WrapUp

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Topics
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Introductions Scenario Introduction Overview
Step 1 Decide to Change Step 2 Get
Sponsorship Step 3 Where Are We? Step 4 Plan
the Change Step 5 Implement the
Change 5a Implement the ChangeTraining 5b
Implement the ChangeQA Step 6 Measure the
Change Training Wrap-Up
Topic 1 Topic 2 Topic 3 Topic 4 Topic
5 Topic 6 Topic 7 Topic 8 Topic 9 Topic
10 Topic 11
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Topic Objectives

• Implement the plan developed in the previous
  session
• Key ingredient of the plan is training the
  affected groups
• Plan the training
• Assess training needs
• Types of training
• Discuss training type vs. change type
• Train-the-trainer
• Effectiveness of training

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Process Improvement Model
1. Decide toChange
4
Plan the Training

• Define the roles in the new system
• Define the skill needs of each role
• Asses the skill level of personnel that will hold
  the role
• Skills inventory
• Testing

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Training Plan Outline

• Introduction and scope
• Responsibility for this plan
• Procedure for developing or revising this plan
• Training needs analysis
• Sources used to identify training needs, such as
• Business objectives and core competencies
• Project skills common to multiple projects
• Roles
• Individuals career interests

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Training Plan Outline (cont.)

• Organizational training needs
• Organizational skill gap
• Methods for training
• Curriculum offerings
• Course 1
• Course 2
• Training roadmaps
• Class schedule
• Training program budget
• Training acquisition plan
• Plans for addressing new organizational training
  needs

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Assess Training Needs

• Use sources to identify training needs
• Business objectives and core competencies
• Specific skills that have been identified as
  strategic to achieving the organizations
  business objectives
• Core competency skills
• Project skills common to multiple projects
• Roles
• Individuals career interests
• Identify project skills common to multiple
  projects
• Document the project skills that are common to
  multiple projects in the Analysis of Common
  Training

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Assess Training NeedsSample Collection Table
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Assess Training Needs

• Perform skills inventory
• Questionnaires
• Tests
• Other techniques

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Nature of Change Training

• Things
• Examples
• New tool or procedure
• Tool update
• Actions/Behavior
• Examples
• Different way of dealing with staff, customers
• Policy change
• Attitudes
• Example
• The way you feel about a certain individual or
  group
• Different types of training are better for each
  of the natures of the change

?
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Types of Training

• Initial rollout
• Face-to-face/instructor-led training
• Web-based training
• Computer-based training (CBT) (training labs)
• Simulation-based training
• System upgrades
• Birds-of-a-feather training
• Online communities

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Face-to-Face Training

• Traditional classroom-style training
• Courses usually developed by subject matter
  expert
• Can be taught at either a central site or on the
  road

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Face-to-Face TrainingPros and Cons

• Pros
• Potential for maximum interaction between
  instructor and student
• Expert is in the room
• Can see the faces of the students
• Cons
• Most expensive form of training to deliver
• Effectiveness of training depends on instructor
  skills
• Difficult to schedule just in time
• Best type of training for Attitudes changes

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Web-Based Training

• Generally taught by one or more instructors from
  a central site
• A large groups of students can be in the class
• With the proper equipment, the training can be
  recorded and played back at a later date
• Technology has made this training generally
  cheaper than moving instructors or students
  around
• Can do exercises in groups

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Web-Based TrainingPros and Cons

• Pros
• Large audiences can get the training
  simultaneously
• Instructional design is similar to stand up
  training
• The best instructors always teaches the class
• Easy to use multiple instructors
• Cons
• Requires all students have appropriate equipment
• No face to face
• All students must be available at the same time
• Good for changes that are Actions/Behavior or
  Things

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Computer-Based Training

• Usually done with either a CD or on the web
• Good CBT has tests and reviews
• Extensive use in skill training
• PC tools
• Medical
• Military

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Computer-Based TrainingPros and Cons

• Pros
• Each student takes training at their best time
  and pace
• Tests and results can be automated
• Cons
• No expert available to answer questions
• Most expensive of training development
• Difficult to upgrade if changes are necessary
• Best for changes that are Things

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Simulation-Based Training

• Training simulates real cases
• Used extensively in aircraft/medical situations
• A form of CBT

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Simulation-Based TrainingPros and Cons

• Pros
• Gives trainee a feeling of the actual case
• Can demonstrate both good and bad behavior
• Can aid in getting trainee to react quicker to
  real circumstances
• Cons
• Expensive to develop
• Difficult to anticipate all the possible trainee
  actions
• Best for changes that are Things

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Birds-of-a-Feather Training

• People with the same interest get together to
  discuss the system
• Comparable to group mentoring
• Could be used by having super-users chair these
  sessions

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Birds-of-a-Feather TrainingPros and Cons

• Pros
• Individuals can discuss their specific problems
  and get advice from their peers
• Does not require significant development
• Cons
• Would be difficult to use if there is a
  significant change in either policy or tool
• Good for system/process upgrades for all three
  types of changes

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Online Communities

• A virtual birds-of-a-feather session
• Requires that all participants have access to
  specific website

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Online CommunitiesPros and Cons

• Pros
• A virtual birds-of-a-feather session
• A large community can participate simultaneously
• Cons
• Requires that all participants have access to
  specific website
• May be difficult to schedule
• Good for system/process upgrades for all three
  types of changes

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Training Partnerships Developing Skills and
Creating Opportunities to Mentor and Coach

• Create real teams
• Trainers, supervisors, users, technical staff
  teaming from design to development to testing to
  training and roll-out
• Supervisory practice
• Ensures supervisors are knowledgeable about the
  content of the training provided to their staff
• Provides the opportunity for supervisors to apply
  skills and knowledge on a day-to-day basis

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Training the Team/Trainers

• Apply principles of adult learning
• Use presentation techniques
• Develop training materials
• Review Train-the-Trainer Handbook

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Principles of Adult Learning

• Terms relating to adult learning and training
• The PFA Model Preparation, Facilitation,
  Application
• Adult learning
• Strategies for reducing resistance to learning
• Laws of adult learning
• Neuro-Linguistic Programming (NLP) communication
  techniques
• Traits of successful communicators
• Communication processing styles
• Applying Kellers Attention, Relevance,
  Confidence, and Satisfaction (ARCS) model to
  adult learning

Source Keller, J. M. Development and Use of the
ARCS Model of Instructional Design. Report No. IR
014 039. Enschede, Netherlands Twente University
of Technology, 1987.
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Presentation Techniques

• Prepare effective openings
• Use humor
• Put yourself at ease
• Get ready physically
• Use your voice effectively
• Use eye contact
• Give verbal instructions
• Handle questions
• Handle challenging situations/trainer nightmare

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Training Materials

• Establish training objectives
• Choose media and materials
• Use training experience
• Develop training exercises
• Develop and use handouts
• Develop and use slides for presentations

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Measure the Effectiveness of Training

• Multiple inputs
• Trainees
• Supervisors
• Technical staff
• Course questionnaires
• Postcourse questionnaires
• Generally 3 to 6 months after course
• Can be to trainee or supervisor
• Birds-of-a-Feather meetings
• Supervisors review the courses offered and
  solicit feedback on course content and trainers
• Supervisors can offer refresher training seminars
  when needed
• Measuring student use of system
• Building evaluation into the system

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Summary

• Training needs significant planning
• Type of training depends on type of change
• Not all subject matter experts make good trainers
• Effectiveness of training may be difficult to
  measure