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

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