1. http://www.csun.edu/~dn58412/IS531/IS531_SP15.html Lecture 11 Information Systems Training (Chapter 11)

2. Learning Objectives 1.Significance of training in systems implementation 2.The training plan and its components 3.Issues in identification of training needs IS 531 : Lecture 112

3. The Significance of Training Healthcare workers use information systems to access and document patient information Training plays a vital role in the adoption and integration of computer technology in healthcare IT/IS proficiency is a required skill for healthcare professionals, not a “nice- thing-to-have” IS 531 : Lecture 113

4. The Training Plan Must align with the organization’s strategic initiatives Provide blueprint for how employees will learn new computer skills Focus on the development of knowledge and skills in an organized way Design to ensure instructional success IS 531 : Lecture 114

5. Training Plan Components Philosophy Identification of training needs Approach Resources Timetable and training schedule Budget Evaluation strategy IS 531 : Lecture 115

6. Philosophy Instruction at a dedicated time close to the go-live date Removed from work area Independent to other work responsibilities Free of work-related distractions and interruptions IS 531 : Lecture 116

7. Training Needs Identification Who What content area When How How long Where With what equipment IS 531 : Lecture 117

8. Training Approach Follows needs assessment Determines – Content – Instructional interventions – Delivery methods – Creation or purchase of training materials – In-house trainers vs. outsourced training IS 531 : Lecture 118

9. Resources Where will the budget for resources come from? – Salaries for trainers, support staff, replacement staff, and employees Who will coordinate training? Who will teach? IS 531 : Lecture 119

10. Timetable and Training Schedule Coordinated with go-live date Considerations: – Number of persons to be trained – Amount of time required to train each user group – Amount of time needed for all training – Budget requirements Enough time for knowledge transfer, prectice, and application of skills IS 531 : Lecture 1110

11. Evaluation Proficiency testing – May be done electronically – Can provide immediate feedback – Reflects need for basic skills to perform job Pre- and post-training assessments Must consider needed remediations IS 531 : Lecture 1111

12. Issues in Identification of Training Needs End users Training class content Class schedules Equipment requirements Training costs Training center Training approaches Training materials Proficiency assessments IS 531 : Lecture 1112

13. Systems Users End users : healthcare workers who use an information system to view or document client information Grouped by job class responsibilities Users who perform similar functions constitute a “class” User classes determine applications, level of access needed, training content, training time needed IS 531 : Lecture 1113

14. Training Class Content Computer-related policies: user account, ID Access privileges Human factors: anxiety, uncertainty Computer literacy Workflow changes in new system/application Screen and system “freezes”: why, what to do System idiosyncrasies disrupt user’s comfort zone IS 531 : Lecture 1114

15. Training Class Content Electronic help: manual, context-help, online Error messages: missing info, data entry error Error correction: automated, manual Maintenance and basic troubleshooting Downtime (planned, unplanned) procedures Retrieval of information and other functions Realistic situations IS 531 : Lecture 1115

16. Training Schedule Length of training day Off-shift and weekend classes Overtime vs. part of regular work hours Training before or after work shifts Preparation time for classes Convenience of training location IS 531 : Lecture 1116

17. Training Equipment Hardware, software, and environment requirements need to mirror those in the work environment. IS 531 : Lecture 1117

18. Training Approaches Advantages, Disadvantages, and Effective Tips, Ref. Table 11-2 (pp.223-224) IS 531 : Lecture 1118

19. Training Approaches Instructor led Technology based On-the-job training Blended approach Adjunct aids IS 531 : Lecture 1119

20. Instructor-Led Training Classroom techniques that engage the participants, such as active participation, group activities, hands-on exercises, and other various instructional approaches enhance attention and learning IS 531 : Lecture 1120

21. Technology-Based Training Uses technology to teach technology Computer-based training Web-based training IS 531 : Lecture 1121

22. On-the-Job Training Appropriate for short sessions Subject to interruptions May or may not catch all the people who need training IS 531 : Lecture 1122

23. Blended Training Approach Maximize knowledge retention Target different learning styles Encourage active participation IS 531 : Lecture 1123

24. Training Materials Must be well designed and reflect “real” system Learning aids: to supplement training Job aids: written instructions for use in training and work settings IS 531 : Lecture 1124

25. Trainer Selection Internal vs. external trainers Teaching skills, experience, ability to interact with others, familiarity with different training approaches Must understand various user classes and job needs Centralized versus departmental training Core set of internal trainers from own personnel ranks Super users: understand department workflow, can serve as peer mentors IS 531 : Lecture 1125

26. ROI from Training IS 531 : Lecture 1126 Return on investment should measure by employee’s job satisfaction and retention. Well-trained attain required skill levels in less time, ask for less assistance, spend less time to correct errors

27. Training Nonemployees Significant numbers of office staff members and students require training and access Must consider this population in the overall training plan Organization may not have benefits IS 531 : Lecture 1127