Effects on Individual Preparation for Work

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5th Apr 2018 Psychology Reference this

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Individual Assignment- Three Future Trends

  • Lim Mei Nuan

This assignment will talk about the three future trends that will have positive effect for an individual preparation for work and how one of it has the most impact for an individual to prepare for work. Three future trends that I will discuss are the “use of new technologies for training delivery”, “increased emphasis on capturing and sharing intellectual capital” and “increased use of true performance support and social learning”.

Nowadays, the growing and use of new technologies is continuously changing and this can show that the use of new technologies in learning will be taking place. Increased uses of new technologies will definitely help students to gain knowledge and better prepare for the workforce. However, not every individual will accept the increased use of new technologies into the learning environment. Therefore, effective learning will attract an individual to increase use of new technologies (Winn, 2002). This is because effective learning can be occurred through informal learning (Roy, 2010). Informal learning means the learner controls the learning process that includes when to start an action and this process will not involve an instructor or a trainer and totally control by the learner (Noe, 2013). Informal learning is the critical aspect for increased use of new technologies; this is because it involves the student interactions with the peers and lecturer, sharing experience and knowledge of study (Winn, 2002). This informal learning can happen through different methods, such as e-mail and social networking websites (Noe, 2013). Furthermore, this will become more usual as combined social networking tools and Web tools to create this easier to implement (Roy, 2010). Thus, this can increase use of new technology and also can increase emphasis on capturing and sharing intellectual capital. Nevertheless, informal learning can help students to increase the chance for learning and sharing knowledge (Allen & Lewis, 2006). Students will know how to social interaction with others by using the social networking that allows the students to enhance the collaboration with peers and lecturer, increased informal learning and discussion. Social interaction can help the student to use time productive because students can learns knowledge with and others through the social networking platforms (Brotherton, 2011). This also can be explained that social learning can help students to share their knowledge, experiences and information through social networking tools (Noe, 2013). This assists students to gain more knowledge compare to previously they must attend class only can obtain information. Students are not required to spend time to travel to school or college and they can directly get knowledge through social networking platforms and Web tools. Furthermore, all learning process will become very easy and convenient because the student can use social networking tools such as iPhone, iPad and notebooks to gain knowledge. Therefore, increased use of true performance support and social learning can bring a huge impact for students to gain more knowledge and experience. Increased the use of new technologies such as the Internet can promote the collaborative activities in college and this can increase the students to engage in the activities and encourage to talk in class and knowing more information about the subject (Goldman et al., 1996). This can be said that when increase the use of new technologies, will increase emphasis on capturing and sharing intellectual capital and thus will increase use of true performance support and social learning. All these new sets of future trends should include in the learning environment to help students to prepare for the future.

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The most important future trend is increased use of new technologies for training delivery. The use of new technologies is not only preparing students to step into the workplace it also enhances students to learn new information and to think critically when using new technologies (Kidwell, Linde & Johnson, 2000). Increased use of new technologies can increase the student’s critical thinking skills and this can produce high productivity for the task (Wang, 2012). An organization is looking for an individual who can solve problems critically, can communicate well with others about ideas and information and those can collaborate with colleagues (Beers, 2012). Higher education institutions are using the technologies to enhance the student’s social learning, performance and intellectual aspects (Kidwell, Linde & Johnson, 2000). For instance, many universities are using e-learning to deliver the educational material through electronic media such as internet, video/audio tape and CDs. By using the new technologies for training delivery, the content is easy to understand, easy to access and easy to update the information (Beers, 2012). It also can help the student to perform the task in an efficient and effective ways (Chizmar & Walbert, 1999). Through the e-learning, it can give the student the flexibility in where and when they want for accessing the educational material (Song, Singleton, Hill, & Koh, 2004). Research had shows that students who are used to the new technologies to create an electronic school yearbook were having a high level of confidence and more active in the task commitment (Liu, 1998). This result indicates that used of new technologies can have a positive effect on the students. Utilizing technology can enhance the students to share their knowledge with others and increase the development for the workplace (Kidwell, Linde & Johnson, 2000). For example, this can increase the productivity and the quality of work, enhance the collaboration with colleagues and increased the motivation of the students and all of these can help the students to prepare in the workplace (Chandra, Theng, Lwin, & Foo, 2009).

In 21st century, many students cannot apply what they have learned from the college into the real world problem (Daggett, 2010). This problem can overcome through the uses of technologies. This is because technologies tools can provide students to apply the theories in the different settings. According to Scheffler and Logan (1999) stated that integrating technology can help students to analyze, evaluate and applying the theories and the knowledge into a real life situation. It means that it uses technology tools to sustenance the learning objective and enhance the student problem solving skills and critical thinking skills.

In this digital age, teachers and educators play an important role to help students to be well prepared to enter the workforce. This is because teachers can use of new technologies as supporting tools to help them to enrich their teaching method and increase the student learning (Koc, 2005). Teachers should help students to utilize the technologies tools in a proper way (Koc, 2005). Technology should be used effectively and consistently in the learning environment and teaching materials can be delivered through technology tools to help the students to improve their study (Schwarz, 2000). For example, teacher can play a short video clip for helping the students to understand the concepts and theory through the visuals. It also can aid the teachers to benefit the student to build networks with other countries (Davidson, 2000). Sinclair (2009) reported that the effectiveness of technology in the classroom is depends on the teacher competency levels and how the teacher uses the technology. Furthermore, teachers should create awareness for the students to know about why technology is being used and explained to the students that how this new technology can help them in their learning process (Sinclair, 2009). Research shows that there is a positive effect for students learning in mathematics and science through technology tools (Roschelle et al., 2000). This shows that teachers and educators should always use technology tools in teaching and learning to help students to make use of these tools. Therefore, teachers should practice using the new technologies in the teaching process.

In addition, the collaboration between universities and industry is important for the lecturer and trainers to upgrade and widening their knowledge as well as the capability to use the new technologies (Kidwell, Linde & Johnson, 2000). This can build the foundation for the lecturer and trainers to use the new technologies and also for students (Matthew, 2014). This foundation can also increase the awareness of and the experience to use the new technologies effectively (Matthew, 2014). Moreover, it can help lecturer and trainers to build confidence and knowledge when using the new technologies (Matthew, 2014). Therefore, it provides direct information and the current knowledge for the lecturer and also for the students.

Moreover, students should ne advances using tacit knowledge in order to use the new technologies in an effective way. This is because tacit knowledge includes personal experience and ideas and relationship with other people, it is very difficult to explain it out or write it down (Kidwell, Linde & Johnson, 2000). Tacit knowledge is important in various high-tech productions such as electronics, telecommunication and aircraft production all are based on tacit knowledge (Rosenberg, 1982; Vincenti, 1984). Therefore, advances using tacit knowledge can improve an individual to prepare for work in the future.

Technology not only can use an educational tool for teachers and students it also can be implemented into the curriculum. This can serve to enrich the understanding and increase the academic performance of the students (Klein, 2010). Past research had shows that implemented the digital technology into the curriculum can help students to participate and increase their motivation to involve in the activities, and increase the student decision making skills (Abbott & Shaikh, 2005). This result shows that it helps students to engage in the activities and motivated the students to involve in the whole process. Therefore, implemented the technology into the curriculum can prepare the students before enter into the workplace.

In conclusion, problem solving skills, critical thinking skills and can work collaborative with other people are very important to help students to be well prepared to enter the workforce. Teachers and educators can guide students and provides students to use the new technologies in an effective and successful way.

Reference

Abbott, C., & Shaikh, A. (2005). Visual representation in the Digital Age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language & Education: An International Journal, 19(6), 455-466.

Allen, B., & Lewis, D. (2006). Virtual learning communities as a vehicle for workforce development: A case study. Journal of Workplace Learning, 18(6), 367-383. doi: 10.1108/13665620610682099

Beers, S. Z. (2012). 21st century skills: preparing students for their future. In STEM Education Coalition, 1-6. Retrieved from http://www.yinghuaacademy.org/wp-content/uploads/2014/10/21st_century_skills.pdf

Brotherton, P. (2011). Social Networks Enhance Employee Learning. T+D, 65(4), 18-19.

Chandra, S., Theng, Y., O. Lwin, M., & Foo, S. (2009). Examining the role of cognitive absorption for information sharing in virtual worlds. Conference Papers — International Communication Association, 1-33.

Chizmar, J. F., & Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Journal of Economic Education, 248-264.

Daggett, W. R. (2010). Preparing students for their technological future. International Center for Leadership in Education. Retrieved from http://www. leadered. com/pdf/Preparing Students for Tech Future white paper. pdf.

Davidson, S. (2000). Teaching with the world wide web. Phi Delta Kappan, 37, 13-16.

Goldman, S.R., Petrosino, A.J., Sherwood, R.D., Garrison, S., Hickey, D., Bransford, J. D., & Pellegrino. (1996). Anchoring science in multimedia learning environments. In S. Vosniadou, E. De Corte, R. Glaser, and H. Mandl (Eds.). International perspectives on the psychological foundations of technology based learning environments. Hillsdale, NJ: Lawrence Erlbaum Associates.

Kidwell, J. J., Linde, K. M. V., Johnson, S. L. (2000). Applying corporate knowledge management practices in higher education. Educause Quarterly, 4, 28-33.

Klein, J. D. (2010). When you can’t bring your classroom to the world, bring the world into your classroom. Youth Media Reporter, 486-88.

Koc, M. (2005). Implications of learning theories for effective technology integration and pre-service teacher training: a critical literature review. Journal of Turkish Science Education, 2(1), 2-18.

Liu, M. (1998). A study of engaging high-school students as multimedia designers in a cognitive apprenticeship-style learning environment. Computers in Human Behavior, 14, 387–415.

Matthew, H. (2014, July 2). Further Education Workforce Strategy: The Government’s strategy to support workforce excellence in further education. Department for Business, Innovation & Skills, 1-29. Retrieved from https://www.gov.uk/government/publications/further-education-workforce-strategy

Noe, R. A. (2013). Employee Training and Development (6th ed.). New York: McGraw-Hull.

Rosenberg, N. (1982). Inside the black box: Technology and economics. Cambridge, UK: Cambridge University Press.

Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. Children and Computer Technology, 10(2), 76-101. Retrieved from http://www.futureofchildren.org

Roy, J. N. (2010). Transforming informal learning into competitive advantage. T + D, 64(10), 23-25.

Scheffler, F., & Logan, J. (1999). Computer technology in schools: what teachers should

know and be able to do. Journal of Research on Computing in Education, 31, 305-

325.

Schwarz, G. (2000). Renewing teaching through media literacy. Phi Delta Kappan, 37, 8-

12.

Sinclair, G. B. (2009). Is Larry Cuban right about the impact of computer technology on student learning? Nawa: Journal of Language & Communication, 3(1), 46-54.

Song, L., Singleton, E., Hill, J., & Koh, M. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education, 7(1), 5970. doi: 10.1016/j.iheduc.2003.11.003.

Vincenti, W.G. (1984). Technological knowledge without science: The innovation of flush riveting in American airplanes, ca. 1930-ca. 1950. Technology and Culture, 25(3), 540-576.

Wang, V. (2012). Encyclopedia of E-Leadership ,Counseling and Training. Hershey, PA: IGI Global.

Winn, W. (2002). Current trends in educational technology research: the study of learning environment. Educational Psychology Review, 14(3), 331-351.

Individual Assignment- Three Future Trends

  • Lim Mei Nuan

This assignment will talk about the three future trends that will have positive effect for an individual preparation for work and how one of it has the most impact for an individual to prepare for work. Three future trends that I will discuss are the “use of new technologies for training delivery”, “increased emphasis on capturing and sharing intellectual capital” and “increased use of true performance support and social learning”.

Nowadays, the growing and use of new technologies is continuously changing and this can show that the use of new technologies in learning will be taking place. Increased uses of new technologies will definitely help students to gain knowledge and better prepare for the workforce. However, not every individual will accept the increased use of new technologies into the learning environment. Therefore, effective learning will attract an individual to increase use of new technologies (Winn, 2002). This is because effective learning can be occurred through informal learning (Roy, 2010). Informal learning means the learner controls the learning process that includes when to start an action and this process will not involve an instructor or a trainer and totally control by the learner (Noe, 2013). Informal learning is the critical aspect for increased use of new technologies; this is because it involves the student interactions with the peers and lecturer, sharing experience and knowledge of study (Winn, 2002). This informal learning can happen through different methods, such as e-mail and social networking websites (Noe, 2013). Furthermore, this will become more usual as combined social networking tools and Web tools to create this easier to implement (Roy, 2010). Thus, this can increase use of new technology and also can increase emphasis on capturing and sharing intellectual capital. Nevertheless, informal learning can help students to increase the chance for learning and sharing knowledge (Allen & Lewis, 2006). Students will know how to social interaction with others by using the social networking that allows the students to enhance the collaboration with peers and lecturer, increased informal learning and discussion. Social interaction can help the student to use time productive because students can learns knowledge with and others through the social networking platforms (Brotherton, 2011). This also can be explained that social learning can help students to share their knowledge, experiences and information through social networking tools (Noe, 2013). This assists students to gain more knowledge compare to previously they must attend class only can obtain information. Students are not required to spend time to travel to school or college and they can directly get knowledge through social networking platforms and Web tools. Furthermore, all learning process will become very easy and convenient because the student can use social networking tools such as iPhone, iPad and notebooks to gain knowledge. Therefore, increased use of true performance support and social learning can bring a huge impact for students to gain more knowledge and experience. Increased the use of new technologies such as the Internet can promote the collaborative activities in college and this can increase the students to engage in the activities and encourage to talk in class and knowing more information about the subject (Goldman et al., 1996). This can be said that when increase the use of new technologies, will increase emphasis on capturing and sharing intellectual capital and thus will increase use of true performance support and social learning. All these new sets of future trends should include in the learning environment to help students to prepare for the future.

The most important future trend is increased use of new technologies for training delivery. The use of new technologies is not only preparing students to step into the workplace it also enhances students to learn new information and to think critically when using new technologies (Kidwell, Linde & Johnson, 2000). Increased use of new technologies can increase the student’s critical thinking skills and this can produce high productivity for the task (Wang, 2012). An organization is looking for an individual who can solve problems critically, can communicate well with others about ideas and information and those can collaborate with colleagues (Beers, 2012). Higher education institutions are using the technologies to enhance the student’s social learning, performance and intellectual aspects (Kidwell, Linde & Johnson, 2000). For instance, many universities are using e-learning to deliver the educational material through electronic media such as internet, video/audio tape and CDs. By using the new technologies for training delivery, the content is easy to understand, easy to access and easy to update the information (Beers, 2012). It also can help the student to perform the task in an efficient and effective ways (Chizmar & Walbert, 1999). Through the e-learning, it can give the student the flexibility in where and when they want for accessing the educational material (Song, Singleton, Hill, & Koh, 2004). Research had shows that students who are used to the new technologies to create an electronic school yearbook were having a high level of confidence and more active in the task commitment (Liu, 1998). This result indicates that used of new technologies can have a positive effect on the students. Utilizing technology can enhance the students to share their knowledge with others and increase the development for the workplace (Kidwell, Linde & Johnson, 2000). For example, this can increase the productivity and the quality of work, enhance the collaboration with colleagues and increased the motivation of the students and all of these can help the students to prepare in the workplace (Chandra, Theng, Lwin, & Foo, 2009).

In 21st century, many students cannot apply what they have learned from the college into the real world problem (Daggett, 2010). This problem can overcome through the uses of technologies. This is because technologies tools can provide students to apply the theories in the different settings. According to Scheffler and Logan (1999) stated that integrating technology can help students to analyze, evaluate and applying the theories and the knowledge into a real life situation. It means that it uses technology tools to sustenance the learning objective and enhance the student problem solving skills and critical thinking skills.

In this digital age, teachers and educators play an important role to help students to be well prepared to enter the workforce. This is because teachers can use of new technologies as supporting tools to help them to enrich their teaching method and increase the student learning (Koc, 2005). Teachers should help students to utilize the technologies tools in a proper way (Koc, 2005). Technology should be used effectively and consistently in the learning environment and teaching materials can be delivered through technology tools to help the students to improve their study (Schwarz, 2000). For example, teacher can play a short video clip for helping the students to understand the concepts and theory through the visuals. It also can aid the teachers to benefit the student to build networks with other countries (Davidson, 2000). Sinclair (2009) reported that the effectiveness of technology in the classroom is depends on the teacher competency levels and how the teacher uses the technology. Furthermore, teachers should create awareness for the students to know about why technology is being used and explained to the students that how this new technology can help them in their learning process (Sinclair, 2009). Research shows that there is a positive effect for students learning in mathematics and science through technology tools (Roschelle et al., 2000). This shows that teachers and educators should always use technology tools in teaching and learning to help students to make use of these tools. Therefore, teachers should practice using the new technologies in the teaching process.

In addition, the collaboration between universities and industry is important for the lecturer and trainers to upgrade and widening their knowledge as well as the capability to use the new technologies (Kidwell, Linde & Johnson, 2000). This can build the foundation for the lecturer and trainers to use the new technologies and also for students (Matthew, 2014). This foundation can also increase the awareness of and the experience to use the new technologies effectively (Matthew, 2014). Moreover, it can help lecturer and trainers to build confidence and knowledge when using the new technologies (Matthew, 2014). Therefore, it provides direct information and the current knowledge for the lecturer and also for the students.

Moreover, students should ne advances using tacit knowledge in order to use the new technologies in an effective way. This is because tacit knowledge includes personal experience and ideas and relationship with other people, it is very difficult to explain it out or write it down (Kidwell, Linde & Johnson, 2000). Tacit knowledge is important in various high-tech productions such as electronics, telecommunication and aircraft production all are based on tacit knowledge (Rosenberg, 1982; Vincenti, 1984). Therefore, advances using tacit knowledge can improve an individual to prepare for work in the future.

Technology not only can use an educational tool for teachers and students it also can be implemented into the curriculum. This can serve to enrich the understanding and increase the academic performance of the students (Klein, 2010). Past research had shows that implemented the digital technology into the curriculum can help students to participate and increase their motivation to involve in the activities, and increase the student decision making skills (Abbott & Shaikh, 2005). This result shows that it helps students to engage in the activities and motivated the students to involve in the whole process. Therefore, implemented the technology into the curriculum can prepare the students before enter into the workplace.

In conclusion, problem solving skills, critical thinking skills and can work collaborative with other people are very important to help students to be well prepared to enter the workforce. Teachers and educators can guide students and provides students to use the new technologies in an effective and successful way.

Reference

Abbott, C., & Shaikh, A. (2005). Visual representation in the Digital Age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language & Education: An International Journal, 19(6), 455-466.

Allen, B., & Lewis, D. (2006). Virtual learning communities as a vehicle for workforce development: A case study. Journal of Workplace Learning, 18(6), 367-383. doi: 10.1108/13665620610682099

Beers, S. Z. (2012). 21st century skills: preparing students for their future. In STEM Education Coalition, 1-6. Retrieved from http://www.yinghuaacademy.org/wp-content/uploads/2014/10/21st_century_skills.pdf

Brotherton, P. (2011). Social Networks Enhance Employee Learning. T+D, 65(4), 18-19.

Chandra, S., Theng, Y., O. Lwin, M., & Foo, S. (2009). Examining the role of cognitive absorption for information sharing in virtual worlds. Conference Papers — International Communication Association, 1-33.

Chizmar, J. F., & Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Journal of Economic Education, 248-264.

Daggett, W. R. (2010). Preparing students for their technological future. International Center for Leadership in Education. Retrieved from http://www. leadered. com/pdf/Preparing Students for Tech Future white paper. pdf.

Davidson, S. (2000). Teaching with the world wide web. Phi Delta Kappan, 37, 13-16.

Goldman, S.R., Petrosino, A.J., Sherwood, R.D., Garrison, S., Hickey, D., Bransford, J. D., & Pellegrino. (1996). Anchoring science in multimedia learning environments. In S. Vosniadou, E. De Corte, R. Glaser, and H. Mandl (Eds.). International perspectives on the psychological foundations of technology based learning environments. Hillsdale, NJ: Lawrence Erlbaum Associates.

Kidwell, J. J., Linde, K. M. V., Johnson, S. L. (2000). Applying corporate knowledge management practices in higher education. Educause Quarterly, 4, 28-33.

Klein, J. D. (2010). When you can’t bring your classroom to the world, bring the world into your classroom. Youth Media Reporter, 486-88.

Koc, M. (2005). Implications of learning theories for effective technology integration and pre-service teacher training: a critical literature review. Journal of Turkish Science Education, 2(1), 2-18.

Liu, M. (1998). A study of engaging high-school students as multimedia designers in a cognitive apprenticeship-style learning environment. Computers in Human Behavior, 14, 387–415.

Matthew, H. (2014, July 2). Further Education Workforce Strategy: The Government’s strategy to support workforce excellence in further education. Department for Business, Innovation & Skills, 1-29. Retrieved from https://www.gov.uk/government/publications/further-education-workforce-strategy

Noe, R. A. (2013). Employee Training and Development (6th ed.). New York: McGraw-Hull.

Rosenberg, N. (1982). Inside the black box: Technology and economics. Cambridge, UK: Cambridge University Press.

Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. Children and Computer Technology, 10(2), 76-101. Retrieved from http://www.futureofchildren.org

Roy, J. N. (2010). Transforming informal learning into competitive advantage. T + D, 64(10), 23-25.

Scheffler, F., & Logan, J. (1999). Computer technology in schools: what teachers should

know and be able to do. Journal of Research on Computing in Education, 31, 305-

325.

Schwarz, G. (2000). Renewing teaching through media literacy. Phi Delta Kappan, 37, 8-

12.

Sinclair, G. B. (2009). Is Larry Cuban right about the impact of computer technology on student learning? Nawa: Journal of Language & Communication, 3(1), 46-54.

Song, L., Singleton, E., Hill, J., & Koh, M. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education, 7(1), 5970. doi: 10.1016/j.iheduc.2003.11.003.

Vincenti, W.G. (1984). Technological knowledge without science: The innovation of flush riveting in American airplanes, ca. 1930-ca. 1950. Technology and Culture, 25(3), 540-576.

Wang, V. (2012). Encyclopedia of E-Leadership ,Counseling and Training. Hershey, PA: IGI Global.

Winn, W. (2002). Current trends in educational technology research: the study of learning environment. Educational Psychology Review, 14(3), 331-351.

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