What Are the Challenges Associated with Introducing E-learning within Organisations - Essay Example

Introduction Worldwide as the workforce is becoming globally mobile the stakes are getting higher for overseas job rotation. Expatriates face new challenges in overseas job assignments in the evolving global economy (Carter, 2005). Organizations have been forced to redefine the way they do business. Cost-cutting is a phenomenon through which most organizations are passing through and the pressure is to achieve more in less time. Success in preparing employees to handle overseas challenges comes through handling both knowledge and expectations. This brings in the issue of corporate training. The availability and the ease of access to the web-based resources have added new dimensions to corporate training. Companies have been forced to adapt to the constantly and rapidly changing world. Global trade and marketing environment require change but change erodes control and prevents the establishment of status quo. The production processes and the marketing technique need to be replaced. Companies who innovate will survive. The pace at which technology is changing is overwhelming and it is essential to mould the employees accordingly or lose out. The type of training, the pace and the means of training have all undergone a change (Byers, 2005). The new sources now compel an organization to embrace e-learning which implies new ways to support and deliver training. E-learning also known as computer-based learning or online distance educations refers to the structured, computer enabled learning carried out by individuals or groups over the internet or internal network (Isoph, 2004). E-learning delivers just-in-time training for people when they need it (Sullivan, 2002). E-learning delivers efficient solutions to developing the staff and keeping them abreast of new trends and technologies; it allows on-the-job and self-paced training. E-learning materials can be regularly updated and published immediately. E-learning provides a variety of components that together make up a total learning solution – inbuilt tests allows the employees to test their own skills; learning management systems (LMS) enables them and their managers to track their progress (E-learning Forge, 2007). Nevertheless, managers and instructors are facing new challenges in planning e-learning. Project managers need to consider and design multi-level alignments, identify and satisfy the stakeholders involved in all phases of the instructional design process and attend the principles suggested in the literature (Villachia et al., 2004 cited by Byers, 2005). Any e-learning strategy must have adequate access to internet and the high connectivity speed. The critical success factors in the e-learning path include culture, champions, communication and change (Sanderson, 2002). Challenges could also range from lack of equipment or computer literacy to deep-seated organizational resistance (Batiha & Al Salaimeh, 2007). True learning organizations would move beyond the where and how of learning and concentrate on integrating it with the organizational culture. This paper discusses the challenges that an organization faces when introducing e-learning within an organization. Literature Review Sullivan (2002) of Hawthorne Associates does not find it surprising that corporate management have not yet been able to leverage the benefit of e-learning. Many employees are not comfortable at learning through the computers and even reluctant to try. When Air Canada wanted to implement e-learning for the maintenance workers, they realized that many had not even seen computers or even the mouse. Even to register for a classroom course, employees of a company in Arizona printed the registration form and mailed it instead of submitting it online. Human beings are used to someone teaching them and hence the concept of self-learning brings resistance to the mind. It is a dramatic culture shift especially for those who are not used to it. Murphrey and Murphrey (2006) contend that the spread of the use of internet is directly associated with the access to telecommunications infrastructure, which varies from country to country. Hence the development of e-learning strategy is dependent on access to internet and issues related to bandwidth and connectivity. Apart from quality of courses, relevancy of content, comfort level with the technology, availability of technical support, ability to interact with peer learners, Miller (2005) says that even though many have adopted e-learning but they have not addressed the usability of their learning applications, which is essential if they are to fully leverage the benefits of their investments. There has to be a culture change in organization and the change process has to be managed smoothly. To manage the change requires the right communication, which means the managers and the employees have to be talked in the language they understand best. People resist change only when they feel threatened or insecure (Sullivan). One of the techniques to make the transition smooth is to implement it in phases within an organization. The managers should be inducted into it first as a test and then others automatically get the confidence to attempt it. Secondly, to bring about a culture change it is first essential for the organization to identify the e-learning needs or the area – whether it is to create more knowledge IT workers or increases productivity (Sullivan, 2002). When the clear objectives are laid out and the link is explicitly communicated at all levels, there will be a greater support for e-learning. Individuals at the workplace today face evolving roles and challenges. The organizations are reengineering themselves into flatter organizations and the employees feel empowered. They are involved in self managed teams with greater autonomy and control. This change process requires new ideas and knowledge. E-learning for such students requires incorporating learner experiences, focusing on problem-based approaches, deciding between intrinsic and extrinsic motivators, designing application-based approaches and appreciating learner self-directedness (Scheuermann, 2003). E-learning courses should be highly flexible and responsive to individual learner needs. The program designing should be such that employees are able to control their own learning as they already have autonomy within the organization. Options in learning should help them to blend their workplace and personal goals and challenges. Accordingly, on-demand self-paced e-learning is the most common e-learning format that most organizations use (Isoph, 2004) but e-learning designs lack appropriate personalized support that can help individuals manage their online learning or stay motivated to finish their training (Martinez, 2003). Inadequate level of human interaction is a critical success factor in e-learning (Thomas, 2000 cited by Wentling et al., 2000). The psychological distance has to be reduced and increase participation among the learners. Learning feedback is also an essential factor that can keep a learner motivated. The most common barrier in developing e-learning has been found to be “staff time” while there are other reasons like funding, expertise, concern about end-users’ technology, and concern for effectiveness (Isoph, 2004). However, Bozarth (2005) thinks that an organization has the tools necessary for developing the basic programs. For instance, many Windows users do not know that their computers are loaded with a free graphics creating and editing program a free sound editor and a free html editor. LMS are also offered free by many vendors and hence funds are not an issue in developing e-learning in organizations. Microsoft Access helps to create tables and databases PowerPoint and Excel help to create e-learning programs. An effective program need not be expensive but well designed. E-learning may be developed either in-house or outsourced but in either case the organization needs to assess why some learners are less persistent, motivated, self-directed or successful than others. Even if e-learning is outsourced the managers need to know the intricacies for fruitful discussions and program formation with the vendor. EATON, an agency that handles e-learning for corporate houses says the biggest hurdle that they encountered was that the executives are busier, less patient and less-classroom oriented (Carter, 2005). Learning is a continuous, life-long process and hence it is essential that the material is constantly updated and upgraded. E-learning allows for instant revision and distribution. It goes beyond training and instruction to the delivery of information and tools to improve performance. Online communities of interest can support and enhance the process of e-learning (Sanderson, 2002). People learn more effectively when they interact and are involved with others in similar endeavors. E-learning is even more powerful when it integrates all electronic and non-electronic components of learning to derive optimum improvement in competence and performance. E-learning group should have its own leadership and staff and not necessarily from the traditional training department. There should be a separate governance board to direct the activities of e-learning. Cost, quality, service and speed are essential for the success of any e-learning program. There is phenomenal explosion in the e-learning industry and this has to be leveraged. Besides, instructional design has to be concentrated upon. People-centric nature of learning must be preserved. Keeping online learners engaged and enrolled is a tough challenge. Many who function well in classroom setting are not comfortable with online learning. Online learning requires an expanded set of skills which is not necessary in classroom learning. Online trainers too need a different perspective and a different kind of design in contrast to the class room (Martinez, 2003). The instructional presentation in online learning needs to adapt to the learner’s aptitude, expectations and personality. In online learning the cues to learner’s emotions are not available to the instructor. The problems that many learners face in an organization is getting lost or commonly known as the tunnel effect (Helic, Maurer & Scherbakov, 2000). If many alternative references are provided in a module, there is a tendency to get distracted or lose track, especially as there is no physical teacher around to guide. This leads to user disorientation. The employees also suffer from the isolation effect. They would like to communicate with others on the same subject and most are not versed with ICQ and chat that facilitate interactions (Helic, Maurer & Scherbakov, 2000). Besides, users do not want to communicate with an abstract colleague but with someone working on similar projects. At this stage, out of frustration, many feel a tutor like a classroom is needed. They also would like to know if they are progressing well and in the right direction and how close they are to their learning goal. According to Batiha and Al Salaimeh (2007), most often the learners may not be aware of the purpose and theory of what they are asked to learn. They are unable to interpret what they are learning and this leads to frustration. The ethical guidelines have to be adhered to. Regular evaluations ensure progress and if necessary there should be provision for a tutor or a guide. The learning module has to be designed to cater to a wide range of learning styles. If the employees in an organization have high self-efficacy they will be motivated to learn (Mungania, 2003). Hence organizations need to be involved in strategies that increase self-efficacy. Murphrey et al (2002) determined that e-learning is not just dependent on technology but on the ability of the students, learners and the administration to use the available technologies efficiently. Research demonstrates that a student’s satisfaction with the use of technology is directly related to her use of e-learning in future. To determine the readiness of an organization for e-learning is essential. The areas of resistance in an organization have to be identified and the concerns addressed. The human, capital and financial resources have to be identified before the e-learning can take place. The area of focus needs to be prioritized and it is also essential to match the skills necessary with the skills available within the organization. Organizations compromise on the basic principles of instructional design. These require determining the perceived and actual needs and benefits that the target learner derives from the offering and then develop the product based on this (Saber et al., 2005). Thus a training need analysis is essential. Mindfulness in technology adaptation is essential which encourages organizations to critically analyze any technology adoption intentions rather than just following the industry norms. Discussion The change from classroom learning to e-learning has to be efficiently and smoothly managed. Overnight people cannot be expected to respond just by dictating them to do it. First and foremost organizations need to enhance computer literacy before asking them to just accept and go ahead with e-learning. Research also suggests that the organizational goals and objectives have to clear first as far as the management is concerned. Only then it could trickle down to the lowest level. Once the objectives are clear, the link of e-learning with the goals can be explained to the staff who would feel motivated to undertake the training. Resistance in organizations is also likely when employees feel threatened of their position and power. This fear can be removed through the right communication. This implies that an organization must be able to market e-learning to its employees. The fear can also be removed if the managers are first asked to take the e-learning and then the sub-ordinates should be encouraged for it. Human beings have always been used to learning from a teacher right from childhood and suddenly they cannot be expected to engage in self-learning. Besides, for beginners they may get stuck and may require some guidance in between. This can be a demotivating factor. Again, without a proper feedback mechanism, the learners feel lost. They are unsure if they are on the right track. To make e-learning effective it is also essential that the program is designed keeping in mind the talents available in-house and the skills required for a particular job. The skills required from the e-learning should match the skills available in the employees. The needs and benefits of the target learners have also to be borne in mind while developing the framework of the program. Most often organizations are not even aware of the usability of the e-learning that has been stared in their organization. Such programs are not just futile but can discourage the employees from further e-learning. Online learning is a continuous process and constant development has to be incorporated. This itself is a challenge to the trainers who are initially responsible for designing and communicating the program to all levels of employees within an organization. Conclusion Thus it is evident that to make e-learning effective change in culture, training methods, development of programs and communication are vital. The trainers need to be efficient not only in just developing or designing the programs but also in communicating the benefits of e-learning. This has to be communicated to the management and the employees in the language they understand best. The benefits both to the employee and the organizations have to be highlighted. The trainers’ role should include making the learner comfortable not only in getting familiarity with the computer but in giving them the confidence to learn. The trainer should know the potential of each learner and help them to focus more on content. The trainer should ensure that learners do not develop fear of technology but realize the potential that technology has. The learners have to be encouraged to take control of the learning process; they need to be empowered. The role of trainers thus is to facilitate the transition from classroom learning to e-learning without which the investment than an organization makes on e-learning is a waste. 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