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TABLE OF CONTENTS

Page

INTRODUCTION......................................................................................................1

THE BUSINESS CONTEXT.....................................................................................3

THE NEW LEARNING MODEL................................................................................6

CRITICAL FACTORS FOR SUCCESSFUL IMPLEMENTATION..........................15

JOB AIDS...............................................................................................................37

Creating a Marketing Program.........................................................................38

Maintaining Continuous Support.......................................................................43

Implementation Checklist..................................................................................47

Sample Evaluation Checklist and Questionnaire..............................................50

Implementation Strategies iii

INTRODUCTION

Over the past three decades, information systems have revolutionized worldwide businesses by coordinating and transforming data into a tremendously valuable strategic asset: information. Technology made storing and distributing information economical and immediate, especially given the recent use of global standards and Internet technologies. Corporations have literally achieved their reputations and business success based on their ability to bring timely and accurate information to their employees.

Success in today’s fast-changing, increasingly competitive marketplace demands the next step. Information is vital, but if employees are not properly trained and prepared to do their jobs, then success is fleeting. There is a higher premium than ever on skilled employees. Jobs are constantly evolving to fit the market requirements. “Internet time” affects the speed of change, product life cycles and learning curves; and the influx of skilled candidates from the educational system is problematic at best. Skill gaps are widening and businesses have to respond.

This paper is dedicated to perhaps the most difficult and overlooked task that must be performed if training is to respond to the challenges it faces. Huge resources are often devoted to a course or a program, but if it is not properly implemented, the money is wasted. Implementation is not glamorous, it is hard work. It is also rarely in a person’s job title, so it is easy to ignore. It is everyone’s responsibility and, therefore, no ones. But successful implementation skills are vitally important to the success and value of any technical training program.

Successful Implementation Strategies is organized around four major topics. The first is a discussion of the Business Context for a new approach to education and training. It presents industry data, quotes and references that you may find useful as these issues are discussed within your company. The second topic is the New Learning Model and its core principles. The foundation of the New Learning Model is that training must become more than an event, it has to become a “closed loop learning system” that is dedicated to improving the knowledge, skills and performance of people. The third topic is the heart of the book and it is entitled “Critical Success Factors for Implementing Training.” These CSFs are based on experience in working with major organizations; and they underscore that fact that implementation takes dedicated, focused energies. Successful programs aren’t based on magic, they emanate from hard work. And the fourth topic is a grouping of tools and job aids that demonstrate the critical success factors.

Implementation Strategies 1

THE BUSINESS CONTEXT

More than at any other time in our history, the key to continuous economic strength is the knowledge, skills and performance of people. During the industrial era, people were trained to do one job, task or activity; and a job was often a career. All of this has changed in a global, time-compressed, talent-scarce world. Jobs and responsibilities are ever-changing. While in a previous age people could be trained because their jobs and responsibilities were very defined and relatively static; now learning is the more appropriate term because learning is a continual process. People have to be able to learn new skills continuously throughout their careers.

It is, however, very difficult to ensure a current and competent workforce. Change is the only constant; and skills that were once useful may be relevant no longer. There are four key drivers which impact training initiatives and make re-skilling more difficult than ever before.

Organizational Transformation More than ninety percent of the Fortune 1000 companies are tearing up paved cow paths, revamping fundamental work processes, and undergoing radical change. The result, despite the rhetoric, is that fewer people are left to do more things. In addition, while many of these companies have aligned their cost structures, the emphasis now is on expanded value creation and stronger global competitive advantage. In these situations, multi-skilling is no longer a way to receive more pay, it is a requirement for job security. These types of transformations mean that processes are different, jobs are changed, and new skills and responsibilities are required. The training ramifications are enormous.

Accelerated Rate of Change - Product life cycles are no longer measured in years, but months. Dell computer comes out with a new model every three months. On the Internet, iterative products (products that are never finished) are downloaded weekly, if not daily. It is not uncommon for whole production processes and therefore the jobs with them to be retooled every ten to twelve months. Jobs are constantly changing. Knowledge doubles every seven years. Ten thousand scientific articles are published every day. People continually have to learn more to keep abreast of the flood of new information and in the drive to get products to market faster. In one area alone, the move from mainframe to client server applications, the estimates call for over 350 hours of re-skilling and an investment of $50,000 per person (Panepinto, 1994). The need for customized, rapidly updatable databases of information and courseware elements for re-skilling is very apparent.

Implementation Strategies

A work force capable of taking responsibility for its own continuous learning will prove a more precious national asset than countlessnew factories and equipment.

-- Robert Reich

2

Mismatch Between Education and the Economy–When NYNEX had to test 60,000 people to hire 3000 employees who could read, write and perform basic skills, something is wrong. In the nineteenth and early twentieth centuries, our education systems were instrumental to achieving economic strength. Literacy rates exceeded 90% and the link between the schools and the work place were direct and strong. Now, the picture is very different, and this once proud asset is currently a liability. There are societal issues to be addressed, but it is evident that there is now a diminishing relationship between what is taught in schools and what is needed in the workplace (Table 1). Schools focus on the type of static, discrete knowledge that is easy to measure and grade. At work, higher level thinking and learning skills are needed to deal with constantly changing conditions. Knowledge extends beyond boundaries and teams of people, not just individuals, and is vital to success in business.

Table 1: Education and the Economy

SCHOOL ORIENTATION ECONOMIC REQUIREMENTS

Facts

Individual Effort

Passing a Test

Achieving a Grade

Individual Courses

Receiving Information

Technology Separate from Learning

Problem Solving

Team Skills

Learning How to Learn

Continuous Improvement

Interdisciplinary Knowledge

Interacting and Processing Information

Technology Integral to Learning

Businesses today have to compensate for the sub-standard product from the educational system. There are also serious literacy, numeracy and English as a second language requirements for a new, expanding workforce. The opportunities for learning technologies to make a difference are unlimited.


Growing Skill Gaps–The culmination of all three of the previous business drivers is that the distance between required and actual skill levels in the workforce is getting significantly larger; and this fact has ramifications on business performance and even national productivity. Nowhere is the factor more apparent than in the rapidly changing area of information technology. Microsoft, for example, estimates that there are over 35,000 jobs for skilled NT and BackOffice administrators in its own channel that cannot be filled. And, of course, the IT industry contributes to this phenomenon because, in this case, the NT platform and the BackOffice suite change every six to twelve months. Skill gaps are constantly changing and growing.

These new requirements are putting an enormous strain on conventional methods. New skills and processes are required to compensate for continual reengineering, rapid change, a devalued educational system, and widening skill gaps. Throughput issues alone dictate that single method training cannot keep up. For example, IBM calculated that it would take thirteen years to train production employees in the classroom for advanced manufacturing skills required by cross-functional teams. Because of this type of backlog, people will become even more under-skilled and under-trained for the future. Perhaps this is why 75% of the reengineering efforts to date have not been deemed successful in terms of their productivity objectives (Information Week, 1994). People have not been adequately trained to do their new jobs.

The solution to these problems is not quick, easy or routine. It involves re-thinking past practices and building new models. It means viewing learning as a continuous process and not a one time event. It means that the traditional educational model of sending a group of people through one instructional treatment must be recast. This approach–which has been used in schools for generations–is inadequate because: 1) individuals have different experiences, competencies and learning styles, and 2) over 50 years of educational research has shown that different instructional media and delivery options have different strengths and weaknesses. Focusing on one option–whether the classroom, the Internet, multimedia or self- paced materials–inhibits the learning process. New models are needed for new times.


THE NEW LEARNING MODEL

The skills of people and their ability to adapt to new situations and learn new processes are pivotal to personal and organizational success. However, it is more difficult than ever to keep current and competent in today’s fast changing environments. Many past practices are simply not able to meet these challenges.

These past training practices have led to a series of problems that leave questions in the minds of executives. Not only is the efficacy of training in question, so is its very existence. The track record is not very satisfying because:

training is often unrelated to major business initiatives and key technology drivers; consequently, some executives believe it is just training for training’s sake.

training often places groups of learners through one educational delivery option in spite of the fact that there are proven individual differences in learning and there are a variety of effective educational media and methods.

learning is not a one-time activity, but training frequently is. Training courses are given and then forgotten. We cannot assume that because a person takes a course, his or her performance will improve. Training must be a continuing process and not an event.

in the fast-changing world of technology training, can training be developed and completed before the technology changes and the training is outdated? “Internet time” makes this a more significant problem than ever before.

it has been difficult, if not impossible to determine if training is a good investment. Are people learning? Are they able to do their jobs better? Is the business benefiting? Executives are now demanding the answers to these questions.


The New Learning Model is presented as a vehicle to view training as a continuous process within the organization. This Full System Approach is based on several key themes:

linking training to key technology drivers and business needs

setting standards of excellent performance and assessing each individual in terms of what is known, not yet known, and learning preferences

providing a range of media, methods and delivery options that can be provided as flexible, adaptive learning systems

tracking both individual performance and organizational readiness to implement technology drivers

keeping fast changing content current and refreshed

closing the loop so that the Learning Model works as a system to achieve its goals


Technology Drivers

Reskilling and training initiatives must be driven by the strategic, business and technology goals of the organization. The concept of alignment is vital to organizational effectiveness. In the case of technology training, the factors that must be aligned are the following:

All IT training initiatives should be linked to the technologies that support the company’s mission and goals. Examples of Technology Drivers are: Conversion to Windows NT, upgrading to Win 95, phased implementation of intranet technology, launching of an internal mission-critical application, reduce maintenance and down time or improve customer service and responsiveness. Specific metrics and objectives can be created for each of these initiatives.

The Information Technology departmental goals must then be aligned to the overall company goals. With this link established, the rationale for investments in


TECHNOLOGYTECHNOLOGYDRIVERSDRIVERS

7

Strategic andBusiness Goals

Supported by KeyTechnologies

Trained Workforceto Implement Technologies

technology and training is apparent. Without this tie, these initiatives are difficult to fund, justify and sustain.

The Individual Skill Gap

Highly skilled people in key jobs are necessary to execute strategy. These individuals can help to realize the power of technology and maximize the impact of the investment; and they are often literally the key to success. But the standards for this level of performance are very high; and this level may exist only in the company’s most excellent performers, if at all.

There is generally a considerable difference between the level of performance required to successfully execute strategy and goals, and the actual skill levels in the workforce. This disparity between “what should be” and “what is” is the skill gap. The purpose of training and performance support solutions is to close this skill gap.

A major issue faced by organizations is that while the skill gap is based on individual knowledge, experience and competency, we attempt to close this gap by training people in groups. Over 100 years of research has demonstrated that individuals learn differently, but we persist in educating and training them together. It is not surprising that the effectiveness and efficiency of education and training have been challenged.

As the name implies, the key idea is to focus on the individual skill gap and to be able to target the most relevant solution to that particular individual. Generic, broadcast solutions are convenient to schedule, but have proven to be ineffective.


CURRENTCURRENTSKILLSSKILLS

REQUIREDREQUIREDSKILLSSKILLS

NEEDS NEEDS ANALYSISANALYSIS

ASSESSMENTASSESSMENT

skills gapskills gap

8

The Learning Solution

There have been two historic problems with training and learning solutions: strategic relevance and a one dimensional approach. Executives have properly questioned “training for training’s sake” and attitudes such as “we have always offered these courses” or we delivered 2500 student days last year. These internal measures and attitudes are voices from the past: if training does not relate to where a company is going, it should not exist. The closed loop New Learning Model makes this link tangible and demonstrates the importance of a direct relationship between Technology Direction and the Learning Solution.

Educational research and instructional design models have demonstrated that different education media and delivery options have different strengths, and some are better suited to different types of learners than others. But most training–and most training companies–offer a single method of instruction to groups of learners. A single method is convenient, easy to inventory and schedule, but increasingly irrelevant in today’s fast-changing, multifaceted environment. It is common sense that “one size training fits all” or “everyone should be trained the same way” are anachronisms as we approach the year 2000.

The New Learning Model provides for learning solutions in the classroom where the guidance, support and structure provided by the instructor and other learners are so vital. It provides for self-paced, just-in-time solutions that are interactive, consistent, easily distributable and portable. And it offers integrated solutions that consist of the optimum combination of instructor-led, self-study methods, and Web-based mentoring and support to achieve the strongest educational and practical outcomes. These delivery options can be used by the individual or organizations to enable training to be as effective as it can be. One size does not fit all.


LEARNING SOLUTIONSLEARNING SOLUTIONSILT SELF-STUDYILT SELF-STUDY

INTEGRATED INTRANETINTEGRATED INTRANET

9

Monitoring and Skills Mastery

Training by itself means nothing. The purpose of training is to improve the knowledge, skills and performance of people that, in turn, enables organizations to realize the benefits of more effective technology. Since training involves change in performance level, there must be measurements, not just to document training processes and activities, but that results were achieved. Outcomes, not process measures, are the key to justifying investments in human capital and training; and this information must be made available both to the individual and the organization.

Each individual must have frequent opportunities to practice, assess compre-hension, receive feedback and document progress. This information is vital to understand the skills gap and how quickly it is closing. Donald Kirkpatrick has developed a 4-level evaluation model. While the individual is primarily concerned with Level 1 (attitude) and Level 2 (learning) evaluation data in the Kirkpatrick Model, the organization is focused on job impact (Level 3) and potential business results (Level 4). To be effective, all levels of evaluation must be present within an organization. While this would seem to be obvious, in reality only 20% of companies move beyond Level 2 evaluation.


MONITORING &MONITORING &SKILLS MASTERYSKILLS MASTERY

10

Currency

With the advent of “Internet time,” there is often a challenge to have a skilled workforce before technology changes again. The pace of technological change is unprecedented; it is difficult, if not impossible, to stay abreast of information, let alone maintain skill levels. Learning Solutions must be designed to change and to accommodate updates because training products–just like any product–have greatly reduced life cycles. It is unrealistic to expect a product with longer than a six to eight month life span in today’s technology market place.

The ideal vehicle to address currency is the Internet. Real time publishing offers significant improvements to historic ways of disseminating information. Among the viable ways to use the Internet in this capacity are: updated Frequently Asked Questions (FAQs); downloadable updates; e-mail support; on-line mentoring; synchronous virtual classes; and links to other relevant sites.

These, then, are the components of the New Learning Model. They are important ingredients to any successful learning or training solution. Some companies have several of these components. Others have most, if not all of them; but rarely do they all work together as a “closed loop learning system.” Until this occurs, training programs will continue to underachieve.


CURRENCYCURRENCY

11

CRITICAL FACTORS FOR SUCCESSFUL IMPLEMENTATION

Creating a vital and responsive Technical Training Program (TTP) demands the use of varied strategies, perspectives, and skills. Based on our extensive experience in technical training, several key factors have been found to be critical

to the success of technical training. These factors encompass the focus, marketing, and operational elements that ensure a well-used and credible Technical Training Program. All three elements must be accomplished for success to occur.

Element Critical Success Factors

Focus

1. Program tied to technical direction

2. Link to personal objectives

3. High Quality Courseware and Services

Marketing

4. High-level sponsorship

5. Broad organizational support

6. Proactive leadership/champion

7. Proactive marketing program

Operations

8. Optimized facilities

9. Well-documented policies and procedures

10. Wide accessibility

11. Evaluation and measurement of learning systems


1. Program Tied To Technical Direction

If you don’t know where you are going, any road will take you there.

Lewis Carroll

The New Learning Model is a closed loop system that stems from the organization’s technology directions. If the key technical initiatives are defined and understood, then training can be targeted to close skill gaps necessary to implement these technologies.

To ensure that the needs are accurately identified, the manager of the TTP must be in frequent contact with all levels of the organization, including executives, line managers, and employees. This contact can be accomplished through scheduled one-on-one interviews, attending managers’ and departmental meetings, surveys, and being highly visible and accessible to the organization.

An accurate understanding of corporate training needs also enables the manager of the TTP to realistically and proactively plan for resources, prepare relevant policies and procedures, and develop an effective marketing and promotional program. This data can be used to develop a financial model detailing the projected costs and expected return on investment for training. The TTP will prosper, become an essential part of the organization, and earn support and credibility when it is adequately equipped, well-run, and when it meets the expectations and needs of the organization.

Examples of Measurable Success Criteria

Technology drivers are defined A “public” written statement–from an executive to the entire

organization on the need for change, greater speed, greater customer focus–clearly cites the need to develop new skills (e.g., Annual Report, internal direction statement).

Course objectives and technology training objectives are aligned. Skills Assessments based on technology drivers are scheduled

and completed.


Focus

2. Link To Personal Objectives

For a significant change to occur there must be an alignment between “what is good for the organization” and “what is good for the individual.” When both of these conditions exist and the link is clear, then the likelihood of success is greatly enhanced.

A critical question that must be asked is: Why is this training important to me as an individual? The key factors are: will this help me do my job better? will this advance my career? can this impact my learning potential? how will this relate to my professional and personal objectives? The Technical Training Program should address these questions and the benefits should be clear to the individual.

Another way to paraphrase motivation to learn is WIIFM: What’s In It For Me. By answering this question directly, the TTP will not only get the attention of learners, the probability of success is significantly higher.

An excellent example of a proactive statement that links training to both personal and organizational objectives is the following document authored by Nancy Lewis from Microsoft. It addresses the meaning and value of the professional Microsoft certification.

Value of Certification Statement

As a computer professional, your opportunities have never been greater. Yet you know more than anyone does that today’s complex computing environment has never been more challenging.

Microsoft certification keeps computer professionals on top of evolving information technologies. Training and certification let you maximize the potential of Microsoft Windows desktop operating systems; server technologies such as the Internet Information Server, Microsoft Windows NT, and Microsoft BackOffice; and Microsoft development tools. In short, Microsoft training and certification provide you with the knowledge and skills necessary to become an expert on Microsoft products and technologies–and to provide the key competitive advantage that every business is seeking.


Focus


Personal objectives for each audience are understood and documented

TTP staff spend time with learners to determine if other personal objectives are important The message on personal benefits is communicated via letter,

newsletter or in an orientation session Evaluation forms track the extent to which personal objectives are being activated


Microsoft offers you the most comprehensive program for assessing and maintaining your skills with our products. When you become a Microsoft Certified Professional (MCP), you are recognized as an expert and are sought by employers industry-wide. Technical managers recognize the MCP designation as a mark of quality–one that ensures an employee or consultant has proven experience with Microsoft products and meets the high technical proficiency standards of Microsoft products.

As an MCP, you receive many benefits, such as direct access to technical information from Microsoft, the official MCP logo, and other materials to identify your status to colleagues and clients, invitations to Microsoft conferences, technical training sessions and special events, and exclusive publications with news about the MCP program.

Research shows that organizations employing MCPs receive many benefits also:

A standard method of determining training needs and measuring results–an excellent return on training and certification investments

Increased customer satisfaction and decreased support costs through improved service, increased productivity, and greater technical self-sufficiency

Reliable benchmark for hiring, promoting, and career planning Recognition and rewards for productive employees by validating their expertise Retraining options for existing employees so they can work effectively with new

technologies Assurance of quality when outsourcing computer services

Through your study, experience, and achievement of Microsoft certification, you will enjoy these same benefits, too, as you meet the industry’s challenges.

-- Nancy Lewis, General Manager Microsoft Training and Certification

15

3. High-quality Courseware and Services

The courses and services available through the Technical Training Program need to be high-quality, technically current, and well-targeted to the real learning and reskilling needs of the organization.

The training needs of the company will determine the specific technology and courseware to be used in the TTP. In all cases, the technology and courseware must be current, technically correct, flexible, interesting, and challenging in order to attract and maintain users. In addition, the programs should incorporate adult learning principles which facilitate learning and behavioral changes. Your materials embody these characteristics; and as you broaden the focus and include other internally or externally developed materials, it is vital to ensure that these are also of high quality.

To ensure that you are using high-quality courseware and services, establish standards for your programs. Periodically evaluate and review the courseware to ensure that it still meets your needs and that it is providing current and accurate information. It is also necessary to solicit feedback from the users on a regular basis. Any courses that are not pertinent or liked should be discontinued. Form partnerships with reputable vendors who will provide you with timely and value-added services.

To deliver effective training and to maintain credibility, the courses must be instructionally sound. For example, each course, regardless of the technology, must have measurable learning objectives, provide opportunities to measure understanding throughout the course, be modularized for flexibility, satisfy different learning styles, be technically correct, and be free from bugs and errors.

If your technology and courseware are dated, uninviting, or unusable, current students will not return and potential new users will not give the TTP a chance. One poor experience can set poor expectations, and marketing the center becomes an uphill struggle. The result is a group of unskilled employees who have no interest in training, and an organization that is unprepared to confront industrial challenges and changes.


Focus


Courses are current and accurate (not training on Excel 4.0 if version 5.0 is being used).

Courses meet or exceed well-defined course quality criteria. Courseware evaluations have an average score of

>80% for usefulness. On-site courseware inventory is updated/refreshed quarterly

in response to employee evaluations.


4. High-level Sponsorship

Top management must become active advocates of the Technical Training Program. This means that one or more executives must remain involved with TTP activities and communicate their support to the organization in a way that is real and frequent.

High-level sponsorship is one of the most important elements to achieve and maintain when creating a TTP. It guarantees the funding necessary to develop and expand the services of the center, and assures the active participation of line managers and employees. By frequently communicating and demonstrating commitment and support for the TTP, high-level sponsors signal the rest of the organization to value and take advantage of training. When these executive sponsors attend TTP-sponsored events, it sends a very clear message of support.

Ideally, high-level management will demonstrate their support in several ways. For example, corporate policies that make line managers and employees accountable for training should be developed. New hires may be required to attend training or all employees may be required to have a training plan that is updated and monitored annually.

The concept of training should also be visible in the corporate business objectives. While there may not be a particular objective that explicitly states that all employees will be trained in a TTP, training should be embedded in other objectives. For example, the company may be focused on preparing for future trends or developing a more efficient organization. Training can help achieve both of these goals.

To ensure high-level sponsorship, it is important to demonstrate the cost and efficiency benefits associated with a TTP and how it can help achieve the business objectives and future goals of the organization. It is also important to continuously demonstrate the return on investment for existing TTPs. Record-keeping and reporting methods should be used to maintain statistics on the use, cost benefits, and effectiveness of the activities of the TTP. Well-organized and accessible records will help demonstrate that the training function is operating efficiently and that it is meeting its primary goal of improving performance and realizing business returns.


Marketing

High-level sponsorship is also ensured by consistently providing customer satisfaction. As in any business, word travels quickly and reputation means everything. If the TTP provides effective, timely programs in an efficiently run environment, feedback will spread to high-level management, and it is likely they will support the TTP.


An executive champion of the TTP is identified by name. The executive champion has communicated to management three times

prior to opening, and quarterly after opening. The executive champion has communicated to all employees one time

prior to opening, and semi-annually after opening. Executives have agreed to the return on investment model, and have

funded all the components of the model.

5. Broad Organizational Support

All departments and levels of the organization must be aware of and see the value of the Technical Training Program. Managers accept responsibility and accountability for having their people accomplish the learning necessary to support the business objectives. Managers remain active in planning the individual/group learning needs for their staff, making time available to their staff to take training, and helping to evaluate and identify opportunities to improve the program. Employees see how training can personally benefit them and enhance their professional growth and advancement.

Broad organizational support requires backing from the line manager and users. It is important because it leads to cultural acceptance and high usage of the TTP.

Broad organizational support can be won in several ways. If high-level sponsorship is obvious, line managers will be more likely to take training seriously and value the TTP. In addition, line managers are more likely to be interested in the center if the programs offered are relevant to their departments and employees. The manager of the TTP should meet with line managers regularly to establish their training


Marketing

needs and to educate them on how training can increase the productivity of their employees. It is also important to provide high-quality services and customer satisfaction to the users in the same way that high-level sponsors will be influenced by positive feedback from the users, and therefore support the TTP.

Ultimately, if managerial support is earned, employees will have individual training plans and will be given adequate time to complete their program. Supportive managers will reward their employees for completing courses and will participate in follow-up evaluations post-training.

User support is obtained by providing quality training on a timely basis. Generally, users are drawn to well-equipped and maintained facilities, convenient hours, and a non-threatening environment. An orientation program that helps first-time users feel comfortable is recommended. It is also important to have someone who is knowledgeable about the TTP available at all times to answer questions and provide support to students as necessary.

Flexible hours and the availability of take-home materials will demonstrate a willingness on the part of the Technical Training Program to accommodate the broad needs of the organization. User support is demonstrated by good attendance, high rates of course completion, infrequent cancellations or “no-shows,” and strongly positive evaluations.


A TTP review committee has been established and staffed,and meets monthly. The use of the TTP is included in performance objectivesrelated to creating development plans that line managers havefor their employees. Line managers have performance objectives related to their

employees’ completion of planned training events within the center. Over 80% of managers have personally used the TTP within the past three months. Employees are allowed to use the TTP on company time. Over 50 % of employees have used the TTP within the

past six months. Training results become part of the employee’s permanent

record.


6. Proactive Leadership

Successful Technical Training Programs are led by someone who believes in the business importance of the program and is willing to take on evangelistic role in promoting and supporting it. TTP leaders must embody a combination of skills; they must be a marketer, technically savvy, understand the financial justification issues, and know how to involve and apprise all levels of the organization in center events. Successful TTPs are not just administered, they are led.

The success of the TTP hinges on the talents of the person leading it. You can have a world class center, but if it is not led by someone dynamic, bright, and organized who can efficiently direct it, failure will be imminent. Therefore, it is important to select a manager with the right qualities, skills, and experience.

Ideally, the manager of the TTP should be proactive, enthusiastic, well-respected, and project a positive and credible image. It is also important that the TTP Manager be aware of the need and be able to implement the integration of the TTP into the corporate culture so that it will be accepted and supported. Strong communication and interpersonal skills are imperative as a major component of the job is building alliances with all levels and departments of the organization.

In addition, the TTP Manager must understand training and technology and be empathetic to users who may need to overcome the fear of new methods of learning. And finally, the manager must understand the future vision and business objectives of the company so he or she can meet the training needs of the organization and realize the desired return on investment.

While having the right person for the job is critical to the success of the TTP, it is equally important that the manager be given the opportunity to truly direct the operation. The manager must have the authority to develop his/her own ideas, make decisions, and do what is necessary to implement them. In addition, he or she will need the right tools and funding, access to information such as future plans for the company and business objectives, and visible support.


Marketing

An important test of an organization’s commitment is the extent to which the Technical Training Program staff are professionals who are allocated full time to their responsibilities. If this is not the case and these duties are perceived as extra assignments that someone is to perform “when they can,” the center will not be successful.


There is monthly communication to employees and to the TTP review committee. There are quarterly communications to line managers and to

executives. The administrator’s work area is at the TTP. A personal orientation session is conducted for each new

employee on the TTP. An employee user group has been formed and meets quarterly.


7. Promotion

A successful Technical Training Program has a high level of usage and provides effective programs and customer satisfaction. But as with any new product or service, it does not matter how good the program is if the intended audience does not know about it. To promote your program, a steady stream of materials and messages must be directed to all levels of the of the organization.

An effective promotional strategy is critical to the prosperity and life of the TTP. Promotion helps integrate the center into the corporate culture, maintain a positive high profile, and establish high usage. In both new and existing centers, a strong promotional campaign sets and manages expectations, helps gain and maintain acceptance, and assures continuous use of the center.

For both new and existing TTPs, a clever promotional strategy can be used as a change agent to introduce additional methods of training, a new facility, improved programs, and a fresh attitude toward training. To reach a wide, diverse audience, the purpose, benefits, and offerings of the TTP should be positioned using a variety of promotional techniques. For example, it is likely that high-level executives will be interested in seeing statistics on the return on investment of TTPs, line managers will want to understand how training will directly improve the performance and productivity of their employees, and individual employees will be interested in how the TTP can foster their professional development. All of these messages should be conveyed in such a way that they complement the corporate culture and build excitement and enthusiasm.

The best way to ensure that the TTP is visible and accepted is to develop a comprehensive market strategy that includes plans for creating an awareness of it, launching it, and continuously promoting it.


Marketing


A TTP catalog is published on-line or distributed in hard copy to every department for easy access by employees.

There is a monthly newsletter. There is monthly communication with the TTP review committee. There is quarterly communication with the employee user group. There are quarterly promotions.


8. Optimized Facilities

Successful Technical Training Programs must provide an environment that is conducive to learning, with attention paid to issues of quietness, protection from interruptions, appropriate equipment, and convenient access. TTPs are adequately staffed with personnel who see the TTP success as their primary, if not sole, responsibility. The most important staff role is that of facilitator, making sure that users of the TTP are helped to understand how to be effective with self-paced learning approach that will be new to them.

Whether in a classroom or in a self-paced environment, learning is a private experience that requires the sustained attention, concentration, and motivation of each individual learner. For effective learning to occur, the environment must be conducive to learning. Ideally, the TTP should be quiet, pleasant, non-threatening, ergonomically sound, clean, and well-equipped with supplies, personnel, systems, furnishings, and courseware. In addition, the TTP must adhere to environmental, health and safety requirements, and policies directly related to local, state and national legislation, such as the American Disabilities Act1.

The TTP must be conveniently located so that it is accessible to as much of the organization as possible. If it is only convenient for some, there is the danger that it will be perceived as an elitist perk for certain segments of the company.

1 Copies of the Americans with Disabilities Act Handbook are available from the Equal Employment Opportunity Commission at (800) 669-EEOC or the U.S. Department of Justice at (202) 514-0301.


Operations

Acceptance of the TTP is more likely to occur if it reflects the culture of the company. For example, if the corporate culture is generally informal, the physical environment and operational procedures should mirror this feeling. In all cases, new users should be made to feel welcome and should be oriented to the technology, courseware, and policies and procedures of the TTP so that they become comfortable and independent quickly.


The facility is quiet and private (no interruptions, phone calls, or pages) and employees cannot see others when using the TTP. Training needs can be met within the targeted time frame with 80% up-time of equipment and courseware. Up-time of TTP equipment and the facility is >85%. The TTP staff is on-site and available during core hours.

9. Well-documented Policies and Procedures

The working procedures for the TTP staff and students should be well-thought-out and documented. Course requesting, scheduling, and reporting processes are supported with appropriate computer equipment and software.

It is essential to create and implement policies and procedures which will ensure efficient operation of the TTP and quality customer service. Ideally, these policies should complement the culture and initiatives of the organization. In addition, they must incorporate some flexibility so that the TTP will be able to easily adapt to the constantly changing needs of the organization.


Operations

If well-devised policies and procedures can foster the efficiency of the TTP and the independence and autonomy of the users. In turn, they will help promote return on investment. By educating the audience on the policies and procedures, you are helping to set expectations for the TTP. As long as the policies are adhered to, confusion will be limited and you will build credibility and customer satisfaction. If there are no policies in place, or if they are poorly constructed or not adhered to, the TTP will become inefficient and disorganized. As a result, there will not be any attributes to promote, usage will decrease, and ultimately, the center may close.

How do you know if you have well-documented policies and procedures? The center should run efficiently and mesh with the corporate culture. Scheduling conflicts, unused or unusable equipment, and general chaos should be non-existent. The return on investment should be obvious to you, the users, and management. Users will know which courses are available and how to register for them. Record keeping systems will be easy to use and will provide useful information that helps justify the TTP, monitor usage, and track trends and successes.


The enrollment and scheduling processes are published, followed, and automated. The reporting process is published, followed, and automated.

10. Wide Accessibility

Successful TTPs do everything they can to make training available when, how, and where employees need it. Convenient locations, aggressive hours of facility availability, delivery to the desktop where appropriate, and take-home study options are all important elements. The focus is on ensuring that employees have the


Operations

opportunity to learn new skills “just-in-time” before they need to put the new learning to work.

A TTP can offer exciting programs, current technology, and knowledgeable staff; however, if it is not accessible to the majority of the employees when needed, it can quickly lose support and use. Ideally, a TTP should be physically situated so that it is convenient to as many people in the company as possible. A well-located center encourages use. If it is out of the way, fewer people will be inclined to use it and parts of the organization may come to believe that it is designed to serve a limited segment of the company. There is also the risk that the TTP will attract only a small, restricted group who will eventually exhaust the resources of the center, need a break from training, or run out of training time, and therefore no longer use the center.

The TTP must be open during hours that students can actually attend training. Depending on the company, this can include early mornings, evenings, and weekends to accommodate various shifts and schedules. If the TTP is not open when people can attend, it will not have any perceived value, and support and use will decrease. The hours of the center–which should be determined by the needs of the organization–should be documented, publicized, and adhered to so managers and users can plan accordingly.



The TTP is open and staffed during normal work hours for all employees.

The TTP is open and staffed during off-work hours (before and after shifts and weekends).

TTP materials are available for take-home study. Off-site support is readily available when the TTP staff is

not present. The TTP is available at the employees’ campus for

>90% of employees.


11. Evaluation and Measurement of Learning Systems

As with any other business process that is important to an organization’s success, TTP processes and courseware need to be continually evaluated for quality, timeliness, and alignment with the objectives of the organization. Areas for evaluation and measurement need to be identified in advance where possible, to ensure that the right processes and support tools are put in place to gather the necessary data.

Evaluation provides critical feedback about the effectiveness of course materials in improving learner performance. This information is essential for establishing credibility and alliances with management. It demonstrates the return on investment by illustrating the link between training and business performance. If a return on investment can be established, the results can be used to justify the current expenditure on training and to plan for future programs.

The most effective way to link training to business performance is to create an evaluation strategy which assesses the value of training and shows that it has contributed to the achievement of stated business objectives. The most widespread evaluation strategy is the Kirkpatrick 4 Level Model. We have prefaced Kirkpatrick’s 4 levels with a level 0 to ensure that products are being used.

Level 0: Use–is the training program being used?

Level 1: Attitudes toward training–What is the perception of the relevance and quality of training, and the quality of the training environment?

Level 2: Learning effectiveness–Does the training improve factual knowledge and higher level intellectual skills that involve critical thinking, analysis, and problem solving?


Operations

Level 3: Transfer to job–Has the training resulted in improvement in the application of information, concepts, and skills to job performance that leads directly or indirectly to business results?

Level 4: Business impact–Has the training resulted in cost reduction, increased productivity, or revenue gain?


Quarterly needs analysis updates are done. Courseware evaluations are completed for >90% of

employees/courses. Mastery testing is completed for >75% of all employee’s

course completions. Manager evaluations are done 30-60 days after course

completion to measure on-the-job performance for >90% of employees/courses.

Managers’ evaluations score >80% for on-the-job performance. Employees’ evaluations are done 3-6 months after course completion

to measure the impact of the course toward their on-the-job performance for >80% of employees.

Employees’ evaluations average >80% for on-the-job improvement. Return on investment data is updated quarterly. Return on investment is within 20% of the plan, or better.


Summary of Critical Success Factors

These critical success factors are based on more than twenty years of experience in assisting major corporations implement training solutions. They define what it takes for a TTP to be successful.

The key elements are focus, marketing, and operations. Without these commitments, a company will be severely hampered in its efforts to meet the reskilling and return on investment challenges that are facing today’s leading corporations. With these commitments, a foundation can be established for a more effective future.


Job Aids

Creating a Marketing Program

Implementation Checklist: Marketing and Operations

Course Quality Evaluation Checklist

Sample Level 1 Evaluation




These job aids are intended to provide practical guidance in implementing the critical success factors. “Creating a Marketing Program” offers tips and techniques on increasing awareness and acceptance of your Technical Training Program (TTP). The implementation checklist is a handy reference tool that may suggest new ideas and best practices. The sample evaluation forms provide useful models that you may want to adopt. Level 1 refers to attitude toward training; Level 3 is transfer to the job and Level 4 is business results/return on investment. Level 2 (which is missing) is learning, and this level is usually measured by a content-specific test.

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CREATING A MARKETING PROGRAM


CREATING A MARKETING PROGRAM

As with any new product or service, it does not matter how good the Technical Training Program (TTP) is if the intended audience does not know about it or accept it. Therefore, to effectively market and promote the TTP, there must be constant contact with all levels of the organization, as well as a steady stream of materials that create awareness and educate the intended audience about the TTP. The most effective way to gain acceptance of your TTP is to plan and implement a marketing plan that:

Creates awareness of the TTP

Maintains continuous support for the TTP

As you read about how to implement each of these components, think about which suggestions are most relevant to your own company. Although numerous ideas are provided, they will not all pertain to your particular situation. You will need to think about the specific issues you must overcome, the culture of your organization, and your goals. Then, you can decide which ideas you would like to adopt or alter, which combination of ideas would work best in your organization, and in which order you should implement them.

Let’s look at how to achieve each component of your market program.


CREATEAWARENESS

MAINTAINCONTINUOUS

SUPPORT

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Creating Awareness

Creating awareness is the first step in marketing and promoting the Technical Training Program (TTP). This phase involves educating the organization about the existence of the TTP and its benefits. Your awareness activities begin to sketch an image of the TTP and give people a taste for how it can benefit them. In addition, creating awareness is the first part of the change process–the unfreeze stage. In order to create change, you must make people aware of what transitions are possible and set new expectations. To be effective in your awareness campaign, you must:

Create a positive impression. How many times have you heard the saying “the first impression is the most important?” Ninety percent of first impressions are decided within the first 90 seconds of contact! Your awareness campaign must be professional, informative, interesting, and upbeat.

Target the appropriate audience. Depending on your market strategy, you may choose to target the entire organization, top level management, the Training or Human Resources Department, managers, work groups who share and require certain skills, and/or individual employees.

Tailor your marketing message for various audiences. People have different priorities, learning styles, and interests. Therefore, to reach a broad audience, use a variety of promotional techniques to deliver different messages about the TTP. For example, a humorous poster of someone trying to advance within their company may appeal to some employees, while a flyer reporting the cost benefits of a TTP in another company may peak the interest of upper-level management. The chart on the following page lists some messages that may be appropriate to communicate to your targeted audiences.



AUDIENCE POTENTIAL MESSAGE

Entire organization The TTP will help create a company with a competitive advantage, keep the company up to date with new industry trends and technology, and develop a responsive, proactive culture.

Top level management The TTP will help achieve identified business objectives and improve the efficiency of the organization.

Training department/HRD The TTP will improve efficiency of training and help integrate training into the organizational culture.

Managers The TTP will save time and money in training and produce a qualified and effective work force.

Work Groups The TTP will improve certain skill sets so teams and departments can work together more effectively.

Individuals The TTP will provide an opportunity to learn new skills that will promote professional growth and advancement.

37

The Awareness Campaign

Once you have identified your audience and messages, develop a creative, fun, and well-planned awareness campaign. Your goal is to develop and deliver a constant stream of marketing and informational materials to all levels of the organization. Use a variety of techniques to create curiosity, anticipation, and excitement about the TTP. Below are some suggested mechanisms for creating awareness.

MECHANISMS FOR CREATING AWARENESS

PURPOSE

Poster campaigns Grabs attention; slogans can prompt the potential user to ask “What’s in it for me?”

Pamphlets/flyers Enables you to prepare different types of materials for different groups.

Pay check stuffers Enables you to reach the entire organization at the same time.

E-mail/Voice-mail messages Allows you to reach the entire organization or a targeted group; you can introduce a “tease” element into the messages by using riddles or puzzles.

Signs to the TTP Demonstrates that the TTP is a real place and that it is important.

Sponsor a contest to create a name for the TTP

Prompts people to find out more about the TTP.

Develop a logo or have a contest to create one

Creates a memorable image of the TTP; a contest prompts people to find out more about the TTP.

Provide educational information by publishing a training newsletter or obtaining a column in an existing newsletter

Enables you to provide updates on the progress of the TTP and to discuss the benefits of multimedia training.


MAINTAINING CONTINUOUS SUPPORT

After creating awareness and successfully launching the Technical Training Program (TTP), you’ll need to continuously market and promote the TTP to keep it visible and to ensure its continued use. In addition, maintaining continuous support will help ensure the achievement of the critical success factors you learned about earlier. As time progresses, it is crucial that you keep up to date with the strategies and business objectives of your organization, and communicate how the TTP can help meet those objectives. You can maintain continuous support through several initiatives, which are described below.

Regularly Scheduled Programs

Implement a variety of regularly scheduled programs that will become part of the organizational culture. Ideally, employees will come to expect and look forward to them. Two ideas that have worked well in other companies include a “video store” and a breakfast/lunch theater.

Set up a “Video Store” for employees who do not have time for training during the day. By borrowing videos for use at home during off-work hours, employees can receive the training they need and want without interruptions. To implement a video store, you’ll need to survey managers and employees about topics of interest, order the videos, publish a catalog of available videos, develop and publicize the sign-out procedures, and promote the concept.

Show short training videos (30 to 45 minutes in length) at breakfast time, lunch time, or at the end of the day, and follow with a short discussion. You can lead some discussions yourself, but it is also helpful if you can enlist influential colleagues to run some of these sessions as well.

Associating an influential person with the TTP helps create a positive image and may help draw a larger and more varied audience. The subject matter should be applicable to as many people as possible and may include topics such as communication skills, team building, time and people management. To successfully implement this concept, you’ll need to survey managers and employees about topics of interest, order the videos, arrange for space and equipment, and publicize the event.


Managers’ Awareness Program

Managers must understand the savings and motivational benefits of training and encourage their staff to use the center. To help educate the mangers about training and the TTP, get on the agenda of a managers’ meeting or, better yet, establish a managers’ training forum that meets regularly. At these meetings, provide data on the cost benefits of training and examples of the TTP’s past successes, discuss what type of training is available, and review procedures for working with the TTP. Alliances and working partnerships with managers and supervisors are crucial to the success of the TTP.

Departmental Meetings

Gain exposure to individual employees by getting on the agenda of different departmental meetings. Discuss the media and courseware available at the TTP and review enrollment procedures. Survey the employees about their training needs and interests. As appropriate, invite some supportive users who will provide positive feedback to their peers.

Training Advisory Committee

Form a committee of managers from all major functions of the company. Meet monthly to discuss the current training programs in the company and the need for future programs. Obtain feedback on the standards and operational procedures of the TTP. This type of format will help you stay in touch with the needs of your organization and will help win the buy-in of the managers.

Community Outreach Programs

Make the TTP a place where educators, industry leaders, and professional associations can convene for meetings, lectures, and speaker’s forums. If possible, open these events to the employees of your organization. This will help the TTP become known as an innovative resource by your company, the industry, and your community.

Reward Training Users

One way to achieve broad organizational support is to reward users for completing training. After successfully completing a course, the user should receive a certificate of completion signed by a high level executive in the company, and his/her name should be published in the company and/or TTP newsletter. You may also consider rewarding those who have taken the most training each quarter with a special prize.


Ongoing Promotion

It can be challenging to come up with new and different promotional and awareness campaigns on a regular basis. Watch the media around you for ideas. Advertisements on TV, radio, and in magazines can help trigger ideas for new incentives, marketing messages, and promotional techniques. In addition to coming up with new promotional concepts, you should frequently update the course catalog and publish a TTP newsletter.

By frequently updating the catalog, you are demonstrating that the TTP stays current with the needs of the organization and is being responsive to requests from users. When developing the catalog, keep it brief and user friendly. Consider presenting information in calendar format or alphabetically by topic. Use engaging graphics, and publish it in a format that will stand out.

A regularly published newsletter is an excellent vehicle for letting the company know what the TTP is accomplishing. Use it to publicize the successes of the TTP such as overflow enrollments, outstanding course evaluations, and student and management testimonials. Also, use it as a format to discuss different topics such as the benefits and applications of multimedia training and upcoming courses. Make it entertaining by including elements such as cartoons and crossword puzzles about multimedia training. Don’t forget to incorporate your own logo or branding.

Promote success stories of champions of the TTP.

Host periodic open houses to reacquaint people with the TTP and to introduce new equipment or courseware. By focusing on different themes and targeting specific groups, you will demonstrate that the TTP is organized to meet all of the varied demands of the organization.


These suggestions for maintaining continuous support are summarized in the chart below.

EVENT

GOAL

Implement regularly scheduled programs

By implementing routine programs, such as short training forums or discussions at lunch time, employees will value and appreciate the TTP.

Run a managers’ training needs analysis workshop

By teaching managers how to assess their department’s training needs, you’ll continuously recruit new users and maintain high TTP usage.

Develop a managers’ awareness program

By educating managers about the benefits of training at department meetings or training forums, you’ll help maintain high usage of the TTP.

Attend departmental meetings By getting on the agenda of departmental meetings, you create an opportunity to recruit new users.

Form a training advisory committee By assembling an advisory committee, you’ll establish credibility and gain perspective on future trends.

Develop a community outreach program By establishing networks within the community, the TTP will gain a reputation for being an innovative resource.

Reward training users By rewarding users for the completion of training, you are reinforcing the value of training and providing motivation to continue.

Update the course catalog regularly By periodically updating the catalog, you’re demonstrating that the TTP is staying current with the training needs of the organization.

Publish a newsletter By publishing a newsletter, you are providing yourself with a vehicle for publicizing the successes of the TTP.

Host periodic open houses By periodically hosting open houses, you can unveil new training programs to the entire company.


IMPLEMENTATION CHECKLIST


Sample Implementation Questionnaire

A. Marketing and Communications

1. How are training programs marketed and promoted in the organization?

Yes NoAre executives actively involved in the development and implementation of new training programs? Is their support communicated to the rest of the organization prior to program introduction?Are line managers briefed on the new training program? Do they know what is expected of them and of their staff?Are the benefits of the program clearly communicated to employees? Do they understand “what’s in it for them”?Is it clearly communicated how the new training program relates to other existing programs and activities?

2. What marketing techniques are used to promote the program and secure buy- in from senior management, line managers and employees?

Promoting Reinforcing_____ Newsletter _____ Technology Fairs, Demos, Guest Speakers_____ Course Catalogs _____ Lunchtime Events_____ Course Schedules _____ Steering Committee Meetings_____ Pamphlets/Flyers _____ Managers Awareness Programs_____ Posters _____ Student Rewards and Certificates_____ Orientation Briefings _____ Community Outreach Programs

_____ Calendar of Special Events_____ Ongoing Promotion

Sample Implementation Questionnaire (cont.)


B. Operations

1. Do policies and procedures exist for:

Yes NoHow are these policies and procedures communicated to users?

Hours Training Is AvailableEnrollmentScheduling

Confirmation of EnrollmentNew User OrientationAttendance/No ShowCourse Cancellations

No Interruptions PolicyGrades/Test Results

Sign-in/out of MaterialsCourse Completion Certificates

Management Notification of Course Completion

Response Time for Answering User Requests and Resolving Problems

2. Is documentation–installation, user instructions, troubleshooting techniques–included with all training programs?

3. Are reports on training costs, utilization, and performance generated, distributed and presented to management? How often?


SAMPLE EVALUATION CHECKLIST AND QUESTIONNAIRE


Sample Course Quality Evaluation Checklist Course: _______________________ Audience: ______________________

Match to Skill Map__ Appropriate Level for Audience__ Not Appropriate Level for Audience

Technical Architecture__ Space__ Response Time__ File and Directory Structure

Ease of Use__ Loading__ Continued Access__ User Interface/Navigation__ Course Structure__ Learning Path__ System Options

Testing__ Pre-testing__ Mastery Tests__ Results Linked to Topics

Content__ Relevancy__ Accuracy__ Currency__ Clarity of Presentation

Classroom Presentation Skills__ Clarity __ Examples and Humor__ Well Organized and Focused__ Questioning Techniques__ Audience Awareness

Media/Production__ Production Quality__ Interface Design__ Errors/Quality Control

Integration of Classroom and Multimedia Training__ Pre-requisite Assignments__ Homework Assignments__ Follow-up Assignments__ Presentation of Multimedia

Simulations__ More Hands-on ILT Sessions__ More Problem-solving,

Brainstorming ILT SessionsInstructional Design__ Awareness of Goals or Objectives__ Instructional Models__ Effective Use of Media__ Interactions: Quality and Frequency__ Feedback Specific to Learning Choices__ Transfer Activities__ Pace and Density of Material

Summary__ Overall Quality__ Role in Job Improvement


Sample Level 1: Questionnaire

1. Overall, the quality of the course is:

___ Excellent___ Good___ Average___ Fair___ Poor

2. To what extent did the class meet your expectations:___ Greatly exceeded expectations___ Exceeded expectations___ Met expectations___ Slightly below expectations___ Definitely below expectations

3. What did you like most about the course?

4. What improvements should be made?

5. How would you rate the instructor’s presentation and instructional skills?___ Excellent___ Good___ Average___ Fair___ Poor

6. How would you rate the instructor’s Technical expertise?

___ Excellent___ Good___ Average___ Fair___ Poor

7. Rate the value of the following course components?


No ValueHigh Value ValuableNot Really Valuable

Student Guide

Video

Challenge Series

48

Sample Level 3: Three-Month Follow Up Questionnaire

1. How long has it been since training?

_____ 2 months _____ 3 months _____ 4 months

2. How would you now rate the quality of training after being back on the job?

_____ Excellent _____ Good _____ Average _____ Fair _____ Poor

3. What aspects of your job performance have improved the most as a result of training?

4. With the perspective of being back on the job, what improvements should be made in training?

5. Can you give some specific examples on how training may have helped in saving time and money, and improving quality?

6. To what extent do you now believe your job performance has improved?____ Great improvement____ Some improvement____ Unsure____ No improvement at all

7. Would you recommend this training course to others?____ Yes____ Unsure____ No


Sample Level 4: Business Impact Focus Group Topics

1. Are there general company parameters for percent of return on investments and length of payback period?

2. Cost Data

Development Cost

Staff salaries

Equipment

Cost of goods Delivery Cost

Staff salaries

Equipment

Facility/overhead

Cost of goods

Training time

Learner Costs

Travel and living expenses

Training Time

Salary back on job savings


Sample Level 4: Business Impact Focus Group Topics (cont.)

3. Benefit Parameters

HistoricalData

Current Data

Future Targets

Compressed training time

Faster learning curve on the job

Increased productivity

Improved quality/less rework

Reduced scrap cost

Improved safety

Increased span of control

Reduced vendor support

Reduced downtime

Lower attrition

High customer retention

Increased sales

Faster sales


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