Maximizing the Impact of OJT

Not too long ago we were asked the following question:

Q: “What can trainers do to make on-the-job training effective?”

We thought other people might be interested in the response Michael Nolan, President of FKA, provided.

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Teachers or Learning Experiences that made a Difference

With all the hurricanes, wildfires and political uncertainties we have been experiencing I thought we could all benefit by reflecting on teachers who made a difference in our lives and then remembering that what we do is important!

Three colleagues on the FKA team wanted to share their memorable learning experiences:

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Using Your “Lessons Learned” to Design More Efficiently

With the constant pressure to do more for less…and FASTER!, learning professionals are always on the look-out for tips from experienced professionals. This blog describes how FKA’s design and development team takes full advantage of decades of experience over hundreds of projects.

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Assessing the Design of a Learning Program: Part 2

In part 1 of this blog we identified how we define an “effective design” and introduced our Learning Evaluation form and discussed how it can be used with the designers’ clients to confirm they have a clear understanding of their clients’ expectations for their learning programs.

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Assessing the Design of a Learning Program: Part 1

As an instructional designer why would you want to assess the design of a learning program? It could be as straight forward as wanting to know if you have done a good job on the program design you just completed. It could be more complex. For example, you might want to identify which of the existing learning activities and materials have weak designs and would benefit from some updating. In some situations, organizations have standardized their instructional design methodology and want to confirm all the designers and developers are producing learning materials that adhere to the new standards.

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Maximizing Learning Transfer

It is a fact that organizations are spending billions of dollars annually on their learning and development (L&D) activities. Paired with this fact, is the belief that no more 20% of this investment results in the transfer of the new skills and knowledge back to the job. Current research in neuroscience (Neuroscience Part 1: What Was Old Is New Again; Neuroscience Part 2: Spacing Effect; Neuroscience Part 3: Microlearning) is identifying new ways to maximize learning, but if the new skills and knowledge are not getting transferred to the job and improving performance, it is a waste of time and money.

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Getting Certified with FKA

FKA is the recognized leader in Trainer Certification. We have helped over 80,000 learning and performance professionals attain meaningful certification in their industry. You can earn these premier credentials in several ways.

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Adult Learning Principles: Incorporating them into the Virtual Classroom

Part 2 of a Two-Part Series

In the first blog of this series we talked about incorporating adult learning principles in the traditional classroom. This second blog focuses on how to adapt these principles for the virtual classroom.

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Adult Learning Principles: Incorporating them into the Traditional Classroom

Part 1 of a 2-Part Series

Adult Learning Principles are the actions and conditions that support, enhance and promote learning for adults. FKA has identified ten adult learning principles specific to instructors/facilitators that ensure learning happens. In this blog we will focus on how to incorporate these principles in the traditional classroom.
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Tell Them a Story

Using scenario-based questions (SBQs) to draw learners in and deepen their learning.

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