There is a question in all corporate training, all industries, every professional position, “What is the value of training?” Generally followed by “How do I know there is value in training? and the incredibly astute question, “Where is the value in training?”
Leadership is looking sideways and helping those who follow climb up, thus empowering the leader to climb to the next level. Yet, the lingering doubt remains, “How do I measure success in training?” Long have I advocated that the leader is a teacher and a learner, which are fundamental to success. Whether that teaching comes from delegating authority, empowering people to act, or directly teaching someone struggling, the leader is always learning through teaching so they may learn more perfectly.
As part of my research into call center training, it has been discovered that those who receive official training, and those who learn their duties on the fly, have precisely the same chance of being successful; this is an indication of not the power of training, but the motivation of the learning adult. There is a difference between adults, and the difference is the individual propensity to learn, discover, dig deeper, ask questions, and apply the results pursuing why. Thus, one would naturally ask, “What is the difference between a learning adult and an adult who actively chooses not to learn?” I think I know the answer, I have anecdotal evidence that supports my conclusions, but I would like to test these conclusions.
As part of my doctoral degree program, I must conduct research and report the findings. I am inviting your American-based, English-speaking call center to help me test the assumptions and conclusions for my research. The business will not be named, the individuals participating will not be named, and the study will occur online and outside regular business hours. I want to interview 10-15 of your call-taking/front-line contact center employees using online interviewing software. I want to interview 10-15 call center trainers, also employing online interviewing software. Finally, I would like to take the information gleaned from the first two groups, sit down in a focus group, discuss what was found with 5-7 senior call center leaders, and glean their information, conclusions, and ideas.
I would ask that those participating in the research have a LinkedIn profile as a tool to verify years of experience. No single participant would be featured in more than one of the participating groups. All names of individuals will be hidden behind a participation code, and any identifiable business information will be deleted from the transcripts. All findings will be reported in aggregate to avoid any identifiable information from potentially leaking into the published research.
As a bonus, those who help through participation, if they are interested, can receive a copy of the finished dissertation via email or physical copy, depending upon their preference. My purpose in researching the call center is to dynamically review the adult learner in the pressure-cooking learning environment of call centers. I have worked as an agent and a leader of agents spanning formal education. The degree does not make the person, nor does a degree make a leader. What makes the leader is their commitment to learning and teaching.
Please, join my research. Entering the study is possible through emailing firstname.lastname@example.org. If you would like to verify my credentials, don’t hesitate to contact my chair Professor Dr. Susan Miedzianowski in the College of Doctoral Studies at Grand Canyon University, via email: Susan.Miedzianowski@my.gcu.edu.
© Copyright 2021 – M. Dave Salisbury
The author holds no claims for the art used herein, the pictures were obtained in the public domain, and the intellectual property belongs to those who created the images. Quoted materials remain the property of the original author.