Lecture 11
Information Systems Training
(Chapter 11)
http://www.csun.edu/~dn58412/IS531/IS531_SP16.html
Learning Objectives
1. Significance of training in systems
implementation
2. The training plan and its
components
3. Issues in identification of training
needs
IS 531 : Lecture 11
2
The Significance of Training
• Healthcare workers use information
systems to access and document patient
information
• Training plays a vital role in the adoption
and integration of computer technology in
healthcare
• IT/IS proficiency is a required skill for
healthcare professionals, not a “nicething-to-have”
IS 531 : Lecture 11
3
The Training Plan
• Must align with the organization’s
strategic initiatives
• Provide blueprint for how employees will
learn new computer skills
• Focus on the development of knowledge
and skills in an organized way
• Design to ensure instructional success
IS 531 : Lecture 11
4
Training Plan Components
•
•
•
•
•
•
•
Philosophy
Identification of training needs
Approach
Resources
Timetable and training schedule
Budget
Evaluation strategy
IS 531 : Lecture 11
5
Philosophy
• Instruction at a dedicated time close
to the go-live date
• Removed from work area
• Independent to other work
responsibilities
• Free of work-related distractions and
interruptions
IS 531 : Lecture 11
6
Training Needs Identification
•
•
•
•
•
•
•
Who
What content area
When
How
How long
Where
With what equipment
IS 531 : Lecture 11
7
Training Approach
• Follows needs assessment
• Determines
– Content
– Instructional interventions
– Delivery methods
– Creation or purchase of training
materials
– In-house trainers vs. outsourced
training
IS 531 : Lecture 11
8
Resources
• Where will the budget for resources come
from?
– Salaries for trainers, support staff,
replacement staff, and employees
• Who will coordinate training?
• Who will teach?
IS 531 : Lecture 11
9
Timetable and Training
Schedule
• Coordinated with go-live date
• Considerations:
– Number of persons to be trained
– Amount of time required to train each
user group
– Amount of time needed for all training
– Budget requirements
• Enough time for knowledge transfer,
prectice, and application of skills
IS 531 : Lecture 11
10
Evaluation
• Proficiency testing
– May be done electronically
– Can provide immediate feedback
– Reflects need for basic skills to perform
job
• Pre- and post-training assessments
• Must consider needed remediations
IS 531 : Lecture 11
11
Issues in Identification of
Training Needs
•
•
•
•
•
•
•
•
•
End users
Training class content
Class schedules
Equipment requirements
Training costs
Training center
Training approaches
Training materials
Proficiency assessments
IS 531 : Lecture 11
12
Systems Users
• End users : healthcare workers who use
an information system to view or
document client information
• Grouped by job class responsibilities
• Users who perform similar functions
constitute a “class”
• User classes determine applications, level
of access needed, training content,
training time needed
IS 531 : Lecture 11
13
Training Class Content
Computer-related policies: user account, ID
Access privileges
Human factors: anxiety, uncertainty
Computer literacy
Workflow changes in new system/application
Screen and system “freezes”: why, what to
do
• System idiosyncrasies disrupt user’s comfort
zone
•
•
•
•
•
•
IS 531 : Lecture 11
14
Training Class Content
• Electronic help: manual, context-help, online
• Error messages: missing info, data entry
error
• Error correction: automated, manual
• Maintenance and basic troubleshooting
• Downtime (planned, unplanned) procedures
• Retrieval of information and other functions
• Realistic situations
IS 531 : Lecture 11
15
Training Schedule
•
•
•
•
•
•
Length of training day
Off-shift and weekend classes
Overtime vs. part of regular work hours
Training before or after work shifts
Preparation time for classes
Convenience of training location
IS 531 : Lecture 11
16
Training Equipment
• Hardware, software, and environment
requirements need to mirror those in the
work environment.
IS 531 : Lecture 11
17
Training Approaches
• Advantages , Disadvantages, and
Effective Tips,
• Ref. Table 11-2 (pp.223-224)
IS 531 : Lecture 11
18
Training Approaches
•
•
•
•
•
Instructor led
Technology based
On-the-job training
Blended approach
Adjunct aids
IS 531 : Lecture 11
19
Instructor-Led Training
• Classroom techniques that engage the
participants, such as active participation,
group activities, hands-on exercises, and
other various instructional approaches
enhance attention and learning
IS 531 : Lecture 11
20
Technology-Based Training
• Uses technology to teach technology
• Computer-based training
• Web-based training
IS 531 : Lecture 11
21
On-the-Job Training
• Appropriate for short sessions
• Subject to interruptions
• May or may not catch all the people who
need training
IS 531 : Lecture 11
22
Blended Training Approach
• Maximize knowledge retention
• Target different learning styles
• Encourage active participation
IS 531 : Lecture 11
23
Training Materials
• Must be well designed and reflect “real”
system
• Learning aids: to supplement training
• Job aids: written instructions for use in
training and work settings
IS 531 : Lecture 11
24
Trainer Selection
• Internal vs. external trainers
• Teaching skills, experience, ability to
interact with others, familiarity with
different training approaches
• Must understand various user classes and
job needs
• Centralized versus departmental training
• Core set of internal trainers from own
personnel ranks
• Super users: understand department
workflow, can serve as peer mentors
IS 531 : Lecture 11
25
ROI from Training
• Return on investment should measure by
employee’s job satisfaction and retention.
• Well-trained attain required skill levels in less
time, ask for less assistance, spend less time
to correct errors
IS 531 : Lecture 11
26
Training Nonemployees
• Significant numbers of office staff
members and students require training
and access
• Must consider this population in the
overall training plan
• Organization may not have benefits
IS 531 : Lecture 11
27