Successful Implem Strategies

TABLE OF CONTENTS
Page
INTRODUCTION.......................................................................................................1
THE BUSINESS CONTEXT......................................................................................3
THE NEW LEARNING MODEL.................................................................................6
CRITICAL FACTORS FOR SUCCESSFUL IMPLEMENTATION............................15
JOB AIDS.................................................................................................................37
Creating a Marketing Program...........................................................................38
Maintaining Continuous Support.......................................................................43
Implementation Checklist...................................................................................47
Sample Evaluation Checklist and Questionnaire..............................................50
Implementation Strategies
INTRODUCTION
Over the past three decades, information systems have revolutionized worldwide
businesses by coordinating and transforming data into a tremendously valuable
strategic asset: information. Technology made storing and distributing information
economical and immediate, especially given the recent use of global standards and
Internet technologies. Corporations have literally achieved their reputations and
business success based on their ability to bring timely and accurate information to
their employees.
Success in todays fast-changing, increasingly competitive marketplace demands
the next step. Information is vital, but if employees are not properly trained and
prepared to do their jobs, then success is fleeting. There is a higher premium than
ever on skilled employees. Jobs are constantly evolving to fit the market
requirements. Internet time affects the speed of change, product life cycles and
learning curves; and the influx of skilled candidates from the educational system is
problematic at best. Skill gaps are widening and businesses have to respond.
This paper is dedicated to perhaps the most difficult and overlooked task that must
be performed if training is to respond to the challenges it faces. Huge resources
are often devoted to a course or a program, but if it is not properly implemented,
the money is wasted. Implementation is not glamorous, it is hard work. It is also
rarely in a persons job title, so it is easy to ignore. It is everyones responsibility
and, therefore, no ones. But successful implementation skills are vitally important
to the success and value of any technical training program.
Successful Implementation Strategies is organized around four major topics. The
first is a discussion of the Business Context for a new approach to education and
training. It presents industry data, quotes and references that you may find useful
as these issues are discussed within your company. The second topic is the New
Learning Model and its core principles. The foundation of the New Learning Model
is that training must become more than an event, it has to become a closed loop
learning system that is dedicated to improving the knowledge, skills and
performance of people. The third topic is the heart of the book and it is entitled
Critical Success Factors for Implementing Training. These CSFs are based on
experience in working with major organizations; and they underscore that fact that
implementation takes dedicated, focused energies. Successful programs arent
based on magic, they emanate from hard work. And the fourth topic is a grouping
of tools and job aids that demonstrate the critical success factors.
THE BUSINESS CONTEXT
A work force capable of taking responsibility for its own continuous

learning will prove a more precious national asset than countless
new factories and equipment.
-- Robert Reich
More than at any other time in our history, the key to continuous economic strength
is the knowledge, skills and performance of people. During the industrial era,
people were trained to do one job, task or activity; and a job was often a career. All
of this has changed in a global, time-compressed, talent-scarce world. Jobs and
responsibilities are ever-changing. While in a previous age people could be
trained because their jobs and responsibilities were very defined and relatively
static; now learning is the more appropriate term because learning is a continual
process. People have to be able to learn new skills continuously throughout their
careers.
It is, however, very difficult to ensure a current and competent workforce. Change
is the only constant; and skills that were once useful may be relevant no longer.
There are four key drivers which impact training initiatives and make re-skilling
more difficult than ever before.
Organizational Transformation More than ninety percent of the Fortune 1000
companies are tearing up paved cow paths, revamping fundamental work
processes, and undergoing radical change. The result, despite the rhetoric, is that
fewer people are left to do more things. In addition, while many of these
companies have aligned their cost structures, the emphasis now is on expanded
value creation and stronger global competitive advantage. In these situations,
multi-skilling is no longer a way to receive more pay, it is a requirement for job
security. These types of transformations mean that processes are different, jobs
are changed, and new skills and responsibilities are required. The training
ramifications are enormous.
Accelerated Rate of Change - Product life cycles are no longer measured in
years, but months. Dell computer comes out with a new model every three months.
On the Internet, iterative products (products that are never finished) are
downloaded weekly, if not daily. It is not uncommon for whole production
processes and therefore the jobs with them to be retooled every ten to twelve
months. Jobs are constantly changing. Knowledge doubles every seven years.
Ten thousand scientific articles are published every day. People continually have
to learn more to keep abreast of the flood of new information and in the drive to get
products to market faster. In one area alone, the move from mainframe to client
server applications, the estimates call for over 350 hours of re-skilling and an
investment of $50,000 per person (Panepinto, 1994). The need for customized,
rapidly updatable databases of information and courseware elements for re-skilling
is very apparent.
Mismatch Between Education and the EconomyWhen NYNEX had to test

60,000 people to hire 3000 employees who could read, write and perform basic
skills, something is wrong. In the nineteenth and early twentieth centuries, our
education systems were instrumental to achieving economic strength. Literacy
rates exceeded 90% and the link between the schools and the work place were
direct and strong. Now, the picture is very different, and this once proud asset is
currently a liability. There are societal issues to be addressed, but it is evident that
there is now a diminishing relationship between what is taught in schools and what
is needed in the workplace (Table 1). Schools focus on the type of static, discrete
knowledge that is easy to measure and grade. At work, higher level thinking and
learning skills are needed to deal with constantly changing conditions. Knowledge
extends beyond boundaries and teams of people, not just individuals, and is vital to
success in business.
Table 1: Education and the Economy
SCHOOL ORIENTATION
ECONOMIC REQUIREMENTS
Facts
Problem Solving
Individual Effort
Team Skills
Passing a Test
Learning How to Learn
Achieving a Grade
Continuous Improvement
Individual Courses
Interdisciplinary Knowledge
Receiving Information
Interacting and Processing

Information
Technology Separate from

Learning
Technology Integral to Learning
Businesses today have to compensate for the sub-standard product from the
educational system. There are also serious literacy, numeracy and English as a
second language requirements for a new, expanding workforce. The opportunities
for learning technologies to make a difference are unlimited.
Growing Skill GapsThe culmination of all three of the previous business drivers
is that the distance between required and actual skill levels in the workforce is
getting significantly larger; and this fact has ramifications on business performance
and even national productivity. Nowhere is the factor more apparent than in the
rapidly changing area of information technology. Microsoft, for example, estimates

that there are over 35,000 jobs for skilled NT and BackOffice administrators in its
own channel that cannot be filled. And, of course, the IT industry contributes to this
phenomenon because, in this case, the NT platform and the BackOffice suite
change every six to twelve months. Skill gaps are constantly changing and
growing.
These new requirements are putting an enormous strain on conventional methods.
New skills and processes are required to compensate for continual reengineering,
rapid change, a devalued educational system, and widening skill gaps.
Throughput issues alone dictate that single method training cannot keep up. For
example, IBM calculated that it would take thirteen years to train production
employees in the classroom for advanced manufacturing skills required by crossfunctional teams. Because of this type of backlog, people will become even more
under-skilled and under-trained for the future. Perhaps this is why 75% of the
reengineering efforts to date have not been deemed successful in terms of their
productivity objectives (Information Week, 1994). People have not been
adequately trained to do their new jobs.
The solution to these problems is not quick, easy or routine. It involves re-thinking
past practices and building new models. It means viewing learning as a continuous
process and not a one time event. It means that the traditional educational model
of sending a group of people through one instructional treatment must be recast.
This approachwhich has been used in schools for generationsis inadequate
because: 1) individuals have different experiences, competencies and learning
styles, and 2) over 50 years of educational research has shown that different
instructional media and delivery options have different strengths and weaknesses.
Focusing on one optionwhether the classroom, the Internet, multimedia or selfpaced materialsinhibits the learning process. New models are needed for new
times.
THE NEW LEARNING MODEL

The skills of people and their ability to adapt to new situations and learn new
processes are pivotal to personal and organizational success. However, it is more
difficult than ever to keep current and competent in todays fast changing
environments. Many past practices are simply not able to meet these challenges.
These past training practices have led to a series of problems that leave questions
in the minds of executives. Not only is the efficacy of training in question, so is its
very existence. The track record is not very satisfying because:
training is often unrelated to major business initiatives and key

technology drivers; consequently, some executives believe it is just
training for trainings sake.
training often places groups of learners through one educational delivery

option in spite of the fact that there are proven individual differences in
learning and there are a variety of effective educational media and
methods.
learning is not a one-time activity, but training frequently is. Training

courses are given and then forgotten. We cannot assume that because
a person takes a course, his or her performance will improve. Training
must be a continuing process and not an event.
in the fast-changing world of technology training, can training be

developed and completed before the technology changes and the
training is outdated? Internet time makes this a more significant
problem than ever before.
it has been difficult, if not impossible to determine if training is a good

investment. Are people learning? Are they able to do their jobs better?
Is the business benefiting? Executives are now demanding the answers
to these questions.
The New Learning Model is presented as a vehicle to view training as a continuous

process within the organization. This Full System Approach is based on several
key themes:
linking training to key technology drivers and business needs
setting standards of excellent performance and assessing each

individual in terms of what is known, not yet known, and learning
preferences
providing a range of media, methods and delivery options that can be

provided as flexible, adaptive learning systems
tracking both individual performance and organizational readiness to

implement technology drivers
keeping fast changing content current and refreshed
closing the loop so that the Learning Model works as a system to achieve
its goals
TECHNOLOGY
DRIVERS
Technology Drivers
Reskilling and training initiatives must be driven by the strategic, business and
technology goals of the organization. The concept of alignment is vital to
organizational effectiveness. In the case of technology training, the factors that
must be aligned are the following:
Strategic and
Business Goals
Supported by Key
Technologies
Trained Workforce
to Implement
Technologies
All IT training initiatives should be linked to the technologies that support the
companys mission and goals. Examples of Technology Drivers are: Conversion to
Windows NT, upgrading to Win 95, phased implementation of intranet technology,
launching of an internal mission-critical application, reduce maintenance and down
time or improve customer service and responsiveness. Specific metrics and
objectives can be created for each of these initiatives.
The Information Technology departmental goals must then be aligned to the overall
company goals. With this link established, the rationale for investments in
NEEDS
ANALYSIS
REQUIRED
SKILLS
skills gap
CURRENT
SKILLS
ASSESSMENT
technology and training is apparent. Without this tie, these initiatives are difficult to
fund, justify and sustain.
The Individual Skill Gap
Highly skilled people in key jobs are necessary to execute strategy. These
individuals can help to realize the power of technology and maximize the impact of
the investment; and they are often literally the key to success. But the standards
for this level of performance are very high; and this level may exist only in the
companys most excellent performers, if at all.
There is generally a considerable difference between the level of performance
required to successfully execute strategy and goals, and the actual skill levels in
the workforce. This disparity between what should be and what is is the skill
gap. The purpose of training and performance support solutions is to close this
skill gap.
A major issue faced by organizations is that while the skill gap is based on
individual knowledge, experience and competency, we attempt to close this gap by
training people in groups. Over 100 years of research has demonstrated that
individuals learn differently, but we persist in educating and training them together.
It is not surprising that the effectiveness and efficiency of education and training
have been challenged.
As the name implies, the key idea is to focus on the individual skill gap and to be
able to target the most relevant solution to that particular individual. Generic,
broadcast solutions are convenient to schedule, but have proven to be ineffective.
LEARNING SOLUTIONS
ILT SELF-STUDY
INTEGRATED INTRANET
The Learning Solution

There have been two historic problems with training and learning solutions:
strategic relevance and a one dimensional approach. Executives have properly
questioned training for trainings sake and attitudes such as we have always
offered these courses or we delivered 2500 student days last year. These internal
measures and attitudes are voices from the past: if training does not relate to
where a company is going, it should not exist. The closed loop New Learning
Model makes this link tangible and demonstrates the importance of a direct
relationship between Technology Direction and the Learning Solution.
Educational research and instructional design models have demonstrated that
different education media and delivery options have different strengths, and some
are better suited to different types of learners than others. But most trainingand
most training companiesoffer a single method of instruction to groups of learners.
A single method is convenient, easy to inventory and schedule, but increasingly
irrelevant in todays fast-changing, multifaceted environment. It is common sense
that one size training fits all or everyone should be trained the same way are
anachronisms as we approach the year 2000.
The New Learning Model provides for learning solutions in the classroom where
the guidance, support and structure provided by the instructor and other learners
are so vital. It provides for self-paced, just-in-time solutions that are interactive,
consistent, easily distributable and portable. And it offers integrated solutions that
consist of the optimum combination of instructor-led, self-study methods, and Webbased mentoring and support to achieve the strongest educational and practical
outcomes. These delivery options can be used by the individual or organizations
to enable training to be as effective as it can be. One size does not fit all.
MONITORING &
SKILLS MASTERY
Monitoring and Skills Mastery
Training by itself means nothing. The purpose of training is to improve the
knowledge, skills and performance of people that, in turn, enables organizations to
realize the benefits of more effective technology. Since training involves change in
performance level, there must be measurements, not just to document training
processes and activities, but that results were achieved. Outcomes, not process
measures, are the key to justifying investments in human capital and training; and
this information must be made available both to the individual and the organization.
Each individual must have frequent opportunities to practice, assess comprehension, receive feedback and document progress. This information is vital to
understand the skills gap and how quickly it is closing. Donald Kirkpatrick has
developed a 4-level evaluation model. While the individual is primarily concerned
with Level 1 (attitude) and Level 2 (learning) evaluation data in the Kirkpatrick
Model, the organization is focused on job impact (Level 3) and potential business
results (Level 4). To be effective, all levels of evaluation must be present within an
organization. While this would seem to be obvious, in reality only 20% of
companies move beyond Level 2 evaluation.
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CURRENCY
Currency
With the advent of Internet time, there is often a challenge to have a skilled
workforce before technology changes again. The pace of technological change is
unprecedented; it is difficult, if not impossible, to stay abreast of information, let
alone maintain skill levels. Learning Solutions must be designed to change and to
accommodate updates because training productsjust like any producthave
greatly reduced life cycles. It is unrealistic to expect a product with longer than a
six to eight month life span in todays technology market place.
The ideal vehicle to address currency is the Internet. Real time publishing offers
significant improvements to historic ways of disseminating information. Among the
viable ways to use the Internet in this capacity are: updated Frequently Asked
Questions (FAQs); downloadable updates; e-mail support; on-line mentoring;
synchronous virtual classes; and links to other relevant sites.
These, then, are the components of the New Learning Model. They are important
ingredients to any successful learning or training solution. Some companies have
several of these components. Others have most, if not all of them; but rarely do
they all work together as a closed loop learning system. Until this occurs, training
programs will continue to underachieve.
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CRITICAL FACTORS FOR SUCCESSFUL IMPLEMENTATION

Creating a vital and responsive Technical Training Program (TTP) demands the
use of varied strategies, perspectives, and skills. Based on our extensive
experience in technical training, several key factors have been found to be critical
to the success of technical training. These factors encompass the focus,
marketing, and operational elements that ensure a well-used and credible
Technical Training Program. All three elements must be accomplished for success
to occur.
Element
Critical Success Factors

1. Program tied to technical direction
2. Link to personal objectives
Focus
3. High Quality Courseware and Services
4. High-level sponsorship
5. Broad organizational support
6. Proactive leadership/champion
Marketing
7. Proactive marketing program

8.
Optimized facilities
9.
Well-documented policies and procedures
10. Wide accessibility
Operations
11. Evaluation and measurement of learning systems
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1. Program Tied To Technical Direction
If you dont know where you are going, any road will take you there.
Focus
Lewis Carroll
The New Learning Model is a closed loop system that stems from the
organizations technology directions. If the key technical initiatives are defined and
understood, then training can be targeted to close skill gaps necessary to
implement these technologies.
To ensure that the needs are accurately identified, the manager of the TTP must be
in frequent contact with all levels of the organization, including executives, line
managers, and employees. This contact can be accomplished through scheduled
one-on-one interviews, attending managers and departmental meetings, surveys,
and being highly visible and accessible to the organization.
An accurate understanding of corporate training needs also enables the manager
of the TTP to realistically and proactively plan for resources, prepare relevant
policies and procedures, and develop an effective marketing and promotional
program. This data can be used to develop a financial model detailing the
projected costs and expected return on investment for training. The TTP will
prosper, become an essential part of the organization, and earn support and
credibility when it is adequately equipped, well-run, and when it meets the
expectations and needs of the organization.
Examples of Measurable Success Criteria

Technology drivers are defined
A public written statementfrom an executive to the entire
organization on the need for change, greater speed, greater
customer focusclearly cites the need to develop new skills
(e.g., Annual Report, internal direction statement).
Course objectives and technology training objectives are aligned.
Skills Assessments based on technology drivers are scheduled
and completed.
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2. Link To Personal Objectives
Focus
For a significant change to occur there must be an alignment between what is
good for the organization and what is good for the individual. When both of these
conditions exist and the link is clear, then the likelihood of success is greatly
enhanced.
A critical question that must be asked is: Why is this training important to me as an
individual? The key factors are: will this help me do my job better? will this
advance my career? can this impact my learning potential? how will this relate to
my professional and personal objectives? The Technical Training Program should
address these questions and the benefits should be clear to the individual.
Another way to paraphrase motivation to learn is WIIFM: Whats In It For Me. By
answering this question directly, the TTP will not only get the attention of learners,
the probability of success is significantly higher.
An excellent example of a proactive statement that links training to both personal
and organizational objectives is the following document authored by Nancy Lewis
from Microsoft. It addresses the meaning and value of the professional Microsoft
certification.
Value of Certification Statement

As a computer professional, your opportunities have never been greater. Yet you know
more than anyone does that todays complex computing environment has never been
more challenging.
Microsoft certification keeps computer professionals on top of evolving information
technologies. Training and certification let you maximize the potential of Microsoft
Windows desktop operating systems; server technologies such as the Internet Information
Server, Microsoft Windows NT, and Microsoft BackOffice; and Microsoft development
tools. In short, Microsoft training and certification provide you with the knowledge and
skills necessary to become an expert on Microsoft products and technologiesand to
provide the key competitive advantage that every business is seeking.
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Microsoft offers you the most comprehensive program for assessing and maintaining your
skills with our products. When you become a Microsoft Certified Professional (MCP), you
are recognized as an expert and are sought by employers industry-wide. Technical
managers recognize the MCP designation as a mark of qualityone that ensures an
employee or consultant has proven experience with Microsoft products and meets the
high technical proficiency standards of Microsoft products.
As an MCP, you receive many benefits, such as direct access to technical information
from Microsoft, the official MCP logo, and other materials to identify your status to
colleagues and clients, invitations to Microsoft conferences, technical training sessions
and special events, and exclusive publications with news about the MCP program.
Research shows that organizations employing MCPs receive many benefits also:
A standard method of determining training needs and measuring resultsan excellent

return on training and certification investments
Increased customer satisfaction and decreased support costs through improved
service, increased productivity, and greater technical self-sufficiency
Reliable benchmark for hiring, promoting, and career planning
Recognition and rewards for productive employees by validating their expertise
Retraining options for existing employees so they can work effectively with new
technologies
Assurance of quality when outsourcing computer services
Through your study, experience, and achievement of Microsoft certification, you will enjoy
these same benefits, too, as you meet the industrys challenges.
-- Nancy Lewis, General Manager Microsoft Training and Certification

Personal objectives for each audience are understood and
documented
TTP staff spend time with learners to determine if other
personal objectives are important
The message on personal benefits is communicated via letter,
newsletter or in an orientation session
Evaluation forms track the extent to which personal objectives are
being activated
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3. High-quality Courseware and Services
Focus
The courses and services available through the Technical Training Program need
to be high-quality, technically current, and well-targeted to the real learning and
reskilling needs of the organization.
The training needs of the company will determine the specific technology and
courseware to be used in the TTP. In all cases, the technology and courseware
must be current, technically correct, flexible, interesting, and challenging in order to
attract and maintain users. In addition, the programs should incorporate adult
learning principles which facilitate learning and behavioral changes. Your
materials embody these characteristics; and as you broaden the focus and include
other internally or externally developed materials, it is vital to ensure that these are
also of high quality.
To ensure that you are using high-quality courseware and services, establish
standards for your programs. Periodically evaluate and review the courseware to
ensure that it still meets your needs and that it is providing current and accurate
information. It is also necessary to solicit feedback from the users on a regular
basis. Any courses that are not pertinent or liked should be discontinued. Form
partnerships with reputable vendors who will provide you with timely and valueadded services.
To deliver effective training and to maintain credibility, the courses must be
instructionally sound. For example, each course, regardless of the technology,
must have measurable learning objectives, provide opportunities to measure
understanding throughout the course, be modularized for flexibility, satisfy different
learning styles, be technically correct, and be free from bugs and errors.
If your technology and courseware are dated, uninviting, or unusable, current
students will not return and potential new users will not give the TTP a chance.
One poor experience can set poor expectations, and marketing the center
becomes an uphill struggle. The result is a group of unskilled employees who have
no interest in training, and an organization that is unprepared to confront industrial
challenges and changes.
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Courses are current and accurate (not training on Excel 4.0 if
version 5.0 is being used).
Courses meet or exceed well-defined course quality criteria.
Courseware evaluations have an average score of
>80% for usefulness.
On-site courseware inventory is updated/refreshed quarterly
in response to employee evaluations.
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4. High-level Sponsorship
Marketing
Top management must become active advocates of the Technical Training
Program. This means that one or more executives must remain involved with TTP
activities and communicate their support to the organization in a way that is real
and frequent.
High-level sponsorship is one of the most important elements to achieve and
maintain when creating a TTP. It guarantees the funding necessary to develop and
expand the services of the center, and assures the active participation of line
managers and employees. By frequently communicating and demonstrating
commitment and support for the TTP, high-level sponsors signal the rest of the
organization to value and take advantage of training. When these executive
sponsors attend TTP-sponsored events, it sends a very clear message of support.
Ideally, high-level management will demonstrate their support in several ways. For
example, corporate policies that make line managers and employees accountable
for training should be developed. New hires may be required to attend training or
all employees may be required to have a training plan that is updated and
monitored annually.
The concept of training should also be visible in the corporate business objectives.
While there may not be a particular objective that explicitly states that all
employees will be trained in a TTP, training should be embedded in other
objectives. For example, the company may be focused on preparing for future
trends or developing a more efficient organization. Training can help achieve both
of these goals.
To ensure high-level sponsorship, it is important to demonstrate the cost and
efficiency benefits associated with a TTP and how it can help achieve the business
objectives and future goals of the organization. It is also important to continuously
demonstrate the return on investment for existing TTPs. Record-keeping and
reporting methods should be used to maintain statistics on the use, cost benefits,
and effectiveness of the activities of the TTP. Well-organized and accessible
records will help demonstrate that the training function is operating efficiently and
that it is meeting its primary goal of improving performance and realizing business
returns.
High-level sponsorship is also ensured by consistently providing customer
satisfaction. As in any business, word travels quickly and reputation means
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everything. If the TTP provides effective, timely programs in an efficiently run

environment, feedback will spread to high-level management, and it is likely they
will support the TTP.

An executive champion of the TTP is identified by name.
The executive champion has communicated to management three times
prior to opening, and quarterly after opening.
The executive champion has communicated to all employees one time
prior to opening, and semi-annually after opening.
Executives have agreed to the return on investment model, and have
funded all the components of the model.
5. Broad Organizational Support
Marketing
All departments and levels of the organization must be aware of and see the value
of the Technical Training Program. Managers accept responsibility and
accountability for having their people accomplish the learning necessary to support
the business objectives. Managers remain active in planning the individual/group
learning needs for their staff, making time available to their staff to take training,
and helping to evaluate and identify opportunities to improve the program.
Employees see how training can personally benefit them and enhance their
professional growth and advancement.
Broad organizational support requires backing from the line manager and users. It
is important because it leads to cultural acceptance and high usage of the TTP.
Broad organizational support can be won in several ways. If high-level
sponsorship is obvious, line managers will be more likely to take training seriously
and value the TTP. In addition, line managers are more likely to be interested in
the center if the programs offered are relevant to their departments and employees.
The manager of the TTP should meet with line managers regularly to establish their
training needs and to educate them on how training can increase the productivity of
their employees. It is also important to provide high-quality services and customer
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satisfaction to the users in the same way that high-level sponsors will be influenced
by positive feedback from the users, and therefore support the TTP.
Ultimately, if managerial support is earned, employees will have individual training
plans and will be given adequate time to complete their program. Supportive
managers will reward their employees for completing courses and will participate in
follow-up evaluations post-training.
User support is obtained by providing quality training on a timely basis. Generally,
users are drawn to well-equipped and maintained facilities, convenient hours, and
a non-threatening environment. An orientation program that helps first-time users
feel comfortable is recommended. It is also important to have someone who is
knowledgeable about the TTP available at all times to answer questions and
provide support to students as necessary.
Flexible hours and the availability of take-home materials will demonstrate a
willingness on the part of the Technical Training Program to accommodate the
broad needs of the organization. User support is demonstrated by good
attendance, high rates of course completion, infrequent cancellations or noshows, and strongly positive evaluations.

A TTP review committee has been established and staffed,
and meets monthly.
The use of the TTP is included in performance objectives
related to creating development plans that line managers have
for their employees.
Line managers have performance objectives related to their
employees completion of planned training events within the center.
Over 80% of managers have personally used the TTP within
the past three months.
Employees are allowed to use the TTP on company time.
Over 50 % of employees have used the TTP within the
past six months.
Training results become part of the employees permanent
record.
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6. Proactive Leadership
Marketing
Successful Technical Training Programs are led by someone who believes in the
business importance of the program and is willing to take on evangelistic role in
promoting and supporting it. TTP leaders must embody a combination of skills;
they must be a marketer, technically savvy, understand the financial justification
issues, and know how to involve and apprise all levels of the organization in center
events. Successful TTPs are not just administered, they are led.
The success of the TTP hinges on the talents of the person leading it. You can
have a world class center, but if it is not led by someone dynamic, bright, and
organized who can efficiently direct it, failure will be imminent. Therefore, it is
important to select a manager with the right qualities, skills, and experience.
Ideally, the manager of the TTP should be proactive, enthusiastic, well-respected,
and project a positive and credible image. It is also important that the TTP
Manager be aware of the need and be able to implement the integration of the TTP
into the corporate culture so that it will be accepted and supported. Strong
communication and interpersonal skills are imperative as a major component of the
job is building alliances with all levels and departments of the organization.
In addition, the TTP Manager must understand training and technology and be
empathetic to users who may need to overcome the fear of new methods of
learning. And finally, the manager must understand the future vision and business
objectives of the company so he or she can meet the training needs of the
organization and realize the desired return on investment.
While having the right person for the job is critical to the success of the TTP, it is
equally important that the manager be given the opportunity to truly direct the
operation. The manager must have the authority to develop his/her own ideas,
make decisions, and do what is necessary to implement them. In addition, he or
she will need the right tools and funding, access to information such as future plans
for the company and business objectives, and visible support.
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An important test of an organizations commitment is the extent to which the

Technical Training Program staff are professionals who are allocated full time to
their responsibilities. If this is not the case and these duties are perceived as extra
assignments that someone is to perform when they can, the center will not be
successful.

There is monthly communication to employees and to the
TTP review committee.
There are quarterly communications to line managers and to
executives.
The administrators work area is at the TTP.
A personal orientation session is conducted for each new
employee on the TTP.
An employee user group has been formed and meets quarterly.
22
7. Promotion
Marketing
A successful Technical Training Program has a high level of usage and provides
effective programs and customer satisfaction. But as with any new product or
service, it does not matter how good the program is if the intended audience does
not know about it. To promote your program, a steady stream of materials and
messages must be directed to all levels of the of the organization.
An effective promotional strategy is critical to the prosperity and life of the TTP.
Promotion helps integrate the center into the corporate culture, maintain a positive
high profile, and establish high usage. In both new and existing centers, a strong
promotional campaign sets and manages expectations, helps gain and maintain
acceptance, and assures continuous use of the center.
For both new and existing TTPs, a clever promotional strategy can be used as a
change agent to introduce additional methods of training, a new facility, improved
programs, and a fresh attitude toward training. To reach a wide, diverse audience,
the purpose, benefits, and offerings of the TTP should be positioned using a variety
of promotional techniques. For example, it is likely that high-level executives will
be interested in seeing statistics on the return on investment of TTPs, line
managers will want to understand how training will directly improve the
performance and productivity of their employees, and individual employees will be
interested in how the TTP can foster their professional development. All of these
messages should be conveyed in such a way that they complement the corporate
culture and build excitement and enthusiasm.
The best way to ensure that the TTP is visible and accepted is to develop a
comprehensive market strategy that includes plans for creating an awareness of it,
launching it, and continuously promoting it.
23

A TTP catalog is published on-line or distributed in hard
copy to every department for easy access by employees.
There is a monthly newsletter.
There is monthly communication with the TTP review committee.
There is quarterly communication with the employee user group.
There are quarterly promotions.
24
8. Optimized Facilities
Operations
Successful Technical Training Programs must provide an environment that is
conducive to learning, with attention paid to issues of quietness, protection from
interruptions, appropriate equipment, and convenient access. TTPs are adequately
staffed with personnel who see the TTP success as their primary, if not sole,
responsibility. The most important staff role is that of facilitator, making sure that
users of the TTP are helped to understand how to be effective with self-paced
learning approach that will be new to them.
Whether in a classroom or in a self-paced environment, learning is a private
experience that requires the sustained attention, concentration, and motivation of
each individual learner. For effective learning to occur, the environment must be
conducive to learning. Ideally, the TTP should be quiet, pleasant, non-threatening,
ergonomically sound, clean, and well-equipped with supplies, personnel, systems,
furnishings, and courseware. In addition, the TTP must adhere to environmental,
health and safety requirements, and policies directly related to local, state and
national legislation, such as the American Disabilities Act 1.
The TTP must be conveniently located so that it is accessible to as much of the
organization as possible. If it is only convenient for some, there is the danger that
it will be perceived as an elitist perk for certain segments of the company.
Copies of the Americans with Disabilities Act Handbook are available from the Equal Employment
Opportunity Commission at (800) 669-EEOC or the U.S. Department of Justice at (202) 514-0301.
25
Acceptance of the TTP is more likely to occur if it reflects the culture of the
company. For example, if the corporate culture is generally informal, the physical
environment and operational procedures should mirror this feeling. In all cases,
new users should be made to feel welcome and should be oriented to the
technology, courseware, and policies and procedures of the TTP so that they
become comfortable and independent quickly.

The facility is quiet and private (no interruptions, phone calls,
or pages) and employees cannot see others when using the TTP.
Training needs can be met within the targeted time frame
with 80% up-time of equipment and courseware.
Up-time of TTP equipment and the facility is >85%.
The TTP staff is on-site and available during core hours.
9. Well-documented Policies and Procedures
Operations
The working procedures for the TTP staff and students should be well-thought-out
and documented. Course requesting, scheduling, and reporting processes are
supported with appropriate computer equipment and software.
It is essential to create and implement policies and procedures which will ensure
efficient operation of the TTP and quality customer service. Ideally, these policies
should complement the culture and initiatives of the organization. In addition, they
must incorporate some flexibility so that the TTP will be able to easily adapt to the
constantly changing needs of the organization.
If well-devised policies and procedures can foster the efficiency of the TTP and the
independence and autonomy of the users. In turn, they will help promote return on
26
investment. By educating the audience on the policies and procedures, you are
helping to set expectations for the TTP. As long as the policies are adhered to,
confusion will be limited and you will build credibility and customer satisfaction. If
there are no policies in place, or if they are poorly constructed or not adhered to,
the TTP will become inefficient and disorganized. As a result, there will not be any
attributes to promote, usage will decrease, and ultimately, the center may close.
How do you know if you have well-documented policies and procedures? The
center should run efficiently and mesh with the corporate culture. Scheduling
conflicts, unused or unusable equipment, and general chaos should be nonexistent. The return on investment should be obvious to you, the users, and
management. Users will know which courses are available and how to register for
them. Record keeping systems will be easy to use and will provide useful
information that helps justify the TTP, monitor usage, and track trends and
successes.
The enrollment and scheduling processes are published,
followed, and automated.
The reporting process is published, followed, and automated.
10.
Wide Accessibility
Operations
Successful TTPs do everything they can to make training available when, how, and
where employees need it. Convenient locations, aggressive hours of facility
availability, delivery to the desktop where appropriate, and take-home study options
are all important elements. The focus is on ensuring that employees have the
opportunity to learn new skills just-in-time before they need to put the new
learning to work.
A TTP can offer exciting programs, current technology, and knowledgeable staff;
however, if it is not accessible to the majority of the employees when needed, it can
27
quickly lose support and use. Ideally, a TTP should be physically situated so that it
is convenient to as many people in the company as possible. A well-located center
encourages use. If it is out of the way, fewer people will be inclined to use it and
parts of the organization may come to believe that it is designed to serve a limited
segment of the company. There is also the risk that the TTP will attract only a
small, restricted group who will eventually exhaust the resources of the center,
need a break from training, or run out of training time, and therefore no longer use
the center.
The TTP must be open during hours that students can actually attend training.
Depending on the company, this can include early mornings, evenings, and
weekends to accommodate various shifts and schedules. If the TTP is not open
when people can attend, it will not have any perceived value, and support and use
will decrease. The hours of the centerwhich should be determined by the needs
of the organizationshould be documented, publicized, and adhered to so
managers and users can plan accordingly.
28

The TTP is open and staffed during normal work hours for
all employees.
The TTP is open and staffed during off-work hours
(before and after shifts and weekends).
TTP materials are available for take-home study.
Off-site support is readily available when the TTP staff is
not present.
The TTP is available at the employees campus for
>90% of employees.
29
11.
Evaluation and Measurement of Learning Systems
Operations
As with any other business process that is important to an organizations success,

TTP processes and courseware need to be continually evaluated for quality,
timeliness, and alignment with the objectives of the organization. Areas for
evaluation and measurement need to be identified in advance where possible, to
ensure that the right processes and support tools are put in place to gather the
necessary data.
Evaluation provides critical feedback about the effectiveness of course materials in
improving learner performance. This information is essential for establishing
credibility and alliances with management. It demonstrates the return on
investment by illustrating the link between training and business performance. If a
return on investment can be established, the results can be used to justify the
current expenditure on training and to plan for future programs.
The most effective way to link training to business performance is to create an
evaluation strategy which assesses the value of training and shows that it has
contributed to the achievement of stated business objectives. The most
widespread evaluation strategy is the Kirkpatrick 4 Level Model. We have
prefaced Kirkpatricks 4 levels with a level 0 to ensure that products are being
used.
Level 0: Useis the training program being used?
Level 1: Attitudes toward trainingWhat is the perception of the relevance
and quality of training, and the quality of the training environment?
Level 2: Learning effectivenessDoes the training improve factual knowledge
and higher level intellectual skills that involve critical thinking, analysis, and
problem solving?
30
Level 3: Transfer to jobHas the training resulted in improvement in the

application of information, concepts, and skills to job performance that leads
directly or indirectly to business results?
Level 4: Business impactHas the training resulted in cost reduction,
increased productivity, or revenue gain?

Quarterly needs analysis updates are done.
Courseware evaluations are completed for >90% of
employees/courses.
Mastery testing is completed for >75% of all employees
course completions.
Manager evaluations are done 30-60 days after course
completion to measure on-the-job performance for
>90% of employees/courses.
Managers evaluations score >80% for on-the-job performance.
Employees evaluations are done 3-6 months after course completion
to measure the impact of the course toward their
on-the-job performance for >80% of employees.
Employees evaluations average >80% for on-the-job improvement.
Return on investment data is updated quarterly.
Return on investment is within 20% of the plan, or better.
31
Summary of Critical Success Factors

These critical success factors are based on more than twenty years of experience
in assisting major corporations implement training solutions. They define what it
takes for a TTP to be successful.
The key elements are focus, marketing, and operations. Without these
commitments, a company will be severely hampered in its efforts to meet the
reskilling and return on investment challenges that are facing todays leading
corporations. With these commitments, a foundation can be established for a more
effective future.
32
Job Aids
Creating a Marketing Program
Implementation Checklist: Marketing and Operations
Course Quality Evaluation Checklist
Sample Level 1 Evaluation
These job aids are intended to provide practical guidance in implementing the
critical success factors. Creating a Marketing Program offers tips and
techniques on increasing awareness and acceptance of your Technical
Training Program (TTP). The implementation checklist is a handy reference
tool that may suggest new ideas and best practices. The sample evaluation
forms provide useful models that you may want to adopt. Level 1 refers to
attitude toward training; Level 3 is transfer to the job and Level 4 is business
results/return on investment. Level 2 (which is missing) is learning, and this
level is usually measured by a content-specific test.
33
CREATING A MARKETING PROGRAM
34
CREATING A MARKETING PROGRAM

As with any new product or service, it does not matter how good the Technical
Training Program (TTP) is if the intended audience does not know about it or
accept it. Therefore, to effectively market and promote the TTP, there must be
constant contact with all levels of the organization, as well as a steady stream of
materials that create awareness and educate the intended audience about the TTP.
The most effective way to gain acceptance of your TTP is to plan and implement a
marketing plan that:
Creates awareness of the TTP
Maintains continuous support for the TTP
CREATE
AWARENESS
MAINTAIN
CONTINUOUS
SUPPORT
As you read about how to implement each of these components, think about which
suggestions are most relevant to your own company. Although numerous ideas are
provided, they will not all pertain to your particular situation. You will need to think
about the specific issues you must overcome, the culture of your organization, and
your goals. Then, you can decide which ideas you would like to adopt or alter,
which combination of ideas would work best in your organization, and in which
order you should implement them.
Lets look at how to achieve each component of your market program.
35
Creating Awareness
Creating awareness is the first step in marketing and promoting the Technical
Training Program (TTP). This phase involves educating the organization about the
existence of the TTP and its benefits. Your awareness activities begin to sketch an
image of the TTP and give people a taste for how it can benefit them. In addition,
creating awareness is the first part of the change processthe unfreeze stage. In
order to create change, you must make people aware of what transitions are
possible and set new expectations. To be effective in your awareness campaign,
you must:
Create a positive impression. How many times have you heard the
saying the first impression is the most important? Ninety percent of first
impressions are decided within the first 90 seconds of contact! Your
awareness campaign must be professional, informative, interesting, and
upbeat.
Target the appropriate audience. Depending on your market strategy,
you may choose to target the entire organization, top level management,
the Training or Human Resources Department, managers, work groups
who share and require certain skills, and/or individual employees.
Tailor your marketing message for various audiences. People have
different priorities, learning styles, and interests. Therefore, to reach a
broad audience, use a variety of promotional techniques to deliver
different messages about the TTP. For example, a humorous poster of
someone trying to advance within their company may appeal to some
employees, while a flyer reporting the cost benefits of a TTP in another
company may peak the interest of upper-level management. The chart
on the following page lists some messages that may be appropriate to
communicate to your targeted audiences.
36
AUDIENCE
POTENTIAL MESSAGE
Entire organization
The TTP will help create a company with

a competitive advantage, keep the
company up to date with new industry
trends and technology, and develop a
responsive, proactive culture.
Top level management
The TTP will help achieve identified

business objectives and improve the
efficiency of the organization.
Training department/HRD
The TTP will improve efficiency of

training and help integrate training into
the organizational culture.
Managers
The TTP will save time and money in

training and produce a qualified and
effective work force.
Work Groups
The TTP will improve certain skill sets

so teams and departments can work
together more effectively.
Individuals
The TTP will provide an opportunity to

learn new skills that will promote
professional growth and advancement.
37
The Awareness Campaign

Once you have identified your audience and messages, develop a creative, fun,
and well-planned awareness campaign. Your goal is to develop and deliver a
constant stream of marketing and informational materials to all levels of the
organization. Use a variety of techniques to create curiosity, anticipation, and
excitement about the TTP. Below are some suggested mechanisms for creating
awareness.
MECHANISMS FOR CREATING

AWARENESS
PURPOSE
Poster campaigns
Grabs attention; slogans can prompt

the potential user to ask Whats in it
for me?
Pamphlets/flyers
Enables you to prepare different types

of materials for different groups.
Pay check stuffers
Enables you to reach the entire

organization at the same time.
E-mail/Voice-mail messages
Allows you to reach the entire

organization or a targeted group; you
can introduce a tease element into
the messages by using riddles or
puzzles.
Signs to the TTP
Demonstrates that the TTP is a real

place and that it is important.
Sponsor a contest to create a name for

the TTP
Prompts people to find out more about

the TTP.
Develop a logo or have a contest to

create one
Creates a memorable image of the

TTP; a contest prompts people to find
out more about the TTP.
Enables you to provide updates on the
progress of the TTP and to discuss the
benefits of multimedia training.
Provide educational information by

publishing a training newsletter or
obtaining a column in an existing
newsletter
38
MAINTAINING CONTINUOUS SUPPORT

After creating awareness and successfully launching the Technical Training
Program (TTP), youll need to continuously market and promote the TTP to keep it
visible and to ensure its continued use. In addition, maintaining continuous
support will help ensure the achievement of the critical success factors you learned
about earlier. As time progresses, it is crucial that you keep up to date with the
strategies and business objectives of your organization, and communicate how the
TTP can help meet those objectives. You can maintain continuous support through
several initiatives, which are described below.
Regularly Scheduled Programs
Implement a variety of regularly scheduled programs that will become part of the
organizational culture. Ideally, employees will come to expect and look forward to
them. Two ideas that have worked well in other companies include a video store
and a breakfast/lunch theater.
Set up a Video Store for employees who do not have time for training
during the day. By borrowing videos for use at home during off-work
hours, employees can receive the training they need and want without
interruptions. To implement a video store, youll need to survey
managers and employees about topics of interest, order the videos,
publish a catalog of available videos, develop and publicize the sign-out
procedures, and promote the concept.
Show short training videos (30 to 45 minutes in length) at breakfast time,
lunch time, or at the end of the day, and follow with a short discussion.
You can lead some discussions yourself, but it is also helpful if you can
enlist influential colleagues to run some of these sessions as well.
Associating an influential person with the TTP helps create a positive
image and may help draw a larger and more varied audience. The
subject matter should be applicable to as many people as possible and
may include topics such as communication skills, team building, time and
people management. To successfully implement this concept, youll
need to survey managers and employees about topics of interest, order
the videos, arrange for space and equipment, and publicize the event.
39
Managers Awareness Program

Managers must understand the savings and motivational benefits of training and
encourage their staff to use the center. To help educate the mangers about training
and the TTP, get on the agenda of a managers meeting or, better yet, establish a
managers training forum that meets regularly. At these meetings, provide data on
the cost benefits of training and examples of the TTPs past successes, discuss
what type of training is available, and review procedures for working with the TTP.
Alliances and working partnerships with managers and supervisors are crucial to
the success of the TTP.
Departmental Meetings
Gain exposure to individual employees by getting on the agenda of different
departmental meetings. Discuss the media and courseware available at the TTP
and review enrollment procedures. Survey the employees about their training
needs and interests. As appropriate, invite some supportive users who will provide
positive feedback to their peers.
Training Advisory Committee
Form a committee of managers from all major functions of the company. Meet
monthly to discuss the current training programs in the company and the need for
future programs. Obtain feedback on the standards and operational procedures of
the TTP. This type of format will help you stay in touch with the needs of your
organization and will help win the buy-in of the managers.
Community Outreach Programs
Make the TTP a place where educators, industry leaders, and professional
associations can convene for meetings, lectures, and speakers forums. If
possible, open these events to the employees of your organization. This will help
the TTP become known as an innovative resource by your company, the industry,
and your community.
Reward Training Users
One way to achieve broad organizational support is to reward users for completing
training. After successfully completing a course, the user should receive a
certificate of completion signed by a high level executive in the company, and
his/her name should be published in the company and/or TTP newsletter. You may
also consider rewarding those who have taken the most training each quarter with
a special prize.
40
Ongoing Promotion
It can be challenging to come up with new and different promotional and
awareness campaigns on a regular basis. Watch the media around you for ideas.
Advertisements on TV, radio, and in magazines can help trigger ideas for new
incentives, marketing messages, and promotional techniques. In addition to
coming up with new promotional concepts, you should frequently update the course
catalog and publish a TTP newsletter.
By frequently updating the catalog, you are demonstrating that the TTP
stays current with the needs of the organization and is being responsive to
requests from users. When developing the catalog, keep it brief and user
friendly. Consider presenting information in calendar format or
alphabetically by topic. Use engaging graphics, and publish it in a format
that will stand out.
A regularly published newsletter is an excellent vehicle for letting the
company know what the TTP is accomplishing. Use it to publicize the
successes of the TTP such as overflow enrollments, outstanding course
evaluations, and student and management testimonials. Also, use it as a
format to discuss different topics such as the benefits and applications of
multimedia training and upcoming courses. Make it entertaining by
including elements such as cartoons and crossword puzzles about
multimedia training. Dont forget to incorporate your own logo or
branding.
Promote success stories of champions of the TTP.
Host periodic open houses to reacquaint people with the TTP and to
introduce new equipment or courseware. By focusing on different
themes and targeting specific groups, you will demonstrate that the TTP
is organized to meet all of the varied demands of the organization.
41
These suggestions for maintaining continuous support are summarized in the chart
below.
EVENT
Implement regularly scheduled
programs
Run a managers training needs
analysis workshop
Develop a managers awareness
program
Attend departmental meetings
Form a training advisory committee
Develop a community outreach program
Reward training users
Update the course catalog regularly
Publish a newsletter
Host periodic open houses
GOAL
By implementing routine programs,
such as short training forums or
discussions at lunch time, employees
will value and appreciate the TTP.
By teaching managers how to assess
their departments training needs,
youll continuously recruit new users
and maintain high TTP usage.
By educating managers about the
benefits of training at department
meetings or training forums, youll help
maintain high usage of the TTP.
By getting on the agenda of
departmental meetings, you create an
opportunity to recruit new users.
By assembling an advisory committee,
youll establish credibility and gain
perspective on future trends.
By establishing networks within the
community, the TTP will gain a
reputation for being an innovative
resource.
By rewarding users for the completion
of training, you are reinforcing the
value of training and providing
motivation to continue.
By periodically updating the catalog,
youre demonstrating that the TTP is
staying current with the training needs
of the organization.
By publishing a newsletter, you are
providing yourself with a vehicle for
publicizing the successes of the TTP.
By periodically hosting open houses,
you can unveil new training programs
to the entire company.
42
IMPLEMENTATION CHECKLIST
43
Sample Implementation Questionnaire

A. Marketing and Communications
1. How are training programs marketed and promoted in the organization?
Yes
No
Are executives actively involved in the development and

implementation of new training programs? Is their support
communicated to the rest of the organization prior to
program introduction?
Are line managers briefed on the new training program?
Do they know what is expected of them and of their staff?
Are the benefits of the program clearly communicated to
employees? Do they understand whats in it for them?
Is it clearly communicated how the new training program
relates to other existing programs and activities?
2. What marketing techniques are used to promote the program and secure buyin from senior management, line managers and employees?
Promoting
_____ Newsletter
_____ Course Catalogs
_____ Course Schedules
_____ Pamphlets/Flyers
_____ Posters
_____ Orientation Briefings
Reinforcing
_____ Technology Fairs, Demos, Guest Speakers
_____ Lunchtime Events
_____ Steering Committee Meetings
_____ Managers Awareness Programs
_____ Student Rewards and Certificates
_____ Community Outreach Programs
_____ Calendar of Special Events
_____ Ongoing Promotion
Sample Implementation Questionnaire (cont.)

B. Operations
44
1. Do policies and procedures exist for:
Yes
No
How are these policies and

procedures communicated to
users?
Hours Training Is Available

Enrollment
Scheduling
Confirmation of Enrollment
New User Orientation
Attendance/No Show
Course Cancellations
No Interruptions Policy
Grades/Test Results
Sign-in/out of Materials
Course Completion Certificates
Management Notification of Course
Completion
Response Time for Answering User
Requests and Resolving Problems
2. Is documentationinstallation, user instructions, troubleshooting techniques

included with all training programs?
3. Are reports on training costs, utilization, and performance generated, distributed

and presented to management? How often?
45
SAMPLE EVALUATION CHECKLIST AND

QUESTIONNAIRE
46
Sample Course Quality Evaluation Checklist

Course: _______________________
Audience: ______________________
Match to Skill Map

__ Appropriate Level for Audience
__ Not Appropriate Level for Audience
Technical Architecture
__ Space
__ Response Time
__ File and Directory Structure
Testing
__ Pre-testing
__ Mastery Tests
__ Results Linked to Topics
Ease of Use
__ Loading
__ Continued Access
__ User Interface/Navigation
__ Course Structure
__ Learning Path
__ System Options
Content
__ Relevancy
__ Accuracy
__ Currency
__ Clarity of Presentation
Media/Production
__ Production Quality
__ Interface Design
__ Errors/Quality Control
Instructional Design
__ Awareness of Goals or Objectives
__ Instructional Models
__ Effective Use of Media
__ Interactions: Quality and Frequency
__ Feedback Specific to Learning
Choices
__ Transfer Activities
__ Pace and Density of Material
Classroom Presentation Skills

__ Clarity
__ Examples and Humor
__ Well Organized and Focused
__ Questioning Techniques
__ Audience Awareness
Integration of Classroom and
Multimedia Training
__ Pre-requisite Assignments
__ Homework Assignments
__ Follow-up Assignments
__ Presentation of Multimedia
Simulations
__ More Hands-on ILT Sessions
__ More Problem-solving,
Brainstorming ILT Sessions
Summary
__ Overall Quality
__ Role in Job Improvement
47
Sample Level 1: Questionnaire
1. Overall, the quality of the course is:

___ Excellent
___ Good
___ Average
___ Fair
___ Poor
2. To what extent did the class meet

your expectations:
___ Greatly exceeded expectations
___ Exceeded expectations
___ Met expectations
___ Slightly below expectations
___ Definitely below expectations
3. What did you like most about the course?
4. What improvements should be made?
5. How would you rate the instructors

presentation and instructional
skills?
___ Excellent
___ Good
___ Average
___ Fair
___ Poor
6. How would you rate the instructors

Technical expertise?
___ Excellent
___ Good
___ Average
___ Fair
___ Poor
7. Rate the value of the following course components?
High Value
Valuable
Not Really
Valuable
No Value
Student Guide
Video
Challenge Series
Sample Level 3: Three-Month Follow Up Questionnaire
48
1. How long has it been since

training?
_____ 2 months
_____ 3 months
_____ 4 months
2. How would you now rate the quality

of training after being back on the
job?
_____ Excellent
_____ Good
_____ Average
_____ Fair
_____ Poor
3. What aspects of your job performance have improved the most as a result of
training?
4. With the perspective of being back on the job, what improvements should be
made in training?
5. Can you give some specific examples on how training may have helped in
saving time and money, and improving quality?
6. To what extent do you now believe

your job performance has
improved?
____ Great improvement
____ Some improvement
____ Unsure
____ No improvement at all
7. Would you recommend this training

course to others?
____ Yes
____ Unsure
____ No
49
Sample Level 4: Business Impact Focus Group Topics

1. Are there general company parameters for percent of return on investments
and length of payback period?
2. Cost Data
Development Cost
Staff salaries
Equipment
Cost of goods
Delivery Cost
Staff salaries
Equipment
Facility/overhead
Cost of goods
Training time
Learner Costs
Travel and living expenses
Training Time
Salary back on job savings
50
Sample Level 4: Business Impact Focus Group Topics (cont.)

3. Benefit Parameters
Historical
Data
Current
Data
Future
Targets
Compressed training time

Faster learning curve on the job
Increased productivity
Improved quality/less rework
Reduced scrap cost
Improved safety
Increased span of control
Reduced vendor support
Reduced downtime
Lower attrition
High customer retention
Increased sales
Faster sales
51

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TABLE OF CONTENTS

THE BUSINESS CONTEXT

A work force capable of taking responsibility for its own continuous

Mismatch Between Education and the EconomyWhen NYNEX had to test

Learning How to Learn

Interacting and Processing

Technology Separate from

Technology Integral to Learning

rapidly changing area of information technology. Microsoft, for example, estimates

THE NEW LEARNING MODEL

training is often unrelated to major business initiatives and key

training often places groups of learners through one educational delivery

learning is not a one-time activity, but training frequently is. Training

in the fast-changing world of technology training, can training be

it has been difficult, if not impossible to determine if training is a good

The New Learning Model is presented as a vehicle to view training as a continuous

linking training to key technology drivers and business needs

setting standards of excellent performance and assessing each

providing a range of media, methods and delivery options that can be

tracking both individual performance and organizational readiness to

keeping fast changing content current and refreshed

The Learning Solution

CRITICAL FACTORS FOR SUCCESSFUL IMPLEMENTATION

Critical Success Factors

3. High Quality Courseware and Services

7. Proactive marketing program

Well-documented policies and procedures

10. Wide accessibility

11. Evaluation and measurement of learning systems

1. Program Tied To Technical Direction

Examples of Measurable Success Criteria

2. Link To Personal Objectives

Value of Certification Statement

A standard method of determining training needs and measuring resultsan excellent

Examples of Measurable Success Criteria

3. High-quality Courseware and Services

Examples of Measurable Success Criteria

everything. If the TTP provides effective, timely programs in an efficiently run

Examples of Measurable Success Criteria

Examples of Measurable Success Criteria

An important test of an organizations commitment is the extent to which the

Examples of Measurable Success Criteria

Examples of Measurable Success Criteria

Examples of Measurable Success Criteria

Examples of Measurable Success Criteria

Evaluation and Measurement of Learning Systems

As with any other business process that is important to an organizations success,

Level 3: Transfer to jobHas the training resulted in improvement in the

Examples of Measurable Success Criteria

Summary of Critical Success Factors

CREATING A MARKETING PROGRAM

CREATING A MARKETING PROGRAM

The TTP will help create a company with

Top level management

The TTP will help achieve identified

The TTP will improve efficiency of

The TTP will save time and money in

The TTP will improve certain skill sets

The TTP will provide an opportunity to

The Awareness Campaign

MECHANISMS FOR CREATING

Grabs attention; slogans can prompt

Enables you to prepare different types

Pay check stuffers