The framework to apply the effective WBDL

Published: 2017-12-04 15:55:04
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Figure3: TheframeworktoapplytheeffectiveWBDLtotheorganization’HumanResourceDevelopmentPlan.
Table1highlightshowWBTsuchasWBDLanalyzesthelearningimperativesessentialfortheHumanResource. Thefirstlearningimperativeisthediversificationofthelearningportfolio. TheimperativeassertthatHumanResourceinvariousorganizationsmustmaintainthehighleveloftalentsoastomeetthepresentcompetitivechallenges (Tannenbaum, 2002). Theexpandedlearningalternativesareessentialbecausetraditionalclassroomtrainingcanmeetalloftheorganization’requirements. ThelearningalternativesprovideindividualcustomizationandpersonalizedtrainingsoastoexaminethediverseissuesHumanResourceandorganizationsface. TheWBDListhevaluableflexibleadditiontotheorganization’learningportfoliothatcanofferacustomizedtrainingexperiencesoastomeetthediverselearningrequirementsoftheemployees. Forinstance, theorganizationmayhavethecompleteportfoliooftheWBDLcourses. Theemployeesmaytakeandaccomplishthecoursethatmeetsaparticularlearningrequirement.
Indevelopingthetrainingstrategy, anAmericanRedCross (ARC) realizedemployeeshavevaryinglearningstylesandrequirements. Forinstance, theARChasvariousemployeeswhoareself-drivenlearnersreadytotakeasuitablelearningresourceandmakethemostoftheirlearningfromthemedia. TheAmericanRedCrossadoptedtheWBDLdesigntomeetthestrategiclearningrequirementswhilepermittinglearnerstoparticipateanddetermineintrainingcoursesthataresuitabletotheirrequirements. Theemployeescandownloadcareerassessmentandotherplanningtoolssoastheycanreadandunderstandthelearningandtrainingopportunitiesrequiredtomeettheorganizationalgoals (Rogers & Becker, 2001). AcceleratingthepaceoflearningisanessentialbenefitderivedfromtheWBDL. Thepresentworkenvironmentneedsanacceleratedpaceofworkerlearning. Learningrequirementsoccurquicklyandoften (Tannenbaum, 2002). TheWeb-BasedDistanceLearningapplicationcanbeappliedquicklyandfairly, andoncedeveloped, theapplicationcanreachworkersimmediately. TheflexibilityoftheWBDLcanassistHumanResourcemeettheirlearningrequirementsunderseeminglyimpossibleissues. ProvisionoftheopportunitiestogrowandlearnisanotheressentialstrategyfortheHumanResource. Competitioncreatestherequirementtomaintainandattracttalentfromvariousworkers. Anessentialactionofcreatingcompetitionistomakecertainthatemployeesbelievetheyhavevariousopportunitiestogrowandlearncontinuously (Tannenbaum, 2002). Thepartofofferingtheenvironmentsoastosupportcontinuouslearningandtrainingistomakecertainthatemployeesatalllevelsoftheorganizationcanactivelypursuedevelopmentandtrainingactivities (Noeetal. 1997). TheWBDLcanofferaccesstolearningandtrainingopportunitiesalalltheworkersthatcanaccessthecomputerthatisconnectedtotheInternet. TheHumanResourcecanprovideworkersthatdonotperforminofficeswithsharedterminalstolearnandtrainviatheWebapplications.
Table1: BenefitsofadoptingWBLsuchasWBDLinmeetingtheorganizationallearningrequirements
EffectiveWBT
HumanResourcedesigningtheWBTarerequiredtoconsidertheleanertraitsthatrequirementsindevelopingtheWBTcoursesthatfacilitateandindividualizeratherthanhindertrainingandlearning. ByanalyzingtheHumanResourceapplications, someessentialguidelinesfortheeffectiveWBTdesignmaterialize. HumanResourceissuesintheWBTdevelopmentandimplementationisthefirstguidelinefortheeffectiveWBT. TherapidgrowthofthetechnologysuchastheWBDLindifferentworkplaceshascausedvariouschangesintheworkercommunication. Theimplementationoftheelectroniccommunicationreducesface-to-facecommunication. Also, theimplantationoftheelectroniccommunicationhasreducedtheoverallcommunicationinvariousorganizations. Thelossofthecasualinteractioncandoharmtoanorganizationbecauseinnovativeinformationisoftenasaresultoftheinteraction. Theface-to-facecommunicationisabsentintheWBT. TeoptionofthelearnercontrolisanotheruniqueaspectoftheWBTdesign. Asdiscussedearlier, traditionalclassroomtrainingbarelyofferscontrolfortheinstructor. TheWeblearnerscanmovefreelythroughtrainingandearnandeveninteractwiththeWebsitesoutsideofthelearningcoursethroughtheuseofthehypertext.
CollaborativelearningisanothereffectivenessofWBTfortheHumanResource. TheabsenceofthehumaninteractionintheWBTcreatestheconcernwiththeeffectivenessoflearningandtraining. CollaborativelearningisusefulinbuildingtheHumanResourceknowledgeconcerningthelearningmaterials. LearnercontrolisanothereffectivenessoftheWBT, andthelearnercontrolcanbeobservedfromdifferentperspectives. Thelearnercontrolcanbeobservedthroughthesequenceoftraining, contenttheychoose, andthecoursetheyexploreduringthelearningprocess. WBTcanbeevaluatedthroughHumanResourcesatisfactioninperformingtheirskills.
Recommendations
WBTshouldbetiedtoparticularbusinessobjectivessinceseveralexamplesoftheapplicationsdesignedtosolveparticularissuessuchasadmittanceofremoteemployeepopulations. Also, theHumanResourceshouldconsidertherequirementandtheopportunityforthecollaborativelearningwhendesigningWBT. HumanResourceshouldcautiouslyevaluatethedesignandleveloflearnercontrolwithintheWBT. Lastly, theHumanResourceshouldevaluatetheirWBTefforts, whetherthroughformativeevaluationortraditionalevaluationefforts. TheWBTshouldbeanalyzedtoidentifyifitismeetingthegoalsspecifiedintheplanninglevelsofthetraining.
Conclusion
TheWBThasthecapabilitytohavethesignificantimpactonthefutureoflearning, training, anddevelopmentofskills. However, tomakecertainthatWBTistheworthwhileinvestmentfortheorganization, itisessentialtohavetheimplementationplanthatispurposelytiedtotheorganization’businessapproach. Withcarefulevaluationandplanning, WBThasthecapabilitytosolvevariousHumanResourcechallengesindifferentorganizations. FortheeffectiveuseoftheWBT, HumanResourcemustunderstandhowtomakeuseoftheWBTinthetrainingoftheiremployees.




References
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Kosarzycki, M., Salas, E., Firoe, S. & Burke, C.S. (2002), “EmergingThemesinDistanceLearningResearchandPractice: someFoodforThought”, PresentedattheAnnualConferenceofSocietyforIndustrialandtheOrganizationalPsychology, Toronto.
Tannenbaum, A. (2002), “TheStrategicViewofOrganizationalTrainingandLearning” CreatingorImplementingorManagingtheEffectiveTrainingandtheDevelopment, Jossey-Bass, SanFrancisco, CA, . 10-52.
Rogers, N. & Becker, S. (2001), “FromTrainingEnhancementtoOrganizationalLearning: AMigrationofDistanceLearningatanAmericanRedCross” SustainingDistanceTraining: AnIntegratingLearningTechnologiesintotheFabricoftheEnterprise, Jossey-Bass, SanFrancisco, . 329-47.

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