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Just-In-Time Training Best Practices


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Training in a virtual environment

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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 Practices.asp<br />