1. Chapter 11: Training Computer Users
A Guide to Computer User Support for Help Desk and Support Specialists
second edition
by Fred Beisse

2. Learning Objectives Definition and goals of training
Main steps in the training process
Plan a training session
Prepare a training session
Present a training module
Progress toward quality training

3. What Is Training?
Training - A teaching and learning process that aims to build skills
Related to but different from education

4. Education Aims to provide conceptual understanding
Aims to build long-term thinking skills
Provides basic vocabulary and understanding of general principles
Intended to have long lasting effects

5. Training Focuses on performing activities and building expertise
Often tested by measuring ability to perform specific tasks
Can be short term

6. The Training Process Four Ps of End-user Training: Step 1: Plan
Gather information about training objectives
Step 2: Prepare
Gather and prepare materials
Organize them into modules
Step 3: Present
Present training modules
Step 4: Progress
Evaluate and improve training

7. Step 1: Plan the Training (Overview)
Who trainees are
What they need to know or be able to do as a result of training
Background the trainees bring to the training
Level of skills trainees need
Specific learning or performance objectives

8. Determine Trainee Backgrounds
Skill level
Novices
Intermediate users
Users with advanced skills
Age
Youth
Adults
Seniors
Motivation
Self-selected attendance
Required attendance

9. Determine Trainee Content Needs
Discover content needs from
Position descriptions
Employee interviews
Supervisor interviews

10. Determine Skill Levels Trainees Need
Concepts: ability to use basic vocabulary
Understanding: ability to explain concepts
Skills: ability to perform a basic task
Expertise: ability to perform a task effectively and efficiently

11. Determine What Trainees Already Know
Measure prior knowledge with
Employee interviews
Supervisor interviews
Pre-test
Trainers can adjust for differences in prior knowledge with
Background materials
Introductory session

12. Appropriate level for new materials
Level of instruction strategy:
Teach to “average” of class
Target instruction somewhat below “average”
Use examples trainees can relate to
Be aware of trainee diversity in cultural and language backgrounds.

13. Define Training Objectives
Learning objectives
Statement of the knowledge and skills trainees need to learn
Performance objectives
Statement of what a trainee should be able to do at the end of a training session
Usually start with an action verb
Should be measurable

14. Step 2: Prepare for the Training (Overview)
Specific content
Organization of topics
Selection of training environment
Evaluation of trainee and trainer

15. Specify Topics to Cover
Possible sources
Trainer’s own knowledge of what is important
Objectives from Step 1
Topics covered by other trainers and writers
Examples of successful training materials
Decide what not to cover
Avoid covering too much information

16. Organize the Topics Progress from lower level skills to higher level
Introduce concepts and terms first, followed by explanations to build understanding
Focus on building basic skills and abilities
Build expertise

17. Generic Template for a Training Session
1. Introduce trainer
2. Review previous topics
3. Introduce new topic
4 .Establish motivation
5. Present new material
Concepts
Explanations
6. Perform training activity
Teach basic skill ability
Build skills and expertise
7. Summarize and review main points
8. Describe next steps
9. Obtain evaluation and feedback
continued

18. Select an Effective Training Environment
Classes (15-25 trainees)
Small groups (12 or fewer trainees)
One-to-one training
Self-guided tutorials

19. Classes Advantages Disadvantages Cost-effective
Single trainer for many trainees
Potential use of special training facility
Social learning between trainees
Disadvantages
Discomfort asking for help in a large group
Different learning paces

20. Small Groups Advantages Disadvantages
Greater availability of individual assistance
More trainee-to-trainee interaction and social learning
Disadvantages
Higher cost

21. One-to-one Training Advantages Disadvantages
Close monitoring of learning curve
Availability of immediate help and feedback
Disadvantages
High cost
No social learning among peers

22. Self-Guided Tutorials
Advantages
No trainer cost after materials have been developed
Individualized pace of learning
Disadvantages
Assistance and feedback may not be available

23. How Learners Learn
One one, single learning style works for every trainee
Variety of learning styles to be considered
Information retention and learning performance improves with activity and repetition

24. Learning Methods and Retention

25. Select a Delivery System
Lecture method
Reading assignment
Online reading assignment
Group discussion
Visual aids
Multimedia materials
Handouts and reference sheets
Product demos
Tutorials
Hands-on activities
Case studies
Collaborative or group learning
Computer-based training (CBT)
Web-based training (WBT)

26. Lecture Method Effective use of instructor’s time Passive learner role
Often used in combination with other delivery systems

27. Reading Assignment More active learner involvement than lecture
Textbook
Trade book
Vendor manual
More active learner involvement than lecture
Amount of reading must be reasonable for given time available
Need to match level of materials with reading ability of trainees

28. Online Reading Assignments
Online help systems
CD-ROM manuals
Internet manuals
Tend to be better written than many printed vendor manuals, but online doesn’t guarantee accuracy
Enable increased interactivity with hyperlinks

29. Group Discussion Actively involves trainees in peer-to-peer learning
Most effective when it is beneficial to share experiences

30. Visual Aids Tend to be retained better than auditory information
Pictures
Charts
Diagrams
Graphic images
Tend to be retained better than auditory information
Should be large enough to be visible to entire audience
Use simple designs with careful use of color for emphasis

31. Multimedia Materials Combinations of
Text
Still images
Animation
Sound
Each form of media can reinforce others
Can increase amount of material learned and ability for recall
Prohibitive cost for single session
Cost of development can be spread over multiple training sessions

32. Handouts and Reference Sheets
Training is a one-time event
“Take-away” information
Contain just enough information that users can recall important facts or steps in a procedure

33. Product Demonstrations
Effective on LCD projection devices
Visible to large groups of trainees
Important to adjust pace, especially in a GUI environment

34. Tutorials Self-guided, self-paced Step-by-step introduction
Opportunity to repeat difficult lessons or take a refresher course
High cost for initial development; little additional cost per user

35. Hands-on Activities Sometimes called lab exercises Let users
Try out what has been learned
Practice what has been learned
Build skills and expertise
Learn to become independent users
Most effective when trainees receive immediate feedback on performance

36. Case Studies
Encourage transition from artificial environment of training room to realities of business world
Based on real business situations
Require trainees to apply skills they have learned

37. Collaborative or Group Learning
Group discussions
Collective hands-on activities
Group problem solving
Participation in joint case study team
Recognizes that learning is a social phenomenon-- trainees can learn from other

38. Computer-based Training (CBT)
Includes a combination of
Tutorials
Multimedia
Product demos
Hands-on activities
Uses a computer system as an automated training system
Expensive to develop, but cost-effective for large groups
Some CBT systems also handle administrative tasks

39. Web-based Training (WBT)
Similar to CBT in advantages and disadvantages
Internet replaces CD-ROM as the delivery media

40. Changing role of trainers in online, self-guided training world
Less trainer time spent on preparation and presentation of training materials
More trainer time spent on
Trainee needs assessment
Planning and design of training programs
Evaluation of training materials
Trainee motivation
Assessment of training, trainees, trainers
Trainee assistance

41. Develop Specific Training Materials
(end of Step 2)
Most trainers do not develop training materials from scratch
Existing resources:
Vendor manuals
Trade books
Textbooks
Industry training packages
Respect copyrights
Selected materials related to trainee interests

42. Design Training Evaluation Methods
Training assessment focuses on
Trainee evaluation
Trainer assessment
Test or quiz
Hands-on activities and exercises
Trainer evaluation
Trainee performance results
Evaluation form/survey

43. Evaluation Forms
Provide vehicle for trainees’ perspective on strengths and areas that need improvement in the training session
Sample questions
Were training objectives clear?
Were terms used in training defined?
Was training well-organized?
Were training aids useful?

44. An Evaluation Form

45. Step 3: Present the Training
Practice the presentation
Arrive early to check the facility
Don’t read notes
Don’t try to cover too much material
Teach the most important skills
Use humor sparingly
Stop for comprehension checks
Monitor the training environment
Provide frequent breaks
Obtain professional feedback

46. Step 4: Progress Toward Quality User Training
Purpose: improve the quality of training
Review feedback
Evaluate trainer performance
Modify
Presentation
Materials

47. Evaluation Resources for trainer
Results of training beta tests
Results of trainee performance tests
Trainee feedback on training
Observations of training colleagues
Videotaped training sessions

48. Tips on training quality
Keep technical materials current
Check materials against the latest versions of hardware and software
Join an online training group, such as TechRepublic, and use their articles on training improvement