The Impact of Technology on Workforce Learning and Development Report

This report delves into the evolving landscape of workforce learning and development, particularly in the context of Industry 4.0. It emphasizes the transformative impact of innovation and technology on employee training and skill development. The report highlights the shift towards 'just-in-ti...Read More

Running head: WORKFORCE LEARNING AND DEVELOPMENT 1
Workforce Learning and Development
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Workforce Learning and Development
Innovation and technology serve as the latest trends in the organizational development
concerned with improvement of processes, quality, and the experience of individuals working
alongside machines. Innovation and technology can be used in transforming the workforce
learning and development in keeping the pace of technology and human resource needs at
par. Thus, the future of learning occurs in three ‘justs’: just-in-time, just enough, and just-for-
me where it refers to agility in training workforce where flexibility, innovation, and speed
remain fundamental.
Learning and development remains critical to the development of the 4.0 industry
model. Modern industries employees the use of tech-machines in improving processes and
experience and outcome of products. In such an industry, all processes are digitalized and
integrated in the sense that systems, machines, and devices can manage operations and
optimize processes where the human experience is added in finding a perfect product (Erol,
Jäger, Hold, Ott & Sihn, 2016). In industry 4.0, the process begins from the raw materials,
suppliers, inbound logistics, manufacturing process, sales and marketing as well as the after-
sales services offered to the clients that all rely on automated and computerized systems in
completing the processes.
In this respect, increased workforce training is expected to occur in teams and
platforms where training can be conducted on time, at user’s convenience, and at any location
preferred by the user. According to Domingo & Garganté 2016), technology improves
workforce training in both efficiency and reduced costs of production. For instance, video
conferencing training can be done for a number of employees across geographical locations
without having them converge at one point. The strategy allows for reduced costs of
operation while increasing knowledge among employees (Aruna & Anitha, 2015). At the

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same time, it allows for peer learning among workforce where individuals can interact and
disseminate further information on a given production process thus expounding on the
knowledge to others.
Moreover, the growing pace of innovation needs to be met with equal growth in
training and development. A necessary environment of training has to be developed to ensure
employees adapt to the technological changes through learning. Technology allows for
continuous learning delivered through online lessons where respective employees in need of a
particular training can access instead of waiting for a group-based training that is done
periodically depending on the need of workers (Aruna & Anitha, 2015). The continuous
training and learning allows for creative solutions to the challenges faced by the workers. The
human resource development department keeps updating training lessons that remain
available to the workers and can be accessed anytime and anywhere thus making it
convenient for the workers.
Within the organization, technology can be used to disseminate information based on
learning development. The use of emails to deliver learning documents containing latest
trends in the production assist in building worker confidence and use of technology.
Providing online resource centres that can be accessed by respective workers builds and
develops knowledge where workers can share and interact on aspects that seem challenging.
Continuous learning and agile pace of workforce development is boosted by the
presence of the web-based technologies such as the social media, videos, games, and
personalized portals serving as tools in support of self-directed learner (Jackson, 2015). The
social media provides an interactive portal where employees can raise their concerns and
have group members and other peers from distant locations respond to their case thus

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building knowledge. The sharing of information and experience through posting videos assist
in reinforcing knowledge on a given aspect of operation.
The utilization of technology-enabled learning resources by collaborative learners
promotes an easy sharing of information and sharing knowledge on a given aspect of
innovation and technology embraced in production. Individuals with difficulty in operation
can share videos of operation that can be followed and used during operation to create the
best experience in the industry 4.0 operations. Individuals experiencing difficulty can share
their worries with other experts in other locations where the information and feedback
remains essential in the growth and development of the workforce (El-Farargy, 2015). The
tools allows workforce to acquire and share knowledge at whatever location and whenever
convenient to them. Eventually, it leads to improved workforce learning in tandem with
working with the advanced machines.
Self-directed learning acts as a motivator to the workforce learning needs. Previously,
it was difficult for an individual to forward a learning concern until an organization deemed it
necessary to organize for workshops. However, the present self-directed learning resources
assist employees to understand their passion and provide connectivity between their ability
and the need to differentiate oneself in succeeding in the workplace (Ross, Romich & Peña,
2016). As such, value addition is guaranteed in keeping the pace with the changes in machine
operation which inspires workers to take responsibility for their own learning without
interrupting the schedule of others.
Industry 4.0 employs the use of latest technology in production that require digital
skills. The situation raises the need for workforce knowledge development on digital aspects
of interpretation and automation management. The technology enabled training and
development allows for adaption to new interaction between people and machines thus call

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for increased learning and development (Hoyle, 2017). As the technology used in the industry
develops, a similar empowerment to the workforce remains necessary in matching quality
production. As such, the continuous learning and development ought to be adapted by the
employees in boosting their knowledge. In the long-run, technology enabled training remains
the viable option for continuous development among workforce needs.
Conclusion
Learning and development among the workforce needs to be reviewed in an ongoing
process given the changing dynamics in the digital sphere. As such, according the workers
digital means of acquiring training and development becomes a sure means of preparing their
skills to match the latest technology (Horrigan, 2016). For the digitalized and integrated
machines to work effectively, the need for matching employees grows thus presenting
personal learning and development opportunities that can be explored towards development.
Thus, it is evident that the chosen practices can be used in transforming workforce learning
and development in corresponding to the needs of industry 4.0.

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References
Aruna, M., & Anitha, J. (2015). Employee retention enablers: Generation Y employees.
SCMS Journal of Indian Management, 12(3), 94.
Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in
primary education: Teachers' perception of mobile technology learning impacts and
applications' use in the classroom. Computers in Human Behavior, 56, 21-28.
El-Farargy, N. (2015). Aligning Technology with Workforce and Organizational
Development. In Encyclopedia of Information Science and Technology, Third Edition
(pp. 678-687). IGI Global.
Erol, S., Jäger, A., Hold, P., Ott, K., & Sihn, W. (2016). Tangible Industry 4.0: a scenario-
based approach to learning for the future of production. Procedia CIRP, 54, 13-18.
Horrigan, J. B. (2016). Lifelong learning and technology. Pew Research Center, last modified
March, 22.
Hoyle, R. (2017). Learning strategies for a changing workforce. Strategic HR Review, 16(6),
255-260.
Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers
and best practice. Studies in Higher Education, 40(2), 350-367.
Ross, E., Romich, R., & Peña, J. (2016, March). Working Towards the Future: Technology
Use and Evaluation in Workforce Development. In Society for Information

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Technology & Teacher Education International Conference (pp. 1278-1282).
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