Group/Individual Level

Knowledge and awareness - Education and training

Sources of training
Sources of structured training are: technology vendors, training consultants, local educational institutions (such as technical colleges and Universities), and in-house programs. It is frequently best if you have the in-house capability, for this is what allows you to customise, grow, and not to be dependent on specific machines and vendors, but to use the variety and mix of options that best suits your needs and availability.

The elements of an in-house technology training program are very much like the elements of many technical training courses. They include the following taken from a book by Majchrzak (1988):

• Determine the purpose, goals, and breadth of the training. Provide skills, attempt to change the culture and norms for behaviour, provide information about the future, show support and commitment, consider the implications for career development and the selection and placement of people in key positions and jobs.

• Consider the format of the training. Training can be formal and structured, on-the-job, in classroom settings, or in the form of apprenticeships and/or modular based, self paced programs.

• Consider the issue of individualisation. Be sure to remember that people are different in many ways and that this should be considered as an asset rather than as a liability or constraint. You need to build in flexibility for individual differences and requirements, different learning styles, family situations, motivation, career plans, etc.

• The extensiveness of the training must be considered. The number of hours of initial training, repetition and refresher courses, and advanced training must be planned.

• The selection of trainers is of paramount importance. Depending upon the target population it will make a great deal of difference whether you use a professional, a technical expert, a manager, a user, or a peer.

• The course presentation must be customised to the target population. Generally, adult learners respond better to active learning than they do to lectures.

• The timing of the training must be considered. Should training be conducted before, after or during implementation?

• The course curriculum decisions are fundamental. Decisions about who develops the courses, what topics and courses are offered and developed will have to carefully be made. Also, the issue of basic skills (e.g., reading, writing, and basic mathematics) training must be considered.

• The evaluation of the training is critical to ensure that it is meeting the needs of the target population and the organisation, and to ensure that it continually adapts and is responsive to changing needs and requirements. Evaluation of both the participants (e.g., competency based, test based evaluation) and of the program itself must be done.

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