APPLYING LEARNING THEORY TO DATA PROTECTION

The financial services industry is governed by the Financial Services Authority (FSA) Data Protection (DP) Policy. Organizations have to demonstrate at all times the strict application of controls and high standards in regulation with the Data Protection Act. As an organization we have to promote high standards within the company of dealing with personal information, whether it is customer or employee information. The importance of DP ensures that compliance training is of paramount importance during the induction of new recruits, refresher training and management awareness.

As an organization we were faced with the problem of delivering DP legislative compliance training that employees retain and managers reinforce through their language, actions and behaviours. Historically, within our organization legislative compliance training, whether it is health and safety or data protection is notoriously difficult to deliver. It results in difficulties for the trainer in ensuring the training delivery contains the right mix between a general awareness of the principles and the employees understanding the fundamental importance of legislative compliance from both a customers’ and an organization viewpoint. As trainers you often feel you are delivering the sessions to ensure compliance as opposed to ensuring staff understand and value the overall importance of the message.

The DP training was completed using a DVD and, although effective and informative, as an organization we had reservations about relying solely on one training method. This reliance did not allow the trainers to apply alternative learning methods, or check full understanding of the subject matter, nor did it allow initial and continuous assessment to verify competence. The training video was historically delivered at the end of induction training and it was evident that the learning style adopted conflicted with the rest of induction, which was interactive and varied in style and delivery.

The decision was made to fully apply the principles of training and development to DP compliance training. The objective of this was to enhance the employee’s knowledge of DP but also reduce significantly the organization’s potential risk of an employee’s failure to comply with Financial Services Authority DP Policy. Without the knowledge of how DP governs employees’ roles at Debt Free Direct there could be cause for customer complaint. This can affect the company’s reputation and even result in the possibility of court action.

The training team embarked on a group problem solving exercise to design a training course that utilized learning theory to increase the effectiveness of the training and the retention of DP knowledge by the call centre staff. The outcome of the problem solving exercise is detailed below.

Training methods introduced

The first decision was to introduce different training methods to increase the delegates’ ability to retain information. It was decided to include group activities, lectures and individual activities to reinforce the effectiveness of the training. This would be delivered across varied and productive training methods:

• learning maps;
• an activity;
• a mini-lecture;
• imagery.

Understanding the chosen training methods

Learning maps

A stakeholder approach from three different viewpoints (customer, employee and organization) was utilized in the learning maps exercise. The learning maps give the delegates the ability to understand the concept of DP and how it can affect them, customers and the organization. This also gives them the ability to take the learning maps away with them and reflect on these at a later stage, aiding several learning styles. This will ensure that a greater percentage of individuals can benefit from this method of training.

The delegate will be given three sentences:

1. How does data protection affect me?
2. How does data protection affect the customer?
3. How does data protection affect the organization?

To this they must create learning maps in pairs about their thoughts on DP within the workplace. This can be based on past experience from previous DP training they may have had at other companies and from their general understanding after watching the DVD. They can draw or write their thoughts on the mind map.

Activity

An activity was introduced to ensure reflection on the key messages of the DVD. The objective of this was to introduce the information they have learnt in a fun and interactive environment. This also enabled the delegates to test their knowledge and understanding of DP and relate this information to their daily roles within the company as well as help them understand the importance of DP. It also enabled the trainer to gain an understanding of the delegates’ knowledge of DP and give the opportunity to rectify any areas that may have been wrongly interpreted by the delegates.

The delegates are split into two groups:

1. Using the data protection module and their knowledge previously gained the delegates write 15 questions (with answers) to ask the opposing group.
2. Group 1 will then ask Group 2 their first question
3. If Group 1 get the question wrong they must remove a piece from the Jenga tower; if they answer correctly, Group 2 then have to remove a piece from the Jenga tower.

Note: each group must have one spokesperson that can answer and ask the questions.

They have 30 seconds to answer the question; otherwise they must remove a piece of Jenga. The team that wins are the ones that do not knock the Jenga tower over.

The trainer will play the role of the referee, ensuring that only 30 seconds is given for the team to answer the question and the rules of Jenga are followed. The referee’s say is final.

Mini-lecture

This is used to reiterate the set learning points that these individuals have gained and learnt during their training session. This section was completed as a summary, ensuring the delegates understand the main objectives. The trainer will also be able to confirm any information that they may still be a little unsure about.

There are certain main points that must be covered in the mini-lecture to ensure that all the main objectives and aspects of DP have been covered during the training. These must be reiterated to the group by the trainer and reference can be made to the DP module that they will be given. Within the module, there will be space for the delegates to make additional notes to aid them with future reference and understanding.

The main aspects that must be covered by the trainer during the mini-lecture are:

• What is the Data Protection Act all about?
• Ensure all delegates understand the terminology used in DP.
• What is a Data Subject?
• What are their rights?
• Why should Debt Free Direct (DFD) comply?
• What happens if DFD doesn’t comply?
• How does this affect you?
• DFD’s DP protection policy.
• The eight principles of DP and how they affect you as employees.

Imagery

This is used to aid the delegates by constantly refreshing their memory of the eight main principles of DP. It was proposed to include further imagery in the training by adding peripherals to the room and to shared work areas.

It is difficult to remember all eight principles of the Data Protection Act and how they affect employees at DFD. To aid their retention of this knowledge peripherals will be placed around the room. These will consist of the mind maps they created to remind them of their initial thoughts of Data Protection and laminated peripherals will also be visible and used when learning the eight principles of the Data Protection Act, using characters to relate to the eight principles will do this.

As we all know, Snow White plus the seven dwarves equals eight characters. Each character will represent one of the principles. The posters will be placed around the room. They will each have a picture of the character, one of the principles, and how that principle affects the individual at work, eg:

• Dopey – Principle 4.
• Personal Data Must Be Accurate.
• What does that mean at DFD?
• You must ensure all data are accurate when first recorded.
• You must make sure that if an inaccuracy comes to light it is corrected at once.
• You must update the information when necessary.

Ongoing evaluation has identified that with the added training methods appealing to all four learning styles the retention and understanding of DP increased dramatically.

A further decision was made to roll out the same course to team leaders to ensure a full refreshment of team leader knowledge of DP.

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Figure 1: DP mind map

LEARNING STYLES

When you try to learn something new, you will no doubt have realized that you prefer to learn in one or two particular ways. You may prefer to learn by listening to someone talk to you about the information, or you may prefer to read about a concept in order to learn it, or you may need to see a demonstration of the concept. Learning style theory proposes that different people learn in different ways and by understanding this concept, you can improve the learning intervention. ‘Learning styles’ is a term used to describe the attitudes and behaviours that determine an individual’s preferred way of learning. Because people learn in a variety of ways, your awareness of the four learning styles will assist you in understanding the learning needs of your participants. This information will enable you to create programmes that are effective learning sessions for all your participants, rather than just some of them.

Building on Kolb’s work on the learning cycle, identified four learning styles referred to as:

1. Activist
2. Reflector
3. Theorist
4. Pragmatist

Their work complements that of Kolb, as can be seen in Figure 1, where each of the learning styles can be matched with the stages in the learning cycle. Each of these is now explained below.

 
Figure 1: Learning styles

1. Activists

Activists take a ‘trial and error’ approach. They involve themselves fully and without bias in new learning experiences. They are open-minded, not sceptical. They tend to act first and consider the consequences afterwards. They enjoy the learning experience itself. They thrive on the challenge of new experiences. When dealing with activists remember that they learn best when:

• involved in new experiences, problems and opportunities;
• working with others in business games, team tasks, role playing;
• being thrown in the deep end with a difficult task;
• chairing meetings, leading discussions.

Activists learn less when:

• listening to lectures or long explanations;
• reading, writing or thinking on their own;
• absorbing and understanding data;
• following precise instruction to the le er.

2. Reflectors

Reflectors take a ‘wait and see’ approach. They like to contemplate about experiences and observe them from many different perspectives. They spend a great deal of time and effort reflecting. They like to collect data and think about them carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own. When dealing with reflectors remember that they learn best when:

• observing individuals or groups at work;
• they have the opportunity to review what has happened and think about what they have learnt;
• producing analyses and reports, doing tasks without tight deadlines.

Reflectors learn less when:

• acting as leader or role playing in front of others;
• doing things with no time to prepare;
• being thrown in at the deep end;
• being rushed or worried by deadlines.

3. Theorists

Theorists take an ‘I want to understand this first’ approach. They adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by-step, logical way. They are good at making connections and abstracting ideas from experience. They tend to be perfectionists who like to fit things into a rational scheme. They tend to be detached and analytical rather than subjective or emotive in their thinking. When dealing with theorists remember that they learn best when:

• they are put in complex situations where they have to use their skills and knowledge;
• they are in structured situations with clear purpose;
• they are offered interesting ideas or concepts even though they are not immediately relevant;
• they have the chance to question and probe ideas behind things.

Theorists learn less when:

• they have to participate in situations that emphasize emotion and feelings;
• the activity is unstructured or briefing is poor;
• they have to do things without knowing the principles or concepts involved;
• they feel they’re out of tune with the other participants, eg with people of very different learning styles.

4. Pragmatists

Pragmatists take an ‘I want to try this out’ approach. They are keen to try out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They tend to be impatient with ruminating and open-ended discussions and enjoy the planning stage. They tend to be impatient with lengthy discussions and are practical and down to earth. When dealing with pragmatists remember that they learn best when:

• there is an obvious link between the topic and job;
• they have the chance to try out techniques with feedback, eg role-playing;
• they are shown techniques with obvious advantages, eg saving time;
• they are shown a model they can copy, eg a film or a respected boss.

Pragmatists learn less when:

• there is no obvious or immediate benefit that they can recognize;
• there is no practice or guidelines on how to do it;
• there is no apparent pay back to the learning, eg shorter meetings;
• the event or learning is ‘all theory’.

Honey and Mumford devised a questionnaire to assess an individual’s learning style, referred to as the ‘learning styles questionnaire’. Where possible and practical, allowing participants the opportunity to complete this questionnaire prior to beginning training will generate information that will enhance your ability to deliver effective training.

The third key principle relates to the age of the participants. This factor is important, as the employees you are training are adult learners; adults learn differently than children, implying a number of key factors which need to be considered when designing and delivering training programmes.

EXPERIENTIAL LEARNING: USING THE LEARNING CYCLE

• Concrete experience: In your role as trainer you need to provide suitable experiences for the participants from which they can learn. Practice elements within system skills training provide this type of opportunity.
• Observation and reflection: If participants are to learn from the experience, it is important that they are given the opportunity to review the experience. We are o en too busy ensuring we complete all the material to give the time for participants to reflect on what has been learnt from the experience. You can use the following as prompts to facilitate this learning, particularly when you have completed a practice element with the participants: What have you just done? Could you have handled what you just did differently? Have you been in a similar situation previously?
• Note to trainers: Consider using a camcorder for these exercises and allow the participants to critique the learning activity. If a camcorder is unavailable consider se ing up triads/small groups to reflect and discuss the activity
• Abstract conceptualization: Participants then need to be provided with the opportunity to draw some conclusions from reviewing their experiences, if learning is to occur. Questions they can ask themselves include: What have I learnt from this? What could I have done differently?
• Note to trainers: Consider conducting this as a flipchart exercise in small groups, where the group is tasked with the activity of highlighting the top three Key Learning Points that they have taken from the activity.
• Active experimentation: In order to do things better the next time, the participants need to have a plan of how to put into action what they have learnt. You should encourage them to state what they would do next time.

Plan to ‘chase’ the learner round the cycle, asking questions that encourage Reflection, Conceptualization, and ways of testing the ideas formed during the experience.

THE LEARNING CYCLE | System skills training

The idea that people learn in different ways has been explored over the last few decades, by many researchers. Kolb is one of the most influential of these. His experiential learning cycle is recognized as being one of the cornerstones of understanding how individuals learn effectively. With his colleagues, he found that individuals begin with their preferred style in the experiential learning cycle (see Figure 1). Participants can easily become bored if the training approaches used during the session only tap into one learning style. Kolb’s research found that people learn in four ways, with the likelihood that they will develop one mode of learning more than another. As shown in the experiential learning cycle model, learning occurs through four key areas:

1. concrete experience (doing);
2. observation and reflection (reviewing);
3. abstract conceptualization (concluding);
4. active experimentation (planning).
   
   
   
    
   Figure 1: Kolb’s learning cycle

This cycle suggests that there are four stages, which follow from each other. Concrete Experience, which is having an experience, is followed by a personal Reflection on that experience, or time to think about what just happened. This may then be followed by learning from the experience, or the application of known theories to it – Abstract Conceptualization. This then leads to the construction of ways of modifying the next occurrence of the experience, Active Experimentation; leading in turn to the next Concrete Experience. All this may happen in a flash or over days, weeks or months, depending on the topic, and there may be a ‘wheels within wheels’ process at the same time.

The four stages in the cycle are mutually dependent and in your role as trainer you can benefit by building time for each of the four elements into your training programme. Essentially, good learning design should ensure that each learning activity has i) an experience of some kind, ii) time for facilitated reflection, iii) time for facilitated conclusion and, iv) an opportunity to plan the use of the experience in practice.

CONTENT AREAS AND FORMS OF DELIVERY

The main purpose of categorizing learning provision and constructing diagrams based on this provision is so that it can be understood more clearly and therefore properly managed and directed. It is possible to categorize call centre training along a number of dimensions: general training (handling difficult customers, IT training); sector-specific training (work procedures, telephone sales techniques); and firm-specific training (product knowledge, firm knowledge) (Sieben and de Grip, 2004). Another approach is to classify learning as on-the-job and off-the-job, as shown in Table 1.

Table 1: On-the-job and off-the-job learning

On-the-job	Off-the-job
Coaching Monitoring colleagues Buddying Mentoring Computer-based learning Work-based learning	Coaching Monitoring colleagues Buddying Mentoring Computer-based learning Work-based learning

Learning and development can also be classified into what Granered called ‘training modalities’. These were:

• classroom-based training;
• e-learning;
• learning by doing;
• coaching.

Whichever modality is chosen the most important consideration is that, ‘We are trying to create the most effective transfer of knowledge with the greatest amount of impact, at the lowest cost’.

e-learning

The use of e-learning would appear to be growing and approximately half of contact centres use web-based learning. The reasons for this growth are:

• It provides a single learning experience that is common to all learners.
• It can be transmitted to each participant.
• It is interactive and involves the learner.
• It can be self-paced and go at the speed of the learner.
• Once produced it can be cheaply disseminated.
• It can be targeted at specific needs.
• Learning can be assessed online.
• It can be used to confirm that people have completed compulsory training, eg health and safety.
• It can assess and target specific learning needs.
• It can be carried out at the learner’s work desk.
• It can be studied during quiet call periods.
• It can be used to simulate the customer transaction. There are, however, limitations to e-learning too:
• Classroom-based learning is still considered to be more interesting and appealing to learners 
• It is expensive to produce.
• It is not viable for small training needs, with classroom-based learning or other forms being cheaper.
• With the quality of computer games, many e-learning materials are considered inferior and boring.
• It is not as portable as print-based materials.
• There is no social interaction.
• Many of the skills such as speaking cannot be accurately developed.
• The content is not always appropriate.
• It is poorly suited to so skills training.

E-learning presents a number of advantages and disadvantages for the individual and the organization. To manage this to best effect many organizations have instituted a policy of blended learning in which the benefits of more traditional forms of learning and those of e-learning are combined to best effect.

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ORGANIZATION OF TRAINING IN AN INTERNATIONAL TELECOMMUNICATIONS COMPANY

Background

The Dutch operations of this international telecommunications company are clearly structured into specific stages in order to provide continuity and progression. It was decided to use stages in CSR training, because the original induction training became too extensive and too long. Trainees just didn’t remember everything they learnt, as they couldn’t apply it immediately. Moreover, most CSRs develop themselves very well in the period between training, just by doing their job. Not everything can be trained, and CSRs pick up the training much faster once they have some work experience.

First, there is a two-week induction training programme, followed by a one-week traineeship in which CSRs listen in to calls and handle calls with experienced CSRs sitting next to them all the time. After the traineeship, CSRs will work for six to 12 weeks performing normal tasks. After this period, they follow the second part of the training, for example four days training on billing. Again, after a period of work, the third part of the training is given. This could be a two-day training course on technical issues regarding mobile phones and networks.

The first two-week induction training programme deals with the following topics:

• company: organization, vision, mission;
• role of customer management;
• knowledge of products and services;
• system skills;
• communication (dealing with questions, asking questions, handling difficult customers);
• commercial skills (sales).

The induction training is blended and appeals to different learning styles. For example, different training techniques are used: class teaching, e-learning (maximum of two modules a day), quizzes, role plays, working with professional certified actors, games, and listening to taped calls. All standard explanations (ie, trainers telling the same story over and over again) are automated as much as possible in e-learning modules. These modules are all audiovisual, and deal with written text as little as possible.

Experienced CSRs follow refresher training on communication and analytical skills once or twice a year. This training is given in class and takes about six hours. It repeats the induction training elements on communication skills like general telephone etiquette, opening and closing a conversation, dealing with emotions, etc. In the refresher course, CSRs bring their own observations to the training.

In addition, experienced CSRs follow e-learning about new services and products. This training is needed to be able to move to a higher CSR level. The e-learning is scheduled by the traffic department and takes place in down-time periods. To accommodate this, all e-learning modules take about 10–20 minutes (maximum of half an hour) to complete. Another reason to limit the amount of time spent on an e-learning module is that it is believed this is the maximum amount of information people can take in, as e-learning is quite intensive.

All the e-learning modules are developed in The Netherlands and it is intended that they will be implemented in other countries as well. Five people developed the e-learning modules in close cooperation with the trainers. This ensures that the same concepts are used, and that there is a good harmony between e-learning and the rest of the classroom training.

When e-learning is used in a classroom, the trainer walks around and answers questions from CSRs working on the module. The trainers also keep an eye on the pace at which CSRs are progressing so they know where everyone is in the module. If there are many CSRs struggling with the same problem, the trainer will explain concepts in class. The e-learning module is also followed up in class to verify whether everyone understands the meaning of the new concept. Examples of real-life situations are given, as well as exceptions to the rule. Using assignments, additional skills are taught in the classroom.

The contact centre organized workshops for all trainers on how to give e-learning training, since this role is quite different from classroom teaching. In addition, all trainers are required to follow the e-learning modules themselves. In this way, trainers see what the relationships are between the e-learning module and the rest of the training. Trainers get additional information on the module, for example on which questions to expect at which point.

After each module there is a self-test, so CSRs can check whether they mastered every aspect of the e-learning module. It is not an exam; CSRs do not have to pass this test. They are working towards a final exam at the end of induction training. In addition, there could be an interim exam. However, the company still thinks that trainers are the best to judge the capacities of the CSRs. Trainers talk about these issues with the team leaders before the CSRs start working.

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Informal learning

Most contact centres emphasize the development of teams to reduce the negative aspects of individual working and use the physical architecture of the building and workstations clustered in pods to build camaraderie. Close proximity enables agents to consult with each other during and after calls to share information and experience.

The social nature of call centres is also encouraged during breaks. Even here, agents share stories about work experiences and thus create a constructive cultural environment and an informal individual and collective memory system. In effect, this informal communication builds up communities of practice and these support networks complement the on-screen information.

Operators also develop their own improvised forms of personal information systems that are used for learning and gathering information. These files and personal notes are used to record and store information that is not generally available or easy to locate through the formal systems.

SUPPORTING ORGANIZATIONAL OBJECTIVES | Structuring Learning and Development

Learning and development are not an end in themselves: their main value is to enable employees to support the achievement of organizational objectives. For this reason the starting point for deciding the content and forms of delivery of training should begin with the organizational vision, mission and objectives, which are incorporated within the learning and development cycle (training cycle) in Figure 1.

 

Figure 1: The training cycle

A gap analysis should then be conducted to identify which objectives have not been achieved. These should then be systematically analysed to determine which relate to training, and those that are caused by other factors – technology; organizational systems/structures, market forces, etc. Factors that appear to be connected to employee knowledge and skills should then be subjected to a detailed learning needs analysis.

The next stage in the training cycle is the design of a learning strategy and materials. This is followed by the delivery and implementation of learning interventions and, finally, these are evaluated to assess their effectiveness. The circular nature is then completed by relating the findings to the organizational objectives, and so the cycle continues.

Training structure

It is important to have a systematic approach to contact centre training that reflects organizational objectives.All organizations should have a learning framework so that they can finish the sentence, ‘We train our people because. . .’. He suggested that the final part of the sentence might be, ‘ customer experience is our highest priority’.

Granered also suggested that the learning structure should reflect the organizational culture it supports and he developed a model that consisted of three concentric circles. The innermost circle was titled ‘The starting point’, which addressed the learning the agent receives on the first day, including company information and what is required to be successful.

The next circle, outwards, is ‘What the employees need to learn next’, which involves systems learning, product learning and an elective. Contact centres are based on a systems approach and this is what the agent should learn. This includes the computer systems, customer relationship management system, trouble ticketing system, etc. It should also include job aids, processes, rules and other things that support the agent. Product learning involves the development of understanding about the products and services the organization offers. The ‘elective’ acknowledges the fact that most employees do not consider that the agent role is a job for life. Encouraging them to develop new skills will enhance motivation and retention.

The outer circle is called, ‘Cultural awareness and communication skills’ and involves a number of so skills that are used to interact with the customer. These include developing self-awareness through cross-cultural training, customer culture, and organizational culture.

Granered described his systems approach as a method that assessed needs, tracked progress and measured outcomes. He recommended that the Kirkpatrick evaluation model should be used and that a learning management system be introduced to track what learning occurs, including e-learning, to ensure that programmes are actually studied.

A more detailed structure for positioning learning and development within the operational framework can be found in Figure 2. It begins with a consideration of the organizational objectives, market and anticipated workload. When these have been clarified the logical workflow can be mapped and then systems and technology used to ensure that all types of enquiry can be handled efficiently and effectively.

 
Figure 2: Positioning learning and development within the operational framework

With information about demand and the systems in place it is then possible to begin recruitment and selection, which should match the required staffing levels. While the estimates of employee numbers can be projected with reasonable accuracy it is only when operations start in earnest that it is possible to refine operations so that they run smoothly and efficiently.

Induction for most call centres is the most intensive period of training. This provides new recruits with the knowledge, skills and attitudes to undertake work responsibilities in a professional manner. Ongoing learning and development, and team and manager training, can be structured around operational requirements. These should be integrated within a performance management framework that can then target specific training needs.

BARRIERS TO LEARNING, TRAINING AND DEVELOPMENT

Although there are many forces encouraging learning, training and development there are also a considerable number of barriers. Not surprisingly the financial cost of agent downtime is the principal obstacle to the provision of training. Budgetary constraints have also resulted in external training being stopped after initial training, which affects the skill levels in the sector. Furthermore, Chamber Business Enterprises reported that 23 per cent of employers cited training barriers; specific ones identified were the cost of training (42 per cent); staff time (37 per cent); and timing of training (25 per cent). CallNorthWest also noted practical difficulties with staff signing-up for a programme and sometimes not being able to a end because too many had applied for the programme. Also, there were a significant number of ‘no-shows’ because there was no mechanism for ensuring that those who registered actually a ended a programme.

Another significant barrier to training is the fact that some employers suggest that the benefits of training were greater for the employees than the organization: ‘Staff come here, undertake the training, get the experience and then leave; we are not going to invest in people who are going to go elsewhere for higher wages.’ One case study trainer commented similarly: ‘A number of staff have le to take up other jobs in other organizations. We train them too well.’

It is not just the employer who is responsible for learning. The most successful forms of learning occur when the individual has developed a personal ‘hunger’ or interest in learning. Where people are self-motivated and take personal responsibility the quality and quantity of learning are found to be much higher.

Another obstacle to training is the flat structure of call centres, which have few hierarchical levels. This may result in few positions becoming vacant even though there are advisers queuing for promotion.

It is largely financial pressures that affect the degree of support for employees. With staff expenditure representing 71 per cent of the overall budget it is inevitable that it is regularly targeted for cost reduction; however, the savings have potentially negative implications. Dimension Data  noted that:

The reduced levels of agent training, performance appraisal and staff satisfaction investigations. . . support the observation that many centres are failing to focus enough attention on the development of the agent. The long-term consequences of declining agent development and focus could be extremely damaging to organizations and the risks far outweigh any short-term cost improvements that have been realized as a result.

DRIVERS OF LEARNING AND DEVELOPMENT

The purpose of training within an organization is to improve knowledge, skills, attitudes and ultimately financial performance. Learning at individual and organizational levels is not a goal in itself but a major foundation in providing a successful interaction with the customer and ensuring that the organization prospers and survives into the future. There are a number of primary drivers for call centre training.

Business opportunities

Commercial organizations are frequently looking to expand provision and increase market size and share. Thus, each contact with the customer is o en used as an opportunity to sell new or upgraded products and this may result in wider and more complex demands on CSRs, requiring different knowledge and skill sets.

Problems

Problems within the organization are o en addressed through focused training, which can provide a quick solution to unanticipated situations. This form of reactive training may reduce resources and limit the potential for delivering ongoing development training. Furthermore, it can be stressful for trainers because of the need for rapid responses to the sudden challenges.

Management planning

Managers have responsibility for the smooth operational running of centres and for this reason need specific knowledge and skills as well as generic management skills. In particular they need training in the specific technologies, systems, so ware, planning, queuing principles, industry developments, etc.

Changes in technology

One of the main reasons for the growth of the contact centre industry has been the advancement of technology and this continuing development means that employees need to regularly update their knowledge and be able to use the various systems and technologies. In addition, as the number of communication channels increase, eg e-mail and text chat, agents will need to develop new skills in written communication. Furthermore, the so er skills of selling and customer service may alter when provided with different contact media.

Changing customer requirements

Customer expectations of quality of service are continually increasing, o en as a result of competition. For this reason increased knowledge, skills and rapport need to be developed to attract new customers and prevent existing ones from defecting to alternative providers.

Political/regulatory changes

As the main point of contact for the organization with the customer, CSAs (customer service agents) must be up to date in order not to put the organization at risk of negative publicity or legal action. New legislation, product recalls, etc need to be conducted accurately.

Labour issues

Training is o en used to address agent attrition and when the labour market is tight good quality training is used to attract potential advisers. The delivery of induction training has been found to retain new recruits for longer if the induction programme is provided at intervals rather than in one intensive block. Staff who receive ongoing training feel that their skills are progressing and recognize that this may then enable them to advance within the organization.

Reward

Training is also provided as a form of reward rather than being essential. It can be motivating in its own terms without being directed at specific issues. In one organization it was reported, ‘The mentality of training used to be that it was a reward not a necessity’.

High involvement work practices

In high performance work organizations  that have integrated human resource functions, productivity and profits tend to be higher. Also, in high involvement work practices ‘unions are likely to spend less time in workplace grievances and more time on initiatives such as joint training programmes’.

THE NEED FOR LEARNING AND DEVELOPMENT | Call Center

Supporting learning and development is important for a number of reasons:

• The industry is increasingly competitive and any centre (commercial/ public/not-for-profit) that does not support learning will find itself trailing behind more enlightened organizations.
  
  
• Call centres employ approximately 1 to 2 per cent of the working population in many countries and consequently are an important part of their economies. In some regions as much as 4 per cent of the population are employed in call centres.
  
  
• There is a significant local, regional and national economic imperative to ensure that the contact centre industry is successful and this can only be achieved through well trained, skilful and knowledgeable staff.
  
  
• The call centre industry has become a major part of economies worldwide and if they are not functioning effectively the impact will be felt widely across each economy.
  
  
• Call centres are frequently at the centre of organizational restructuring. Without educated and knowledgeable staff all efforts in other parts of the organization will be severally hampered without a well functioning call centre.
  
  
• Learning and development provide a key competitive advantage for organizations.
  
  
• There is insufficient information about the nature of learning and development with which to make an informed assessment and evaluation.
  
  
• A holistic picture is needed regarding learning and development.
  
  
• Inbound calls are increasingly viewed as an opportunity to cross-sell and up-sell. The competencies for selling are sometimes quite different to handling regular inbound calls.
  
  
• Call centres need further information with which to benchmark themselves and identify best practice in learning and development.
  
  
• Training helps retain and motivate employees.