High Tech Training

Globalization has changed the rules of conducting business. Today businesses are required to reach across the oceans to maintain their competitiveness. Organizations must be innovative and forerunners of evolving technologies to recruit, train, and retain top employees, which is vital to the competitiveness and the success of the organizations. Although recruiting and retaining employees are important, training is utilized to “gain a competitive advantage” (Noe, 2013, p. 319) for an organization. Nonetheless, to develop and implement training effectively, one must consider the “costs, needs of the learners, needs of the organization, the existing technology infrastructure, and the types of content” (Dobbs, 2006, p. 504) to be effectively delivered.  Noe (2013) contends that “new technologies have made it possible to reduce the costs associated with delivering training to employees, to increase the effectiveness of the learning environment and to help training contribute to business goals” (p. 319). Some of the new technologies that have influenced the delivery of training, training administration, and training support are computer-based training, e-learning, online learning, , and web-based learning.

Computer-based training (CBT) can be used for online-learning, distant learning, and web-based learning. One of the advantages of CBT is that it does not require Internet connection to deliver training, therefore if an organization does not have an Internet infrastructure it will not hinder their training.  In accordance, Noe (2013) state that “in some CBT training, content are provided stand-alone using software or DVDs. Trainees can still interact with the training content but cannot collaborate with other learners” (p.324). Some of the software development platforms available for training are Learning Management System (LMS), Learning Content Management System (LCMS), and Content Management System (CMS), which allow for the creation, storage, management, and usage of learning content (Dobbs, 2006, p. 507) . In addition, trainers have access to “Open-source software, a relatively new and growing application, which may provide financial savings” (Dobbs, 2006, p. 504) for an organization.

     In sequence, with the global availability of the Internet, online learning, e-learning, and web-based training are popular distribution methods to deliver training. The technologies used when appropriate can be “interactive, problem oriented, relevant to real-world issues, and evoke the learner toward intrinsic motivation” (Dobbs, 2006, p. 502). Similarly, Noe (2013) advocates that “all the training methods can include and integrate into instruction text, interaction using simulations and games, and video, and collaboration using blogs, wikis, and social networks, and hyperlinks to additional resources” (p.324).

Some of the advantages of e-learning according to Noe (2013):

·         That it supports the organization’s business strategy and objectives;

·          It is accessible at any time and any place; training can be delivered to geographically dispersed employees;

·         Training can be delivered faster and to more employees in shorter period of time

·         Practice, feedback, objectives, assessment, and other positive features of a learning environment can be built into the program; learning is enhanced through the use of multimedia

·          Paperwork to training management can be eliminated

·         It can link learners to other content, experts, and peers” (p. 326).

 On the other hand, Noe (2013) discloses through the Table 8.4 Research Results Regarding the Effectiveness of Online Learning:

·         “E-learning is not effective for all learners, especially those with low computer self-efficacy,

·         Online instruction is more effective than face to face classroom instruction for teaching declarative knowledge.

·         Web-based instruction and classroom instruction are equally effective in teaching procedural knowledge.

·         Web-based instructions only appears to more effective than classroom instruction (1) when learners are provided control over content , sequence, and pace (2) in long courses; and (3) when learners are able to practice the content and receive feedback” (p. 329).

Consequently, the presentation methods will determine the use of the aforementioned technologies and the impact on the training. Any of the technologies can be incorporated into a presentation, hands-on, or group building training method. Nevertheless, through the use of the aforementioned technologies Noe (2013) advocates that the learning outcome includes verbal information, intellectual skills, and cognitive strategies. The learning environment has a high objective level, high practice level, high meaningful level, and high feedback level. Moreover, the transfer of training has a high level and the effectiveness has a high level as well (p.355). The cost has a high level but the administrative component has a low level which balances the cost. In sum, more organizations are incorporating technologies into their training because it is more cost effective, and an efficient way to train their employees to maintain the organizations’ global and domestic competitiveness.    

 
 

References:

Dobbs, R. L. (2006). Development Phase of Systematic Training: New Technology Lends Assistance. Advances in Developing Human Resources, 500-513.

Noe, R. A. (2013). Employee Training and Development. New York, NY: McGraw-Hill Irwin.