Essay Example on Training: Developing Skills to Meet Job Requirements

Whenever a particular skill is developed up to the desired level and standard through the use of instruction and practice, then the process is termed as training. Through training, an employee can carry out their task effectively and correctly. According to Neely, training is an organized process through which people acquire knowledge and skills for a precise task or job. Training is necessary because of the environmental changes, human relations, organizational complexity, among other factors (Echols, Neely, & Dusick, 2018). Different types of training include and not limited to job instruction training, refresher training, among others. When a real-world process is re-created in a controlled environment, the process is known as simulation. In a simulation, modeling is used to bring in the real idea under discussion (De Jong, Lazonder, Pedaste, & Zacharia, 2018). Different simulation tools are used to enhance training, some of them being computer simulations.

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Simulations have various impacts on training, many of which are advantages. One, simulation tools help demonstrate and explain complex concepts making them interactive visual contents. Through such a transformation, trainees can understand the performance and relationship between different system parts. Simulation helps trainees to become more used and familiar to the equipments and the environment under which they work without necessarily causing accidents (Introduction to Modeling and Simulation Systems. (n.d.). Accidents could lead to inconveniences on the trainees, the environment, and the equipment underuse. Simulations help trainees to experience many scenarios, thus broadening their experience and sharpening their skills.

Secondly, simulation tools play a significant role in training because they help track the progress of the trainees and provide positive feedback. Though the feedback, it is able for the skill under observation to be fully developed (De Jong, Lazonder, Pedaste, & Zacharia, 2018). Simulations also allow students to be precise on what skill they want to put more effort into and develop it. Such development can only be done if only the necessary resources are available to students. Therefore, it is always possible to access the equipment under study without necessarily having the original equipment. Training is more enhanced because it can be done anywhere and anytime, creating no inconveniences.

Despite the initial cost of acquiring simulations being expensive, the cost is effective compared to the benefits in the long run. Simulations are both times effective and cost-effective because they reduce the training time spent with the physical equipment. The environment under which the trainees work is controlled, and there are no or minimal chances of having damage to the individuals and the equipment (De Jong, Lazonder, Pedaste, & Zacharia, 2018). Simulation tools are reusable, and thus this makes the total cost of the program a bit cheaper. Simulations are also up to date and easily updated due to improved technology. This is so different compared to the actual equipment, some of which were made a long time ago, and as time moves on, they can never be updated. This caters to the demand for equipping trainees with the knowledge and skills that are fitting in the current job market.

Many studies have shown that the use of simulations in training has, to a greater extent, improved the training sector. However, how effective a simulation will depend on how accurate it is. Again, depending on the task on hand, the effectiveness of the simulation can be determined. For positive feedback to be acquired, the simulation must be accurately constructed. For any simulation tool to be useful, certain conditions must be present. One, multimedia should be incorporated. Secondly, the feedback should be availed immediately. Immediately feedback is necessary because it allows trainees to learn from their mistakes instantly (Jay Samuels, & Wu, 2003). Multimedia components such as audio, texts, animations, among others, enable the trainees to be fully engaged through active participation.

Simulations have been used in various fields of training, some of which are as discussed below. One, in the field of Aviation, flight simulators have been of significant contribution in training trainees before they are exposed to the real aircraft (De Jong, Lazonder, Pedaste, & Zacharia, 2018). Flight simulations help to acquire the knowledge and skills on how to deal with aircraft controls as well as flying in different weather conditions as well as landing under different circumstances. Secondly, medics are exposed to simulations, especially when dealing with surgeries, prescription administering, as well as crisis intervention. Another field that uses simulations is the manufacturing plants. Simulations are needed to train on planning, design, and manufacturing systems. Under theoretical events, mathematicians and economists use simulations to analyze the possibilities expected.

In the future, it is possible to have simulation incorporated in various other fields due to the increased technological development. Simulation enhances the positive virtual reality, and they have been seen to be more memorable than training through texts and videos only. Virtual reality learning is useful in improving cognitive skills and psychomotor skills during training. Simulation tools have continually replaced dangerous tasks done by humans, which may eventually lead to advance losses (De Jong, Lazonder, Pedaste, & Zacharia, 2018). However, due to advanced technology, many fields will incorporate simulation as part of their training, something which might make the training process more expensive at first.

Conclusion

In conclusion, since the era of World War 2, there has been significant progress in the use of simulations in training. As many fields, such as training and the education sector, embrace the use of simulation, its use is going to improve and intensify more and more without getting low. However, the high rate at which technology is growing is posing a challenge, making it difficult to predict what will happen in the future.

References

De Jong, T., Lazonder, A., Pedaste, M., & Zacharia, Z. (2018). Simulations, games, and modeling tools for learning. International handbook of the learning sciences, 241-268.

Echols, D. G., Neely, P. W., & Dusick, D. (2018). Understanding faculty training in competencybased curriculum development. The Journal of CompetencyBased Education, 3(2), e01162.

Introduction to Modeling and Simulation Systems. (n.d.). University of Houston. Retrieved October 29, 2018, from http://www.uh.edu/~lcr3600/simulation/historical.html

Jay Samuels, S., & Wu, Y. (2003). The Effects of Immediate Feedback on Reading Achievement. University of Minnesota. Retrieved October 31, 2018, from http://www.epsteineducation.com/home/articles.