This article was published in CAUSE/EFFECT journal, Volume 21 Number 4 1998. The copyright is shared by EDUCAUSE and the author. See http://www.educause.edu/copyright for additional copyright information.
Computing Survival Skills: Training the Workforce to Stay Abreast of Technology
by Lisa Harcourt Black
While technology continues to affect the daily tasks of employees in professions around the world, organizations continue to search for effective methods for keeping their staffs up to speed. Employers are finding that just sending their workers to an occasional class is not adequate. Rather, consistent, ongoing training is required to help staff maintain technical skills and knowledge. In a decentralized computing environment like that of the University of Virginia, the focus is on providing "support closer to the need."
The Computing Survival Skills program, instituted in September of 1997, addresses the ongoing technology training needs of departmental staff. This article provides an overview of the first year of the program implementation, including the background, content, materials, certification, benefits, results, success, and future plans. While Computing Survival Skills is U.Va.'s approach to technology training, this comprehensive program can also serve as a model for other organizations.
Program background
Computing Survival Skills is an extension of the University's successful Local Support Partners (LSP) program, which offers training and support to technical specialists charged with providing skilled, primary computing support for their departments. Computing Survival Skills was created in response to the LSP members' need for staff to provide basic, backup computing. This new training program provides less technically skilled departmental staff, called Local Support Associates (LSAs), with the basic computing skills and knowledge needed to help answer front-line troubleshooting questions. LSAs are staff members from various University departments, who may include administrative support personnel, program assistants, secretaries, and program support technicians. The goal of Computing Survival Skills is to train staff in basic computing skills and knowledge so that they can provide effective computer support within their departments.
Thirteen LSAs, handpicked from various academic and administrative departments, participated in the pilot program in September of 1997. According to their evaluations, around 95 percent rated the program excellent. Based on the positive feedback, Computing Survival Skills required no major structural revisions. After only minor enhancements, rollout of the program took place in January of 1998 with fifteen participants.
Program content
Computing Survival Skills is an extensive training and certification program tailored to the U.Va. computing environment. Participants must complete one three-hour workshop and one to two hours of independent study per week for six weeks--a total of twenty-four hours. Two technical instructors teach each unit of instruction together and serve as experts for that content area. The workshop formats include lecture, demonstrations, group discussion, team projects, and question-and-answer sessions that address a variety of learning styles. Independent study includes completing short questions, reviewing manual documentation, and reading computing magazine articles. The combination of in-class instruction and independent study allows participants to absorb new information and then apply it in their work environment. Each of the six workshops is a complete unit of instruction, with documentation, terminology definitions, and review questions that provide a structure for an effective learning environment. The workshops include the following topics:
- The U.Va. Computing Environment
- Electronic Communications
- Hardware and PC Operating Systems
- Networking and Connectivity
- Macintosh and UNIX Operating Systems
- Modems and Dial-up Networking
Instructional materials
Extensive instructional materials and documentation were developed for Computing Survival Skills. PowerPoint presentations form the workshop structure and serve as an effective means for organizing and communicating the technical information. PowerPoint is a helpful visual aid for participants and the printed slide handouts are an effective method for note taking. A 600-page reference manual complements classroom instruction and serves as an office reference, currently being used by about 200 staff. The manual displays materials for each of the six workshops, complete with objectives, documentation, terminology definitions, and review questions. An online version of the manual was created for participants who prefer to review information electronically. The Web site also provides an overview of the program: http://www.itc.Virginia.EDU/survival/. In addition to the manual, participants receive two PCNOVICE Learning Series magazines as supplemental reading assignments.
Certification process
A unique aspect of this program is that participants may become certified in Computing Survival Skills, which requires that they attend all six workshops and pass the final examination. An instructional designer and team of ten instructors developed the certification exam in August of 1998. To ensure validity and reliability, 160 multiple choice and matching item questions based on key workshop points were developed, evaluated, and revised. Thirty individuals participated in the exam pilot in September and October of 1998, and the majority reported that the "test was thorough and fair." After only minor revisions, the exam was implemented in November of 1998. Upon completing certification, participants are recognized and given a framed certificate at an awards ceremony. The certification process is an effective method for evaluating participants' success in the program as well as rewarding them for their new skills and knowledge. One of our future goals is to tie the certification to a potential salary bonus for staff.
HR issues
It is important to acknowledge and reward staff for obtaining new skills and knowledge. We submitted a proposal to U.Va.'s Human Resources division hoping to gain their support in this matter. The proposal stated that if staff could demonstrate that they consistently apply new skills and knowledge in their job, they should earn some kind of salary adjustment. In the proposed process, the employee would: (1) obtain the new skills and knowledge from completing training, (2) pass the certification exam, (3) apply new the skills and knowledge on the job for 180 days, and (4) submit a completed application which has been reviewed by his/her supervisor to Human Resources. Human Resources would then work with the department to determine the type of salary adjustment (in-range salary adjustment or one-time bonus).
While this proposal has not yet been accepted by HR, participants continue to take the certification exam as a way to validate what they have learned.
Participant benefits
In addition to performing their job more efficiently, participants gain the following benefits from completing Computing Survival Skills training and certification:
- Knowledge and skills that make them more valuable, competitive, and marketable
- Continuing education credits awarded by U.Va.'s Division of Continuing Education
- Testing and validation of new skills and knowledge
- Framed certificate and formal recognition at an awards ceremony
- Continuing education training to maintain and update their skills and knowledge
- Opportunity to network with staff from various departments
- Office Technology Conference discount of 50 percent off the U.Va. registration fee
Program results
In its first year, Computing Survival Skills addressed the goal of providing staff with basic computing skills and knowledge needed to provide effective departmental computer support. Some additional results for program participants include:
- Increased technical computing skills and knowledge
- Higher awareness of computing policies, procedures, and resources
- Increased productivity through using available resources
- Improved troubleshooting skills
- Increased independence in solving computer issues
In addition, Computing Survival Skills establishes rapport and creates cross-departmental partnerships by building strong relationships between Information Technology and Communication and other academic and administrative departments. The training workshops create a positive learning environment where effective communication established between instructors and staff during the workshops is continued after their completion.
Exceeding expectations
Computing Survival Skills has been in great demand with little if any marketing. Since January of 1998, 140 staff members have successfully completed the training. The program continues to meet the needs of end users, exceed expectations, and receive excellent reviews from participants. According to workshop evaluations, the program implementation has the same high 95 percent excellence rating as the pilot, which indicates a continuous quality program. Some direct quotes from participants follow.
"By increasing my general knowledge of personal computers, and learning how to effectively use the resources available to me for technical support, I have cut our support costs in half over the past two months."
"Computing Survival Skills met my expectations plus� the information covered will help in my job of assisting staff and faculty and students�"
"I found it extremely interesting and my expectations were fulfilled�I have been able to keep up in conversations with our LSP just for having more knowledge from this class."
"�I feel so much more comfortable with troubleshooting and even recommending solutions to computer problems in my department."
"I have used the reference manual extensively and even fixed a networking problem in my office which saved the department $100�"
Future plans
We anticipate that Computing Survival Skills will have 190 graduates by June of 1999. To meet the demands of changing technology and increased technical support, workshops, continuing education sessions, and materials will be enhanced as needed. The program will be offered to larger and more diverse audiences. In conjunction with U.Va.'s Division of Continuing Education, Computing Survival Skills will be broadcast via an ATM network to train staff in remote locations throughout the state. The reference manual and PowerPoint presentations have already been adapted to train new residence hall staff and computing lab consultants. Additionally, Computing Survival Skills may be modified to train any U.Va. staff members, faculty, or students.
Conclusion
While technology will continue to change the way employees perform in their jobs, those receiving the most effective training will enjoy the greatest success. Computing Survival Skills effectively addresses this need at the University of Virginia by training staff to stay abreast of technology. Essentially, Computing Survival Skills enables support professionals to hone their proficiency in today's technology-dominated workplace so they become valued assets to their organization.
Sidebars
The Computing Survival Skills program received the 1998 CAUSE Award for Best Practices in Professional Development (see http://www.educause.edu/awards/epit/98/uva-team.html). The award recognized the work of Program Management Team members Lisa Harcourt Black, Sue Ellen Breeden, and James Potter, as well as instructors Jayne Ashworth, Tom Cichon, Francis Ferki, Nancy Hopkins, Will Martin, George Payne, Laura Sprung, and George Williams.
TIPS FOR DESIGNING A TRAINING PROGRAM
- Initially obtain buy-in from all instructors and their supervisors to ensure continuous support, involvement, and commitment in the program.
- Help instructors develop ownership for their workshops by encouraging creativity and thinking outside of the box (is there a better way to teach this?).
- Express personal appreciation to all instructors and team members for their time and efforts, and provide them with formal recognition.
- Estimate significant time for the program design, development, and revision phases.
- Create a timeline for all stages of the project, including regular meetings with instructors to keep them involved and to clarify their roles and expectations.
- Interview a sample of the target audience to ensure that the program content is relevant and appropriate to their skill and knowledge level.
- Customize the content to the participants by asking them to bring questions to class after they review pertinent documentation.
- Schedule training sessions for only a few hours over several weeks so that staff can easily commit the time to attend and complete the assignments.
- Include a variety of training methods to address different participant learning styles as well as create more interactive, engaging workshops.
- Evaluate the program consistently through written evaluations, personal interviews, questionnaires, and feedback sessions.
Lisa Harcourt Black ([email protected]) is an instructional designer and facilitator for Training Services in the Information Technology and Communication department at the University of Virginia. Visit the program's Web site at http://www.itc.Virginia.EDU/survival/.
