3 Tips For Surviving Commercial Driver Shortage

The shortage of commercial drivers is no longer a news. In 2015, there was a report of over 30 000 empty seats which needed to be filled in the United States and the problem has kept escalating since then. It so surprising that there is a shortage of commercial drivers when commercial driving schools, as well as trucking companies, have been pumping out newly trained drivers. Statistics have shown a good number of certified commercial drivers who are unemployed but they aren’t lining up to fill the empty seats in trucking companies. As a trucking company, the following tips can enable you to survive the shortage of commercial drivers.Tip 1 – Creating Opportunity for Growth in your CompanyWorking for a company and remaining in the same position for several years can be discouraging. One of the ways to reduce the turnover of drivers and attract new ones is by providing growth opportunities. Based on the performance of the driver, they can be promoted to other roles such as team captains and supervisors. However, the criteria for promoting the drivers should be made known to every driver on the field in other to prevent those who went promoted from getting frustrated and upset. Also, a company where there are growth opportunities are quite attractive to the younger generation of drivers. Better equipped trucks, automatic transmissions, and improved sleeping cabins are few of the other ways to attract young drivers who seek more comfort and convenience.


Tip 2 – Offering Better Compensations and Performance-Based Incentives. Offering better compensations to drivers is not an added expense but a means of reducing cost. It reduces your cost of recruiting and training because you get to attract more experienced drivers while reducing the turnover of your existing drivers. Also, drivers who do their job well, arrive on time, drive safely, and are efficient and productive should be given bonuses. This keeps them motivated.Tip 3 – Making the Job EasyThere are new technologies such as the route optimization software which helps in planning accurate and well-optimized routes. This ensures that drivers never get stuck on the road. It assists them in increasing their productivity and timeliness thus making the job easy and seamless. Also, the software comes with a tracking device which enables the company to know the location of their drivers in real time. This enables the company to be able to send assistance to the driver in case of any problem or breakdown of the vehicle while on the road.


The shortage of commercial drivers does not only increase the cost of operating a company but it also decreases the revenue of the company. Irrespective of what you choose to do in other to mitigate the impact of commercial driver shortage on your company, the best tip is to start as soon as you can. If you have any question concerning how your truck company can survive the shortage in commercial drivers, you can always call or contact a Truck Driver Company.

If Technology Is Effective in the Classroom – Why Do Some Students Dislike It So Much?

The effectiveness of technology use in the classroom has become a controversial issue. While many teachers and students feel that it’s best to use technology because it enhances teaching many others feel that it causes too many challenges and that it is a waste of time. If technology is as effective in the classroom as many teachers believe it to be; why do some students dislike it so much?

In order to objectively respond to this question, 3 articles were examined. 2 out of the 3 relate how the use of technology in the classroom frustrates students while the last one translates the thoughts of students who feel that technology in the classroom has responded to their need. So the issue is not that technology is not effective but rather that some teachers need to be mindful about technology use in the classroom and others need to be trained in order to properly use technology to teach so that students do not view technology as obstruction learning but as an enhancing tool.

After summarizing the 3 articles that have been reviewed we will be able to prove that there are 2 groups of students who claim to dislike technology in the classroom: Those who are improperly exposed to it by their teacher and those who did not give themselves enough time to familiarize themselves with it. We will then be able to get to the logical conclusion that those same students would appreciate the value of technology in the classroom if their teachers used it properly. Let us first summarize the articles that we are referring to.

The article “When good technology means bad teaching related that many students feel that teachers and professor use technology as a way to show off. Students complain of technology making their teachers “less effective than they would be if they stuck to a lecture at the chalkboard” (Young) other problems related by students include teachers wasting class time to teach about a web tool or to flab with a projector or software. When teachers are unfamiliar with the technological tools, they are likely to waist more time trying to use them the technological software that is used the most according to students is PowerPoint. Students complain that teachers use it instead of their lesson plan. Many students explain that it makes understanding more difficult “I call it PowerPoint abuse” (Young). Professors also post their PowerPoint Presentation to the school board before and after class and this encourages students to miss more classes.

Another problem reported in the article with the use of technology in the classrooms is that many schools spend time to train their staff about how to use a particular technology but it does not train them on “strategies to use them well” (Young). The writer believed that schools should also give small monetary incentives to teachers and professors to attend workshops.

In an interview made with 13 students, “some gave their teacher a failing when it came to using Power Point, Course Management systems and other classroom technology” (Young ) some of the complains were again about the misuse of PowerPoint’s and the fact that instructors use it to recite what’s on the scale. Another complaint was that teachers who are unfamiliar with technology often waste class time as they spend more time troubleshooting than teaching. The last complain mentioned is that some teachers require students to comment on online chat rooms weekly but that they do not monitor the outcome or never make reference to the discussion in class.

Similarly, the article “I’m not a computer person” (Lohnes 2013) speaks to the fact that students expectations as far as technology is concerned is very different. In a study done with 34 undergraduate university students, they advise that technology is an integral part of a university students life because they have to do must everything online from applying for college or university, searching and registering for classes, pay tuition and that in addition to being integrated in the administration, etc. technology is also widely used to teach and is valued by higher education.

Those students, however, feel that technology poses a barrier to success as they struggle to align with the ways in which the institution values technology.” A student explains that technology is used in her freshman year to turn in assignments, participate in discussion boards and blogs, emailing the professor, viewing grades and for a wide range of other administrative task including tracking the next school bus. This particular student whose name is Nichole says that she does not own a laptop but shares a family computer. She has a younger brother who also uses the computer to complete his school work so she consequently has to stay up late to complete assignments. She states “technology and I? We never had that connection” (Lohnes). Nichole dislikes the fact that her college requests that she had more contact with technology than she is conformable with. Nonetheless, she explains that as she started doing those school online assignments so frequently she came to realize that they were not that bad.

One of her issues though with technology is that she had come from Puerto Rico about a year prior entering college and that she never had to use the computer so much there. The articles relates that other college students like Nichole have admitted that they are “reluctant technology users” (Lohnes) The article wants to explain, in essence, that although most people would expect that college students prefer technology and are already familiar with it,” that assumption is faulty” (Lohnes).

On the other hand, the article “What Screenagers Say About… ” High school age students were asked about what they thought of technology but most expressed liking it. One of them said about PowerPoint: “My history teacher did a good job with Power Points. He would put them online, which made for really great reviews.” (Screneagers, 2011) Others expressed how technology was really who they are and that teachers should understand for example that when they text in class, they are not being rude but that they have gotten used to multi tasking. Another student invites teachers to not be afraid of technology “Teachers shouldn’t be afraid of technology. Understand that it’s how we live our lives. So don’t just push it out. Learn to cope with us and how we work.” (Screenagers, 2011)

Another student however, expressed how she prefers simpler technology that her teacher is comfortable with rather than high tech that the teacher does not manipulate well “The most important thing for teachers is to be comfortable with what they’re using. It doesn’t have to be super high tech. My math teacher used a projector, and it was one of my favorite classes. Then I would go to this other class where the teacher used Power Points and the SMART board, but I didn’t get any more out of it because she wasn’t comfortable with the technology” (Screenagers, 2011) Students spoke about their appreciation for virtually all types of technology used in the classroom. Another said “One of my teachers used Skype. That’s face-to-face interaction. If I had a problem with some math problem I was working on, I could take a picture of it and put it on the Skype screen. She could see where I was making my mistake. It really helped.” (Screenagers, 2011) The bottom line is that those high school students wanted to let teachers know that they really like technology and that it is already a great part of their daily routine but that it had to be used properly in order for them to enjoy it.

Similarly, they summarize a few things that they dislike as well. Among the list, they said: reading on the computer, paying a lot for an online textbook and the fact that they often forget everything else when they get caught up with using technology.

Nonetheless, they had much more positive things they liked in technology like for example that some teachers would text a question for them to think about before class, so if they do not know they answer, they would communicate with classmates to discuss the possibility for the answer before class. This allows them to go to class prepared. They also like using Skype, emailing their teachers instead of going to speak to them in person. They also enjoy discussion boards. The advice they would like to convey to their teachers is to make sure that they are comfortable with whatever technological tools they are using, to give them more freedom to use the good sites and those in the middle range when they are surfing the net using school computers and to understand that technology is part of their lives.

After summarizing those articles, we can see that the students mentioned in Youngs, 2004 dislike technology because their experience with it was not satisfactory. In other terms, a group of students dislike technology because some teachers are not mindful about technology use or they need additional training. For example, some students are frustrated because they feel that instructors waist their time when they are not properly trained to use the technological tools. Others disliked the fact that some teachers had PowerPoint presentations which were either not meaningful or they would just read whatever they wrote and add no additional comments. Those examples are called “bad teaching (Young, 2004) and they are in fact terrible examples that teachers should not follow because technology is not meant to help teachers do the least work or to adopt poor teaching practices. Somme students related that PowerPoint was widely used by teachers so they even call it PowerPoint abuse.

I can relate to what is being expressed by those students. I observed a Teaching Assistant teach a grammar class recently. He purchased a device to allow him to monitor the screen without touching the computer. He was able to walk throughout the class while changing slides. It all looked so impressive but despite all of this show, students were left so confused at the end of the lesson. When they asked questions, he went back to the slide that had the grammar rule and read it over to the class. The PowerPoint was a duplication of the textbook chapter. The same examples of the book were used. At the end of the course, he felt that he had done a great PowerPoint when in fact, it was not meaningful. It was a copy/paste project from the text book to the screen. This example shows that we need to use common sense when using technology. When teaching grammar, a teacher has to be able to come up with examples other than those in the book, you have to write on the board, have student practice what they have learned. PowerPoint use was a real bad idea, in my opinion, for teaching this course. It was just not the right technological tool for the lesson.

Students in that class may decide that they hate Power Points because it confuses them more while the issue is not with the use of PowerPoint but instead with the teacher’s poor choice of technology. The point I also want to make here is that teachers may sometimes be unaware of their improper use of technology. This is why, as educators, we sometimes need to ask students for their feedback so we may make corrections where needed.

We can then conclude that those students dislike technology as a result of improper technological use by teachers, and also because many teachers do not attend workshops or training sessions to help them obtain a broader knowledge of technology since they are so busy. Like suggest (Youngs, 2004) and (Lohnes, 2012), those same busy teachers would have attended those trainings if there were given an incentive. In the article “Technology Standards in a Third-Grade Classroom” (Kovalik, 2001), it is related how a study done on a 3rd grade class of 25 showed that students were properly using technology. There is no indication that those students dislike using technology. The article also mentioned how the teachers were highly trained because the Ohio board pays incentive to teachers to participate in technology training which teaching them not only how to use technology by teaches them strategies on when to use them.

Boards from other states should consider doing the same thing to ensure that their teachers are responding to the technological need of their students and that they are teaching them according to the standards. The Ohio school mentioned above met the standards as far as technology is concerned because of the technology coaching received by the teachers. If teachers learn how to properly use technology in the classroom, it will be a less frustrating experience for them and for the student who will less likely dislike technology since it will meet its purpose to enhance teaching.

The other groups of students who dislike technology are those who were not exposed to it for long enough. The College Freshman, Nichole advises that she was not exposed to so much technology while she was in high school in her home country; consequently, it seemed to be a burden to her to have to need a computer to complete most of her school assignments but also to interact with her classmate via a discussion board. What is interesting though is that even though she claimed to dislike technology so much, she advised that once she started to spend so much time using it, she realizes that it is not so bad. Even though it is likely that some people do not like the telephone and texting so much, the computer and some website have become part of most people daily routine. In Nichole’s case, she does not own a laptop and has to wait for her turn to use the family computer which means that she has no attachment to this media because her use of it is controlled. However, once she gets to own her own computer, it is a guaranteed that her view of technology will change.

I returned to school after about 12 years. When I was in college the 1st time around, nothing was electronic but when I contacted USF to apply, they told me that everything was online. At first, I asked why everything was online but once I got used to it, I started to understand the value of having the convenience to do a lot of things without having to live my home.

Therefore, Nichole will certainly not continue to dislike technology that much once she gets more familiar and more attached to it. The fact is that she stated that she started to realize that it was not that bad once she started doing so many assignments. She came to the conclusion that the computer was not yet a friend but that it was no longer an enemy; it became to her an acquaintance.

With this understanding, depending on the background of some ELL students and depending on whether or not they were exposed to technology in their home country, they may not like technology at first but this should not be a sign that they will never come to appreciated it. As teacher, we will need to allow them time to familiarize themselves with it while we continue to properly use it so that we do not advocate against it or involuntary send missed information about its true value.

On the other hand, the last article testifies to the fact that the new generation is technology driven and that when used properly, they benefits from it in the classroom, there are several examples of how teachers originally used technology to teach which are appreciated by students. What should the conclusion be then?

We have proven that technology use is effective in the classroom but that teachers need to take some actions in order to make this tool useful to students. It is necessary that they received some training if they lack it, and like a student suggested in the Screenager article, they should refrain from using complicated tools if they are not sure about how to use them. It’s best to properly use something much simpler that they are familiar with like a high school student suggested.

In addition, it is important for teachers to screen the countless technological tools and to research them before introducing them to their teaching. Should they test some that do not work well, they have to stop using them and seek one that is more appropriate. Most importantly, technology is not always the answer this is why teachers should be balanced when using it. If it is required that we use the board and chalks to help students better understand, this is what we should do. Doing so, we will ensure that more students appreciate the use of technology in the classroom for what it is worth.

Work Cited

Kovalik, Cindy, Lynn Smolen, and Jazmine Toddy. “Technology Standards In A Third-Grade Classroom.”
Journal Of Research On Computing In Education 33.5 (2001): 1-17. Academic Search Premier.
Web. 9 Aug. 2013

Lohnes Watulak, Sarah. “‘I’m Not a Computer Person’: Negotiating Participation in Academic
Discourses.” British Journal Of Educational Technology 43.1(2012):109-118. OmniFile Full Text
Mega (H.W.Wilson). Web.9Aug. 2013.

Young, Jeffrey R. “When Good Technology Means Bad Teaching” Chronicle Of Higher Education
51.12(2004): A31-A31. Academic Search Premier. Web.9Aug.2013.

What Screenagers Say About… (2011). Educational Leadership, 68(5), 44-46 Wed. 9 Aug.2013.

By

NICK MYRCA MALEBRANCHE- GAUTHIER

Subject: Classroom Technology
8/9/13

History of Educational Technology

There is no written evidence which can tell us exactly who has coined the phrase educational technology. Different educationists, scientists and philosophers at different time intervals have put forwarded different definitions of Educational Technology. Educational technology is a multifaceted and integrated process involving people, procedure, ideas, devices, and organization, where technology from different fields of science is borrowed as per the need and requirement of education for implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning.

Educational technology, broadly speaking, has passed through five stages.

The first stage of educational technology is coupled with the use of aids like charts, maps, symbols, models, specimens and concrete materials. The term educational technology was used as synonyms to audio-visual aids.

The second stage of educational technology is associated with the ‘electronic revolution’ with the introduction and establishment of sophisticated hardware and software. Use of various audio-visual aids like projector, magic lanterns, tape-recorder, radio and television brought a revolutionary change in the educational scenario. Accordingly, educational technology concept was taken in terms of these sophisticated instruments and equipments for effective presentation of instructional materials.

The third stage of educational technology is linked with the development of mass media which in turn led to ‘communication revolution’ for instructional purposes. Computer-assisted Instruction (CAI) used for education since 1950s also became popular during this era.

The fourth stage of educational technology is discernible by the individualized process of instruction. The invention of programmed learning and programmed instruction provided a new dimension to educational technology. A system of self-learning based on self-instructional materials and teaching machines emerged.

The latest concept of educational technology is influenced by the concept of system engineering or system approach which focuses on language laboratories, teaching machines, programmed instruction, multimedia technologies and the use of the computer in instruction. According to it, educational technology is a systematic way of designing, carrying out and evaluating the total process of teaching and learning in terms of specific objectives based on research.

Educational technology during the Stone Age, the Bronze Age, and the Iron Age
Educational technology, despite the uncertainty of the origin of the term, can be traced back to the time of the three-age system periodization of human prehistory; namely the Stone Age, the Bronze Age, and the Iron Age.

Duringthe Stone Age, ignition of fire by rubbing stones, manufacture of various handmade weapon and utensils from stones and clothing practice were some of the simple technological developments of utmost importance. A fraction of Stone Age people developed ocean-worthy outrigger canoe ship technology to migrate from one place to another across the Ocean, by which they developed their first informal education of knowledge of the ocean currents, weather conditions, sailing practice, astronavigation, and star maps. During the later Stone Age period (Neolithic period),for agricultural practice, polished stone tools were made from a variety of hard rocks largely by digging underground tunnels, which can be considered as the first steps in mining technology. The polished axes were so effective that even after appearance of bronze and iron; people used it for clearing forest and the establishment of crop farming.

Although Stone Age cultures left no written records, but archaeological evidences proved their shift from nomadic life to agricultural settlement. Ancient tools conserved in different museums, cave paintings like Altamira Cave in Spain, and other prehistoric art, such as the Venus of Willendorf, Mother Goddess from Laussel, France etc. are some of the evidences in favour of their cultures.

Neolithic Revolution of Stone Age resulted into the appearance of Bronze Age with development of agriculture, animal domestication, and the adoption of permanent settlements. For these practices Bronze Age people further developed metal smelting, with copper and later bronze, an alloy of tin and copper, being the materials of their choice.

The Iron Age people replaced bronze and developed the knowledge of iron smelting technology to lower the cost of living since iron utensils were stronger and cheaper than bronze equivalents. In many Eurasian cultures, the Iron Age was the last period before the development of written scripts.

Educational technology during the period of Ancient civilizations
According to Paul Saettler, 2004, Educational technology can be traced back to the time when tribal priests systematized bodies of knowledge and ancient cultures invented pictographs or sign writing to record and transmit information. In every stage of human civilization, one can find an instructional technique or set of procedures intended to implement a particular culture which were also supported by number of investigations and evidences. The more advanced the culture, the more complex became the technology of instruction designed to reflect particular ways of individual and social behaviour intended to run an educated society. Over centuries, each significant shift in educational values, goals or objectives led to diverse technologies of instruction.

The greatest advances in technology and engineering came with the rise of the ancient civilizations. These advances stimulated and educated other societies in the world to adopt new ways of living and governance.

The Indus Valley Civilization was an early Bronze Age civilization which was located in the northwestern region of the Indian Subcontinent. The civilization was primarily flourished around the Indus River basin of the Indus and the Punjab region, extending upto the Ghaggar-Hakra River valley and the Ganges-Yamuna Doab, (most of the part is under today’s Pakistan and the western states of modern-day India as well as some part of the civilization extending upto southeastern Afghanistan, and the easternmost part of Balochistan, Iran).

There is a long term controversy to be sure about the language that the Harappan people spoke. It is assumed that their writing was at least seems to be or a pictographic script. The script appears to have had about 400 basic signs, with lots of variations. People write their script with the direction generally from right to left. Most of the writing was found on seals and sealings which were probably used in trade and official & administrative work.

Harappan people had the knowledge of the measuring tools of length, mass, and time. They were the first in the world to develop a system of uniform weights and measures.

In a study carried out by P. N. Rao et al. in 2009, published in Science, computer scientists found that the Indus script’s pattern is closer to that of spoken words, which supported the proposed hypothesis that it codes for an as-yet-unknown language.

According to the Chinese Civilization, some of the major techno-offerings from China include paper, early seismological detectors, toilet paper, matches, iron plough, the multi-tube seed drill, the suspension bridge, the wheelbarrow, the parachute, natural gas as fuel, the magnetic compass, the raised-relief map, the blast furnace, the propeller, the crossbow, the South Pointing Chariot, and gun powder. With the invent of paper they have given their first step towards developments of educational technology by further culturing different handmade products of paper as means of visual aids.

Ancient Egyptian language was at one point one of the longest surviving and used languages in the world. Their script was made up of pictures of the real things like birds, animals, different tools, etc. These pictures are popularly called hieroglyph. Their language was made up of above 500 hieroglyphs which are known as hieroglyphics. On the stone monuments or tombs which were discovered and rescued latter on provides the evidence of existence of many forms of artistic hieroglyphics in ancient Egypt.

Educational technology during Medieval and Modern Period
Paper and the pulp papermaking process which was developed in China during the early 2nd century AD, was carried to the Middle East and was spread to Mediterranean by the Muslim conquests. Evidences support that a paper mill was also established in Sicily in the 12th century. The discovery of spinning wheel increased the productivity of thread making process to a great extent and when Lynn White added the spinning wheel with increasing supply of rags, this led to the production of cheap paper, which was a prime factor in the development of printing technology.

The invention of the printing press was taken place in approximately 1450 AD, by Johannes Gutenburg, a German inventor. The invention of printing press was a prime developmental factor in the history of educational technology to convey the instruction as per the need of the complex and advanced-technology cultured society.

In the pre-industrial phases, while industry was simply the handwork at artisan level, the instructional processes were relied heavily upon simple things like the slate, the horn book, the blackboard, and chalk. It was limited to a single text book with a few illustrations. Educational technology was considered synonymous to simple aids like charts and pictures.

The year 1873 may be considered a landmark in the early history of technology of education or audio-visual education. An exhibition was held in Vienna at international level in which an American school won the admiration of the educators for the exhibition of maps, charts, textbooks and other equipments.

Maria Montessori (1870-1952), internationally renowned child educator and the originator of Montessori Method exerted a dynamic impact on educational technology through her development of graded materials designed to provide for the proper sequencing of subject matter for each individual learner. Modern educational technology suggests many extension of Montessori’s idea of prepared child centered environment.

In1833, Charles Babbage’s design of a general purpose computing device laid the foundation of the modern computer and in 1943, the first computing machine as per hi design was constructed by International Business Machines Corporation in USA. The Computer Assisted instruction (CAI) in which the computer functions essentially as a tutor as well as the Talking Type writer was developed by O.K. Moore in 1966. Since 1974, computers are interestingly used in education in schools, colleges and universities.

In the beginning of the 19th century, there were noteworthy changes in the field of education. British Broadcasting Corporation (BBC), right from its start of school broadcasts in 1920 had maintained rapid pace in making sound contribution to formal education. In the USA, by 1952, 20 states had the provision for educational broadcasting. Parallel to this time about 98% of the schools in United Kingdom were equipped with radios and there were regular daily programmes.

Sidney L. Pressey, a psychologist of Ohio state university developed a self-teaching machine called ‘Drum Tutor’ in 1920. Professor Skinner, however, in his famous article ‘Science of Learning and art of Teaching’ published in 1945 pleaded for the application of the knowledge derived from behavioral psychology to classroom procedures and suggested automated teaching devices as means of doing so.

Although the first practical use of Regular television broadcasts was in Germany in 1929 and in 1936 the Olympic Games in Berlin were broadcasted through television stations in Berlin, Open circuit television began to be used primarily for broadcasting programmes for entertainment in 1950. Since 1960, television is used for educational purposes.

In 1950, Brynmor, in England, used educational technological steps for the first time. It is to be cared that in 1960, as a result of industrial revolution in America and Russia, other countries also started progressing in the filed of educational technology. In this way, the beginning of educational technology took place in 1960 from America and Russia and now it has reached England, Europe and India.

During the time of around 1950s, new technocracy was turning it attraction to educations when there was a steep shortage of teachers in America and therefore an urgent need of educational technology was felt. Dr. Alvin C. Eurich and a little later his associate, Dr. Alexander J. Stoddard introduced mass production technology in America.

Team teaching had its origin in America in the mid of 1950′s and was first started in the year 1955 at Harvard University as a part of internship plan.

In the year 1956, Benjamin Bloom from USA introduced the taxonomy of educational objectives through his publication, “The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain”.

In 1961, Micro teaching technique was first adopted by Dwight W. Allen and his co-workers at Stanford University in USA.

Electronics is the main technology being developed in the beginning of 21st century. Broadband Internet access became popular and occupied almost all the important offices and educational places and even in common places in developed countries with the advantage of connecting home computers with music libraries and mobile phones.

Today’s classroom is more likely to be a technology lab, a room with rows of students using internet connected or Wi-Fi enabled laptops, palmtops, notepad, or perhaps students are attending a video conferencing or virtual classroom or may have been listening to a podcast or taking in a video lecture. Rapid technological changes in the field of educational have created new ways to teach and to learn. Technological changes also motivated the teachers to access a variety of information on a global scale via the Internet, to enhance their lessons as well as to make them competent professional in their area of concern. At the same time, students can utilize vast resources of the Internet to enrich their learning experience to cope up with changing trend of the society. Now a days students as well teachers are attending seminars, conferences, workshops at national and international level by using the multimedia techno-resources like PowerPoint and even they pursue a variety of important courses of their choice in distance mode via online learning ways. Online learning facility has opened infinite number of doors of opportunities for today’s learner to make their life happier than ever before.

Leveraging Technology for Organisational Excellence

Technology & HR-Leverage one for the other: “Technology and HR are enablers of business. Integration of the two would mean not only harmonious co-existence but also leveraging one for the other. Leveraging of technology for HR would mean digitizing the mundane HR activities and automating the back office and transactional activities related to recruitment, performance management, career planning, and succession planning, training and knowledge management. Leveraging HR for technology implies managing change associated with technology by way of communication, training, hiring, retraining, stakeholder analysis and conscious keeping. Thus they can play complementary roles.”

Technology and HR both have one thing common i.e., both these are enablers of business.

In recent times, technology has become synonymous with information technology, as hardly any other technological development of the past would have impacted all spectrum of business as information technology has impacted. Irrespective of the kind of business you are in i.e., services or goods, commodity or branded, trading or manufacturing, contemporary or traditional deployment of information technology in one form or the other is a foregone conclusion. To manage and deploy technology in an effective way, all business Organizations would need knowledge workers. Managing of these knowledge workers is the responsibility of HR function. Hence the integration of technology and HR is an absolute must.

Having understood technology and HR in the present context we must understand integration in this context. Integration would not only mean harmonious co-existing but would also mean one enhancing and complementing the other i.e., technology is used to enhance effectiveness of HR and HR functions helps in adopting and managing change which technology deployment brings in.

Leveraging technology for HR

HR management as a function is responsible for deliverables like business strategy execution, administrative efficiency, employee contribution and capacity for change. All these are accomplished through what HR people do i.e., staffing, development, compensation, benefits, communicate organization design, high performing teams and so on. In majority of these areas technology is being deployed.

e-Recruitment

Recruitment is one area where all the companies worth their name leverage IT. There are two different models of e-recruitment, which are in vogue. One is recruitment through company’s own sites and the other is hosting your requirement on the other sites e.g., monster .com, jobsdb.com, jobsahead.com, naukri.com, and jobstreet.com and so on so forth. The first models is more popular with the larger companies who have a brand pull for potential employees e.g., G.E., IBM, Oracle, Microsoft, HCL, ICICI, Reliance, Mindtree consulting etc. Other companies prefer to go to the job sites. Some are adopting both.

E-recruitment has gone a long way since its start. Now these sites have gone global. Sites like jobsahead.com and monster.com have established global network, which encompasses separate sites for jobs in Australia, Denmark, Belgium, and Canada etc. Job seekers are able to search job by region or country and employers target potential employees in specific countries. For example, 3 Com recently posted a company profile on the Ireland site that highlights the contributions of 3 com’s Irish design team in its global projects.

In the early days e-recruitment was plagued with flooding the employers with low-quality bio-data’s. Again technology has come as a savior. Now pre-employment testing like the one introduced by Capital One, a US based financial company, help in filtering the applicants. These tools test online e.g., applicants for call centers. ‘Profile International’ a Texas based provider of employment assessments, has developed tools that allow instant translation of assessment tests between languages. Further developments like video- conference specialized sites, online executives recruitments and combining online and offline methods are leading to more and more companies adopting e-recruitment at least as a secondary recruitment method. Arena Knights Bridge, a US based IT company conducts video based interview of its prospective employees and only short listed employees are met in person. Even Cisco was to launch the same.

Employee Self Service

Employee self-service is perhaps one utility of IT, which has relieved HR of most of mundane tasks and helped it to improve employee satisfaction. Employee self services is a plethora of small activities, which were earlier carried out by employee through administration wing of HR. These are travel bookings, travel rules information, travel bills, leave rules, leave administration, perk administration, etc. Earlier all these rules and information were in the custody of HR. Every user employee was expected to reach out to HR and get it done. Now with deployment of ESS in most of the companies, employee can request for travel related booking online, fill his/her T.E. bills, apply for leave, log time sheet and see his perks value disbursed and due etc. E.g., in Ballarpur Industries Ltd. leave administration is completely digitized in its corporate office. It is working towards digitizing travel related activities, perks and even compensation management and performance management administration. ‘Digitize or outsource all the mundane and routine focus only on core and value add’ – Vineet Chhabra V.P. -PDC BILT.

Communication

Communication which is most talked about management tool has always been a gray area in HR management. In large companies with vast geographical spread communicating with all employees had really posed formidable challenge to HR professionals. Technology has again come for rescue. Starting with telephones, faxes, e-mails and maturing into video conferencing, net cast, web cast etc. communication is one area of HR, which has been greatly benefited by technology. Mouse & click companies like Oracle, IBM has an intranet which caters to most of the information needs of its employees. Brick & Morter companies like BILT also have made a foray into deploying intranet for internal communication, which has corporate notice board, media coverage, and knowledge corners.

Knowledge Management

Another area of HR, which is leveraging technology, is employee development. Programmed learning (PL) i.e. learning at its own pace is one of the most effective ways of adult learning. Use of technology for this purpose can’t be over emphasized. Aptech Online University and ‘The Manage mentor’ are some of the Indian sites, which are in this business knowledge management, which is an integral part of any learning organization, which cannot become a reality without technology. Companies can harness the knowledge of its employees by cataloging and hosting it on the intranet. Talk to ‘Big-5′ or not ‘so big’ consulting companies you will find that main stay of their business is the knowledge repository. Technology has enabled them to retrieve it swiftly. In the competitive environment where speed is the name of game technology driven Knowledge Management constantly provides a strategic advantage.

If you look at HR module of ERP solutions like people soft, SAP, Oracle and Ramco they provide you with a comprehensive package which helps in man-power planning, recruitment, performance management, training and development, career planning, succession planning, separation and grievance handling. A transaction happening in all these areas are digitized and form a closed loop ensuring employee database is always updated. E.g. a joining letter of a new employee is system generated. It will be printed only when all mandatory fields of information are entered. Similarly a transfer order or a separation letter is issued from the system only if that transaction has been carried out in the system.

For career planning, success planning, skill and competencies matrix methods are used by most of these systems. They search an employee with the required skills first in the in-house database of employees. Once put in practice in letter & spirit, this system not only enhances business results by matching the right candidate for right job but also improves retention of employees.

Processing payroll, churning out time office reports, providing HR-MIS are some other routine activities of HR which have been off-loaded to technology.

Leveraging HR for Technology

All HR professionals, preaching or practicing, learning or experimenting, teaching or studying have experienced leveraging technology for HR. But most of us come across a situation where we need to leverage HR for technology. Let us understand what do we mean by this.

Whenever technology is deployed afresh or upgraded it involves a change. The change may be at the activity level e.g., applying for leave through the intranet or at the mental model level e.g., digitizing the process succession planning which have been HR professionals forte. The people have always registered adopting change. This is one area where HR professionals are to deliver i.e., become change agents and lead the process of technology and change adoption. The resistance to change is directly proportional to speed of change. Now speed of change has increased and hence resistance.

Just to take an example, most of ERP implementation in the world have not been able to deliver all the expectations. Some of these have failed to deliver at all. While analyzing the cause of failure it has been observed that 96% of failures are because of people related issues and only 4% are because of technology.

It is the people who make the difference; hence HR should exploit its expertise to facilitate the adoption of technology. I would like to put together some of the thoughts on what HR should do for this.

At the time of recruitment, stop hiring for skills rather hire for attitude and a learning mind. Skills of today are no longer valid tomorrow. Managing ever changing change is the only criteria for success.

Functional or technical skills can be acquired during the job. Hence recruitment in the technology era needs to undergo a paradigm shift i.e., from a skill/competency based it needs to be attitude and learning mind/ ability based interview. That would translate into hiring for skills for future. In IBM every employee has to fill in his/her individual development plan where the employee commits its learning one/two new skills every year thus remaining competitive every time.

If we look at the chemistry of resistance to change it is either a skill issue or a will issue. To address the will issue we need to work at a comprehensive solution starting from recruitment (as discussed earlier), reward, compensation and leading to organization culture which promotes change. A living example is 3M, a US based company, where innovation is way of life, where 10% of revenue must come from new products every year. For them change becomes way of life.

To address the will issue further organization need to prepare a communication strategy which creates a ‘pull’ for the technology. For example, in Ranbaxy, when they went for SAP implementation they anticipated resistance. To address this they started a house journal, which was aimed at educating the employees on the benefits, which will result from adoption of ERP, SAP. This created a need rather a potential need or a latent need was brought out. Adoption of ERP did not become much of a problem.

At times adoption of technologies is perceived as a threat by the employees e.g., automation leading to reduction in workers, office automation leading to retrenchment of clerks etc. HR needs to be associated with the technical adoption right from the beginning till the end. At the selection of technical stage if HR is associated, it can map the skills required and create a pull during implementation and adoption. Post adoption it can release the excess non-re-allocatable employees.

To understand this process more clearly we can take example of ERP implementation. ERP is taken as an example as this is one technology adoption which effects employees across the org. irrespective of function and position. Any other automation may have affected only a segment of organisation. ERP implementation in any organization goes through the following stages.

1. Selection of package

2. Business analysis

3. Solution design

4. Configuration and customization

5. Conference room piloting (CRP)

6. Go-live and production

At each stage HR has to play a role, which will help in mitigating resistance to change.

During selection process, the change agent can understand the business benefit ERP would bring. This would help him to draw a comprehensive communication plant aimed at creating a ‘pull’ for the change. The communication plan may use its various weapons from the armory. The obvious examples are Newsletters, Newsflash. In-house journal, addressing by the top management, web cast, open house sessions, meetings formal and informal.

During the business analysis phase implementation team is supposed to analyse the existing business processes. At times this leads to surfacing of some data which is not very desirable by the process owners, leading to resistance at this stage, HR has to be again proactive and carry out a detailed stake-holder analysis. Such an analysis should give a lead to potential areas of problem and potential champions of change.

Solution design involves defining ‘To-be processes’ i.e., the way business would be carried out in future. At this stage HR has to play the role of catalyst to turn the heat on. The idea is to ensure to make maximum out of an opportunity of package enabled business transformation. HR can play a role by arranging to educate and train the right people on best business practices, just before this phase.

During the configuration and customization HR has to keep on beating the drum, the customization of a standard package is a big no-no. Similarly, during the conference room plotting (CRP) it should help in identifying the right persons to be involved in CRP. A thorough testing at this stage would result in lesser pain at the time of going live. This is also time to focus on training of end users, the employees who are going to use the system once implemented. Training- retraining -training to ensure all the prospective users are comfortable with usage of software before the system goes live.

During the go-live stage HR has to work over time to keep the motivation levels high. This is the time when management starts losing patience as one glitch after the other keeps appearing and virtually bringing the business to halt. At this stage, HR has to play ‘conscious keeper’ for the top management once into product relocating the surplus is a challenge for which it has to be prepared before it.

This examples makes it clear that involvement of HR during the entire life cycle of technology is valuable. ERP is not an isolated case. It is true for any other technology adoption only finer details may vary. Hence HR must play a proactive role rather than being just a silent spectator or mere executers of the wishes of business or chief technology officer in case of technological changes.

Having set the case in different perspective, it seems only logical to leverage technology for HR and vice-versa.