DEVELOPMENT PHASE OF SYSTEMATIC TRAINING : NEW TECHNOLOGY LENDS ASSISTANCE Power Rangers KMS 1034 HUMAN RESOURCE DEVELOPMENT Dobbs, R. L. (2006). Development phase of systematic training: New Technology Lends Assistance. Advances in Developing Human Resources, 8(4), 500–513. https://doi.org/10.1177/1523422306293001
GHINAYATUL FITRIAH BINTI ZAKARIA (83738) MOHAMMAD WAQIUDDIN BIN YAHYA (84584) NABILA AISYAH BINTI MOHD JIMMY (82761) NURSYAHMINA RAHWANI BINTI SUNDLI (82876) ROZALYA RANDI ANAK MARK RANDI (85574) TEAM MEMBERS
Main Points Understanding of Article Main Purpose Theories C O N T E N T S
MAIN PPUURRPPOOSSEEOOFF AARRTTIICCLLEE Rita L. Dobbs' paper "Development Phase of Systematic Training: New Technology Lends Assistance" examines the relevance of new technology in supporting this phase of systematic training. In this essay, the primary argument will be addressed, emphasising the ways in which modern technology enhances the efficacy and efficiency of structured instruction. Dobbs' article's major goal is to highlight the crucial part modern technology plays in improving the development stage of systematic training. Organisations may optimise the training process and improve learning results by utilising cuttingedge technology tools and platforms. The article discusses how numerous technology developments have transformed training and development, making it more dynamic, interactive, and suited to the requirements of specific learners.
One of the main advantages of incorporating new technology into the design stage of systematic training is the capacity to increase learner interaction and engagement. The essay focuses on how gamification, virtual reality, and augmented reality have changed conventional training techniques into engaging and immersive experiences. The learning process is made more interesting and memorable by the learners' direct participation in simulated settings. 1.Increased Interactivity and Engagement 2 .Personalization and adaptive learning Modern technology makes it possible to tailor training materials to the various demands of trainees. In his paper, Dobbs describes how adaptive learning platforms and clever algorithms assess students' development, pinpoint knowledge gaps, and then give tailored information in response. By concentrating on each student's unique strengths and limitations, this personalised method improves learning efficiency and ensures maximum skill growth. 3.Enhanced Accessibility and Flexibility The complexities of accessibility and flexibility are addressed by the methodical integration of new technologies. Learners may access course materials at any time and from any location thanks to online learning platforms, mobile apps, and cloud-based solutions. Dobbs emphasises how technology offers ease and flexibility by facilitating remote learning, self-paced courses, and group learning possibilities. This accessibility enables businesses to reach a larger audience and serve students from various places and schedules. 4.Data-Driven Decision Making: The essay stresses the significance of data-driven decision making during the systematic training's development stage. Organisations may collect data on learners' progress, engagement, and knowledge retention in real-time by using analytics tools and learning management systems (LMS) that are technology-enabled. With the use of this data, training programmes can be improved and made more effective while also ensuring that their aims are in line with those of the organisation. The paper by Rita L. Dobbs emphasises how modern technology has fundamentally altered the systematic training development process. Organisations may design flexible, personalised training experiences that maximise learning results by utilising cutting-edge techniques. Organisations that want to maintain their competitiveness and guarantee ongoing skill development in a workforce that is always changing must embrace new technologies.
The selection of the most appropriate instructional information management or deliver vehicle is important because it is a vital part when conducting training sessions both for the trainees and the supervisors involved. When selecting technologies for training development, it is beneficial to choose those that are interactive, focus on problem-solving, address real-world issues, and inspire learners to be internally motivated. When choosing a training method, it's crucial to select the right way to present the material. Most technological applications for training have focused on delivery. These applications have been developed within traditional training models. Technological alternatives have mainly aimed to improve training effectiveness and efficiency rather than organizational effectiveness and efficiency. When developing courses, it's important to keep in mind that : By considering these factors, course developers can make informed decisions. 1.0 ISSUESRELATEDTO USINGTECHNOLOGY There are many options available, such as audio, computer-based training, and video. However, it's important to consider the learner's needs and how they will interact with the technology. By prioritizing the learners' needs, course developers can make the most of new technologies. MAIN POINTS OF THE ARTICLE
MAIN POINTS OF THE ARTICLE 2.0DEVELOPING SYSTEMATICTRAINING PROGRAMS When creating a systematic training program, there are several planned steps that need to be taken, such as creating a course prototype, developing an instruction plan, producing instructional materials, validating the program, and conducting field testing. It' s crucial to develop highquality materials that enable learners to acquire the necessary job competencies. Adequate resources are required to ensure the timely development of quality materials. The creation of instructional media products is affected by various factors, such as the people involved and development time. These factors should be taken into account and incorporated into the overall financial matters and advantages of the training program.
3.0 Effective Materials and Program Development The instructional materials should align when implementing so that the goals of training activity will be achieved. A learner-centred approach, building on prior knowledge and facilitating continuous learning is absolutely needed. The design of the materials should help learners acquire the knowledge and skills outlined in the objectives by providing appropriate support and guidance. Furthermore, the training materials should utilise vocabulary that is suitable for the targeted audience, be appropriately paced, and be presented in a manner that is easy for learners to understand. It is crucial for course developers to familiarise themselves with new technologies to make informed decisions about selecting the most suitable technology for training development. This understanding of available technologies will contribute to the creation of high-quality learning experiences. MAIN POINTS OF THE ARTICLE
4.0 SELECTING TECHNOLOGIES FOR DEVELOPMENT Software platforms enables the creation, storage, management, and also allows usage of learning materials. Furthermore, LMSs are commonly utilised in corporate settings as they handle administrative functions and serve as a centralised repository for training materials. Software platforms : LMS lcms cms Learning Management System Learning Content Management System Content Management System MAIN POINTS OF THE ARTICLE
Organizations are realizing the significance of fostering continuous learning that is closely linked to employees ' work responsibilities. As a result, some companies are creating electronic performance support systems. These systems aim to create and promote continuous learning opportunities, ensuring that individuals can access the necessary knowledge and support to excel in their daily work. Due to the vast amount of information available on the internet, people who are looking for job-specific knowledge to improve their daily work may struggle to find appropriate resources. Knowledge encompasses the combined understanding of both employees and the organization as a whole. Different types of knowledge necessitate distinct approaches to effectively manage them. A well-designed knowledge management system, which is interactive and supports individuals in their job tasks, allows them to rely on it while working. The resulting experiences and insights contribute to the growth of the system and the collective knowledge of the organization. 55..00 KKnnoowwlleeddggee MMaannaaggeemmeenntt MAIN POINTS OF THE ARTICLE
Organizations must adopt formal and informal methods to capture and disseminate knowledge effectively. This can be achieved through the following approaches, as suggested: • Recognizing internal experts and making their expertise known to employees, enabling them to easily reach out for information. • Creating shared databases to facilitate the exchange of knowledge within the organization. • Documenting best practices and work processes, ensuring that valuable insights are captured and made accessible to others. • Leveraging current technology to enable the community of learners (employees) to share information seamlessly. • Establishing diverse forums that encourage and facilitate knowledge sharing among employees. 6.0 BESTPRACTICESIN E-LEARNINGTRAINING MAIN POINTS OF THE ARTICLE
As this article is mainly focused about the training program and the technology, this article can be related a lot with the Connectivism theory. Connectivism theory is a theory that emphasizes the importance of social and technological networks in the learning process. The article mentioned that the development team must take the learner-technology interface into account when choosing the presentation method and distribution strategy. Technology must be viewed as just another educational tool to achieve learning goals. This is because, during the training program, the ages of employees that attend the training program might vary. Hence, the trainers must know that older trainers might be lacking and struggling a lot with the technology used during the program. For example, the trainers can use a simple slide presentation while conducting the program. If the trainer fails to apply this during the training, the Technology-based training programmes will continue to fall short of delivering effective results. Cognitive theory can be also related with technology and training program. This theory is needed for the trainer when it comes to designing a training programme. They need to think a suitable learning styles and what kind of technology could be use. At the same time, trainers who employ the cognitivism learning theory concentrate on enhancing thought processes rather than performing physical tasks. These educators consider it their duty to aid students in learning new things. This tactic can be used by small business owners to motivate staff members. You can encourage well-being and workplace productivity by holding competitions, games, and activities that test an employee's retention, concentration, quickness, adaptability, and creative thinking. COGNITIVE THEORY THEORIES According to the article Development Phase of Systematic Training: New Technology Lends Assistance, there are a few theories found or mentioned in the article. CONNECTIVISM THEORY
Evaluate Develop In this article, it can be seen that behavioural theory is also applied in training program development. A behaviouristic approach concentrates on assisting students in attaining specified learning outcomes. A trainer will analyse the trainees’observable and measurable behaviour from an educational and lead them to improve and maximise their potential. For example, with the help of software platform such as LMS (Learning Management System) that is mentioned in the article, LMS helps the trainer to collect the data for the trainees’ progression. Not only that, LMS also helps to develop, deliver and track training for employees. Through LMS, the trainees can connect with their trainer in order to improve their learning. In short, it can be seen that without realise, the behaviourist theory is applied when developing or designing for e-learning . BEHAVIORAL THEORY AADDDDIIEE MMOODDEELL The ADDIE model is the standard technique used by instructional designers and training developers. Analysis, design, development, implementation, and evaluation are the five processes that comprise a dynamic and adaptive framework for designing successful training and performance support systems. Analysis During the analysis phase, the instructional problem is stated, instructional goals and objectives are developed, and the educational setting and learners' current understanding and skills are determined. Design Impelement The design phase addresses learning objectives, assessment methods, activities, content, topic analysis, lesson preparation, and media selection. It should be systematic and focused asit is a logical, orderly method of identifying, developing, and assessing a set of planned approaches targeted at attaining the project's goals. Specific means that each component of the instructional design strategy must be executed with great care. During the development phase, the developers generate and compile the content assets created during the design phase. Technology is created and/or integrated by programmers. Testers are responsible for debugging techniques. In response to any feedback received, the project is reviewed and modified. A training method for facilitators and learners is developed during the implementation phase. The facilitators' training should encompass the course curriculum, learning outcomes, delivery methods, and testing procedures. Instruction on new tools either software or hardware and enrollment by students are part of learner preparation. This is also the stage at which the project manager ensures that all books, hands-on equipment, tools, CD-ROMs, and software are present and that the learning application or Web site is operating. The assessment step is divided into two parts which are formative and summative. Each level of the ADDIE process includes formative evaluation. Summative assessment consists of exams created for domain-specific criterion-related referenced items, as well as chances for user response. THEORIES
UNDERSTANDING OF TOPIC IN THE CONTEXT OF HUMAN RESOURCES (HR) DEVELOPMENT, THE TOPIC "DEVELOPMENT PHASE OF SYSTEMATIC TRAINING: TECHNOLOGIES FOR TRAINING IN HR DEVELOPMENT" FOCUSES PRIMARILY ON THE INCORPORATION OF TECHNOLOGY. IN ORDER TO IMPROVE TRAINING PROGRAMMES IN HR DEPARTMENTS AND PROVIDE EMPLOYEES WITH MORE EFFECTIVE AND EFFICIENT LEARNING OPPORTUNITIES, THIS TOPIC EXAMINES THE MANY TECHNOLOGIES AND DIGITAL TOOLS THAT ARE EMPLOYED IN THIS AREA. ACTIVITIES AIMING AT ENHANCING EMPLOYEES' KNOWLEDGE, SKILLS, AND COMPETENCIES INSIDE AN ORGANIZATION ARE INCLUDED IN HR DEVELOPMENT. THE DESIGN AND DELIVERY OF TRAINING PROGRAMMES THAT ARE IN LINE WITH THE ORGANIZATIONAL STRATEGIC GOALS AND CATER TO SKILL GAPS OR DEVELOPMENT REQUIREMENTS ARE THE MAIN OBJECTIVES OF THE DEVELOPMENT PHASE OF SYSTEMATIC TRAINING IN HR.
LMS PL A T FORMS A CT A S T H E MA I N NOD E S FOR OR G A N I Z I N G , C A RRYI N G OU T , A N D MON I TORI N G TR A I N I N G I N I T I A T I V E S . T H EY I N CL U D E C A P A BI L I T I E S L IKE COU RS E D E V E LOPME N T , CON T E N T MA N A G E ME N T , E V A L U A T ION S , A N D REPORT I N G , WH IC H MA KE I T S IMPL ER FOR H R EXEC U T I V E S TO PL A N A N D MA N A G E TR A I N I N G I N I T I A T I V E S WH I L E G I V I N G S T A F F ME MBERS A N I N T U I T I V E I N T ERF A CE TO A CCE S S TR A I N I N G MA T ERI A L S . T H E S E PL A T FORMS PROV I D E E MPLOYE E S WI T H A D A PT A BL E A N D CON V E N I E N T L E A R N I N G A L T ER N A T I V E S . T H E S E ON L I N E L E A R N I N G E N V IRONME N T S FREQU E N T LY H A V E MU L T IME D I A CO MPON E N T S , I N T ER A CT I V E MOD U L E S , A N D T E S T S T H A T L E T U S ERS I N T ER A CT WI T H T H E MA T ERI A L A T T H E IR OWN P A CE A N D CON V E N I E N CE . ON L I N E TR A I N I N G I S T H E BE S T OPT ION FOR B U S I N E S S E S WI T H G EOG R A P H IC A L LY D I S TRIB U T E D S T A F F S I N CE I T RE MOV E S G EOG R A P H IC A L RE S TRICT ION S A N D A L LOWS RE MOT E L E A R N I N G . V IRT U A L RE A L I TY ( V R) A N D A U GME N T E D RE A L I TY ( A R) T EC H NOLOG I E S H A V E BECO ME MORE POP U L A R I N H R TR A I N I N G , E SPECI A L LY FOR IMMERS I V E S IMU L A T ION S , ON - T H E - JOB TR A I N I N G , A N D T H E D E V E LOPME N T OF SOF T SKI L L S . WH I L E A R PROJ ECT S D I G I T A L D A T A I N TO T H E A CT U A L WORL D TO IMPROV E L E A R N I N G A N D ME MORY REC A L L , V R E N A BL E S WORKERS TO EXPERI E N CE RE A L I S T IC SCE N A RIOS A N D HON E SKI L L S I N A S EC U RE V IRT U A L E N V IRONME N T . E - L E A R N I N G A N D O N L I N E T R A I N I N G V I R T U A L R E A L I T Y ( V R ) A N D A U G M E N T E D R E A L I T Y ( A R ) T H E U S E O F T E C H N O L O G Y I N H R T R A I N I N G H A S S U B S T A N T I A L L Y A D V A N C E D I N R E C E N T Y E A R S , P R O V I D I N G M A N Y A D V A N T A G E S A N D O P P O R T U N I T I E S F O R B O T H S T U D E N T S A N D H R P R O F E S S I O N A L S . I N T H E C R E A T I O N S T A G E O F S Y S T E M A T I C T R A I N I N G F O R H R D E V E L O P M E N T , S O M E O F T H E I M P O R T A N T T E C H N O L O G I E S U S E D I N C L U D E : L E A R N I N G M A N A G E M E N T S Y S T E M S ( L M S )
G AMI F IC A T ION S TR A T E G I E S A RE U S E D TO BOOS T TR A I N E E MOT I V A T ION A N D E N G A G E ME N T . H R EXEC U T I V E S MA Y I N CRE A S E E MPLOYE E E N G A G E ME N T A N D PRO MOT E H E A L T H Y CO MPE T I T I V E N E S S BY I N TROD U CI N G G AME F E A T U RE S L IKE POI N T S , B A D G E S , L E A D ERBOA R D S , A N D I N CE N T I V E S I N TO TR A I N I N G . D U E TO T H E WI D E SPRE A D U S E OF S MA RTP HON E S A N D T A BL E T S , MOBI L E L E A R N I N G H A S G ROWN I N POP U L A RI TY AMON G H R PROF E S S ION A L S . E MPLOYE E S MA Y A CCE S S TR A I N I N G MA T ERI A L S ON T H E IR MOBI L E D E V ICE S T H A N KS TO MOBI L E A PPL IC A T ION S A N D RE SPON S I V E L E A R N I N G PL A T FORMS , WH IC H OF F ER F L EXIBI L I TY A N D OPT ION S FOR ON - T H E - GO L E A R N I N G . H R EXEC U T I V E S MA Y L E A R N MORE A BOU T E MPLOYE E PERFORMA N CE , E N G A G E ME N T , A N D TR A I N I N G E F F IC A CY BY U S I N G D A T A A N A LYT ICS T EC H NOLOG I E S . BY I D E N T I FYI N G I N D I V I D U A L L E A R N I N G REQU IRE ME N T S , PERSON A L I Z I N G TR A I N I N G MA T ERI A L S , A N D MON I TORI N G PROG RE S S , T H I S D A T A - D RI V E N S TR A T E G Y E N A BL E S H R D EP A RTME N T S TO CON S T A N T LY E N H A N CE A N D HON E T H E IR TR A I N I N G I N I T I A T I V E S . G A M I F I C A T I O N M O B I L E L E A R N I N G D A T A A N A L Y T I C S A N D P E R S O N A L I Z A T I O N
THERE ARE SEVERAL BENEFITS TO INCORPORATING THESE TECHNOLOGIES THROUGHOUT THE SYSTEMATIC TRAINING PHASE OF HR DEVELOPMENT. IT PROMOTES LEARNING RETENTION AND PROVIDES PERSONALIZED LEARNING EXPERIENCES WHILE INCREASING INTEREST, ACCESSIBILITY, AND FLEXIBILITY IN TRAINING. ADDITIONALLY, HR PROFESSIONALS HAVE ACCESS TO USEFUL DATA AND ANALYTICS THROUGH TECHNOLOGY-DRIVEN TRAINING EFFORTS, WHICH THEY CAN USE TO ASSESS TRAINING EFFICACY, SPOT PATTERNS, AND MAKE DEFENSIBLE CHOICES TO ENHANCE TRAINING PROGRAMMES. THE TOPIC "DEVELOPMENT PHASE OF SYSTEMATIC TRAINING: TECHNOLOGIES FOR TRAINING IN HR DEVELOPMENT" ANALYZES THE USE OF NUMEROUS TECHNOLOGIES IN THE DEVELOPMENT PHASE OF HR TRAINING, IN AGGREGATE. THESE TECHNOLOGIES GIVE HR MANAGERS THE RESOURCES THEY NEED TO DEVELOP AND DELIVER EFFICIENT TRAINING PROGRAMMES, IMPROVE EMPLOYEE LEARNING OPPORTUNITIES, AND COORDINATE TRAINING ACTIVITIES WITH BUSINESS OBJECTIVES. CCOONNCCLLUUSSIIOONN
"With technology, wecan achieve the unimaginable. " -Anonymous