Civilization has entered the Information Age, where business is knowledge-driven. Industries whose product lines either provide knowledge (e.g., software, information technology, and biotechnology) or process knowledge (e.g., telecommunications, banking, and advertising) place an increasing emphasis on speed, flexibility, technical expertise, and innovation. Consequently, it is imperative to the survival of any business organization to continually upgrade the knowledge base and skill levels of its work force in order to keep up with the ever-changing demands of the global marketplace and advances in technology.
A corporation's future is determined largely by its involvement in the development of its intellectual resources. Enterprises are growing and expanding the education segment of their business activity, realizing that without this input, they will quickly lose their competitive edge in a highly competitive global economy. Not only is continuing education vital to the future success of any organization; it is of equal importance that employees remain adaptable and agile learners in order to profit personally and professionally from available opportunities generated by this new economy. Investing in the right program, for the right people, at the right time will continue to be a challenge for businesses as they strategically attempt to capitalize on the vast opportunities available to them in the twenty-first century.
Another important reason for the continuing growth of corporate education is that many highly competitive businesses are abandoning the multilayered hierarchical organization in pursuit of a structure that empowers front-line workers with the authority to solve problems and make decisions in areas that affect their realms of expertise. Corporate restructuring, as well as high-speed technological advances, gives employees broader responsibilities that require more skills and training for self-managed, cross-functional teams (Atkinson and Court, 1999).
Types of Corporate Education
Independent Study Independent study is a growing trend in corporate education geared toward providing employees with interactive Web-based training, also known as virtual classrooms, from the comfort of their own desks. The Web reduces time and company costs by 50 percent over classroom training (Roberts, 1998). Employees are provided with the flexibility to learn at their convenience, at their own pace, and from most locations. This method is beneficial for those who lack the time to attend a regularly scheduled class and for those who are uncomfortable in traditional classroom situations where they would be expected to grasp concepts at the same rate as fellow classmates.
The value of an independent-study program is enhanced when used in conjunction with electronic mail, live chatroom discussions, and desktop videoconferencing. These additional tools and resources allow employees to participate in electronic discussion groups that serve to reinforce learning objectives. On-line learning via the virtual classroom relies more on students' learning from collaborative discussions and team projects than from lectures. As high-speed forms of communication media become available, CEOs of many large corporations are encouraging the training of their work force in on-line skills (Roberts, 1998). In terms of public image, these industries project awareness and competency in leading-edge technology, winning the confidence of customers and associates as well as commanding respect from rivals.
Apprenticeships and On-the-Job Training Apprenticeships are a form of on-the-job training whereby individuals with little or no knowledge of certain trades are prepared for occupations in skilled crafts and earn hourly wages as they learn. Experienced workers train employees to become, for example, accomplished electricians, machinists, operating engineers, and tool-and-die makers. Such programs incorporate a certain prescribed number of hours of related classroom instruction. Examples of coursework include safety, mathematics, schematic reading, and technical courses related to particular job requirements. "Statistics show that program graduates earn higher wages, have more stable work records, and are promoted more often than workers who have not been trained through apprenticeship programs" (Texas Workforce Commission, 1999).
Other on-the-job training programs are customized for participants who have some job related skills but need to become more knowledgeable and proficient in a particular trade. As with apprenticeships, employees benefit because they are paid to learn. In addition, employers benefit from hosting on-the-job training programs because they have the full-time services of motivated individuals who are training to fulfill specific company needs. Participants also include long-time employees who need to adapt to new technologies and procedures, "skills essential to the full and adequate performance of the job" (Texas Workforce Commission, 1999).
Traditional Classroom Instruction "Most organizations equate employee development with classroom training. Billions are spent providing classes—mostly classroom-based lectures—to employees at all levels. The material taught is mostly concepts, theories, approaches used by other organizations, and analysis of past events" (Wheeler, 1999). Traditional classroom instruction, however, is becoming obsolete. Whether classes are held in an on-site conference room or at an off-site facility, participants must attend regularly scheduled sessions that frequently interfere with work and personal obligations. In addition, the time spent in the classroom is often unproductive. Individuals who arrive at the specified time may spend several minutes waiting for the others in the class before the session commences. If the instructor is the only active participant, the training objective of the course eludes those required to attend. The lack of interactive learning causes students to lose their focus on the course content, become passive, daydream, and watch the clock.
Corporations with frequent employee turnover, such as the hotel and resort industry, find traditional classroom education to be inefficient, expensive, and pointless. This type of industry must train its staff in order to properly and uniformly satisfy customer service requirements; however, employees are usually seasonal workers, making repeat training an exhausting necessity. Also, tight budgets limit the number of corporate trainers available, creating additional problems for international chains. Lack of proper training prevents workers from doing their jobs well, which negatively impacts the business.
For the reasons explained above and many more, organizations are shifting from traditional classroom instruction to Web-based interactive training that actively involves students in the learning process. These programs are always accessible from designated worldwide locations and are easily modified to reflect cultural and language differences. Students may participate frequently and at their own convenience.
Unconventional Training Programs Regardless of the method used, the training and education department of an organization should be designed to "maintain tighter ownership of learning outcomes in order to better meet corporate priorities" (Meister, 1999). Educational priorities are not always focused on implementing physical applications. Sometimes the purpose of training is to modify employee attitudes and work ethics, thereby transforming the internal corporate culture into one that is compatible with the corporation's external image and direction. Among the multitude of programs that may be appropriate for this type of application are leadership development, team building, and conflict resolution.
Corporate outdoor training, less conventional than the traditional classroom approach, is gaining in popularity with many international businesses as an informal yet meaningful method of conveying corporate values across a diverse range of cultures. "The outdoors provides a unique learning environment for individual challenge, personal development, and promoting beneficial team behaviors" (Brooks, 2000). Activities include ones such as canoeing, rafting, and climbing that incorporate initiative and problem-solving skills. "Teams provide a vehicle for people to become involved, learn from each other, and work toward constant improvement. Learning is most effective when it involves active participation" (Corporate Outdoor Training, 2000).
Another unconventional type of corporate education program emphasizes the usefulness of humor in the workplace. This program encourages employees, starting with upper management, to laugh and have fun, making work more enjoyable for everyone. The motivation behind this type of training is to create an atmosphere in which employees want to work, are proud of their contributions, and enjoy the company of co-workers. Participating organizations benefit from a reduction in stress-related absenteeism and an increase in work-force creativity and innovation. Many corporations have become successful because they realized in the early stages of their development that a happy team is a winning team and that "work can be play, and play can be extremely productive" (LeBrun, 2000).
Ongoing Value of Educating Workers
Corporations cannot afford to become complacent in the belief that they possess an abundance of educated employees who are sufficiently familiar with existing technologies. As demonstrated throughout the last century, continuous technological developments altered the course of business from a process standpoint, outdating tools and business practices that were once considered useful, even state-of-the-art. As the world begins its journey through the increasingly competitive global economy of the twenty-first century, continuous employee education remains a critical component in determining an industry's ability to survive. Evolving information systems and peripheral equipment will further facilitate worldwide business communications and transactions, allowing instant access to many types of data from a variety of locations. Speed and proficiency in the use of these systems, which are attained mainly through continuous work-force education, will determine an industry's status within the business community.
It is unlikely that this trend will reverse. The human race is becoming accustomed to information-on-demand and, in the long run, technology is cost-efficient. According to Ken Bryant, Senior Business Specialist for Genicom Corporation, a Virginia-based printer manufacturer and network integration company, "With the growth of technology based businesses, especially within the burgeoning Internet marketplace, it is corporate suicide not to actively encourage and promote ongoing corporate training among staff. Technology companies have revolutionized marketing, customer service and many other facets of business, changing corporate culture and mandating an increasing level of competence. Lack of training, whether through traditional classes, continuing education venues, or informal work (help) groups, puts companies at a distinct disadvantage in global commerce" (personal communication, January 27, 2000). The most important goal of any corporation is to increase profits. Without an ongoing commitment to work-force education, businesses set themselves up for failure. Complacency insures that organizational goals will never be attained.
Bibliography
Atkinson, R. D., and Court, R. H. (1999, April). Corporate Expenditures on Training have Slightly Declined. The New Economy Index: Foundations for Future Growth. http://www.dlcppi.org/ppi/tech/neweconomy–site/section3–page18.html.
Brooks, C. Team Management Systems. Corporate Outdoor Training: Teambuilding and Leadership Development. http://www.cot.com.au/cam.htm. January 28, 2000.
Corporate Outdoor Training. Company Profile. http://www.cot.com.au/profile.htm. January 28, 2000.
LeBrun, L. Humour: The Missing Link in the Chain of Command. http://www.partnersinrenewal.com/humour.htm. January 28, 2000.
Meister, J. C. Innovators in Educating the Work Force. Corporate Universities. http://www.fortune-sections.com/corporateuniversities/cu2.html. January 28, 2000.
Roberts, B. (1998, August). "://training via the desktop://." HR Magazine. http://www.shrm.org/hrmagazine/articles/0898tra.htm.
Texas Workforce Commission. (1999, November 1). Apprenticeship in Texas: A Career Opportunity that Lets You Earn While You Learn. http://www.twc.state.tx.us/svcs/apprentice.html.
Texas Workforce Commission. (1999, July 1). On-the-Job and Customized Training. http://www.twc.state.tx.us/svcs/ojtcust.html.
Wheeler, K. (1999, September 1). If Developing People Is a Recruiting Strategy, What's Wrong with Corporate Education? Corporate Universities and Human Capital. http://www.glresources.com/columns/if–developing–people–is–a.htm.
[Article by: DIANE M. CLEVESY]
