Technology Enabled Training – A Trending IO Topic

Technology Enabled Training – A Trending IO Topic

 

Technology Enabled Training – A Trending IO Topic

When we think of corporate training programs a vision of a room full of employees sitting patiently waiting for the trainer to start the PowerPoint with an exhaustive lecture and thick handout on new processes and procedures may come to mind.  Training is necessary but can individuals achieve cognition and adoption of training concepts adding to their SKA while organizations benefit economically by reducing training costs?  Identifying the gap between skills of staff and skills needed for maximum output and productivity can be achieved with a training needs analysis (Denby, 2010).  As a budding I/O psychologist, scientific-practitioner, and new I/O consultant, just opening my own firm, the knowledge and techniques necessary for designing and delivering training to individuals and groups to strengthen an organization’s human capital ties in with the SIOP trending topic of technology enabled training (Harris & Hollman, 2013; Boudreau, 2012).  Five activities, in particular, are important when delivering training: determining and selecting training topics, designing training content, selecting a training delivery format, evaluating training quality, and measuring training outcomes (Boudreau, 2012; Kantrowitz, 2012).  Carrying out these activities requires I/O psychologists to be educated and possess expertise in assessing performance management and training effectiveness (Kantrowitz, 2012). 

Training has been traditionally completed in classroom environments.  Does current classroom environment training demonstrate that learning transfer is successful (Terry, 2013)? According to an article from Cornell University by Steve Kozlowski, (2007) technology-based training increased 28.1 percent in 2004.  Additionally, SIOP provided an antecedent article written by Cascio in 1998 that discussed businesses expanding into global markets and cost efficiency with the advancement of technology as training and communication tools.  Global competition has increased organizational demand for a qualified workforce that has the knowledge, skills, and abilities to support economic growth and sustainability (Haralson, 2010; Jacobs, & Hawley, 2008). Organizations can eliminate travel and consulting expenses using virtual class environments while keeping up with ever-changing technological advances (Casico, 1998; Terry, 2013).

Live web-based training is computer-mediated training that allows real-time interaction and collaboration between an instructor and large groups, individuals in organizations, and geographically dispersed participants.  Webcast training may include the somewhat dreaded PowerPoint presentation along with live-action training, but should be professionally developed using intrinsic and extrinsic motivators that positively influence retention and behavioral change (Dever & Lash, 2013; Jiming & Xinjian, 2013).  Another option is recorded web-based training using a pre-recorded video where participants can download and complete assignments at their own time and location (Dalton, 2013).  The benefits include convenience and ease of use as individuals take notes and have the ability to watch the presentations multiple times or use them later as reference.  A technology-enabled training study was done in Slovenia by Markovic-Hribernick and Jarc (2013) and found 46 percent of the survey participants who responded deemed e-based training as cost efficient.  According to Markovic-Hribernick and Jarc (2013) the results showed technology based enabled training increased cost efficiency and resulted in less absenteeism, easy access, and flexibility for the user.

References

Boudreau, J. W. (2012). Strategic industrial-organizational psychology lies beyond HR. Industrial & Organizational Psychology, 5(1), 86-91. doi:10.1111/j.1754-9434.2011.01409.x

Cascio, W. F. (1998). The virtual workplace: A reality now. TIP: The Industrial-Organizational Psychologist35(4). http://www.siop.org/tip/backissues/tipapril98/cascio.aspx

Dalton, L. (2013). RFP: Training services for workforce development professionals. Request for proposal. Michigan Works! Association. Retrieved November 12, 2013 from http://michiganworks.org/info/request-for-proposals/

Denby, S. (2010). The importance of training needs analysis. Industrial and Commercial Training, 42(3), 147-150.

Dever, R., & Lash, M. (2013). Using common planning time to foster professional learning. Middle School Journal, 45(1), 12-17.

Haralson, L. E. (2010). What is workforce development? Bridges. Retrieved from http://www.stlouisfed.org/publications/br/articles/?id=1953

Harris, M. M., & Hollman, K. D. (2013). The top trends in I-O psychology: A graduate student perspective. TIP: The Industrial-Organizational Psychologist50(4), 120-124.

Jacobs, R., & Hawley, J. (2008). Emergence of workforce development: Definition, conceptual boundaries, and implications. International Handbook of Technical and Vocational Education and Training, AM, Holland: Kluwer. Retrieved from http://www.economicmodeling.com/wp-content/uploads/2007/11/jacobs_hawley...

Jiming, W., & Xinjian, L. (2013). Effects of extrinsic and intrinsic motivators on using utilitarian, hedonic, and dual-purposed information systems: A meta-analysis. Journal of the Association for Information Systems, 14(3), 153-191.

Kantrowitz, T. (2012). Change is constant in I-O psychology practice. TIP: The Industrial-Organizational Psychologist, 50(2), 77-80.

Kozlowski, S. (2007). Advances in technology-based training. Retrieved May 1, 2015 from

            http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1422&c...

Markovic-Hribernik, T., & Jarc, B. (2013). The importance and prevalence of modern forms of staff training in the corporate environments of transition countries: The case of Slovenia. South East European Journal of Economics and Business (Online), 8(2), 16-31. Retrieved from http://search.proquest.com/docview/1648308310?accountid=35812

Terry, R. (2013). The gap widens. Training Journal, 25-28.

 

 

Comments

Kelley Conrad's picture Kelley Conrad | May 4, 2015 3:06 pm MST

Welcome Dean Hansen our I-O blogger for the month of May.  Dean is an experienced trainer with a strong interest in how technology can enhance training and training experiences.  She will be sharing her thoughts with us this month.  Kelley

Jennifer Mastal Adams's picture Jennifer Mastal Adams | May 11, 2015 11:34 am MST

Dean,

It's interesting that only 46% of those surveyed perceive e-training to be cost efficient.  Cost includes more than the money an organization spends on purchasing materials, but the time of the presenters and the trainees, the possibility of reusing an electronic training, and other factors.

What do you think?

Frederick P. Lawrence's picture Frederick P. Lawrence | June 2, 2015 12:47 pm MST

Colleagues,

What would you think of a study which would compare the performance of different forms of technology-enabled training, viz. live web-based/webcast training, recorded web-based training, ...?   Corporate clients would want to know about the performance of different technology-enabled training in their corproate environments, of course, but we might be able to look within UOPX at the different forms of technology-enabled training which the University uses for faculty and staff training, and reach some preliminary conclusions.

Further thoughts?

Frederick

Kelley Conrad's picture Kelley Conrad | June 9, 2015 5:32 pm MST

Frederick, It sounds like an interesting study.  I think online schools as well as corportations would be interested in the results. Let's play with this a bit and see if we can design something to get UOPX COR approval. Kelley

Leslie A. Miller's picture Leslie A. Miller | September 18, 2015 9:25 am MST

More thoughts....how about comparing the Level 1-3 outcomes for different forms of technology-enabled training using different learning content? The outcomes are likely to differ based on training content. 

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Dean Hansen

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