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ATLAS Training System Optimization. Considerations and Approaches. >. Purpose. Get the best training results Update you on our process Get your feedback and reality check. >. Agenda. Why change things? A New Approach Proposed Changes. >. I. Why Change Things?. >.
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ATLAS Training System Optimization Considerations and Approaches >
Purpose • Get the best training results • Update you on our process • Get your feedback and reality check >
Agenda • Why change things? • A New Approach • Proposed Changes >
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 >
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 >
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 >
Instructional Approach • Achieving employee performance • Cognitive approach • Old content delivery, behaviorist approach • Recent recent research • Improved effectiveness • Implications for training >
Lesson Design Principles • Job and task based • Big picture and close-ups • Common skill foundations • Based on audience analysis >
Lesson Structure • Introduction • Overview, benefits, relation to other lessons, objectives, outline of lesson • Body • Knowledge needed • Major tasks • Practice • Wrap-up >
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. >
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 >
Figure 1.0 – Proposed Training Program Process Training Program Process >
Figure 2.0 – Proposed Class Process Class Process >
Lesson Structure Recap • Introduction • Overview, benefits, relation to other lessons, objectives, outline of lesson • Body • Knowledge needed • Major tasks • Practice • Wrap-up >
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. >
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 >
ATLAS Training System Optimization Thank you.