http://dn58412/is531/is531_sp15.html lecture 11 information systems training (chapter 11)
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http://www.csun.edu/~dn58412/IS531/IS531_SP15.html
Lecture 11Information Systems Training
(Chapter 11)
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Learning ObjectivesLearning Objectives
1. Significance of training in systems implementation
2. The training plan and its components
3. Issues in identification of training needs
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The Significance of TrainingThe 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 11 3
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The Training PlanThe 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
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Training Plan ComponentsTraining Plan Components
• Philosophy• Identification of training needs• Approach• Resources• Timetable and training schedule• Budget• Evaluation strategy
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PhilosophyPhilosophy
• 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
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Training Needs IdentificationTraining Needs Identification
• Who• What content area• When• How• How long• Where• With what equipment
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Training ApproachTraining Approach
• Follows needs assessment• Determines
– Content– Instructional interventions– Delivery methods– Creation or purchase of training
materials– In-house trainers vs. outsourced training
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ResourcesResources
• Where will the budget for resources come from?– Salaries for trainers, support staff,
replacement staff, and employees • Who will coordinate training?• Who will teach?
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Timetable and Training Timetable and Training ScheduleSchedule
• 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 11 10
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EvaluationEvaluation
• 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 11 11
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Issues in Identification of Issues in Identification of Training NeedsTraining Needs
• End users• Training class content• Class schedules• Equipment requirements• Training costs• Training center• Training approaches• Training materials• Proficiency assessments
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Systems UsersSystems 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 11 13
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Training Class Content 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
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Training Class Content 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
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Training ScheduleTraining 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
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Training EquipmentTraining Equipment
• Hardware, software, and environment requirements need to mirror those in the work environment.
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Training ApproachesTraining Approaches
• Advantages , Disadvantages, and Effective Tips,
• Ref. Table 11-2 (pp.223-224)
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Training ApproachesTraining Approaches
• Instructor led• Technology based• On-the-job training• Blended approach• Adjunct aids
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Instructor-Led TrainingInstructor-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
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Technology-Based TrainingTechnology-Based Training
• Uses technology to teach technology• Computer-based training• Web-based training
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On-the-Job TrainingOn-the-Job Training
• Appropriate for short sessions• Subject to interruptions• May or may not catch all the people who
need training
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Blended Training ApproachBlended Training Approach
• Maximize knowledge retention• Target different learning styles • Encourage active participation
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Training MaterialsTraining 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
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Trainer SelectionTrainer 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
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ROI from TrainingROI from Training
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• 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
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Training NonemployeesTraining 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
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