Gentry FBA Matrix Problem Behavior Off-task, Nondisruptive Function Peer Attention Replacement Behavior On-task, work completion Intervention      Off-task, Disruptive Peer Attention On-task, respectful responses, work completion       Off-task, Nondisruptive, work completion Escape (avoids teacher and peers during instruction) On-task, work completion     Off-task, Nondisruptive, work completion Attention (responds to On-task, work teacher directions, completion engages peers)      Off-task, Disruptive, Escape On-task, respectful  RRKS lesson Š Ņon-taskÓ Pre-correct @ start of class Self-monitor: on-task Periodic praiseby teacher for on-task Quick de-brief at end of class on self-monitoring RRKS lesson Š Ņon-taskÓ RRKS lesson Š Ņconflict management/respectÓ Pre-correct @ start of class Self-monitor: on-task & RRKS Periodic praiseby teacher for on-task Quick de-brief at end of class on self-monitoring RRKS lesson Š Ņon-taskÓ Pre-correct @ start of class Self-monitor: on-task + work completion Quick de-brief at end of class on self-monitoring RRKS lesson Š Ņon-taskÓ Pre-correct @ start of class Self-monitor: on-task + work completion Periodic praiseby teacher for on-task +work completion Quick de-brief at end of class on self-monitoring RRKS lesson Š Ņon-taskÓ Outcome for Replacement Behavior Earn time with peers for meeting self-management goals Earn time with peers for meeting self-management goals Earn a Ōskipa homeworkÕpass Earn other preferred activity for meeting self-management and work completion goals Earn Ņa work with peerÓactivity Earn other preferred activity for meeting self-management and work completion goals Earn a Ōskipa homeworkÕpass Lewis, 2008
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EV Equations Earned Value PV: Planned Value EV: Earned Value AC: Actual Value CV: Cost Variance SV: Schedule Variance CPI: Cost Performance Index SPI: Schedule Performance Index EAC: Estimate at Completion ETC: Estimate to Complete VAC: Variance at Completion Earned Value Equation Planned completion % * Budget at completion Actual completion % * Budget at Completion Actual costs EV – AC EV – PV EV / AC EV / PV (AC/EV) * Budget at completion EAC – AC Budget at Completion – EAC
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Uncertain Activity Times for PERT Calculation of activity’s mean completion time and completion time variance. An activity’s mean completion time is: t = (a + 4m + b)/6 • • • a = the optimistic completion time estimate b = the pessimistic completion time estimate m = the most likely completion time estimate An activity’s completion time variance is:  2 = ((b-a)/6)2 19
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Training Needs Assessment A Training Needs Assessment is performed to identify the high-level scope of training materials development and training delivery needed for a successful training program. A Training Needs Assessment includes: • • • Affected Audience – who will be using the new system to perform their job tasks Training Subject – an initial assessment of the training subject matter that will need to be covered for each affected training audience (by Oracle module) Audience Size – how big of an audience needs to be trained in each major topic This information will be used to inform the Training Curriculum work product during the beginning of Training Lifecycle Management. The Training Needs Assessment has been completed and is included as an attached work product. 9
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Funding Programs Apprenticeship Company receives $4000.00 per registered employee Employee receive on-the-job training for typically no less than one year but up to three years Employee combine on-the-job learning with technical education at ECC or at the job sites. Company agrees that Employees receive increases in wages as they gain higher level skills Customized Program operates on state’s fiscal year, July 1 – June 30. Funds are applied for yearly Available funds – 10,000 to 40,000 Each company matches 100 percent of the state funding with services. State-funded training assistance program Classroom Training Supplies (must be consumable during training) OSHA & Safety Related Training Training for office/support staff Incumbent Worker Requires paperwork application (we will help) Current employees with 6 months tenure. Training must lead to opportunities of advancement and wage increase of at least $0.05 within 60 days of the successful completion of training Employers must pay entire cost of the training up front On conclusion of training – Federal Funds are reimbursed. 10 % of the cost, for employers with 50 or fewer employees 25 % of the cost, for employers with between 51-100 employees 50 % of the cost, for employers with more than 100 employees
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Training Assessments After each training course, Reaction (level 1) and Learning (level 2) assessments will be completed by course attendees. The assessment results can be used to track course completion and acquisition of the role’s required business process knowledge and Oracle skills. Assessment Assessment Mechanism Feedback Outputs During Training Description 1 Reaction What participants thought and felt about the training session 2 Learning 3 Behavior Afer Training Assessment Level* 4 Results Acquisition of the training subject matter (e.g., technical skills) Application of the training subject matter during job performance Business results generated from job performance improvements Post-Training “Smile Sheets” Exercise-Driven Evaluations Supervisor Observations Program KPI Metric Tracking • Course attendance • Material/delivery improvements • System security access permissions • Peer coaching or remediation training • ROI Assessments *Source: Donald Kirkpatrick course evaluation model (Evaluating Training Programs, 1994) 16
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• Over-training/over-fitting – Trained net fits very well with the training samples (total error E 0 ), but not with new input patterns – Over-training may become serious if • Training samples were not obtained properly • Training samples have noise – Control over-training for better generalization • Cross-validation: dividing the samples into two sets - 90% into training set: used to train the network - 10% into test set: used to validate training results periodically test the trained net with test samples, stop training when test results start to deteriorating. • Stop training early (before E 0 ) • Add noise to training samples: x:t becomes x+noise:t (for binary/bipolar: flip randomly selected input units)
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Learning: Learning: Types Types of of Training Training Required Requiredand and Regular Training Regular Training Job/Technical Job/Technical Training Training Types Types of of Training Training Developmental Developmentaland and Innovative InnovativeTraining Training Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. Interpersonal Interpersonaland and Problem-Solving Problem-Solving Training Training 9–20
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Training Training Approaches Approaches Cooperative Cooperative Training Training Distance Distance Training/Learning Training/Learning Training Training Methods Methods Instructor-Led Instructor-Led Classroom Classroomand and Conference Conference Training Training Simulations Simulations and andTraining Training Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 9–30
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OPT (Optional Practical Training) What is OPT?  Optional Practical Training (OPT) is an employment option available to F-1 students for employment directly related to the major area of study. ◦ 12 month period of OPT per higher degree level. ◦ 17 month STEM Extension OPT maybe possible for some  students. The 12 month OPT period can be divided into 2 types, PreCompletion and Post-Completion.  ◦ Pre-Completion OPT is before degree completion and typically used for summer internships if you do not qualify for CPT ◦ Post-Completion OPT is after degree completion
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Performance Funding Standard 3 B – Student Success Completion of English Composition I Course – 85.3% Completion of College Algebra Course – 92.0% Completion of D/R course and subsequent completion of Math college-level course – 54.6% Completion of D/R course and subsequent completion of Writing college-level course – 66.9% Score: 2/5 Success Starts Here
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New Prerequisites PHY 101  New Prerequisites: Satisfactory reading and writing placement test scores for ENG 165 OR completion of ENG 100, ENG 101, or ENG 155 with a grade of C or better. Completion of MAT 170 or MAT 109 or MAT 110 with a grade of C or better.  Previous prerequisites: Satisfactory reading and writing placement test scores for ENG 165 or completion of ENG 100, ENG 101, or ENG 155 Satisfactory reading and writing placement test scores for ENG 165 or completion of ENG 100, ENG 101, or ENG 155 with a grade of C or better. Satisfactory math placement test scores for MAT 170 or completion of EEM 111, EEM 112, MAT 102, or MAT 109/110 with a grade of C or better. Satisfactory math placement test scores for MAT 170 or completion of EEM 111, EEM 112, MAT 102, or MAT 109/110 with a grade of C or better.
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Standard OPT Hours and Limitations  Employment must be directly related to your academic major and be commensurate with your educational level  Standard OPT time per degree level is 12 months ◦ the 12-month allotment per degree level may be divided into various segments (Pre-Completion or Post-Completion OPT)   Pre-Completion OPT Post-Completion OPT ◦ Used after degree program completion ◦ start date must fall within 60 days of program completion (this is not the same date as the graduation ceremony if you are completing in December)  Unemployment Limit of 90 days starting from OPT start date
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Building a Sample Project Identify Task Dependencies • Using this same technique, identify and set the other dependencies – – – – – – The roof is dependant on completion of the framing Electrical is dependant on completion of the framing Sheetrock is dependant on completion of the electrical Interior paint is dependant on completion of the sheetrock Exterior paint is dependant on completion of the framing Landscaping is dependant on completion of the exterior painting • Take a moment to think through the logic of these • • dependencies – this is a critical part of planning a project Hint: highlight multiple tasks by using ctrl and clicking on link icon Note: Tasks may be dependant on more than 1 other task Urban and Regional Studies Institute 32
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Environmental Training Center Certification, Recertification & Upgrade Training Programs Water Training Water Distribution Call Wastewater Training Solid Waste Operators - Landfill Training 5678 County Sanitarians and Well Contractors Industrial Fire Training Volunteer Firefighter Training Self-Paced Training Opportunities CITA (Central Iowa Training Association) Call The purpose of the Association is to provide affordable and available training through maintaining a film5678 library and having an annual fire school (the fourth weekend in September). www.kirkwood.edu ● (800) 332-2055
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Process & Timeline Stage: Build Training Lifecycle Management Dec Test Jan Feb Mar Apr Curriculum Design Support May Jun Jul UAT Training Materials Development Logistics Planning Training Delivery Activity Description Curriculum Design Development of a Training Curriculum to document course content, audience, delivery method, and duration Training Materials Development Development of all training course content, including exercises, quick reference cards (as necessary), and assessments Logistics Planning Coordination of all aspects of training course delivery, including rooms, computers, students, and subject matter experts Training Delivery Delivery of training course material to students, and analysis of the resulting training course assessments 17
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Roles & Responsibilities Role Responsibilities Necessary Capabilities Training Lead • Manage the overall training design, development, and delivery effort • Training Developers • • • • Logistics Coordinator • • • • • Develop training materials Deliver Train-the-Trainer (TTT) sessions to Trainers Schedule training courses Prepare training rooms & materials Collect and analyze assessments Learn course materials (in TTT) Deliver training to end-users Trainers SMEs • • Provide input to training materials Attend training delivery to support Trainers by answering questions 18 • • • • • Experience in the full lifecycle of training development and delivery for process/technology projects Course design experience Experience developing materials using the UPK software Access to reserve facilities Detail-oriented and analytical Understands current business processes and systems Communicates clearly Understands the new processes and systems in depth (project SME)
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BUSINESS Bicycle Maintenance Certificate of Completion (Noncredit) 1. BCYCLE NC 901 Bicycle Maintenance Level 1 2. BCYCLE NC 902 Bicycle Maintenance Level 2 Business Essentials Level 1 Certificate of Completion (Noncredit) 1. BUS NC 901 Introduction to Business Basic 2. BUS NC 902 Introduction to Business Mindset Customer Service Certificate of Completion (Noncredit) 1. BUS NC 911 Customer Service Level 1 2. BUS NC 912 Customer Service Level 2 CSIS Basic Computer Operations Certificate of Completion  1. OCC E00, Basic Computer Training 2. OCC E20: Using the Internet Safely  ECE Introduction to Early Care & Education Certificate of Completion (Noncredit) 1. ECE NC 901 Introduction to Early Care & Education   2. ECE NC 902 Culturally Relevant Curriculum 3. ECE NC 903 Early Care Licensing & Workforce Readiness HEALTH SCIENCES & KINESIOLOGY Rehabilitation Therapy Aide Certificate of Completion (Noncredit) 1. HEALTH NC 900 Introduction to the Career of a Rehabilitation Aide 2. HEALTH NC 902 Clinical Practice for a Rehabilitation Aide 3. HEALTH NC 904 Kinesiology for a Rehabilitation Therapy Aide
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Effects of Training Strategies Random training performs badly, low in recall  As the training size increases, interleaved training outperforms sequential training  Best accuracy reaches or exceeds 90% in all metrics when the interleaved training strategy is used  Enlarging the training size for random and sequential training is not effective  Query 2 - Correctness (3-20) 1 Correctness 0.8 0.6 0.4 Sequential 0.2 Random 0 3 5 7 9 10 12 15 20 Training Size Mphil Thesis, Yanlei Diao 57
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Delivery Modes OneMontclair Finance training will be delivered via two modes, dependent on the complexity of content and size of student audience. Delivery Mode InstructorLed Classroom Virtual Classroom Description Advantages • Most effective training Scheduled, instructor led delivery method training delivered face-toface in a computer-equipped • Availability of personalized attention facility and Q&A • Increased scalability of training delivery to large Scheduled, instructor led student audiences training delivered online via web-enabled technology • Ability to receive training (e.g., Web-Ex) from remote facilities or at the student’s desk 10 Disadvantages • Additional training logistics requirements for facilities • Decreased accessibility for student audiences • Less effective training delivery method • Less effective training Q&A
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