User-Driven Training -- A Strategy For Support Copyright CAUSE 1994. This paper was presented at the 1993 CAUSE Annual Conference held in San Diego, California, December 7-10, and is part of the conference proceedings published by CAUSE. Permission to copy or disseminate all or part of this material is granted provided that the copies are not made or distributed for commercial advantage, that the CAUSE copyright notice and the title and authors of the publication and its date appear, and that notice is given that copying is by permission of CAUSE, the association for managing and using information technology in higher education. To copy or disseminate otherwise, or to republish in any form, requires written permission from CAUSE. For further information: CAUSE, 4840 Pearl East Circle, Suite 302E, Boulder, CO 80301; 303449-4430; e-mail info@cause.colorado.edu User-Driven Training -- A Strategy for Support Ken Pecka Whitworth College Spokane, Washington Abstract Investment in information technology on the campuses of small colleges and universities has been a high priority in recent years. One important area which seems to get less attention in this rush to attain technological adequacy is the investment in the training and support of our human resources. At Whitworth College we are implementing a training program based on a strategy for training and support that places the focus of attention on user-identified needs. It is a strategy that identifies the users as the central figures in identifying, defining, and organizing their own training and support needs. Introduction Training and Support... What Users Need When They Need It Where They Want It As Whitworth College embarked on a major computer system upgrade which included administrative hardware and software, networking and facilities enhancement, it was clear that the user support services would need to be enhanced. Historically, investment in hardware and software, although not excessive or easily attained, far outweighed our investment in the personnel who would be required to use the equipment and software. As we considered the significant investment that was being made, it was clear that unless commitment was made to training and support, we risked jeopardizing the effective use of upgrades and enhancements. Worse yet, we jeopardized the potential benefits of the new systems. This program is a response to these concerns. It is based on the desire to gain the most from our investments, and to establish an environment of professional development among our employees with regard to the use of technology. Statement of Purpose The training in technology program was designed to establish and nurture an ongoing atmosphere of training and support for computer technology on the Whitworth College campus that meets the growing needs of the faculty, staff, and administration of the College. This "atmosphere of training and support" relies on the end user as the central point of focus. The program has created a USER-DRIVEN training and support environment that encourages end users to be involved in directing their own professional development. Users play a major role in setting the schedules, identifying topics, establishing training groups, and the identification of training and support needs. The underlying strategy supporting the defined program is dependent upon the continued input from the participating employees. By asking employees to analyze their own training needs, to consider those who they might be trained with, and to request the style of training they prefer, the resulting training sessions can be both meaningful to the employee and beneficial to the institution. To accomplish this task, a variety of methods and training approaches are required. This program has formalized these ideas which are critical to the success of any training effort implemented at Whitworth. Program Objectives 1. Enhance, encourage, and direct the appropriate use of the College's technological resources through the training and support of our human resources 2. Enhance the skills, knowledge, and technological understanding of campus technology users, enabling them to better accomplish institutional objectives 3. Establish a user-directed system of support and training that provides job related professional development opportunities for the employees Training Styles * Classroom Training * Workplace Training * Workshop Training * Individualized/Self-Paced Training Classroom Training Classroom training involves the use of formal training sessions which are held in a classroom or lab with both lecture and hands-on training. This traditional format is useful in supplying training for general needs and foundational knowledge. Introductory courses in a variety of topics are well served by this approach. Classroom training sessions are targeted as one-hour training sessions with 40 to 45 minutes maximum for actual instruction and the remaining time reserved for questions, comments, and discussion. Workplace Training Workplace training provides training that is specific to a particular "workplace". The needs of one department are sometimes unique in specific areas of a given application. This type of training takes place in the departments at the actual workplace of the employee(s) receiving the training. By conducting the training in the departments, focus and attention can be given to the specific needs of those being trained. For many employees, this style of training best meets their needs. However, care must be given to protect the training time from potential interruptions common to the workplace. Workplace training session time schedules are held to one-hour when appropriate. The end-users help to establish the time that is allotted for each specific session. Workshop Training Workshop training consists of a concentrated series of training sessions to cover a topic in greater depth. Sessions vary in duration and number of meetings depending on the topic. This type of training may take place outside of normal office hours utilizing evenings and/or weekends. User input is welcomed in helping to identify topics, time schedules, and possible incentive programs and options. Workshop training sessions may include the use of off-campus personnel and organizations to provide the training. Issues of cost and associated fees necessary to bring in outside services are assessed for each identified need. User input is critical in making this type of training effective. Individualized/Self-Paced Training Individualized training allows for employees to receive training either on an individual basis or as self-paced training. Materials used in providing this form of training include internally developed tutorial workbooks, published workbooks, and audio and video training tapes. The development and/or purchase of the training materials necessary to support this form of training is important to the success of this style of training. The materials must be thorough and generally available for access by employees. Although the bulk of this training is self-paced or independent study, some individualized one-on-one training is required. A variety of personnel are involved in providing individualized support for other employees, including peer-to-peer training sessions. Much of this type of training is informal and occurs "naturally" within the daily activities of the job. Use of peer-to-peer training helps to support the growing needs in this area. As personnel are trained in areas of need, they are very willing to share this knowledge with others. In this process, employees learn more about both technology and about each other and the jobs they perform. Training Groups * General Training Groups * Departmental Training Groups * Positional Training Groups * Specialized Training Groups General Training Groups This group includes any employee of the College interested in the training being offered. Topics offered to this group are general in nature and provide an introduction to software packages and applications. General training groups are limited in size only by the facility limitations or by the instructor's request. Departmental Training Groups This group includes employees who work in the same department. Use of this group configuration allows for meaningful dialogue and discussion during the individual training sessions. It provides a natural environment for departmental cross-training as employees participate in training together. Questions asked during a given training session are of greater interest to the group. The topics covered with this group type vary and include intermediate and advanced application training. Departments may decide to develop multiple training groups within the department to achieve the most effective training possible. Positional Training Groups These groups consist of employees of like appointment and position within the College with similar responsibilities and needs. In most cases they do not work in the same department or even in the same division of the College. Groups of support staff employees, faculty members, administrators, department managers, and professional and technical employees are some examples. Training topics for this group are relatively specific to the job performed. Topics are determined by the needs of the group. Specialized Training Groups This group may consist of a variety of campus employees and are formed as a result of an identified special need. These needs may include topics such as use of specific hardware and/or software. Topics covered may become fairly advanced in nature and may be very specific to a given discipline or department, or simply of interest and need to a specific group of individuals. Training Topics *Introductory and Foundational Topics * User Job-Related Topics * Features and Functions Topics * Brown-Bag Lunch Topics Introductory and Foundational Topics Topics covered under this category include introductory training for a variety of software packages and technological awareness. These topics cover the basic operations of a given package and provide the user with the skills necessary to operate the software at an elementary level. Other non-application specific topics include file management and data organization, basic hardware maintenance and problem resolution, printer operations, and others. User Job-Related Topics As discussed previously, the end users play a major role in directing the training and support services offered. A significant component of the user's role is in providing feedback and suggesting topics for training sessions. In identifying training topics, users are encouraged to provide suggestions based on their job-related needs. Specific functions from a variety of applications may be necessary. No topic is considered to be too minor, too specific, or too elementary. This approach to topic selection is designed to accomplish at least three significant objectives; 1) Users will be participating in training that addresses their specific needs, 2) users will become more conscious of their training needs and the definition of those needs, and 3) users will be more likely to experiment and try new functions if they know they can request training. Features and Functions Topics Topics from this category include specific functions of various software packages that are beyond the introductory level of operation. These topics are offered on an as requested basis and are open to general, departmental, and positional training groups. Some topics require a sequence of sessions in order to achieve the training objectives. Employees are encouraged to participate in appropriate levels of training based on their experience, expertise, and needs. Features and functions topics are offered in classroom, workplace, and workshop styles of training. The specific style is dependent upon the specific topic(s) to be covered, and the desires of the group and the instructor. Brown-Bag Lunch Topics On a regularly scheduled basis, "brown-bag" lunch sessions are held to discuss a variety of technologically related topics. Topics to be discussed are determined through user input and suggestions as well as topics selected by training staff. Computer services staff members coordinate the lunches and provide input (along with attending users) into the topic of choice. Topics range from specific problems with hardware and/or software to issues of policy. Lunch sessions provide ideas for formal training sessions that are developed and scheduled for training. These sessions provide a consistent resource of meaningful training topics and serve as a mechanism for end user feed back, comments and suggestions. Training Facilities * Training Center * Computer Labs * Campus Classrooms & Conference Rooms * Office Work Areas Training Center The training center is located in the computer services area of the library. The facility is utilized for a variety of training sessions and is equipped with 6 networked computers. Formal training sessions with a maximum of 12 participants may be conducted in the center. In addition to formal training sessions, the training center is used for individualized or self-paced training. Users may schedule the training center for a variety of training sessions. Scheduling of the center is managed by the User Support Specialist. Computer Labs Both the Macintosh and the PC computer labs located in the library are available for training sessions. Due to the heavy use of the labs by students and for classes, scheduling is coordinated with academic computing. Training of larger groups (10 or more) may be conducted in the labs when appropriate. The labs can be used for a variety of training topics and styles and offer an ideal environment for training that requires hands-on access. Campus Classrooms & Conference Rooms In certain cases, training does not require hands-on experience. At such times, training may take place in lecture classrooms and/or conference rooms throughout the campus. Office Work Areas In addition to the use of the formal training facilities, the use of office work areas is also beneficial. Depending upon the style of training taking place, it is often useful to utilize the specific work area of the individual or group receiving the training. This has proven to be especially useful in the training of employees in the use of network printers located in their individual buildings. Training Personnel * User Support Specialist * Computer Services Personnel * Department Personnel * Applications Specialists User Support Specialist The User Support Specialist position supports the ongoing user training and support efforts of the College. It is clear that the potential benefit of the new technologies being implemented throughout the College can only be reached if we provide ongoing training and support for the end-users. The User Support Specialist is responsible for the coordination of user support services and training programs. This includes the scheduling of training sessions, conducting needs assessment surveys, development and purchase of training materials, and conducting training sessions. Although conducting training sessions is a significant part of this position's responsibilities, a wide variety of training resource personnel are necessary to provide the desired level of support. The User Support Specialist coordinates the use of faculty and staff instructors to meet the training needs of the campus. Computer Services Personnel The members of the computer services organization of the College participate in conducting training sessions in a variety of software and hardware applications. The expertise of the department members is used to provide training and support to the campus users. Department Personnel There are a number of employees who have the expertise, skills, and ability to teach a variety of topics. We encourage these individuals to participate in the training program as instructors or tutors. Some train others in their departments, while some become involved in campus-wide training sessions. It is certain that the success of the training and support program relies on the expertise of experienced employees who are willing to share heavily in the training of others. This program provides the opportunity for employees to support the efforts of their fellow department members and co-workers campus wide. These opportunities provide unique experiences for employees outside of their normal work responsibilities and duties, enhancing their understanding of the needs and responsibilities of others. A resource survey form is used to identify employees interested in training others. Application Specialists In certain situations, it may be beneficial to enlist the services of a software application specialist to conduct training sessions on campus. A number of organizations, vendors, and consultants offer this type of on-site training in a variety of applications. Training Materials Library We are in the process of establishing a training and support library that will be available to the employees. When completed, this library will include a variety of self-paced and individualized training materials. Users will be able to use the materials on campus and at home for the purpose of software training. Training materials will be available in the training center and through the Audio Visual department. These materials will include video training tapes, audio training tapes, reference manuals, self- paced work books, quick reference guides, and other resources. Procedures for Requesting Training Application of the USER-DRIVEN training and support environment relies heavily upon input from the end users. This input is collected in a variety of ways. Use of user surveys, questionnaires, training request forms, and open comments and suggestions are vital to the success of the program. All information and requests are processed by the User Support Specialist who directs the implementation of the requested training. The users are asked to complete a Training Request Form that details the desired training topic, the preferred training style, a suggested time schedule and date, and the training group that will participate in the training. In addition, the requestor's supervisor is asked to approve or validate the user's request before it is submitted. Each training topic is submitted on an individual request form. Users are encouraged to submit as many requests as are necessary to meet their training needs. The only limits are those created by scheduling conflicts and the time allotted within departments for training. The purpose for gaining a supervisor's approval is to ensure that the training being conducted is appropriate for the specific job responsibilities of the employee making the request. Our intent is to provide the necessary training and support to meet the institutional needs of our users. Once a user has completed a Training Request Form, it is submitted to the User Support Specialist for scheduling. Verification of the scheduled time and date of the training are sent to the requesting party and members of the specified training group (if applicable). In some cases, announcement of the scheduled training is made to the general campus. Every effort is made to meet all of the approved training requests. Scheduling conflicts do arise and are resolved based on our desire and ability to maximize our training efforts. Program Evaluation and Revision Every training session is evaluated by the users. They are asked to provide input on the usefulness of the information covered and to provide suggestions for further study and training. This evaluation is intended to provide immediate feedback to the instructor and direction for future training. The evaluation form is quite simple and requires very little time to complete. In addition to the written evaluation, conversations with participating employees as to the value of the training programs offered has proven to be very beneficial. Taking the time to talk with the users regarding their training needs and experiences is time well spent. These conversations can take place over lunch, in passing conversations, or through electronic communications. Theory Into Practice Planning and design for this program began in February, 1993. Due to fiscal timing, the User Support Specialist was not hired until August, 1993. Formal implementation of the program was initiated at the beginning of the Fall 1993 term. Presentations of the training strategy and program operation were made to three major personnel groups on campus; support staff, professional staff, and the faculty. Introduction of the User Support Specialist and the proposed operational procedures were made during these presentations. The concept of the program was well received by the entire campus and some began making their requests immediately. However, we soon realized that some of our assumptions were a bit optimistic. A number of employees had difficulty defining their training needs, particularly when attempting to identify specific needs. They recognized their need for training but found it difficult to accurately define those needs. There are probably several reasons for this but two seemed to be quite clear. First, many users simply were unable to identify specific training needs related to specific software. They recognized the need for training in a given area, but were uncomfortable with the terminology. Therefore, they were not sure how to define their requests. As a result, we began to encourage users to define their needs in terms of what they did at their job. We encouraged them to describe their needs in non-technical terms by simply describing their daily tasks. Then we would work with them to match the activities of the job with appropriate training in specific software packages. Using this approach, users can more easily define "what they do", and get support in defining how technology can play a role in supporting their needs. A second reason seems to be more historical in nature. With a history of not providing adequate training for our users, it is taking them some time to get accustomed to the idea that they can request training as needed. The idea of taking an active role in the directing of their own training required some adjustment. We continue to educate our users as to the purpose and operation of the program emphasizing the important role they play in the success of this program. As is the case with most strategies and/or theories, they are much easier to develop than they are to implement. We continue to learn from the implementation process and use this experience and knowledge to review and modify the program. As we review and revise our program, the strategy of a "user-driven" training and support environment has been maintained. The users remain at the center of the program and continue to guide our efforts of training in technology.