This discussion is based on the article by Tews and Noe (2019) entitled: “Does training have to be fun? A review and conceptual model of the role of fun in workplace training”. The main takeaway is that training should be enjoyable; it should be fascinating, motivating, stimulating, and demanding to encourage participants to modify their behavior and embrace new practices. The underlying assumption is that people will be inspired, learn more, and have a positive attitude to training if it includes elements that they find enjoyable. To improve the quality of the training, many experts believe it is important to make it entertaining and informative.
The new and surprising information from the article is that although fun is important in training, it could also be a detrimental aspect. Training delivery manipulated to maximize enjoyment has no bearing on learning and, at best, yields the same learning outcomes as training delivery that does not deliberately focus on fun (Tews & Noe, 2019). Fun elements may be viewed as unnatural, contrived, immature, and a diversion from the main learning experience by trainees.
There is a common misconception that having fun is solely for kids and should be avoided at all costs in serious settings like the office. Additionally, training often occurs during working hours; hence fun might prevent employees from focusing on more important tasks. Some trainees may believe the training process wastes time when entertaining elements are incorporated; they may instead choose to return to their regular duties. In this regard, fun elements may have the reverse reaction of what is intended if they are not carefully considered.
One of the limitations of the authors’ argument is that for fun to lead to profound learning and improved outcomes, it necessitates a cumbersome and time-consuming process that is not easily accomplished. All participants in the process should be treated with respect and encouraged to take responsibility for their learning based on their standards of excellence, with time set out for experimentation that can yield fresh ideas. Learners engage in deep understanding when provided with a setting that encourages them to self-organize, set limits on their recursive play outside time constraints, and pursue their authentic interests.
Using the information in this article, HR professionals can help their organizations succeed by strategically deploying fun elements into training and the workplace. Managers and human resources workers who are enthusiastic, personable, and outspoken can boost employee output. The ability of HR professionals to express themselves freely is seen as a positive aspect of the workplace since it contributes to a sense of levity and fun. It is important to keep the work experience pleasurable while still achieving its goals for the organization.
I would recommend my peers to read this article because it helps develop a solid theoretical foundation for comprehending and investigating fun from the perspective of professional training and provides distinct suggestions for applied practice. Fun elements may be useful because they elicit favorable responses from trainees and can facilitate more substantial learning outcomes, such as improved content mastery and competency. The article defines fun in the framework of training and covers the exploration of fun elements in the workplace to advance both areas of study and practice. It also highlights potential future study areas and offers a theoretically grounded conceptual model of entertainment and training success.
Reference
Tews, M. J., & Noe, R. A. (2019). Does training have to be fun? A review and conceptual model of the role of fun in workplace training. Human Resource Management Review, 29(2), 226-238. Web.