1. 1 ATLAS Training System Optimization Considerations and Approaches >

2. 2 Purpose Get the best training results Update you on our process Get your feedback and reality check >

3. 3 Agenda Why change things? A New Approach Proposed Changes >

4. 4 I. Why Change Things? >

5. 5 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 >

6. 6 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 >

7. 7 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 >

8. 8 II. A New Approach >

9. 9 Instructional Approach Achieving employee performance Cognitive approach  Old content delivery, behaviorist approach  Recent recent research Improved effectiveness Implications for training >

10. 10 Learning Content Matrix FactsConceptsProcessesProceduresPrinciples 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 >

11. 11 Lesson Design Principles Job and task based Big picture and close-ups Common skill foundations Based on audience analysis >

12. 12 Lesson Structure Introduction  Overview, benefits, relation to other lessons, objectives, outline of lesson Body  Knowledge needed  Major tasks  Practice  Wrap-up >

13. 13 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. >

14. 14 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 >

15. 15 III. Proposed Changes >

16. 16 Training Program Process > Figure 1.0 – Proposed Training Program Process

17. 17 Class Process > Figure 2.0 – Proposed Class Process

18. 18 Lesson Structure Recap Introduction  Overview, benefits, relation to other lessons, objectives, outline of lesson Body  Knowledge needed  Major tasks  Practice  Wrap-up >

19. 19 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. >

20. 20 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) Applying Cognitive Strategies to Instructional Design A Pebble-in-the-Pont Model for Instructional Design – David Merrill A Pebble-in-the-Pont Model for Instructional Design >

21. 21 ATLAS Training System Optimization Thank you.