training to increase the effectiveness of your campus data warehouse maddy tuinstra technical...

Training to Increase theEffectiveness of Your

Campus Data Warehouse

Training to Increase theEffectiveness of Your

Campus Data Warehouse

Maddy TuinstraTechnical Trainer and Consultant

Division of Information TechnologyUniversity of Wisconsin - Madison

Maddy TuinstraTechnical Trainer and Consultant

Division of Information TechnologyUniversity of Wisconsin - Madison

© Copyright Madaline Tuinstra 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

© Copyright Madaline Tuinstra 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

“In my twenty years of service for the University, this was the best use of my time

spent away from the office.”

-UW Data Warehouse User

“In my twenty years of service for the University, this was the best use of my time

spent away from the office.”

-UW Data Warehouse User

AgendaAgendaProject Background

Goals of Training

Steps for Developing Training

Obstacles Encountered

Evaluating the Training Program

Project Background

Goals of Training


Obstacles Encountered

Evaluating the Training Program

UW-MadisonUW-MadisonBackgroundBackground

UW-MadisonUW-Madison

Enrollment - Fall 2002: 41,507

Budget - $1.6 Billion

Faculty / Staff – 2,213 / 12,624

Land acres - 10,649

Annual degrees granted – 8,900

Undergraduate cost of attendance - Resident $12,649 (Tuition/fees: $ 4,089)

- Non-Resident $24,709 (Tuition/fees: $15,976)

Enrollment - Fall 2002: 41,507

Budget - $1.6 Billion

Faculty / Staff – 2,213 / 12,624

Land acres - 10,649

Annual degrees granted – 8,900

Undergraduate cost of attendance - Resident $12,649 (Tuition/fees: $ 4,089)

- Non-Resident $24,709 (Tuition/fees: $15,976)

BackgroundBackground

DoIT (Division of Information Technology)

DoIT (Division of Information Technology)


Data Access ToolsData Access Tools

Query Writing Tool - BrioQuery Writing Tool - Brio

UW-Madison Query Library-A collection of pre-defined queries designed to meet identified campus needs


http://wiscinfo.doit.wisc.edu/querylibrary/campushome.asp

Why were the Data Access tools not widely used?

Why were the Data Access tools not widely used?

No IncentiveNo Incentive

Service FeeService Fee

Data AuthorizationData Authorization

Software InstallationSoftware Installation

Query WritingQuery Writing

Understanding the DataUnderstanding the Data


Relative Size of Obstacles

Relative Size of Obstacles

No IncentiveAccess Fee

Data AuthorizationSoftware Installation

Query WritingUnderstanding the

Data


Removing the ObstaclesRemoving the ObstaclesNo Incentive

Access FeeData Authorization

Software InstallationQuery Writing

Understanding the Data


Removing the ObstaclesRemoving the ObstaclesNo Incentive




No paper reports + 2 years of denial


Removing the ObstaclesRemoving the Obstacles









Gone as of July 1, 2002



Data Authorization





Data Authorization



Run Queries from the Library



Data Authorization

Software Installation




Data Authorization



Training



Data Authorization



Training

Training



Data Authorization



Training

Training

Training


Goals of TrainingGoals of TrainingClarify the data access processClarify the data access process

Assist users in understanding the dataAssist users in understanding the data

Provide users with clear step-by-step Provide users with clear step-by-step instructions instructions

Ultimately get a larger portion of campus Ultimately get a larger portion of campus to use the Query Library successfully to use the Query Library successfully

Save money by saving time, gaining Save money by saving time, gaining efficiency, creating opportunities, and efficiency, creating opportunities, and developing in-house resourcesdeveloping in-house resources


3 Query Library Classes are Born!

3 Query Library Classes are Born!

Introduction to the Query Library Introduction to the Query Library (3/28/02(3/28/02))

A Closer Look at Student Records QueriesA Closer Look at Student Records Queries(5/20/02)(5/20/02)

A Closer Look at Enrollment QueriesA Closer Look at Enrollment Queries(10/28/02)(10/28/02)


Class DetailsClass DetailsWe offered 31 classes- 18 Intro, 10 Student Records, 3 Enrollment

305 UW employees attended- Average size class ~ 10

Classes were taught in Computer Labs with Instructor’s computer and projector in front

Class lengths ranged from 2 ½ to 3 hours

We offered 31 classes- 18 Intro, 10 Student Records, 3 Enrollment

305 UW employees attended- Average size class ~ 10

Classes were taught in Computer Labs with Instructor’s computer and projector in front

Class lengths ranged from 2 ½ to 3 hours




1.1. Identify participant’s knowledge baseIdentify participant’s knowledge base

2.2. Identify all parties involvedIdentify all parties involved

3.3. Define unknown or ambiguous termsDefine unknown or ambiguous terms

4.4. Describe the “big picture”Describe the “big picture”

5.5. Define the data elementsDefine the data elements

6.6. Create practical, real, hands-on examplesCreate practical, real, hands-on examples

7.7. Define and document step-by-step proceduresDefine and document step-by-step procedures

8.8. Develop an effective presentationDevelop an effective presentation

#1- Identify the Participant’s Knowledge

Base

#1- Identify the Participant’s Knowledge

BaseTailor your class to your audience and ensure no one is left out

Tailor your class to your audience and ensure no one is left out

#1- Identify the Participant’s Knowledge Base (continued)


Participant Feedback Regarding Step #1

-“I wasn't even aware of the query library - good to know.”

-“I appreciate that the instructor realized that I was inexperienced and didn't go too quickly.”

-“I was glad this was truly an Intro course. I had no prior experience and now feel I have learned a great deal.”




All participants were asked “Was the Course Level Appropriate?”

-275 responded “Yes.”-30 responded “No.”


All participants were asked “Was the Course Level Appropriate?”



All participants were asked

“Was the Course Level Appropriate?”


#2 – Identify All Parties Involved#2 – Identify All Parties InvolvedExamples include:

- Technologists

- End Users

- Data Experts• Registrar’s Office• Enrollment Office

- End User Support Team

-Web Support

Examples include:

- Technologists

- End Users

- Data Experts• Registrar’s Office• Enrollment Office

- End User Support Team

-Web Support

#3 - Define Terms that May be Unknown to the Typical End-User

#3 - Define Terms that May be Unknown to the Typical End-User

UW-Madison Examples Include:

- InfoAccess

- Brio

- Oracle

- Data Warehouse

- Query

- Dataviews

UW-Madison Examples Include:

- InfoAccess

- Brio

- Oracle

- Data Warehouse

- Query

- Dataviews

#4 – Describe the Big Picture

#4 – Describe the Big Picture

Identify the hardware and software involved and how they work together

Identify the hardware and software involved and how they work together

UW-Madison Query Library


Data Warehouse

Your Computer

Campus Network

FinancialHuman ResourceStudent

Web Browser

(Internet Explorer or Netscape)

Query

Tool

(Brio.Insight 6.6)

Catalog

Query

End User Committee

QueryQuery

Query

Query Library

#5 - Define the Data Elements#5 - Define the Data Elements

#6 - Create Practical, Real, Hands-On

Examples

#6 - Create Practical, Real, Hands-On

Examples I will be awarding a scholarship to three students in Chemistry with the highest GPAs, who are these students?

What is the percentage of Hispanic students in Theatre and Drama?

What are the e-mail addresses of the students I advise?

I will be awarding a scholarship to three students in Chemistry with the highest GPAs, who are these students?

What is the percentage of Hispanic students in Theatre and Drama?

What are the e-mail addresses of the students I advise?

#6 - Create Practical, Real, Hands-On Examples (continued)

#6 - Create Practical, Real, Hands-On Examples (continued)

Who are the students that are enrolled in any Anthropology class this Fall?

Are my classes filling up? Should I ask for a new section?

What departments are students enrolling under for a cross listed class?

Who are the students that are enrolled in any Anthropology class this Fall?

Are my classes filling up? Should I ask for a new section?

What departments are students enrolling under for a cross listed class?

#7 - Define and Document Step-by-Step

Procedures

#7 - Define and Document Step-by-Step

ProceduresCreate a manual

-Include screen shots

-Clearly list steps

-Group information in “chunks”

Create a manual

-Include screen shots

-Clearly list steps

-Group information in “chunks”

#8 - Develop an Effective Presentation

#8 - Develop an Effective Presentation

Include diagrams for visual learners

Keep a good balance between lecture, discussion and hands-on activities

Include diagrams for visual learners

Keep a good balance between lecture, discussion and hands-on activities

Obstacles EncounteredObstacles Encountered

Balance between technologically disinclined vs.technologically inclined

Time limits

Changing technologies

Future classes?

Balance between technologically disinclined vs.technologically inclined

Time limits

Changing technologies

Future classes?

Success?Success?

Evaluated according to Dr. Donald Kirkpatrick’s “Four Evaluation Levels”:

- Reaction

- Learning

- Behavior

- Results

Evaluated according to Dr. Donald Kirkpatrick’s “Four Evaluation Levels”:

- Reaction

- Learning

- Behavior

- Results

Reaction-How do participants feel about the program? (Customer Satisfaction)

Reaction-How do participants feel about the program? (Customer Satisfaction)

Success - ReactionSuccess - Reaction

1=poor and 5=excellent

-Overall rating of the course – 4.7-Usefulness of course content – 4.5

-Instructor’s knowledge of material – 4.9-Instructor’s presentation – 4.8

-Usefulness of course materials – 4.7

1=poor and 5=excellent

-Overall rating of the course – 4.7-Usefulness of course content – 4.5

-Instructor’s knowledge of material – 4.9-Instructor’s presentation – 4.8

-Usefulness of course materials – 4.7

Success - LearningSuccess - Learning

Learning- To what extent did the participants

increase knowledge, improve skills, and/or change attitudes?

Learning- To what extent did the participants

increase knowledge, improve skills, and/or change attitudes?

- “Fine tuned some questions I had. Excellent course for beginners.”

- “I had a few things I didn’t understand and the instructor totally cleared it up.”

- “I got farther than I expected, sooner than expected.”

- “Fine tuned some questions I had. Excellent course for beginners.”

- “I had a few things I didn’t understand and the instructor totally cleared it up.”

- “I got farther than I expected, sooner than expected.”

Success – Learning (continued)

Success – Learning (continued)

Were the Learning goals met?- Clarify the data access process

- Assist users in understanding the data

- Provide users with clear step-by-step instructions

Were the Learning goals met?- Clarify the data access process

- Assist users in understanding the data

- Provide users with clear step-by-step instructions

aa

a

Success – BehaviorSuccess – Behavior

Behavior- To what extent did their job behavior

change?


change?-“The handout will be helpful to take back to office.”

-“This class highlighted things I will actually use, real situations.”

-“I appreciated the chance to use queries to look at our own departments.”

-“This class was easy to follow so I can get going.”

-“The handout will be helpful to take back to office.”

-“This class highlighted things I will actually use, real situations.”

-“I appreciated the chance to use queries to look at our own departments.”

-“This class was easy to follow so I can get going.”

Success – Behavior (continued)



change?


change?Goal: Ultimately get a larger portion of campus to use the Query Library successfully

Goal: Ultimately get a larger portion of campus to use the Query Library successfully

Did we accomplish this goal?Did we accomplish this goal?



Query Library Usage

680

1060 1022

1190 12151352

587

1145

1333

1882

1496

1069

1976

1361

0

500

1000

1500

2000

2500

20

02

-01

20

02

-02

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20

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-02

Qu

ery

Do

wn

loa

ds



Query Library Usage - Student Records

130

264298

360

456

396

163

403427

558

395

353

520

381

0

100

200

300

400

500

600

20

02

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20

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Qu

ery

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loa

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Query Library Usage - Enrollment Mgmt

3760 66

181

72

112

184

362

310

522495

322

468

230

0

100

200

300

400

500

600

20

02

-01

20

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20

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Qu

ery

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Success - ResultsSuccess - Results

Results- What final results occurred? (Quantity,

quality, safety, sales, costs, profits, ROI)

Results- What final results occurred? (Quantity,

quality, safety, sales, costs, profits, ROI)

We offered 31 classes-18 Intro, 10 Student Records, 3 Enrollment

305 UW employees have attended-Average size class ~ 10

Success - Results (continued)Success - Results (continued)

Cost to Offer a Query Library Class:

TaskNumber of Participants Cost Total

Books 15 $10/per book 150.00$ Registration 15 $10/per participant 150.00$ Room Rental - $265 for 3 hours 265.00$ Instructor's Time (Delivery) - $77/hr for 3 hours 231.00$

Total Cost For One Class 796.00$

79.60$ Cost Per Participant for Break Even at 10 *

* This cost was covered by the Office of Quality Improvement


Cost to develop the Intro Query Library Class:

* This cost was covered by the Office of Quality Improvement

Task Hours Cost TotalMeetings with Subject Matter Experts 6 $77.00 $462.00Learning the Technology 5 $77.00 $385.00Development of class presentation, handouts and activities 20 $77.00 $1,540.00

$2,387.00Total Development Cost *


= $133.00$2387.00Total Development Cost

/ 18Number of Intro Classes


= $133.00/$2387.00Total Development Cost

18Number of Intro Classes

$133.00


= $133.00

$929.0010 participants

$93 per participant

/$2387.00Total Development Cost

18Number of Intro Classes

$133.00+$796.00Price to Offer One Class


Price of the Data Warehouse:Price of the Data Warehouse:

~ $8.5 million


ROI Goal Met?- Save money by:

•Saving Time

•Gaining Efficiency

•Creating Opportunities

•Developing In-House Resources


•Saving Time






•Saving TimeQuicker to train staff then for them to figure out on own





•Saving TimeQuicker to train staff then for them to figure out on own






•Saving Time

•Gaining EfficiencyWhat if all 160 Departments wrote the same query?




•Saving Time

•Gaining EfficiencyWhat if all 160 Departments wrote the same query?





•Saving Time


•Creating OpportunitiesWithout training some staff would not take the time to learn, leading to missed opportunities



•Saving Time


•Creating OpportunitiesWithout training some staff would not take the time to learn, leading to missed opportunities




•Saving Time



•Developing In-House ResourcesCreating 305 in-house “support staff”


•Saving Time



•Developing In-House ResourcesCreating 305 in-house “support staff”

Questions?Questions?

???? ??

THANK YOU!THANK YOU!



Data Warehouse

Your Computer

Campus Network

FinancialHuman ResourceStudent

Web Browser

(Internet Explorer or Netscape)

Query

Tool

(Brio.Insight 6.6)

Catalog

Query

End User Committee

QueryQuery

Query

Query Library

training to increase the effectiveness of your campus data warehouse maddy tuinstra technical...

Documents

data background slide

madison slide

uwmadison background

uw data warehouse user

training program slide

training obstacles

written permission

years of service