EDITED__LANGIT-MAY-final-project-HANDDBOOK-final MAY 27 2022

Just In Time Learning in The New Normal

Foreword Because of the growing requirement for workplace training, JITT has become a key component of corporate human resource development departments. JIT learning was envisioned as an evolutionary reaction to the needs of a knowledge-driven and speed- oriented marketplace, rather than by \"workplace educators and performance specialists within the human resource development area.\" The COVID-19 epidemic, as well as the associated lockdown and physical separation measures, impacted education and training while also sparking innovation in virtual learning. While access to learning and skill development was maintained in some contexts through TVET online learning, social and digital gaps deprived the most marginalized populations of continual learning, putting them at risk of falling further behind. With a few exceptions, the increasing use of distance learning solutions by TVET programmed has not aided in the acquisition of practical skills or the administration of work-based learning. Business closures and profit losses had an impact on employment, suitable job opportunities, and apprenticeship placements. Lack of distance-learning platforms and educational resources, disruptions in evaluation and certification, and a general decrease in training quality demotivated learners and teachers, raising dropout rates when combined with economic hardship. Table of contents Just In Time Training 1 Importance of a Systems approach 2 when incorporated Jitt into its program A Variation on the Just – In – Time System 3-4 5-12 The Diffence Between Jit Training And Formal Training Just In time (JITT) Benefits for 13 Teaching And Learning ( Distance Learning ) Effects of Covid 19 on Access to and provision 14 of education Incentives for Personalized , Just -In – Time 16 Training And Education Challeges of Just – In -Time Training and Learning 17 In Developing Just – In – Time Training 18-21 and learning ( JITTL)

JUST-IN-TIME TRAINING (JITT) Recently, the concept of \"just-in-time\" has been given greater consideration for application in the human resources departments of many corporations. A framework for more effective and efficient worker training and development, as well as classroom, face- to-face alternatives for course work in higher education, has been established thanks to JITT, which, in conjunction with the increased use of digital resources, has resulted in the creation of said framework. Just-in-time training and learning emerged as a result of a confluence of factors, although its origins can be traced back to the business world. THE USE OF JITT JITT has had a positive impact on the medical, technological, and military sectors of the United States. For example, JITT has been employed in the field of technology training. For new or recently transferred employees, the significance of ongoing technological training. Known as \"off-the-shelf sessions,\" they are frequently provided one-on-one (trainer to employee) or in small classes that meet regularly. These sessions of instruction .Training resources for this ongoing, foundational education are constantly being updated. It is a different story when dealing with \"an emergent challenge,\" which requires immediate technological training . Online or on a IT Room, you can access interactive and virtual tutorials. If you're looking for a quick way to learn new technologies\"even if presentation and simulation software courses can be a wonderful aid\". IMPORTANCE OF A SYSTEMS APPROACH WHEN INCORPORATING JITT INTO ITS PROGRAMS

It was the realization that the conventional method of \"curing\" problems had been to concentrate solely on the individual, and the conventional response had been additional training. This led to the realization that the conventional approach to \"cure\" problems had been to concentrate solely on the individual. It was considered that sending the sailor back to school would be an easy way to fix the problem with the sailor's performance because it was thought that the sailor's low performance was related to a lack of knowledge or competence. Additional training has only been demonstrated to be beneficial in fixing the issue historically less than twenty percent of the time. Poor performance can also be caused by several other issues, including unclear objectives, confusing processes, unclear incentives, unclear tools and equipment, unclear manpower targets, and unclear target manpower. A VARIATION ON THE JUST-IN-TIME SYSTEM Training Vs. Workshop/ addontraining.com Classroom teachers are participating in a form of peer coaching that is similar to mentoring but does not involve using a computer. Peer coaching occurs when two teachers agree to collaborate to improve education in their respective classrooms. This practice is called peer coaching. The colleague who is teaching should actively coach the colleague who is learning while the instructor is delivering the subject in the classroom. This is one technique of peer coaching. The coach is present in the classroom and is standing quite close to the instructor when the instructor is providing instruction. The coach pays attention to the instructor, and whenever there is an opportunity for extra education or understanding, the coach will physically interrupt them. The pupils have explained the procedure so that they are aware of it, and so that they can comprehend as well as tolerate the occasional breaks. The coach will first explain what he or she observed, and then, if necessary, will give suggestions for additional tactics or revisions to the educational approach. Initially, the coach will explain what he or she observed. After hearing the recommendation, the instructor has the option of conducting this part of the session once again if they so desire. In specific instances, the educator will demonstrate a different approach or strategy while simultaneously explaining the educational pedagogy that justifies the application of that method or strategy. The just-in-time nature of its application in conjunction with the swift execution of this strategy contributes to the considerable level of success that it enjoys. There is no use of technology involved; all that is necessary is the expertise and experience of the coach, in addition to a working relationship between the coach and the educator.

THE DIFFERENCE BETWEEN JIT TRAINING AND FORMAL LEARNING 1. ON-THE-JOB ORIENTED TRAINING METHODS Training techniques that are geared towards their actual implementation on the job. Learning on the job itself by utilizing a variety of various teaching tactics is the primary objective of the ways that are included in this group, as the name of the cluster suggests. The methods that are included in this group are those whose primary goals are focused on the j. h. (i) On-the-Job Training (OJT) On-the-Job training is one of the most common types of training, and it can range from relatively easy approaches like \"observe and copy\" to highly structured courses. It is also one of the most effective types of training. The freshly hired employee is immediately put to work on a particular activity, and they are provided with the necessary training to become proficient in it. This is the strategy that is taken. An instructor or the employee's direct supervisor provides the employee with instruction. Since the trainee learns by handling the job and observing how it is done, this method is sometimes referred to as \"witnessing and copying\" or \"learning by doing.\" Other names for this method include \"learning by doing.\". (i) Job Instruction Training (JIT) When utilizing this strategy, a trainer or supervisor will provide direction to an employee about how to fulfill his or her responsibilities, and the employee will get this direction from the trainer or supervisor. This type of training is useful for acquiring new motor skills or improving existing ones, as well as for doing activities that demand performing motions in a predictable and monotonous manner. This style of instruction is comprised of the following four stages: (a) Preparation The trainee is prepared in terms of the skills he already possesses, ensuring that he will be interested and attentive. (b) Presentation: The trainee is shown job procedures to serve as a model for them to copy, (c) Performance: The trainer encourages the learner to put the instructions into practice. (d) Follow up:

The learner does the tasks unsupervised and on their own while simultaneously receiving feedback on their performance. (iii) Coaching The JIT and this are very similar. When using this approach, the superior instructs or guides the new employee with the knowledge and abilities necessary for a certain type of job. The superior calls attention to the errors that were made by the new employee and then offers some pointers on how to improve upon those errors. The superior must have strong people skills and the ability to build a supportive working relationship with the trainee or new employee to provide good coaching. (iv) Job Rotation Under this system, a trainee will transition from one position to another as well as from one department division to another throughout their training. This form of training method is more suited for the development of multiple skills, operational flexibility, delivering enjoyment from mundane activities, and widening the trainee's overall viewpoints. Techniques of Simulation: Simulation is a method that attempts to recreate in as close to lifelike a fashion as possible the actual working environment of a given job. These techniques have seen the greatest amount of adoption in the aerospace sector of the economy. 2. SIMULATION METHODS Simulation is a process that seeks to mimic the actual working environment of a certain job in a manner that is as lifelike as feasible to the fullest extent possible. The aviation industry is the one that has utilized these methods the most out of all of the industries. The methods falling under this category are discussed as follows: (i) Role Play This is the same as taking on a character in a play and acting it out. The participants in this type of training are given an oral or written description of a specific scenario, and then they are tasked with performing certain roles based on that information. This strategy is utilized most often to cultivate interpersonal contacts and relations among personnel working in sales, marketing, and purchasing as well as managers whose jobs involve direct interaction with others. (i) Case Method The case is an actual occurrence or situation that focuses on organizational issues and is described in writing to have a debate about it. Participants in the training program are given the task of analyzing the occurrence or the circumstances to locate the issue,

elucidating the factors that contributed to its development, and locating a solution to the problem. This approach to management training is predicated on the recognition that, in many situations that arise in the real world, managers may not have all of the pertinent information at their disposal before making a choice. Deciding in the face of uncertainty is another name for this. As a result, this approach is appropriate for fostering decision-making abilities in the top and senior-level managers within the organization. (iii) Management Games Based on a fictitious setting, the game simulates the world of corporate finance. Groups of trainees are then formed, each representing a different business opponent. These folks make decisions in the same way that real-life humans would. After the groups have made their selections, they are allowed to reflect on their choices and learn about the potential consequences. The game is played throughout numerous rounds to account for the time factor. (iv) In-Basket Exercise Another name for this training method is the \"In-Tray\" training strategy. This is based on the correspondence that has been received by the management. The trainee will be given a decision-making task related to administration, and they will have a limited amount of time in which to make their selection. The choices made by trainees are compared to those made by one another. The trainees are provided with feedback on their various selections. As a direct consequence of this, they are compelled to reconsider the management and behavioral approach that they take. This location is where the trainee's education will take place. (v) Vestibule Training In a separate room from the actual work floor, the employees are instructed on how to use the machinery they will be using in their duties. To educate clerical and semi-skilled employees, this type of training is commonly employed. From a few days to a few weeks, the amount of time spent practicing can vary greatly. Bridges the gap between theory and practice with this method 3. Knowledge-Based Method Workers in any subject field, including its concepts and theories, fundamental principles, as well as practical knowledge, can be taught using this technique. The following is a list of some instances of common processes that may be classified into this category: (i) Lectures The lecture is the direct technique of instruction that is utilized by far and away the most. The knowledge that is imparted to the trainees in this manner often comes from the trainer's already written notes. The trainees also receive handouts with relevant information.

This approach is seen as being more appropriate for use in circumstances in which it is necessary to convey specific information to a large number of audiences but does not call for further engagement from the audiences. It is a method that has a cheap cost. The most significant shortcoming of this approach is that it does not allow for the active participation of the trainees in any way. (ii) Conferences/Seminars This method entails a lecture by the instructor, followed by a round of questions and answers. One of the most important skills for the person in command of a conference is the ability to keep participants on track without deviating too far from the topic at hand. Guided problem-solving exercises help employees improve their critical thinking skills. (iii) Programmed Instructions This is a relatively recent strategy that was formed not too long ago and is predicated on the concept of positive reinforcement that was developed by B. F. Skinner. It was not too long ago. Through the utilization of this approach, it is possible to instruct students in the acquisition of non-motor as well as behavioral abilities. The material that has to be taught has been arranged and condensed into a sequence that makes sense, starting simple and getting progressively more challenging. The teacher keeps track of the learner's progress while they make their autonomous way through the program. The student is provided with quick feedback on the progress that they have made. On the other hand, this process is not only expensive but also time-consuming and labor-intensive. 4. EXPERIENTIAL METHODS These methods are meant to help people get a better understanding of both themselves and others. To do this, one must change one's mindset. By learning this knowledge, one may acquire a greater understanding of how people interact in the workplace, including one's management style. Approaches such as these can be used to achieve this goal (i) Sensitivity Training Sensitivity training methods include T-Groups, laboratory training, and encounter groups (the \"T\" stands for training). Trainer-led T-groups allow members to openly express their feelings and get a better knowledge of themselves and others' behavior. According to this theory, people who have just graduated from college are more likely to get along with one another and establish cohesive workgroups. Sensitivity training attempts to promote interpersonal openness, caring for others, tolerance for individual differences, listening skills, and trust and support. It does precisely that. T-groups meet once a week for as long as two weeks. Pretending to be someone else is more false than playing one's persona. New Britain State Teachers College in the United States had its first sensitivity training session in 1946. (ii) Transactional Analysis

Developed by Eric Berne, it has been popularized by Thomas Harris of the United States. Improves interpersonal relationships and exchanges, as well as fosters logical and mature conduct. Human personality may be broken down into three parts: Parent (learned behaviour), Adult (thinking behaviour), and Child (childlike behaviour) (felt behaviour). There are times when individuals need to act like adults, but there are others when they need to act like children, depending on the situation and the individual's particular need/goal. Objectivity, problem-solving orientation, mutual respect, and understanding are hallmarks of adult behaviour. Parental behaviour is characterized by authoritarianism, protection, and patronization. Rebellion, anger, and a need for reassurance characterize child behaviour. Even while tantrums can take on a variety of creative, spontaneous, and obedient forms, they are not completely out of the question. This method helps figure out how people behave while they're interacting with others. Transactional analysis, as a training method, has several advantages, including the development of positive thinking, the enhancement of interpersonal relationships, the correct motivation of employees, and the growth of organizations. JUST-IN-TIME TRAINING (JITT) BENEFITS FOR TEACHING AND LEARNING (DISTANCE LEARNING) Employees in the education sector private or public are being taught and prepared in a way that affects education in all sectors as a consequence of this technique, which is also known as \"just-in-time learning.\" Using this method has had a reflective effect on corporate education and training. Technology has made it possible to provide employees or students with the specific information and education they need at the precise time they need it. This possibility is now a reality thanks to the internet's ability to connect specialized information and abilities. An example of this phenomenon may be seen in the manufacturing industry when a worker's production line is halted owing to a mechanical problem. They can connect with someone on the opposite side of the world in a couple of seconds since they have all of the technical information on their computer. When a problem arises, they may walk the employee through a solution in real-time if they like. Video conferencing tools like Zoom, google meeting and group video call can all be used for this. JITT systems will be used to meet this difficulty. Due to a lack of requisite skills and infrastructure to manage distance teaching and learning methodologies, managers, trainers, and learners were not fully prepared for this abrupt change to remote learning. The abrupt transition in training modalities to distance learning, as well as variations in access to distance learning modules, have the potential to exacerbate disparities among learners in terms of training availability and quality. EFFECTS OF COVID-19 ON ACCESS TO AND PROVISION OF EDUCATION Closure of schools and offices

The sudden and unexpected closing of the vast majority of schools across several nations as a response to the announcement of nationwide lockdowns caused substantial disruptions to the educational process in those nations. Even while several options for remote learning were researched and implemented to some degree, they were not able to replace the excellent quality of classes that were held in person. This was especially true when taking into account the remarkable focus placed on learning through job experience and the acquisition of practical skills. This was something that was given a great deal of importance. After the period of physical lockdown has concluded, it is expected that the impacts of the crisis will carry on for some time. This is because households and offices may find themselves in economically risky conditions in comparison to their prior states and be unable to ensure the continuity of training activities. Consequently, this has led to the predicament we are in today. General And Technological Infrastructure Issues Electricity, internet, many communication options, and electronic devices The urgent need to switch to other types of learning that could be done at a distance was hampered by the absence of suitable infrastructure. The challenges posed by the crisis appeared in many nations by issues that were related to the availability of electricity, online access, insufficient bandwidth, and the lack of network capacity to cope with rising data traffic. The additional costs associated with data usage, which were incurred as a result of distance learning, were primarily paid by the students and the professors. INCENTIVES FOR PERSONALIZED, JUST-IN-TIME TRAINING AND EDUCATION Just-in-time training and learning (JITTL) Participants benefit from improved learning outcomes while also saving time and money. This modern technology allows best practices to be incorporated into educational processes in any setting, including a university. Everyone can benefit from JIT training and learning (JITTL) based on the most recent findings in learning science. JITTL can be used to demonstrate and support the constructivist learning theory. The responsibility for learning is placed squarely on the shoulders of the student in constructivist methods. A process is known as \"constructivism\" used by learners to fuse previously learned information with newly learned skills or abilities. Learning is both personalized and deeply ingrained because no two people build the same informational foundation from the ground. Just-in-time training and learning (JITTL) can provide a learner-centered experience. This is the best of teaching and learning because it focuses on what the learner knows and what the learner needs to know. JITTL provides the best learning experiences. The learner gets “it” when they need “it.” It eliminates the adult version of the eighth- grade math teacher’s rant about why students will need to know algebra when they grow up. · JITTL provides learner-friendly pacing. Not only when the learner needs to know something, but how frequently or how quickly he or she can learn it. Also, learner-friendly pacing offers flexibility in the time of day or day of the week, depending on working hours and/or family responsibilities.

· JITTL can provide consistent knowledge and training for the workplace without requiring the same time and place for any two workers. · JITTL can be cost-effective, given the technology systems that support the process. “There is also big saving in increased productivity and efficiency. Online training cuts time by letting users grab only the chunks of information they need from the convenience of their desks. Challenges of Just-in-Time Training and Learning · Cost Initial investments will be prohibitively expensive for a company that does not possess the technological system or infrastructure required to support an interactive learning and training model. \"...Facilitating and supporting a JIT learning infrastructure is highly dependent on the integration of multiple perspectives drawn from different fields of study, such as technology, human resource management, human resource development, leadership, and organizational theory · Content management and development There is a considerable amount demand for content management systems that \"enable chunking and tracking of structured knowledge into small objects and break apart, organize, and offer the content in logical units.\" (Weintraub & Martineau, 2002, p. 54). Self-directed learners will then choose the units and modules that correspond to the particular information or skill requirement that they are trying to fulfill. The members of the staff responsible for content management need to be able to perform task analysis effectively. The ability to analyze any required knowledge, skill, or procedure, deconstruct it into steps, and sequence the learning in an appropriate context for each stage of the process is a requirement for content managers. In developing just-in-time training and learning (JITTL) The knowledge that can be easily chunked and content that does not follow a linear progression are both conducive to effective use. Learners are allowed to navigate the content at their own pace thanks to the nonlinear nature of the content presented in the JITTL program. In addition to this, the skills that make up a JITTL framework need to be adaptable enough so that the learner can use them in an online environment. The review of content and procedural knowledge, as well as the subsequent application of that knowledge to a new situation, must be nearby within any given learning module. In addition, built-in learning checks and opportunities to revisit modules are required. According to Weintraub and Martineau (2002), the role of the professionals who work in human resource development is shifting away from the development and delivery of training and more towards the structuring of knowledge, the facilitation of learning, and support. They highlight the need to annex the use of intellectual capital for learning, possibly recording it in formats that are more easily learnable like stories. In addition to this, we need to place a greater emphasis on knowledge sharing, also known as informal collaborative learning. Employees have informed us on multiple occasions that a significant portion of their education is acquired through conversation with the appropriate individual at the appropriate time. However, the procedure for doing so is inefficient, which is especially problematic given the mobile

nature of our society. Our job entails connecting employees who are experiencing \"knowledge problems\" with the appropriate experts to expediently share knowledge via the electronic vehicles that are the most effective. These vehicles also make it possible to hold educational meetings, at which subject matter experts, under the direction of educators, can rapidly disseminate their knowledge to groups of employees. goal of this endeavor is achieved. Corporate America's JITTL training and learning strategy aim to meet employees' training and education needs by providing them with the appropriate information at the appropriate time. This helpful approach to training and education is referred to by the acronym JIT training and learning. If it is combined with a variety of other strategies and collaborative teams, this concept can easily be expanded to create learning organizations, whether in academic or professional settings. JITTL offers opportunities to those who are currently employed in the field of education. Even though JITTL is intended for use by educational administrators, teachers, and other support personnel, it provides the same benefits to the academic world as it does to the business world. If educators and administrators had instant access to the information they required, it would be possible to transform professional development in schools and school districts, as well as undergraduate and graduate education. It will no longer be necessary to pay exorbitant fees to bring in an \"expert\" to \"talk at\" the masses of educational personnel working in a given district on a designated staff development day. Previously, this day was set aside for professional development. It is wise and cost- effective to design professional development that can be tailored to the specific needs of school employees. JITT can also be used to personalize a student's education in higher education. Students now have more control over not only what they learn, but also when and how they learn it. As a result, students have more control over their educational experience. The power of prior learning allows the learner to personalize his or her education and gain \"on- demand\" access to knowledge, skills, and applications in a sequence that is unique to the learner and at a pace that is appropriate for the learner's personality and the circumstances in which they find themselves. If JITTL is integrated into a larger picture of the learning process, it has the potential to be an engaging and game-changing addition not only for preservice educators but also for practitioners. JITTL could thus benefit both groups of educators. As is customary in the realm of education, and especially in light of recent developments in the capability of technological tools, there is a tendency to implement a new strategy everywhere and all the time. This is especially true in light of recent advancements in the capability of technological tools. In the field of education, this is referred to as the \"one size fits all\" syndrome. Just-in-time training and learning can only add value to lifelong education for students and teachers if the benefits and structure are properly aligned with the program's goals and objectives.

CERTIFICATION This is to certify that the undersigned has read and edited the graduate thesis entitled: “Just In Time Learning In The New Normal ” prepared and submitted by May P. Langit , candidate for the degree Master in Business Administration. HELEN D. CABANILLA, MAEd Editor

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About The Author Hi May Mabini Colleges conferred me a bachelor's degree in Business Administration, and I chose to focus on Financial Management for my studies t here. My involvement with the DEPED is ongoing at the moment.