On the other hand, the comparative value of the real-time presentation must be considered in relation to the potential technical issues involved. Specifically, whereas pre-recorded presentations and self-directed learning online training programs can be tested and perfected in advance to ensure there are no technical problems with delivery, that is not necessarily the case with real-time presentations, especially those involving two-way communications. No matter how much preparation and troubleshooting is conducted in advance, live two-way presentations are notoriously susceptible to technical problems that can interfere with planning and lesson delivery. Moreover, the more computer terminals and office locations involved, the greater that potential for difficulties in execution.

Anticipated Problems

Beyond technical delivery-of-training issues, other anticipated potential problems associated with online employee training include lower levels of individual engagement and reduced opportunity for meaningful interpersonal exchanges. In that regard, even the best corporate instructors cannot implement all of the same teaching techniques across digital media that they can in person. Even where real-time two-way presentations allow bi-directional views, the instructor cannot make eye contact with individual employees to gauge interest and engagement, much less to encourage individual participation. Furthermore, online employee training are generally associated with lower levels of compliance and absorption of information, particularly in connection with self-directed learning modules by virtue of the inherent vulnerability of multiple-choice tests to satisfaction by repeated test-taking without necessarily making a good-faith effort to learn the substantive material (Robbins & Judge, 2009).

Lesson Delivery and the Role of Supervisors

Despite the inherent problems and relative inefficiency of digital media-based employee training in comparison to traditional in-person training,...

The potential for reduced effectiveness demands that supervisors be more involved in and better trained to provide assistance and to gauge employee participation and learning (Robbins & Judge, 2009). Supervisors can increase the effectiveness of online employee training programs by communicating their expectations in advance, by providing previews or outlines of the areas covered, and by supplementing the online presentations with subsequent discussions in which they emphasize some of the same concepts.
Generally, supervisors play an important role in setting the tone for the manner in which employees regard training. Because online versions of employee training are more susceptible to reduced attention and participation, the importance of the supervisor's role only increases in comparison to traditional employee training delivery systems. Ultimately, online media can provide effective and economical employee training, but maximizing its value requires careful consideration of the potential problems associated with and deliberate planning to mitigate the incidence and severity of those problems.