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How to Build Campus-Wide Training
Navigator Management Partners Whitepaper – August 2015
By Patricia Slabach and David Garcia
Exceptional consultants. Sustainable results.
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Table of Contents Introduction ......................................................................................................................3 Identifying the Target Audience .........................................................................................4
Analyzing Software Tools ........................................................................................................ 5 Setting Up the Training System Environment......................................................................... 6
Scope ................................................................................................................................7 Course Catalog ........................................................................................................................ 7 The Syllabus and Curriculum .................................................................................................. 7
Time ..................................................................................................................................9 Begin With the End in Mind – The Go Live Date ..................................................................... 9 Preparation of Materials ......................................................................................................... 9
Resources ........................................................................................................................ 10 The Project Team .................................................................................................................. 10 Client Support & Subject Matter Experts ............................................................................. 11 Training Tools ........................................................................................................................ 11 The Master Calendar ............................................................................................................ 13
Training Delivery .............................................................................................................. 13 Measuring Effectiveness................................................................................................... 14 Conclusion ....................................................................................................................... 15 About Navigator .............................................................................................................. 16
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Introduction
The primary goal of a campus-wide training program is
to inform, prepare, and train a large audience of
university faculty and administrative staff. The
underlying and more important goal of any training
program is to gain acceptance and adoption of the
system and to foster positive attitudes and acceptance
of the organizational change surrounding the new
software.
A successful training program is a critical success factor
for the implementation of software. The user
community needs requisite skills and knowledge to
perform their jobs effectively and efficiently. With any
new software will come changes in business policies,
operating procedures and even the now-enforceable
departmental policies, which can be mandated by IT
System business rules that translate from functional
requirements. This paper describes how to prepare
faculty and administration staff in the core
competencies of a software system and contribute to
the achievement of an institutions’ management
objectives.
To understand how to create an IT Training
plan, the following areas should be
addressed:
Identifying the Target Audience and Business
Needs
Analyzing Software Tools
Training Program Scope, Time and Resources
Setting up the Training Environment
Creating the Budget
Defining a Training Curriculum
Building Materials
Training Delivery
Measuring Effectiveness
Creating the Sustainable Training Program Model
Following the strategies outlined below provides a guide
on how to train your institution anytime, anywhere with
online resources and outlines how to set up and manage
specific instructor-led training units.
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Identifying the Target Audience
In setting up the training program it is best to begin
with asking the question – what does a fully trained
campus look like? This is accomplished by matching
the user community and their roles to the system
functions they will be performing. Job titles may or
may not describe a one-to-one map related to the
system, but it is a good place to start.
For example, a research administrator who supports
faculty and grant submissions in any capacity will need
to be trained in those areas specific to proposal and
budget creation. It is wise to train as many users as
possible, even when their duties are only part-time
support or backup for the administrator. Another
recommendation is to train supervisors and managers
of users, so that they can also learn and are able to
support their staff.
Identifying the target audience and the number of
persons in each group will be crucial to determining
how many users will need to be trained, what courses
to offer each user group and, is a deciding factor in
how many classes should be offered of each type.
Throughout this paper we will refer to the user groups
as we explain how to create the course catalog,
schedule instructors and build the training calendar.
User groups and can be categorized into four main
types:
1. Aggregators: persons who create and maintain
data in the system,
2. Approvers: persons who approve documents in
the workflow,
3. Viewers: users who are allowed to view any
data but not make any changes,
4. System Administrators: persons managing the
system configuration, hardware, software, data
stewardship and support.
To further define these user groups:
Aggregators
An aggregator is a person who collects things, in this
case, data to be entered and managed in a computer
system; for example, if the system creates invoices, who
is involved in the processing of the data in the
environment? Can you identify the names and
departments where the users are located? In research
administration there are department administrators who
create and maintain documents, and all those persons
need to be trained as aggregators.
Approvers
Those persons who must approve documents need
specific training. These users may be mangers,
supervisors, deans, department chairs and fiscal officers
and will require less training, but more targeted
instruction. Schedule short demos for this user group as
they have less time to devote to training. Follow-on
videos and demos of the system will also aid this user
group.
Viewers
Persons who can view the system will need less training
but should also be identified as a training user group.
Viewers are casual users who will not need hands-on
training, but will need to be aware of how to view,
search and print, for example. It is recommended to
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have campus-wide offerings such as drop-in demos
and videos of the system for this audience. Having
demos in a large auditorium is a good way to inform
viewers about the new system and show features and
functions. It also is a way to communicate about
when the organizational change is coming and help
them prepare.
System Administrators
Managing master data, such as maintaining names and
addresses, running reports, and trouble-shooting
issues are tasks of the system administrators. Special
training will be needed for this group, and they should
also be included in aggregator training. Both formal
and informal training is appropriate, but keep in mind
training guides and hands-on training might only be
given to a small number of users. Schedule these
training classes in non-prime time slots, and around
campus training, whenever possible, to save prime-time
training for campus end users.
In summary, building a successful training program for
delivery is dependent upon knowing your audience.
How many users need to be trained? What courses do
they need to be trained on? Will the user community
participate in hands-on training; self guided training
manuals or a combination of both? Understanding the
number of persons in each user group will give the
training team necessary information to plan the
training materials, determine the training method and
finally training delivery.
Analyzing Software Tools
In building a training plan, having the needed software
tools is one of the first considerations. For most
institutions, using the existing software suite, such as
Microsoft Office, Word, PowerPoint and Excel will not
add to the costs of the project. Find out what existing
training tools are already licensed and available at your
institution before making new purchases for LMS,
Video or On-Line learning software.
Learning new tools will add to the project timeline
and budget because the team will need to learn
software. It is important to pick training tools early in
the project, and the training delivery vehicle,
such as live training, videos, online help, demos
computer based training, or quick reference cards.
Commonly used video and simulation software are
Articulate Storyline2, UPK, Camtasia, and Captivate.
Learning Management Software is essential for a large
institution’s management of hands-on training
scheduling. For a large institution, imagine the overhead
of managing up to two thousand persons and three
hundred classes for a training program without the aid of
an on-line scheduling system! Your institution will most
likely have an LMS system in place, or there may be a way
to tap into the University Student Enrollment System.
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Setting Up the Training System Environment
Security Sign-on User Id’s
To set up the user security for training, set up new
user ids for at least three times the number of
persons needed for one class. At Navigator, our
experienced instructors recommend a class size of
fifteen persons and a ratio of seven persons per
instructor and assistant. Configuring forty-five
training ids gives the institution the flexibility to
have three of the same or three distinct classes with
fifteen persons per class.
Navigator does not recommend using actual
production system user ids for the training class. Using
training user ids also give the trainer the flexibility to
add or remove system roles and permissions as
needed.
Figure 1 - Defining Training User ID's
Class1
•Userid1-15
Class2
•Userid16-30
Class3
•Userid31-45
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Scope
Course Catalog
An important first step to defining the training scope
is to establish the course catalog and devise the
“what” (the course material) and the “who” (the
audience) and the “how” (the medium) by which the
material is to be delivered. The catalog is the basis for
all other activities and drives training delivery.
Navigator recommends having persons with business
knowledge, extensive subject matter and functional
system expertise when defining the course catalog.
When designing what courses are to be delivered,
decisions are also made as to whether the material is
best delivered via a demo, hands-on training,
instructional video or a self-guided training. For
example, the course catalog could be 18 courses – 3
demos, 7 hands-on courses and 8 training guides for
self-study.
After making decisions on what larger subject matter
material is to be delivered, defining the detailed topics to
be delivered in each course is next. What are the
objectives for the course and what are the learning
outcomes? Objectives and learning outcomes serve the
basis for measuring the training effectiveness.
Defining the course detail nails down a critical success
factor – the course length. Whether the course is 1 hour,
3 hours or 1 day will be dependent on how much
material needs to be covered, at what length. Do you
need time for exercises, questions or practice time? Is
the student an experienced employee or is new to the
job? These questions will help define both the length or
the class and the pace of the learning.
The Syllabus and Curriculum
Each course should be defined in a syllabus, with
the course name, course length, course outline and
the expected learning outcomes. The syllabus
should include a description of the training
audience and whether or not there are pre-
requisites for the course. List the course medium in
the syllabus; for example, if the course is offered as
hands-on classroom training, computer based
training, video, executive-focused demo or a
campus-wide demo.
Building the curriculum for each training group is a
collaborative process between the system
implementation project team and the training team. An
institution’s working group of advisors with subject
matter expertise can also be instrumental in helping
establish the topics, flow and content of the training and
help define what users need to be offered what
courses.
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Figure 2 - Course Catalog, Course, and Topics
Here is a way to map the course catalog to the campus audience by identifying what training groups should be offered
what courses.
CLASS Viewers (2000) Aggregators (350) Approvers (95) System Administrators (35)
Course 1 - All About the System X X X X
Course 2- Create Transactions
X
Course 3 - Search & Print X X X X
Course 4 – Advanced Budgets
X
X
Course 5 - Routing & Workflow
X
Table 1 - Mapping Courses to Training Target Audiences
Course Catalog
Course 1
topic a
topic b
topic c
Course 2
topic d
topic e
Course 3 topic f
Course 4 topic g
Course 5
topic i
topic j
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Time Begin With the End in Mind – The Go Live Date
Training is like planning a dinner where the food is
being prepared and should be served at just the right
moment. Begin with the end in mind; that is, when
does the dinner need to be served? When does the
system go live? How many users do we need to train
and on what subjects? After defining the courses and
audience to train, the training team can determine
how many classes and how many instructors will need
to be provided.
The challenge will arise if the system go-live date
changes, for example, the system is not ready for full
implementation. The training team should be agile and
prepared for changes in the go-live schedule, but
should set a plan in motion, based on a firm date.
From the schedule listed below, begin planning at least
six months in advance for the delivery of a large campus-
wide training program, depending on the number of
topics and courses.
Here is a suggested project schedule:
1. Analyze System & Topics – Nov - Dec
2. Course Catalog Completed - Jan 1st
3. Courses Mapped to Targeted Users – Feb 1st
4. Begin Demos and Campus Communications - Feb 15th
5. Schedule Training Rooms and Instructors - March 1st
6. Open Course Registrations - March 15th
7. Begin Back-Office Training (Pilots) - April 1st
8. Begin Training - April 15th
9. Go Live - May 1st
10. Continue Campus Training May 1st – Jun 30th
11. Move to Regular Training Schedule - July through
December
Preparation of Materials
Preparing materials will include rework and numerous
reviews to get just the right content for the campus
training. The system might not have all the features
working properly when the training preparation
begins, so developing final screen shots and exercises
will be a challenge! Customizations to software may
also involve rework and reviews. Allow for ample
time to prepare the training guides. Be flexible and
plan to make revisions as the material is developed.
Be sure to include review and rework time into the
project material preparation estimates.
As a stand rule of practice, it is important to get a sign-
off process in place between the training team and the
campus reviewers, so that the material can be closed out
and moved to a permanent document storage area and
so training guides can be ready for the first class.
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Resources
The Project Team
Navigator normally assigns a project manager and/or
lead consultant. Other consultants can be sourced
onto the project, and their duties defined based on the
skills required for the tasks. The client’s training
coordinator will provide assistance and eventually take
over the day-to-day training after the initial go-live.
Team Roles
Here are the roles needed to a staff a campus
training project:
Project Manager /Lead Consultant - Project manager
to assess scope, develop statement of work and
execute the work plan, create and maintain the hours
and expenses, monitor the budget and manage
personnel resources.
Consultant/Trainer – Experienced with the system and
as an instructor, creates training materials, and leads
training delivery. Along with building training, the
consultant often also serves as subject matter expert
to the back-office staff.
Consultant – Experienced with the system but not
serving as an instructor, this resource will be needed
depending on the scope of the project, and where
there is a large amount of documentation to prepare.
This resource can provide staff augmentation for the
client and give transitional help-desk support during
peak go-live periods.
Web Master/Developer – This person designs or is able
to update existing web-content for the new training
offerings and documentation.
Video Creator/Editor(s) – The team member with
subject matter expertise in creating and uploading video
content. The video creator can provide draft video and
audio content; an editor can be instrumental in
producing the finished content.
A word about Instructors … care should be taken to find
the best and most qualified instructors for a campus
audience. At Navigator, we recommend providing
“seasoned” instructors with both system knowledge and
training experience; consultants who have instructed
adult learners and who can, by their resume and
background, will quickly gain the respect and trust of the
institution and trainees.
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Client Support & Subject Matter Experts
Implementation of a training program is a partnership
between the institution and the Navigator Consulting
group. The following roles are imperative to the
success of the project:
Client Program/Project Director – The client program
director will work at an executive level to oversee the
scope, time, and resources of the project. The program
director will work closely with the Navigator project
manager to identify tasks and manage organizational
risks.
Client Training Coordinator – The client training
coordinator is the conduit for the existing training
program, tools and techniques. A successful
organizational change management will depend on the
client training coordinator’s ability to take over the
program after the initial training is completed.
Client Subject Matter Experts - Beyond the IT System,
the training team is dependent on a group of client
subject matter experts (SMEs) who know the
institution’s business practices and standard
operating procedures. The SME can be an active
member of the training team, and may even teach
sections, giving the students a chance to ask questions
and give comments directly to the SME. This creates a
comfort level for dialogs later in the training. Subject
Matter Experts are, by the nature of their work, also
good one-on-one advisors.
Technical and Functional IT Support – The training
team will, at times, interact with the technical
developers and functional analysts for solutions to
issues, security and in setting up the training
environment. The training consultants should avoid
taking on testing duties or attempting to solve system
issues, because if the training team gets involved with
implementation tasks, it will be time-consuming and
distract them from their primary duties of preparing
and delivering training.
s
Client Program Director
NaviMP Project Manager/Lead
NavMP Consultant/Trainer
NavMP Consultant(s)NavMP Web
DeveloperNapMP Video Creator/Editor
Client Training Coordinator
Technical /Functional Project Managers
Subject Matter Expert(s)
Figure 3 - Personnel Resources – Client and Navigator Teams
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Training Tools
Here is an example of the training resources needed
for a campus-wide training program:
Training Guide – defined as briefly as possible, this
guide is the companion to a hands-on training class.
Here is instructional information delivered in class is
explained in detail that the student can read on their
own, or follow in class. Care should be taken not to
create a full System User’s Guide, since this would be
out of scope for training on the system and should be
defined by the software project, either as online help
or as part of the system offerings. Each course should
have it’s own training guide.
Training Exercises – provided for hands-on or self-
study trainings, these are step-by-step guides on how
to create transactions, maintain data in the system, for
example, after the training session is completed, users
have a chance to practice what they’ve learned, on
their own in a safe environment with an instructor
they to answer any questions. An approach that works
very effectively is to do exercises together with the
students in class, making an effort to keep everyone
working hands-on along with the instructor. If anyone
gets behind, stop and make sure they catch up with
the class.
Quick Reference Cards – Often, a quick reference will
outline a procedure or set of facts using a set of
minimal step-by-step instructions and, perhaps, lists of
critical values or key conceptual diagrams. The idea is
that a quick reference provides a structured means to
help an employee perform a task. Quick references are
typically a user-friendly shape or format to make them
maximally easy to use on the job.
Videos – Just in time, a short video is worth a lot to a
new user who is looking for help or a simple
introduction to the system. Not be meant to replace a
training course, unless a full computer-based training is
to be designed.
The Training Website – Is a one-stop-shop for end users
and the training web site housing training
materials/artifacts, to support the training initiative.
The website contains materials such as: project
information and timelines, training guides, videos, quick
reference cards, FAQs, and Forms. This web site is
designed for easy of use and simplicity utilizing main
tabs across the screen, followed by a left hand
navigation tree.
Figure 4 - Sample Training Website
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The Master Calendar
Create a shared training master calendar, using a tool
such as in Outlook or Google Calendar to manage the
classes, rooms, instructors and assistants and subject
matter experts scheduling. Organization is important
because your instructors, consultants and subject
matter experts may be delivering training in multiple
campus locations.
Use the LMS schedule to drive your calendar locations
and times. Allow for 1 hour before and 1 hour after the
class in the schedule to have time to set up and tear
down the training room or auditorium.
Training Delivery
Plan time for the instructors to prepare training data,
computers, and make the room ready, as well as for
follow-up time grading training exercises, answering
questions and resolving any system errors outside of
class. Keeping records of attendance and test scores
will prove valuable resources later in measuring
training attendance and effectiveness.
The program also needs to be able to add classes or
have cancellation of sessions. Keep your instructors
informed well in advance if they might be needed for
an additional session, with respect to their time and
schedules.
In a full day class, the students will appreciate frequent
breaks and a full hour for lunch, if possible. Start and
end sessions on time and prepare a detailed agenda for
the class. Open a dialogue between the class with
instructor and subject matter expert introductions.
Invite questions and comments from the students
throughout the class session. Leave extra time for the
completion of exercises and for the final exam.
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Measuring Effectiveness
Attendance and Participation
Perform weekly measures of both training attendance
and participation by class. If attendance numbers are
not up to expectations, we recommend sending
targeted communications to encourage more campus
research stakeholders to attend. If classes have wait
lists, add classes for the overflow. In the chart below,
the Advanced Budget Class might be well attended, so
add more classes for this topic, as long as instructor and
training room availability exists.
Early in the registration offerings, the training scheduler
may also need to cancel classes if there is a low
registration. Caution on canceling sessions, be mindful
of the persons who have already registered and,
if possible, contact those persons directly to
reschedule them in a different class. This
extra measure of customer service is usually
well received and appreciated by the trainee.
It also gives the instructor a chance to
introduce him or herself before class starts.
There is a six-eight week window of interest and
participation for training classes on a new system, so
schedule classes two to four weeks before and four
weeks after go-live. Then, each week, assess how many
more classes need to be scheduled, based on
enrollment and waitlists.
Figure 5 - Measuring Registrations and Attendance
0 50 100 150 200 250
All About the System
Create Transactions
Search and Print
Routing and Workflow
Advanced Budget
Attendance Measurements as of 7/1/2015
Attended
Registered
Seats Offered
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Measuring Training Effectiveness - Final Exercise
Each trainee should be able to show proficiency in the
system and be able to work his or her own with little
assistance from the instructor, before leaving the
hands-on class.
Create a final exercise and measure of the training
effectiveness by class. Then calculate an aggregate
score for the attendees. Monitor the pass/fail rate and
% scores to each person. Identify the trainees by
having them use their own name as an identifier in one
of the data points.
In a final exercise there might be twenty to thirty data
points that the trainee is expected to be able to
complete successfully upon which to be graded.
As a precaution, if pass/fail ratio shows that the
aggregate score was below 70% the training team
should consider additional offerings, such as lab
sessions or department focused drop-in sessions, if
needed.
Learning outcomes effectiveness can also be measured
in a trainee survey, given at the end of the class. A
Survey can measure subjectively the value of the class,
length of instruction and the effectiveness of the
instructors.
Conclusion
The guidelines stated in this paper will help in the
management and delivery of Campus-Wide IT Training.
Navigator is a leader in higher education consulting
services; with our tools, techniques and talent we can
help your organization deliver a successful program.
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About Navigator Management Partners
Navigator Management Partners is a management and technology consulting firm founded in 2001. The Navigator
team is comprised of top-performing, experienced consultants. We bring years of expertise in Strategy, Program and
Project Management, Business Process Design, Organizational Change Leadership, Business Intelligence and
Analytics, Technical Architecture, Information Risk Management, Financials Management, Human Capital
Management and Supply Chain Management. We have experience in a wide range of industries, including Energy and
Utilities, Government, Financial Services, Insurance and Banking, Healthcare, Education, Manufacturing, Retail, and
more. Through collaborative partnership, we advise clients on solving tough business challenges in ways that improve
operational performance and drive sustainable results.
Navigator is headquartered in Columbus, Ohio and has offices in Baltimore, Phoenix, and Atlanta. Learn more
at www.navmp.com.
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