Conclusion: Effectively training newly hired talent is vital for the success of mine site managers. This presentation will explore research-backed methodologies and cutting-edge technologies that engage learners and enhance training outcomes. This paper examines the role of these tools in the industry and concludes with the 4 ‘D’s’ of essential technology tool implementation: Define, Design, Develop, and Discover. Keywords education, training, Shayne Larsen, World Mining Congress, upskilling, mining training, virtual reality, augmented reality, 3D models 1. INTRODUCTION The mining industry is undergoing a period of profound transformation, driven by shifting workforce demographics, accelerating technological advancements, and increasing operational complexity. At the center of these changes lies a persistent and increasingly critical challenge: the ability to attract, train, and retain the next generation of technical talent. As experienced technicians retire and the global labor market tightens, mining organizations must prepare early-career professionals to assume vital technical roles with greater speed and proficiency than ever before. This reality places unprecedented pressure on mine site managers and training departments, who must develop strategies that equip new hires with the skills, judgment, and confidence necessary to maintain safe and efficient operations. Traditional approaches to technical training in mining have long relied on hands-on exposure to real equipment. For decades, experiential practice on functioning machinery has been considered the gold standard for developing intuitive understanding, situational awareness, and procedural competence. However, the conditions that once made this model sustainable have shifted dramatically. Modern mines operate with heightened safety requirements, leaner staffing models, and tighter production schedules, leaving little room for dedicating equipment to training purposes. Equipment availability is often constrained by operational demands, and in many cases, exposing inexperienced technicians to active machinery introduces unacceptable safety and productivity risks. As a result, training programs frequently struggle to provide new hires with meaningful opportunities to observe systems, practice procedures, and build the competency required for independent performance. To address these constraints, many organizations have turned to digital learning aids, multimedia resources, and off-equipment instructional tools designed to supplement or replicate aspects of hands-on experience. While these tools can provide valuable conceptual exposure, their effectiveness is heavily dependent on the intentional design of the learning activities in which they are embedded. Research in cognitive science and instructional design increasingly demonstrates that trainees do not retain information or develop durable skills simply because innovative media are present. Instead, learning outcomes depend on the extent to which these technologies support authentic problem solving, cognitive engagement, and structured 120
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