ABSTRACT

Organizational training is going through many transformations with the passage of time. This
happens due to changes in computer/network i-e technology. Now a day, the rapid changes in the
communication and information technologies is considered as a success organization factor of
any and it is helpful in achieving competitive advantage and survival in the market. Hence, the
organizations are willingly investing in e training for the employees to quickly adapt the new
technology and to sustain themselves in the economy. This conceptual papers aims to identify a
concept of traditional training and e-training, different methods used in them, their importance,
the development of e-training architecture, the crucial elements in this paradigm shift from
traditional to e-training and at the end proposed a solution for that.

Key Words: E-training, traditional training, Training evolution, Training Methods

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TABLE OF CONTENTS
1.0 Introduction................................................................................................................................4
2.0 Literature Review......................................................................................................................4
2.1 Traditional Training...............................................................................................................4
2.2 E-Training..............................................................................................................................4
2.2.1 Technology Acceptance Model.......................................................................................6
2.2.2 Evolution of E-Training Methods...................................................................................6
3.0 The Design and Development of E-Training System...........................................................8
3.1 E-Training System Framework.........................................................................................8
3.2 E-Training System Architecture.....................................................................................10
4.0 Phases of E-training Design and Implementation..............................................................11
5.0 The Paradigm Shift.............................................................................................................14
6.0 Challenges Inherent in the New Paradigm.........................................................................16
5.0 Blended Learning Model: A Possible Solution..................................................................18
Conclusion.....................................................................................................................................19
References......................................................................................................................................19

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1.0 Introduction
Training has been practiced in the enterprises since ages. Its earliest roots can be drawn from the
middle ages in the form of traineeships (Shane, 2012). In the early 1800’s, these evolved into
vocational schools first (Desimone, Werner, &Harris, 2002). The factories and organizations
further transformed training. Around the First World War, job instructional training (JIT) was
developed (Desimone, Werner, & Harris, 2002). The training became a profession and adopted
by the organization as a norm until the twentieth century. (Shane, 2012; Desimone, Werner, &
Harris, 2002). According to Wilson (1999) “Purpose of training, in the work situation, is to
develop the abilities of the individuals and to satisfy the current and future needs of the
organization” (Manpower Services Commission, 1981, p. 62). Moreover, the objective of
training is to make changes in attitude and comprehension with the goal that people have the
abilities, which are necessary for the completion of tasks assigned to them. Despite the fact that
learning and training are connected, they are not the equivalent (Salas et al., 2012). This paper
aims to analyze the traditional and modern approaches of training and to identify challenges due
to shifts in paradigm. In addition, an attempt is made to propose solution in order to address the
emerging challenges.

2.0 Literature Review

2.1 Traditional Training
Training can be defined as " a planned process to modify attitude, knowledge, skill or behavior
through learning experience to achieve effective performance in an activity or range of
activities” (Manpower Services Commission, 1981, p. 62 in Wilson, 1999, p. 4). According to
Beardwell and Holden (2001) training is a ‘planned process’ that is utilized to change
mentalities, information, abilities and behavior with the help of ‘learning experience’ so as to
accomplish successful completion of a particular tasks. Training is arranged and organized
actions intended to advance the procurement of learning (i.e., need to know), aptitudes (i.e., need
to do), and frames of mind (Salas et al., 2012).

Some training is not able to provide and deliver any type of learning, and a lot of learning
happens outside of training process. Learning is an ideal result of training—a procedure of

iii
obtaining new information and practices because of training, study, or experience. Learning
results generally in perpetual changes (Kraiger et al., 1993).

Successful training happens when trainees are deliberately given solid chances to learn
information and abilities through guidance, practice, and timely feedback regarding their
performance (Salas & Cannon-Bowers, 2001).

Numerous dimensions inside an organization have an impact and are influenced via training.
Organizations needs workers who are both prepared to fulfill the current job duties and are ready
to learn and acclimate to evolving demands (Salas et al., 2012). Organizations always want to
achieve a competitive advantage and be efficient. Well-structured training can empower
employees to be beneficial and better performers and subsequently deserving of higher pay.
Seeing how best to utilize training enables an organization to build up a gifted and focused
workforce pool, giving an alternative option of discovering the talent with less cost (Salas et al.,
2012).

Previously training models just explained and designed the process related to recognizing
training needs, structuring training, and providing training (Goldstein, 1986). However, currently
numerous variables are taken in consideration that may affect the training effectiveness. For
example the research on “vertical transfer processes” (Kozlowski et al., 2000), “transfer of
training” (Baldwin & Ford, 1988; Grossman & Salas, 2011), “training motivation” (Colquitt et
al., 2000), “performance measurement” (Cannon et al., 1997), “individual differences” (Noe &
Schmitt, 1986), and “learner control strategies” (Ford et al., 1998) have helped in achieving
greater understanding related to effective and efficient training of employees and teams (Salas et
al., 2012).

According to Salas & Cannon (2001) a four things are done in training strategy. Firstly, it
provides trainees the information related to different things which they are going to learn.
Second, it shows the ideal conduct, insight, and frames of mind expected from trainees. Third, it
develops chance for employee to practice the KSAs which they will learn in the training. Fourth,
it offers input to the trainees on their performance. Training programs which are being developed
for the purpose of developing different skills and abilities should include all of the four
components of training strategy. In most of the organizations all the four components are not
followed and information sharing regarding training and feedback to trainees are considered

iv
optional (Patel, 2010); this is the problem (Salas et al., 2012). From the research conducted so far
it has been proved that that learning happens through the feedback and practice. For example,
Smith-Jentsch et al. (1996) stated that training related to assertiveness that shared information
and used the technique of demonstration without feedback and practice did not deliver any
impacts in a group task. When trainees effectively practiced assertive communication and were
given feedback regarding their skills, they exhibited altogether more noteworthy group execution
related assertiveness (Smith-Jentsch et al.,1996)

To meet the present and future challenges of companies, training plays a very important role in
different learning activities, extending from training of the person for present duties to
information sharing to improve and increase the organization’s horizon and services related to
customers (Milhem et al.,2014).

It is important to select the sort of training model that is most suitable for the work. Models of
training endeavors to decide the suitable training process as in accordance to nature of work
which is carried out by the trainee and furthermore it takes the responsibility of the process of
training, the skills and abilities which are need to be inculcated in trainees and developing the
spirit of team work among the members of the team which is being trained (Milhem et al., 2014).
The suitability of trainees with regard to process of training is and their input in training is vital
for the effectiveness of the training (Milhem et al.,2014). Action theory plays an important role
in regulating the trainee’s behaviors and accomplishing the objectives of training (Milhem et
al.,2014). The Human Capital Theory says that the most important resource of an organization is
Human capital; it can be made more productive through different trainings. There are abundant
examples which show that training of employees lead to better performance of an organization
(Milhem et al.,2014).

There are two types of trainings; on-the-job and off-the job. On the job training is conducted and
carried out at the workplace and it is usually conducted for the purpose of teaching skills and
duties determined beforehand. Off-the job training is not conducted at workplace. In it the
trainees get the chance to practices the skills and abilities as proper training arrangement is done
(Milhem et al.,2014).

There are three types of training delivery methods. One of them is Team Training. In this model
the trainees are required to perform different problems in group with the help of feedback and

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observations (Rasmussen, 1982; Forbush & Morgan, 2004). Different team training strategies are
developed which includes “cross-training”, “coordination training” (Prince & Salas, 1993), “self-
correction” (Smith et al., 1998), and “distributed team training” (Dwyer et al., 1999).

Second method team training is Mentoring. Training can be conveyed through mentors. Mentors
have (KSAs) in critical thinking, correspondence, characterizing goals and planning (Hartenian,
2003). Third kind of team training is Simulation; this is a famous method for giving training and
is ordinarily utilized by organizations, instructive foundations, and military (Jacobs & Dempsey
1993). Fourth method of team training is Seminars in which trainers unite trainees in little
groups, which focus on a particular theme, with trainees being required to participate (Webster's
word reference, 1992). Seminars help staff to turn out to be progressively acquainted with their
activity capacities and effectively engage with them. Field Trips and Tours are fifth kind of team
training. These offer staff the chance to encounter circumstances from the away from work
environment and to acquire information which is more practical and related to job function
(Kaushik, 1996). It can be helpful for improving motivation level and skills. They can assist
workers with getting an increasingly evident understanding of occupation necessities (Kaushik,
1996).

Through review of literature of training the significance of creating training program in parallel
with strategy of organization to accomplish the goal of training program has been assessed.
Theories of training may assist in adopting the correct methodology of training. It is critical to
pick the correct method for training delivery, aligned with nature of work and goals of
organization, it is essential to take in consideration that organizations which are successfully
operating typically invest more in the training of employees than different organizations
(Kraiger, 2003).

2.2 E-Training
E-training is defined as “a process of distance training through the use of the Internet or Intranet,
providing the individual the necessary knowledge on various selected subjects or chosen
specialty, in order to raise the scientific level or to achieve rehabilitation, using the computer,
sound, video, multimedia, e-books, email, chat and discussion groups”.

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Training is considered as an important part of most businesses. Particularly, the industries facing
high risk and complex situations require cost-reducing training programs to reduce the risks in
training, cost & improving performance. Traditionally, the most commonly training methods
used include multimedia films, the use of technical manuals (TM) and training programs that are
implemented practically. These operations had a few drawbacks. For example, technical manuals
and multimedia films could not be used through different angles. Hence, these training methods
were difficult to understand and trainees cannot rely on them. They moved according to their
imaginations. Practical training ends up with high training cost, risk and different problems
despite of the fact that it involves hands-on training. The operation processes of the machinery
and internal structure are complex to concentrate with practical training.

As reducing cost is the main concern of organization, so most companies start to thinking of
shifting their learning to online as a best way to train employees inside the organization, making
an ease for employees by making it available anytime. (Stroth, 2002). It would be very beneficial
for organizations in term of reducing the direct cost of instructors and printed materials and
indirect cost of travelling. Attracted by more advantages of on-line training, companies start to
look the ways to shift their training online, and to manage the new capabilities and skills in a
better way. Under this approach, both the trainee and trainer were looking for most of the content
that can be transformed into some kind of on-line training, basically it turns into self-study
programmed which is based on the trainer in the form of computers and trainee. It replaces the
face-to-face interaction of both trainee and trainer. The one main advantage of the e-training is
that it results into the effective learning outcome. The purpose of e-training is not only to reduce
the cost of instructor instead of this, it demands engagement from employees and that competes
with the multi-tasking demands that succeed in workplace (Al-malika, 2015).This training
demands isolation from the employees because while giving training suppose on multimedia
interference can be expected. Moving from traditional training to e-training, employee requires
deep understanding because he moves from the well aware processes and operation to totally
new and unexplored learning.

Globally to achieve the goals and objectives of the organization, the intellectual workforce has
been considered as an important part. Being an important element, this leads an organization to
invest in their workforce and properly trained. With the advent of technology, training has

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evolved over the years. To align the workforce with the technological age, there is a need to train
them according to technology. With the fastest development of communication and technology,
e-training has gained very importance in the organizational settings. According to Ramayah
(2012), in most organizations e-training has changed into innovative way of learning because of
the fastest growing interest in the electronic training. It can be successful because of its
flexibility in access, timely content and cost effectiveness. In developed countries, significant
roles are played by the electronic training as a means of knowledge acquisition of the employees
and skill training in many organizations (Lorenzetti, 2005). E-training trend are also followed by
the developing countries. However, in spite of many advantages, the e-training adoption has
become a challenge in developing countries due to many factors such as the resources, nature
and the ease to use technology (Heeks, 2003). According to Dada (2006), some employees attend
training only because of the monetary benefits not for their learning and grooming.

In recent years, the lives of many societies have been affected by use of the Web, especially in
training. This has resulted in the rise of e-training because the limitations of traditional training
do not support the competitive place of organizations in the light of the challenges faced locally
and globally (Jad Al Rab, 2009). Literature has shown that human trainee is considered as a very
crucial element of production and achieving the objectives. It also adds to the effectiveness of
organization by raising efficiency and skills of employees to meet the challenging objectives of
organization and gain the skills to deal with any difficult situation. (Al-Turki, 2010).

2.2.1 Technology Acceptance Model

Davis (1989) developed the Technology acceptance model (TAM) that comes from the reason
action theory. The purpose of the TAM is to find out what would lead an individual to accept or
reject the use of technology. TAM has found to be the most persuasive model to examine the
acceptance of technology (Fonchamnyo, 2013). According to findings of different studies, TAM
can be applicable in various ways (Liu et al., 2009; Park, 2009; Venkatesh and Davis, 2000).
Technology acceptance model is related to e-training in the way that when organizations move
from traditional training to e-training, whether employees are comfortable with using technology
or not (Fonchamnyo, 2013). Sometimes employees do not accept the electronic training so they
preferred to have traditional way of training so ease of use of technology is important elements in
the adaption of technology (Hashim, 2008; Purnomo and Lee, 2013).

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2.2.2 Evolution of E-Training Methods
With the passage of time, number of training methods has changed. In the start, the organization
used to practice traditional way of training i.e. through demonstration and lectures. It was
considered the most reliable source of training. It was simply the transfer of information from
trainer to trainee (Blanchard & Thacker, 2009). Then with the advancement of technology
organizations shift towards the e-training and get the best outcomes from this.

Computer based training

Computer based training evolve during the time of World War 2 for the use of military. Now a
day, almost every private and Government organization practice it. It is strongly link with the e-
learning because through e-training, the employees are able to learn that is considered as e-
learning. (Blanchard & Thacker, 2009).

Programmed Instruction
This method was introduced in 1950s. This is the teaching machine which requires the correct
answer from each employee. If they are not able to give right answers then the machine explain
the right answer (Magliaro, Lockee & Burton, 2005).

Intelligent Computer Assisted Instruction

This method was introduced in 1960s which is a very personalized system and it is based on the
trainee response. Employee can learn best out of it through their responses (Blanchard &
Thacker, 2009).

Simulations and Virtual Reality

It was established in the mid of 1980s. This training method is helpful in the way that employees
are put into the real life situation similar to their situation on the job and they learn to respond
through it.

Intranets
Intranet gets popular in the md 1990’s. It is a kind of portal in the organization on which
employees can share their knowledge and they can communicate (McGovern, 2003).

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Webinar
Webinar appeared in the late 1990s. It is a form of video conferencing on which employee can
communicate face-to-face online and they can see presentation, videos, slides (Coleman &
Young, 2004).

Smartphone
The term “smartphone” came into existence in the start of 2000s. Employee training can be done
by using smartphone through the use of video sharing, emails that provides a link to training and
deadline timers can be given (Cheng, 2011).

Wiki
Wikis were developed in early 2000s. An employee training can be given through wikis in the
way that employee can come to the site and make any kind of changes to document located at
that website.

3.0 The Design and Development of E-Training System

Academia has developed two frameworks to follow in order to design or establish a successful e-
training system in the organization i.e. system framework and system architecture. System
framework visualized the whole concept of the system that includes the stakeholders, and the
technology used. System architecture provides the conceptual design of the structure of the
system.

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 3.1 E-Training System Framework

(Source: Suraya, Azizan, & Yusof, 2008)

Users of E-Training:
From the above framework, it is evident that two users are the responsible of E-training program
i.e. learners and the instructor .The key performance index (KPI) will be the pushing factor for
both of them to participate in the program. The learner will be the academic staff or employees
of that particular organization themselves while, the instructor is someone who has extensive and
quality knowledge in the subject matter. By participating in e-training program, it shows they
have the willingness to improve themselves, and thus the reason to increase or accomplish their
KPI. On
the

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contrary, the instructor who participates with the e training system shows the willingness to share
their knowledge and skills, which add value to the intellectual capital and knowledge
management repository.

Access medium:
Several access mediums have been determined in order to emphasize the open and flexible
concept in this e-training system, at the workplace or home or at any public places since this e-
training system is developed in web-based environment, the common devices would be the
computer and laptop. Another interesting way is through heterogeneous mobile clients such as
personal digital assistant (PDA) and mobile phones. This mobility feature is to ensure the
flexibility to meet the “staffs’ needs and their busy schedules”. “The course to be developed will
incorporate the pedagogical aspects when delivering learning material such as catering for
beginners to the course topic (i.e. basic concepts of BSC); catering for intermediate or advanced
users and in providing assistance to the users using the e-training system”.

Communication:
Learners can communicate with instructor via multiple sources like e-mail, phone and online
forums.

Learning organization:
“In the early stage of development, the system will be developed to offer two courseware;
namely the BSC courseware and the Technopreneurship courseware”. Further, to deal with
knowledge shared emerge KM components will be applied in the structure such as knowledge
transfer, knowledge sharing, knowledge archiving and knowledge creation to manage users’
learning process. Eventually, the learning organization will be introduced and evolve over time.

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 3.2 E-Training System Architecture

(Suraya et al.,
2008)
Front-End Layer
This layer acts as the “interface” between the users and the system. Users has no concern over do
ongoing data transfer within the system. Consist of four modules offered in this system and they
are ‘User Profile Module’, ‘Training Module’, ‘Forums’ and ‘Contact Instructor’.

User Profile Module Consists of user details and user training history. This module displays
the overview details of the staff’s utilization of the system. Here users
are able to identify quickly their last interaction or activity within the
system and resume right away.
Training Module Is the primary module as it is the central part of the system? Users
performed their training in this module.

Forum module Provides the user with one of the means to contact the instructor or

xiii
 other users. Discussions on the training held within the system are
conducted through this module.

Contact Instructor Hold the necessary information for the user to contact the instructor
through phone, email or forums.

Middle Layer
It serves as the communication layer between the both layers i.e. Front-end layer and the back-
end layer. Communicating codes between the front-end layer and the databases in the back-end
layer is SQL is used. Scripts to be executed by the application server and web server ASP.Net is
a server-side scripting. All these tools are can reduce the cost of developing this e-training
system.

Back-End Layer
This layer is transparent for the user. Both servers, application and web would frequently access
the database to gain and store information as the user uses the system. Between these layers,
firewalls are placed.

4.0 Phases of E-training Design and Implementation

“These phases are designed by estimating future needs for trainees to work on meeting them,
defining general and special training objectives and clarities, and putting appropriate measures
for improving the performance of trainees (Ben & Atia, 2016)

Under the analysis of real training needs

of trainees, using methodological
approaches and systems analysis, as
well as it must be taken into account the xiv
link of content with the objectives to be
achieved. It must be scientifically valid,
applicable and sufficient to give a clear
PHASE Preparation of e-
1 training content

Through designing training activities

PHASE Design of training of the content according to technical
2 courses activities: requirements and standards of e-
training content design to achieve
interactive self-training.

A site of e-training containing training

PHASE Site design and content is designed as lessons
3 training supported by multimedia.
environment

Selecting the time duration of training;

PHASE E-training - Holding the test of the training
4 organization course end; - Training supervision
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 During this phase, we access to the e-
PHASE E-Training training system to run Internet
5 Implementation Explorer software and write the URL

Training evaluation process is based on a

number of principles and criteria through
which modifications can be made to
develop the training system and draw the
future strategy. Among these principles
and standards: identification and clarity
PHASE E-training of training objectives,
6 Evaluation comprehensiveness and continuity of
evaluation, coherence and consistency of
training systems, integration and quality
of the previous and subsequent training
efforts.

5.0 The Paradigm Shift

Although there are multiple characteristic of traditional learning such as training fully engage the
employee and developed the cognitive skills while promote the learner to utilize the skills

xvi
previously accurate by the employee through experience. It provide stimulus for learning in order
to solve the problem. Among all, provide the learning activities that leads towards the increase of
the cooperation in teams.

xvii
 Shift Point Traditional Paradigm New paradigm

Approach Previously the training was formulated Shift toward the e-learning in
in a Formal manner. Training which which the individual is more focus
were conducted was subject driven and to learn tacit, implicit knowledge
was in the control of the organization either through the formal or
respectively. informal manner as the control lies
in the hand of the individual.
Concept Concept of the training was well defined Team oriented concept emerge
in boundaries in which the focus lies on with time in cohesive manner and
either the individual employee of the the on the base of flat and flexible
company or the tall and demarcated structure of the organization or the
structure of the organization. Sometime virtual organizations providing the
training emphasis on the hierarchy networking opportunity to the
prevailing in the organization. individual.
Place Traditionally the place of training was In new paradigm the building
course bounded with specific event build block JIT Just in time learning
either off site or on site .it depend on the process or virtual learning, simple
organization need and the finance rule of any time, any place and on
constraint. But the major focus on the demand. When the individual need
course bounders. the training or want to learn it
facilities with best customization.
Frequency The frequency of the training was off on Continuous learning process due to
mean not continues process its intimated the individual focus and as it is not
process back with front end and was a bounded nor design in particular
discontinuous process of learning. course or specific event so it solely
depend on the employee to learn
that make it a continuous process
of learning.
Level Learning in the traditional training was e-learning provide the option to
based on the individual level that learn either on the base of the
happens very rarely but most of the time individual just for the purpose of
it focuses on the job level predominates. increasing the self-learning or
maybe for the job then it will be
team based oriented learning and in
few cases there are option in which
whole organization learn.
Goal In traditional training goal behind Is to The goal achieve through the e-
increase the individual comp tenancy learning is in the form of the
and enhance its capacity to perform the building the capacity to perform
work while in the most of the cases it led the work and build the acumen to
towards the acquisition of the new skill solve the problem and issues.
required by the organization, Beside acquisition of new skills
and increase the employability of
the employee. xviii

Role Technology or any electronic equipment Just in delivery model role in

has little or either no role in the training which the services is provided at
It is suggested on the other hand that the interactive e learning should be encouraged. While
there should be room for repetition and particles. Customization options such as selection of
presentation style by the employee etc.it should be integrated with the demand and relevant with
the practical. However, challenges exist related to sharing of knowledge its accuracy and
appropriateness.

6.0 Challenges Inherent in the New Paradigm

The shift from traditional methods of training to a new concept of continuous e learning has
made it easier for firms to provide employees with as much information as they can. The ease
and convenience of knowledge transfer because of technological advancements have resulted in
rise of challenges on part of both employer and employees. In recent years, many organizations
are incorporating online systems of knowledge sharing and course delivery through various
portals and online knowledge management tools (NSDL, 2004; Merlot, 2005). The libraries of
public content and online repositories have become enormous due to many data storage options
provided by cloud computing and advent of big data. This shift, on one hand, made the systems
efficient and helped a lot in sharing the knowledge through multiple channels rather than
traditional way of sharing knowledge and skills by the expert trainers only (Ramayah, 2012;
Fonchamnyo, 2013).

The presence of technological support systems and abundance of information at disposal of

employees have created a fast-paced environment where availability of right information at right
has become a challenge. Besides, availability of enormous content and huge databases of
excellent information does not ensure learning.

These newly emerging concerns require a deep understanding of learning theories, motivation of
employees to learn, incorporating learning technology into the education systems so that it is
installed in a way, which ensures employees to make a proper use of the facilities (Al-malika,
2015). The fundamental proposition is that, to move forward and make best use of assistance
provided by technological advancement ease of use and availability of relevant content is crucial
element for an organization to embark on the journey of becoming a learning organization
(Purnomo and Lee, 2013).

Challenge 1: Creating a balance between relevancy and limitlessness

xix
The view that content rich work environment and plenty of knowledge bases is more useful for
ensuring learning, creativity and innovativeness is beyond question. According to Akins &
Metcalf (2012), the learning will improve within organization when availability of large volume
of information bases is guaranteed. Unless learning content accessibility is ensured its benefits in
improving innovativeness and learning capacity of workforce cannot be determine. Nevertheless,
mere availability is not sufficient. In an ideal scenario, effective learning is ensured when the
content of learning is customized as per the needs of specific category of employees, which
makes it a challenge for knowledge managers and learning and development professionals to
ensure relevancy in the information shared through online system and e learning platforms
(Kersh, N., 2015).

Challenge 2: Additional search limiting ease of use

The next issue that emerges after providing plenty of relevant information is that it requires
learners to spend more of their time on searching for the relevant information. According to
International Data Corporation’s director, Feldman (2004), employees spend almost 50% of their
in knowledge search which has created a productivity paradox. This means despite having all the
information available productivity has declined due to the issues emerging from the excess of
available information.

Although, previous challenge of providing custom based training have been addressed by e-
training and learning methods however, there is a long way to make proper and efficient use of
all the resources organizations have due to technology advancements.

There is a need to address the issues related to process of accessing learning content by
considering the context of learner and adopt the model of efficient searching capacity with
artificial intelligence such as model developed by Google and Amazon for the purpose of
browsing (Google, 2015). This approach would enable creation of an integrated system of
learning and training, improving the capacity to learn and apply more time on application of
learning rather than seeking information.

5.0 Blended Learning Model: A Possible Solution

The e learning and training paradigm is in the process of evolution. The first phase, focused on
providing classroom training through online technology tools and ensuring distant learning.

xx
Another emerging concept that seems most suitable to address the challenges of e learning and e
training is the use of blended learning model.

Blended learning programs include different types of learning tools that include face-to-face
learning, support systems that aid employee’s performance (EPSS), real time solutions,
collaborative portals and software, peers learning methods, online conferences and trainings and
similar activities that provide opportunities to employees for the purpose of improving their
knowledge and skills. The dimensions of blended learning include.

 Mix of online and offline trainings

 Using a blend of collaborative and individual focused learning
 Designing unstructured as well as structured modules for learning
 Enabling application along with performance support and learning opportunities
 Designing personalized or tailored trainings along with using efficient, testing off the
shelf modules

Conclusion
This paper provides a detailed analysis of evolution of training from traditional methods to a
more technology oriented electronic learning and training methods. Whenever any advancements
are made, along with bringing benefits there come some challenges that need to be addressed as
no system can be termed as perfect way of managing work. Although there are enormous
benefits of e learning and trainings in terms of reducing costs, improving efficiency and
availability. However, it also bring some concerns that are identified in his paper and lastly some
suggestions are proposed.

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