Computer-based instruction – a proven approach – must adapt to fulfill the growing needs of military and interagency training. This future vision requires innovative toolsets to help bridge the gap between academic, individual instruction and large-scale, mission rehearsals. Given the constrained training budgets of today and tomorrow, one must innovate to enable team training.
This paper provides analysis for the existing military training structure and offers insights into how it can be adapted to be lightweight, agile, and more cost efficient at training small teams in preparation for existing large scale exercises. This approach fosters mastery by providing the training audience autonomy of time and team – enabling small team training at a time and place of their choosing. Our innovation’s simplicity has demonstrated the powerful capability of a distributed and immersive application. The paper closes with lessons learned gathered from exercises conducted between 2010 through the present.
Undaunted: How Credit Unions Can Thrive in the New Financial Services Environ...NAFCU Services Corporation
The credit union industry is being reshaped by numerous outside forces and challenges. How can we thrive? In order to answer that question, the 2011 Deluxe Collaborative focused their research on understanding what consumers think and feel about their financial institution, regulations, products and process. The researchers discovered that in order to survive- and thrive- organizations need to challenge five things. Learn those five things you should be thinking about and learn to thrive! More info at: www.nafcu.org/deluxe
How Has the Recent NCUA Rule Affected Board Liability (Credit Union Conferenc...NAFCU Services Corporation
From the 2011 NAFCU Annual Conference, presented by Patrick Touhey, SVP, Allied Solutions.
The financial climate and recent regulatory changes from NCUA have affected the liability of credit union boards. Learn the details of this new regulation and what the potential is for an increase in lawsuits in the future. Should directors increase their D&O insurance limits? What kinds of suits are being filed against credit union boards? Find out the important questions all boards should be asking.
More information at http://www.nafcu.org/allied
Implementeren in een andere kleur - Een andere kijk op procesimplementaties -...Jordi Recasens
TOPdesk ziet vaak dezelfde zaken mis gaan bij procesimplementaties. De consultants van TOPdesk hebben een andere visie ontwikkeld op het gebied van het implementeren en verbeteren van processen. Onderbouwd door de kleurenleer van De Caluwé en de ontstaansgeschiedenis van TOPdesk worden de kenmerken van onze visie belicht. Hieruit volgen handvatten die u zelf kunt gebruiken bij uw volgende procesverbetering! (gepresenteerd door Jordi Recasens op de themadag "Procesimplementaties ingekleurd" 2011: http://www.topdesk.com/nl/themasessies/programma/themasessie-servicemanagementprocessen/)
As executives charged with the task of putting banking on a new commercial course,
you need to be armed with trustworthy, complete facts and analysis. For that, the
institution needs to adopt a business analytics framework. Decisions will then be based
on reliable information and predictive insight – adjusted for known risks across the
institution’s business units, functional areas and channels. For more info: www.nafcu.org/sas
In order to deliver an exceptional member experience, one that truly drives loyalty, credit unions must understand the experiences they are delivering today. Experiences are made up of big and small moments. They happen before the member even walks into the branch and continue long after the member leaves. In this 2011 NAFCU Annual Conference session you will understand what member experience is and how it drives loyalty. Plus, learn ways to immediately improve the member experience at your credit union.
Presented by Martie Woods, Chief Experience Officer, Deluxe Corporation
More info at http://www.nafcu.org/deluxe
Every major event or movement in life or history has a major tipping point. A point beyond which, man cannot move forward without taking a stand or a position. This determined act of faith and courage once made forever changes the lives of all who participate. We are at just that moment again and your decision will have an irreversible impact on everything you do the rest of your life.
Een andere kijk op procesimplementaties - itSMF Academy 2011Jordi Recasens
CobiT, MOF, ITIL, ISO, ASL, BiSL, Six Sigma. Met al die frameworks zou het voor een serviceorganisatie toch een koud kunstje moeten zijn de dienstverlening te verbeteren? Toch levert het toepassen van dit soort frameworks in de praktijk vaak problemen op. Wat is hiervan de achterliggende oorzaak?
In deze interactieve sessie deelt u uw kijk op procesimplementaties met vakgenoten aan de hand van een praktijkcase. Met deze case, enkele aspecten uit de veranderkunde en veel ervaring uit de praktijk wordt er een verfrissende visie gecreëerd op het implementeren van processen.
Na deze sessie benadert u uw procesimplementaties vanuit een geheel ander perspectief! (gepresenteerd door Jildert de Groot en Jordi Recasens op itSMF Academy 2011)
Chapter EightTechnology-Based Training MethodsObjectivesAfte.docxmccormicknadine86
Chapter Eight
Technology-Based Training Methods
Objectives
After reading this chapter, you should be able to:
1. Explain how new technologies are influencing training.
2. Evaluate a web-based training site.
3. Explain how learning and transfer of training are enhanced by new training technologies.
4. Explain the strengths and limitations of e-learning, mobile learning training methods (such as iPads), and simulations.
5. Explain the different types of social media and the conditions conducive to their use for training.
6. Describe to a manager the different types of distance learning.
7. Recommend what should be included in an electronic performance support system.
8. Compare and contrast the strengths and weaknesses of traditional training methods versus those of technology-based training methods.
9. Identify and explain the benefits of learning management systems.
Time and Location Don’t Stall Learning at Nissan
Nissan has more than 150,000 people working around the world, including automobile production locations in twenty countries and product markets in more than 160 countries. To ensure that the company could meet its global plans for growth and expansion, Nissan identified sixty high-potential employees who needed to develop the skills and competencies that would prepare them to be successful in their careers. The high-potential employees worked in different functional areas, levels, and locations, including Latin America, Europe, Africa, the Middle East, Asia, and Australia. For these employees, face-to-face interaction in a classroom would be invaluable because it would help them develop and expand their professional network and work together on group projects. Also, classroom instruction would ensure that the employees would receive a consistent message and approach to developing leadership skills and competencies based on Nissan’s core business principles and331their questions could be immediately answered by the instructor or facilitator. But face-to-face classroom instruction was unrealistic because these employees could not be away from their work for an extended period of time and traveling to one location for training from sites around the world was too expensive.
To gain the benefits of face-to-face instruction and overcome time and travel challenges, Nissan created an e-learning program, which included a virtual classroom. This allowed Nissan to combine the strengths of a classroom experience, including relationship building, immediate feedback, and the ability to practice skills with those of an online learning environment (easily accessible resources at any time or place). The first step in the program was that program participants assessed their own competencies. Their boss and peers completed a similar assessment. Next, the participants attended a virtual feedback session where the assessment results were explained. Courses designed to improve their current skills or develop new skills were offered in a virtual classroom ...
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Need for Training".
Undaunted: How Credit Unions Can Thrive in the New Financial Services Environ...NAFCU Services Corporation
The credit union industry is being reshaped by numerous outside forces and challenges. How can we thrive? In order to answer that question, the 2011 Deluxe Collaborative focused their research on understanding what consumers think and feel about their financial institution, regulations, products and process. The researchers discovered that in order to survive- and thrive- organizations need to challenge five things. Learn those five things you should be thinking about and learn to thrive! More info at: www.nafcu.org/deluxe
How Has the Recent NCUA Rule Affected Board Liability (Credit Union Conferenc...NAFCU Services Corporation
From the 2011 NAFCU Annual Conference, presented by Patrick Touhey, SVP, Allied Solutions.
The financial climate and recent regulatory changes from NCUA have affected the liability of credit union boards. Learn the details of this new regulation and what the potential is for an increase in lawsuits in the future. Should directors increase their D&O insurance limits? What kinds of suits are being filed against credit union boards? Find out the important questions all boards should be asking.
More information at http://www.nafcu.org/allied
Implementeren in een andere kleur - Een andere kijk op procesimplementaties -...Jordi Recasens
TOPdesk ziet vaak dezelfde zaken mis gaan bij procesimplementaties. De consultants van TOPdesk hebben een andere visie ontwikkeld op het gebied van het implementeren en verbeteren van processen. Onderbouwd door de kleurenleer van De Caluwé en de ontstaansgeschiedenis van TOPdesk worden de kenmerken van onze visie belicht. Hieruit volgen handvatten die u zelf kunt gebruiken bij uw volgende procesverbetering! (gepresenteerd door Jordi Recasens op de themadag "Procesimplementaties ingekleurd" 2011: http://www.topdesk.com/nl/themasessies/programma/themasessie-servicemanagementprocessen/)
As executives charged with the task of putting banking on a new commercial course,
you need to be armed with trustworthy, complete facts and analysis. For that, the
institution needs to adopt a business analytics framework. Decisions will then be based
on reliable information and predictive insight – adjusted for known risks across the
institution’s business units, functional areas and channels. For more info: www.nafcu.org/sas
In order to deliver an exceptional member experience, one that truly drives loyalty, credit unions must understand the experiences they are delivering today. Experiences are made up of big and small moments. They happen before the member even walks into the branch and continue long after the member leaves. In this 2011 NAFCU Annual Conference session you will understand what member experience is and how it drives loyalty. Plus, learn ways to immediately improve the member experience at your credit union.
Presented by Martie Woods, Chief Experience Officer, Deluxe Corporation
More info at http://www.nafcu.org/deluxe
Every major event or movement in life or history has a major tipping point. A point beyond which, man cannot move forward without taking a stand or a position. This determined act of faith and courage once made forever changes the lives of all who participate. We are at just that moment again and your decision will have an irreversible impact on everything you do the rest of your life.
Een andere kijk op procesimplementaties - itSMF Academy 2011Jordi Recasens
CobiT, MOF, ITIL, ISO, ASL, BiSL, Six Sigma. Met al die frameworks zou het voor een serviceorganisatie toch een koud kunstje moeten zijn de dienstverlening te verbeteren? Toch levert het toepassen van dit soort frameworks in de praktijk vaak problemen op. Wat is hiervan de achterliggende oorzaak?
In deze interactieve sessie deelt u uw kijk op procesimplementaties met vakgenoten aan de hand van een praktijkcase. Met deze case, enkele aspecten uit de veranderkunde en veel ervaring uit de praktijk wordt er een verfrissende visie gecreëerd op het implementeren van processen.
Na deze sessie benadert u uw procesimplementaties vanuit een geheel ander perspectief! (gepresenteerd door Jildert de Groot en Jordi Recasens op itSMF Academy 2011)
Chapter EightTechnology-Based Training MethodsObjectivesAfte.docxmccormicknadine86
Chapter Eight
Technology-Based Training Methods
Objectives
After reading this chapter, you should be able to:
1. Explain how new technologies are influencing training.
2. Evaluate a web-based training site.
3. Explain how learning and transfer of training are enhanced by new training technologies.
4. Explain the strengths and limitations of e-learning, mobile learning training methods (such as iPads), and simulations.
5. Explain the different types of social media and the conditions conducive to their use for training.
6. Describe to a manager the different types of distance learning.
7. Recommend what should be included in an electronic performance support system.
8. Compare and contrast the strengths and weaknesses of traditional training methods versus those of technology-based training methods.
9. Identify and explain the benefits of learning management systems.
Time and Location Don’t Stall Learning at Nissan
Nissan has more than 150,000 people working around the world, including automobile production locations in twenty countries and product markets in more than 160 countries. To ensure that the company could meet its global plans for growth and expansion, Nissan identified sixty high-potential employees who needed to develop the skills and competencies that would prepare them to be successful in their careers. The high-potential employees worked in different functional areas, levels, and locations, including Latin America, Europe, Africa, the Middle East, Asia, and Australia. For these employees, face-to-face interaction in a classroom would be invaluable because it would help them develop and expand their professional network and work together on group projects. Also, classroom instruction would ensure that the employees would receive a consistent message and approach to developing leadership skills and competencies based on Nissan’s core business principles and331their questions could be immediately answered by the instructor or facilitator. But face-to-face classroom instruction was unrealistic because these employees could not be away from their work for an extended period of time and traveling to one location for training from sites around the world was too expensive.
To gain the benefits of face-to-face instruction and overcome time and travel challenges, Nissan created an e-learning program, which included a virtual classroom. This allowed Nissan to combine the strengths of a classroom experience, including relationship building, immediate feedback, and the ability to practice skills with those of an online learning environment (easily accessible resources at any time or place). The first step in the program was that program participants assessed their own competencies. Their boss and peers completed a similar assessment. Next, the participants attended a virtual feedback session where the assessment results were explained. Courses designed to improve their current skills or develop new skills were offered in a virtual classroom ...
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Need for Training".
Sewells Competence Development Model for the Digital AgeSewells MSXI
The world of automotive retail has clearly intersected with the digital age. Technology now pervades
almost every component, from the products that are sold and serviced, to the marketing channels that
are used to disseminate information, to the way customers communicate and share experiences. Despite
these revolutionary times, the need for dealerships to develop competent individuals who can engage
with customers remains critical to automotive retail success.
Traditional Training MethodsThe communication of learne.docxjuliennehar
Traditional Training Methods
“The communication of learned capabilities is primarily one way, from the trainer to the audience (Noe, 2017).”
Technology-based Training Methods
“…content is provided stand-alone, using software or DVDs with no connection to the Internet (Noe, 2017).”
References
Noe, R. (2017). Employee Training & Development, 7th
Edition. Retrieved from https://devry.vitalsource.com/#/
books/1260428028 /cfi/6/38!/4/2/16/8/8/2/
4/[email protected]:54.3
Chapter Eight
Technology-Based Training Methods
Objectives
After reading this chapter, you should be able to:
1. Explain how new technologies are influencing training.
2. Evaluate a web-based training site.
3. Explain how learning and transfer of training are enhanced by new training technologies.
4. Explain the strengths and limitations of e-learning, mobile learning training methods (such as iPads), and simulations.
5. Explain the different types of social media and the conditions conducive to their use for training.
6. Describe to a manager the different types of distance learning.
7. Recommend what should be included in an electronic performance support system.
8. Compare and contrast the strengths and weaknesses of traditional training methods versus those of technology-based training methods.
9. Identify and explain the benefits of learning management systems.
Time and Location Don’t Stall Learning at Nissan
Nissan has more than 150,000 people working around the world, including automobile production locations in twenty countries and product markets in more than 160 countries. To ensure that the company could meet its global plans for growth and expansion, Nissan identified sixty high-potential employees who needed to develop the skills and competencies that would prepare them to be successful in their careers. The high-potential employees worked in different functional areas, levels, and locations, including Latin America, Europe, Africa, the Middle East, Asia, and Australia. For these employees, face-to-face interaction in a classroom would be invaluable because it would help them develop and expand their professional network and work together on group projects. Also, classroom instruction would ensure that the employees would receive a consistent message and approach to developing leadership skills and competencies based on Nissan’s core business principles and331their questions could be immediately answered by the instructor or facilitator. But face-to-face classroom instruction was unrealistic because these employees could not be away from their work for an extended period of time and traveling to one location for training from sites around the world was too expensive.
To gain the benefits of face-to-face instruction and overcome time and travel challenges, Nissan created an e-learning program, which included a virtual classroom. This allowed Nissan to combine the strengths of a classroom experience, including relationship building ...
Tata Interactive Systems - Mapping ID to Performance NeedsTatainteractive1
http://www.tatainteractive.com/ : It is evident that the world of learning and performance—workplace, higher education, and individual—is undergoing a fundamental shift. Driven by forces that have been reshaping the world since personal computing became affordable and ubiquitous, trends like mobile, uber connectivity, big data and analytics, social media platforms, and the rise of the consumer (learners being one such) have added to the complexity and choices.
Implementing a Project Management approach in a multi-national - PM Today Art...Donnie MacNicol
Describes work done with NDS (prior to them becoming part of Cisco) on developing a Project Management Code of Practice and the individual leadership development of the global Project Manager community using Strengths Deployment Inventory.
The Role of The McDonald’s IT Project Management Pilot in Developing a Model ...Rob Wilson
The Role of The McDonald’s IT Project Management Pilot in Developing a Model for 21st Century Apprenticeship Alice Rowland Information Services Organization Development Manager McDonald’s Corporation-- Oak Brook, Illinois Abstract Throughout 2003 the Information Services organization of McDonald’s Corporation will deliver an IT Project Management Apprenticeship pilot program. The program is in association with CompTIA’s National IT Apprenticeship System (NITAS) as part of the grant from the U.S. Department of Labor. The McDonald’s pilot will demonstrate how a large scale IT organization can use registered apprenticeship as a vehicle to achieve rapid and uniform competency attainment as well as productivity improvement in its IT workforce. The pilot will show the criticality of producing measurable business results from apprenticeship. The McDonald’s pilot has and will continue to help the CompTIA team develop and refine its design for IT apprenticeship. This paper describes how McDonald’s is handling several key design and operational questions affecting the implementation of apprenticeship in a large scale IT organization. Components of The McDonald’s Apprenticeship Model summarizes the components of the IT Project Management Apprenticeship that are being used in the Information Services Organization of McDonald’s Corporation. The primary objective of the apprenticeship is to achieve measurable improvements in the productivity of project managers as evidenced by: ---more projects achieving their stated business objectives ---more projects being under measured business control ---project managers coming up to speed more quickly than using traditional training methods Additional benefits expected from the apprenticeship include reduced portfolio risk, decreased project costs and enhanced managerial skills on the part of mentors (journey workers).
The author wishes to thank the following individuals for their contributions to this paper and to the Voyager Program: 1) The Workforce Development staff at the Computing Technology Industry Association (CompTIA) for their support of the project and use of the NITAS infrastructure 2) The Information Resources Group at the Naval Undersea Warfare Center in Keyport, WA for sharing their Rodin process and other innovative ideas on 21st Century Apprenticeship 3) The ATELS staff in the U.S. Department of Labor for their support and assistance with the registration of the apprenticeship 4) The staff at DeVry University’s Center for Corporate Education for providing the classroom instruction, for assisting with registration, and for creating the Qualification cards. 5) Laura Antos for her logistical support within McDonald’s 6) The McDonald’s I/S apprentices, mentors and coaches 7) John Aaron for his input to and review of this paper
BU3315 Module 5 Decision Analysis and Queuing Models Exer.docxAASTHA76
BU3315: Module 5 Decision Analysis and Queuing Models
Exercise 5.1
Decision Analysis and Queuing Model Techniques
1
Solve the following problems:
1. The owner of the Burger Doodle Restaurant is considering two ways to expand operations: open a
drive-up window or serve breakfast. The increase in profits resulting from these proposed
expansions depends on whether a competitor opens a franchise down the street. The possible
profits from each expansion in operations, given both future competitive situations, are shown in
the following payoff table:
Competitor
Decision Open Not Open
Drive-up window $6,000 $20,000
Breakfast 4,000 8,000
Source: Taylor III, B.W. (2013). Introduction to Management Science (11th ed.). Pearson
Education, Inc.
Select the best decision, using the given decision criteria.
a. Maximax
b. Maximin
BU3315: Module 5 Decision Analysis and Queuing Models
Exercise 5.1
Decision Analysis and Queuing Model Techniques
2
2. Brooke Bentley, a student in business administration, is trying to decide which management science
course to take the next quarter—I, II, or III. “Steamboat” Fulton, “Death” Ray, and “Sadistic” Scott
are the three management science professors who teach the courses. Brooke does not know who
will teach what course. Brooke can expect a different grade in each of the courses, depending on
who teaches it next quarter, as shown in the following payoff table:
Professor
Course Fulton Ray Scott
I B D D
II C B F
III F A C
Source: Taylor III, B.W. (2013). Introduction to Management Science (11th ed.). Pearson
Education, Inc.
Determine the best course to take next quarter, using the given criteria.
a. Maximax
b. Maximin
3. The ticket booth on the Tech campus is operated by a person who is selling tickets for the annual
Tech versus State football game on Saturday. The ticket seller can serve an average of 12 customers
per hour; on average, 10 customers arrive to purchase tickets each hour (Poisson distributed). Using
the given data, determine:
a. The average time a ticket buyer must wait
b. The portion of time the ticket seller is busy
4. The Dynaco Manufacturing Company produces a particular product in an assembly line operation.
One of the machines on the line is a drill press that has a single assembly line feeding into it. A
partially completed unit arrives at the press to be worked on every 7.5 minutes, on average. The
machine operator can process an average of 10 parts per hour. Using the given data, determine:
a. The average number of parts waiting to be worked on
b. The percentage of time the operator is working
BU3315: Module 5 Decision Analysis and Queuing Models
Exercise 5.1
Decision Analysis and Queuing Model Techniques
3
c. The percentage of time the machine is idle
Evaluation Criteria:
The exercise wi ...
Quest for Knowledge: MOOCs Provide Insigts to InnovationJay Gendron
Massive open online courses (MOOCs) could solve old problems in new ways. More than ever, people need access to knowledge. Since the earliest of days, this has been a never-ending quest. This paper looks at the knowledge process from the domain of education in order to stimulate innovation and advancement in another source of knowledge – modeling and simulation. This paper explores knowledge, starting with the innovations that propelled MOOCs to their current position in the marketplace. It then offers a framework based on current studies and draws parallels to modeling and simulation, probing the questions as to how modeling and simulation can learn from MOOCs so decision makers have greater access to knowledge more directly and easily through modeling and simulation tools as well as the discipline formed by that community. Today's modeling and simulation leaders need awareness of the MOOC business model and the potentially high returns on investment when integrating models and tools to solve new problems.
Finding employment and education discovery frameworkFutureGov
The RSA's "Finding Employment and Education Discovery Framework" maps out some of the barriers and solutions to helping young people get into the education, employment and training that is right for them through their discovery matrix.
Similar to Small Team Training Delivery Service: Mastery in Times of Austerity (20)
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Small Team Training Delivery Service: Mastery in Times of Austerity
1. 2013 MODSIM World Conference and Expo
Small Team Training Delivery Service: Mastery in Times of Austerity
Ms. Nancy Johnson and Mr. Mark Friedman
Concurrent Technologies Corporation (CTC)
100 CTC Drive
Johnstown, PA 15904
{johnsonn, friedmam} @ctc.com
Lt Col (ret) Gerald R. Gendron, Jr.
SimIS, Inc.
200 High Street, #305
Portsmouth, VA 23704
gerald.gendron@simisinc.com
ABSTRACT
Computer-based instruction – a proven approach – must adapt to fulfill the growing needs of
military and interagency training. This future vision requires innovative toolsets to help bridge
the gap between academic, individual instruction and large-scale, mission rehearsals. Given the
constrained training budgets of today and tomorrow, one must innovate to enable team training.
This paper provides analysis for the existing military training structure and offers insights into
how it can be adapted to be lightweight, agile, and more cost efficient at training small teams in
preparation for existing large scale exercises. This approach fosters mastery by providing the
training audience autonomy of time and team – enabling small team training at a time and place
of their choosing. Our innovation’s simplicity has demonstrated the powerful capability of a
distributed and immersive application. The paper closes with lessons learned gathered from
exercises conducted between 2010 through the present.
2. 2013 MODSIM World Conference and Expo
Introduction
“It was the best of times, it was the worst of times...”
--Charles Dickens
These words were penned in the year 1859 by the eminent English author, Charles Dickens.
They come from the novel A Tale of Two Cities which is set in London and Paris during the time
of the French Revolution. The events of that era have once again captivated people’s imagination
with the 2012 cinema release of Les Misérables. While many people are familiar with Dickens’
first dozen words, the next two dozen words are eerily applicable today as they were over 150
years ago, “it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it
was the epoch of incredulity…”
Small groups – long-standing institutional mores – revolutionary approaches –– motivation
– austerity
These qualities are as appropriate today to describe the defense-industrial complex as they were
in labeling the bleak, yet hopeful times, at the turn of the 18th century. Joint training is facing a
number of challenges:
●
●
●
●
reduced budgets for operations and maintenance of legacy systems
a generation of up and coming trainees hungering for methods beyond in-class and live
instruction
increasing pressures to cooperate and prioritize with unified action partners to leverage
solutions across a spectrum of military, interagency, and international countries, bodies
and agencies
increased pressure to motivate and engage military learners, who themselves are more
challenging than ever to motivate
This paper will provide a summary background of the evolution of computer-based training over
the last two decades, highlighting both the enhancements and challenges along that path. Having
an idea of the gaps to fulfill, the paper will then consider partnerships of military, interagency,
and international partners and their view of a future vision to bridge the gap between academic,
individual instruction and large-scale, mission rehearsals. Finally the paper considers the human
dimension by portraying the benefits to mission performance based on motivated training
audiences, using data and lessons collected since 2010 based on new distributed training
technologies.
3. 2013 MODSIM World Conference and Expo
Computer-based Training to Distributed Learning
Distance learning has provided many advantages to DoD and academia over the past twenty
years, but to continue to yield positive efficiencies, a future vision needs to come to fruition. It is
not enough today, to simply use the reason “to save money” in order to place a course online
instead of conducting a face-to-face course. The audiences are more savvy, they have grown up
never knowing a period of time before a DVD and WiFi, and are at home perusing Second Life
as they are the first, or real life. They have never heard of, must less seen, a user manual for a
software package, and thus, the traditional ISD-created online course is simply not going to
engage or motivate the student of 2013 in the way required to continue toward training real
probem-solving skills. The known training gap which exists between academic, individual
instruction and the learning which takes place during large, collective activity-driven rehearsals
-- must be bridged.
“Gamers have logged thousands of hours rapidly analyzing new situations, interacting with
people they don’t know, and learning to solve problems quickly and independently. DoD must
recognize the fundamental shift in the analytical and strategic problem-solving skills and
techniques of the next generation of soldiers, and adapt its training and motivational
methodologies accordingly.” (IDA, July 2006) Team training needs to be molded, developed
and morphed into this bridge as the solution which will connect these relatively close entities.
Adapting Learning to Leverage the Technologies
The existing method to prepare a team in DoD has remained the same for more than a decade.
Millennium Challenge 2002 (MC02) was one of the first Joint collective exercises which
received national attention - and let the general public know just how the training process
worked. What was and maybe still is, a rigid schedule of preparation by individuals learning
some basic tasks on their own, prior to getting together as a collective (i.e. thousands at the same
time) to rehearse a very complex rehearsal which itself follows a pre-written guidebook (like the
script to a 1,500 actor play). One problem, with this use case, is that many of the individuals do
not accomplish their preparatory training prior to the collective training. The other critical issue
to address is that many of the participants might learn what to do from a single position in the
system, and yet be assigned to perform duties in a totally different position during the rehearsal.
Of course, both of these weaknesses can be addressed if the individuals were able to spend even
a little amount of time learning in a small-team environment, where they could practice one
position in the morning, and another position in the afternoon -- thereby expanding their ability
to be agile and flexible when they are assigned in the larger rehearsal.
What we would like the reader to consider, is how this can be adapted to be lightweight, agile,
and more cost efficient at training small teams in preparation for existing large scale exercises.
Mastery through Autonomy
We have explained the many advances in and advantages of distributed learning technologies as
they have evolved over the last two decades. But there are still gaps that remain as opportunities
to be leveraged - namely, consideration of the learning processes in relation to the people
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participating in the training events. A particularly important area is that of team training
methodologies.
A key dimension in designing and evaluating distributed learning systems in the future will be
the human dimension. Among the most widely regarded methods to evaluating the human
element of training is the Kirkpatrick Four Level Evaluation Model. It was first published in the
Journal of American Society of Training Directors as a series of articles in 1959 [1]. Figure 1
shows the basic structure of the Kirkpatrick model [2]. The essential elements of the Kirkpatrick
Model have endured for over 50 years and include four hierarchical levels: reactions, learning,
behavior, and results. Traditionally, the model has been used to explain the increasing
sophistication - and hence increasing value - as training strives to move students towards higher
and higher levels of the model. Beginning with “reaction” (did you enjoy the training?), most
training unfortunately only reaches “learning” (did you score well on the exam?). This falls short
of the benefits found in the top two levels which can have more dramatic impacts on growing
individuals and increasing business performance.
Figure 1: Kirkpatrick Four Level Evaluation Model. Showing increased value to organizations.
Nickols (2011) takes the Kirkpatrick a step further by adding a methodology to use the four
levels as a validation approach to training development. Figure 2 shows the same four levels, but
notice the downward pointing arrow along the left. The basic intent is to determine the desired
business results (level 4) and translate those into behaviors the team members might attain (level
3) to support those business results. This has a direct correlation in the bottom two levels in
terms of designing the training. How might this approach be of assistance in designing
distributed training for large teams? How does this relate to changing behaviors and attitudes?
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Figure 2: Kirkpatrick Model Used for Validation. Using traditional model in reverse
to design training.
Daniel Pink, acclaimed author and student of human motivation, provides a simple yet powerful
answer to these questions. His synthesis of the psychological literature presented in his book
Drive complements the idea surrounding Kirkpatrick’s third level. Pink wished to learn what
truly motivated people to do great things, learn new skills, and create new ideas. He summed it
up in a pithy, Twitter-sized summary of his entire book, “Carrots & sticks are so last century.
Drive says for 21st century work, we need to upgrade to autonomy, mastery & purpose” (Pink,
2009, p. 203). In less space than a 140 character tweet, he captures the essence of his book and
provides us a great clue about motivation as it applies to learning. In fact, he dedicates an entire
appendix to parents and educators noting, “there’s a mismatch between what science knows and
schools do” (p. 174). What he means by this is that the psychological literature is abundant in
how to increase motivation and learning, yet training facilities are stuck in outmoded training
methods. How might his three elements of autonomy, mastery and purpose aid the joint training
community?
Pink points to countless scholarly works that shows the old-fashioned (but all too often found)
carrot-and-stick approach used in work, home, and education and training. Carrots and sticks are
geared towards If-Then mentalities. This is found in training by if I memorize this material, then
I will pass the test and move on. Will the student recall the material? Perhaps. Will it change
their behavior? Likely not. What works, according to Pink (2009), is a move towards creative yet
challenging tasks and exercises to engage the students. This in turn leads to higher internalization
of the training material. Using his three elements, Pink offers these three questions for trainers:
● Am I offering students any autonomy over how and when to do this work?
● Does this assignment promote mastery by offering a novel, engaging task (as opposed to
rote reformulation of something already covered in class)?
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● Do my students understand the purpose of this assignment? that is, can they see how
doing this additional activity at home contributes to the larger enterprise in which the
class is engaged (p. 175)
It is hoped that the reader (especially trainers) can see the value inherent in providing the training
audience with a degree of freedom to pursue mastery. It has been witnessed in special operations
qualifying courses and at-home music lessons - allow the student a distributed, mobile training
device and see how often and how diligently they work at the problem in order to figure it out to master it. Not because it was part of class time, but because they had the autonomy to satisfy
their urge for mastery. The connections between Pink’s work and Kirkpatrick’s model are clear get beyond level 2 learning to allow autonomy, hence driving mastery and a change in behavior.
Ultimately, performance increases. Technology and distributed training approaches provide the
training community with the means to seize this opportunity.
Lessons Learned
For at least the last two years, Joint Knowledge Online has hosted and distributed dozens of
small team exercises via its Small Group Scenario Trainer (SGST) toolset. From one hour
refresher exercises, where as few as 2-5 terminal learning objectives were designed to be
practiced and learned -- all the way up to a multi-day exercise for twenty staff to practice a larger
number of skills which they had learned during the previous weeks, thereby utilizing the
distributed tool as their culminating exercise. In each of these example cases though, the students
were able to actively demonstrate their knowledge and skills of these learning objectives, not
through multiple choice or memorization, but by actively doing the tasks which clearly mimic
the real-life tasks which their jobs potentially could entail. This is an excellent example of
utilizing Kirkpatrick’s third level to stimulate behavioral change. Preparing for Humanitarian
Assistance projects or Disaster Relief efforts are just a few of the scenarios which active and
reserve duty military are likely to need to be skilled in, and to date, there has not existed an
efficient way to train these teams together in preparation of performing these life-saving duties.
Leveraging the anywhere in distance learning, SGST enables teams to train together from
anywhere, and if only half a team can participate, then possibly the other half might train
afterward - with actual humans playing the roles necessary to recreate the intended environment
to enable the training objectives to be exercised.
Summary
Today’s austere times call for revolutionary and innovative approaches to surmount the
challenges we face in joint training. Some of the greatest innovations in military approaches have
come during times of fiscal challenge or uncertain security environments – such as the U2 spy
plane. Distributed learning systems are technically mature and sociological acceptable – the time
is now to support larger exercises with agile and cost effective approaches. This saves materiel,
personnel, and schedule costs. Dickens closed his book The Tale of Two Cities with these words,
“It is a far, far better thing that I do, than I have ever done; it is a far, far better rest that I go to
than I have ever known." What may this foretell of the legacy we – joint training professionals –
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have the opportunity and responsibility to leave for the upcoming generation? It will be a far, far
better thing that we do by resolving to open-mindedly consider those proven alternatives like
computer-based training. Such a basic approach can bloom into widely-used and effective
systems to transform joint training while having impacts on the behaviors and performance of
training audiences well into 2020.
As Dr. Curtis Bonk stated in 2005 "Certain skills gained and practiced by gamers in massive
multiplayer online gaming environments closely parallel those required by a military
transforming itself to operating under the concept of network centric warfare. The technologies
and practice methodologies employed in multiplayer games also hold great potential to provide
appropriate network centric warfare training environments." DoD Training must continue to
adapt and evolve, borrowing the best from other disciplines such as gaming, MOOC’s, and other
innovations, so that team training can truly achieve autonomy of place and time. Only then will
more of the “ilities” be achieved [4] and warfighters prepared the best that they can be before
being tasked in real action.
REFERENCES:
[1] Clark, D. (n.d.). “Kirkpatrick's Four Level Evaluation Model”. Performance, learning,
leadership, & knowledge. Retrieved from
http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html.
[2] Nickols, F. (2011, 21 April). “Leveraging the Kirkpatrick Model”. TJ Blogs. Retrieved from
http://www.trainingjournal.com/blog/articles-blogs-leveraging-the-kirkpatrick-model/.
[3] Pink, D. (2009). Drive. New York, NY: Riverhead Books.
[4] IDA "MS&G, When Worlds Collide: A Primer for Potential", July 2006, pg 155)