Adequately trained workers become more productive, and thus, are likely to help their corporations make high profits. Therefore, learning institutions need to train employees using the best materials and teaching techniques. Equipping the staff members with the necessary skills is essential as it makes them continue working for their companies. According to Alrazehi and Amirah (2020), “one of the reasons for high turnover is the lack of functional satisfaction, which is generally triggered by limitations in training and development” (p. 16). Therefore, firms should encourage their workers to update their knowledge on crucial organizational skills. With the 21st Century’s technological advancement, several training methods have emerged, which help employees grow. The purpose of this paper is to discuss such techniques as technology-based learning, instructor-led training, and film and video approaches.
Technology-Based Learning Method
As technology continues developing, firms embrace computerized training to help the employees become more productive. Organizations can host technology-based learning entirely online or offline using computers. This method is beneficial to trainees because it allows them to work through the study resources at their pace, therefore, not requiring a physically present educator (Engelman et al., 2017). However, this training technique usually imitates classroom-style coaching as it provides a voiceover with images supporting the content. In short, on many occasions, resources that include videos and readings go hand in hand with the course materials to assist in learning.
Technology-based learning is scalable because the number of learners does not matter. One individual or thousands of students can take computer-based classes simultaneously. This action is possible because most of these lessons are web-based instructions (Urick, 2017). Some trainees might require more time to carefully read the study materials while others move quickly to the advanced programs. Usually, all scholars benefit from technology-based learning regardless of whether they are slow or fast learners. However, computer-based training has some challenges, for example, trainees might not be monitored adequately.
This reason makes it hard for employers to know if their workers engage with the study materials. However, coaches can use other methods to make sure that learners engage themselves. One such way is incorporating interactive modules and examinations into the online class. This technique ensures that employees are highly attentive, therefore, understand and inform their companies about the communicated concepts.
Instructor-Led Training Technique
Instructor-led training might be the earliest form of coaching learners where employees must attend lessons in physical classrooms. According to Urick (2017), this technique is the most popular, and about 70 percent of US workers who go for studies prefer it. The method requires teachers to prepare notes and lead the students in the learning experience using visual elements. The main advantage of this style is that students interact a lot with their instructors. The trainees ask questions, which other training techniques, such as technology-based learning, might have not addressed. Instructor-led training also permits educators and students to build relationships, and the employees can associate among themselves as they study together.
One of the disadvantages of instructor-led training is that it is not easily scalable. When classrooms become large, teachers’ one-on-one interactions with learners become impossible. Furthermore, instructors must monitor the trainees throughout the course, and in most cases, the students are incapable of moving at their pace. The participants must also keep their energy high when using this training technique. Therefore, it is necessary to permit the employees to go for short breaks, move around, and motivate them to continue engaging, and so, assist them not to lose interest in their studies.
Films and Videos Approach
Films and videos assist corporations in training workers swiftly and effectively. However, students rarely interact with their instructors, and so, it is not easy for an establishment to track knowledge that employees retain after training (Sendlhofer & Lernborg, 2018). Individuals prefer this technique because it has many training ways, such as live-action, animation, and screen recording. When an organization uses the first method, it plays videos that are more demonstrative and help the firms show both relevant and irrelevant interactions between the participants.
Films are beneficial to learners because, in some cases, they express ideas through role-play scenes. Institutions that use this strategy assert that it helps them explain complex issues through visual illustrations (Samaras & Johnston, 2018). Animation is most likely the best approach to use when coaches find it hard to utilize other techniques to record certain topics accurately. Screen recording is essential because it helps instructors use a step-by-step procedure to show workers how to utilize technological equipment.
According to Sendlhofer and Lernborg (2018), digitalized training is a distance learning method “thereby allowing interactive and asynchronous communication amongst participants” (p. 3). Therefore, films and videos improve interaction and engagement among the teachers and students. Furthermore, study materials are easy to access under this approach, which may not require an in-person facilitator, and so, workers can revise their work any time they want.
In summary, there are various types of training techniques that workers can choose. Employees need to take time in selecting the best approach depending on how they want to learn. While the number of learners does not matter in technology-based learning, instructor-led training allows students to interact with their instructors, and films and videos assist corporations train staff members swiftly and effectively. Since modern technology has brought many strategies, individuals should decide on the appropriate method while remembering that everybody learns differently.
Alrazehi, H., & Amirah, N. A. (2020). A review of training and development towards employee retention in the banking sector. The Journal of Management Theory and Practice (JMTP), 1(2), 16-21.
Engelman, D., Okello, E., Beaton, A., Selnow, G., Remenyi, B., Watson, C., Longenecker, C. T., sable, C.,& Steer, A. C. (2017). Evaluation of computer-based training for health workers in echocardiography for RhD. Global Heart Journal, 12(1), 17-23.
Samaras, E., & Johnston, A. (2018). Fleeting film: Using story to seek archival permanence in the transitory and globalized digital visual effects industry. Preservation, Digital Technology, & Culture (PDT&C), 47(1), 1-31.
Sendlhofer, T., &Lernborg, C. M. (2018). Labor rights training 2.0: The digitalization of knowledge for workers in global supply chains. Journal of Cleaner Production, 179, 1-15. Web.
Urick, M. (2017). Adapting the training to meet the preferred learning styles of different generations: Adapting the training to generations. International Journal of Training and Development, 21(1), 1-7. Web.