RESULTS for 20.1%, 32.1%, and 36.8% respectively. The average

RESULTS AND DISCUSSIONSThis research investigated the impact of eLearning on corporate employees. More specifically, the research explored how employees’ productivity, job performance, and job satisfaction were impacted by using eLearning. Organizations use various forms of eLearning processes and applications, such as computer- based training (CBT), Internet-based training (IBT), web-based training (WBT), and many others. eLearning can be instructor-led, self-paced, or blended. For the purpose of the current study, the terms eLearning and eTraining were used interchangeably. This section presents the results of the eLearning survey analysis. Overall, 341 employees took the eLearning research survey. The demographics are shown on the table below.The majority age of surveyed participants ranged from 25 to 34, 35 to 44, and 45 to 59, which accounted for 20.1%, 32.1%, and 36.8% respectively. The average age of participants surveyed was 39 years. Female participants accounted for 64.2%, whereas male participants accounted for 35.8%. The majority of participants were full-time employees, who accounted for 76.5% of responses. Part-time employees accounted for only 18.5%, whereas other employee groups amounted to 5%. Participants who said they were managers counted for 34.8% whereas non-managers accounted for 65.2%. In term of participants’ eLearning experience shown on Table 1 above, 55% of participants had 1 to 5 years of eLearning experience, 19.5% of participants had 6 to 10 years, 11.9% participants had at least 10 years, and 13.6% employees surveyed had less than one year. As shown above, the educational level of participants varied: 6.3% had some college but had not completed their degrees, 2.3% had high school diplomas, 8% had associate degrees, 26.5% had bachelor’s degrees, 44.7% had graduate degrees, and 12.3% had doctorate or professional degrees. Finally, from Table 1 above, organizations of at least 500 employees accounted for 42.7% (13.6% and 29.1% combined) of participants, while 57.3% (34.1% and 23.2% combined) of participants came from organizations with less than 500 employees.With 41.9% of study participants saying their jobs have been easier and 63.5 % stating that eLearning has been beneficial to their work, it is important for organizations to rethink the way eLearning initiatives are implemented in their organizations. eLearning continues to become a leading instructional method in workplaces across organizations of various sectors and of varying sizes (Kramer, 2007). How employees react to eLearning can affect the overall performance of the organization. Employee survey responses show that they are able to understand their job duties better and have had an increase in managing ability, efficiency, and job skills. According to Kramer (2007) in a study that used the Kirkpatrick Model to measure behavioral changes on the job, learning increases for participants that react favorably to eLearning, and job behavior increased if learning increased. Employees with higher levels of eLearning should show improvement in productivity and job performance, and a reduction in turnover, cost, and absenteeism. However, current eLearning structures are not always successful. Some employees surveyed thought that the current work environment is not suitable for eLearning and they had to take extra time outside work to learn various eLearning tools, which causes inconvenience and stress.The result of this study shows that the majority of employees had used eLearning at work. At least 91.5% participants stated that they have used eLearning at work of some kind. Only 8.5% stated they have never used eLearning. The most common type of eLearning usage is a mix of both asynchronous and synchronous eLearning that represented 52.6% of participants. For those who have used eLearning, 40.2% were asynchronous eLearners as opposed to 18.9% participants who have used synchronous eLearning. For clarification, asynchronous eLearning is learning done at one’s own pace and schedule. Synchronous eLearning involves a specific time enrolled in a class. Pertaining to eLearning modes used at work, 80.5% of participants have used Internet Based Training (IBT) or Web Based Training (WBT). 26.7% and 38% of respondents have used Computer-Based Training (CBT) and Distance Learning respectively. The common information/communication/learning tools used at work by most participants were mobile devices (58.8%), followed by web conferencing (57.3%) and books/online libraries (51.9%). Social media and CD- ROM/DVD usage accounted for 28.7% and 23% respectively.An overwhelming 97.9% of participants said that their companies supported eLearning. At the same time 71.3% mentioned that their companies provide eLearning support and materials to enhance their learning experience. 62.1% of participants faced difficulty when using eLearning whereas 37.9% have not experienced any significant difficulty. At least 82.2% had access to eLearning tools for training and development at work. However, only 41% used eLearning as a preference for training and development. 77.7% participants got eLearning support from their companies. 89.5% of employees surveyed have the technological skills needed to use eLearning tools. 56.4% of participants believed their career opportunities and advancement from eLearning have been enhanced by using eLearning. When it came to experiencing technical difficulties when using eLearning, 42% have faced technical difficulties and 36.5% have not. 69.1% of employees stated that their companies continue to invest in eLearning initiatives and 77.5% mentioned that eLearning is an effective tool for training and development. 39.2% of participants believed that eLearning technical issues are resolved quickly whereas 14% disagreed with statement. Lastly, 58.6% of employees were aware of eLearning trends that impact their jobs and 37% were not.Elearning versus Employee Job SatisfactionOverall, 74.9% of participants stated that eLearning leads to higher employee satisfaction as shown on Table 2 below. Only 25.2% stated that eLearning does not lead to higher employee satisfaction.However, From Table 3, only 38.1% (combination of 28.9% and 9.2%) were more satisfied with their jobs due to eLearning usage, while 17.5% (combination of 3.8% and 13.7%) of participants were less satisfied with their jobs because of eLearning. An overwhelming 42.2% of participants answered neutral regarding how eLearning impacted their job satisfaction.ELearning versus Job Performance: 41.9% (33.3% and 8.6% combined) of participants said their job responsibilities have been easier because of their eLearning experience. However, 19% (4.1% and 14.9% combined) disagreed with the above statement and nearly 36.5% of participants answered neutral to this statement. In addition, 63.5% (16.8% and 46.7%) mentioned that eLearning has been beneficial to their work, 9.2% (1.9% and 7.3%) disagreed and 24.4% were neutral to statement. About 48.1% (38.2% and 9.9%) of participants stated that eLearning investments by their companies have enhanced their job performance. 11.8% (1.3% and 10.5%) disagreed with statement and 36.9% were neutral.ELearning versus Employee Productivity: In answering the impact of eLearning on employee productivity, the researchers uncovered the following statistics. 72.8% of employees who took survey said that eLearning leads to higher employee productivity and 27.2% stated otherwise. However only 41.7% (30.9% and 10.8%) gained higher productivity by using eLearning, 39.2% answered neutral, and 16% (2.6% and 13.4%) did not gain higher productivity by using eLearning.ELearning versus Employee Organizational Commitment: Overall, 66.5% of participants believed eLearning leads to higher employee organizational commitment whereas 33.5% stated otherwise. However, from Table 3 below, only 32.5% (24.2% and 8.3%) of employees stated that they are more committed to their companies because of their eLearning experience, 23.6% (2.9% and 20.7%) disagree with this statement, and 40.5% of surveyed employees were neutral.Pearson Correlations Summary of Key VariablesThe Pearson correlations of the variablies for the study were computed to find relationships among the variables and are summarized on Table 4 below.The summary above from Table 4 shows that there are both significant relationships between the independent and variable dependent variables. First, eLearning usage by employees has a weak negative correlation on their job productivity and job performance. This means increases or decreases in eLearning usage cause decreases or increases in job productivity and job performance respectively. Furthermore, there are strong positive Pearson correlations ranging from 0.662 to 0.750 among all the dependent variables (job satisfaction, job productivity, job performance, and organizational commitment) as shown on Table 4.For instance, increases or decreases in one dependent variable will increase or decrease the other dependent variables significantly. There is a strong correlation between employee satisfaction and productivity, job performance, and organizational commitment as indicated above as 0.733, 0.622, and 0.714. This implies that when employees are satisfied, they become more productive, their job performance is enhanced, and they become more committed to their organizations. In addition, there is also a strong correlation among productivity versus job performance and organizational commitment, as indicated above as 0.750 and 0.713 respectively. Finally, the correlation between job performance and organizational commitment is very strong, as the Pearson’s r is indicated as 0.701.Corporate and General Elearning IssuesFrom the survey results, 97.4% of employees who participated mentioned that they got eLearning support from their companies. When employees were asked if they faced difficulties when using eLearning, 38.2% said no, whereas 61.8% said yes. 42.3% of employees experienced technical difficulties when using eLearning technology as opposed to 36.5% who did not and that 39.2% believed technical issues involving eLearning were resolved quickly. 82.2% of participants had access to eLearning tools for training and development at work, and 77.7% got support from eLearning. An overwhelming 89.5% of employees had the technical skills needed to use eLearning tools. In addition, 56.4% believed that their career opportunities and advancements from eLearning experience were enhanced and that 41% preferred using eLearning for training and development. A majority of employees, 71.3% stated that their companies provided eLearning support and materials to enhance their learning experience and 69.1% mentioned that their companies continue to invest in eLearning initiatives. 74.5% of survey participants stated that eLearning was an effective tool for training and development. With eLearning trends or changes, 58.6% were aware of eLearning trends or changes that affected their jobs.The benefit of eLearning cannot be achieved in a vacuum. It needs commitment from top management, and end users should be part of the planning and implementation process of eLearning initiatives. The researchers believe that the more comfortable employees are with using eLearning systems and software, the easier it is for them to accept new changes in the organization. Acceptance of eLearning is also enhanced by confidence that upper management will provide the much-needed training and support for the new eLearning technology.With education and training using Information Communication Technologies (ICTs), employees are in a better position to broaden their technology skills and thrive in the 21st century as effective eLearners. Providing education to employees on ICTs will enable them to be more comfortable and productive during training sections organized by their corporation managers. Employees will continue to gain more positive attitudes toward their work because of the availability of personalized training. The overall benefit of eLearning is that it bridges the digital divide among employees. The digitalization of education is shifting. Teachers are now becoming Electronic Teachers, and the education system is being transformed to Electronic Education. Corporate executives who provide more education and training to their employees have the ability to gain a competitive advantage because they will not only recruit, but will retain talented, skilled individuals. The success of a company relies on educated employees. It is therefore important for upper management to involve all stakeholders when making decisions that affect all employees. Employees are less likely to resist eLearning training programs when they know the reasons and significance of such trainings.Age, gender, employment status, managerial status, and company size had an insignificant impact on eLearning usage in this study. However, the following findings are worth noting:The learning style for eLearners varies with different ages. With 52.2% of employees in this study aged between 35-44 years, upper management should be cognizant of age differences when designing eLearning solutions for their employees.With employment status, it is expected that full-time employees will spend more time using eLearning tools, systems, and programs; therefore, they have an advantage over part-time employees. Because the majority of participants (over 76%), are considered to be full-time employees, it makes sense for initial eLearning investment strategies in organizations to first target the full-time employees and later target part-time employees.It is expected that managers (35% of the respondents) should be able to train their employees on eLearning-related tasks, and corporate eLearning strategies should ensure that managers get the necessary training so that they can support their employees.Work-Related Elearning Responses and ImplicationsThe importance of eLearning cannot be overemphasized. With at least 91% of study participants using eLearning at work, corporate leaders should think strategically before making significant eLearning technology investments. The future of global learning in higher education and organizations starts with eLearning. With little or no geographical constraints, eLearning empowers employees to manage their own learning. In addition, eLearning has a significant impact on an organization’s bottom line. Because everyone learns differently and a majority of employees use eLearning, the more comfortable employees are with different eLearning modes such as CBT, WBT, and distance learning, the less resistance there will be to technological changes in eLearning within organizations.According to this study, a majority of employees use both asynchronous and synchronous eLearning, and WBT. The most preferred learning tools are mobile devices, web conferencing, books, and online libraries. Corporate managers should focus more attention on these areas to ensure alignment with eLearning trends in the industry. This can be done by increasing exposure to information communication technologies and learning tools by making them more available to employees at work. With increased exposure to eLearning technology, employees would be more likely to pick up on eLearning technologies and skills, making it easier to implement eLearning initiatives. Organizations benefit from successful eLearning implementations.Corporate Support and General Elearning UsageFrom the study, it was clear that employees who received support from eLearning initiatives were aware of eLearning trends, had ready access to eLearning tools, had the technical skills to use eLearning, and had enhanced career opportunities and advancements from eLearning experiences. Some employees also believed that their company leaders continued to invest in eLearning and that eLearning is an effective tool for training and development. However, employees continue to face difficulties when using eLearning. McCullough (2005) and Reich & Scheuermann (2003) stated some challenges of eLearning: managers are too busy, unaware or disinterested in eLearning; lack of appropriate infrastructure; they cannot justify the need; and/or they cannot identify their training needs. The lack of formalized training programs caused employees to have eLearning difficulties as reported in these studies (McCullough, 2005; Reich & Schumermann, 2003). Therefore, organizations should take the time to come up with formalized and structured training for any eLearning initiative or technology implementation.When organizations delegate the implementation of training needs at local levels without a specific direction from upper management, this can cause problems for employees during eLearning implementation and threaten the overall success of eLearning programs. All necessary training should be available to managers, and there has to be training experts managers can contact for help when needed. Without commitment from managers, even formalized training programs might not be productive.Leary and Berge (2007) stated that managers’ lack of commitment for eLearning is usually a challenge reported by small organizations. There is a wide array of issues involved with managers’ preferences, decision-making, prioritizing, and awareness. Leary and Berge (2007) go on to state that if they have a different learning characteristic or if they are accustomed to more traditional learning methods, the adoption of eLearning receives more resistance (p. 1).Most importantly, top management should justify the need for eLearning and should involve end-users during eLearning implementation. When employees are onboard early, they tend to do their best to support eLearning efforts. To overcome these eLearning disconnections, managers should have a clear organizational strategic plan, a tech-savvy staff, and a good training staff combined with committed managers. Our results showed the majority of employees (72.8%) stated that eLearning led to higher productivity. However, only 41.7% gained higher productivity at work. This implies that eLearning alone cannot lead to improved productivity. Managers should have effective systems to train employees on new eLearning system usage. Higher productivity and satisfaction usually occurs when employees are comfortable using any LMS. With proper training, employees would be more efficient, knowledgeable, and confident using different LMS.The majority of employees surveyed (74 %) believed that eLearning leads to higher employee job satisfaction, but only 38% were satisfied with eLearning at their job. This disconnection is probably due to the lack of proper training and usage of eLearning systems and the fact that few employees use eLearning on a daily basis. Even those who use eLearning regularly are not properly equipped with the training needed to be effective and efficient. The researchers agreed with a study by Voce (2007), which reported that employees were not currently using eLearning, because they were not sure of eLearning possibilities, they did not have the time, and they thought eLearning was not relevant to their jobs. The current study found that there were employees who lacked confidence in, and disliked eLearning technology. Surveyed participants expressed dissatisfaction for the following reasons: poor quality of eLearning products, lack of accessories, lack of support in learning a new system, and poor Internet connectivity. According to the current study’s results, such dissatisfaction has contributed to lower job satisfaction. However, the results also showed that there were satisfied employees who were able to enjoy current technology, because they learned at their own pace and had access to training opportunities that led to development. The impact of eLearning on job performance cannot be underestimated. eLearning continues to become a leading instructional method in workplaces across organizations of various sectors and of varying sizes (Kramer, 2007). With 41.9% of study participants saying their jobs have been easier, and 63.5% stating that eLearning has been beneficial to their work, it is important for corporate leaders to rethink the way eLearning initiatives are implemented in their organizations. How employees react to eLearning can affect the overall performance of the organization.Employee survey responses show that they are able to understand their job duties better and have had an increase in managing ability, efficiency, and job skills. According to Kramer (2007), in a study that used the Kirkpatrick Model to measure behavioral changes on the job, learning increased for participants who reacted favorably to eLearning, and job behavior increased if learning increased. Employees with higher levels of eLearning should show improvement in productivity and job performance, and a reduction in turnover, cost, and absenteeism. However, current eLearning structure is not always successful. Some employees surveyed thought that the current work environment is not suitable for eLearning and they have to take extra time outside work to learn various eLearning tools, which causes inconvenience and stress. The study showed a strong positive correlation among job satisfaction, job productivity, job performance, and organizational commitment. This implies that satisfied employees are likely to be more productive, be committed to their organizations, and work harder on eLearning initiatives to improve their job performances. Managers should not only focus on technology to be successful. Technology should be used as an enabler. The focus should be on making sure employees feel supported.Suggestions for Further ResearchThe researchers suggest future researchers explore a larger sample size and increase the number of organizations used in the study to cover different industries. Data collection and analysis should be computed on each company to get a more reflective result that represents a specific company instead of general results representing different companies. In doing so, correlation can be done of individual corporate habits as well as comparison with other organizations. Additionally, there should be inclusion of additional demographic factors not explored in this research such as race, marital status, type of eLearning, and others. With over 91% of surveyed employees using eLearning at work, the researchers believe that different learning styles will impact the effective use of eLearning and successful implementation of eLearning systems and programs. Future researchers should include how learning styles impact the success of eLearning usage and its impact on employee productivity and overall job satisfaction. Furthermore, the outcome of the study will be different if the survey was conducted in other organizations in different industries such primary, secondary, tertiary, and quaternary. For future research, more organizations from different industries should be used in the study. The researchers believe that the more technology-based any industry is the more likely employees are likely to benefit from eLearning.CONCLUDING COMMENTSThe research explores use of eLearning in employee training result employee satisfaction, productivity, & job performance. Theoretical framework advice determining whether eLearning usage compare with organizational responsibility of employees. Study proves as out of 341 participants surveyed, approx. 38% were satisfied in their jobs, 42% written that job responsibilities have been simpler, 48% saw improves job performance, & about 42% increased productivity. Approx. 32.5% were faithful to their organizations because of eLearning exposure. The restriction to overcome when implementing eLearning is resistance. eLearning will not be successful in a company culture that is opposed to change. Organizations can lead change by creating climate for change, engaging and establishing organizations, and implementing & sustaining change. Kotter (2007) stated that leaders must do 8 things right in order to successfully transform their organizations. These 8 steps in Kotter’s change model are increase urgency of change, build a team for change, develop a clear vision, communicate and share the vision, empower people to clean obstacles, made short term goals or wins, show persistence, and make the change permanent (Kotter, 2007). In Future study it may be use of different methodology to again quantify the gaps or differences written in this research.

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