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As the opening vignette illustrates, technology is having a major influence on how training is delivered. Infosys is using technology to make it easier for employees to find and participate in learning on topics they are interested in or need for their current job or future career. Infosys’s learning platform allows employees to access training any time or any place, which helps overcome the cost and time challenges related to trying to bring employees together in one physical location for training. The effective development and use of technology for delivering training such as online learning requires collaboration among the areas of training, information technology, and top management. In addition, needs assessment, design, transfer, and evaluation (training design) are critical components of the effective use of technology-based training. The use of technology for training delivery and instruction offer exciting capabilities and possibilities. However, it is critical that companies use training technologies that support both business and learner needs.

As was discussed in Chapter One, technology-based training methods are part of the movement toward digital learning. This allows employees to personalize their learning (choose how, when, and what to learn) and integrate it into the flow of their work. Due to job demands, employees often do not have the time to find or attend classes and small companies have difficulty funding formal off-site training courses.1 Digital learning includes employees seeking information, knowledge, or skills on an as-needed basis using tools of their choice such as smartphones, tablets, and computers. Companies provide content through videos, games, simulations, microlearning, chatbots, and artificial intelligence that employees can access. For example, employees can be given access to portals that recommend courses and show what other employees in their business function are using for learning. Vendors such as Skillsoft and LinkedIn Learning provide the opportunity for employees to pinpoint courses that will advance their skill in a specific area of expertise. Short training modules for machine maintenance, manufacturing processes, or safety are available that take 15 minutes or less to complete and include activities built in to employees’ schedules to apply what they have learned. Also, technologies such as augmented reality can provide employees with on-the-job performance support.

As we discussed in Chapter Seven, “Traditional Training Methods,” instructor-led classroom training is still the most popular training method. However, the use of technology for training delivery and instruction is increasing and anticipated to grow in the future. Table 8.1 provides a snapshot of the use of new technology in training. The use of training technologies is expected to increase dramatically in the next decade as technology improves; the cost of technology decreases; companies recognize the potential cost savings of training via tablets, mobile phones, and social media; and the need for customized training increases.2 As you will see later in this chapter, new training technologies are unlikely to totally replace face-to-face instruction. Rather, face-to-face instruction will be combined with new training technologies (a combination known as blended learning) to maximize learning.

TABLE 8.1 Use of New Technology in Training

23% of learning hours used were delivered in virtual classrooms and 29% are delivered online.

47% of companies report that employees regularly used tablets and 41% reported that employees frequently used smartphones to access online learning.

Technology-based methods accounted for 56% of learning hours used in 2019.

Games are used by 29% of companies. 37% plan to begin using them.

84% of companies use learning management systems.

17% of large companies currently are using virtual reality and artificial intelligence and 6% are using augmented reality. 10% or less of small- and midsize companies are using virtual reality and 5% or less are using artificial intelligence and augmented reality.

Sources: Based on Based on M. Ho, 2020 State of the Industry: Talent Development Benchmarks and Trends (Alexandria, VA: Association for Talent Development, 2020); “2020 Training Industry Report,” training, November/December 2020, pp. 22–37; A. Moore, Effective Trainers: Traditional and Virtual Classroom Success (Alexandria, VA: Association for Talent Development, 2020); A. Moore, E-learning: The Evolving Landscape (Alexandria, VA: Association for Talent Development, 2020).

The availability and use of social media such as Twitter and Facebook are influencing training and learning. These tools are used by many people in their daily lives. Many companies are using these tools for recruiting new employees and marketing and developing products and services. These tools are also increasingly being used for learning. Social media tools reshape learning by giving employees access to and control of their own learning through relationships and collaborations with others. Shared workspaces, social networks, and wikis are the most commonly used social media for learning.3

This chapter begins by discussing the influence of new technology on training delivery, support, and administration. How technology has changed the learning environment also is addressed. Next, the chapter explores computer-based training, online learning, and e-learning. E-learning emphasizes learning through interaction with training content, sharing with other trainees, and using Internet resources. The use of technologies, including social media, tablets such as iPads, and mobile smartphones, for training delivery and instruction are introduced. Next, the use of expert systems, intelligent tutoring systems, artificial intelligence, and augmented reality as training methods and for on-the-job performance support is discussed. The chapter page 327also shows how learning management systems aid in the delivery and administration of training programs. The last section of the chapter compares the various technology-based training methods. A blended learning approach combining traditional face-to-face and technology-based training methods may be the best way to capitalize on the strengths of available training methods.

Technology’s Influence on Training and Learning

Chapters One and Two discussed the role that training and development should play in helping companies execute their business strategy and deal with forces influencing the workplace. For training to help a company gain a competitive advantage, it needs to support business goals and be delivered as needed to geographically dispersed employees who may be working at home or in another country. Training costs (such as travel costs) should be minimized and maximum benefits gained, including learning and transfer of training. For learning and transfer to occur (i.e., for the benefits of training to be realized), the training environment must include learning principles such as practice, feedback, meaningful material, and the ability to learn by interacting with others.

Technologies used in digital learning have made it possible to reduce the costs associated with delivering training to employees, increase the effectiveness of the learning environment, and ensure that training contributes to business goals. Table 8.2 lists, describes, and provides examples of some of the technology training methods discussed in this chapter.

Technology Facilitates Collaboration

Technology allows digital collaboration to occur. Digital collaboration is the use of technology to enhance and extend employees’ abilities to work together regardless of their geographic proximity.6 Digital collaboration includes electronic messaging systems; electronic meeting systems; online communities of learning organized by subject, where employees can access interactive discussion areas and share training content and web links; social networks; and document-handling systems with collaboration technologies that allow interpersonal interaction. Personal computers, tablet, or smartphones with a web browser or app are used for digital collaboration. Communication among users can be either synchronous or asynchronous.7 In synchronous communication, trainers, experts, and learners interact with each other live and in real time, the same way they would in face-to-face classroom instruction. Technologies such as video teleconferencing and live online courses (virtual classrooms) make synchronous communication possible. Asynchronous communication refers to non-real-time interactions. That is, persons are not online and cannot communicate with each other without a time delay, but learners can still access information resources when they desire them. E-mail, self-paced courses on the web or on CD-ROM, discussion groups, and virtual libraries allow asynchronous communication.

Technology Creates a Dynamic Learning Environment

As discussed in Chapter Seven, learning can be an instructor-driven primary process. That is, instructors present information to the learners, and practice and applications occur after instruction is completed. Many learning environments include only the instructor or trainer and the learners. The trainer is responsible for delivering content, answering questions, and testing learning. Trainees play a passive role in learning. Communication on course content is one-way–from the instructor to the learner. Experts and resource materials are separate from the learning environment. Accessing resource materials and experts beyond the instructor and course materials assigned for the course requires learners to go outside the formal learning environment. Also, learners often have to wait to access resource materials and experts until instruction is completed. Interaction among learners occurs primarily outside the training room and tends to be limited to those who work in the same geographic area.

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Technology has allowed learning to become a more dynamic process. As shown on the right-hand side of Figure 8.1, the use of technology creates digital learning that allows for greater interaction between learners and the training content, as well as between learners and the instructor. The trainer may help design the instruction, but the instruction is delivered to the learners primarily through online learning or simulations accessed using digital devices. The instructor becomes more of a coach and resource person available to answer students’ questions and is less involved in the delivery of content. Learning occurs primarily through exchanges with other learners; the use of blogs, wikis, or other types of social media training; working on virtual team projects; participating in games, listening, exchanging ideas, and interacting with experts (engineers, managers, etc.); and discovering ideas and applications using hyperlinks that take the learner to other websites. Experts and resource materials may be part of the learning environment. While learners interact with the training content through exercises, applications, and simulations, they can discuss what they are learning with other learners or access experts or resource materials available on the Internet. Training delivery and administration (e.g., tracking learner progress) is all done through a learning management system (discussed later in the chapter). In the blended learning environment, shown at the bottom of Figure 8.1, trainees have access to a blended training curriculum that consists of both online and classroom instruction. Collaboration can occur between learners, between learners and training content (e.g., simulation or game), between learners and instructors, and between learners and experts. It is important that new technologies create a dynamic learning environment, including collaboration, active learner involvement, and access to other resources. A dynamic learning environment likely includes the use of Web 3.0 technologies. Web 3.0 technologies include artificial intelligence, machine learning, and training content accessed by multiple devices all connected to the internet.8 Also, Web 3.0 technologies provide the ability to share and access content using web searches based on natural language rather than keywords, symbols, or numbers.

Technology Gives Learners Control

Learner control refers to giving trainees the option to learn through self-pacing exercises, exploring links to other material, and engaging in conversations with trainees and experts. It includes the ability to select how content is presented (e.g., text, pictures, videos, etc.), to pause, skip, and review content, and to link to additional resources. That is, online learning allows activities typically led by the instructor (presentation, slides, videos, visuals) or trainees (discussions, questions), as well as group interaction (discussion of application of training content) to be incorporated into training without trainees having to be physically present in the training room. Technologies enable trainees to access learning anytime and anywhere, including home, work, or even on the beach! Training content can be delivered in a consistent manner to trainees, who can decide when and where to participate.

Many of the training methods discussed in this chapter have these features. For example, online learning, or e-learning, includes instruction and delivery of training using the Internet or web. Distance learning and virtual classrooms involve videoconferencing and/or computers for delivery of instruction from a trainer to trainees who are not in the same location as the trainer. Mobile technologies allow training to be delivered through smartphones, iPads, and notebook computers and allow trainees to tune in to training programs at page 331any time or place. New training technologies allow for the use of multiple media, including text, graphics, video, and audio. This allows for learning content to be presented in multiple ways, appealing to trainee preferences and learning styles.

Consider how technology has influenced how training is delivered at Farmers Insurance Group.10 Farmers uses a blended learning approach to deliver effective learning to its employees and insurance agents who are located across the United States. Farmers Insurance training programs integrate face-to-face instruction, print, online, video, audio, virtual simulations, and coaching. Technology is used for delivering knowledge, and instructor-led training is used for skills development. In the past five years the amount of learning delivered through instructor-led classroom-based training has dropped from 90 to 50 percent. The other 50 percent is online or informal learning. For example, Farmers Insurance is using various training methods to help its employees cope with the changes made in claims processing, ratings, billing, and product systems in support of the company’s business strategy, which emphasizes customer experience, distribution, and product management excellence. Field managers are required to complete online training and webinars designed to provide the new knowledge they need. Then the managers receive instructor-led training, videos, and coaching guides.

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Farmers Insurance is also using virtual classrooms, mobile learning, social networks, learning simulations, virtual reality, and artificial intelligence. While taking courses at the University of Farmers, learners can use electronic tablets to take notes, access websites and articles, and view videos. The video capabilities of the tablets allow instructors to record learners as they practice skills and then provide feedback and coaching. Also, the instructors can create learning materials such as iBooks with embedded videos. To help employees learn and practice important interpersonal skills, Farmers Insurance is using virtual reality (VR) and artificial intelligence (AI) to realistically simulate conversations with vendors and customers. The training scenarios use virtual environments, speech recognition, natural language processing, and realistic body language to simulate these conversations. To encourage learning outside of a formal classroom environment, Farmers developed iFarmers apps for customers, sales agents, and employees. The iFarmers customer app helps customers learn about different insurance products. An iClaims app gives customers access to input and manage their insurance claims. The iAgent app provides business-focused learning for sales agents. Farmers Insurance has also been experimenting with social networking for employees to collaborate, create, and share knowledge, as well as provide performance support. Some training programs are using the social network for collaborative exercises. Farmers’s “Agency Insider” program allows learners to specify whether they want to use Twitter, Facebook, e-mail, or an RSS feed.

Claims adjusters at Farmers Insurance have to be trained on how to inspect homes that have been damaged in earthquakes, floods, tornadoes, and other disasters. Farmers is using VR to create different scenarios that are impossible to simulate in the company’s existing training program. For example, the VR simulates a two-story home that’s suffered water damage. Each scenario takes about 15 minutes to complete, and the different scenarios are presented randomly so that water leaks appear in different places for each trainee. Trainees working in the home have access to a digital tool that lets them tag problem toilets or hot water heaters. They can even use a “fake” iPad to call a plumber or contact the insurance agent when they feel they have identified all of the problems. The prospective claims adjusters are scored based on the problems they identify and the appropriateness of the action they take. The virtual training experience can be broadcast to a classroom where other claims adjusters can watch their fellow trainees perform live. The VR sessions also can be recorded and accessed by employees for review.

The next section of the chapter discusses training technologies, how they are used, and their potential advantages and disadvantages.

Computer-Based Training, Online Learning, Web-Based Training, and E-Learning

Computer-based training (CBT), online learning, e-learning, and web-based training refer to instruction and delivery of training by computer through the Internet or the web.11 All of these training methods can enhance instruction by integrating text; interaction using simulations and games; video; collaboration using blogs, wikis, and social networks; and hyperlinks to additional resources. E-learning can include both synchronous and asynchronous elements. It is usually considered different from a virtual classroom in which the instructor rather than the trainee has control of the pace, content, and timing of learning.

Online learning, e-learning, and web-based training all include delivery of instruction using the Internet or web. The training program can be accessed using a password through the public Internet or the company’s private intranet. There are many potential features that can be included in online learning to help trainees learn and transfer training to their jobs. For example, online programs that use video may make it an interactive experience for trainees. That is, trainees watch the video and then use the keyboard or touch the screen to answer questions, provide responses to how they would act in certain situations, or identify the steps they page 333would take to solve a problem. Interactive video is especially valuable for helping trainees learn technical or interpersonal skills. Online learning can also include opportunities to collaborate with other learners through discussion boards, wikis, and blogs. We discuss more of the potential features and advantages of online learning next.

A recent survey provides some insights into how companies are using e-learning.12 The most common element used in e-learning is non-interactive video. In fact, e-learning, which lacks branching, personalized, and adaptive elements and provides the same experience to every learner who completes it, was used at 87 percent of organizations. Mandatory and compliance training is the most used and most effective content area for e-learning. This is because these types of training have to be completed on a cyclical basis. For example, once or twice each year, employees are asked to complete the training at their discretion before an assigned date, and quizzes can be used to show that employees have learned the key points. Technical content (including processes and procedures) was the second most used and most effective content area for e-learning. The primary factors influencing companies use of e-learning include the need to better serve geographically dispersed learners, the lack of employees’ time for instructor-led training, and its ease of use to meet compliance requirements. The primary barriers to effective e-learning include difficulty holding employees, managers, and leaders accountable for completing it and training staff lacking the knowledge and skills to design effective e-learning content.

Potential Features of Online Learning

In online learning, it is possible to enable learners to interact with the training content and other learners and to decide how they want to learn.13 Figure 8.2 shows the possible features that can be built into online learning. These features include content, collaboration and sharing, links to resources, learner control, delivery, and administration. It is important to note that not all of these features are incorporated into online learning methods. One reason is that certain methods make it difficult to incorporate some of these features. For example, as you will see later in the chapter, distance learning that involves webconferencing may limit the amount of collaboration that takes place between trainees and the instructor. Also, in distance learning, trainees do not have control over the content, practice, and speed of learning. Another reason why a feature may not be incorporated is that the designers may have chosen not to include it. Although e-learning can include all the features to facilitate learning that are shown in Figure 8.2, it may fall short of its potential because, for example, program developers do not include opportunities for trainees to collaborate. As Figure 8.2 shows, not only can online learning provide the trainee with content, but the ability to control what they learn, the speed at which they progress through the program, how much they practice, and even when they learn. In addition, online learning can allow learners to collaborate or interact with other trainees and experts and can provide links to other learning resources such as reference materials, company websites, and other training programs. Through a link with AI, it also can give learners recommendations of what they should learn or might be interested in learning, Text, video, graphics, and sound can be used to present course content. Also, simulations can be included in e-learning modules to engage learners.

Technology Gives Learners Control

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The next section of the chapter discusses training technologies, how they are used, and their potential advantages and disadvantages.

Computer-Based Training, Online Learning, Web-Based Training, and E-Learning

Potential Features of Online Learning

web conferencing may limit the amount of collaboration that takes place between trainees and the instructor. Also, in distance learning, trainees do not have control over the content, practice, and speed of learning. Another reason why a feature may not be incorporated is that the designers may have chosen not to include it. Although e-learning can include all the features to facilitate learning that are shown in Figure 8.2, it may fall short of its potential because, for example, program developers do not include opportunities for trainees to collaborate. As Figure 8.2 shows, not only can online learning provide the trainee with content, but the ability to control what they learn, the speed at which they progress through the program, how much they practice, and even when they learn. In addition, online learning can allow learners to collaborate or interact with other trainees and experts and can provide links to other learning resources such as reference materials, company websites, and other training programs. Through a link with AI, it also can give learners recommendations of what they should learn or might be interested in learning, Text, video, graphics, and sound can be used to present course content. Also, simulations can be included in e-learning modules to engage learners.

E-learning allows faster and more efficient delivery of training and reduces geographic and time constraints for employees’ learning. Consider the advantages of e-learning for Apple Federal Credit Union and Total Quality Logistics.17 Apple Federal Credit Union wanted to improve customer satisfaction and encourage its members to promote the organization. To help achieve this goal, the talent development team wanted to improve employees’ retention rates of knowledge they acquired in two instructor-led courses: a problem-resolution course and a course focusing on effective communication and behavior styles. Apple Federal Credit Union recognized that without reinforcing what employees learned they often forget or lapse back to old behaviors within three weeks after completing the courses. The talent development team designed e-learning refresher modules to help employees retain and apply critical concepts. The 5–15 minute e-learning modules include animated videos, a maze game, knowledge checks, and quizzes taken during the last module of each course. Results show that over 98 percent of employees who have completed the e-learning modules have retained the knowledge emphasized in the courses. The company also saved thousands of dollars in offering the refreshers using e-learning rather than instructor-led training. After transitioning some of its training from live, instructor-led training to an online curriculum, Total Quality Logistics, a transportation and warehousing company, has realized instructional and process efficiencies that have saved nearly $4 million. In addition, the use of online learning has provided the company with the opportunity to provide more learning opportunities to a larger number of employees.

E-learning is also easy to update, thanks to user-friendly authoring tools such as Adobe Captivate. Changes can be made on the server that stores the e-learning program and employees worldwide can access the updated program. The administrative features of e-learning make training management a more efficient, paperless process. For example, CCH developed Shared Learning, an online administration module that allows companies to monitor employees’ completion of e-learning. It tracks how many times employees complete the same class and how much time employees spend per class, and it bookmarks the point at which trainees leave an online class so they can enter the program at the place they left it when they resume training.18

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Effectiveness of Online Learning

Is e-learning effective for all types of learning outcomes and trainees? Both research and company experiences suggest that e-learning is effective for a wide range of outcomes, including knowledge, skills, and behaviors.19 Table 8.4 shows some of the research results regarding the effectiveness of online learning compared to other training methods. Online learning may be most effective for training that emphasizes cognitive outcomes, such as declarative and procedural knowledge (recall the discussion of learning outcomes in Chapter Four, “Learning and Transfer of Training,” and Chapter Six, “Training Evaluation”).

Jiffy Lube offers 13 e-learning courses as part of its management certification program. These courses could be taught using face-to-face instruction, but Jiffy Lube believes that the content is easily communicated and understood in an interactive e-learning course.20 However, learners at Jiffy Lube also encounter other topics that benefit from discussion, collaboration, role play, and problem solving, such as change management, performance management, and building a team, so they are trained using a combination of online learning and face-to-face instruction.

Online learning may facilitate greater social interaction between trainees than face-to-face learning methods because other trainees are equally accessible or more accessible than the instructor and there are more methods available that allow learners to interact, such as e-mail, blogs, wikis, and chat rooms.21 Also, trainees may be more motivated to participate because they avoid feelings of inadequacy and low self-confidence, which can hinder participation in face-to-face learning. Delaware North Companies (DNC), a hospitality and food services company based in Buffalo, New York, provides hospitality and food services to national parks, stadiums, and airports. DNC delivers self-paced interactive training via the web, followed by virtual classes.22 At DNC, soft skills, such as managing a team, effective communication techniques, delegation, empowerment, and conflict resolution, have been identified as best for online training. Functional and technical skills have been found to be best suited for on-the-job training (OJT).

In considering whether to move some or all training online, there are several things you should consider.23 First, you should determine whether online training relates to business goals or employees’ learning needs. Online training can save costs without compromising quality and provide access to learning for employees page 337who have difficulties attending face-to-face training because of their schedules or locations. Moving training online likely will result in development costs related to designing or purchasing training and providing access. It is also important to consider if employees will be resistant to using online training because of personal preferences or lack of familiarity with training technology. If online training is developed, employees need to know why it is being used, how they can use it to meet their learning needs, how to find courses, and how to gain the most benefit from the courses offered.

Online learning may be valuable, but it may be insufficient for teaching complex analytical, conceptual, and interpersonal skills.24 This may be because online learning lacks communication richness; some online learners may be reluctant to interact with other learners; and, although online learning increases accessibility to training, employees with busy work schedules have a greater opportunity to more easily delay, fail to complete, or poorly perform learning activities. Later in the chapter, we discuss how online learning can be combined with face-to-face instruction, known as blended learning, to take advantage of the strengths of both methods. Learning can be enhanced by combining face-to-face instruction and e-learning because learners are more engaged; the use of video, graphics, sound, and text is combined with active learning experiences such as cases, role playing, and simulations. Also, blended learning provides opportunities for learners to practice, ask questions, and interact with other learners and peers both face-to-face and online.

Developing Effective Online Learning

Table 8.5 provides tips for developing effective online learning.25 The training design or ADDIE model discussed in Chapter One, “Introduction to Employee Training and Development,” should still be used in designing e-learning. However, the emphasis at each stage should be slightly different.26 Needs assessment, creating a positive online learning experience, learner control, and providing time and space for online learning are four central issues that need to be addressed for effective online learning, including web-based training.