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ATLAS Training System Optimization
Considerations and Approaches
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Purpose
Get the best training results Update you on our process Get your feedback and reality check
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Agenda
Why change things? A New Approach Proposed Changes
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I. Why Change Things?
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ARC Training Challenges
Numerous and complex enterprise systems Rapid and unpredictable systems upgrades A complex and diverse group of learners High volumes of content Diverse types of content LMS integration Training the trainers
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ARC Training Requirements
Helps fulfill ARC mission Helps fulfill chapter functions High quality/effective Consistent Customized for user groups Timely Delivery with appropriate channels Objective-driven
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ARC Training Development Requirements Proving value to ARC organization Staff selection and development Effective instructional design (ADDIE) Process improvement Instructional tool selection and use Content management
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II. A New Approach
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Instructional Approach
Achieving employee performance Cognitive approach
Old content delivery, behaviorist approach Recent recent research
Improved effectiveness Implications for training
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Learning Content Matrix
Facts Concepts Processes Procedures Principles
Apply Classify new examples
Develop a process
Perform a procedure
Solve a problem. Make a Inference
Remember Remember the facts
Remember the definition
Remember the stages
Remember the steps
Remember the guidelines
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Lesson Design Principles
Job and task based Big picture and close-ups Common skill foundations Based on audience analysis
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Lesson Structure
Introduction Overview, benefits, relation to other lessons,
objectives, outline of lesson Body
Knowledge needed Major tasks Practice Wrap-up
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Teaching Procedures
Provide job aids with clear steps Open and concise with graphics Action and decision tables
Give demonstration Provide immediate practice and feedback
Note: Immediate application is most effective. Recall exercises are almost worthless.
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CBT Considerations
Provide simulations of all tasks and follow with immediate practice
Provide immediate feedback on practice Provide job aids organized around key
practice tasks Address learners in a personal, yet,
professional tone
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III. Proposed Changes
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Training Program Process
> Figure 1.0 – Proposed Training Program Process
Course Sign-upin LMS
Student Preparation forCourse
Class Confirmation
Live ClassConcepts &
Practice SessionWrap-up Session
Student ModuleCompletion Certificate
Instructor emails link toprep. materials
Class & InstructorEvaluation
Student & ResultsEvaluation
Individual PracticeSession (optional)
ADDIE Process(reflect & redesign)
Student ProductsExamination (sampled)
Supervisor Feedback(sampled)
Metrics
Weekly Q & ASessions
Print & follow pre-classchecklist
Download &print job aids
Complete exercisesand/or online self-tests
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Class Process
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Task Demonstration -Live
IntroductionConcepts &
Practice Session
Individual PracticeSession (optional)
Class & InstructorEvaluation
Relation to OtherClasses
Benefits & Importance
Overview
Objectives
Outline of Class
Major Tasks
Objective
Knowledge NeededRecap
Guided Practice withJob Aid
Exercises w/InstructorAvailable
Wrap-up Session
Relation to OtherTasks
Overview & Outline Objectives
Knowledge Needed
Fact, Concept, &Process Presentation
Knowledge ApplicationDemonstration
Guided Application
Recap
Overview of KnowledgeNeeded for Tasks
Introduce Evaluations &Individual Practice
Relation to OtherClasses
Benefits
Figure 2.0 – Proposed Class Process
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Lesson Structure Recap
Introduction Overview, benefits, relation to other lessons,
objectives, outline of lesson Body
Knowledge needed Major tasks Practice Wrap-up
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Teaching Procedures Recap
Provide job aids with clear steps Open and concise with graphics Action and decision tables
Give demonstration Provide immediate practice and feedback
Note: Immediate application is most effective. Recall exercises are almost worthless.
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Resources
Developing Technical Training – Ruth Colvin Clark (1999)
E-Learning and the Science of Instruction – Richard Mayer and Ruth Colvin Clark
Applying Cognitive Strategies to Instructional Design – Ruth Colvin Clark (2002)
A Pebble-in-the-Pont Model for Instructional Design – David Merrill
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ATLAS Training System Optimization
Thank you.
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