E-Training in Human Resource Management: A Case Study of Saudi Arabia

Table of Contents
1.0 Introduction 2
1.1 Objectives of the Study 3
1.2 Rationale of the Study 3
1.3 Contribution of the Study 5
2.0 Literature Review 5
2.1 Introduction: Procedure of E-training 5
2.2 Areas Where E-training is Applicable 6
2.3 Requirements of E-training 6
3.0 Methodology 8
3.1 Research Approach 8
3.2 Research Design 9
3.3 Subject and Sampling Plan 10
3.4 Data Collection Methods 10
3.5 Data Analysis 11
3.6 Ethical Issues 12
3.7 Time Table 12
4.0 Reference 13
E-Training in Human Resource Management: A Case Study of Saudi Arabia
1.0 Introduction
According to Naggy (2005) in E-training is use of electronic media, information-communication technologies (ICT) for education purposes. It entails all kinds of educational technology in teaching and learning. Bates(2005) adds that E-training includes and it can also refer to multimedia education, computer-based instructions, learning through enhanced technology, computer-managed instructions, computer-aided instructions, web-based training, online education and virtual(cloud) education, virtual learning environment/learning platforms, m-learning and digital education collaboration emphasizing a particular aspect, a component or a delivery mechanism. E-training usually takes place outside classroom. It all calls for varied employment of modern technology (Naggy 2005).
Bates(2005) propagates that e-training composed of various types of channels that disseminate text messages, images, audio files, animations, pictures, online videos, technology processes such as audio or video tapes, CD-ROM, satellite TV, computer-oriented learning, applying local intranet/ extranet , web training information and communication systems, free-standing or based on either local area networking(LAN) or the training networked internet. Warner and Procaccino (2004) categorizes E-Training as either asynchronous or synchronous. Asynchronous training involves use of technologies like discussion boards, e-mails, blogs, wikis as well as web supported textbooks, hypertext documents audio and video courses and social networking. It also includes virtual operating rooms in the professional education level.
Asynchronous training is beneficial to students who have healthy problems or have childcare responsibilities, regularly leaving the home to attend lectures is difficulty, and therefore, they get an opportunity to complete their work in a low stress environment and with a more flexible time schedule. If a student needs to listen to a lecture a second time or think about a question for some time, he/she can do so without fearing that he/she will hold back the rest of the class. On the other hand, synchronous training occurs in real-time, with all participants interacting simultaneously. It involves the exchange of ideas and information with one or more participants at the same period of time e.g. face-to-face discussion, live teacher instructions and feedback, Skype conversation, chat rooms or virtual classroom where everyone is working online and working collaboratively at the same time.
1.1 Objectives of the Study
This study seeks to attain the following objectives:
• Review the literature surrounding E-training in Human resource management
• The effectiveness of E-Training over manual training in Human resource management
• The effectiveness of E-Training in Human resource management in Saudi Arabi in relation to cost and time
1.2 Rationale of the Study
According to Ali, Sait and Al-Tawil (2003), E-training has positive impacted on the large population of Saudi Arabia. Educational institutions to sustain quality education for the population at large have used it. E-training has significantly benefited Saudi Arabia through lowering of costs of production (Warner and Procaccino, 2004). In relation to minimization of delivery costs there is a robust argument that E-training is more economical because there is reduced training time also known as learning compression. This is because the largest unitary cost of training in institutions is the cost of work force attending the training session rather than the direct delivery costs in terms of tutors, lesson materials, travel, catering and accommodation expenses.
E-training can deliver benefits through a reduction in the time it takes to train people because learners can choose the most favorable pace, regardless of the pace of the slowest member of a group. In classroom, much time is used in questions and topics that may be irrelevant to individual learner. The social interaction is significantly minimized thus time saving is evident in starting and winding up a learning session. There is less travel time to and from a training event, learners have the freedom of choosing relevant contents to learn about and skip those, which have irrelevant information (Ali, Sait & Al-Tawil, 2003).
According to Ali, Sait & Al-Tawil (2003), E-training has also been relevant in Saudi Arabia because it saves time. A key advantage of E-learning is that it has faster delivery cycle times than traditional classroom-based instruction. There is a practical hindrance on the how fastness of learning which can be rolled out with classroom-centered guidelines, as the potential to deliver learning is constrained by the number of available classrooms and trainers. E-training has been effective in Saudi Arabia in that Learners can learn more using computer-based instructions than they do with conventional or traditional methods of learning. Gains from the effectiveness of e-training in Saudi Arabia learning have been found in the learners’ attitudes toward the e-learning format of training in general, learners’ scores on assignments, certifications or other evaluations, the number of learners who achieve ‘mastery’ level or ‘pass’ exams, and learners’ ability to employ new skills or processes on the job (Ali, Sait & Al-Tawil,2003).
E-training has also fostered sustainable development in Saudi Arabia in terms of environment protection and conservation. Online learning is an effective way for organizations to reduce their carbon footprint levels. On average, the invention and provision of open distance learning courses used approximately 90 percent less energy and produced 85 percent fewer carbon dioxide emissions per student than normal campus-based university courses (Ali, Sait & Al-Tawil, 2003). The major savings incentive were due to a decrease in the number of student travel, economies of scale in production in the use of the university site, and the removal of much of the energy usage of students’ housing facilities (Ali, Sait & Al-Tawil, 2003). In this case, the research seeks to relevance of E-training in relation to the cost, time and any other benefits as may be identified by the study.
1.3 Contribution of the Study
There is a rising need of training in human resource management for the purposes of improving performance. However, the issue of cost and the time required in human resource is of great concern. It therefore becomes important for organizations to develop alternative training avenues, which focus more on the reduction of cost and time required in training. In this case, the findings of this study will aid in policy formulation towards the development of E-training in Saudi Arabia.
2.0 Literature Review
2.1 Introduction: Procedure of E-training
E-training can be done through an enclosed network or an Internet connection (Bates, 2005). Closed networks requirements are; users to present themselves in person. For example, major supermarket outlets, offer a closed network for training employees on how to handle shoplifting. Retailers target at keeping these procedures confidential and on a “need-to-know” pace, so it uses an intra-house computer networking system. Users access the information system using their employee reference number and password and terminate the training equally sure that company’s confidential information is left unexposed to external threats. No printed documents or other materials should leave the office, therefore, reducing the chances and probabilities of it running into the hands of malicious people. The second type of online training uses public Internet connections, which covers a larger area. For instance, distance training programs, militants safety education and online preparation test courses are addressed over public connections (internet), allowing users to log in from anywhere in the globe at any given time.
2.2 Areas Where E-training is Applicable
Warner and Procaccino (2004) argue that, E-training as an avenue for education can be used to pass information on various field of study. For instance, it can be used in distance learning, teaching of soft skills, environmental awareness training programs, science and technology, arts, and leadership. E-training has also been used to train people on issues such as real estate management, asset and property management, strategic management in organizations and management science at large. Even e-training has an upper hand in security and intelligence issues (Tavangarian, Leypoldt, Nolting and Röser, 2004). Police detectives relies heavily on internet information to assess the security situations that prevail in a given region or time. According to Tavangarian et al (2004), E-training has now become the global tool of gaining knowledge and its enhancement has completely transformed all aspects of life globally.
2.3 Requirements of E-training
There are five e-training requirements that are vital for all successful online courses. Understanding these requirements is of great importance when it comes to designing and developing a course that meet the targets of computer-based training objectives. Warner and Procaccino (2004) emphasizes that audience is a key requirement in E-training and therefore is an important factor in the process of developing online courses. Therefore, audience analysis is significant in this case. It forms the foundation in the determination of basic structure of the other four e-training requirements. Tavangarian et al (2004) points out that, an individual should capitalize on the following variables concerning audience: Audience expectations and Learning abilities (prerequisites) of the audience, availability of hardware or software, learning environment, audience job responsibilities and audience preferences.
Course structure is another fundamental requirement in E-training. Bates (2005) defines course design for E-training to be used. The structure of a course plays an important role in how your audience learns the material. An individual should consider the following items when structuring the course: sort content into reasonable modules, creating modules that exceed 8-10 pages should be avoided, integrate interactive concepts and use pictures/graphics to provide a broader explanation base. The third key requirement in E-training is page design. The page design of an online course is crucial to the training process. Page design format can have a huge effect on the learning experience to the audience (Warner and Procaccino, 2004). One should consider an intuitive navigation when formatting the course. Furthermore, appearance should not obscure the learning process, balance between text and graphics is significant, white space is recommendable, and consistency is vital. For instance, pop-ups, layouts, ease of scanning and chunking information is crucial.
The fourth requirement of E-training is content engagement. Since E-training is a personal session of study mode, interacting with the student turns to be more crucial than most types of training workshops. Tavangarian et al (2004) defines content engagement as how the learner familiarize with the course content. Because studies have shown that learning experiences are greatly enhanced when exercises or activities are incorporated into the learning process, content engagement is critical. Bates (2005) emphasized on the use of hyperlinks for additional terminologies, definitions, descriptions, interactive graphics such as animations or simulations, providing additional options/choices for the learner, incorporate quizzes, tests, skill assessments, create fun activities such as games or other educational methods of interactive learning, keeping activities focused on the course objective and avoiding the technology overshadowing the course objectives.
Usability being the last but not the least requirement of E-training refers to the testing of E-learning content and applications. Usability analysis includes confirmation of all links working properly, ensure that activities function as designed, crosscheck the content to ensure accuracy in grammar and spelling, ensuring clear graphic visibility, verify the compatibility of course work with server environments, verify that screen resolution works for the intended audience, focus on proper zooming, verification of the accomplishment of course objectives and expectations.
3.0 Methodology
Research methodology is a systematic way of solving research problems (Kumar, 2008; Kothari, 2004). Studies are scientifically done through a method. This study will involve a step by step procedure where it begins with an overview of approach selected, research design, samples and sampling method, data collection method, data analysis and data interpretation. While there are quite a number of research methods, which can be used to carry out this study, only the relevant methods of carrying out quantitative research will be applied.
3.1 Research Approach
This proposed study will make use of both quantitative and qualitative approaches to research. In this case, the researcher should conduct a systematic and unbiased process of gathering and analyzing data (Bryman 2004). These approaches have been considered as most suitable for the study because they allow the researcher to put forward a larger picture of the effectiveness of E-training in human resource management. This study can make use of various question types; rating questions, for example, to ascertain the effectiveness of E-training while ranking questions can make a comparison between E-training and manual training.
In terms of reliability, quantitative and qualitative studies have often been deemed more accurate and reliable because they seek to control or eliminate external factors that are inherent in the composition of the research (Creswell 2007). The researcher is expected to incorporate objectivity into the entire research processes with which he/she should be capable of examining and making observations in a fair and unbiased manner. Furthermore, the researcher should be able to demonstrate relevant competencies in terms of the manipulation of the variables and assessment of their impact on dependent variables (Bryman 2004).
3.2 Research Design
Research design has been defined as an arrangement of condition through which data can be collected and analyzed in a way that not only combines relevance of the research purpose but also economy of procedure. It is a conceptual structure within which research is conducted and includes a road map for the collection, measurement and analysis (Kumar, 2008). In summary, this study will highlight the subject of investigation, reasons why it is being conducted, the scope of the study, objectives of the study, propositions to be tested, definitions of operational concepts, timeline of the study, sources of data, population, the sample size, sampling methods adopted, tools of data collection, ways of data processing, and methods of data analysis. The idea in this study is to minimize errors and bias as much as possible while optimizing the reliability of data collected and analyzed.
A co-relational research design will be used for the study to test for statistical relationships of the variables chosen. The main advantage of co-relational research design is anchored in the creation of predictions and examination of these behaviors and experiences as they take place in everyday life. To employ co-relational research design entails that the researcher will observe the participants without any interventions (Kumar, 2008).
3.3 Subject and Sampling Plan
According to Kumar (2008), sampling can be classified as either probability or non-probability sampling. Several sampling methods available are simple random sampling, deliberate sampling, systematic sampling, stratified sampling, quota sampling, cluster sampling/area sampling, multi-stage sampling, and sequential sampling (Kumar, 2008). A self-selected type of sampling will be used for the proposed study; individuals who volunteer will be selected to participate in the research. Making use of volunteer sampling will reduce the time that is needed for choosing appropriate subjects. It is also likely for these volunteer respondents to be more prepared and committed in taking part in the research, thus can be more expected to put forward relevant insights about their perceptions. In sampling, the sample should be narrowed down to not only capture the population in terms of heterogeneity of the elements but also fully represent the variables (Kumar, 2008). Elements of the sample will be defined and the population targeted will be clearly and e empirically defined, meaning it will have to be limited to a reasonable fraction.
3.4 Data Collection Methods
There are various data collection methods and they differ in terms of time, monetary costs and other resources available to the researcher. Survey can be carried out by observation, personal interviews, telephone interviews, mailing of questionnaires, or schedules (Kumar, 2008). Data collection in this study will be carried out by issuing of questionnaires. Numerical measurements and statistical analysis of data are typically highlighted in quantitative studies because these allow the research to be carried out in an objective manner (Bryman, 2004). According to Bryman (2004), quantitative research emphasizes the collection of numerical data and generalization of results across different populations, thus a focus on surveys and questionnaires, to name a few. The proposed study will make use of a questionnaire that is specifically targeted towards the examination of the effectiveness of E-training in Human resource management.
When compared to other data collection methods, using a survey questionnaire can be more appropriate and practical because it helps ensure a high level of reliability. It can also contribute to a more extensive applicability of the study’s outcomes and the prediction of other results (Creswell 2007). Questionnaires include predetermined questions and response categories, which can generate results that are simpler to compare, summarize and conclude from (Creswell 2007).
3.5 Data Analysis
After data collection, statistical analysis will be carried out to interpret the quantitative data. Analysis will involve a number of closely related tasks such as categorization, applications of the categories to raw data through coding, tabulation, and then drawing statistical inferences. Raw data will be classified into usable and purposeful categories. Coding will be done by transforming categories of data into symbols that can be tabulated for easy counting. Once data is tabulated, then analysis will be accomplished using various statistical measures.

3.6 Ethical Issues
The study must adhere to various moral and ethical issues, for example, ensuring the confidentiality of respondents’ information, discoveries and getting assent of undertaking the study from the significant authority. The researcher will need to liaise with the University survey board to get permission of doing the study. The University survey board contacts the examination of the proposal ensuring it is reasonable, suitable, and sensible before approving specialists to actualize the study. Likewise, the study will consider the consent of the respondents to ensure they will readily partake in the study. In this case, the study will brief all the respondents about their liberty to withdraw their support from the study at any stage.
3.7 Time Table
TIME(Weeks)
ACTIVITY 1 2 3 4 5 6 7 8 9 10
Preparation of proposal and presentation
Seeking consent from the various authorities (government agencies and the public)
Literature Review and Design of Questionnaire
Pilot study
Collection of Data
Analysis of Data
Final report writing and submission
4.0 Reference
Ali, S.; Sait, S. & Al-Tawil, K (2003). “Perceptions about e-Learning in Saudi Arabia”. ICASE World Conference on Science & Technology Education, Penang, Malaysia
Bates, A. (2005) Technology, e-Learning and Distance Education London: Routledge
Bryman, A., (2004). Social research methods, 2nd edn, Oxford University Press, Oxford.
Creswell, J.W., (2007). Educational research, 3rd edn, Sage Publications, Thousand Oaks, CA.
Kothari, C.R., (2004). Research Methodology: Methods and Techniques. New Delhi: New Age International Publishers Ltd.
Kumar, R., (2008). Research Methodology. New Delhi: APH Publishing Corporation.
Naggy, A. (2005). The Impact of E-Learning, in: Bruck, P.A.; Buchholz, A.; Karssen, Z.; Zerfass, A. (Eds). E-Content: Technologies and Perspectives for the European Market. Berlin: Springer-Verlag
Tavangarian D., Leypoldt M., Nolting K., Röser M., (2004). Is e-learning the Solution for Individual Learning? Journal of e-learning, 34(3)
Warner, D, Procaccino, JD (2004). “Toward wellness: Women seeking health information”. Journal of the American Society for Information Science and Technology, 6(2)

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