increasing roi through an effective ctms training program

Increasing ROI

through an Effective

CTMS Training Program

Param Singh

Welcome & Introductions

Param Singh

Vice President of Clinical Trial Management Solutions

BioPharm Systems, Inc.

• 10+ years of experience implementing Siebel Clinical

• Managed over a dozen Siebel Clinical implementations

Effective Training and ROI

“Technology is only useful to the degree that people

know how to use it.”

Effective Training and ROI

• According to a recent study:

– User groups who had twice the amount of training had a far higher level of project success

– Projects where 7% of the project budget was spent on training were significantly more successful than projects where training took up only 4% of the budget

• Key to successful CTMS project = an effective training program

Agenda

Time Topic

1:00-1:05 Welcome & Introductions

1:05-1:15 Theoretical Foundation

Creating a Training Program

1:15-1:20 1. Clarify the purpose

1:20-1:25 2. Analyze the trainees/users

1:25-1:30 3. Identify the constraints

1:30-1:40 4. Design the training program

1:40-1:45 Tips and Best Practices

1:45-2:00 Questions

Agenda

Time Topic

1:45-2:00 Questions

Adult Learning Theory

• Pioneered by Malcolm Knowles circa 1950

– Prior to that, research had been focused on how children learn

• Knowles’ research revealed significant differences in:

– Characteristics of adult learners

– Adult educator-learner relationship

– Characteristics of effective adult educators

Characteristics of Adult Learners

• Relevancy-Oriented

– Why do I need to know this? Why now?

• Experience-Oriented

– How does this connect to what I already know?

• Goal-Oriented

– What am I going to learn? How will it help me solve real-life problems?

Characteristics of Adult Learners

• Practical

– How am I going to use what I learn?

• Self-Directed

– How much say do I have in what and how I learn?

• Self-Motivated

– Am I willing to learn?

• Traditional model of educating does not work for adults

• Educators cannot be “experts” who transmit knowledge and skills to learners

• Educators must be “helpers” who need the learners’ knowledge and experience as much as the learners need them

Educator-Learner Relationship

Traditional

Characteristics of Effective Adult Educators

• Design training courses and materials around the characteristics of adult learners

– Relevant to current or upcoming situation

– Build on previous experiences

– Include concrete learning objectives and checkpoints at which to measure progress

– Demonstrate practical application with active input from learners

– Flexible in scope, speed, and methods

Characteristics of Effective Adult Educators

• Deliver training courses and materials while exhibiting qualities of a “helper”

– Genuine – Good listener

– Patient – Empathetic

– Respectful – Flexible

– Interested in the topic and the learners

– Shares own perspective as that of one person, not the definitive answer

– Views self as a resource to be used by the learners, rather than as the expert

Agenda

Time Topic

1:45-2:00 Questions

1. Clarify the purpose.

2. Analyze the trainees/users.

3. Identify the constraints.

4. Design the training program.

Clarify the Purpose

• What are the desired results of the training program?

– Short-Term: Minimize productivity losses

– Intermediate: Increase efficiency

– Long-Term: Maintain efficiency of

existing users and seamlessly fold in new

Agenda

Time Topic

1:45-2:00 Questions

Analyze the Trainees/Users

• What do we know about the users?

– Who are they?

– What do they need to know?

– When do they need to know it

Agenda

Time Topic

1:45-2:00 Questions

Identify the Constraints

• Within what constraints do we need to work?

– Budget

– Resources (both human and

technological)

– Time / rollout plan

– Location(s) of users

Agenda

Time Topic

1:45-2:00 Questions

Design the Training Program

• Now that we’ve 1) clarified the purpose, 2) analyzed the users, and 3) identified the constraints, we’re ready to 4) design the training program

• First step in the design process: consider the available training methods

Consider the Methods

Initial Rollout

• Lectures or Seminars

• Instructor-Led Training, Classroom Style with Hands-On Practice

• Instructor-Led Training, One-on-One with Hands-On Practice

• Computer-Based Training

• Book-Based Training

• Combination Training

– Trainer presents to a large group

– Includes live demonstrations of how the

software works and how to perform

common tasks

– Works well for groups of 20-50

– Most popular type of training

– Good for beginners who have no

foundational knowledge or experience

– Not ideal for topics that require trainee

interaction or role playing to reinforce

concepts

– Does not give users the ability to practice

along with what they are learning

– Trainer shows users how system works

and how to perform certain tasks

– Users follow along with the trainer

– Users perform practice exercises with

trainer present to assist them

– Effective for group of 15-30

– Helps reinforce training concepts

– Helps users retain information

– Requires each user to have a computer

with an Internet connection

– Trainer teaches each user how to use the

system to perform his/her specific job

function

– Users perform practice exercises with

trainer present to assist them

– Most effective method of training

– Users learn and practice only what is

relevant to them

– Can be quite expensive and time-

consuming

• Computer Based Training

– Individual users complete one or more

training modules via their computer in

their own workspace

– Usually interactive; practice exercises and

knowledge checks built in

– Self-paced; users complete the training

on their own schedule

– Useful for groups with diverse user roles

and a wide range of software skill levels

– Provides objective assessments of users’

level of understanding

– Can be used later as a refresher

– Cost-effective for larger user groups

– Can be expensive and time-consuming to

create and update

– Not cost-effective for smaller user groups

– Some users have trouble learning without

human interaction

– CBT needs a support team like any other

software for questions, troubleshooting,

– Individual users complete workbook

lessons on how to perform common tasks

– Usually illustrated with screenshots

– Self-paced; users complete the training

on their own schedule

– Can be used later as a refresher

– Some users have trouble learning without

human interaction

– Does not include any practice within the

system

– Combines one or more methods of

training, such as:

• Lecture/Seminar followed by CBT course

• Book-based training combined with access to sandbox

• CBT course followed by optional Q&A seminars

– Allows for a more creative and flexible

training program tailored to your business

and user needs

– May save money

– Requires more coordination and planning

Longer-Term Support

• Work Instructions

• In-Application “Help” Articles

• Job Aids / Quick Reference Guides

• CBT Refreshers

• Focus Sessions

• Quick Tips

• User Support Meetings

– Written (printed or electronic) step-

by-step instructions for completing a

specific task

– Have business process guidance

embedded in the steps taken in system

– Users use work instructions to guide them

as they perform the task

– Useful for complex tasks or tasks that are

more controlled by business process than

by system functionality

– Can be ‘customized’ by users through

writing or typing in notes for themselves

– Often text-heavy, which can be difficult

for visual learners

– Similar to work instructions, but

embedded in the “Help” function of the

system

– Depending on the system, can be static

text that tells the user what to do or can

be a “wizard” that guides the user

through the completion of each step

– Cannot be misplaced like paper work

instructions; always present in the system

– Easy to maintain; users are always

working with the most current version

– Cannot be ‘customized’ by users with

notes to themselves

– Cannot be reviewed outside the system

– Single-page documents designed to be

printed, posted, and glanced at as-needed

• Can also be short videos

– Often visual, but can include brief

explanations, steps to take, or checklists

– Users reference them only when they

need a reminder

– Great for short tasks that are either not

performed often or that are performed by

users who are not often in the system

– Excellent for visual learners

– Not good for original learning; require

foundational understanding first

– Not good for complex topics or tasks

• CBT Refreshers

– Similar to a quick reference video, but

can include user interaction and

knowledge checks

– Can be an original CBT module that is

re-visited, or can be specifically designed

as a refresher

– Knowledge checks are usually not graded

or documented

• CBT Refreshers

– Interactivity helps users retain concepts

and details

– Users can complete training at their own

– Require use of CBT development tool

– Can be time-consuming and costly to

create and update

• Focus Sessions

– Brief in-person meetings during which a

specific topic or task is presented and

discussed

– Roughly 5-10 minutes in length

– Can be added to regular weekly or

monthly team meetings, or can take

place during lunch

• Focus Sessions

– Good for tasks that can be adequately

covered in a short period of time

– Great for troubleshooting and identifying

best practices

– Can be challenging to gather everyone

together in person

• Quick Tips

– Brief reminders, tips, tricks, best

practices, or “Did you know?”s

– Can be sent via email to specific

distribution lists

– Can be a section in a regular newsletter

• Quick Tips

– Keep the system in the forefront of

users’ minds

– Help reinforce information provided

through other methods

– Not good for original learning; require

foundational understanding first

– Can be easily ignored or overlooked

– Regular (weekly, bi-weekly, monthly)

meetings that include users, super users,

trainers, and IT representatives

– No presentations; focused more on

sharing ideas and gathering feedback

– Usually not highly structured, but having

topics planned can make them more

productive

– Help identify best practices, “Dos and

Don’ts,” system bugs, and enhancement

requests

– Help users understand how others are

using the system

– Only useful after users have become

very familiar with the system

• Considering the goals, users, and constraints, which training method or combination of methods would make the most sense?

– Leverage what already exists

– Think short, intermediate, long term

– Make sure the plan is scalable

– Account for point release training

Sample Scenario:

– 300 users

– 2 countries, 2 primary languages

– Fairly tech savvy

– Many have used a CTMS before

– All users will switch to new CTMS simultaneously

– Limited budget

– In-house training department has resources available to help

Sample Solution:

– Create a CBT self-training course with several modules, translated into second language

– Grant users access to a sandbox environment

– Require all users to complete self-training on applicable modules by a specified deadline

– After the deadline, allow users to attend optional live WebEx question/answer sessions

– Hold quarterly user meetings to solicit feedback

– Over time, create job aids and in-application “help” articles for FAQs

Good Solution?

– Scalable:

• CBT course can be used by new employees, not just initial wave

• Only applicable modules need to be completed

– Budget-Minded:

• Saves travel costs for trainers/trainees

• Saves time managing live training logistics

• Saves time that might be “wasted” by having savvy users sit through a class

Good Solution?

– Flexible:

• Users control own pace of training

• Users able to practice on their own

• Optional Q&A sessions provide extra support only if needed

– Long-Term-Oriented:

• Built-in mechanism for collecting system enhancement requests and training/support requests

Agenda

Time Topic

1:45-2:00 Questions

Best Practices – Planning

• Once you’ve drafted your training program, get input from users as to whether it will meet their needs.

• Conduct a dry-run of your initial training program.

• Consider phased training. – Cover minimum needed to perform job,

then build upon it over time

Best Practices – Logistics

• Prior to training, develop a plan for collecting and (later) evaluating requests for system enhancements. – Requests always come up during training

– Having a plan for capturing them prevents training from being derailed

• Explain the plan at the beginning of live training. – Wise to also have it documented in an

easily-accessible place

Best Practices – Logistics

• Provide trainees with a sandbox environment that mirrors production. – Pristine environment with real study data

• Make sure users have appropriate system and record-level permissions prior to training. – #1 training issue = wrong permissions

• Have trainees close their laptops during demos and discussions. – Minimizes distractions

Best Practices – Executives

• Get your executives using the system early. – Executive support increases user

adoption

• Get an Executive Mandate about switching over to the new CTMS. – Example: All new studies must be

entered into CTMS

– Drives user adoption and consistent use of the system

Agenda

Time Topic

1:45-2:00 Questions

Questions?

Closing

Thank you for attending!

This presentation will be available for download from

www.BioPharm.com within 24 hours

psingh@biopharm.com

increasing roi through an effective ctms training program

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