Optimizing Training Systems: New Approaches and Enhanced Effectiveness
Discover innovative strategies for enhancing training outcomes in complex enterprise environments. This session outlines the need for change in ARC training systems, addressing key challenges such as rapid system upgrades, diverse learner groups, and LMS integration. We propose a cognitive-based instructional design approach aimed at improving employee performance through customized, timely, and effective learning experiences. Join us to explore the new lesson structure, teaching procedures, and the incorporation of practical applications that directly benefit trainees. Your feedback is essential for our success!
Optimizing Training Systems: New Approaches and Enhanced Effectiveness
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Presentation Transcript
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.
