[Project Name]
Training Strategy
Prepared By:
Prepared For:
Date Created:
Last Updated:
(R)esponsible
(A)uthority
(S)upport:
(C)onsult:
(I)nform:
Document Overview
Author’s Name
Department Name
Month Day, Year
August 13, 2008
RASCI Alignment
Revision Log
Revision
Date
1.0
MM/DD/YY
Initials
Description of Revision
Initial Draft
Table of Contents
1) INTRODUCTION ................................................................................... ERROR! NO BOOKMARK NAME GIVEN.
1.1) TRAINING STRATEGY OVERVIEW .................................................................. ERROR! NO BOOKMARK NAME GIVEN.
1.2) PURPOSE........................................................................................................ ERROR! NO BOOKMARK NAME GIVEN.
2) TRAINING APPROACH ....................................................................... ERROR! NO BOOKMARK NAME GIVEN.
2.1) TRAINING OVERVIEW .................................................................................... ERROR! NO BOOKMARK NAME GIVEN.
3) TRAINING APPROACH ....................................................................... ERROR! NO BOOKMARK NAME GIVEN.
4) CURRICULUM DESIGN ...................................................................... ERROR! NO BOOKMARK NAME GIVEN.
4.1) CURRICULUM PLANNING ............................................................................... ERROR! NO BOOKMARK NAME GIVEN.
4.2) DELIVERY METHODS ..................................................................................... ERROR! NO BOOKMARK NAME GIVEN.
5) CONTENT DEVELOPMENT APPROACH ....................................... ERROR! NO BOOKMARK NAME GIVEN.
5.1) OVERVIEW .................................................................................................... ERROR! NO BOOKMARK NAME GIVEN.
5.2) TRAINING MATERIALS .................................................................................. ERROR! NO BOOKMARK NAME GIVEN.
5.3) DEVELOPMENT PROCESS ............................................................................... ERROR! NO BOOKMARK NAME GIVEN.
5.4) ROLES AND RESPONSIBILITIES ...................................................................... ERROR! NO BOOKMARK NAME GIVEN.
5.5) INTEGRATION POINTS .................................................................................... ERROR! NO BOOKMARK NAME GIVEN.
6) TRAINING DELIVERY ........................................................................ ERROR! NO BOOKMARK NAME GIVEN.
7) COST DRIVERS FOR TRAINING ...................................................... ERROR! NO BOOKMARK NAME GIVEN.
8) NEXT STEPS........................................................................................... ERROR! NO BOOKMARK NAME GIVEN.
9) DOCUMENT SIGN OFF ....................................................................... ERROR! NO BOOKMARK NAME GIVEN.
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 2 of 19
1) Introduction
1.1) Training Strategy Overview
A key factor to mitigating risks and maximizing the success of University of Chicago is the
planning and execution of a dynamic learning strategy. This learning strategy should be
supported by templates and tools that build efficiency into developing, delivering, and
maintaining training materials.
University of Chicago will face a multitude of interdependencies, risks, and challenges
associated with the [SOFTWARE NAME] training effort that a well-planned training
program can mitigate. Based on our experience we have identified the following challenges
for University of Chicago:




Selecting and capitalizing on learning technologies which are appropriate for University
of Chicago
Developing training content for both high-level business processes and [SOFTWARE
NAME] transactional instructions
Facilitating national acceptance and business unit continuity
Developing and delivering value-added University of Chicago specific content
1.2) Purpose
The purpose of this document is to outline the [PROJECT NAME] Training Strategy. This
strategy has been developed to address the unique requirements of University of Chicago.
Each section of this document describes a key component of the training effort.



The first section describes our guiding principles, training approach, timeline, and
activities.
The remaining sections will become major work streams for the training team in
upcoming phases of the [PROJECT NAME] training roll out plan.
- Audience Analysis
- Curriculum Design
- Training Delivery
The last section of this document consists of a cost analysis for the development and
delivery of Project training.
2) Training Approach
The goal of the [PROJECT NAME] Training program is to provide users with an understanding of
the new business processes and [SOFTWARE NAME] functionality prior to each rollout cycle.
Effective training will allow users to assimilate new business processes and systems knowledge. As
such, training is a critical success factor for the [PROJECT NAME] implementation. A quality
training program will reduce the time it takes for people to reach peak productivity. Training is
necessary, but not sufficient by itself, to sustain the acquisition and retention of knowledge over a
long period of time. Repetition of job activities after implementation will help accomplish that
objective.
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 3 of 19
To help users become effective in executing the new business processes and system transactions, the
[PROJECT NAME] Training Strategy will focus on the following:

Understand new University of Chicago Business Processes – Users will develop an
understanding of new business processes and use of [SOFTWARE NAME] within the context of
their individual job roles and integration with other parts of the overall business processes they
support.
2.1) Training Overview
The [PROJECT NAME] learning program is outlined below. Training strategy points are
separated into three major categories: training methods, training development, and training
delivery.
Training Methods
 Emphasize training techniques such as classroom style lectures using a live
[SOFTWARE NAME] system
 Emphasize the development of reusable “learning objects” content which is repackaged
and maintained to teach new hires or to deliver training in different forms
 Design and deliver flexible training curriculum based on end-user job roles and impacted
by the new processes, systems, security, and controls
Training Development
 Provide training materials that are concisely worded and have a consistent look and feel
 Provide templates to [SOFTWARE NAME] process, development, and configuration
teams so that documentation can be leveraged by the training team for end-user training
(e.g., work instructions)
 Develop a national set of training materials and then localize materials for each rollout
 Develop courses that contain information on processes and system functionality which,
used together, provide the “whole picture” for end users
Training Delivery
 Utilize instructor-led classroom training, over-the-shoulder training, and sandbox
sessions
 Utilize a train-the-trainer approach (key users or project team members deliver training)
 Communicate the training schedule and expectations early to allow the business to plan
accordingly
The following table describes the business processes and [SOFTWARE NAME] modules
covered in the current training scope. Detailed scope will be outlined as a part of the
curriculum planning process during the Build phase.
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 4 of 19
Functional Area
Business Process
[SOFTWARE NAME] Module
Current Assumptions for [SOFTWARE NAME] Training
Following is a list of assumptions related to the [PROJECT NAME] training scope. The purpose of
this list is to define scope. As stated previously, the scope of training content will be determined
during the Build phase of the project. Training assumptions are separated into two major categories:
training development and training delivery.
Training Development
 The content scope of the training effort will be outlined in the Build phase of the project. Once
the curriculum is created, any impact to the training team’s development schedule and/or
timeline can be determined
 The training team will leverage documentation created by the [SOFTWARE NAME] Process
Teams, including Process Flows, Business Process Scripts, and Work Instructions
 Training materials will cover process changes and system usage for [SOFTWARE NAME]
Training Delivery
 The current training audience is identified as University of Chicago end-users. Users are
assumed to be the most impacted, but we anticipate that some courses will be required for
operational (i.e., non-finance for a finance course) users.
 This strategy does not address training requirements for key user or help desk users. Training
needs for these audiences will be addressed separately.
 A train-the-trainer approach will be used to deliver training. University of Chicago trainers must
attend the train-the-trainer session to prepare them to deliver courses. It is recommended that the
trainers are key users who are involved in the project. A train-the-trainer session will be held for
each rollout.
 Evaluations will be created for training courses to monitor and continuously improve training.
 Site Team Training Coordinators will be identified for all sites. The Site Team Training
Coordinator will help with training logistics.
The Training Process
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 5 of 19
The training team will follow a seven-phase methodology to develop and deliver [SOFTWARE
NAME] Training. The diagram below outlines the training process, deliverables, and activities and
their relationship to the overall project phases.
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 6 of 19
3) Training Approach
An audience analysis will be conducted during the Build phase of the project. The audience analysis
is created to answer the following questions:



How many users are located at each work location by line of business and department that need
[SOFTWARE NAME] training?
When will the users be trained and which work locations?
Determine existing level of system involvement.
4) Curriculum Design
4.1) Curriculum Planning
Following the completion of the Blueprint phase, the following documents will be used to
develop a list of training courses:
 Process Flows and Process Scripts - used to outline the processes that will be addressed
by courses.
 Business Process Master List (BPML) - used to outline the content of the [SOFTWARE
NAME]-focused courses. The BPML is also used to estimate the length of the training
courses.
The first step in the curriculum planning process is to create a high-level curriculum that
outlines the content, delivery time, and delivery method of [SOFTWARE NAME] and
process courses by process area. The curriculum will be developed in conjunction with each
[SOFTWARE NAME] process team. After the curriculum is signed off by the University of
Chicago process owner and [PROJECT NAME] Program Management, the second step is to
further detail the courses. Outlines will be created in Excel and cover the following course
topics:
 Process design documents
 Work instructions
 Simulation demonstrations
 Exercise practice sessions
In general, individual courses will not exceed eight hours of learning each day. Also, regular
breaks will be built into the design at 1.5 hour increments to maintain a productive learning
environment. The outlines will serve as a blueprint for training developers. These outlines
will also be reviewed and signed off by the University of Chicago process owners and
[PROJECT NAME] Program Management. In summary, the curriculum design activities
that will be completed during Build answer the following questions:
 What content will be developed for [PROJECT NAME] for each business process area
based on the system design?
 In conjunction with the audience analysis, how many users need to attend each course
and the location for the training?
 What delivery method will be used for each course?
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 7 of 19

What roles are associated with each course?
4.2) Delivery Methods
As mentioned above, part of the curriculum planning process will be to choose a delivery
method for each course. In evaluating [PROJECT NAME] high-level training needs, we
have outlined the following four primary training delivery methods.
Delivery Method
Description
Normally Used When…
Computer Based
Training (CBT)

Self paced, asynchronous
training which allows learners
to engage in training activities
independent of an instructor or
other students.
Computer-based training
(CBT) courses are an example
of self- paced learning.
Self paced/CBT courses offer
the advantage of flexible time
commitments and minimal
travel costs. However, CBT
courses require a higher level
of development effort over
instructor led courses.

Traditional synchronous
delivery method used by
instructors to present training
materials in a classroom
environment.
Instructor-led training includes
lecture, exercises,
demonstrations and hands on
experience with [SOFTWARE
NAME].

User paced, with key user and
project team members
providing guidance
Job checklists based on role
and assigned tasks
Collaboration between
coworkers



Instructor Led
Training (ILT)
with Simulations


Over the Shoulder













File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 8 of 19
Technical infrastructure is
available to enable on-line
training delivery
Learners are self-directed
and comfortable with
technology
Content is stable and
extended course
development time is
available
Large audience to train
and/or limited classroom
facilities
Sufficient amount of
trainers and facilities are
available
Computer technology is
available and can be used
Travel costs are less
important
Transactions are of simple
to medium complexity
Transactions do not
require a significant
amount of conceptual
information
Key users have bandwidth
to meet with participants
Computers with
[SOFTWARE NAME]
GUI are available
Personnel are unable to
attend training
Personnel have extended
periods of time between
Delivery Method
Description
Normally Used When…


Sandbox
Environment

Client that has been built and
maintained for use by
developers, testers, instructors,
or trainees to practice
transactions

when they attend
classroom training and
when they actually use the
live system
Individual training needs
to focus on specific job
related tasks.
There is a need to
reinforce skills and
knowledge
Developers, testers,
instructors, or trainees
need to practice
transactions without fear
of contaminating system
data.
[company name]’s
training solution is a combination of presentation and practice training
deliveries. Every individual who will utilize the [SOFTWARE NAME] system will receive
job related training through viewing demonstrations and exercising keyboard commands on a
live system.
For select locations with three or more personnel, there will be a classroom environment set
up to walk through job related demonstrations with an instructor. Each participant will have
a participant guide and access to a personal computer. The instructor will walk the
participants through a demonstration explaining the process. After receiving instruction on a
group of processes, participants will access the training client and practice clicking and
entering appropriate information on the related job tasks. Classroom instructors will receive
train the trainer education and handouts to assist them in presenting [SOFTWARE NAME]
training.
For select locations, or locations with two or fewer personnel, a key-user or functional
consultant will work with individuals or small groups to conduct a knowledge transfer. The
main difference between a knowledge transfer and classroom instruction is one of formality.
Expert key users and functional consultants focus on going through the business processes by
using a work instruction in a training client. After receiving instruction on a process,
participants can access the [SOFTWARE NAME] sandbox and practice clicking and entering
appropriate information on the related job task.
Over-the-Shoulder training is a continuation of [SOFTWARE NAME] education. Initially
after receiving classroom training or a knowledge transfer, key-users will set up a one-on-one
or small group sessions to go over the checklist of job related activities and tasks. The
checklist contains a break out of tasks used in their day-to-day work. One of the additional
benefits for Over-the-Shoulder training is continued education in the course of an average
workday. In many instances, individuals need help working on a specific task. An OTS
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 9 of 19
outline helps individual workers know what to ask for as well as whom to ask in future
situations.
5) Content Development Approach
5.1) Overview
This section answers the following key questions:
 How will a set of training materials be developed and reviewed?
 What types of training materials will be developed?
 How will key users be involved in the process?
 What are the roles and responsibilities on the training team and who do we expect to fill
those positions?
 What are the integration points with other Enterprise project teams?
A baseline set of training materials will be developed to support the [SOFTWARE NAME]
system and will then be utilized for each subsequent rollout. The training materials to be
utilized for University of Chicago are the following:
 Work Instructions/Business Process Procedures
 Participant Guides
 Exercise Guides
 Quick Reference Guides (QRGs)
The development process will be structured so that the majority of information required will
be incorporated into the baseline set of materials. This will be accomplished by involving
business process owners in the review of training materials during the design phase.
5.2) Training Materials
There are four types of training materials or learning objects that will be developed for
[PROJECT NAME]. The curriculum will be used as a map of how the materials will be
packaged together to create training courses. Many of the materials will be reusable across
several courses. The paragraphs below describe each one of the three types of training
materials.
Work Instructions
 Work instructions are step-by-step instructions on how to perform University of Chicago
[SOFTWARE NAME] transactions.
 Work instructions provide concise procedural and decision-making information such as
prerequisites, field descriptions, if/then scenarios, action steps, and cautionary
information.
 During training, users are taught how to use work instructions to support their job roles.
Work instructions will be prioritized for development; therefore, not every [SOFTWARE
NAME] transaction will necessarily have a work instruction created for it. The most
critical or commonly used transactions will be identified by the business process teams
during the Build phase.
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 10 of 19


Work instructions will be developed by the business process teams, reviewed by the
training team for QA and consistency, and signed off by the University of Chicago
process owners, and [PROJECT NAME] Program Management.
The work instructions developed will support a Template solution and will be created
using a SimPro Word template (or other approved application)
Participant Guides
 Participant Guides are utilized to turn training into an interactive process by enabling
participants to:
o See the overall process work flow
o Follow along during instruction demonstrations
o Execute a process by applying step-by-step instructions
o Perform tasks needed to execute their jobs
 Participant Guides are end-user documents containing process design documents, work
instructions, and quick reference guides.
 The PDD’s, BPP’s, and QRG’s are grouped by functional area and listed in a learning
sequence that mirrors application in the [SOFTWARE NAME] system and maximizes
their understanding of process flow.
Exercise Guides
 Exercise Guides provide attendees with systematic practice of certain tasks required to
complete a transaction.
 Exercises generally appear at the end of a lesson.
 Each exercise guide contains a business scenario, reference to a work instruction, and
processing information in the form of a field and data table.
Quick Reference Guides
 As users gain experience, they will usually not need the detailed information provided by
a work instruction; a shorter Quick Reference Guide (QRG) with key information can be
very helpful to provide guidance, specifically for complicated or infrequently used tasks.
A list of QRG’s to be developed will be identified during the curriculum design phase.
 QRG’s will be developed by the process teams and will be reviewed and signed off by
the [SOFTWARE NAME] process team leader and Central process owners.
The relationship between training materials and delivery methods is shown below. Training
materials (or learning objects) mapped to delivery methods make up a course.
Delivery Method
Training Material
[SOFTWARE NAME]
Navigation
Work Instructions
Exercise Guide
QRG’s
Check Lists
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
CBT
ILT
OTS
X
X
X
X
X
X
X
X
Page 11 of 19
CBT = Computer Based Training
ILT = Instructor Led Training
OTS – Over-the-Shoulder Training
5.3) Development Process
Work instructions, Participant Guides, Exercise Guides, and Quick Reference Guides will be
developed by the process teams and reviewed by the training team in the Build phase of the
project. University of Chicago work instructions will be identified at the beginning of each
rollout by the [SOFTWARE NAME] process teams.
All the training materials will be stored on the shared drive in the document management
system. Development will be tracked using an excel spreadsheet.
The following diagram details the development process for creating a new work
instruction/business process procedure.
Training developers use a systematic procedure to create new work instructions:
For Work Instructions follow this process:
1. Prepare the simulation for export and follow the user manual instructions on exporting to
MS Word. After the execution, save a copy as a backup on your computer and a copy to
the shared drive in the draft folder. Use the original file on your computer to complete
the full Work Instruction. Once completed, save the Work Instruction to the V1 folder
and then send an email to the team lead informing him or her, the document is ready for a
technical review.
2. The team lead will access the completed work instruction, and then copy it to his or her
computer to conduct a technical review. Once the work instruction is found to be
technically sound, the team lead saves the document to the V2 Review folder and then
contacts the training development lead by email.
3. The training development lead will access the completed work instruction and place it on
his or her computer to perform the editorial review. After performing the editorial
review, the training development lead saves the final copy to the V3 Final folder.
5.4) Roles and Responsibilities
The training team for [PROJECT NAME] will require an appropriate mix of resources for
each phase of the project. For example, during the development cycle, training activities will
focus on the design and development of training materials for end user training. During the
rollout phase, the training activities will focus on preparing course instructors using a trainthe-trainer approach. Each rollout will also require resources to coordinate scheduling and
logistical details.
Based on previous [SOFTWARE NAME] implementations, the following is a summary of
roles and responsibilities for training team members on [PROJECT NAME].
Role
Responsibilities
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 12 of 19
Assigned To
Role
Responsibilities
Assigned To
Training
Team Lead

Coordinate with Project Management and other teams as
necessary
Develop training strategy deliverables
Implement end user training strategy
Design training curriculum
Develop training prototypes and standards
Confirm documentation requirements are incorporated
into standards and communicated to developers
Develop training templates
Oversee the design and development of the training
solution
Supervise training developers
Facilitate the design, development and deployment of high
quality and accurate end user training materials
Interact with process teams to gather information and
communicate review time requirements
Conduct reviews of training materials
Monitor training work plan, deliverables, and resources
Drive resolution of training issues
Coordinate timing and roll-out of training with sites
Participate in training material validations, train-thetrainer program, and project team lead meetings
Training
Lead
Functional
Team
Members
+ 5 TBD
or at least
one for each
process area
(total = 5
resources)


Work through system transactions and understand
business processes
Develop high-quality, accurate end user training materials
(ILT Participant Guides and simulations) that adhere to
document standards
Interact with process teams to gather information and
schedule review time requirements
Conduct peer reviews and participate in training
validations
Communicate unresolved issues to the training team lead
Analyze curriculum and training schedule to determine
required amount of training data
Assist instructors in data population
Support instructors as Subject Matter Experts




Attend train-the-trainer course
Deliver training to the end users at each worksite
Review curriculum and training schedule
Review training materials
Key Users
TBD
(University
of Chicago)
Gather site information with regards to audience, training
facilities identification, and readiness
Manage the overall end user training delivery by creating
TBD
(University
of Chicago)















Training
Developers






Instructors
Site

Training
Coordinators 
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 13 of 19
Role
Responsibilities



Assigned To
and monitoring training schedules, participants
enrollment, coordinating reproduction, identifying training
site coordinators, and tracking participation
Secure training facilities, coordinate set-up of training
delivery, and communicate training purpose and schedule
to site
Communicate with the training team lead to validate that
prerequisite training is completed
Document users’ attendance and proficiency, at each site
5.5) Integration Points
For the training program to be successful, the training team lead has to work with the other
project teams to gather information, have the necessary support, and develop accurate training
materials.
The areas of integration between the training team and other project teams are shown in the
table below. The table details the tasks and time commitment that are required by each team
that impact the training program.
Team
Integration Area
Project
Coordination
Management
Tasks
Time Commitment

Help the training team lead
get the proper information to
make timely decisions
Work with sites to clarify
budget/resource issues related
to training
Identify appropriate staff to
work with the training team
lead
Confirm that training
activities are included and
supported in overall level of
effort

No additional
unplanned work
Manage stakeholders
Communicate with local sites,
key users, and end users in
regards to training related
activities

No additional
unplanned work



Change
Communication 
Management

Process
Teams
Training
Materials
Development
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM


Realization
Confirm prioritized training
objectives
 Review and
signoff on
Create work instructions using
curriculum design
template under the supervision
(3 hours per team)
Page 14 of 19
Team
Integration Area
Tasks






Key Users
Training
Delivery






Time Commitment
of the training team
Provide timely input into
training activities
Review and sign-off on all
training materials
Assist in identifying data for
transactions and provide
clarification on system
transactions when necessary
Provide input into simulation
demonstrations
Timely communicate changes
in system configuration
Timely communicate changes
in system documentation

Review training materials
Provide input to improve
global template training
materials
Provide localization
information when necessary
Attend train-the-trainer course
Create data sheets
Deliver training
Realization
 Review training
courses (4 hours)
 Review training
strategy (1 hour)
Rollouts
 Review training
preparations
 Attend train the
trainer
Review training
material prototype
(3 hours per team)
 Review Web
Based Training
Course (4 hours)
Rollouts
 Answer questions
related to training
materials ( 1 hr a
week)
 Provide key
individual to assist
with training
development
 Review training
materials (approx
4 hrs a week)
 Provide expertise
to UofC
instructors
(schedule will be
created)
Note: Due to the training team’s tight integration with the [SOFTWARE NAME] process teams, it
makes sense to align one training team developer with each process team.
6) Training Delivery
Once the audience analysis and curriculum design have been drafted, the training team lead will
have the required data to plan for many of the logistical items related to training such as number of
trainers, facilities, scheduling, etc. A logistics plan will be created for each rollout. Listed below are
many of the logistical items related to training and the data gathered to date.
Site Training Coordinators
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 15 of 19
Having a site team training coordinator is a best practice. Ultimately, it is more efficient for
logistical details to be handled on a local level. A site team training coordinator should be identified
for each site with more than ten people to manage the logistics at the site (the number ten is an
estimate only; the actual number will be defined during Realization). This includes scheduling
participants and facilities for the particular site. This also includes managing any materials
reproduction. The training team lead will provide processes, tools, and templates to the site team
training coordinators to facilitate completion of the logistical activities.
Train the Trainer
Train the Trainer will be held prior to training execution to prepare trainers to be effective in the
classroom. Trainers (key users) will be identified at the beginning of each rollout. As stated
previously, trainers should be involved in testing of the system and review of training materials prior
to train-the-trainer. This validates they are comfortable with the new University of Chicago business
processes and with [SOFTWARE NAME]. The train the trainer session will be approximately one
day in length. The first half of the day will be University of Chicago reviewing course materials and
adding instructor notes where necessary. The second half of the day will be presentations on
facilitation, how to use the materials, etc. Each instructor will have the opportunity at the end of the
day to teach a portion of a course and receive feedback on their performance.
Facilities
There will be at least one training room available at each site to support end user training.
Additional room requirements for other sites will be identified as a part of the logistics plan for the
current rollout.
Reproduction Strategy
As stated previously, reproduction of training materials will be the responsibility of each site training
coordinator. The training team lead will provide access to a document repository. Each site team
training coordinator should create enough copies of course materials for each classroom. Students
may then access training documents when they return to their desk to reprint any of the materials.
Scheduling and Registration tools
To create the training schedule, the training team will work with the [SOFTWARE NAME] process
and security teams to clarify the mapping of job roles to [SOFTWARE NAME] functionality. For
instructor-led courses, as soon as accurate numbers are available regarding training requirements, a
logistics matrix will be prepared to validate the number of required class offerings per site. This
approach helps us determine the number of required classrooms and instructors along with an actual
training schedule to use for registering course participants.
Training Sandbox client
To prepare end users for new functions that are to be transported into the production client, you can
set up a training client. The users can apply the new functions in this client with specially created
application data. This client is set so that you cannot make changes to Customizing data and
Repository objects.
Learning Evaluations
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 16 of 19
Learning evaluations will be distributed at the end of all instructor-led courses. The evaluations will
be Level 1 evaluation on the Kirkpatrick scale. This means that they will aim to measure
feelings/impressions about the courses and its effectiveness, not comprehension.
7) Cost Drivers for Training
The following items are significant cost drivers which should be planned for to avoid surprise
training related costs at the end of the project. The Training Team Lead will need a decision from
Program Management on each of these items.
Item
Description
Reproduction
costs

Reproduction costs are 
costs related to
copying training
materials, purchasing
training binders and
shipping training
materials

Travel Costs

Trainers and/or users
to travel to courses
It may be necessary
for users at a smaller
site to travel to a
larger site to receive
training
It may also be
necessary for trainers
to travel to various
sites to deliver
training



Recommendation
Estimated
Cost
Decision
needed
by:
Have site team
training coordinators
create one set of
documents for each
course which are
reused and paid for
by the project
Post all training
documents online so
students have the
option to download
the documentation
as desired

$25.00 a
binder

Month
Year
Assess training
delivery options and
recommend the best
practice to Program
Management

$1,500 a
trip

Month
Year
8) Next Steps
In summary, the training strategy outlined in this document will guide the training team lead
throughout the course of the project. During the Build phase, many of the questions outlined in this
document will be answered through the creation of the following deliverables:
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 17 of 19

Audience Analysis

Curriculum Design

Training Materials Prototype
Creation of these deliverables will determine how many users need to take what training courses and
at what location. Additionally, the cost drivers outlined at the end of this document related to
training will be examined further to determine impacts on the project budget.
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 18 of 19
9) Document Sign Off
Phase: Discovery
The (Deliverable Name) document has been reviewed and found to be consistent with the specifications
and/or documented project requirements. The signature below documents acceptance of this document
and/or work product by the signing authority
Organization: University of Chicago________________
Contractor________________
Approved by:
Signature: ___________________________________________________________________
Name: ______________________________________________________________________
Title:
Date:
Organization: University of Chicago________________
Contractor________________
Approved by:
Signature: ___________________________________________________________________
Name: ______________________________________________________________________
Title:
Date:
Organization: University of Chicago________________
Contractor________________
Approved by:
Signature: ___________________________________________________________________
Name: ______________________________________________________________________
Title:
Date:
File Name: 533573149
Last Saved: 3/6/2016 9:15:00 PM
Page 19 of 19