atlas training system optimization

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ATLAS Training System Optimization

Considerations and Approaches

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Purpose

Get the best training results Update you on our process Get your feedback and reality check

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Agenda

Why change things? A New Approach Proposed Changes

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I. Why Change Things?

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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

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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

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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

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II. A New Approach

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Instructional Approach

Achieving employee performance Cognitive approach

Old content delivery, behaviorist approach Recent recent research

Improved effectiveness Implications for training

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Learning Content Matrix

Facts Concepts Processes Procedures Principles

Apply Classify new examples

Develop a process

Perform a procedure

Solve a problem. Make a Inference

Remember Remember the facts

Remember the definition

Remember the stages

Remember the steps

Remember the guidelines

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Lesson Design Principles

Job and task based Big picture and close-ups Common skill foundations Based on audience analysis

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Lesson Structure

Introduction Overview, benefits, relation to other lessons,

objectives, outline of lesson Body

Knowledge needed Major tasks Practice Wrap-up

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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.

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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

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III. Proposed Changes

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Training Program Process

> Figure 1.0 – Proposed Training Program Process

Course Sign-upin LMS

Student Preparation forCourse

Class Confirmation

Live ClassConcepts &

Practice SessionWrap-up Session

Student ModuleCompletion Certificate

Instructor emails link toprep. materials

Class & InstructorEvaluation

Student & ResultsEvaluation

Individual PracticeSession (optional)

ADDIE Process(reflect & redesign)

Student ProductsExamination (sampled)

Supervisor Feedback(sampled)

Metrics

Weekly Q & ASessions

Print & follow pre-classchecklist

Download &print job aids

Complete exercisesand/or online self-tests

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Class Process

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Task Demonstration -Live

IntroductionConcepts &

Practice Session

Individual PracticeSession (optional)

Class & InstructorEvaluation

Relation to OtherClasses

Benefits & Importance

Overview

Objectives

Outline of Class

Major Tasks

Objective

Knowledge NeededRecap

Guided Practice withJob Aid

Exercises w/InstructorAvailable

Wrap-up Session

Relation to OtherTasks

Overview & Outline Objectives

Knowledge Needed

Fact, Concept, &Process Presentation

Knowledge ApplicationDemonstration

Guided Application

Recap

Overview of KnowledgeNeeded for Tasks

Introduce Evaluations &Individual Practice

Relation to OtherClasses

Benefits

Figure 2.0 – Proposed Class Process

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Lesson Structure Recap

Introduction Overview, benefits, relation to other lessons,

objectives, outline of lesson Body

Knowledge needed Major tasks Practice Wrap-up

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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.

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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

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ATLAS Training System Optimization

Thank you.