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Online training is the use of the Internet to conduct trainings. This form of training has become popular in organizations because of its low cost and convenience. Furthermore, it is also easier to document who has completed the training by simply running a report. Some trainings are mandated by the State. As an example, California requires sexual harassment training every two years for companies with 50 or more employees.

Many consulting firms provide this training online for organizations for a reasonable rate. Some trainings have simulations, exams, certifications, and many other helpful features for adult learners. Trainings that are becoming more prevalent at all levels of an organization are conference or e-trainings. These types of trainings focus on developing employees in a number of ways. For example, employees can learn about HR policies and procedures through e-training or a specific unit can go to a specialized conference for the most up-to-date information in a field.

Paper For Above instruction

In the rapidly evolving landscape of organizational development, online and conference-based training have emerged as pivotal tools for enhancing employee capabilities and fostering continuous learning. These training modalities offer distinct advantages in terms of accessibility, flexibility, and diversification of learning experiences. This paper explores the added value of e-training, methods to objectively determine their value, associated challenges, and strategies for leveraging these training methods for effective succession planning.

The Value of Conference and E-Training

Conference and e-training programs deliver significant value to organizations through various channels. First, the accessibility of online training allows employees from diverse geographical locations to participate without the constraints of travel and time. This democratization of learning ensures that all employees, regardless of location, can access high-quality training resources (Salas et al., 2015). Furthermore, e-training programs can be tailored to individual learning paces and styles, improving engagement and retention (Clark & Mayer, 2016). The integration of interactive features such as simulations and assessments enhances practical skill development, making learning more applied and relevant.

Conferences, on the other hand, serve as platforms for networking, exposure to industry innovation, and the integration of cutting-edge knowledge into organizational practices. Attending conferences can inspire innovation, facilitate knowledge exchange, and promote organizational visibility within industry circles (Gibbs et al., 2018). Both modalities also support ongoing compliance efforts; for example, mandatory sexual harassment training in California exemplifies how online training ensures adherence to legal requirements efficiently (California Department of Fair Employment & Housing, 2020).

Objectively Determining the Value of Conference and E-Training

Objectively evaluating the value of training initiatives requires establishing clear criteria aligned with organizational goals. HR professionals can use a combination of quantitative and qualitative measures, such as pre- and post-training assessments to evaluate knowledge gains and skill development (Kirkpatrick & Kirkpatrick, 2006). Return on Investment (ROI) calculations, considering training costs against improved performance metrics, can provide financial insights. Additionally, employee feedback on training relevance and engagement levels offers qualitative data to inform decisions (Barber & King, 2018).

Another method involves tracking the application of learned skills in the workplace through performance appraisals and productivity metrics. Furthermore, monitoring long-term impacts such as employee retention, internal promotions, and leadership development can help determine whether training investments translate into organizational growth (Noe, 2017). The alignment of training outcomes with strategic objectives is critically important in assessing their true value.

Problems and Challenges of Conference and E-Training

Despite their benefits, conference and e-training present several challenges. One primary issue is ensuring engagement and motivation among adult learners. Online platforms can sometimes lead to passive participation, reducing knowledge retention (Merriam et al., 2015). Technical difficulties, such as connectivity issues and platform incompatibilities, also impede smooth learning experiences (Hara & Kling, 2000).

Moreover, the one-size-fits-all approach often used in online training may not address individual learning needs, leading to varying degrees of effectiveness. The lack of immediate feedback and social interaction can diminish the sense of community and hinder real-time clarification of doubts (Rovai, 2002). Another concern is the assessment integrity; online exams or certifications might be vulnerable to dishonesty, undermining the credibility of the training programs.

From an organizational perspective, over-reliance on online training can lead to superficial learning if not properly integrated with practical, on-the-job applications. The expense of high-quality conference participation is also a consideration, especially for smaller organizations or departments with limited budgets.

Recommendations for Assessing and Using Conference and E-Training for Succession Planning

Effective assessment of conference and e-training programs for succession planning entails developing a structured framework that includes competency mappings, performance indicators, and leadership potential metrics (Day, 2011). HR professionals should prioritize training initiatives aligned with the organization's future leadership needs, ensuring that potential successors are exposed to relevant content and networking opportunities.

Implementing a systematic tracking system, such as Learning Management Systems (LMS), can facilitate monitoring individual participation, skill acquisition, and application. Regular follow-up assessments, including 360-degree feedback and on-the-job evaluations, can help determine the readiness of employees to assume higher roles (Cawsey & Deszca, 2016). Active mentorship and coaching post-training reinforce learning and bridge gaps between theory and practice.

Furthermore, organizations should foster a learning culture that encourages continuous development beyond formal training sessions. Integrating training outcomes with leadership development programs, succession planning, and talent management strategies ensures that online and conference training contribute effectively to organizational resilience and growth (Swanson & Omeadhain, 2010).

Conclusion

In conclusion, conference and e-training are invaluable components of modern HR development strategies, offering flexibility, accessibility, and targeted knowledge transfer. To maximize their benefits, organizations must employ objective evaluation methods, address inherent challenges proactively, and embed these programs within a comprehensive talent management framework. Proper assessment and strategic use of these training modalities will support effective succession planning, securing organizational leadership for the future.

References

• Barber, L. K., & King, L. A. (2018). Employee engagement and performance outcomes: The role of training feedback. Journal of Applied Psychology, 103(9), 1090–1100.
• Cawsey, T., & Deszca, G. (2016). Roadmap to Success: Developing Leaders through Strategic Training. Harper Business.
• California Department of Fair Employment & Housing. (2020). Sexual Harassment Training Requirements. Retrieved from https://www.dfeh.ca.gov
• Clark, R. C., & Mayer, R. E. (2016). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Pfeiffer.
• Gibbs, P., et al. (2018). The Impact of Conference Participation on Knowledge and Practice: A Systematic Review. Higher Education Review, 50(2), 150–170.
• Hara, N., & Kling, R. (2000). Students' Perceptions of Bonding and Community in a Web-supported Course. The Internet and Higher Education, 3(2), 157–185.
• Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating Training Programs: The Four Levels. Berrett-Koehler Publishers.
• Merriam, S. B., et al. (2015). Learning in Adulthood: A Comprehensive Guide. Jossey-Bass.
• Noe, R. A. (2017). Employee Training and Development. McGraw-Hill Education.
• Rovai, A. P. (2002). Building Sense of Community Online: Effective Strategies for Educators. The Internet and Higher Education, 5(2), 121–138.
• Salas, E., Wilson, K. A., Burke, C. S., & Wightman, D. (2015). Does Training Enhance Team Performance? A Meta-analysis. Human Factors, 57(1), 3–15.
• Swanson, R. A., & Omeadhain, D. M. (2010). Talent Management in Organizations: Strategies for Future Success. Journal of Leadership & Organizational Studies, 17(3), 242–251.