New Opportunities in Training for Information Systems Professionals Copyright CAUSE 1994. This paper was presented at the 1994 CAUSE Annual Conference held in Orlando, FL, November 29- December 2, 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 resources 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; 303-449-4430; e-mail info@cause.colorado.edu NEW OPPORTUNITIES IN TRAINING FOR INFORMATION SYSTEMS PROFESSIONALS Computer Services Technical Training Team: Desiree Abohasen, Mayra Alfonso, Ray Collins, Ethel Dangot-Pereira, Patrick DelTerzo, Esther Lozano, Margaret Massey, J.C. Ruf, Debbie Stedman Miami-Dade Community College 11011 SW 104 Street Miami, Florida 33176-3393-11 Phone: 305-237-2310 Fax: 305-237-2827 Internet: SAEHB@MDCC.EDU ABSTRACT Technologies are created or enhanced with such speed, that there is little time for data processing professionals to explore all of the new and different areas in the world of information systems. However, these professionals must receive training in order to keep pace with developing technology and meet the ever increasing demands of their information systems' end- users. Our major challenge was providing this training within a limited budget. This paper outlines how we found the time and the resources to create a training program, motivate a sometimes reluctant staff, and identify creative funding alternatives available through college and vendor partnerships. NEW OPPORTUNITIES IN TRAINING FOR INFORMATION SYSTEMS PROFESSIONALS With an enrollment of more than 119,000 credit and non- credit students, Miami-Dade Community College is one of the largest colleges in the United States. The city of Miami is a growing international metropolis with a unique and rich mixture of cultures. The student population of the College mirrors the ethnic make-up of Dade County: 57 percent of the students are Hispanic, 21 percent are Afro-American, and the remaining 22 percent from other backgrounds. The mission of the College has been to provide open access to an education for this very diverse population while maintaining high academic standards with a goal of excellence for all. Miami-Dade Community College serves Dade County through its five main campuses and many outreach centers. The Computer Services Department, headquartered at the Kendall Campus, provides services to the entire College. Within Computer Services, the Computer Applications Programming Department is responsible for the maintenance and development of student and administrative software systems. THE GROWING NEED FOR TRAINING At Miami-Dade Community College, new or updated services and software are regularly purchased to upgrade the mainframe, personal computers, and the local/wide area networks. These items are acquired in order to streamline operations, enhance student and business services, lower operating expenses or simply to replace outdated services and products. If information professionals do not know how to use these tools properly, then they will remain unused or under-used, and the funds used to purchase them will not have been well spent. Attempting to concurrently learn and use these products is both difficult and inefficient. Even within the programming department, new work tools are continuously being generated to automate and simplify activities. While these utilities are available to all, training is required to know when and how to use them. Experience has shown that for an information systems department such as ours, maintaining an "up-to-date" operation over the long term requires constant training in the ever-evolving disciplines of the field. Rapid change is not just confined to software and hardware. The way in which new software is built and used also requires retraining and adjustments. Two examples of this have been the move to structured programming techniques, and the wide use of databases. Currently, object-oriented programming is gaining acceptance as a mainstream technique. Even those programmers not working in an object-oriented language find that they are increasingly immersed in a world requiring knowledge of object-oriented concepts. In an educational environment finding resources to commit to such training can be difficult, and Miami-Dade Community College is no different. Traditionally there has been little or no money available for such programs. BUILD A TRAINING TEAM In 1991, the need for training in our Computer Services area was increasing and there was no organized program or budget to address the situation. Looking for a solution, the Director of Computer Applications Programming decided to form a small group, known as the Technical Training Team (T3). The team's objectives were to ensure that training be made available to correspond to the specific software and programming engineering techniques used by our department, to motivate employees to take advantage of the training, and to keep the staff informed of new developments by making training available in new state- of-the-art industry-wide disciplines. These objectives were to be met without interfering with regular business operations and within a very small budget. In order to succeed, it was clear that commitment from senior management was essential. In our case that included all of the Directors within Computer Services, and our project team leaders. It had to be made clear that attending training classes was an essential activity and not a frivolous waste of productive time. Our program would not have been nearly as successful if management had not been behind it 100 percent. It was also very important that the "right" people serve on this new training team. Our Director sent an open invitation to all individuals in the department, welcoming them to participate. Everyone who responded had a genuine interest in training and was willing to work in collaboration to produce and implement dynamic programs. They enjoyed experimenting and kept abreast of new developments in the field. These respondents became team members. This free-thinking group would work on a volunteer basis, with flexible deadlines. The Director appointed an enthusiastic individual with great interpersonal skills as chairperson. We knew the people serving on this committee would either make or break the program. Once the committee was in place, we had to assess our training needs. The department was surveyed through E- mail messages and written questionnaires, inquiring about the type of training needed. We also asked for recommendations on subjects of personal interest. From the responses it was clear that we were dealing with a variety of personalities with different interests. Tailoring a training program for this diverse clientele was going to be both complex and challenging. MOTIVATE EMPLOYEES Motivation is an area of primary importance. If people aren't motivated, they won't attend the training programs. To overcome this, we had to ensure that the training topics were not only relevant to the work environment, but interesting as well. The T3 made sure that all training materials such as videos and interactive computer-based training were previewed for relevance and interesting presentation. Additionally, the T3 developed a syllabus for each vendor-supplied class to ensure that these costly sessions were tailored to our specific needs. One of the first sessions we sponsored was a pizza luncheon. Food can be a powerful motivator! The money came out of our department's coffee club surplus. The topic was "In Search of Excellence". We showed the video and carried out the theme by honoring one of our own excellent people for his efforts in assisting his peers and in training the department in a new database product. We sent out invitations, and over 25 people gave up their lunch hour to attend. The session was a smashing success. For subsequent video training sessions we included the incentive of a raffle. Each time a staff member attended a session he/she would fill out a raffle ticket. At the end of the scheduled series we held a drawing. The more sessions attended the better the chances of winning a prize. We procured prizes by calling vendors in our area and asking them for donations. We had an array of prizes, i.e., T-shirts, gift certificates, mugs and copies of software. This reward system paid off. Many people that did not attend training sessions in the past participated in these sessions. Certificates of participation were given for every class attended. Additionally, we awarded Continuing Education Credits for participation. Ten hours of in-house training are equivalent to one CEU (Continuing Education Unit) and four CEUs are equivalent to a 3 credit course. We grouped the training sessions so that they formed a "subject series" of at least 10 hours so that whole CEU's could be awarded. Recordkeeping has been automated using a PC database and information about all activities and attendance is included. When yearly performance evaluations are due, every supervisor is given a report which lists the CEU's each employee has accumulated. This data is used in the employee's evaluation and is also taken into consideration when an employee applies for promotion. We have found that the timing and scheduling of these activities is an important factor in attracting optimum participation. Programs are scheduled on different days of the week and offerings are balanced between mornings, afternoons, and make-up sessions. Due to limited space or funds, sometimes it is necessary to restrict the number of people attending a training session. An announcement is made as to the fact that participation will be handled on a "first come, first served" basis. In this way everyone is given an equal chance to participate: this has eliminated the notion of preferential treatment among staff members. These different motivational strategies have helped to achieve a high degree of participation in our training program, which in turn has improved our job performance and work skills to better serve our user community. KEEP THE STAFF INFORMED Communication is an essential factor in the success of any program. If the staff members were not aware of the training offered, they could not participate even if they were motivated. We advertised the events well ahead of time so people could plan for it. It is beneficial that everyone take advantage of this education. Creative flyers attracted attention. When these were followed by E-mail meeting invitations, it became a part of the employee's work calendar. Personal interaction was sometimes required to encourage attendance or to persuade a supervisor to allow the staff to participate. This extra step may have changed the way future training sessions are perceived. Distribution of the Technical Training Team's minutes which included a calendar of upcoming events also allowed the staff to plan ahead. OFFER TRAINING WITHIN A RESTRICTED BUDGET In the absence of a formal training budget the T3 was constantly faced with funding problems. As the financial constraints became more severe over the last few years, it became clear that reliance on traditional support accounts would no longer be sufficient. To expand our limited resources, we have ventured into partnerships with staff members, other departments within the college, and most recently with vendors. REDEFINE YOUR TRAVEL ACCOUNTS Our travel account had to encompass funding for both travel and training. Shrinking travel accounts sliced in half from one year to the next called for closer scrutiny of priorities. Trips with essential, clearly defined training objectives were identified and given preference. In many cases there was only enough money to send one person for training. Upon returning, this individual would conduct a training session for the rest of Computer Services. This creative financing has allowed us to provide training for our department even in the face of diminishing budgets. MAXIMIZE AVAILABLE RESOURCES In an effort to maximize available resources we examined our most pressing needs and matched them to the staff members individual fields of expertise. There was not always a perfect match, but with the incentive of both intrinsic and concrete rewards, these people were often willing to train others. If a particular software package offered the promise of being of value to the department, a set of manuals was acquired. One person would learn the product in depth and provide training for other members of the department. The person's satisfaction of being viewed by his/her peers as being the "expert" in a particular skill or product provided ample motivation. The Technical Training Team (T3) made sure that the effort of these individuals was publicly acknowledged. Often their names and contributions appeared in the department newsletter which is distributed college-wide. We were able to obtain funding to bring in a software company to provide training for the department in Natural--a fourth generation programming language. We felt we would get the most for our training dollar by scheduling an advanced class. The problem was in bringing some recently hired employees (who had no previous training) as well as other staff members who felt they needed a refresher course up to the knowledge level required by this course. Our solution was to schedule a series of weekly one hour sessions taught by one of our department "experts" on the basics of the language. We hoped to build a strong foundation for the advanced class and that the department as a whole would rise to a more productive level of expertise. Approximately 75 percent of the staff has been attending these sessions, with a "graduation ceremony" being planned for the last day of the class. Our staff is also encouraged to participate in training provided by the Center for Teaching and Learning, an independent college facility dedicated to the professional development of Faculty, Staff, and Administrators. Its main focus is microcomputer technology in the classroom and the workplace. Through this program we have scheduled classes specifically tailored for our department in subjects such as WordPerfect, Windows, and Internet Access. At the end of a training session employees are given a certificate of participation, a copy of which is included in their personnel files. Miami-Dade has recently entered a partnership with seven other Florida community colleges to standardize their data reporting structure to the State government in the functional areas of Finance, Student Services, Personnel/Payroll and Facilities. Using a common software product, these colleges are modernizing their basic functions and developing integrated, comprehensive systems that will meet state-mandated guidelines. Those employees involved in developing the joint systems are being exposed to new ideas and training on software packages, systems design, and Rapid Application Development techniques. Everyone is sharing newly acquired skills with colleagues, thus creating a state- wide learning network. NEGOTIATE SOFTWARE AGREEMENTS A review of vendor software agreements occasionally uncovered new training opportunities under favorable terms, either as offered sessions, or as follow-up training. On-site training classes were of particular interest as a greater number of people could benefit. Vendors often were willing to negotiate training sessions which targeted and met our specific needs. In many cases "complimentary" training was available with the purchase of software. Frequently that training had a tight restriction on the number of people who could attend. Our team Chairperson and our Director became very proficient negotiators and often training was extended to the entire department. APPLY FOR GRANTS Special grants may be obtained from various sources within the college structure for training purposes, particularly for systems where the benefits to students can be most readily demonstrated. We were able to arrange valuable classes and make a great variety of video training tapes available to our staff. Also, through the campus' Teaching and Learning program, some Faculty/Staff Program Development monies were obtained, allowing us to provide our entire staff with additional customized courses. ACCOMPLISHMENTS AND THE ROAD AHEAD Since its inception over three years ago, the Technical Training Team (T3) has become the vehicle for gathering and disseminating information on new products and programming techniques throughout our department. All departmental reference manuals, such as utilities, macros, and software guides have been reviewed and updated. By working closely with standards and documentation committees, all current standards and guidelines are now available on the departmental network: these can be accessed at any time, even from home. Training has been offered to over fifty professionals in a variety of subjects ranging from mainframe and PC-based software to management courses. Four one-CEU "courses" have been completed: an overview of Rapid Application Development based on James Martin's book, and three video training series (Object-Oriented Programming, Client/Server Concepts and Techniques, and Introduction to LANs). Additional training is presently being planned in the areas of Natural, ADABAS, PC applications, and INTERNET access. The T3 was the catalyst in the inception of a new organizational unit devoted to the training of the college's user community. This facility is already in place and beginning to interact with both staff and end- users for training on systems developed within our area. Miami-Dade's mainframe computer system is the host for the Florida Community Colleges Consortium software development, described earlier. The Training Center staff will be involved in consulting with and providing training to the members of the Consortium in the use of our E-mail, on-line editors, and connections to the Miami-Dade environment. Recently, the Computer Services area was functionally reviewed by an outside consulting firm. The quality and significance of the Technical Training Team program was confirmed by the recommendation made to the College President to establish a separate training budget in the Computer Applications Programming department commencing with the 1995-96 fiscal year. APPENDIX [FIGURES NOT AVAILABLE IN ASCII TEXT VERSION] ACTIVITY/RESOURCE TABLE The following table describes some of the subjects of our training sessions and the resources which were used. RESOURCE SUBJECT Internal Expertise Time Management TRMS Outbound Paradox External Expertise Windows to Computer Services FIRN Access Management Courses Object-Oriented Programming Designated Trainer Predict Natural Construct Train the Trainer How to Handle Difficult People Rapid Applications Development Audio/Video/Text Creating Teamwork Omegamon II for MVS In Search of Excellence Education A/V Courses In-House Training CAP Employee Handbook Publications O/L Predict Users Guide Quick Ref of Programming Tools Cobol II vs. Cobol MVS Macros Availability and Usage Training Support from Strobe Software Contracts Natural Elite (ADABAS) Construct 11/09/94 (M-DCC)