The framework to apply the effective WBDL Essay Example

The framework to apply the effective WBDL Essay Example The framework to apply the effective WBDL Essay The framework to apply the effective WBDL Essay Figure3:TheframeworktoapplytheeffectiveWBDLtotheorganizationsHumanResourceDevelopmentPlan.Table1highlightshowWBTsuchasWBDLanalyzesthelearningimperativesessentialfortheHumanResource.Thefirstlearningimperativeisthediversificationofthelearningportfolio.TheimperativeassertthatHumanResourceinvariousorganizationsmustmaintainthehighleveloftalentsoastomeetthepresentcompetitivechallenges(Tannenbaum,2002).Theexpandedlearningalternativesareessentialbecausetraditionalclassroomtrainingcanmeetalloftheorganizationsrequirements.ThelearningalternativesprovideindividualcustomizationandpersonalizedtrainingsoastoexaminethediverseissuesHumanResourceandorganizationsface.TheWBDListhevaluableflexibleadditiontotheorganizationslearningportfoliothatcanofferacustomizedtrainingexperiencesoastomeetthediverselearningrequirementsoftheemployees.Forinstance,theorganizationmayhavethecompleteportfoliooftheWBDLcourses.Theemployeesmaytakeandaccomplishthecoursethatmeetsaparticularlearningrequirement.Indevelopingthetrainin gstrategy,anAmericanRedCross(ARC)realizedemployeeshavevaryinglearningstylesandrequirements.Forinstance,theARChasvariousemployeeswhoareself-drivenlearnersreadytotakeasuitablelearningresourceandmakethemostoftheirlearningfromthemedia.TheAmericanRedCrossadoptedtheWBDLdesigntomeetthestrategiclearningrequirementswhilepermittinglearnerstoparticipateanddetermineintrainingcoursesthataresuitabletotheirrequirements.Theemployeescandownloadcareerassessmentandotherplanningtoolssoastheycanreadandunderstandthelearningandtrainingopportunitiesrequiredtomeettheorganizationalgoals(RogersBecker,2001).AcceleratingthepaceoflearningisanessentialbenefitderivedfromtheWBDL.Thepresentworkenvironmentneedsanacceleratedpaceofworkerlearning.Learningrequirementsoccurquicklyandoften(Tannenbaum,2002).TheWeb-BasedDistanceLearningapplicationcanbeappliedquicklyandfairly,andoncedeveloped,theapplicationcanreachworkersimmediately.TheflexibilityoftheWBDLcanassistHumanResourcemeettheirlearningrequirementsunderseeminglyimposs ibleissues.ProvisionoftheopportunitiestogrowandlearnisanotheressentialstrategyfortheHumanResource.Competitioncreatestherequirementtomaintainandattracttalentfromvariousworkers.Anessentialactionofcreatingcompetitionistomakecertainthatemployeesbelievetheyhavevariousopportunitiestogrowandlearncontinuously(Tannenbaum,2002).Thepartofofferingtheenvironmentsoastosupportcontinuouslearningandtrainingistomakecertainthatemployeesatalllevelsoftheorganizationcanactivelypursuedevelopmentandtrainingactivities(Noeetal.1997).TheWBDLcanofferaccesstolearningandtrainingopportunitiesalalltheworkersthatcanaccessthecomputerthatisconnectedtotheInternet.TheHumanResourcecanprovideworkersthatdonotperforminofficeswithsharedterminalstolearnandtrainviatheWebapplications.Table1:BenefitsofadoptingWBLsuchasWBDLinmeetingtheorganizationallearningrequirementsEffectiveWBTHumanResourcedesigningtheWBTarerequiredtoconsidertheleanertraitsthatrequirementsindevelopingtheWBTcoursesthatfacilitateandindividualizeratherthanhinder trainingandlearning.ByanalyzingtheHumanResourceapplications,someessentialguidelinesfortheeffectiveWBTdesignmaterialize.HumanResourceissuesintheWBTdevelopmentandimplementationisthefirstguidelinefortheeffectiveWBT.TherapidgrowthofthetechnologysuchastheWBDLindifferentworkplaceshascausedvariouschangesintheworkercommunication.Theimplementationoftheelectroniccommunicationreducesface-to-facecommunication.Also,theimplantationoftheelectroniccommunicationhasreducedtheoverallcommunicationinvariousorganizations.Thelossofthecasualinteractioncandoharmtoanorganizationbecauseinnovativeinformationisoftenasaresultoftheinteraction.Theface-to-facecommunicationisabsentintheWBT.TeoptionofthelearnercontrolisanotheruniqueaspectoftheWBTdesign.Asdiscussedearlier,traditionalclassroomtrainingbarelyofferscontrolfortheinstructor.TheWeblearnerscanmovefreelythroughtrainingandearnandeveninteractwiththeWebsitesoutsideofthelearningcoursethroughtheuseofthehypertext.CollaborativelearningisanothereffectivenessofWBTforth eHumanResource.TheabsenceofthehumaninteractionintheWBTcreatestheconcernwiththeeffectivenessoflearningandtraining.CollaborativelearningisusefulinbuildingtheHumanResourceknowledgeconcerningthelearningmaterials.LearnercontrolisanothereffectivenessoftheWBT,andthelearnercontrolcanbeobservedfromdifferentperspectives.Thelearnercontrolcanbeobservedthroughthesequenceoftraining,contenttheychoose,andthecoursetheyexploreduringthelearningprocess.WBTcanbeevaluatedthroughHumanResourcesatisfactioninperformingtheirskills.RecommendationsWBTshouldbetiedtoparticularbusinessobjectivessinceseveralexamplesoftheapplicationsdesignedtosolveparticularissuessuchasadmittanceofremoteemployeepopulations.Also,theHumanResourceshouldconsidertherequirementandtheopportunityforthecollaborativelearningwhendesigningWBT.HumanResourceshouldcautiouslyevaluatethedesignandleveloflearnercontrolwithintheWBT.Lastly,theHumanResourceshouldevaluatetheirWBTefforts,whetherthroughformativeevaluationortraditionalevaluationefforts.TheWB Tshouldbeanalyzedtoidentifyifitismeetingthegoalsspecifiedintheplanninglevelsofthetraining.ConclusionTheWBThasthecapabilitytohavethesignificantimpactonthefutureoflearning,training,anddevelopmentofskills.However,tomakecertainthatWBTistheworthwhileinvestmentfortheorganization,itisessentialtohavetheimplementationplanthatispurposelytiedtotheorganizationsbusinessapproach.Withcarefulevaluationandplanning,WBThasthecapabilitytosolvevariousHumanResourcechallengesindifferentorganizations.FortheeffectiveuseoftheWBT,HumanResourcemustunderstandhowtomakeuseoftheWBTinthetrainingoftheiremployees.ReferencesKhan,H. (2001).TheFrameworkfortheWeb-BasedLearning.Web-BasedTraining.EJ;EducationalTechnologyPublications.Ladd,B. (1990), TheEarlyCBTremembered:Howwegotherefromthere,InteractiveTechnologies,pp.8-10.Drucker,P. (2000), Thelongview,TrainingandDevelopment,Volume54No.12,pp.27.Berge,Z.L. (1998), TheConceptualFrameworksintheDistanceTrainingandEducation:DistanceTraining:HowInnovativeOrganizationsAreUsingTe chnologytoMaximizeLearningandMeetBusinessObjectives,Jossey-Bass,SanFrancisco.Galagan,P. (2000), E-learningRevolution:TrainingandDevelopment,Volume54No.12.Kosarzycki,M.,Salas,E.,Firoe,S. Burke,C.S. (2002), EmergingThemesinDistanceLearningResearchandPractice:someFoodforThought,PresentedattheAnnualConferenceofSocietyforIndustrialandtheOrganizationalPsychology,Toronto.Tannenbaum,A. (2002), TheStrategicViewofOrganizationalTrainingandLearningCreatingorImplementingorManagingtheEffectiveTrainingandtheDevelopment,Jossey-Bass,SanFrancisco,CA,p.10-52.Rogers,N. Becker,S. (2001), FromTrainingEnhancementtoOrganizationalLearning:AMigrationofDistanceLearningatanAmericanRedCrossSustainingDistanceTraining:AnIntegratingLearningTechnologiesintotheFabricoftheEnterprise,Jossey-Bass,SanFrancisco,p.329-47.