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Just-In-Time Training Best Practices
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Best Practices for Just-In-Time Teaching within the Virtual Classroom
Michele Kemp
EDU656Dr. Nicole RunyonAugust 16, 2011
Running HEAD: Best Practices for Just-In-Time… 1
EDU656 August 2011
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Best Practices for Just-In-Time
Teaching within the Virtual Classroom
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Synchronous e-Learning• Computer–mediated learning
• Nearest to classroom-style
• Instructor-led
• Real-time method
• All participants engaged in instructional event at same time
• Growing share of on-line training
• Also known asVirtual classroomRemote live trainingRemote instructor-led training
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Training Best Practices
1. Strategy-driven
2. Positive cost/benefit ratio
3. Reinforced by essential tactics and policies
4. Driven through various routes
5. Maximize employee ability
6. Work-related training
7. Learn by doing
8. Transfer knowledge and skills
9. Link training to other area needs
10.Ongoing learning process
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1. Strategy-Driven
All training should
emanate from
global business
strategic goals.
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2. Positive Cost - Benefit Ratio
• Training costs must show a return on investment
Long term Or short term.
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3. Reinforced By Essential Tactics and Policies
Learning aligned with and supported by• Organizational structures• Lines of authority and decision making• Planning and budgeting• Career development and performance
management, and succession planning• Information sharing
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4. Driven Through Various Routes
• Explore and apply several
training modalities• Value in different learning
approachesClassroom lecture and role
playsOn-the-job training /coachingBlended learningeLearningTechnology support tools
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5. Maximize Employee Ability
• Utilize ability and potential of employees
• Use self-directed training and development
Employees identify their own needs
Create individual learning plans
Seek learning opportunities
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6. Work-Related Training
• Knowledge and skills learned through
training programs must
Be relevant and useful
Add to current or future job efficiency
Contribute to company success
Save time, not add workload
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7. Learn By Doing
• Learning is developed by action.
• Perform actual tasks and projects
In training environment
On-the-job
• Develop a usable strategic plan
• Create deliverables for their project
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8. Transfer Knowledge and Skills
• Easy transference criticalTiming of the trainingRelevance of the contentDelivery method
QualityAppropriateness
• Maintenance of new skill and knowledge is criticalUse skills regularlyUse performance tests to verify skill level
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9. Link Training to Other Area Needs
• Management Perform evaluations
Performance objectives
Compensation and promotion formulas
• Individual employee needs Appraisals / assessments
Counseling / meetings
Career development plans
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10. Ongoing Learning Process
• Learning ensues before, during, and after
formal training• The process should include
DoingReflectingLearningDoing again And so on…
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Best Practices Just-In-Time Training (JITT)
1. Match teaching methods to content
2. Organize work tasks
3. Determine instructional methods for processes
4. Teach supporting knowledge
5. Identify supporting facts or concepts
6. Mirror the job
7. Provide explanatory feedback
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• `5 Content Types
• Facts
• Concepts
• Processes
• Procedures
• Principles
1. Match
Teaching
Methods
to Content
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2.
Organ
ize
Work
Tasks
• Procedural • Near-transfer• Step by step demonstration• Completed the same way
each time• Virtual classroom - Use
application sharing for demonstrations.
• Principle-based• Far-transfer• Guidelines adjusted to fit the
circumstance• Virtual classroom - Use
break out room and websites for brainstorming.
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3. Determine Instructional Methods for Processes
Process – a flow of activities among• Individuals • Business units • Equipment
components
Present processes with series of visuals• Pictures • Animations • Video clips
Explain process
Demonstrate via scenarios
Virtual classroom –
Use whiteboard to show
diagrams to illustrate process
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4. Teach Supporting Knowledge
Facts
• Unique, detailed information required to perform a task
• Essential to complete a task or understand concept
Concepts
• A single word characterizing categories of items • Items share common essential features• Items differ on immaterial features• Taught separately from task or process• Virtual classroom – Begin with overview of process or
task using whiteboard.
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5. Identify Supporting Facts or Concepts
• Teach important related concepts before teaching the task or processes
• Present attributes along with examples
• Ask learners to derive attributes from examples
• Follow with practice
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6. Mirror the Job
• Begin with job and task analysis
• Create exercises that mimic the job or
task
• Create transfer appropriate interactions
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7. Provide Explanatory Feedback
• Feedback provides knowledge of practice results
• Tells learner that response is correct or incorrect
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Summary of Methods to Teach Content Types
Procedure Principle Process Concept Fact
PresentContent
Steps Guidelines Stages Definition Data
Real-lifeExample
Demonstration VaryingScenarios
How to use process knowledge
Multipleexamples
Illustration of fact
Let studentpractice
Hands-on application of steps
Hands-on application of guidelines
Troubleshoot process-related problems
Identify valid examples
Apply as needed with other types of content
Clark, R.C., Kwinn, A., (2007), Evidence-based guidelines for synchronous e-learning, the new virtual classroom, Pfeiffer, P. 81.
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References
Clark, R.C., Kwinn, A. (2007), Evidence-based guidelines for synchronous e-
learning, the new virtual classroom, Pfeiffer, P.69-81.
Clark, R.C., Mayer, R.E.(2008), e-Learning and the science of instruction, proven
guidelines for consumers and designers of multimedia learning. Pfeiffer,
P. 323-324,
Top 10 training best practices for effective learning and development programs,
Retrieved on 8/14/11 from http://www.lsaglobal.com/about/Training-Best-
Practices.asp