Developing & Implementing Training & Education Programs

To develop or acquire training and education programs to satisfy employee training requirements.

Understand Training Requirements

Review existing support material (e.g., policy and procedure manuals, forms, reference material, equipment and facilities, work sites, job specifications/descriptions, current training material). Interview subject matter specialists to ensure/confirm understanding of material and requirements.

Define Training Objectives and Evaluation Process

Identify performance, skill level, and knowledge required at the end of training. Estimate training time frame and cost in person-days and funds. Define the process that will be used to evaluate the effectiveness of the training (e.g., testing, simulations, problem solving, interviews).

Measure Pre-Training Performance Level

Develop evaluation exercises (e.g., true or false/multiple choice questions, short answers/essays questions, simulations (role playing), oral interviews). Measure current performance of training audience and select participants to be trained.

Evaluate Off-the-Shelf Training/Education

If training requirements are generic (e.g., personal development training, management training, technical training) research and evaluate off-the-shelf training solutions (e.g., courses from companies specializing in specific types of training, technical school/college courses, university courses).

Select Delivery Mode and Instruction Strategy

Select the best approach for training participants (e.g., instructor led training, computer based training, on the job coaching, simulations, workshops, self-paced learning, just-in-time training, off-the-shelf training/education).

Design Custom-Specific Training Material

Develop a detailed outline (e.g., lesson, topic, session) of training courses including sequence of instruction, content to be covered by each topic, paths through training, and approach for each topic, exercise, and workshop. If training will be delivered using multimedia (e.g., computer, video, audio), design each segment type (e.g., screens, menus, scripts, visuals) in the course and prototype (e.g., storyboards, scripts, animations, soundtrack, graphics) key content.

Validate Custom-Specific Training Design

Validate the training design by conducting walk-throughs with subject matter specialists.

Develop Custom-Specific Training Material

Create training material including student workbooks/handouts, instructor guides, visual aids (e.g., foils, slides, graphics), multimedia material (e.g., audio, video, graphics, animation, text), exercises, workshops, simulations, and case-studies.

Tips and Hints

An organization that specializes in developing customized training should be used if custom development is substantial.

IMPLEMENT TRAINING AND EDUCATION PROGRAMS

Purpose

To deliver and support the training and education programs.

Setup Training Environment

Set up and maintain the training environment (e.g., facilities, equipment, hardware, system software, application software, application data).

Administer Training Support Material

Schedule courses, students, and instructors. Administer course material (e.g., student workbooks/handouts, instructor guides, visual aids, multimedia material) and supplies (e.g., name tags, paper, pencils, refreshments). Contact students and instructors. Manage travel and living accommodations.

Pilot Training

Test training program using a cross-section of students. Identify issues with content, logistics, material, and delivery method. Prioritize problems and identify solutions. Revise content and materials and address logistical issues.

Conduct Training Sessions

Conduct training sessions. Monitor sessions and identify issues. Prioritize problems and identify solutions. Revise content and materials and address logistical issues.

Evaluate Effectiveness of Training

Evaluate the effectiveness of the training and education program. The post-training evaluation exercise should measure the same skills and knowledge level as the pre-training evaluation exercise. It is not necessary to evaluate every student or every course offering. An evaluation must be performed:

· when a new course is given or significant changes are made to an existing course,

· when significant problems have been identified with an existing course,

· when a new instructor is teaching,

· on an ongoing basis to a random sampling of courses.

Craig Borysowich (Chief Technology Tactician)

Programming is NOT an art

I have been quiet lately as I work on some larger bits of writing, but some posts today can't be ignored, mainly "Programming as a Fine Art".

Have you read it? If so, let it be known that I vehemently disagree with the idea that programming is an art. I got paid to be a programmer for a number of years, and never did I feel artistic. I did some new, cool stuff on some projects, and did grunt work on others, as described in the above article. An essential word that is passed by quickly in the article is "craft". Craftsman create things that are to be used; they may be decoratively ornate - think of antique furniture you see on Antiques' Roadshow - but that is to make the object more appealing to potential buyers.

Software is created to be used. Anything that is considered Art is not that pedestrian; Art is intended to communicate, inspire, provoke and all that, I don't see the NEA (U.S.)sponsoring software development, and don't expect software to ever be banned in Boston.

Another essential word in the article is 'engineering', as in software engineering. Engineering is defintely not Art, it is applying methods to solve real-world problems with solutions that don't fall down (like bridges) or fail to work (like software). In fact, reaching an actual Engineering level of discipline for software is something we should aspire to, leaving craftsmenship behind, as happened in the Industrial revolution with manufacturing plants putting craftsman out of work.

I know this article is about why the teaching of programming is suffering in the wider discipline of Computer Science, but treating it as a 'liberal art' is not the solution. If programming is going to continue to be a craft for some time to come, then the classic apprenticeship approach is the way to go. Although I was Computer Science grad, that is how I started. My first employer knew that grads of other disciplines could also be candidates, so it had a programming evaluation test for applicants. If you passed it, the company believed you had the skills to program ,and I enede up working with many people with other degrees like law.

In the end, a university degree shows that a person can learn; the specifics of what they studied may or may not be useful in their careers. So, companies should be looking for people willing to learn programming, rather than expect them to already know how.  

Busy Schedules & Interviewing

Busy Schedules & Interviewing

Someone recently asked me to write a BLOG on how those employed by Big Five and high-travel consulting roles can find time to interview with their high travel requirements. This is a great question and a topic that I deal with quite often. I believe some of my ideas below may help.

First, I recommend that people are very serious when they decide it is time to begin interviewing. Meaning, that the job seeker has already spoke with their current employer or supervisor about any important issues that is causing the person to consider making a move. When it is 100% clear that a career change is mandatory, people seem to find a way to prioritize their schedule and find time to interview.

Secondly, I recommend that people do a phone interview first to ensure that you really are excited about the company, the role, the responsibilities, and the person you'll be working with. You are interviewing the client as well! Phone interviews are easier to squeeze in before 8 AM; during lunch; and in the early evening if both parties realize the importance.

Third, I recommend that you fully research the company on your own using the internet, industry contacts, trade journals, etc. Do all of your homework before investing your own time and the time/money of a company that is also in your industry. By not wasting their time, you won't burn future bridges in a very small world!


Consultants usually travel Monday thru Thursday and can often interview on Fridays in their home town. Some companies are open to interviewing on weekends as well.

When all else fails, the next three best options for high-travel Big 5 consultants is to do a Video Conference Interview with the client (your local Kinko's); schedule it 1-2 weeks out and take a vacation around a 3-day weekend; and finally make creative suggestions like starting you as a consultant in a "Right to Hire". I've even had hiring managers fly to the "job seekers' location and I've heard of executive recruiters video taping an interview and mailing it to the manager.

I hope these ideas help you to consider some other options as we try to fit interviews into an already hectic professional work schedule! Good Luck.

SAP talent agent (IT Recruiter, MRI)

world is like child play infront of me

1.      baazeechaa-e-atfaal hai duniya mere aage
hota hai shab-o-roz  tamaasha  mere aage

[ baazeechaa = play/sport, atfaal = children ]

2.      ik khel hai auraNg-e-sulemaaN mere nazdeek
ik  baat  hai 'eijaz-e-maseeha  mere  aage

[ auraNg = throne, 'eijaz = miracle ]

3.      juz naam naheeN soorat-e-aalam mujhe manzoor
juz waham naheeN  hastee-e-ashiya  mere aage

[ juz = other than, aalam = world, hastee = existence,
ashiya = things/items ]

4.      hota hai nihaaN  gard  meiN sehara mere hote
ghisata hai jabeeN KHaak pe dariya mere aage

[ nihaaN = hidden, gard = dust, sehara = desert, jabeeN = forehead ]

5.      mat pooch ke kya haal hai mera tere peeche ?
too  dekh  ke  kya  rang  tera  mere  aage

6.      sach kahte ho, KHudbeen-o-KHud_aaraa na kyoN hooN ?
baiTha   hai   but-e-aainaa_seemaa   mere    aage

[ KHudbeen = proud/arrogant, KHud_aaraa = self adorer,
but = beloved, aainaa_seemaa = like the face of a mirror ]

7.      fir dekhiye andaaz-e-gul_afshaani-e-guftaar
rakh de koee  paimaanaa-o-sahba  mere  aage

[ gul_afshaanee = to scatter flowers, guftaar = speech/discourse,
sahaba =  wine, esp. red wine ]

8.      nafrat ka gumaaN guzare hai, maiN rashk se guzaraa
kyoN  kar  kahooN,  lo  naam  na  uska  mere  aage

[ gumaaN = doubt, rashk = envy ]

9.      imaaN mujhe roke hai jo khiNche hai mujhe  kufr
ka'aba   mere  peeche  hai  kaleesa  mere  aage

[ kufr = impiety, kaleesa = church/cathedral ]

10.     aashiq hooN, pe maashooq_farebee hai mera kaam
majnooN  ko  bura  kehti  hai laila  mere aage

[ farebee = a fraud/cheat ]

11.     KHush hote haiN par wasl meiN yoN mar naheeN jaate
aayee   shab-e-hijaraaN  ki   tamanna   mere  aage

[ hijr = separation ]

12.     hai mauj_zan ik qulzum-e-KHooN, kaash, yahee ho
aata  hai  abhee  dekhiye  kya-kya   mere  aage

[ mauj_zan = exciting, qulzum = sea, KHooN = blood ]

13.     go haath ko jumbish naheeN aaNhoN meiN to dam hai
rehne   do   abhee  saaGHar-o-meena   mere   aage

[ jumbish = movement/vibration, saaGHar-o-meena = goblet ]

14.     ham_pesha-o-ham_masharb-o-ham_raaz  hai mera
'GHalib' ko bura kyoN kaho achchaa mere aage !

[ ham_pesha = of the same profession, ham_masharb = of the
same habits/a fellow boozer, ham_raaz = confidant ]

21 rules of negotiation

The Critical Rules

Rule 1: No free gifts! Seek a trade-off (“OK, if . . .”) for each concession you make.

Rule 2: Start high.

Rule 3: Follow a dramatic initial concession with sharply diminishing concessions.

Rule 4: Krunch early and often.

Rule 5: Never settle issues individually. Settle all issues as a package—only as a package—at the end.

Rule 6: Conclude with a nibble.

Rule 7: Keep looking for creative (high value–low cost) concessions to trade.

7. The Important but Obvious Rules

Rule 8: Do your homework.

Rule 9: Keep the climate positive.

Rule 10: Never assume that an issue is non-negotiable just because the other side says it is. In reality, almost everything is negotiable.

Rule 11: Never accept the other side’s first offer.



8. The Nice to Do Rules

Rule 12: Start slowly.

Rule 13: Set a complete agenda.

Rule 14: Discuss the small things first.

Rule 15: Be patient.

Rule 16: Use/beware the power of legitimacy.

Rule 17: Keep your authority limited. Try to negotiate against people with higher authority.

Rule 18: Consider using good guy–bad guy.

Rule 19: Try to have the other side make the first offer.

Rule 20: Keep your team small and under control.

Rule 21: Try to have the other side travel to you.

why sad

Am just being lonely for now. i feel sad. I feel am thinking of nice memories in the past but then it makes my eyes watery. Haiiii life! Am humming the song - Some Days are diamonds, some days are stones… At times i feel like am tired smiling that pretentious smile, but I know i need to.

To become sad , its is not my habit. peoples should not think that i like to become sad.

When You asked how I've been here without you
I'd like to say I've been fine and I do.
But we both know the truth is hard to come by
And if I told the truth that's not quite true

Some days are diamonds some days are stones
Sometimes the hard times won't leave me alone
Sometimes a cold wind blows a chill in my bones
Some days are diamonds some days are stones.

Now the face that I see in my mirror
More and more is a stranger to me
More and more I can see there's a danger
In becoming what I never thought I'd be

Some days are diamonds some days are stones
Sometimes the hard times won't leave me alone
Sometimes a cold wind blows a chill in my bones
Some days are diamonds some days are stones.

Some days are diamonds some days are stones
Sometimes the hard times won't leave me alone
Sometimes a cold wind blows a chill in my bones
Some days are diamonds some days are stones.

Microsoft’s Easter Eggs

An Easter Egg is a secret message or screen buried in an application. Typically, easter eggs are used to display the credits for the development team or to display a humorous message. To see an easter egg, you need to know a special procedure or sequence of keystrokes. Webopedia

Below are some of Microsoft’s Easter Eggs:

Excel 2000

1. Open Excel 2000.
2. Select Save as Web Page from the File menu.
3. Select Save Selection:Sheet and Add Interactivity.
4. Save the .htm file.
5. Load the .htm page with IE. You should have Excel in the middle of the page.
6. Scroll to row 2000, column WC. Select row 2000, and tab so WC is the active column.
7. Press CTRL+ALT+SHIFT and click the Office logo in the upper-left.
If you have DirectX, you will be taken to an arcade-style racing game. Use the arrow keys to drive, space to fire, O to drop oil slicks, and, when it gets dark, H for headlights. Go ahead, indulge that road rage!

Excel 97

1. Open Excel 97.
2. On a new Worksheet, Press F5.
3. Type “X97:L97” (no quotes, not case sensitive) and press Enter.
4. Press the Tab key.
5. Hold Ctrl+Shift and click the Chart Wizard button on the Standard toolbar.
You are flying above a dark, mysterious world. Use the mouse to fly around. Click the left button to go forward, or the right to go backward. Watch for the scrolling marquee on the side of a hill.

PowerPoint 2000

1. Open PowerPoint 2000.
2. Select About Microsoft PowerPoint from the Help menu.
3. Press CTRL+ALT+SHIFT and double-click the PowerPoint logo.
See the people who brought you PowerPoint 2000.

PowerPoint 97

1. Open PowerPoint 97
2. Select About Microsoft PowerPoint from the Help menu.
3. Hold Ctrl+Shift+Alt and click the horizontal line under the licensing information three times.
See the people who brought you PowerPoint 97.

Word 2000

1. Open Word2000.
2. Select About Microsoft Word from the Help menu.
3. Press CTRL+ALT+SHIFT and click the horizontal line at the bottom of the dialog box.
The Microsoft Word 2000 logo appears. Left-click it to close it.

To explore more of Microsoft’s Easter Eggs, visit DDM’s Microsoft Office Tips and Tricks!

dil he to ha

1.      dil hee to hai na sang-o-KHisht dard se bhar na aaye kyoN ?
royeNge  ham   hazaar  baar,  koee  hameiN  sataaye  kyoN ?

[ sang = stone, KHisht = brick ]

2.      dair naheeN, haram naheeN,  dar naheeN, aastaaN naheeN
baiTHe haiN rehguzar pe ham, GHair hameiN uTHaaye kyoN ?

[ dair = temple, haram = mosque, dar = gate, aastaaN = abode,
rehguzar = path/way ]

3.      jab woh  jamaal-e-dil_faroz, soorat-e-meher-e-neem_roz
aap hee ho nazzaara_soz, parde meiN muNh chupaaye kyoN ?

[ jamaal = beauty, faroz = shining/luminous, meher = sun,
neem_roz = mid day, nazzaara_soz = beautiful/worth seeing ]

4.      dashna-e-GHamza jaaN_sitaaN, naawak-e-naaz be_panaah
tera hee  aks-e-ruKH  sahee, saamne  tere aaye  kyoN ?

[ dashna = dagger, GHamza = amorous glance, jaaN_sitaaN = distroying
life, naawak = a kind of arrow, aks = image ]

5.      qaid-e-hayaat-o-band-e-GHam  asl meiN dono  ek haiN
maut se  pehle  aadmee  GHam  se  nijaat paaye kyoN ?

[ hayaat = life, band-e-Gham = conceled sorrows,
nijaat = release/liberation ]

6.      husn aur uspe  husn_zan rah gayee bulhawas ki sharm
apne  pe  'eitmaad  hai,  GHair  ko  aazmaaye  kyoN ?

[ husn_zan = favourable view, bulhawas = slave of passions/very
greedy, 'eitmaad = reliance/dependance ]

7.      waaN wo GHuroor-e-iz'z-o-naaz yaaN yeh hijaab-e-paas-e-waz'a
raah  meiN  ham  mile  kahaaN,  bazm  meiN  wo  bulaaye kyoN ?

[ GHuroor = pride, iz'z-o-naaz = respect and beauty,
hijaab = veil/modesty, paas = regard, waz'a = behaviour ]

8.      haaN  wo  naheeN  KHuda_parast,  jaao  wo be_wafa sahee
jisko ho deen-o-dil 'azeez, uskee galee meiN jaaye kyoN ?

[ parast = worshipper, deen = religion/faith ]

9.      'GHalib'-e-KHasta ke baGHair kaun se kaam band haiN ?
roiye   zaar-zaar  kya,   keejiye   haay-haay  kyoN ?

[ KHasta = sick/injured, zaar-zaar = bitterly ]

aah ko chaahiye ik 'umr asar hone tak

1.      aah  ko chaahiye  ik 'umr  asar hone  tak
kaun jeeta hai teree zulf ke sar hone tak ?

2.      daam har mauj meiN hai halqa-e-sad_kaam-e-nahaNg
dekhaiN  kya  guzre hai qatre  pe guhar hone tak

[ daam = net/trap, mauj = wave, halqa = ring/circle, sad = hundred,
nahaNg = crocadile, sad_kaam-e-nahaNg = crocadile with a hundred
jaws, guhar = pearl ]

3.      aashiqee  sabr  talab   aur  tamanna   betaab
dil ka kya rang karooN KHoon-e-jigar hone tak ?

[ sabr = patience, talab = search ]

4.      ham ne  maana  ke taGHaful na karoge, lekin
KHaak ho jaayeNge ham tumko KHabar hone tak

[ taGHaful = neglect/ignore ]

5.      partav-e-khur se hai shabnam ko fana'a ki taaleem
maiN  bhee  hooN ik  inaayat  ki  nazar  hone tak

[ partav-e-khur = sun's reflection/light/image, shabnam = dew,
fana'a = mortality, inaayat = favour ]

6.      yak_nazar besh naheeN fursat-e-hastee GHaafil
garmi-e-bazm  hai  ik raqs-e-sharar  hone tak

[ besh = too much/lots, fursat-e-hastee = duration of life,
GHaafil = careless, raqs = dance, sharar = flash/fire ]

7.      GHam-e-hastee ka 'Asad' kis'se ho juz marg ilaaz
shamma'a har rang meiN jaltee hai sahar hone tak

[ hastee = life/existence, juz = other than, marg = death,
sahar = morning ]

Project Team Training Plan

The speed of the boss is the speed of the team. - Lee Iacocca

Improved deliverable! Training your project team in the application, business environment, project development techniques and other pertinent subjects is important to the success of your project. Use this training plan and schedule template to prepare your team to hit the ground running and get the just-in-time skills training they need to do the job.

Purpose

The Training Plan describes all training necessary for each Team Member on the project. This allows the Project Manager to provide the team with timely training at different points in the project, and plan for the training hours in the work plan.

Project Name

<Project Name>

Types of Training

List the types of training to be provided, such as training in the application(s), techniques to be used in the project development, customer enterprise business policy training, etc.

Identify the courses and course details for each type of training to be provided. Fill in a separate table for each course.

Component	Instructions
Course Name
Training Category	Training category (e.g., application, technique, business policy) to which the course applies
Course Description	Brief summary of the course (overview)
Estimated Course Duration	Estimated duration of the course in days or hours
Course Audience	Estimated number of individuals, categorized by team roles, who require the training.
Course Objectives	Desired outcome of the training
Course Outline	Topics to be covered in the training session (Attach separate sheet)
Prerequisite Skills	Prerequisite skills necessary for each team role attending the training
Supporting Materials	Facilities, presentation materials, student materials, and supporting technology necessary for delivering the training (Indicate which will be provided by customer)
Instructor Qualifications	Specific skills required by the instructor and potential sources of instructors, identified by position title (if internal) or by vendor (if training is to be provided by an external source)

Fill in the following table when the course is ready to be delivered.

Component	Instructions
Schedule	Date, time (including duration) and place when/where the course will be delivered
Instructor Name
Attendees	Names and phone numbers of team members who will attend