Historical Themes of Workplace Training

Version	Summary	Created by	Modification	Content Size	Created at	Operation
1		Diana R. Sanchez	--	2109	2023-05-19 00:43:32	\|
2	layout & references	Sirius Huang	Meta information modification	2109	2023-05-19 03:20:20	\|

This entry is adapted from the peer-reviewed paper 10.3390/mti7050050

Organizations have maintained a commitment to using simulation technology for training purposes because it prepares employees for realistic work scenarios they may encounter and provides a relevant method for teaching hands-on skills. Herein, six historical themes of workplace training are presented, which contextualize the evolution of simulation technology.

simulation technology workplace training workplace preparation

1. Introduction

Simulation technology lends itself to training and development in the workplace, given the replication of real-world scenarios ^[1], which allows users to experience real-life situations and grow valuable skill sets while controlling the characteristics and environment of the learning experience ^[2]. This provides a uniquely valuable tool for organizations, because it offers opportunities not available in other training modalities (e.g., lectures, role plays, computer-based training ^[3]). For example, early simulation technology for training airplane pilots used ropes and pulleys to replicate turbulence during flight ^[4]. Simulation technology is evident in virtualized experiences as a way to enhance the realism of the experience ^[5], in addition to collecting objective metrics, providing immediate feedback, and capturing performance and assessment information ^[6]. Additionally, simulation technology may help organizations to better prepare employees to enter the workplace ^[7] due to the increased capability for providing work-related content, hands-on skills, and experiential learning ^[8]^[9].

The following sections will discuss six historical themes of workplace training which contextualize the evolution of simulation technology. Researchers present salient characteristics with respect to workplace training, and provide examples of milestones (i.e., social, scientific, and technological events or innovations) within each theme. The historical themes are generally chronological, but characteristics span time and geography. As such, the discussions and milestones may overlap time periods; see Table 1. Each theme is concluded with a discussion of the influence on simulation technology. The historical review provides an interdisciplinary understanding of simulation technology used in workplace training. For a detailed review of workplace training specifically, see ^[10].

Table 1. Summary of Historical Themes in Workplace Training.

	Social/Contextual	Scientific	Technological
Value of Knowledge	Birth of philosophy Establishment of first university	Legal restrictions on research Operationalizing lifelong learning	Skilled workforce becomes a competitive advantage
Democratization of Knowledge	Catalyzed desire for knowledge Just-in-time learning	Renaissance era research	Invention of printing press Virtualized information sharing
Science of Learning	WWI/II changed workforce needs	Standardized behavioral research Development of learning principles	Industrial Revolution standardized work tasks
Scaling Productivity	Establishment of labor skill levels	Formalized workplace research	Yellow Cab Company used one of first simulations
Emergence of Knowledge Work	Growth of knowledge work Global/dynamic workforce	Job characteristics theory Emphasis on culture/wellbeing	Reliance on information and communication technology
Individualized Learning	Adoption of peer-to-peer learning On-the-job training	Shift towards 3rd generation instructional model	Use of AI, VR, and computational psychometrics in instructional systems design

2. Value of Knowledge

The first historical theme represents humans’ innate desire for sense-making ^[11]. The birth of philosophy triggered tensions among intellectual and spiritual leaders, which ultimately ignited academic inquiry. Scholars of science, literature, and philosophy in ancient Greece (600–300 BC) were treated as a threat to religious doctrine ^[12]^[13]^[14]. At a societal level, there were political movements to obstruct scientific study and access to information. This included legislation which restricted the study of anatomy using human cadavers in ancient Rome (753 BC–476 AD; ^[15]^[16]). Escalations over the value of intellectual knowledge catalyzed academics’ resolve to seek knowledge. For example, Claudius Galenus (129–217 AD) examined animal cadavers to circumvent legislative restrictions on anatomical science ^[15]. The historical theme therefore exemplifies the consequences of intellectual curiosity, and the high stakes of learning.

The value and stakes of learning may be reflected in the competitive advantage of employing a knowledgeable and skilled workforce. Workplace training is considered a benefit to individual employees which could contribute to their advancement or promotion ^[17]. Training researchers have advocated for the integration of lifelong learning into talent development, which creates informal, intentional, and self-directed opportunities for learning ^[18]. Employees also demonstrate greater interest in companies with strong learning economies that promote their development over time ^[19], leading organizations to seek innovative ways to keep employees engaged in learning. Simulation technology is one method consistently utilized by organizations to expand their learning opportunities for employees ^[20]^[21].

3. Democratization of Knowledge

The increased value of knowledge led to an inevitable era of increasing the dissemination of knowledge. Technological developments such as the printing press during the Renaissance (1300–1700) increased public accessibility to information. Spiritual advocates sought to re-establish influence by controlling information, such as book bans from the Roman Catholic Church when content was perceived as heretical or lascivious ^[22]. Attempts at censorship engendered the democratization of knowledge. The Renaissance promoted the open pursuit of intellectual information (e.g., Leonardo da Vinci, 1452–1519, Nicolaus Copernicus 1473–1543, Galileo Galilei, 1564–1642), and the mass distribution of information contributed to a social shift from knowledge being exclusive to scholars, to being shared with the public.

The continued pursuit of democratized knowledge has influenced innovative systems for sharing information. Digitization has simplified the means of documenting, maintaining, and disseminating knowledge in organizations. For example, learning management systems and other digital platforms can lower the cost of traditional training programs (i.e., synchronous, in-person; ^[23]). Modern calls for equity have shaped continued efforts to make knowledge accessible, with many organizations placing workplace training curricula in open access repositories for employees ^[24]. By making content readily accessible, organizations may optimize when and how knowledge is provided, providing learners with relevant support when they need it ^[25]. Simulation technology can also provide just-in-time training solutions with immersive, hands-on experiences available to practice virtually for learners when needed. In the healthcare industry, simulations have been used to develop skills such as clinical decision-making, assessing risks, and refresher training on surgical procedures. Further, simulations used in conjunction with pre-briefing and repeated scenarios have been linked to improved learning outcomes for nurses ^[26].

4. Science of Learning

Interest in knowledge acquisition is evidenced by prolific research in human memory and pedagogy ^[27]^[28]^[29]^[30]. Formalized research on the mechanisms of learning have brought learning to the forefront of scientific interest. With the standardization of scientific methods ^[31], researchers examined new facets of learning including the mental processes associated with memory ^[32]^[33] and concepts such as observational learning and classical conditioning ^[34]^[35], which inform underlying principles used in workplace training today.

The fundamental concepts developed during the time of formalized research in learning and pedagogy have informed the primary frameworks, theories, and principles applied in formal workplace training today. For example, learner control is a broad term for various instructional design techniques and may be effective for learning through repeated practice ^[36]. Learner control is one stream of research which has influenced an early adoption of computer-based and simulation technology used for training ^[37]. Technology-based training is ubiquitous in today’s workplace training environments, and good learning programs are based on robust, scientific learning principles (e.g., immediate feedback, practice opportunities) ^[38].

5. Scaling Productivity

A salient theme in modern history has been a focus on maximizing productivity through the application of learned knowledge, skills, and behaviors relevant to the job ^[28]. This has been important for organizations aiming to improve work-related skills through formalized training programs. One of the earliest pioneers of labor skills was Adam Smith ^[39], who introduced classifications of labor (common, skilled, qualified) which were characterized by the complexity of skills involved with the tasks. A need for efficient workers (i.e., WWI, the Industrial Revolution) ^[40] and burgeoning scientific interest in studying the world of work (Frederick Winslow Taylor, 1856–1915, Munsterberg, 1863–1916, Lillian Gilbreth, 1878–1972) created a fertile environment to study large-scale productivity in the workplace ^[12]^[41]^[42]. Although there was some decline in progress during the Great Depression ^[43], as jobs became increasingly complex and dangerous, organizations found new ways to assess and train workers. For example, in 1925 the Yellow Cab Company in Pittsburg commissioned one of the first uses of simulation technology for training to assess applicants on switchboard reaction time ^[44]. Interest in simulation technology for training was renewed during WWII due to the high-stakes nature of military training ^[45]^[46].

With the emphasis on productivity, a realization emerged that traditional training methods were not always sufficient for intricate task work, and simulation technology presented a viable alternative because it can create levels of complexity which mirror the real world. For example, officers can be placed in a hostage situation where they need to both verbally negotiate and physically react to a simulation of a perpetrator projected on a screen ^[47]. Firefighters may need to practice navigating a burning building, surveying safety risks, and completing tasks with limited visibility from equipment and smoke ^[48]. Simulating these complex conditions in replicated environments that can be customized to the unique needs of the learner allows intricate learning to take place within the context of safe, controlled environments ^[49].

6. Emergence of Knowledge Work

In addition to the growing complexity of work-related tasks, the emergence of knowledge work has placed technology at the center of the workforce and organizations expect employees to have a basic level of skill in using information and communication technologies (ICTs) ^[50]. Knowledge work encapsulates types of jobs in which cognitive processes (rather than physical tasks), autonomy, and ICTs are fundamental to performance. Knowledge work has shifted perspectives on technology, moving from technology as a perceived means for optimizing work to regarding technology as a fundamental tool for completing work. The ever-increasing globalization of work has ushered in a new conceptualization of where, when, and how individuals work. Flexible work locations and instant access to information is increasingly present in dynamic work environments ^[50]^[51]. Frequent changes in organizational structure (e.g., mergers, downsizing) and unpredictable environments require adaptability from both employees (e.g., being adaptable and resilient) ^[52] and employers (e.g., evolving workplace practices and services to employees). Employees expect more from workplace culture in terms of the experience they have at work and the degree of support they receive for their wellbeing. Reference ^[53] suggested that job-related factors influence an individual’s psychological states (e.g., well-being), which in turn plays a role in their job performance, degree of satisfaction, and work motivation. Workplace training is one way that organizations can develop the knowledge and skills which may help employees feel an increased sense of autonomy, reduce ambiguity and conflict in their role, and improve manager feedback practices.

Simulation technology has been advanced by two factors related to the emergence of knowledge work: the increasing availability of advanced tools, and the globalization of the modern workforce. The growing development and accessibility of tools (i.e., asynchronous communication and collaboration platforms, company intranets) has made simulation technology easier and more affordable for institutions to implement ^[54]. This offers a potential efficiency gain for organizations, particularly when compared to the financial costs and time costs associated with bringing together geographically dispersed teams for traditional, in-person training solutions. Ultimately, advancements in simulation technology have been accelerated by innovative technologies that allow organizations to remain competitive.

7. Individualized Learning

The shifting nature of work has resulted in employees expecting individualized care, attention, and resources provided by their organization ^[55]. For example, there is an increased desire for and availability of one-on-one experiences such as mentoring and coaching resources for companies ^[56]. Mentoring offers an individualized learning experience in which experienced professionals offer guidance and support to novice employees ^[57]. Executive coaching is a type of leadership development that is characterized by a high contextual-sensitivity coaching approach due to the complex roles and relationships among executives’ stakeholders ^[58]. Despite the benefits of these one-on-one methods, they can come at a high cost ^[59]. An alternative method that organizations and institutions have tried implementing is alternative peer-to-peer learning experiences, which may take the form of on-the-job training wherein a novice and an expert are paired together ^[60]. Although the individual in the expert role may have limited motivation, skills, or knowledge, learners tend to enjoy the individualized attention in these interactions ^[61]. Although these are not new learning modalities, they have been facilitated by the increasing availability of virtualized learning platforms ^[62]. This shift from instructor-based learning to interaction-based learning (i.e., third-generation instruction) has challenged researchers and practitioners to rethink how training methods support learning ^[62]. Interaction-based learning takes a social constructivist view and highlights the importance of the learning environment and social context where learners drive their experience, thus facilitating individualized learning to a higher degree because of the unique set of knowledge, skills, and abilities that each learner chooses to engage in.

With a shift towards individualized experiences, simulation technology can be highlighted as it can provide individualized learning experiences at scale across large groups of geographically dispersed individuals ^[1]. The automation and customization of simulation technology can include collecting objective metrics on learners and feedback mechanisms (i.e., scoring features) customized to a user, or detailed and customized opportunities to practice. These features exceed what may be possible from a human instructor. The primary drawback to simulation technology for workplace training is the upfront cost and expertise required to design the programming needed to leverage these advanced technologies appropriately (e.g., ^[63]).

References

Bell, B.S.; Kanar, A.M.; Kozlowski, S.W.J. Current issues and future directions in simulation-based training in North America. Int. J. Hum. Resour. Manag. 2008, 19, 1416–1434.
Pedowitz, R.A. Virtual reality surgical simulation for arthroscopy training. J. Med. Educ. Train. 2017, 1, 1–7.
Campos, N.; Nogal, M.; Caliz, C.; Juan, A.A. Simulation-based education involving online and on-campus models in different European universities. Int. J. Educ. Technol. High. Educ. 2020, 17, 8.
Bezdek, W.; Powell, R.; Mays, D. The history and future of military flight simulators. In AIAA Modeling and Simulation Technologies Conference and Exhibit; Lehmer, R., Malsom, S., Eds.; American Institute of Aeronautics and Astronautics: Reston, VA, USA, 2004.
Gegenfurtner, A.; Quesada-Pallarès, C.; Knogler, M. Digital simulation-based training: A meta-analysis. Br. J. Educ. Technol. 2014, 45, 1097–1114.
Vlachopoulos, D.; Makri, A. The effect of games and simulations on higher education: A systematic literature review. Int. J. Educ. Technol. High. Educ. 2017, 14, 22.
Basilotta-Gómez-Pablos, V.; Matarranz, M.; Casado-Aranda, L.A.; Otto, A. Teachers’ digital competencies in higher education: A systematic literature review. Int. J. Educ. Technol. High. Educ. 2022, 19, 1–16.
Crookall, D.; Klabbers, J.H.G.; Coote, A.; Saunders, D.; Cecchini, A.; Delle Piane, A. (Eds.) Simulation-Gaming in Education and Training; Pergamon Press: Oxford, UK, 1988.
Kris, W.C. Types of gaming simulation applications. Simul. Gaming 2017, 48, 3–7.
Kraiger, K.; Ford, J.K. Science of workplace instruction: Learning and development applied to work. Annu. Rev. Organ. Psychol. Organ. Behav. 2020, 8, 45–72.
Chater, N.; Loewenstein, G. The under-appreciated drive for sense-making. J. Econ. Behav. Organ. 2016, 126, 137–154.
King, D.B.; Viney, W.; Woody, W.D. A History of Psychology: Ideas and Context, 4th ed.; Pearson: New York, NY, USA, 2009.
Pomeroy, S.B. Ancient Greece: A Political, Social, and Cultural History; Oxford University Press: Oxford, UK, 1999.
Stone, I.F. The Trial of Socrates; Little Brown: Boston, MA, USA, 1998.
Wade, N.J. Perception and Illusion: Historical Perspectives; Springer: Berlin/Heidelberg, Germany, 2006.
Ackrill, J.L. Anamnēsis in the phaedo: Remarks on 73C–75C. Exegesis and argument: Studies in Greek philosophy presented to Gregory Vlastos. Anal. Philos. 1974, 15, 177–195.
Aguinis, H.; Kraiger, K. Benefits of training and development for individuals and teams, organizations, and society. Annu. Rev. Psychol. 2009, 60, 451–474.
Kraiger, K.; Wolfson, N. Assessing learning needs and outcomes in lifelong learning support systems. In Oxford Handbook of Lifelong Learning; London, M., Ed.; Oxford University Press: Oxford, UK, 2011.
Field, J. Lifelong Learning and the New Educational Order; Trentham Books: London, UK, 2000.
Bedwell, L.W.; Pavlas, D.; Heyne, K.; Lazzara, H.E.; Salas, E. Toward a taxonomy linking game attributes to learning: An empirical study. Simul. Gaming 2012, 43, 729–760.
Garris, R.; Ahlers, R.; Driskell, J.E. Games, motivation, and learning: A research and practice model. Simul. Gaming 2002, 33, 441–467.
Grendler, P.F. The conditions of enquiry: Printing and censorship. In Cambridge History of Renaissance Philosophy; Schmitt, C.B., Ed.; Cambridge University Press: Cambridge, UK, 1988; pp. 25–54.
Noe, R.A. Employee Training and Development, 6th ed.; McGraw-Hill: New York, NY, USA, 2013.
Rawlings, G. A Critical Exploration of Contingent Workers’ Training and Access to Information and Communication Technology. Ph.D. Dissertation, University of Toronto, Toronto, ON, Canada, 2011. Available online: https://hdl.handle.net/1807/29844 (accessed on 2 February 2022).
Budzik, J.; Hammond, K.J. User interactions with everyday applications as context for just-in-time information access. In Proceedings of the 5th International Conference on Intelligent User Interfaces, New Orleans, LA, USA, 9–12 January 2000.
Rogers, B.A.; Franklin, A.E. Cognitive load experienced by nurses in simulation-based learning experiences: An integrative review. Nurse Educ. Today 2021, 99, 104815.
Lloyd, M.; Bahr, N. What Matters in Higher Education A meta-analysis of a decade of learning design. J. Learn. Des. 2016, 9, 1–13.
Salas, E.; Tannenbaum, S.I.; Kraiger, K.; Smith-Jentsch, K.A. The science of training and development in organizations: What matters in practice. Psychol. Sci. Public Interest 2012, 13, 74–101.
Van Merriënboer, J.J.G.; Sweller, J. Cognitive load theory and complex learning: Recent developments and future directions. Educ. Psychol. Rev. 2005, 17, 147–177.
Clements, R.D. Physiological-psychological thought in Juan Luis Vives. J. Hist. Behav. Sci. 1967, 3, 219–235.
Watson, J.B. John Broadus Watson . In A history of Psychology in Autobiography; Murchison, C., Ed.; Clark University Press: Worcester, MA, USA, 1936.
Boring, E.G. Edward Bradford Titchener. Am. J. Psychol. 1927, 38, 489–506. Available online: https://www.jstor.org/stable/1414392 (accessed on 2 February 2022).
Danziger, K. Sealing off the discipline: Wilhelm Wundt and the psychology of memory. In The Transformation of Psychology: Influences of 19th-Century Philosophy, Technology and Natural Science; Green, C.D., Shore, M., Eds.; American Psychological Association: Worcester, MA, USA, 2001; pp. 45–62.
Bandura, A. Social foundations of thought and action. In The Health Psychology Reader; Marks, D.F., Ed.; Prentice-Hall: Hoboken, NJ, USA, 1986; pp. 94–106.
Pavlov, I.P. Lectures on Conditioned Reflexes; International Publishers: New York, NY, USA, 1928.
Jamil, M.G.; Bhuiyan, Z. Deep learning elements in maritime simulation programmes: A pedagogical exploration of learner experiences. Int. J. Educ. Technol. High. Educ. 2021, 18, 18.
Brown, K.G.; Ford, J.K. Using computer technology in training: Building an infrastructure for active learning. In Creating, Implementing, and Managing Effective Training and Development; Kraiger, K., Ed.; Jossey-Bass: Hoboken, NJ, USA, 2002; pp. 192–233.
Ludlow, B.L. Virtual reality: Emerging applications and future directions. Rural. Spec. Educ. Q. 2015, 34, 3–10.
Smith, A. An Inquiry into the Nature and Causes of The Wealth of Nations: A Selected Edition; Sutherland, K., Ed.; Oxford Paperbacks: Oxford, UK, 2008.
Koppes, L.L. Industrial-organizational psychology. In Comprehensive Handbook of Psychology: History of Psychology; Weiner, I.B., Freedheim, D.K., Eds.; Wiley: Singapore, 2003; pp. 367–389.
Gilbreth, F.B.; Gilbreth, L.M. Applied Motion Study: A Collection of Papers on the Efficient Method of Industrial Preparedness; Sturgis & Walton: New York, NY, USA, 1917.
Westgaard, O. Allow me to introduce...Frederick M. Taylor and the Gilbreths. Perform. Improv. Q. 1993, 6, 86–90.
Finch, F.H.; Odoroff, M.E. Employment trends in applied psychology. J. Consult. Psychol. 1939, 3, 118–122.
Wasserman, J.D.; Maccubbin, E.M. David Wechsler at the Psychological Corporation 1925–1927: Chorus Girls and Taxicab Drivers. In Proceedings of the Annual convention of the American Psychological Association, Chicago, IL, USA, 22–25 August 2002.
Ansbacher, H.L. German military psychology. Psychol. Bull. 1941, 38, 370–392.
Salas, E.; DeRouin, R.E.; Gade, P.A. The military’s contribution to our science and practice: People, places, and findings. In Historical Perspectives in Industrial and Organizational Psychology; Koppes, L.L., Ed.; Lawrence Erlbaum Associates Publishers: Mahwah, NJ, USA, 2007; pp. 169–189.
Rizzo, A.; Pair, J.; Graap, K.; Manson, B.; McNerney, P.J.; Wiederhold, B.; Wiederhold, M.; Spira, J. A virtual reality exposure therapy application for Iraq War military personnel with post-traumatic stress disorder: From training to toy to treatment. In NATO Advanced Research Workshop on Novel Approaches to the Diagnosis and Treatment of Posttraumatic Stress Disorder; Roy, M., Ed.; IOS Press: Amsterdam, The Netherlands, 2006; pp. 235–250.
Williams-Bell, F.M.; Kapralos, B.; Hogue, A.; Murphy, B.M.; Weckman, E.J. Using serious games and virtual simulation for training in the fire service: A review. Fire Technol. 2015, 51, 553–584.
Sanchez, D.R.; Rueda, A.; Jimènez, L.J.; Nargesi, M.N. Commercial-off-the-shelf (COTS) games: Exploring the applications of games for instruction and assessment. In Computer Game Development; Sobota, B., Ed.; IntechOpen: London, UK, 2022.
Ojala, S.; Pyöriä, P. Mobile knowledge workers and traditional mobile workers: Assessing the prevalence of multi-locational work in Europe. Acta Sociol. 2018, 61, 402–418.
Landy, F.J.; Conte, J.M. Work in the 21st Century: An Introduction to Industrial and Organizational Psychology; McGraw-Hill: New York, NY, USA, 2004.
Slife, B.D.; Yanchar, S.C.; Williams, B. Concepts of determinism in radical behaviorism: A taxonomy. Behav. Philos. 1999, 27, 75–96. Available online: https://www.jstor.org/stable/27759394 (accessed on 2 February 2022).
Hackman, J.R.; Oldham, G.R. Development of the job diagnostic survey. J. Appl. Psychol. 1975, 60, 159.
Zackoff, M.W.; Cruse, B.; Sahay, R.D.; Fei, L.; Saupe, J.; Schwartz, J.; Klein, M.; Geis, G.L.; Tegtmeyer, K. Development and implementation of augmented reality enhanced high-fidelity simulation for recognition of patient decompensation. Simul. Healthc. J. Soc. Simul. Healthc. 2021, 16, 221–230.
Wee, E.X.M.; Fehr, R. Compassion during difficult times: Team compassion behavior, suffering, supervisory dependence, and employee voice during COVID-19. J. Appl. Psychol. 2021, 106, 1805–1820.
Baranik, L.E.; Roling, E.A.; Eby, L.T. Why does mentoring work? The role of perceived organizational support. J. Vocat. Behav. 2010, 76, 366–373.
Reiser, R.A.; Gagne, R.M. Characteristics of media selection models. Rev. Educ. Res. 1982, 52, 499–512.
Athanasopoulou, A.; Dopson, S. A systematic review of executive coaching outcomes: Is it the journey or the destination that matters the most? Leadersh. Q. 2018, 29, 70–88.
Sherman, S.; Freas, A. The wild west of executive coaching. Harv. Bus. Rev. 2004, 82, 82–93. Available online: https://hbr.org/2004/11/the-wild-west-of-executive-coaching (accessed on 2 February 2022).
Matsuo, M. Instructional skills for on-the-job training and experiential learning: An empirical study of Japanese firms. Int. J. Train. Dev. 2014, 18, 225–240.
Jacobs, R. Structured on-the-Job Training: Unleashing Employee Expertise in the Workplace; Berrett-Koehler Publishers: Oakland, CA, USA, 2003.
Kraiger, K. Transforming our models of learning and development: Web-based instruction as enabler of third-generation instruction. Ind. Organ. Psychol. 2008, 1, 454–457.
Sanchez, D.R. Videogame-based training: The impact and interaction of videogame characteristics on learning outcomes. Multimodal Technol. Interact. 2022, 6, 19.

© Text is available under the terms and conditions of the Creative Commons Attribution (CC BY) license; additional terms may apply. By using this site, you agree to the Terms and Conditions and Privacy Policy.

Upload a video for this entry

Information

Subjects: Behavioral Sciences

Contributors MDPI registered users' name will be linked to their SciProfiles pages. To register with us, please refer to https://encyclopedia.pub/register :

Diana R. Sanchez

Amanda Rueda

Kentaro Kawasaki

Saar Van Lysebetten

Daniel Diaz

View Times: 298

Update Date: 19 May 2023

Table of Contents

Video Upload Options

Confirm