Ask the right questions to ease computer learning - Training and Development Agenda

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Getting new technology to translate into increased employee productivity requires training focused on the learner. And the expertise of HR and training professionals is needed to guide the way.

Most newly developed software has wizards, coaches, templates and help functions to assist the user. But such programs are not sophisticated enough to teach the software's full capabilities, nor can they teach employees how to use the software to do their jobs. So for now, it's still necessary to sort through the vast array of training delivery strategies - classroom training, computer-based training (CBT), video teleconferencing, videotapes, multimedia, self-study materials, satellite courses, audiotapes and one-on-one instruction - to recommend the best one(s) to meet employee training needs.

Before choosing a delivery strategy for information technology training, two key issues, each with the potential to bog down your training program, must be considered:

* Will employees affected by technology changes resist those changes?

* How computer literate is the target audience?

MONITOR ADAPTABILITY TO CHANGE

Often, when new technology is implemented, employees' jobs get redefined. Before employees are ready to learn new skills and information for performing their tasks, they must be educated about the logic behind the changes being imposed.

The typical human concern of "What's in it for me?" must be addressed. Therefore, before starting technical training, methods for analyzing resistance, and programs for reducing potential negative effects, must be in place.

ASSESS BASIC COMPUTER SKILLS

The second factor that can hamper the success of the training program is lack of basic computer literacy. To focus on learning the new software's features and how to apply them to their jobs, employees must have a basic understanding of how to use the hardware and the software operating environment (for example, DOS, Windows, MAC, OS/2 and Warp). Can they boot the system up and get their programs running? Do they know how to use the various function keys? Do they know what a modem is? Do they know how to work with the mouse? You'll need to figure out what basics your audiences need so they're ready to absorb the training you're planning to deliver. Develop and conduct a basic literacy inventory. Then, if necessary, prepare and deliver training modules for those who must be brought up to speed.

CONFER WITH TECHNOLOGY DEPARTMENT

The next step is meeting with the information technology department to gather information for decision-making. Since customized software projects are the most complex when it comes to deciding on a training delivery strategy, focus specifically on those projects first. Three major areas to explore and checklists of questions to ask to help learn about the project follow. The answers to these questions will help you pick the best strategies for your project. While the checklists were designed for customized software projects, many of the questions are also useful for off-the-shelf software.

ANALYZE AUDIENCE NEEDS

Deciding on the best delivery strategies for information technology training can be a daunting task.

Some employees have to learn how to perform specific functions of the application to use on the job. For them, you'll want hands-on, practical work using the application. For others, such as supervisors or executives who simply need general knowledge about the capabilities of the application, a simple job aid might suffice.

Answering the following questions will give you enough information about your audience to begin making decisions:

* What is the total number of people affected by the project?

* Can these people be grouped by what they need to know or do?

* How many groups are there?

* How much overlap is there between group needs?

* How many people are in each group?

* What skills or knowledge do the people in each group already have?

* Can the people in each group use the equipment involved?

* Can the people in each group performs any software functions?

* Geographically, where are the groups located?

* By group, how many people are located at each site?

* By group, where can the training take place?

* What other unique circumstances affect how groups can be trained?

* How much time per day or week can each group devote to training?

The demographic information you gather from analyzing your audience will become helpful when factored in with the cost of bringing a particular training method to a group. For example, using a satellite delivery system because you have groups at many sites is only cost efficient when you have a large population to train. Similarly, an elaborate multimedia solution, with its high upfront costs, would not be economically feasible for a small audience.

CONSIDER SOFTWARE AND HARDWARE

It has been well documented that people learn best by doing. Applying this principle to learning new software makes good sense. But because of application development constraints, using the new software for your training program may not be an option.

The answers you get to the following questions will help you eliminate some options and focus on others:

* Will the computer hardware needed for training be available?

* Will the new software be available for training?

* Can the production version of the software be used for training exercises?

* Can a "training" version of the software be created?

* When will the new software be used by employees?

* By group, what is the implementation plan for the project?

* By geographical location, what is the implementation plan for the project?

* By software function, what is the implementation plan for the project?

Since training materials are usually developed after the software design is frozen (the live production version), your time frame for developing these materials may be restricted. If this is the case, then many strategies with lengthy development cycles - such as CBT, which requires about 200 hours of development time for each hour of training - are not suitable for your project.

Another important consideration when deciding training solutions is the stability of the software. That is, what short-term changes are anticipated for the system? Note, in particular, those changes planned for the next release that will affect the end-user. To assess your system's stability, ask these questions:

* When will this software be changed again?

* What groups will be affected by the next set of planned changes?

* What functions will be affected by those planned changes?

* Will planned changes alter how the software is used?

Clearly, if you're working with a system that will change, you will want training options that can be inexpensively updated in a short time. Some possibilities to consider include classroom training, self-study guides and one-on-one instruction.

IDENTIFY TRAINING RESOURCES

Most discussions about training resources immediately focus on costs. Although this is a vital part of selecting training, two other factors play important roles: the availability of people to work on the training project and time constraints imposed by the production date - when the computer application should be ready for employees' use. To have the flexibility of choosing the best possible training delivery strategies to teach all the needed functions, you'll need the right balance of all three factors. If there is a deficiency in one area, such as time, without compensation in another area - either more people or more money - then a compromise must be reached on the strategy chosen or the functions taught or both.

Here are questions to ask to determine the training resources available for your project:

* How much time is there to prepare the training for each group?

* How much time is there to deliver the training for each group?

* How many people can be assigned to this training project?

* Are their skills the ones needed for developing different strategies?

* If not, are these people available for training on how to develop needed delivery strategies?

* Do these people have the skills to deliver the training once it is developed?

* If not, will they be available for training on how to deliver the needed training?

* Are there other in-house subject matter experts who can be used as developers?

* Are there other in-house subject matter experts who can be used as trainers?

* What training development funds are available?

* What training delivery funds are available?

Clearly, deciding which training delivery strategies to use for employees is an arduous but critical task. The GartnerGroup, a Stamford, Conn.based computer industry research firm, performed a study in 1994 that illustrates the value of training. According to the study, which was cited in the article "The Empty Schoolhouse," CA Magazine, August 1994, workers who receive no training on new computer applications take three to six times as long to reach the same level of competence as workers who have received training.

Answering the questions we've posed should ease your decision process. As the growth of new technology continues to accelerate, training the workforce to use that new technology will continue to be a priority.

Cynthia J. Katz and Peter L. Katz are principals of Knowledge Plus, a Carmel, N.Y., training and development consulting firm.

COPYRIGHT 1996 Society for Human Resource Management
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