Just-In-Time Training Best Practices
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Training in a virtual environment

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  • General best practices for training.

Just-In-Time Training Best Practices Presentation Transcript

  • 1. Running HEAD: Best Practices for Just-In-Time… 1
    Best Practices for Just-In-Time Teaching within the Virtual Classroom
    Michele Kemp
    EDU656
    Dr. Nicole Runyon
    August 16, 2011
    EDU656 August 2011
  • 2. Best Practices for Just-In-Time Teaching within the Virtual Classroom
  • 3. Synchronous e-Learning
    • Computer–mediated learning
    • 4. Nearest to classroom-style
    • 5. Instructor-led
    • 6. Real-time method
    • 7. All participants engaged in instructional event at same time
    • 8. Growing share of on-line training
    • 9. Also known as
    • 10. Virtual classroom
    • 11. Remote live training
    • 12. Remote instructor-led training
  • Training Best Practices
    Strategy-driven
    Positive cost/benefit ratio
    Reinforced by essential tactics and policies
    Driven through various routes
    Maximize employee ability
    Work-related training
    Learn by doing
    Transfer knowledge and skills
    Link training to other area needs
    Ongoing learning process
  • 13. 1. Strategy-Driven
    All training should emanate from global business strategic goals.
  • 14. 2. Positive Cost - Benefit Ratio
    Training costs must show a return on investment
    • Long term
    • 15. Or short term.
  • 3. Reinforced By Essential Tactics and Policies
    Learning aligned with and supported by
    Organizational structures
    Lines of authority and decision making
    Planning and budgeting
    Career development and performance management, and succession planning
    Information sharing
  • 16. 4. Driven Through Various Routes
    • Explore and apply several training modalities
    • 17. Value in different learning approaches
    • 18. Classroom lecture and role plays
    • 19. On-the-job training /coaching
    • 20. Blended learning
    • 21. eLearning
    • 22. Technology support tools
  • 5. Maximize Employee Ability
    Utilize ability and potential of employees
    Use self-directed training and development
    • Employees identify their own needs
    • 23. Create individual learning plans
    • 24. Seek learning opportunities
  • 6. Work-Related Training
    Knowledge and skills learned through training programs must
    • Be relevant and useful
    • 25. Add to current or future job efficiency
    • 26. Contribute to company success
    • 27. Save time, not add workload
  • 7. Learn By Doing
    Learning is developed by action.
    Perform actual tasks and projects
    • In training environment
    • 28. On-the-job
    Develop a usable strategic plan
    Create deliverables for their project
  • 29. 8. Transfer Knowledge and Skills
    Easy transference critical
    • Timing of the training
    • 30. Relevance of the content
    • 31. Delivery method
    • 32. Quality
    • 33. Appropriateness
    Maintenance of new skill and knowledge is critical
    • Use skills regularly
    • 34. Use performance tests to verify skill level
  • 9. Link Training to Other Area Needs
    Management
    • Perform evaluations
    • 35. Performance objectives
    • 36. Compensation and promotion formulas
    Individual employee needs
    • Appraisals / assessments
    • 37. Counseling / meetings
    • 38. Career development plans
  • 10. Ongoing Learning Process
    Learning ensues before, during, and after formal training
    The process should include
    • Doing
    • 39. Reflecting
    • 40. Learning
    • 41. Doing again
    • 42. And so on…
  • Best Practices Just-In-Time Training (JITT)
    Match teaching methods to content
    Organize work tasks
    Determine instructional methods for processes
    Teach supporting knowledge
    Identify supporting facts or concepts
    Mirror the job
    Provide explanatory feedback
  • 43.
  • 44.
  • 45. 3. Determine Instructional Methods for Processes
  • 46. 4. Teach Supporting Knowledge
  • 47. 5. Identify Supporting Facts or Concepts
  • 48. Begin with job and task analysis
    Create exercises that mimic the job or task
    Create transfer appropriate interactions
  • 49. Feedback provides knowledge of practice results
    Tells learner that response is correct or incorrect
  • 50. Summary of Methods to Teach Content Types
  • 51. References
    Clark, R.C., Kwinn, A. (2007), Evidence-based guidelines for synchronous e- learning, the new virtual classroom, Pfeiffer, P.69-81.
    Clark, R.C., Mayer, R.E.(2008), e-Learning and the science of instruction, proven
    guidelines for consumers and designers of multimedia learning. Pfeiffer,
    P. 323-324,
    Top 10 training best practices for effective learning and development programs,
    Retrieved on 8/14/11 from http://www.lsaglobal.com/about/Training-Best- Practices.asp