I *LOVE* this series I'm doing. The Texas State Library and Archives Commission has contracted me for another round of webinars. When I started I didn't know what I would think about giving webinars. Many of the ones I had attended although informative were dry and I just didn't want to be another talking head. I may be another talking head, but I do feel like I'm making a difference with this series. It is explicitly aimed at USING various web tools. I do occasionally give background and why a tool could be used. But the unique twist is to show the clicks and live interaction with the tools. I'm providing immediately transferable knowledge. That's what I love so much about my piece of the training world - being a Knowledge Transfer consultant. I don't just want to provide information. I want to make it tangible so that people are efficient and they RETAIN the information provided.
Thanks to everyone who has made this series a success... TSLAC LD folks and the librarians who attend! You make me proud to share my knowledge.
Showing posts with label training. Show all posts
Showing posts with label training. Show all posts
October 07, 2011
April 28, 2009
Thoughts on online training...
As with a lot of institutions, most of the required training here is done online. It's done through a site that is poorly laid out and cumbersome to get into (a 14 character/digit/special character password is required and it frequently has to be re-set). Once in there, apparently whatever group is responsible for the training creates the training. There is nothing resembling consistency.
At previous positions, it was simple PowerPoints. You read them, maybe took a short quiz, then completed the training. Here it's a bit different. Almost like some have discovered some new funky technology and it must all be incorporated into the trainingl. I've see everything from extremely busy, cluttered, flashing PowerPoints to plai, nothing but bullet points PowerPoints.
The most recent was a short notice training. Another PowerPoint, but with a few twists I hadn't seen before. One was a timed, boxed highlight of each of the bullet points, forcing you to either read at their speed (slow) or ignore the slowly highlighting bullets and read at your own speed. The worst feature though had to be the flow charts. Yes, the flow charts. Not only was the process documented using flow charts, but the user had to click on each step to read about that part of the process. These were not two or three step flow charts. They were very detailed, mulit-step flow charts.
Going through this training made me realize that not only is it important to convey the information, but it is equally important how that information is conveyed. Just because there are a lot of bells and whistles available, doesn't mean they should be incorporated into the training. Sometimes, simple is best. What do you want to be remembered from the training? The valuable content or the funky presentation?
At previous positions, it was simple PowerPoints. You read them, maybe took a short quiz, then completed the training. Here it's a bit different. Almost like some have discovered some new funky technology and it must all be incorporated into the trainingl. I've see everything from extremely busy, cluttered, flashing PowerPoints to plai, nothing but bullet points PowerPoints.
The most recent was a short notice training. Another PowerPoint, but with a few twists I hadn't seen before. One was a timed, boxed highlight of each of the bullet points, forcing you to either read at their speed (slow) or ignore the slowly highlighting bullets and read at your own speed. The worst feature though had to be the flow charts. Yes, the flow charts. Not only was the process documented using flow charts, but the user had to click on each step to read about that part of the process. These were not two or three step flow charts. They were very detailed, mulit-step flow charts.
Going through this training made me realize that not only is it important to convey the information, but it is equally important how that information is conveyed. Just because there are a lot of bells and whistles available, doesn't mean they should be incorporated into the training. Sometimes, simple is best. What do you want to be remembered from the training? The valuable content or the funky presentation?
October 08, 2008
CECS 5210 - Pilot Implementation (Feedback)
Week 7 -- Live Evaluation
On Tuesday, I met with part of my client team and presented my materials thus far.
The presentation went so-so. I realized that I had not adequately prepared my participants. They were my secondary clients and I had made too many assumptions about their knowledge of and investment in the project. We spent a large portion of the meeting getting everyone on the same page - what is the project and why are we here.
As we started into the presentation, my major concern with my design was confirmed. By using two different paradigms for the presentation versus the job aid, I had confused my audience. What I had been attempting to do was create a stand-alone job aid as the takeaway and a typical F2F training session. My previous concept of an exceptional training session (especially one that uses PowerPoint) only uses the slide show as a prompting device, not the content delivery mechanism. Having taught PowerPoint ad nauseum, this is a design tip that I strongly stress. This might have worked however the presentation was category/task oriented and the job aid was linear. This disconnect presented difficulty to my audience following the presentation.
Additionally, I was surprised at a cultural sensitivity that I completely missed. By using the Children's programming titles, I alienated my audience with my first slide. "Who is Mr. Rogers?" It never occurred to me that my metaphor was culturally bound. Once I explained the metaphor being used throughout the presentation, my clients were able to follow more easily. But this certainly is an area ripe for revision.
So this week, I'm revising what I've created and hope to meet with my primary client next week. It'll be nice to put this phase of the project to rest.
On Tuesday, I met with part of my client team and presented my materials thus far.
The presentation went so-so. I realized that I had not adequately prepared my participants. They were my secondary clients and I had made too many assumptions about their knowledge of and investment in the project. We spent a large portion of the meeting getting everyone on the same page - what is the project and why are we here.
As we started into the presentation, my major concern with my design was confirmed. By using two different paradigms for the presentation versus the job aid, I had confused my audience. What I had been attempting to do was create a stand-alone job aid as the takeaway and a typical F2F training session. My previous concept of an exceptional training session (especially one that uses PowerPoint) only uses the slide show as a prompting device, not the content delivery mechanism. Having taught PowerPoint ad nauseum, this is a design tip that I strongly stress. This might have worked however the presentation was category/task oriented and the job aid was linear. This disconnect presented difficulty to my audience following the presentation.
Additionally, I was surprised at a cultural sensitivity that I completely missed. By using the Children's programming titles, I alienated my audience with my first slide. "Who is Mr. Rogers?" It never occurred to me that my metaphor was culturally bound. Once I explained the metaphor being used throughout the presentation, my clients were able to follow more easily. But this certainly is an area ripe for revision.
So this week, I'm revising what I've created and hope to meet with my primary client next week. It'll be nice to put this phase of the project to rest.
September 30, 2008
CECS 5210 - Project Analysis and Planning
Weeks 5 & 6 of Project -- Analysis, Design, and Development...
-Collected Requirements from Primary Client and Secondary Client.
-Met with SMEs regarding administrative procedures.
-Met with Student Services to gain Campus Tour script.
-Spent hours on Campus Website collecting URLs.
-Reviewed Staff Employee and Faculty Handbooks.
-Designed "Surviving your First Two Weeks" presentation
-Used Metaphor of Children's Programming to address categories of needs
* Mr Rogers Neighborhood -- people you need to know
* The Electric Company -- essential tasks
* School House Rock -- Academic specific info (grades, courses, textbooks)
* Sesame Street -- Important places on campus
* Where in the World is Carmen SanDiego? -- Putting the department in context
within UNT and the City of Denton
-Designed "Surviving your First Two Weeks" checklist
-Used Timeline structure -- Day one, day two, day three...
-Scheduled meeting with client
-Collected Requirements from Primary Client and Secondary Client.
-Met with SMEs regarding administrative procedures.
-Met with Student Services to gain Campus Tour script.
-Spent hours on Campus Website collecting URLs.
-Reviewed Staff Employee and Faculty Handbooks.
-Designed "Surviving your First Two Weeks" presentation
-Used Metaphor of Children's Programming to address categories of needs
* Mr Rogers Neighborhood -- people you need to know
* The Electric Company -- essential tasks
* School House Rock -- Academic specific info (grades, courses, textbooks)
* Sesame Street -- Important places on campus
* Where in the World is Carmen SanDiego? -- Putting the department in context
within UNT and the City of Denton
-Designed "Surviving your First Two Weeks" checklist
-Used Timeline structure -- Day one, day two, day three...
-Scheduled meeting with client
New Client - Learning Technologies Department
Originally, for my CECS5210 class, I was going to work with a professor to redesign and enhance her Blackboard course shell. Unfortunately, after the analysis phase, this project did not materialize. So, 3 weeks into the project timeline, I found myself starting from scratch, looking for a client. I made my way to the professor's office to explain my situation and hoped that it wasn't too late to still pull out a decent grade in the class.
What transpired next was a boon of fortune. My professor became my client. Before I had time to really think about the implications of having the person grading me also being my client, we were off and running. It appears that much like other places on campus, their department has little in the way of formal instruction for new faculty members. Most of what is learned by a faculty member in their first two weeks has come through finding the right person to talk to, asking questions of several people, wandering around aimlessly on campus being redirected to various locations, and shear luck. (Ok, there is also the official Faculty Handbook of the University but that doesn't address those "where is the library, how do I get email, what classes am I teaching, who's in those classes, and do I have wireless access" questions.)
My new project is "to create a learning tools to help new faculty members survive their first two weeks on campus".
What transpired next was a boon of fortune. My professor became my client. Before I had time to really think about the implications of having the person grading me also being my client, we were off and running. It appears that much like other places on campus, their department has little in the way of formal instruction for new faculty members. Most of what is learned by a faculty member in their first two weeks has come through finding the right person to talk to, asking questions of several people, wandering around aimlessly on campus being redirected to various locations, and shear luck. (Ok, there is also the official Faculty Handbook of the University but that doesn't address those "where is the library, how do I get email, what classes am I teaching, who's in those classes, and do I have wireless access" questions.)
My new project is "to create a learning tools to help new faculty members survive their first two weeks on campus".
July 26, 2007
Plinkit? What is that??
Flippantly, it's the project I walked in the door as the Project Coordinator (with no clue) that was expected to do a state-wide roll-out of 100+ libraries by the end of the year. So, within 2 weeks of being at my new job, I was off for a week attending Plone administrator bootcamp.
(Really, Plinkit (Public Library Interface Kit) is a Content Management System offered to empower small rural libraries in creating intuitive, dynamic websites with little effort and no technical expertise.)
Some much simplified background --
Oregon created a product that allowed libraries to choose from a variety of templates placed on top of PLONE - an open source CMS. Oregon, Colorado, Texas, and Illinois have come together in a collaborative to distribute the product to public libraries throughout those states.
In our state, we have the State Library which grant funds the Library Regional Systems. So, the first order of business was to train all of the technical contacts at the Systems offices, which was conducted in late April. Those technical contacts have been in charge of getting the libraries in their region up on Plinkit. To date, we have 7 or 8 live sites.
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