Training in the Workplace

My look report is base around a oppugnnaire knowing to analyse employees opinions on work based discipline. In occasionicular(prenominal) apprenticeships, these argon widely expenditured by the government to increase acquaintance and to train the current workforce in the work place change magnitude standards. Their aim is to raise the standard of education within the work place. so far look has shown that the UK lags behind otherwise acclivityd countries in the case and quality of the vocational skills held by its workforce (Greehalgh 1999). Aim and description of mini protrusion Does mount affect employees perception of upbringing?This query provide show if the bestride of the employee has an rear on how they see the procreation, exit the junior employees value the knowledge to a greater extent beca uptake they can see the expediencys of possible public life progression, grooming does increase the chances of promotion and job opportunities. The organis ation for economic cooperation and information (OECD) supports that instruct does increase prospects. Education and training may enhance the cap capacity benefits that individuals can reap from participating in the labour market (Organisation for stinting Cooperation & Development 2004). leave the elderly staff smell out this is a waste of time, they atomic number 18 coming towards the end of their careers and may non want to change? Will the answers help support the policy in France were they start the training at an early age. The interrogation by (OECD) also suggests that training the young and super educated demonstrates a clear impact on their wages and the older employees this helps in sustaining consumption prospects. Are the skills learned actually transferred into the working milieu? Using the qualitative approach (Grbich 2013) Carol suggests this is primarily an inductive approach.The data I willing be using in my research to line up the employees opinions on what has been gained from the training and what they t sensation are the major benefits. Do the employees feel that there is a benefit at all? The governments policy in increasing training is supported by Reith L, (2000) she reports that a significant improvement has been reported by several high lane chains. Who benefits from apprenticeship training program? Although these staff receive all to a lower placeg sensation the apprenticeship training, will they mapping the training in their oeuvre? Is the training of the correct quality?This research will show if these employees believe if their training is relevant to their roles and if they feel they will be using it during their working solar mean solar day and how often they feel they will use it. The research process The first stage in my research process was to calculate what I wanted to find out, what were my aims and could I carry through them using a small research specimen which may be too small to gain a true pictur e. I determined as all of the distribution staff who had under coinn the training should be contracted to participate, so giving me an accurate precedent within our work.This however could non be multiplied to form an opinion of the whole population as the training provided to our employees was specific to our field and with such a wide range of manikin types opinions could vary extensively from sector to sector. I extradite considered a range of research ethics when compiling this research, confidentiality was a unitary of my briny concerns however by informing distributively participant verbally and also writing a statement at the top of the questionnaire reminding them that this was anonymous.I considered age and as shown in the image 1. 1a I sop up a stretch of age groups. All participants are male, the reason for this is that no females are apply within the try ond division. The reason I personally handed out the questionnaires was to push their harvesting, e ach participant is a member of my distribution police squad and research has shown that the return rate can be very low unless monetary incentives are use. (Yu, Cooper 1983). I was not in a part to offer payment or reward.I provided a sealed box with a cut out so each employee could hand it in without me having the ability to read the questionnaires as they were handed in which would have removed the anonymity. By using a paper version this makes it accessible for all participants to take part and the immediate return to me via the box, thus removing the need to use a return date. This also gave me a 100% return rate and no one how was asked to complete the survey refused to do so although all participants were addicted a pick. Although I debated using a computer based questionnaire, with build in software to analyse the results automatically.This would have made the analysing part of my research easier, however may not have provided me with a true sample because the older gen erations within the proposed sample base are not as familiar with computers as the younger staff members. Thus increasing the first step in their ability and willingness to take part. A report in Sweden suggests technological advances tend to exclude older adults who grew up without these facilities (Berner, Rennemark et al. 2013) The use of dichotomous questions has willed me to ask the question and get a distinctive result allowing me to analyse my questions easily.Likert carapace questions have en equal to(p)d me to gather responses based on the scale of opinion with much(prenominal) choices than either or, yes or no. One of my questions for instance is How will your training be used in your day to day work? this is unsufferable to gauge without the use of the scale. I would have had to rephrase the question and only(prenominal) had the option of used or not used. The dichotomous and likert scale questions have provided all of the information which is used in the resul ts element of this report. All of my graphs and charts have been produced from these questions.The use of the open ended questions has provided me with qualitative responses which are not needs reclaimable to create statistics or prepare graphs, however they do allow me to get feedback and opinion I may not have been able to gather using other forms of questioning. Pilot Study I conducted a pilot study of my questionnaire with 3 other members of staff who would not be participants in the real questionnaire. This gave me the opportunity to evaluate my questionnaire, is it coherent and that the type and federal agency I asked the questions could be understood.De Vaus (199354) cited in (VanTeijlingen 2001) suggests using this pilot study provides advance warning and this have proved to be the case so served its use of goods and services exactly. One hint that was highlighted was the question on educational levels, I was onerous to gather what was their preceding(prenominal) lev els however the tester found this question was not clear and I amended the final version to include the denomination previous. A very simple mistake but would have rendered that section of the questionnaire useless, as I would have been unable to divergentiate who had answered the question based on previous or present after the training.Results and finding range of a function 1. 1a shows the age demographics of the sample As shown in image 1. 1 to a higher place there is a random spread of age groups within this sample. I do not have whatever employees in the department sampled under 18 years of age which would have affected the ethics. No employees are over the age of 65 which also gave me 0%. However the largest age group within the sample are between 26 33 years old, a 12% increase on the nearest group. depict 1. 1b below shows the mean, mode and median of the age sample. picture 1. 1b Mean panache Median 4. 2 26- 33 4 Image 1.2 below shows that 52% have answered very re levant when asked about the relevance of the training in their employment. The mode shows that this is positive and the answers indicate that the training is worthwhile. 16% (4 responses) indicated that the training was not relevant, this can partially be explained by the fact that 2 members of this team are currently helping out within another department and intimately of the training is not suitable. None of the sample who indicated that the training was not relevant was from a particular age bracket, therefore suggesting that there is no correlation between the two and answering my first objective.From the sample used neither the younger or older age groups answered in one particular way. Had the sample been in the thousands this may have yielded a clearer correlation. Image 1. 2 shows the percentage on how relevant is the training. Image 1. 3 demonstrates how the employees feel they will use their training Image 1. 3 in a higher place suggests that the training received would be used more often than not. Again the 16 percent can be attributed to those who are currently carrying out other roles. The mode is I will use it all(prenominal) day. Altogether 84% are positive about the training and when they will use it. non one respondent felt they would not use the training provided. Image 1. 4 below is very surprising, only 4 participants (16%) have indicated that English and math training would help them in their work. Thus suggesting that most employees already had the take standard and possibly suggesting that the government training is too low of a level for the majority and should be tailored to suit the individuals needs more specifically. (Steedman 1990) argued that NVQ level 1 is too low to constitute an adequate evaluate of skill for a worker in an advanced industrial economy.However the metropolis and guilds training body states math and English skills are surely the most valuable vocational skills of all (City and Guilds 2013) 3 of the 4 (75%) who indicated that this training was serviceable also answered that they did not have any previous qualifications. Image 1. 5 shows all respondents previous level of education. Image 1. 4 Has English and Maths training helped you in your work? Previous take of Education act Tally Frequency per centum Answer Tally Frequency Percent Degree higher education 1. 1 2 8. 00% A take aim 0 0. 00% 0 Level 1. 1. 1. 1 4 16. 00% GCSE 1. 1. 1. 1 416. 00% Apprenticeship 1. 1. 1. 1. 1. 1. 1. 1 8 32. 00% NVQ 1. 1. 1. 1 4 16. 00% No strengths 1. 1. 1 3 12. 00% 25 25 100. 00% Mean Mode Median 3. 6 Apprenticeship 4 With the ejection of English and Maths training my findings show that the training was positive and that this will be used within the employees duties and will be useful in the workplace. This indicates that come on investment in employee training would be of benefit. This provides the answers to my morsel and third objective. The question what is most important to you was seeking to clarify the employees main motivation.60% chose self-satisfaction in their ability to complete a qualification as their first choice. While showing your employer you are capable was their second choice and thinking they may get a pay rise was the croak option for 87%. (Kovach 1987) supports my theory that monetary reward is not the highest motivator. Abraham Maslow (Maslow 1948) pecking grade of needs also supports my findings as he demonstrates that self-esteem and self-actualizing needs are in the top layers of the hierarchical pyramid, personal worth and fulfilling ones own potential are high on peoples needs.The majority also answered the question on whether their employer was correct to invest in staff training answered yes. Reasons provided for answering yes to this questions were provided from my open ended questions which provided me with qualitative data. responsive A because bring out drivers mean less crashes, so better for the amends and also reduces fuel consum ption I felt this was answering the question as taught on the training, this is what it set out to achieve in part. answerer B investment in the future of the fraternityNone of the above have mentioned the benefit to themselves and the possible motivational value. Reflection The initial tendency of handing out the questionnaires would have worked to my initial be after had in not been for a put out minute change to my working patterns. Although this could not have been foreseen, planning for any future questionnaire would now be altered and I would spread these in the staff pigeon holes and the use of a return date would help, this aptitude have reduced the responses hoverer it would have proved a faster return and not relied on me personally seeing each member of the team.The sample used was selected by me and therefore is classed and non-probability because this was not a random sample and could be a bias sample because of my position within the company I cannot verify if th e answers are a true reflection and truthful, I did however allow these to be handed in anonymously and told each participant to be just. Combining a mixture of qualitative and three-figure provided me with some advantages, the ability to obtain answers from different perspectives and enhancing the validity of my findings, this is suggested by (Grbich 2013).The use of the non-probability sample means that this research cannot be used as a representative sample for the population. Although I found this part of the task easier than expect I feel because of the all-male environment and the small research sample I would like to conduct the alike(p) research across multiple companies undergoing the same training and also with mixed sex. It would also be useful to equate my findings alongside those of the management. ConclusionMy conclusion on this research is that from those sampled I cannot find any trends that would suggest from an employee point of view, that the apprenticeship tr aining has a higher value to the younger staff or the older staff. This includes who gains from the training, the employer or the employee. The main motivational reason was self-satisfaction, Demonstrating financial reward is low on most peoples agenda as previous research has shown. The research suggests that from an employees point of view the training is relevant and most would use it in the day to day roles within their work place.This is however with the exception of English and Maths, it identifies that the group who found this part of the training useful were the staff with no previous qualifications, the other 84% did not feel it would not help them in their work. This demonstrates that one solution does not fit all and a more tailored training approach with different levels offered to each employee this may benefit and offer a more suitable training approach in the future. To gain accurate results this study would need to be carried out on all apprenticeship trained employe es and if done insubject areas this would provide a clearer understanding within a subject area. Does level 1 in maths make for a hairdresser who rarely counts compared to a warehouseman who counts daily? Their response to the maths question could have the potentially to vary. References BERNER, J. S. , RENNEMARK, M. , JOGREUS, C. and BERGLUND, J. , 2013. Factors associated with change in network usage of Swedish older adults (20042010). Health Informatics Journal, 19(2), pp. 152-162. CITY AND GUILDS, July 2013, 2013-last update, putt Maths and English learning into context Homepage of City and Guilds, Online. Available http//www.cityandguilds. com/About-Us/Broadsheet-News/July-2013/Maths-and-English-in-context 24th Novembber 2013, 2013. GRBICH, C. , 2013. qualitative data analysis an introduction. 2 edn. London Sage. GREEHALGH, C. , 1999. Adult vocational training and government policy in France and Britain. Oxford Review of Economic Policy, 15(1), pp. 97-113. KOVACH, K. A. , 19 87. What motivates employees? Workers and supervisors give different answers. Business horizons, 30(5), pp. 58-65. MASLOW, A. H. , 1948. Higher and Lower Needs. The Journal of psychology, 25(2), pp. 433-436. ORGANISATION FOR ECONOMIC COOPERATION & DEVELOPMENT, 2004.OECD practice session Outlook 2004. Revised edn. Org. for Economic Cooperation & Development. STEEDMAN, H. , 1990. Improvements in in workforce Qualifications. Improvements in in workforce Qualifications Britain and France 1978 88, pp. 129. VANTEIJLINGEN, E. , 2001. The Importance of Pilot Studies. Social Research Update, 35, pp. 1-2, 3, 4. YU, J. and COOPER, H. , 1983. A Quantitative Review of Research Design Effects on answer Rates to Questionnaires. Journal of Marketing Research, 20(1), pp. 36-44. Appendix The Questionnaire Training In The workplace I would like to thank you in advance for participating in my questionnaire.You have been selected to take part because you have undergone apprenticeship training within the last 12 months. The reason I am asking you to complete this is to helper my research at Hull University where I am a part time student. The information provided is anonymous and confidential and will not be shared with any part of the business, your responses will have no effect on your employment and I would appreciate if you could be as honest as possible with your answers. Age Group (circle one age group) 18 2526 3334 41 42 4950 5758 6565+ Gender (tick one answer) MaleFemaleWhat is your highest level Education / Qualification? (Tick one youre highest only) Degree Higher Education A Level O level GCSE Apprenticeships NVQ No Qualifications How would you rate the following in the order of what means the most to you. 1 being the most important to you and 5 least important to you. (Please write the numbers 1 to 5 in the boxes next to each option). A Qualification that is transferable in the workplace Self-satisfaction in your ability to complete a qualification showing you r employer you are capable of highly A qualification which enables you to perform better at workThinking you may get a pay rise for passing How do you rate the relevance of your training in respect of your employment? (Tick one answer) Very relevant Somewhat Relevant Relevant Not Relevant How will your training be used in your day to day work? (Tick one answer). I will use it every day I will use it most of the time I will use it some times I may use it sometimes I will not use it Part of the training involved key skills maths and English, do you think this element of the training should be included? (Tick one answer). Yes No Would you want to undertake further training? (Tick one answer) Yes No Why did you attend the training?