Joop Vrolijk, Senior Advisor, OECD/Sigma

1. On-the-job training PEMPAL Workshop, Sofia , 17 – 20 April 2012 Joop Vrolijk, Senior Advisor, OECD/Sigma

2. 1. Job training • On-the-job training takes place in a normal working situation, most effective for vocational work. • Off-the-job training takes place away from normal work situations —more effective in getting concepts and ideas understood and accepted.

3. 2. Advantages and disatvantages of On-the Job Training Advantages Disadvantages Quality depends on ability of trainer and time available Bad habits might be passed on Not properly planned Learning environment may not be conducive Potential disruption to production • Generally most cost-effective • Employees are actually productive • Opportunity to learn whilst doing • Training alongside real colleagues • No extra equipment needed • Salary cost lower (if applicable) • No need to travel • Immediate feedback

4. 3. Main methods of on-the-job training The main methods of one-the-job training include: • Demonstration / instruction • Coaching/mentoring • Job rotation • Projects

5. 4. Difference between coaching and mentoring • Coaching enables or facilitates the learners to identify their own learning goals and solutions in a non-directional manner and that the learners own and take responsibility for their own coaching programmes. • Mentoring is a transfer of knowledge and experience from mentor to mentee and is designed to improve one’s skills, confidence and performance in the job. It is a more directive style. The learner thends to emulate the mentor by adopting the latter’s knowledge, style and behaviour

6. 5. Why mentoring? • Even competent and motivated new internal auditors are unsure of themselves, intimidated, and lack confidence • To pass on the organization’s standard of excellence through education and mentoring from one person and generation to the next . • To help understand the organization’s objectives, products, operations processes, and culture • Part of organisational culture.

7. 6. Requirements mentoring • Team of selected mentors • Mentors are selected for their technical/ and behavioural skills • Objectives defined in Plan • Regular meetings • Feedback

8. 7. Mentor Plan Basis: analysis of major job requirements and related knowledge and skills and abilities MP includes • Objective of mentoring • The subject to be covered • Number of hours of mentor • Estimated completion date • Method by which the training will be evaluated • Name of mentor • Method of Communication • etc

9. 8. Requirements mentor • Make roles of mentor and protégé inclusive and participatory • participation begets comfort, comfort creates confidence, and confidence creates competence • Pass on the ideology underlying auditing unit • Not speak in acronyms, jargon, and shorthand • it might discourage aspiring auditors the point of withdrawal or failure • Be a good listener and help the mentee to find the answers rather than providing them yourself • Keep relationship confidential and build an atmosphere of trust.

10. 9. Requirements mentee • They want mentoring, • Understand its purpose • Are clear about what they want to gain!! • Seek own mentor, preferably from other IA unit

11. THANK YOU FOR ATTENTION! JOOP.VROLIJK@OECD.ORG WWW.SIGMAWEB.ORG