28 em february 2006 awma.org

emIT insight by Jill Barson Gilbert

Jill Barson Gilbert, QEP, is president of

Lexicon Systems, LLC. She helps organi-

zations increase business value by design-

ing and implementing EH&S management

solutions that leverage technology. E-mail:

JBGilbert@Lexicon-Systems.com.

Last October, my family adopted apuppy that had been rescued from a shelter. She’d had adifficult early life and lacked basic obedience skills, so onceshe became healthy, we enrolled her in a puppy obedienceclass. We anxiously attended orientation, completed ourreading assignments, pledged to follow the trainer’s instruc-tions, and bought (a garageful of) training supplies beforeeven taking the puppy to her first class. Little did we knowthat most of the training would be directed toward us andnot the dog! Before we could expect her to know what todo, we had to learn the commands ourselves.

A few weeks later, I held a series of training sessions forusers of a new environment, health, and safety (EH&S) soft-ware system. While the trainees were all experienced EH&Sprofessionals and systems administrators, they each had dif-ferent computer skill sets, capabilities, and learning styles.And although we performed a thorough check of all ofthe equipment beforehand, we still experienced login prob-lems on some of the computers and even had the trainingcenter server crash during one session. While the trainingwas an overall success, the experience brought to my mindour puppy training efforts, and that you should never take

lightly the need for training, whether it is professionaldevelopment or dog obedience training. Many organizationsassume that they can teach their staff to use new EH&Ssoftware in a single training session. This can be risky—you should not expect everyone to become a tech-savvyuser overnight, if ever. If you are planning to train yourstaff to use new EH&S software, whether they are shop-floor operators or seasoned EH&S professionals, you mightfind the following tips useful to make your software train-ing effort a success.

1 IDENTIFY OBJECTIVES AND OUTCOMESBefore you begin training, clearly state the training

objectives and learning outcomes. The objectives are whatthe trainer sets out to achieve, whereas the learning out-comes are what the students must demonstrate at the end ofthe session. For example, the training objectives might be toprovide background information on the EH&S software ini-tiative, teach students how to use the software, and to preparethem for the software rollout. By the end of the training ses-sion, therefore, students should be familiar with the softwareinterface, task management and document managementfeatures, and should know how to report errors and issues.

2 TAILOR TRAINING TO THE AUDIENCEUnderstand the intended audience’s needs and tailor

the curriculum accordingly. For example, provide one train-ing curriculum for casual end users, another for more tech-savvy users, a third for management, and a fourth for systemsadministrators. Avoid providing infinite detail to casualusers who will access only a few data entry forms or reports.If you must use technical jargon, then supply definitions.

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In addition, select a suitable training delivery method.For example,

• Instructor-led classroom training, where aninstructor provides a mix of lecture and hands-ontraining exercises in a classroom setting.

• Live Web training, where an instructor provides amix of lecture and hands-on training exercisesfrom an offsite location via the Internet.

• Facilitated computer-based training, wherestudents take computer-based training modulesin a classroom setting with a trainer and/orfacilitator.

• Computer-based training, where a student takesthe training course on his/her own schedulewithout a trainer. Training may be delivered viathe Internet or by using CDs, DVDs, or files storedon the organization’s server.

3 PRESENT A STRUCTURED CURRICULUMBoth linear and global thinkers can benefit from a

structured curriculum. Begin with the basics and drill intothe details. Develop training materials to complement thecurriculum and provide students with reference materialsthat they can use after leaving the classroom.

4 REINFORCE INSTRUCTION WITH HANDS-ONEXPERIENCE

There is no substitute for hands-on experience, especiallywhen one’s job depends upon the successful use of EH&Ssoftware. Use an iterative training approach to strengthensoftware skills.

5 SELECT A QUALIFIED TRAINERWhether you choose an in-house trainer, one provided

by your software vendor, or a third-party consultant, be sureto find one that is qualified. Look for a breadth and depthof experience with your EH&S software package, knowledgeof the EH&S subject matter to be covered, and, if possible,knowledge of how your company does business. The trainermust have good presentation and listening skills and be ableto establish a good rapport with the students.

6 SCHEDULE TRAINING STRATEGICALLYTiming is everything. Schedule training close to the

software rollout date for better knowledge retention. If yoursoftware initiative includes a “pilot,” schedule training forparticipants close to the pilot start date. If your users will doacceptance testing, schedule preliminary training beforetesting starts, and follow up with further training close tothe software’s “live” rollout date. Avoid scheduling trainingsessions close to regulatory deadlines or holidays.

7 ASSESS BASIC SKILLSHaving computer novices and computer-savvy students

in the same classroom can be a struggle, as some studentswill continuously play catch-up to the rest of the class andothers may want to surge ahead. Assess the students’ com-puter skills and schedule classes by skill level, if possible.

The computer skill level often tracks the student’s job classi-fication. If you must mix students with a wide range of com-puter skills, consider seating tech-savvy students next tonovices and allow them to collaborate during the hands-onexercises. Also consider inviting a few experienced users toact as classroom facilitators.

8 PROVIDE A HIGH-QUALITY TRAININGENVIRONMENT

A high-quality classroom environment minimizes distractionsand enhances a positive learning experience. There are prosand cons to both offsite and onsite training. Offsite train-ing gets students away from the normal distractions of anoffice environment, while onsite training reduces traveltime and costs.

The training facility must have sufficient space, hardware,and software to meet your needs. If your EH&S softwareapplication is delivered via the Internet, ensure that the train-ing facility has adequate Internet connections and band-width. Provide each student with computer and monitor setupssimilar to those found in their work areas. Use a computerprojector to show training slides and software demonstrationsto the whole group and have students follow along on theircomputers. Remember to test all equipment, electrical outlets,and Internet connections before the training session begins.

9 EVALUATE THE TRAININGDon’t forget to evaluate the training to gauge its

effectiveness. You can collect data for various purposes; forexample, to assess the course structure, content, or hands-on exercises, as well as the teaching processes, trainer, andtraining environment. Provide a brief paper- or computer-based questionnaire and ask each student to complete itbefore leaving the classroom. You can also evaluate theimpact of the software training by administering a post-training proficiency test. Consider an “open book” test thatallows students to use the software and course materials toanswer the test questions.

10 ESTABLISH A SUPPORT SYSTEMStudent questions do not end with the training

session. Implement a support system to address questionsduring and after the software rollout. Appoint EH&S systemsadministrators and tech-savvy users as the first line of contactduring the critical rollout period, and convert to a standard“help desk” process within a few weeks after the rollout.

Yes, you can teach old dogs new tricks. You need to knowhow to read their behaviors, teach them terminology, andput a good support system in place. Reinforce good behav-iors with praise—and treats!—and allow them to make mis-takes. The same is true with training people to use EH&Ssoftware (except for the treats). Understand their needs andskill sets and structure a curriculum that is tailored to theirneeds. Provide a positive learning environment and feed-back. Bear in mind that training costs are a fraction of theoverall software project costs, and a positive outcome isessential to the success of the software initiative.

Copyright 2006 Air & Waste Management Association