Figure 3-1. Three Phases of a Program

E-learning standards for communications between learning content and management systems promise that content developed in different authoring tools can deliver tests and report scores back to any management system, provided all the tools and content follow the same standard. There are three main standards in use today: AICC, SCORM, and Experience A

Success factors: Items that each contribute to on-the-job application, performance, and ultimate results, including required drivers, the training program, personal responsibility, and necessities for success

Also ensure that all items are in common language, free of training jargon, and easy for your average person to understand.

Automatic testing reduces the difficulty, effort, and costs of creating and administering tests. That means you can use tests more widely, such as: • pre-tests to see if learners are ready to begin a course or module • diagnostic tests to identify the specific modules or learning objects learners should take • post-tests to confirm learning or shif

If something is measured, it means it is important. While it may not truly follow, this gives the impression that what is not measured is not important.

Instead, the usage pattern of mobile devices (many quick, short accesses versus fewer, longer accesses on a laptop) supports different ways of assisting learners. It is very much about “just-in-time” assistance versus a “just-in-case” approach.

During this time period, training professionals should track on-the-job performance and implementation of required drivers at Level 3, as well as status of leading indicators at Level 4, to see if the initiative is moving in the right direction. If not, analysis needs to be done as to why, and adjustments made to the on-the-job activities.

Confidence and commitment to perform new skills on the job are built in part through a good training program that provides ample opportunity to practice, ask questions, and discuss expectations.