CIS 285 Lecture 4 Ch 11 PDF

CIS 285:End User Training and Support Technology Training Computer for Users Lecture 4 (Ch 11 of the book) Mohammed Al Nakshabandi MBA, PgMP, PMP 2 1 Fall 21-22...

CIS 285:End User Training and Support Technology Training Computer for Users Lecture 4 (Ch 11 of the book) Mohammed Al Nakshabandi MBA, PgMP, PMP 2 1 Fall 21-22 9/27/2024  9/26/2024 2 Last Lectures Quick Review Introduction to Computer User Support Customer Service Skills for user support agent Writing for End users Technology Training for Users 2 2 Fall 21-22 9/27/2024  9/26/2024 3 Review Last Lecture (3) Types of end-user documents How technical writing differs from other writing How technical documents are organized How to plan effective user documents The technical writing process Effective use of formats Strategies for technical writing Common problems in technical writing Tools used for technical writing How to evaluate documents 2 3 Fall 21-22 9/27/2024 Lecture 4 (Ch11 of the book) Outline: Technology Training Computer for Users Goals of training activities Steps in the training process How to plan a training session How to prepare a training session How to present a training module How to progress toward higher-quality training 2 4 Fall 21-22 9/27/2024  9/26/2024 5 Lecture Outline Goals of training activities Steps in the training process How to plan a training session How to prepare a training session How to present a training module How to progress toward higher-quality training 2 5 Fall 21-22 9/27/2024  9/26/2024 6 What is Training? Most organizations find that providing user support is expensive. As a result, many organizations try to make end users as self-reliant as possible in order to reduce the demand for support services Self-help websites and end-user training are both effective ways to encourage users to be more self-reliant Is there a difference between Training and Education – or they are the same? What Is Training? – Is a teaching and learning process that aims to build skills that are immediately useful to the trainees performing tasks and building expertise) – Training Characteristic: ▪ Performing tasks and building expertise ▪ Tasks may be performed only once or many times ▪ Is evaluated by measuring a trainee’s ability to perform specific tasks ▪ Skills can be long- or short-term 2 6 Fall 21-22 9/27/2024  9/26/2024 7 What is Training? What is Education? – Is a teaching and learning process that aims to provide conceptual understanding and building long-term thinking skills – Characteristics: ▪ Builds basic vocabulary (concepts) ▪ Fosters an understanding of general principles ▪ Intended to have long-lasting effects 2 7 Fall 21-22 9/27/2024  9/26/2024 8 Lecture Outline Goals of training activities Steps in the training process How to plan a training session How to prepare a training session How to present a training module How to progress toward higher-quality training 2 8 Fall 21-22 9/27/2024  9/26/2024 9 The Training Process The 4 Ps of the training process are: – Step 1: Plan the training ▪ Gather information about training objectives – Step 2: Prepare the training ▪ Gather and develop materials. Organize materials into modules – Step 3: Present the training ▪ Deliver training modules – Step 4: Progress toward higher-quality user training ▪ Evaluate and improve training 2 9 Fall 21-22 9/27/2024  9/26/2024 10 Lecture Outline Goals of training activities Steps in the training process How to plan a training session How to prepare a training session How to present a training module How to progress toward higher-quality training 2 10 Fall 21-22 9/27/2024  9/26/2024 11 Step 1: Plan the Training (1- 9) Experienced trainers know that planning is essential to a successful training activity Planning is essential to successful training – Define the following: ▪ Who are your trainees? ▪ What are their current skill levels and background ▪ What the trainees need to know (need to deliver to) ▪ What skills level trainees need to achieve (outcome) – Once you complete defining the above; Plan learning and performance objectives. 2 11 Fall 21-22 9/27/2024  9/26/2024 12 Step 1: Plan the Training (2-9) ❑ Determine the Trainees’ Backgrounds – Who the trainees are (your audience): ▪ Age: – Children – Youth – Adults – Seniors ▪ Skills: – Beginner – Intermediate – Expert ▪ Motivation: – Required (challenges ?? maybe resistance involved, dis-engagement)… how to convince? – Voluntarily (career development), Growth 2 12 Fall 21-22 9/27/2024  9/26/2024 13 Step 1: Plan the Training (3-9) ❑ Determine What Trainees Already Know Gauge what trainees already know through: – Interview Trainees – Interview supervisor (background and skills) – Pre-test to build benchmark Why it’s important to masseur what trainees already know? – Adjust training material to fit the audience level – May set introductory session – Provide reference to background material prior to the session (or prerequisite ) 2 13 Fall 21-22 9/27/2024  9/26/2024 14 Step 1: Plan the Training (4-9) Appropriate Level of Training Materials – Alternative levels of training: ▪ Teach to the “average” of trainees’ knowledge level ▪ Target training somewhat below the average – Use demonstration and examples that trainees can relate to – Consider trainees diversity ▪ Culture differences ▪ Languages (use simple straightforward vocabulary), things to avoid (idioms and Jargon) ▪ Body language 2 14 Fall 21-22 9/27/2024  9/26/2024 15 Step 1: Plan the Training (5-9) Once a trainer has determined who the trainees are and what they already know, the next step is to determine what the trainees need to know as a result of the training ❑ Determine the Trainees’ Content Needs – Discover the content the trainees need to know based on ▪ Trainee’s work position descriptions ( job, task, skills objectives) Ex; customize reporting for access rather how to run a report ▪ Interview (Trainees and Supervisors) 2 15 Fall 21-22 9/27/2024  9/26/2024 16 Step 1: Plan the Training (6-9) After trainers define the required content, they need to determine the skill level the trainees need to achieve Determine the Skill Level Trainees Need; by classifying skill levels from lowest level Lowest to highest level – 1. Concepts level—an ability to use basic vocabulary – 2. Understanding level—an ability to explain concepts – 3. Skills level—an ability to perform a basic task – 4. Expertise level—an ability to perform a task effectively and efficiently Highest Conceptual → Mental model→ Build skills→ Proficiency 2 16 Fall 21-22 9/27/2024  9/26/2024 17 Step 1: Plan the Training (7-9) In the final planning step, trainers should specify the learning and performance objectives for the training. ❑ Define the Training Objectives: – A. learning objective is a statement of the knowledge or skill trainees need to learn. Trainer need to answer “What do these trainees need to learn?” – B. Performance objective is a statement of which tasks the trainees should be able to perform at the end of a training session – Training objectives (learning and Performance) : ▪ Should be measurable ▪ Usually start with an action verb: plan, describe, explain, perform, evaluate, analyze, repair ▪ These are more measurable than “understand” or “know” 2 17 Fall 21-22 9/27/2024  9/26/2024 18 Step 1: Plan the Training (8-9) A sample training plan for Windows 2 18 Fall 21-22 9/27/2024  9/26/2024 19 Step 1: Plan the Training (9-9) 2 19 Fall 21-22 9/27/2024  9/26/2024 20 Lecture Outline Goals of training activities Steps in the training process How to plan a training session How to prepare a training session How to present a training module How to progress toward higher-quality training 2 20 Fall 21-22 9/27/2024  9/26/2024 21 Step 2: Prepare for the Training (1-7) Trainer develops more detail about the specific topics, how topics are organized, methods to use and how the training will be accomplished ❑ Specify Which Topics Will Be Covered – Brainstorming to develop list of potential topics – Review other training martial – Narrow the list of topics to cover ❑ Organize the Topics – Major topics – Subtopics ❑ Select an effective training format – How will the training be presented? – How do trainees learn most effectively? 2 21 Fall 21-22 9/27/2024  9/26/2024 22 Step 2: Prepare for the Training (2-7) Template for a training session: 1. Introduce the trainer 2. Review previous topics, if applicable 3. Introduce the new topic 4. Establish motivation for the new material 5. Present the new material ▪ Concepts ▪ Explanations 6. Deliver training activities ▪ Teach basic skills and abilities ▪ Build skills and develop expertise 7. Summarize and review the main points 8. Describe follow-up activities and resources 9. Obtain evaluation and feedback 2 22 Fall 21-22 9/27/2024  9/26/2024 23 Step 2: Prepare for the Training (3-7) ❑ Select an Effective Training Format- AND Training formats, depending on the type of training, objectives, the needs of the trainees, and available resources The following training formats are the most common: – Classes (15–25 trainees) – Small groups (12 or fewer trainees) – One-to-one training – Self-guided tutorials 2 23 Fall 21-22 9/27/2024  9/26/2024 24 Step 2: Prepare for the Training (4-7) Classes (15–25 trainees) Advantages: Cost Effective (Ratio 1 to many) Variety use of available resources (projector, whiteboard, audiovisual, labs) Social learning with class interaction with colleagues Disadvantages: Some trainees uncomfortable asking questions in large training group Harder to accommodate different learning paces (unproductivity time for others) Some trainees are shy about social learning situations 2 24 Fall 21-22 9/27/2024  9/26/2024 25 Step 2: Prepare for the Training (5-7) Small Groups (>12) Advantages: ▪ ▪ More interaction among trainees, which promotes social learning Disadvantages: Higher cost due to lower number of trainees attending training 2 25 Fall 21-22 9/27/2024  9/26/2024 26 Step 2: Prepare for the Training (6-7) One-to-one training – Advantages: ▪ Most effective format ▪ Trainer can closely monitor a trainee’s learning curve ▪ High availability of providing help and feedback – Advantages: ▪ High cost due to focus and 1:1 relation ▪ Lack of social learning among colleagues One-to-one training variation: on-the-job training, in which a work colleague or supervisor plays the role of coach and mentor to a trainee 2 26 Fall 21-22 9/27/2024  9/26/2024 27 Step 2: Prepare for the Training (7-7) Self-Guided Tutorials – Advantage: ▪ The trainee sets individualized pace of learning ▪ High cost effective, no additional trainer cost after materials have been developed – Disadvantage ▪ May lack assistance and feedback 2 27 Fall 21-22 9/27/2024  9/26/2024 33 Lecture Outline Goals of training activities Steps in the training process How to plan a training session How to prepare a training session How to present a training module How to progress toward higher-quality training 2 33 Fall 21-22 9/27/2024  9/26/2024 34 Select Delivery Methods for the Training Materials A delivery method: a choice among several instructional technologies, media, or approaches to presenting information or training materials Lectures and readings are most used delivery methods, the question are they the most effective? Other common delivery methods 2 34 Fall 21-22 9/27/2024  9/26/2024 35 Select Methods (1-8) ❑ Lecture Method: – Advantages: ▪ A traditional, familiar training method ▪ Makes effective use of the trainer’s time – Disadvantage: ▪ The learner’s role is passive ❑ Reading Assignments: – Advantages: ▪ Trainee is more involved in learning process though reading – Disadvantages: ▪ The amount of reading must be limited to the amount of time available ▪ Trainers must carefully evaluate the organization and effectiveness of materials ▪ Need to match the level of materials with the reading ability of trainees 2 35 Fall 21-22 9/27/2024  9/26/2024 36 Select Methods (2-8) ❑ Online Reading Assignments: – Advantages: ▪ Tend to be better written than some printed vendor manuals ▪ More effective learning as hyperlinks are interactive, so users can search for the information they need – Disadvantages: ▪ Online access is no guarantee of quality ▪ Some online materials are difficult to read ▪ Online materials are not as portable as print materials ❑ Group discussion: – Advantages: ▪ Most effective for sharing experiences ▪ Actively involves trainees in peer-to-peer learning – Disadvantages: ▪ Trainees may be reluctant to participate ▪ Trainers may fear loss of control over training session 2 36 Fall 21-22 9/27/2024  9/26/2024 37 Select Methods (3-8) ❑ Visual aids; – Advantages: ▪ Visual information tends to be retained more effectively than auditory information – Disadvantages: ▪ Must be large enough to be visible to entire audience (careful use of color, font and artwork) ❑ Multimedia materials: – Advantages: ▪ Each form of media can reinforce the others ▪ Can increase the amount of material learned and trainees’ ability to recall – Disadvantages: ▪ High cost to develop single session 2 37 Fall 21-22 9/27/2024  9/26/2024 38 Select Methods (4-8) ❑ Handouts and reference sheets; – Advantages: ▪ Reinforce training when trainees return to work ▪ Simple to read that trainees can recall important facts or steps in a procedure – Disadvantage: ▪ Should not contain excessive detail ❑ Product demonstrations; – Advantages: ▪ The cost of projectors dropped and now more affordable ▪ Visible to large groups ▪ Easy to demonstrate – Disadvantage: ▪ Important to adjust the pace, especially in a GUI environment, so trainees can follow clicks and sequence of steps 2 38 Fall 21-22 9/27/2024  9/26/2024 39 Select Methods (5-8) ❑ Tutorials; – Advantages: ▪ Effective for introductory materials ▪ Opportunity for trainee to repeat difficult lessons or take a refresher course ▪ After development, the cost for additional trainees is low – Disadvantages: ▪ High initial cost to develop quality tutorial materials ▪ Trainee assistance may be unavailable ❑ Hands-on activities (Lab experiences) – Advantages: ▪ Trainees can Try out / practice what has been learned ▪ Build skills and expertise and become self-reliant – Disadvantages: ▪ Requires access to equipment ▪ Most effective when trainees receive immediate feedback on performance 2 39 Fall 21-22 9/27/2024  9/26/2024 40 Select Methods (6-8) ❑ Case studies: Larger hands-on or teamwork projects – Advantages: ▪ Encourage the transition from the artificial training room environment to the realities of the business world ▪ Based on real business situations ▪ Require trainees to apply skills they have learned ▪ Can build teamwork skills on group projects – Disadvantages: ▪ May take longer to complete than other methods ❑ Role Playing: – Advantages: ▪ Allow trainees to build skills and to experience some of the emotions – Disadvantages: ▪ Some trainees are uncomfortable in role-playing situations 2 40 Fall 21-22 9/27/2024  9/26/2024 41 Select Methods (7-8) ❑ Collaborative and cooperative learning, occurs when trainees work together in a group learning activity, involving: ▪ Group discussions ▪ Collective hands-on activities ▪ Group problem solving ▪ Role playing ▪ Participation on a case study team – Advantages: ▪ Based on the finding that learning is often a social activity, Trainees can learn from each other as well as from the trainer ▪ Builds teamwork and participation skills 2 41 Fall 21-22 9/27/2024  9/26/2024 42 Select Methods (8-8) ❑ Computer-based training (CBT) is a combination of: Tutorials, Multimedia, Product demonstrations, Hands-on activities – Advantages: ▪ Uses a computer as an automated training system ▪ Cost-effective for large numbers of trainees – Disadvantage: ▪ Expensive to develop quality CBT modules ❑ Web-based training (WBT) The Internet replaces CDs or DVDs as the distribution media – Advantage: ▪ Cost-effective for large numbers of trainees – Disadvantages: ▪ Expensive to develop quality WBT materials ▪ Not all available web-based materials are high quality 2 42 Fall 21-22 9/27/2024  9/26/2024 43 The Changing Role of Trainers in an Online, Self-Guided Training World Are human trainers becoming obsolete with the availability of self-guided training materials like online tutorials, computer-based training, and web-based courses? Answer: no, – Trainers focus time will be spent on: ▪ Assessing trainees’ needs ▪ Planning and designing training programs ▪ Evaluating and recommending training materials ▪ Motivating trainees ▪ Helping to make transitions between modules ▪ Assessing training performance and effectiveness ▪ Providing help when needed ▪ Trainers also add a social element that is important in group learning 2 43 Fall 21-22 9/27/2024  9/26/2024 44 Develop Specific Training Materials Most trainers do not develop training materials from scratch. They rely heavily on existing resources: – Vendor manuals – Trade books – Textbooks – Industry training packages – Web-based materials Note: consider Copy right, use of Reference 2 44 Fall 21-22 9/27/2024  9/26/2024 45 Design Training Evaluation Methods Training Assessment, is final task in training preparation. Measuring whether the training activities have met the intended learning and performance goals Trainers usually plan two separate assessment – 1. Trainee assessment: provides feedback on how well trainees lean the martial? ▪ Exam, quiz ▪ Hands on activates (Exercises) – 2. Trainer assessment providing feedback on how well did the trainer prepare and present the material? ▪ Trainee performance results ▪ Evaluation form or survey 2 45 Fall 21-22 9/27/2024  9/26/2024 46 Training Evaluation Form Evaluation forms provide an opportunity for trainees to highlight a trainer’s strengths and to provide feedback on portions of the training that need improvement 2 46 Fall 21-22 9/27/2024  9/26/2024 47 1. Training is a process that builds Immediate skills that are useful, while education provides conceptual understanding and long-term thinking skills. (True/False)? – Answer: T 2. A(n) _____ objective defines the knowledge and skills that trainees need to acquire, while a(n) _____ objective outlines the tasks trainees should be able to perform after completing the training.“ a) learning; performance b) cognitive; behavioral c) instructional; operational d) Training; Assessment – Answer: learning, performance 3. A(n) ____ is a choice among several instructional technologies, media, or approaches to presenting information. a) Learning objective b) Training module c) Delivery method d) Evaluation method – Answer: delivery method 4. _____ materials are learning aids that use a combination of text, still images, animation, and sound. a) Text-based b) Interactive c) Audio-visual d) Multimedia Answer: d) Multimedia 5. _____ Learning occurs among members of a group or team who work together on a learning activity. a) Collaborative b) Independent c) Experiential d) Self-paced – Answer: Collaborative 2 47 Fall 21-22 9/27/2024  9/26/2024 48 Group discussion 2 48 Fall 21-22 9/27/2024  9/26/2024 49 Why does higher education tend to rely so heavily on the lecture method? Is this dependence on lectures justified? What are some effective alternatives to the lecture method in training environments? 2 49 Fall 21-22 9/27/2024  9/26/2024 50 Lecture Outline Goals of training activities Steps in the training process How to plan a training session How to prepare a training session How to present a training module How to progress toward higher-quality training 2 50 Fall 21-22 9/27/2024  9/26/2024 51 Step 3: Present the Training The training presentation should follow the structure the trainer planned during Step 2. If a planning was good, then training is likely to be effective and satisfying Training presentation guidelines you should observe in your role as a trainer 2 51 Fall 21-22 9/27/2024  9/26/2024 52 Practice the Presentation (1-3 ) Practice a training session with someone to evaluate materials and identify problem prior to actual training session, this is called Beta Test run; which can help in – Improving presentation skills – Training martial – Time allocation Practice Best Run at training facility allocated to actual session to check Audio/ Video system Resources available ( whiteboard, projector, laptop etc) Layout of seating Lights 2 52 Fall 21-22 9/27/2024  9/26/2024 53 Practice the Presentation (2-3) Prestation Tips: – Arrive Early to Check Out the Facility ▪ Check facility, resources – Use notes in the outline format (PowerPoint) ▪ do not read from the entire presentation – Don’t Try to Cover Too Much Material – Avoid trainee questions that may get off track ( answer them at the end) – Address important skills first – Avoid features that are “bells and whistles” – Focus on training and education instead of entertainment 2 53 Fall 21-22 9/27/2024  9/26/2024 54 Practice the Presentation (2-3) Prepare occasional “quick check” comprehension questions for trainees Direct questions Open-ended questions Group discussion questions Read the body language of trainees Are they comfortable, interested, engaged? Are they bored, inattentive, asleep? Provide frequent short breaks in a long session Obtain feedback from colleagues or a recorded session 2 54 Fall 21-22 9/27/2024  9/26/2024 55 Lecture Outline Goals of training activities Steps in the training process How to plan a training session How to prepare a training session How to present a training module How to progress toward higher-quality training 2 55 Fall 21-22 9/27/2024  9/26/2024 56 Step 4: Progress Toward Higher-Quality User Training Evaluation: – After each training session, a trainer should review the feedback and evaluate his or her performance. Trainers can then modify their presentation style or training materials if necessary – The following inputs can help a trainer improve their sessions: ▪ The results of training beta tests with colleagues ▪ Evaluate trainer performance through tests of trainees ▪ Feedback from trainees ▪ Self evaluation – recorded session Updating: – Modify technical materials to keep current with changes in technology – Verify materials and screenshots against the latest versions of hardware and software 2 56 Fall 21-22 9/27/2024  9/26/2024 57 Learning Management System Learning management system (LMS): a software tool to automate training program tasks – Authoring tool – Facilitate online learning (chat, forums, blogs) – Training session management (e.g., scheduling) – Organize libraries of instructional and reference materials – Trainee testing and exam management – Progress tracking – Record keeping: ▪ Skills database ▪ Certification database 2 57 Fall 21-22 9/27/2024  9/26/2024 58 1. With a(n) ____ test run, you learn how, whether the topics can be delivered in the allocated time, if transitions between topics are smooth, and whether overhead slides, PowerPoint slides, and handouts are effective. a) Beta b) Final c) Informal d) Mock Answer: beta 2. (True/False) Experienced trainers do not need to do a dry run to make sure their equipment works. Answer: False 3. A(n) ____ is a software tool that automates many tasks associated with running a training program. a)Project Management Software (PMS) b) Content Management System (CMS) c) Database Management System (DBMS) d) Learning Management System (LMS) a) Answer: learning management system (LMS) 2 58 Fall 21-22 9/27/2024  9/26/2024 59 Lecture Summary (1-4) Training is an important user support function because it helps users be: – More self-reliant – More productive – Less likely to need support services Training and education are related, but not the same – Training: Often short-term, emphasizes skills development – Education: Longer-term, emphasizes concepts and understanding 2 59 Fall 21-22 9/27/2024  9/26/2024 60 Lecture Summary (2-4) Steps in the Training Process 1. Planning – Who are the trainees? – What background do they bring to the training? – What do the trainees already know? – What do they need to know or be able to do? – What skill level do they need to achieve? – Based on the above, define: ▪ Learning and performance objectives ▪ Training session content (concepts, understanding, skills, expertise) 2 60 Fall 21-22 9/27/2024  9/26/2024 61 Lecture Summary (3-4 ) 2. Preparation – Identify which specific topics need to be covered – Identify the training format: ▪ Classroom ▪ Small group ▪ One-to-one ▪ Self-guided training – Prepare materials for delivery as: 2 61 Fall 21-22 9/27/2024  9/26/2024 62 Lecture Summary (4-4) 3. Presentation – Practice the presentation – Arrive early to check out the facility – Don’t read presentation verbatim – Don’t cover too much material – Teach important skills – User humor sparingly – Pause for comprehension checks – Monitor the training environment – Provide frequent breaks – Obtain feedback for colleagues 4. Progress – Evaluate both the trainees and the trainer – Improve training materials and presentation style Learning management systems automate many training presentation and administrative tasks 2 62 Fall 21-22 9/27/2024