Just in Time Learning & Training
1. IM 4 Learning
T+D, v60 n2 p47-50 February 2006
This articles covers the growing use of instant messaging (IM) in the workplace which goes beyond immediate communication, to just-in-time learning, to supplementing classroom training, to supporting e-learning, and to marketing learning. The authors caution that there are obstacles to using IM on an organizational level and suggest taking time to sort through the issues to ensure an acceptable application of IM in the workplace.
2. Embedded Learning: Is it 'Learning' or is it 'Work'?
T+D, v60 n2 p36-39 February 2006
This article defines embedded learning as "learning that is based on the premise that the more contextual learning is to the job or task, the more an individual is motivated to learn." This approach introduces a shift from "learn-then-do" to "learn-while-doing." As technology advances, incorporating teachable moments will be transparent to the user and match the interests of a tech-savvy workforce. Embedded learning capitalizes on immediacy, knowledge management, and collaboration.
3. Delivering the Dream: Models for Intelligent Assistance
LEARNING CIRCUITS, v6 n8 August 2005
The author asserts that timing is perfect to integrate an intelligent agent as a learning catalyst. He describes four models: user, content, context, and task with the intelligent learning engine as the hub of content or knowledge. Each model is thoroughly explained.
4. IBM Reinvents its Workforce: A New Shade of Blue
T+D, v59 n5 p34-42 May 2005
'On demand,' the new IBM mantra, applies to its marketing efforts and its employee learning strategy. Based on research within the company to identify the skills needed by its workforce, IBM has launched a $700 million learning initiative. Employees select from several learning options: classic blend -- a mix of face-to-face and Web-based learning; initiative-based -- focused on a specific business challenge this learning process helps identify new approaches; and on demand workplace -- where employees learn by applying content to work.
5. Informal Learning
INFOLINE March 2005
Stock no.250503. This Infoline covers what informal learning is and is not. Informal learning can be described as accidental learning, social learning, self-directed, and just-in-time learning. This booklet outlines how organizations create an atmosphere that fosters informal learning and describes 13 methods that support informal learning. The Job Aid is a checklist titled Selecting Modes of Informal Learning.
6. Learner Driven at the University of Toyota
LEARNING CIRCUITS, v6 n3 March 2005
This article explains how Toyota uses simulation-based skills development and assessment modules for customer service, finance, negotiation skills, business writing, and management training. This training is presented across the US to employees in diverse locations. This article is an excerpt from The Business Case for E-learning Cisco Press 2004.
7. Adapt or Die: The Strategic Role of Learning in On-demand Enterprises
LEARNING CIRCUITS, v5n5 May 2004
This article shares how IBM views the role of learning and training in on-demand organizations. The authors offer ideas on how learning professionals can prepare to meet this new expectation, to use new tools, and to use existing tools in new ways.
8. The Knowledge Warriors
T+D, v58 n2 p46-51 February 2004
This article describes a new type of learner--one who knows how to identify personal training needs, who has limited time, an immediate need, and knows how to use technology and corporate resources for short, chunked learning. The article illustrates the knowledge warrior using two contrasting types of learning needs -- technical, continuing medical training of a physician and one for an affective need -- learning to negotiate effectively. This approach to learning-on-demand understands each learner has a personal knowledge base, different training needs, and a different context of knowledge. Learners are finding ways of creating training- on-the-fly to meet their needs.
9. Creating an Environment for Ongoing Learning
LEARNING CIRCUITS, v4 n12 December 2003
The author suggests that training is a dual responsibility -- the organization and the employee. Using the scenario of a new employee asking questions, the author demonstrates how managers can create a just-in-time training tool which explains organizational key result areas (KRAs). The KRAs can be used to designing training programs and create formal and informal learning opportunities.
10. Scenario-Based E-learning Model
LEARNING CIRCUITS, v4 n4 April 2003
This article describes an innovative model for e-learning, scenario-based e-learning model (SEM), pioneered by the Centers for Disease Control and Prevention. This model enables health professionals to determine how they would handle an outbreak investigation. This model includes many simulation-like characteristics but keeps the learning linear to reinforce certain elements of outbreak investigation.