Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
8-1
CHAPTER 8
TECHNOLOGY-BASED TRAINING METHODS
This chapter covers topics such as Twitter and Facebook and focuses on some of the newest
technology-based methods that are being used for training and development. First, the chapter
describes how new technologies are influencing training delivery, support, and administration. E-
learning, online learning, distance learning, virtual reality, virtual worlds such as Second Life,
collaboration tools such as blogs and wikis, and mobile learning using social media smart phones
and tablet computers such as i-Pads are examples of some of the methods discussed. Blended
learning is also covered. The chapter shows how each method is used and help you understand
the potential strengths and weaknesses of each method, as well as important research results.
Many companies are moving toward a blended learning approach to take advantage of the
strengths of both face-to-face and technology-aided instruction. The final section of the chapter
gives a useful table that lists each of the technologies and assesses them on various criteria,
including learning outcomes, learning environment, transfer of training, costs, and effectiveness.
This gives the reader knowledge that can be applied in terms of choosing the appropriate training
method for the given situation.
Objectives
1. Explain how new technologies are influencing training.
2. Evaluate a Web-based training site.
3. Explain how learning and transfer of training are enhanced by using new training
technologies.
4. Explain the strengths and limitations of e-learning, mobile technology training methods (such
as iPads), and simulations.
5. Explain the different types of social media and the conditions conducive to their use for
training.
6. Describe to a manager the various types of distance learning.
7. Recommend what should be included in an electronic performance support system.
8. Compare and contrast the strengths and weaknesses of traditional training methods versus
those of technology based training methods.
9. Identify and explain the benefits of learning management systems.
I. Introduction
A. Technology is having a major impact on the delivery of training programs.
B. Needs assessment, design, transfer, and evaluation (training design) are critical
components of the effective use of training technology.
C. Although technologies such as social media, tablet computers, and virtual reality provide
exciting capabilities and possibilities, it is critical that companies use training
technologies that support both business and learner needs.
Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
8-2
II. Technology’s Influence on Training and Learning
New technologies impact the delivery of training, the administration of training, and training
support. Technology is making it possible for:
A. employees to gain complete control over when and where they receive training.
B. employees to access knowledge and expert systems as needed.
C. use of avatars, virtual reality, and simulations enable the learning environment resemble
the work environment.
D. employees to select the type of media from which they want to learn.
E. the administration of training to be conducted electronically.
F. close monitoring of employee accomplishment during training.
G. traditional training methods to be delivered to trainees instead of using a central training
location.
Technology and Collaboration
Digital collaboration refers to the use of technology to enhance and extend employees’
abilities to work together regardless of their geographic proximity. Digital collaboration can
be either synchronous or asynchronous.
A. Synchronous communication refers to trainers, experts, and learners interacting with each
other live and in real time in the same way they would in face-to-face classroom
instruction.
B. 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.
Technology and Learning Environment
A. Traditionally, the learning environment included only the instructor or trainer and the
learners. The trainer was responsible for delivering content, answering questions, and
testing learning. Trainees played a passive role in learning. Communication on course
content was one-way: from the instructor to the learner. Experts and resource materials
were separate from the learning environment.
B. Technology has allowed learning to become a more dynamic process. Learning occurs
primarily through:
1. communicating with other learners.
2. using blogs, wikis, or other types of social media training.
3. working on virtual team projects.
4. participating in games.
5. listening.
6. exchanging ideas.
7. interacting with experts.
8. discovering ideas and applications using hyperlinks that take the learner to other Web
sites.
9. experts and resource materials.
C. Technology has enabled training to be delivered to different geographical locations, to
accompany trainees wherever they are at work or at home (mobile technology), and to be
completed online using a personal computer.
Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
8-3
D. Web-based training and e-learning support virtual reality, animation, interactions,
communications among trainees, and real-time audio and video.
E. In the blended learning environment, shown at the bottom of Figure 8.2, 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 2.0 technologies, including
social networking, so-called blogs, wikis, and Twitter.
III. Computer-Based Training, Online Learning, Web-Based Training, E-Learning
Computer-based training (CBT) refers to instruction and delivery of training by computer
through the Internet or the web.
A. All of these 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. In some types of CBT training, content
is provided stand-alone using software or DVDs with no connection to the Internet.
B. Employees can control what sections of the training program they view; they can skip
around and can review material as needed. Immediate feedback is built into the system
and the material is accessible at all times.
C. The development of the program and the equipment needed are expensive, but the cost
should be offset by savings in the long run.
Online Learning: The Internet, Web-Based Training, E-Learning, and Learning Portals
E-learning, online learning, and web-based training refer to the instruction and delivery of
training by computer online through the Internet or the Web.
A. The features that can be built into online learning include content, collaboration and
sharing, links to resources, learner control, delivery, and administration.
B. The possible features that can be built into online learning give it potential advantage
over other training methods. E-learning initiatives are designed to contribute to a
company’s strategic business objectives. E-learning supports company initiatives such as
expanding the number of customers, initiating new ways to carry out business such as e-
business (providing products and services through the internet), and speeding the
development of new products or services. E-learning may involve a larger audience than
traditional training programs that focus on employees. E-learning may involve partners,
suppliers, vendors, and potential customers.
C. Factors limiting the use of E-Learning include:
1. Insufficient for teaching complex analytical, conceptual, and interpersonal skills
2. Lack of communication richness
3. Some online learners may be reluctant to interact with other learners
Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
8-4
IV. Developing Effective Online Learning
Needs assessment, creating a positive online learning experience, learner control, and
providing time and space for online learning are three central issues that need to be addressed
for effective online learning, including web-based training.
Needs Assessment
A. The needs assessment process for web-based training or any other type of online learning
should include a technology assessment and an assessment of the skills that users need
for online training.
B. Needs assessment also includes getting management to support online learning.
C. This should include a technical analysis focused on identifying minimum computing
requirements (bandwidth, memory, hard drive space, software, processing speed).
D. Bandwidth refers to the number of bytes and bits (information) that can travel between
computers per second.
E. Plug-ins refer to additional software that needs to be loaded on the computer to listen to
sound, watch video, or perform other functions.
Creative a Positive Online Learning Experience
A. Rapid prototyping refers to an iterative process in which initial design ideas are proposed
and provided in rough form in an online working prototype that is reviewed and refined
by design team members.
B. Repurposing refers to directly translating an instructor-led face-to-face training program
to an online format. Online learning that involves merely repurposing an ineffective
training program will still result in ineffective training.
C. The best e-learning uses the advantages of the Internet in combination with the principles
of a good learning environment. Effective online learning takes advantage of the web’s
dynamic nature and ability to use many positive learning features including linking to
other training sites and content through the use of hyperlinks, providing learner control,
and allowing the trainee to collaborate with other learners.
D. Materials in online learning need to be organized in small, meaningful modules of
information to avoid any confusion to the learner. The modules should be connected in a
way that encourages the learner to be actively involved in learning.
Learner Control
One of the web’s major potential advantages is that it gives learners control, which is the
ability for trainees to actively learn though self-pacing, exercises, exploring links to other
material, and conversations with other trainees and experts. Research provides several
recommendations for maximizing the benefits of learner control:
A. Training programs should not allow trainees to control the amount of feedback they
receive.
B. The program should offer practice on each topic repeatedly.
C. The program should provide practice to trainees using different examples to help transfer
of training content to commonly encountered and unexpected situations.
D. Trainees should be allowed to control the sequence in which they receive instruction but
not be able to skip practice.
Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
8-5
E. Prompting self-regulation improves performance in online training.
Providing Time and Space for Online Learning
A. Companies need to ensure that:
1. employees are given time and space for e-learning to occur.
2. employees understand why they should attend e-learning and the benefits they will
receive.
3. accurate communications about the content and types of learning activities in e-
learning courses are provided to employees.
B. Managers need to give employees time in their schedules, and employees need to
schedule “training time” to complete training and avoid interruptions that can interfere
with learning.
C. Using formative evaluation of prototypes of web training can be helpful in identifying the
appropriate length and time of modules. End users should be involved in a formative
evaluation.
Technology for Collaboration and Linking
A. Hyperlinks are links that allow a trainee to access other web sites that include printed
materials as well as communications links to experts, trainers, and other learners.
B. Collaboration can involve an exchange among two or more trainees or among the trainer
or other experts.
C. Effective online learning connects trainees and facilitates interaction and sharing. Online
learning also should provide a link between the trainees and the “instructor”. Trainees
need to be provided incentives to complete online learning.
V. Social Media: Wikis, Blogs, Microblogs, and Social Networks
A. Social media are online and mobile technology used to create interactive communications
allowing the creation and exchange of user-generated content. Social media can be useful
for:
1. providing links to resources such as webinars, videos, and articles related to new
learning content.
2. helping determine future training needs and issues by using tagging capabilities.
3. reinforcing and sustaining learning.
4. being used as a coaching and mentoring tool.
5. linking learners before, during, and after a formal training event.
6. engaging Generation X and millennial employees.
7. providing content before a face-to-face learning event.
B. A blog refers to a webpage where an author posts entries and readers often can comment.
There are many different types of blogs, including personal blogs written by one person,
company blogs used for marketing and branding purposes, topic blogs focusing on a
specific topic area, and blogs based on media (video blogs) and devices (mobile device
blog).
C. A wiki refers to a website that allows many users to create, edit, and update content and
share knowledge.
Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
8-6
D. A microblog or microsharing refers to software tools such as Twitter that enable
communications in short bursts of text, links, and multimedia either through stand-alone
applications or through online communities or social networks.
E. Shared media refers to audio or video such as YouTube that can be accessed and shared
with others.
VI. Blended Learning
A. Blended learning combines online learning, face-to-face instruction, and other methods
for distributing learning content and instruction.
B. Blended learning courses provide learners with the positive features of both face-to-face
instruction and technology-based delivery and instructional methods while minimizing
the negative features of each.
C. In comparison to other methods, blended learning:
1. provides increased learner control.
2. allows for self-directedness.
3. requires learners to take more responsibility for their learning—all factors.
4. provides more face-to-face social interaction.
5. ensures that the instruction is presented in a dedicated learning environment.
6. has provided more motivation for trainees to learn and for teaching declarative
knowledge or information about ideas or topics.
VII. Simulations and Games
A. Avatars are computer depictions of humans that are used as imaginary coaches,
coworkers, and customers in simulations. Typically, trainees can see the avatar, which
appears throughout the training course.
B. Advantages of simulations:
1. Eliminates the need to travel to a central training location
2. Meaningful and get trainees involved in learning
3. Emotionally engaging, increasing employees’ willingness to practice, encourages
retention, and improves their skills
4. Provide a consistent message of what needs to be learned
5. Can safely put employees in situations that would be dangerous in the real world.
6. Have been found to result in such positive outcomes as shorter training times and
increased return on investment
C. Disadvantages of simulations:
1. Limited use due to their development costs
2. Trainees may not be comfortable in learning situations that have no human contact
Virtual Reality
Virtual Reality is computer-based technology that provides trainees with a three-dimensional
learning experience, moving through and interacting with a simulated environment.
A. Multiple senses of the trainee are stimulated to create the sensation of presence, or the
perception of actually being in a particular environment. Presence is influenced by the
Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
8-7
amount of sensory stimulation, control over the sensors in the environment, and the
trainees’ ability to alter the artificial environment.
B. Advantages of virtual reality:
1. It allows the trainee to practice dangerous tasks without putting oneself or others in
danger.
2. The use of such a realistic environment in training may make more memory available
for learning.
C. Obstacles include the reliance on good equipment for the appropriate level of presence.
Poor presence (e.g., poor tactile feedback and long time lags between sensing and
responding to trainees’ actions) can be annoying and can even make the trainee feel ill,
e.g., vomiting, dizziness, and headaches (“simulator sickness”) due to the distortion of
senses.
Virtual Worlds
Virtual World (i.e. Second Life) is a computer-based, simulated online virtual world that
includes a three-dimensional representation of the real world and a place to host learning
programs or experiences.
A. In Second Life, trainees use an avatar to interact with each other in classrooms,
“webinars” (Web-based seminars), simulations, or role-play exercises.
B. Advantages of virtual world:
1. It allows the trainee to practice dangerous tasks without putting one or others in
danger and at the same time sees the real-life consequences of their actions and
decisions.
2. It also provides a place to meet with trainers, managers, or other employees who can
serve as teachers.
3. Virtual worlds also can be useful for teaching interpersonal skills, conducting
teamwork exercises and group problem solving.
4. It motivates learners by making learning fun and interactive.
5. It is an especially effective way for employees who are not in the same location or
country to have access to training.
C. Disadvantages of virtual world:
1. Lack of ease of use for first-time users; the potential risk of a difficult keyboard and
mouse interface, which can demotivate learners.
2. The high investment of time and money required for the programming content.
3. The novelty of experiences in a three-dimensional virtual world such as Second Life
and the appearance of the avatars may help trainees recall the experience, but they
may also interfere with retention and transfer of the training content to the job.
VIII. Mobile Technology and Learning
A. Mobile technology allows learning to occur anywhere at anytime. Mobile technology
consists of:
1. wireless transmission systems such as Wi-Fi and Bluetooth that allow transmission of
data without the need for physical connections between devices or between a device
and an Internet connection.
Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
8-8
2. mobile devices such as PDAs, smartphones, tablet computers, iPods, iPads, global
positioning system (GPS) devices, and radio frequency identification chips (RFIDs).
3. software applications related to processing audio files, word processing, spreadsheets,
Internet, e-mail, and instant messaging.
B. Mobile learning refers to training delivered using a mobile device such as a smartphone,
netbook, notebook computer, or iPad.
C. Mobile learning can involve both formal (e-learning courses, podcasts, or videos on the
mobile device) and informal learning (engaging in communication and messaging with
other employees or experts via Twitter, blogs, or Facebook).
D. The advantages of mobile learning:
1. It is an easy way to get up-to-date information to employees.
2. It can be useful for enhancing transfer of training through providing follow-up.
3. It brings training to employees who constantly traveling, out of the office visiting
customers or clients, or don’t have the time to attend a face-to-face course or program
(such as salespeople or executives).
4. Learners can complete training on their own time and pace.
5. Mobile devices can also provide RSS feeds, shared media (such as YouTube), and
podcasts, which are audio or video program content distributed in episodes using
software such as RSS.
E. Some companies are using PDAs as their primary method for delivering training or as a
follow-up to training programs delivered face-to-face or online.
F. Many companies are considering using tablets such as the iPad for training because of
their ease of use, colorful, easy-to-read display, ability to connect to the web, and
availability of powerful apps, which are applications designed specifically for
smartphones and tablet computers.
G. For mobile learning to be effective, it needs to be short, easy to use, and meaningful.
IX. Intelligent Tutoring Systems
A. Intelligent Tutoring Systems (ITSs) are instructional programs that use artificial
intelligence.
B. There are 3 types ITS environments:
1. Tutoring is a structured approach to increasing trainee understanding of a content
domain.
2. Coaching provides trainees with the flexibility to practice skills in an artificial
environment.
3. Empowering is enabling the student to freely explore the content of the training
program.
C. The five components of ITS:
1. Domain expert: providing information about how to perform a task
2. Trainee model: providing information about trainee’s knowledge
3. User interface: trainee interacts with the system
4. Training session manager: interpreting trainees’ actions, reporting the results and
providing coaching
5. Trainee scenario generator: determining difficulty and order in which problems are
presented to trainee
Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
8-9
D. ITS is unique from other new training technologies because:
1. ITS can match instruction to individual student needs.
2. ITS can communicate with and respond to learners.
3. ITS can model the trainee’s learning process.
4. ITS can decide, based on the trainee’s previous performance, what information to
provide him/her.
5. ITS can make decisions about the trainee’s level of understanding.
6. ITS can complete a self-assessment resulting in a modification of its teaching process.
X. Distance Learning
A. Distance learning is used by geographically dispersed companies to provide information
about new products, policies, or procedures, as well as deliver skills training and expert
lectures to field locations.
B. Distance learning allows two-way communication between geographically dispersed
people through two types of technology:
1. Teleconferencing refers to synchronous exchange of audio, video and/or text between
two or more individuals or groups at two or more locations. Trainees attend training
programs in training facilities in which they can communicate with trainers (who are
at another location) and other trainees using the telephone or personal computer.
2. The other type involves individualized, personal-computer-based training with
trainees participating wherever they have access to a computer. This may utilize
multimedia methods such as web-based training.
C. A virtual classroom refers to using a computer and the Internet to distribute instructor-led
training to geographically dispersed employees.
D. The potential advantages of the virtual classroom include its cost savings and
convenience: geographically dispersed employees can be brought together for training for
several hours each week, and content experts can be brought into the classroom as
needed. However, the training delivered using a virtual classroom is not the same as the
training delivered face to face by an instructor.
E. Guidelines for developing effective training in the virtual classroom:
1. Design short modules and follow up with an assignment that applies the learning to
the job.
2. Make learning interactive and interesting, such as modeling the program after a
phone-in radio show.
3. Include media such as video and audio.
4. Limit classroom size to no more than twenty-five learners.
5. Offer learners multiple ways of interacting with each other and the instructor,
including webinars, e-mail, discussion rooms, message boards, and blogs.
F. Interactive Distance Learning (IDL) refers to the latest generation of distance learning,
which uses satellite technology to broadcast programs to different locations and allows
trainees to respond to questions posed during the training program using a keypad. IDL
allows employees in different locations, who lack computers or online access, to see
behaviors and how to get things done rather than just read or hear about them.
G. Webcasting, or web conferencing, involves classroom instructions that are provided
online through live broadcasts.
Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or
part.
8-10
H. Advantages of distance learning include that the company saves on travel costs because
all trainees don’t have to be in one location to receive quality training.
I. Disadvantages include the relatively low level of interaction between the trainer and
trainees and among trainees at different locations.
XI. Technologies for Training Support
A. Training support refers to new technologies providing information and decision rules to
employees as needed (i.e., job aids) and providing the training content to individuals who
may not have attended the training and supporting materials to both trainees and
nontrainees.
B. Training support technologies are most needed when:
1. performance of a task is infrequent.
2. the task is time-consuming, difficult and information-intensive.
3. the consequences of error are severe.
4. effective performance relies on information and procedures that frequently change.
5. employee turnover is high.
6. there is little time and few resources available for training.
7. employees are expected to take responsibility for learning and performing tasks.
Expert Systems
A. Expert systems refer to technology (i.e., software) that organizes and applies knowledge
of experts to specific problems; they support training, and can also be used as a main
delivery method. They have three elements:
1. A knowledge base that includes facts, figures, and rules about the specific subject.
2. A decision-making capability that, like an expert’s reasoning ability, draws
conclusions from those facts and figures to solve problems and answer questions.
3. A user interface that gathers and gives information to the individual using the system.
B. Expert systems can provide high quality instruction at relatively low costs; they allow
many learners to arrive at decisions that reflect experts’ knowledge; and they can
minimize the errors related to fatigue and decision biases.
Electronic Performance Support Systems (EPSSs)
Electronic performance support systems (EPSS) is an electronic infrastructure that captures,
stores, and distributes individual and corporate knowledge assets throughout an
organization to enable individuals to achieve required levels of performance in the fastest
possible time and with a minimum of support from other people. EPSS can be used in the
delivery of training but can also be used in place of training.
XII. Learning Management Systems (LMSs): Systems for Training Delivery, Support, and
Administration
A. A learning management system (LMS) is a technology platform that can be used to
automate the administration, development, and delivery of all of a company’s training
programs.
Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or
part.
8-11
B. LMSs can provide employees, managers, and trainers with the ability to manage, deliver,
and track learning activities.
C. Reasons LMSs are becoming more popular:
1. Reduction in travel and other costs related to training.
2. Reduction in time for program completion.
3. Increase in employees’ accessibility to training across the business.
4. Provision of administrative capabilities to track program completion and course
enrollments.
Why Develop an LMS?
A. Tracking the learning activity in a business is important for human capital management.
Human capital management integrates training with all aspects of the human resource
function to determine how training dollars are spent and how training expenses translate
into business dollars for the company.
B. Reasons that companies adopt an LMS are:
1. to centralize management of learning activities.
2. to track regulatory compliance.
3. to measure training usage.
4. to measure employee performance.
C. Thirty-eight percent of companies report integrating an LMS with human resource
information systems. LMSs are also important for companies to be able to track the
number of employees who have completed courses that they need to meet state, federal,
or professional regulations (compliance training).
D. An LMS can help companies understand the strengths and weaknesses of their
employees, including where talent gaps exist. It can be linked to other human resource
systems to identify learning opportunities for employees to strengthen their performance
weaknesses.
Developing an LMS
A. First, senior management needs to be convinced that an LMS will benefit employees,
improve business functions, and contribute to overall business strategies and goals.
B. Second, a company that wants to develop an LMS must have an e-learning culture that
supports online learning and encourages employee participation.
C. Third, the online learning environment needs to be under the control of the learner.
D. To maximize its effectiveness, an LMS should be integrated with talent management
systems. The interfaces between the systems will provide basic employee information
such as business unit, geographic location, and job title. Information about which courses
employees have completed should also be stored in the LMS.
XIII. Choosing New Technology Training Methods
A. Technology-based training methods require considerable investment in development.
B. However, although development costs are high, costs for administering the program are
low.
C. Advantages of these methods include:
1. cost savings due to training being accessible to employees at their home or office
Chapter 08 – Technology-Based Training Methods
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or
part.
8-12
2. reduced number of trainers needed
3. reduced costs associated with employees traveling to a central training location
D. New technology training methods should be used under the following conditions:
1. There are adequate budget and resources to develop and use new technology.
2. Trainees are geographically dispersed and travel costs to a single training site would
be high.
3. Trainees are comfortable using new technology, including personal computers and
software, the Web, and CD-ROMs.
4. Use of the new technology is part of the company’s business strategy and it is being
used in other processes in the company.
5. Employees would have a difficult time attending scheduled training programs.
6. Current training methods allow only limited time for practice, feedback, and
assessment.
7. Use of new technology fits into the organizational culture or business strategy.
Chapter Summary
The chapter provides the reader an understanding of the various “new technologies” that have
changed the way we deliver training. It is important to know these state-of-the-art modes of
facilitating learning. These methods provide interactive learning and are experiential in nature.
Advantages and disadvantages are described for each of the new technologies as are its uses. The
chapter also discussed choosing new technology training methods. The chapter concludes with a
table of key terms, discussion questions and application assignments.