a lack of skill to use the knowledge of individuals, which bring about a lack of self-satisfaction [ 20 ]. Accordingly, when the training has a direct positive impact on job performance of trainee, they could be more satisfied in their job [ 21 ].…”

Section: Discussionmentioning

confidence: 99%

Relationship Between Job Training and Subjective Well-being In Accordance With Work Creativity, Task Variety, and Occupation

Shin

Kim

et al. 2020

Safety and Health at Work

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Background Job training influences the overall working environment and worker's well-being. The purpose of this study is to find the relationship between job training and subjective well-being in accordance with occupations and understand the influence of task characteristics—work creativity and task variety (WCTV)—on the effect of training. Methods A cross-sectional study based on the Fifth Korean Working Conditions Survey was conducted on 50,205 workers in the Republic of Korea. The World Health Oorganization–5 well-being index was used to measure their subjective well-being. The relationship between job training and subjective well-being was divided in accordance with the level of WCTV. Results Training paid for by employer showed a negative effect on subjective well-being when received for more than 3 days (OR 0.88, p 0.01) in the last 12 months. Training paid for by oneself showed a positive linkage with well-being when the level of training was 1–3 days (Odds ratio = 1.55, p 0.001). This result showed different aspects in accordance with the level of WCTV. For the high WCTV group, the aforementioned results were reaffirmed, but for the group with low WCTV, job training did not show a statistically significant result on well-being. On-the-job training was not related to subjective well-being regardless of the level of WCTV. Conclusion Job training had different effects on subjective well-being depending on the type and frequency of training, as well as the WCTV. It is imperative to comprehensively apply different types of job training in accordance with the characteristics of occupations to uplift workers' well-being.

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On‐the‐job training: a key to human resource development

Cited by 17 publications

References 13 publications

Training of Library Assistants in Academic Library

Training of Library Assistants in Academic Library

A Direct Comparison of the Learning Outcomes from Training Programs and Job Experiences in Malaysian Organizations

Relationship Between Job Training and Subjective Well-being In Accordance With Work Creativity, Task Variety, and Occupation

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