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Wikijunior:Languages/Vietnamese

What writing system(s) does this language use?
Vietnamese uses the Latin alphabet (the alphabet used in English), but without the letters J, W, and Z. Several letters have forms of the letter that are made with diacritics. Including these special letters, there are 29 letters in all. Vietnamese also uses 10 digraphs and one trigraph. Here are all the letters, digraphs, and trigraphs:

 * A, Ă, Â, B, C, D, Đ, E, Ê, G, H, I, K, L, M, N, O, Ô, Ơ, P, Q, R, S, T, U, Ư, V, X, Y

CH, GH, GI, KH, NG, NGH, NH, PH, QU, TH, TR

Vietnamese also uses five marks to show the tone of a word. These marks always come above a letter, except for one. Even when the letter already has a diacritic, the tone mark normally goes above that diacritic!

In this table, the letters A and Ă are used to show where each tone mark goes, even when there's already a diacritic.

How many people speak this language?
Vietnamese is spoken by about 86 million people, making it the 15th most common language.

Where is this language spoken?
Vietnamese is an official language in Vietnam, but is also spoken by immigrants in the United States, Cambodia, France, the Czech Republic, Australia, and Canada.

What is the history of this language?
Actually, the language that people use today is quite different from what they used to use before the French ruled Vietnam for 100 years. Before that, people used to speak two types of common dialects: Han Viet and Chu Nom.

Han Viet was the more formal language that was first borrowed, then changed, from the Chinese language. China had ruled Vietnam for 1000 years before the French came, so their influence was much stronger.

Chu Nom was the more informal, popular version of Han Viet that everyone could speak and understand. Lots of people thought that it wasn't a pretty language and shouldn't be used for literature. A poet named Nguyen Du wrote his most famous work, called The Tale of Kieu, in Chu Nom to prove that it could be used for books and poems. Today, the Tale of Kieu is the most well-known poem in Vietnam.

"Vietnamese", as we know it today, comes from a French missionary who thought that Han Viet and Chu Nom were just too hard for people to use. He took the language, gave it a Roman alphabet (a,b,c.. instead of Chinese characters) and made a few other changes as well. The new script, which was called Quoc Ngu, was taught to the Vietnamese people in schools run by the French. After a few generations, many people could no longer read or write the old style of characters, and so many translations were made into the new alphabet. This writing system is still used today in Vietnam.

Who are some famous authors or poets in this language?

 * Hàn Mặc Tử
 * Nguyễn Du
 * Hồ Xuân Hương
 * Tú Xương
 * Xuân Diệu
 * Bà Huyện Thanh Quan

Responses

 * chào: hello/good-bye
 * tôi/mình: I
 * anh: I/you/he/older brother
 * chị: I/you/she/older sister
 * em: I/you/he/she/younger sibling
 * mẹ/má: mother
 * ba/bố/cha: father
 * Bạn có khỏe không?: How are you? (addressed to a friend)

What is a simple song/poem/story that I can learn in this language?
Tiến Quân Ca (the Vietnamese national anthem)

title: Wikijunior:Languages/Vietnamese


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Bartending/Cocktails/Cosmopolitan

The Cosmopolitan is a vodka-based cocktail that has become very popular with women, especially since its prominent appearance in the popular HBO television show "Sex and the City." The Cosmopolitan, or "Cosmo" is a sweet-tart combination of citrus and cranberry flavors that, conveniently, is an attractive pink color when mixed and served properly.

Ingredients

 * 2 oz. vodka
 * 1 oz. triple sec liqueur
 * 1 oz. cranberry juice
 * dash Rose's lime cordial (or juice of 1/4 fresh lime)

Garnish
Flamed orange zest

Glass
cocktail glass

Preparation

 * 1) Combine ingredients.
 * 2) Shake over ice.
 * 3) Strain into a cocktail glass garnished with flamed orange zest.

Variations
Some recipes substitute:
 * Cointreau liqueur for the Triple Sec, or
 * Absolut Citron for plain vodka, (which increases the citrus kick)
 * lime juice with 1/2 oz. of Rose's sweetened lime juice, (resulting in a drink more sweet than tart.)

Note
Despite the fact that it's served in a cocktail glass, and thus frequently branded a "Martini," the Cosmopolitan is a cocktail that has more elements akin to sours than the herbal genre of the Martini.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Bartending/Cocktails/Cosmopolitan


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Training Best Practices/Transforming a Training Organization into a Performance Organization

Driving factors that pushed Microsoft to transform its technical training group
Microsoft needed to adapt to a maturing software market where quality and value were more important than a proliferation of new features.

The PC software market has matured over the last decade. The market has broadened, as has the role of software in people’s everyday lives. Instead of a market dominated by technically savvy customers, the market is now dominated by business professionals and novice home users. At the same time, Open Source software has been competing against commercial software in key markets.

Microsoft determined that higher quality, lower total cost of ownership (TCO), and better integration were the ways to compete with Open Source. In addition, the rise of high-speed Internet access left customers vulnerable to a variety of malicious software. Mission-critical business applications and family communication and entertainment applications must continue to run flawlessly and safely within this environment. Thus, Microsoft had to change the way its software was engineered to focus on security, reliability, privacy, and customer value.

Initially, Microsoft focused on fixing the products themselves by stopping all development and reviewing every line of code for quality issues. Every engineer was trained in what to look for and how to fix it. However, this was not a sustainable approach if the company was to continue to innovate and create new value for customers. Microsoft needed a more comprehensive and balanced strategy.

Executive leadership sought expertise from outside the company to repurpose the training organization as a performance support organization that could drive engineering improvement across the company.

Critical steps that enabled a successful transition

 * Received strong executive sponsorship from the highest levels.
 * Hired an experienced Human Performance Technology (HPT) professional to lead and transform the training organization.
 * Repurposed and trained senior engineers from each discipline as performance consultants.
 * Established engineering governance bodies for all engineering disciplines.
 * Mapped out three-year performance improvement plans for each engineering discipline.
 * Received support from governance bodies for the plans and began implementation.
 * Built 60 percent of the HPT infrastructure.
 * Started a three-year project to build comprehensive career models for all disciplines.
 * Demonstrated value and improvement to the corporation the first two years.

Detailed results from the first two years

 * Achieved executive sponsorship across all divisions for our three-year plans within a year.
 * Consolidated divergent improvement initiatives across all divisions within a year.
 * Moved to a six-month rolling calendar within a year.
 * Re-defined our discipline curricula within a year.
 * Rolled out new engineering career models for principle disciplines within 18 months.
 * Doubled the engineering awards program and event in size within 18 months.
 * Defined and approved new product life cycle framework by all divisions within 18 months.
 * Increased global training deliveries by 650 percent.
 * Rated # 38 in Training Magazine’s Top 100 our first year, and # 23 in our second year.

Key learnings from the transition, good and bad

 * Transforming the organization starts at the top and works its way down.
 * Repurposing senior engineers as performance consultants provides a huge head start in analysis.
 * Establishing a three-year planning process lends credibility and space to work.
 * Creating governance and the rest of the system infrastructure cannot be underestimated.
 * We should have focused more on operations earlier so they were ready when our plans ramped up.

Plans for the next few years

 * Complete the HPT infrastructure to drive analysis, interventions, and evaluation.
 * Complete the career models for remaining engineering disciplines.
 * Complete the discipline curricula.
 * Establish a sustainable, continuous improvement model.
 * Rotate senior engineers back into the engineering groups to drive change, and out of the engineering groups to provide fresh perspective and continue improvement.
 * Put broad and strong evaluation and analysis systems in place to streamline and validate the planning process and return on investment (ROI) data.
 * Upgrade and integrate a new Learning Management System (LMS).
 * Establish a cadence for curriculum updates and scheduling.


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Training Best Practices/Working with Subject Matter Experts

In the development of "complex computer systems" (e.g. artificial intelligence, expert systems, control, simulation, or business software) a subject matter expert (SME) is a person who is knowledgeable about the domain being represented, but is not necessarily knowledgeable about the programming technology used to represent it in the system. Simply stated, the SME tells the software developers what needs to be done by the computer system, and how the SME intends to use it. The SME may interact directly with the system, possibly through a simplified interface, or may codify domain knowledge for use by knowledge engineers or ontologists. A SME is also involved in validating the resulting system. SME has formal meaning in certain contexts such as SW-CMM.

SMEs are critical partners in the development of knowledge. They are often key partners for learning and performance improvement organizations.


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Training Best Practices/Leveraging SMEs as Full Time employees

Fulltime SMEs vs Technical Trainers – Why and How
Performance Improvement focus drives need for full time SMEs Alignment of SME role with career path To affectively address the cultural and technical challenges within each discipline top performing SMEs with credibility within the disciplines were needed to staff the core team. For Performance Improvement in HPT model part time SMEs would not suffice Existing career taxonomy included 7 major engineering disciplines all with unique challenges and cultural differences Align with discipline leaders to function as the board of directors (and partners) of the new organization Leadership Team Members are the managers of the HP SMEs we wanted

Designing the right role for high performing SMEs
Discipline leadership teams and HPT organization joined with HR to develop new Career Stage Profiles and Competencies Part of new career profiles included experiences that broadened scope for senior level engineers Training had to be a component of role but to a degree that it was a plus and not the entire role Research into technical and process challenges had to be part of the role Working deeply with key line engineers on a daily basis needed to be maintained Developed the three core quadrants for the Knowledge Engineer role and ensured it mapped well to the experiences for senior engineers looking for a great challenge Make the job rotational

Key learnings, good and bad
Invest in HPT and training development early in rotation The core learning effectiveness organization needed to be very strong to support so many untrained knowledge engineers Need proof of role as career accelerator, had to give up some team talent to prove it was good for new crop. Need to let engineers be engineers even when in an HPT organization Too much training will burn the engineer out and limit their career growth Line organizations will still fight you to keep the best of their best Some engineers cannot make the transition into the new role so be selective You can lose your top talent too soon to other organizations, other companies and other opportunities


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Training Best Practices/Simulations

Simulations Designed to Meet Business Needs Intel has had great success in customizing simulations to address business challenges. The process involves the following steps:

 * 1)  Scoping meeting with General Manager
 * 2)  Organizational Needs Analysis
 * 3)  Customization of Business Challenges Tasks
 * 4)  Debrief and follow up

Simulation Pedagogy
Simulation Pedagogy is the instructional strategy that is aligns the simulation activities to the learning. Simulation Pedagogies in use are Total Enterprise Simulation (TE), Large Scale Simulation (LSS), and Goal Based Scenario(GBS).

Total Enterprise Simulation (TE)
Washbush and Gosen (2001) conducted longitudinal exploratory studies to reveal learning in total enterprise simulations. They proposed research hypothesis on the basis of three issues: (a) the validity of simulations as learning tools, (b) the relation between learning and simulation performance, and (c) the relation between individual differences and learning from simulation. As a result of the study, they found that due to the participation into simulation activities learning took place. That is why they stated that “the simulation is a valid learning experience” (p. 288). Moreover, they pointed out that there is no relation between learning and simulation performance.

Large Scale Simulation (LSS)
Brown,Parente,Stephen (2002) Parente(1995) LSS integrates theory, simulation, and role-playing into a coherent whole that seeks to provide an active, experiential learning environment. The LSS pedagogy prescribes to teaching techniques that are appropriate for selected learning objectives. Component of an LSS can include computer based simulation, and role play.

title: Training Best Practices/Simulations


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Training Best Practices/LMS On A Shoestring

Bose' Best Practice Profile

Title:
LMS On A Shoestring

Description:
Over the past few years it was a great honor to have been recognized for the ability to launch a very effective e-learning capability on a shoe string budget (Corporate e-learning champion, 2002 and Top Training 100, 2003 & 2006). Initially this was based on providing access to over 160 modules via our Intranet and obtaining incredible usage rates. There was something for everyone, including required technical training, leadership development, wellness training, environmental health and safety training, and certification training.

This is a story about the implementation of a successful on-line learning initiative in two companies. Due to the success of the on-line learning initiative (“E-Learning on a Shoestring”, e-learning magazine, published 10/17/02; See also Bozarth,J., 2005, E-Learning Solutions on a Shoestring, John Wiley & Sons/Pfeiffer), we needed a more sophisticated approach to managing this system. The solution would have to be a Learning Management System (LMS). However, similar to the challenge of developing on-line materials, the costs for LMS systems resulted in sticker shock. We had to resort to a solution similar to what we did with on-line learning. We had to install a LMS on a shoestring budget. What we stumbled on was a very effective approach that cost us less than $30,000 to develop and introduce.

In both cases, our continued success with our on-line learning initiatives led to new challenges. Now that our employees were actively using on-line learning in a blended approach, we were confronted with methods to track and report on training usage in addition to other opportunities that surfaced. These included:

1.	More effective tracking and reporting of training activity

2.	Ability to assign modules to individuals, groups, or company

3.	Ability to provide on-line testing

4.	Ability to associate required training modules with annual certifications

5.	Ability to create pre-requisite training

6.	Ability to capture on-line and instructor-based training

7.	Ability to provide managers with access to training activity for their direct reports

8.	Ability to link to our training records in our HR system

We realized that this would require investigating learning management systems (LMS). Panic set in similar to when we were initially investigating the options available to launch on-line learning capability. We realized that there were a number of options available, but that most carried a considerable price tag. Due to the continued economic times, budgets were tight and expenditures were closely scrutinized. Based on our ability to launch an effective on-line learning capability we however, did not let our initial panic to hold us back.

Upon investigating option after option, a small note in one of the training magazines caught our eye. Included in the title, were the words, “Fixed Price License - No User Fee LMS”. What was the catch? The initial reaction based on skepticism of so called “fixed fee” and a license fee less than $15,000 for unlimited users. We’d seen other opportunities in the past which had failed miserably. I decided that it was worth investigating. It involved the opportunity to download a 30 day test of the product which would allow us to “kick the tires”. There was the opportunity to add-on other modules such as 360 Degree if we ever needed. Anyway, we signed the agreement for testing and received a web address to download the software.

We successfully installed the LMS, and to our surprise, it worked! We had a few technical questions, and we were very pleased with the company’s response time and fixes, even though they had gained nothing financially from us at this point. We were able to provide access to our existing modules and track activity. This intrigued us to the point of investigating what other options were available, and most importantly, at what cost!

To our surprise, we learned that we could set up functionality similar to other LMS systems costing in some cases hundreds of thousands, for approximately $30,000. This included customized reports along with the capability to interface to employee data on our HR system. With the respect and credibility we had developed, due to our success in providing necessary training in a just-in-time format, we were able to convince management to pursue this choice.

From date of contract to going live, we were up and running in only 30 days. We were able to update our employee training records through the middleware piece that was installed by the vendor. We set it up to update employee training records every 30 days. We downloaded the employee records from SAP where we stored our employee records, and updated our employee list in the LMS system. The middleware piece would allow us to update SAP records as well, although we did not see the need for this option.

Shortly after a successful installation, I found myself in the situation of a company in the throws of making changes and moving production off shore. During this transition, I found a new home with Bose Corporation at their manufacturing facility in Columbia, SC. The plant needed to make significant changes to their existing training operations. This challenge, along with the support that was evident from senior management and the value the company maintained towards training, made this a welcome and exciting opportunity.

It was only a few months into making changes, that I realized the need to install a similar LMS system. On-line learning once again proved to be a valuable addition to improving the overall knowledge and skills of our workforce. It wasn’t long before I turned to Acadia HCS to once again provide us with a solution. They once again provided me with the exact level of service I had found at my last company.

Acadia HCS provided their newest LCMS solution. It was an .NET based framework (the latest Microsoft technology) that included all of the functionality I was accustomed to in their previous version, along with a number of new enhancements. Their price once again made this the most cost-effective solution on the market. Even though Bose was investigating a potential global solution to tracking training activity for the years to come, Acadia's LMS provided us with an excellent interim solution, along with the possibility that this could become the global solution.

Once again, the installation including comprehensive testing, took only 30 days before we went live. A few bugs did appear with their latest version, but we were delighted with the quick turnaround time and service from the vendor.

So what exactly did the LMS system provide us and what was our experience with this? This is broken down into the following topics:

1.	Launch On-Line Training

2.	Training Management

3.	Certifications

4.	On-line testing

5.	Technical Training

6.	New Hire Orientation

7.	Supervisor Technical Development

8.	Leadership Development

Launch On-Line Training
The very basic functionality was providing the capability to provide easy access to on-line learning modules and the ability to register for instructor-led classes. The LMS was installed so that anyone with access to the Intranet could access the on-line learning modules via the LMS. Since our modules included audio, we recommended that employees use headsets so not to interfere with their neighbors in adjoining cubicles or offices. We purchased several headsets, Bose Tri-Ports of course, and loaned these out to employees as needed.

We also set up our existing computer lab to provide access to employees who did not have access to their own PC. We established open lab time in order to provide all employees with 24/7 access to these modules. Our plant operated on a 24/7 schedule which poses a unique challenge to training. There was no “off” time for those employees operating on a 24/7 schedule. Attempting to offer classes before or after a 12 hour schedule was unrealistic and too demanding on the employees. Therefore training needed to be on-line for the most part.

One of the nice features is that each employee is provided with their unique log in and account. They were able to see their own training transcript along with modules that they were required to take. The ability to set up required modules to individuals, groups, departments or the entire plant was an important feature (covered in more detail in the Certification section).

The LMS provided the capability to set up open registration (anyone can access a module), or restricted use. Restrictions could be placed on modules by either requiring a user to request access to the module or linking specified modules to specific individuals, groups, or organizations. This was not an issue until we launch our leadership development series where it would be appropriate that only select audiences view specific modules.

Training Management
The administration of training activity is a nightmare for many companies. The ability to provide up-to-date and accurate training records was critical not only for internal purposes, but for external auditors. These included company’s that we provided product to, who often conducted audits including the training department to ensure that employees were trained and certified in their current positions. In addition we were audited for ISO, QS and other regulatory agencies, who checked our records for thoroughness and accuracy.

We moved our training administrative function from a manually based system, using a number of Excel spreadsheets and databases, to a centralized database using the LMS. The spreadsheets were laden with errors which compromised our credibility. It was also very time consuming, forcing the role of a full time training coordinator to keep up with the tracking and reporting requirements.

The LMS provided us with the capability to track all on-line training activity, on-line testing (pre and post tests), completed and incomplete training activity and individual employee transcripts. It also provided self-service ability for employees to register for instructor led classes and instructor capability to track attendance and scores for test activity within the ILT classes. Reports were presented in a number of formats allowing the option of additional analysis using Excel. Within minutes we were now able to determine usage per training module, average test scores and who did not complete the required training initiatives.

The result was that we reduced the administrative workload by a minimum of 50%. This allowed us to shift the roles and responsibilities of the administrator to a more active training support and instructor role. Eventually we calculated that as we learned more of the features and capabilities of the LMS, our administrative requirements were reduced by 75%! This allowed us to offer more training activity and particularly floor support that was highly valued by our internal customers (manufacturing).

Another highlight was our ability to produce reports on demand for management, external customers and auditors. Employees were also able to view their own training transcripts. Managers could view the training activity of their direct reports. This impressed the auditors who quickly realized that we had our administrative side of the house in order.

Financially, we were able to justify the purchase of the LMS based on the reduced administrative requirements alone. We made simple and conservative estimates with respect to the time it currently took to enter in a training record vs. this being automated with the LMS. The icing on the cake came from the savings it took to prepare training reports. Since the data was easily transferred to our Intranet and managers had ready access to their direct report’s transcripts, requests for training related information was reduced to a minimum, also saving a considerable amount of administrative time and costs.

This also translated into opportunity costs which is the amount of time we could now transfer towards other needed training initiatives. The current administrator began to assume greater roles in conducting re-certifications and ultimately the development and delivery of training materials. She was excited about the opportunity to more directly support the training team. Her role now included the development of certification modules, tests, checklists and conducting the actual certifications. This was well received by the other instructors who no longer had to interrupt their other training initiatives with re-certification requests.

Certifications
It is my belief that annual certifications for all key positions is a must. All positions are prone to discovering short cuts and voids. Our certifications are rigorous and comprehensive, ensuring to us and management that the employees know the proper procedures and could demonstrate to us that they were able to perform their job to expected levels. For those that were unable to demonstrate this to us, a restricted certification was issued. There were 3 levels of restricted certification depending on the score the employee received. This basically meant that an employee required varying degrees of supervision during the next 90 days. They had one more attempt to pass their certification by the end of this 90 day period. Otherwise, they were no longer permitted to operate in this position.

We revised our certification process to a monthly format. Each month a specified job function needed to be re-certified (e.g. soldering, assembly, machine operator). This helped to organize approximately 18 different annual certifications. Certifications included taking on-line refresher modules, hands-on classes and/or checklists that required the employee to demonstrate the required skills of the position. The on-line modules covered the procedures, step-by-step overview of how to perform key tasks, along with information relating to issues that developed in these roles over the past 12 months. The employees were required to take and pass a knowledge test for each module.

Each on-line module was 15-30 minutes in length. They included still pictures and video segments along with audio. The pictures and video showed the step-by-step and the audio share commentary on what was taking place and any specific notes. Most certifications included a single module that the employee was required to view and pass the post test prior to being judged with the hands-on checklist. In some cases we used the annual certification as an opportunity for up-training. We realized that we had a captive audience that gave us the chance to refer to new procedures, new equipment, steps in the process, etc. In some cases the certification included several modules.

A key benefit to the certification process was eliminating the excuse that training was the problem. Once the employees were certified we were able to convince supervision and management, that the majority of the issues experience on the line were now performance issues vs. training issues. In these cases, employees were directed to review the module once again in order to remind them of what is expected of them. This helped to establish respect for the training department.

Critical to the certification process was the ability to track and report on certification status. The number one request by our external customers was with regards to employee certification status and what was involved with specific certifications. Our LMS included the capability to incorporating certifications. Certifications could be set up to include required module(s) and classes. Once all of the requirements were complete, the employee’s transcript revealed that they held a current certification. We were also able to set up each certification with an expiration date, helping to inform us and the employees when it was time to re-certify.

We were finally in a position to answer the key question of who did not complete the certification requirements. This also provided us with the means to provide management with these reports. Reports were sent out at the end of each month with the list of employees who did not complete that month’s requirements. This served as a powerful tool since managers did not want their department to be well represented on these reports!

Here is an example of how well this new process worked along with some of the savings we accrued as a result of using the new LMS. A new requirement this year was that all plant employees needed to take and pass electro-static discharge (ESD) certification. This included a 30-minute module on the impact ESD can have on the production process, and specific issues that were identified in the plant. Prior to this plant-wide requirement, only employees involved in the production process had to have this certification.

Prior to this method of delivering the ESD certification, employees were required to take a required module in the training department since there was no means to access this module at any other location. The test was then administered manually via paper and had to be corrected by the administrator. If the employee passed, they received a stamp that was placed on their badge and then their name was entered into the ESD certification log. In other cases, classes had to be set up to coordinate multiple employees needing to take the class at specified times. Instructors had to schedule classrooms and their own time for these sessions.

The new process allowed employees to take the module at any time during the designated month. This way they could take this module at their convenience or during down time on a line. This minimized the impact of employees having to be scheduled by their supervisor, having to be covered during production time, or being rushed in order to return to their position.

The ROI in this example was calculated based on approximately 15 minutes of training staff time per employee. This included the time it took to schedule the employee, set them up, administer and correct the test, stamp their badge and enter the training record. Multiply this times 800 employees with a conservative burden rate of $15/hour and the result is $3,000 savings. This did not include the savings related to no longer needing to schedule classes and instructor time. Once again, the savings were associated with 200 more hours of time we could now focus on other training initiatives. So even though this is a relatively small amount, it did not take long to demonstrate to management the ROI we were actually accruing from the purchase of the LMS.

Another benefit was the ease of reporting from the LMS. At the end of each month, we produced a list from the LMS of only those who had completed all of the certification requirements and held a current certification. These lists of names were posted on the Intranet and were accessible by everyone. Quality auditors used these lists during their frequent line audits to ensure that operators had the required certification for their current position. This also eliminated the need to place a stamp on the employee’s badge which everyone was happy about due to the issues that arose with this error prone process.

On-line testing
Along with each module we created a knowledge based post test using the functionality of the LMS called the Test Builder. These included primarily multiple choice, matching and true/false questions. The LMS provided us with the functionality of pre-tests, although we do not currently use this. Our plans are to in the near future since it will provide a measurement for increase in learning.

The inclusion of the tests helped to ensure that employees viewed the modules in their entirety. This also provided us with a measure to the employee’s overall knowledge for each module. This was useful Level II data to report on. Over time our plans are to measure the change in scores to reflect to some degree the increase in knowledge levels. However, changing module content and test questions minimized the true comparison of this data over time.

We decided to use the feedback capability to provide employees with instant feedback whether they were right or wrong, along with what the correct answer is. This presented a challenge in and of itself, since this meant that employees could learn the correct answer, and by repeating the test, improve their score. Employees also were quick to find ways to “cheat” the system. Even though our pools of questions and randomization feature meant that each employee received different test questions, employees wrote down the responses and used this information to ensure they passed on their 2nd and 3rd attempts. However, it was our decision to stick to this method believing that employees still learned simply by writing the responses down.

To further support this philosophy, it was communicated to every employee that they were responsible for the content of the module. If they were caught not following proper procedure of the information in the module, they would be held accountable and this would result in a performance issue. This was reinforced by the supervision who were also required to view each certification module that related to their production area.

Technical training
The methodology of tell me, show me, let me, assess me was used to develop all of our technical training materials. Our predicament was that we were always limited in what we could provide based on available training resources to demand. There were always new machine platforms arriving to the plant, new applications, or changes being made to procedures, etc.

The solution came with using a blended approach incorporating on-line learning, OJT and hands-on classroom sessions where necessary. The on-line modules reviewed the theory of the equipment or process, along with a visually guided step-by-step instruction. In effect, the modules covered the Tell Me, Show Me and knowledge portion of the assessment for the training session.

The instructors, who were in many cases the subject matter experts, were able to develop an on-line module in approximately one week. This was increasing our availability of training modules at a rapid pace. In other cases, the instructors met with the SME’s and typical turnaround was approximately 2 weeks per module. The LMS was key to providing a single means of access to these modules. We used the feature of adding comments to the log in page to introduce employees to new modules.

The most significant benefits came from the increased quantity and availability of technical training and in quick manner from inception to delivery. A list of employees requiring the training was obtained and then set up in the LMS as required to take the specified module. At any time we were able to provide completed training reports within minutes of the supervisor’s request. This served as a strong reinforcement to ensuring that required training was indeed completed.

After only a few months, we had over 60 modules available on-line. This was with a staff of 3 technical instructors and an administrator. This averaged out to be approximately 2 modules per instructor per week. The ability to create content within Acadia's latest creation, called the Content Authoring/Management System, was a breeze. Our learning time was less than a day and since the interface is similar to PowerPoint, we were developing courses online to our server within 24 hours. Since CA/MS is a management tool as well, we could store all of our images (or objects) in the repository. This made development and reusing course lessons a cinch.

New Hire Orientation
Orientation training initially consisted of 2 days of instructor-led training relating to HR paperwork, Safety training, and other required training. Over time the trend required orientation sessions for 1-5 new hires at a time. It quickly became a real challenge to schedule and consume several Bose employees time for these very small sessions.

Our approach was to utilize the new on-line learning capability to streamline the orientation process. All of the training that took place used PowerPoint based presentations. We then met with the presenters (Subject matter experts) and created the script that they would have presented during the session. Using the existing format to orientation, we only had time to cover a few topics. What we quickly realized was that by using the on-line format, we could cover more topics that we agreed were important for new hires to review.

The orientation format was revised so that only Day 1 required HR staff to review paperwork, procedures, etc. During Day 2 they were oriented to the new LMS and were told that they needed to review all of the modules listed in the Orientation catalog. This now consisted of 8 modules covering a wide variety of required training materials (e.g. safety) and orientation training about our manufacturing process. New hires were required to take these modules and pass the post test. They were also provided a tour of our manufacturing center.

What we learned from this process were several key benefits. First of all employees really enjoyed the modules, stating that they learned a lot, and also enjoyed the ability to take these at their own pace. They were able to take breaks as needed. We noticed that everyone was learning at their own pace. Traditionally these lecture oriented modules when delivered in the instructor-led format resulted in putting people to sleep.

In addition we noticed that by the time we conducted the tour, they were more knowledgeable based on the materials they reviewed in the modules. They were now exposed to materials that we did not have time for in the previous format (e.g. manufacturing overview module). We were also able to ensure that before they left for the day that they had completed all of the required training and verify that they passed all of the post tests. All of this information was tracked in the LMS thereby reducing additional administrative demands.

The instructors were also freed up to perform other required training development, floor support or training. Overall we realized that this new format for orientation using on-line learning was much more effective than the previous method.

Supervisor technical development
One of the biggest challenges going forward is ensuring that supervisors have the required technical knowledge for all of the equipment and processes on their line. This was necessary in part to ensure that the employees were performing their functions to expectation and not using shortcuts or avoiding steps entirely. Supervisors are extremely limited for time, and the idea of attending multiple day sessions to learn each position was not probable.

On-line learning and the LMS provided the perfect alternative. To date the largest volume of on-line modules relates to the technical process. Therefore it provides supervisors and others with a perfect means to acquaint themselves with the wide variety of equipment and processes on their lines. In addition, they are able to review these modules at various times during the day during a very hectic schedule.

The reality of training in a 24/7 environment also supports that a majority to training take place in a self-paced format. The challenge of scheduling classes across shifts and more importantly changing demands on those you would want to participate in these sessions, makes this new format a viable alternative.

However, we also realize that on-line learning alone can not be the sole solution. Due to the technical nature of the material, there would undoubtedly be unanswered questions along with needed information unique to a particular process or line. This is where we realized that the appropriate compliment from our technical trainers is what we refer to as floor support. This provides 1:1 training time with supervisors and employees on materials taught using the on-line system. Most importantly it was out on the floor that we could help to assess the overall performance of their employees and provide development suggestions to the supervisors. It was during this interaction that we realized that the supervisors had the chance to learn more detail about a particular machine or step in the process.

This process of enhancing the technical knowledge of supervisors also spread to other support staff such as line engineers, technicians, etc. In effect we realized that we were creating a knowledge repository of modules relating to specific areas of the manufacturing process that were now available to anyone in the plant.

Overall, the ability to provide on-line learning to supervisors and support staff was the perfect tool to enhance their technical knowledge of their process. This also freed up our instructor time to provide floor support which is the perfect compliment to create a blended learning format without the need for a classroom.

Leadership Development
Frankly, it was easy to find the fit for technical and orientation training on the LMS. You simply stripped off the knowledge or lecture discussions from what would have been presented in the classroom to an on-line format with audio. What was realized through this process is that the same steps can be used for traditional leadership development curriculum.

While with my previous employer, we offered a wide variety of courses that are typically associated with leadership development (e.g. coaching, feedback, time management, etc.). These courses lasted anywhere from 4 – 8 hours. The first symptom we were experiencing was the attendance was continually dropping off. During our needs assessment it was realized that employees simply did not have the time to invest in the classroom. They wanted to, and understood the benefit, their reality however was that they all had too much on their plates.

We responded by brainstorming ways to deal with this reality and the continuing need for leadership development. The solution once again came from our experience with on-line learning thus far. This was to strip off the knowledge aspect of our leadership classes and place this material on-line. What remained was the simulations, case studies, role plays, etc.

This process was beta tested with a few popular classes. Once again we used only PowerPoint along with appropriate clip art, video segments, audio and animation sequence to create a visually pleasing presentation. However, our challenge was to keep the presentation to no longer than 45 minutes. This we continually found was the maximum window that an employee would be able to devote to self-paced learning. The ideal length of the module was 20-30 minutes. We then offered what we called “follow-up” sessions which were only 2 hours in length. These included a brief review of the on-line material with the remainder of the time devoted to hands-on activities.

Where there was typically discussion about a topic, we included short video segments of one or more employee’s responses or comments. Included were scenarios with possible responses where an employee received audio feedback based on the selection they made. Actual scenarios were also included to tie the material back to their work environment.

The response was overwhelmingly positive. Our attendance rates skyrocketed and actually surpassed earlier record levels when these classes were presented only using instructor-led format. We typically held the sessions in the middle of the week and first thing in the morning.

What we discovered as other benefits from this new blended format are as follows:

 * more employees were now involved in taking leadership training
 * employees coming into the follow-up sessions did retain the knowledge from the module which allowed us to focus effectively on the hands-on activities.
 * employees were using the on-line materials as refresher updates and found this a lot more effective than referring back to manuals, participant guides, etc.
 * our observation of activities was that their abilities to demonstrate the new skill sets from the classroom activities, equaled and surpassed the earlier instructor-led only sessions.
 * our instructors now had time to deliver more sessions and participate in other training and OD related activities
 * these sessions often resulted in more specific OD type interventions to follow-up and support the material covered (e.g. assist an organization to improve their performance management process after their manager attended this training).
 * we had greater job security

Summary
In all, we were able to achieve all of our corporate learning initiatives on a slim budget. To date, we have developed over 80 web-based courses with only 3 instructors (not developers) in less than three months. Of course, much of this material previously existed as a PowerPoint file; however, the CAMS product made the transition to moving courses and developing new courses a breeze.

The final statement that needs to be made is this. Keep it simple. Choose the best tools, not the most expensive. Without a doubt, the Brandon-Hall Report “15 Low Cost Learning Management Systems” is a must.

In many cases I would have liked to have had more time to assess more specific ROI for this investment. However, time did not permit. But, it is without question that there was significant ROI and that this was the right approach to take. Our method is all based on the KISS approach to training. Hire subject matter experts and turn them on to the ability to capture their expertise into a new and exciting on-line format. Install a basic LMS without going broke to enjoy the advantages and benefits referred to in this article. Then, and only then, determine whether the investment is needed to further enhance your multimedia design capability. At this point, I am hesitant to make this next step due to the resources it would involve to get there. The bottom line is that this approach has worked extremely well in both cases and at very minimal expense. Management has recognized these results which has only served to make my job easier and more secure. Not bad for only $30K.

Technologies Used
The company uses Acadia HCS. Web site: Acadia HCS Home Page.

Those on even tighter budgets may find simpler, less expensive answers via an exploration of any number of free ,online technologies. The architecture offered by free online communities, such as Yahoo Groups or MSN Groups, provide a repository for file and graphic storage, polling features, group email, etc. An entire course catalog could easily be hosted here.

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Training Best Practices/Whataburger WhataGames Case Study

Whataburger's WhataGames: Hitting the Reset Button through Training

Title:
Using competition to encourage a wide-spread workforce to focus on basic training.

Description:
Whataburger has 650 quick service restaurants with 20,000+ employees. Whataburger's corporate teams carefully develop the processes and procedures that should be followed by all locations to serve the products for which we are known. The Training & Development Department is aligned with Marketing in the Brand Development Department, following the theory that Marketing makes a promise to our customers, and Training delivers upon it. In a fast-paced environment, it is common for employees to look for workarounds and shortcuts to the standard procedures. In 1996, Whataburger began holding a "corporate Olympics", known as WhataGames, with the stated purpose of refocusing every restaurant on using effective training to "hit the reset button" and get the employees to relearn their jobs and use proper procedures. The event uses a high level of excitement and major awards to encourage training on the skills and knowledge that define the brand.

Methods Used
The program is designed around measurement; no new training tools are provided. The goal is to reinforce the use of the existing training tools. During the initial competition, all units are Mystery Shopped 10 times per month for two months. Additionally, a live Call Center is used to call every unit 6 times per month for two months. During this call, the person who answers must complete a 5 question quiz on proper standards.

Based upon these scores, a number of units are named as Semi-finalists, each of which is inspected "curb to kitchen" for quality, service, friendliness and cleanliness.

These scores are used to name 16 Finalist Restaurants who will compete at the WhataGames Finals held in conjunction with the Whataburger National Convention.

At the Finals, each Unit will run an actual restaurant while judges simulate a busy half-hour. They are judged on every aspect of the operation. Additionally, members of the team participate in a game show to test their knowledge of company standards, procedures and history.

The Gold Medal winners of the event each win $5000, which is a tremendous motivator for people who earn fairly low wages. The total prize pool for the event exceeds $100,000.

Results
This event has grown to be an important part of the Whataburger Culture, reflecting the attitude our owners have towards their "family members." We have seen a consistent rise in mystery shops scores, same store sales increases and reductions in turnover.

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User:Ericbrec

Training Best Practices

title: User:Ericbrec


text:
Training Best Practices/Trading Swaps with Futures case study

Trading Swaps with Futures Seminar

This is a test Wiki Book

Title:
learn how the swap cash and futures market and how best to hedge using these instruments.

Presenters:
Steve Dayon, Director Business development, Chicago Board of Trade

Peter Barker, Director Interest Rate Products, Chicago Mercantile Exchange

John Donato, Product Development and Business Analysis, ICAP plc.

What you learned
• Global over-the-counter interest rate derivatives volumes have increased 27% annually over the last 5 years.

• Standardized plain vanilla interest rate swaps account for 78 % of all swap trades.

• The top 10 dealers account for over 75% of swaps trading volume. As margins on these plain vanilla swaps are becoming razor thin, participants look for more capital efficient ways to conduct business. By using a combination of futures and cash instruments, traders can efficiently trade and manage swap spread risk.

• Counterparty risk is virtually eliminated through the guarantee of the clearing house.

• Liquidity pools are increased by the introduction of quarterly contracts.

• Standardized future contracts can be aggregated into a single net position, whereas each new OTC swap is an individual security.

• Straight through processing and bookkeeping are already in place.

• Current post trade services such as credit netting, trade margining and centralized payment centers are provided up front through the exchanges at no extra cost.

Please join us as product experts from ICAP, the Chicago Board of Trade, and the Chicago Mercantile Exchange demonstrate how interest swaps and swap spreads can be traded with futures. This presentation includes detailed discussion on how to use Reuters data provided by ICAP, the CME and CBOT, along with Reuters analytics to benchmark “fair value.”

Results
In a very short time frame, the groups used 50 SME's to create over 200 learning modules, available in 13 languages with only a few months of development time.

Learners rated the courses highly, stating that the courses are "more engaging because of the realism and the relevance" of the material created by SME's.

Lessons Learned

 * Many learning modules have a short shelf life, so the most cost-efficient way to produce the content is through SME-developed, rapid authoring using PowerPoint.

 * In many cases, you don’t need an LMS to launch and track the learning. The content map approach provides more flexibility when accessing learning content.

 * Competencies should most often be measured on-the-job and not through online learning. Online learning works well for teaching, but assess outside the course using more traditional measures.

 * If more interaction is needed for instructional purposes, add a “learn more” link to provide additional opportunities. These can be online, such as simulations, or perhaps can even give someone an assignment to talk to another person or engage in on-the-job learning.

 * Content stored in PowerPoint is much easier to translate than content organized in other authoring tools.

 * PowerPoint-converted learning can be used for self-paced learning, but many people overlook its potential for using the same material for group learning in a classroom setting. We’ve found that it works great for facilitated learning.

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Training Best Practices/Change the Human Performance Way

 * Business Needs - Why should you change?
 * Current State - How did you get here?
 * To Be State - Where do you want to be?
 * Interventions - Why aren't you already there?
 * Evaluation - How will you know you've arrived?


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User talk:Mbmcginnis

Hi Michael, how are the changes going?

title: User talk:Mbmcginnis


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Training Best Practices/Subject Matter Experts

Because Nestle (270,000 employees) has a very decentralized training function, with training development occurring inside many of the Nestle lines of business (such as Carnation, Perrier, Purina, Nestle chocolate, etc.); the company established a staff of centralized training resources. The purpose of the central staff is not to create training for the operate, rather their purpose is to train "learning champions" across the organization and also to establish centralized tools and processes for creating online learning.

Several years ago, the central training group came up with a plan to have Subject Matter Experts (SME) create learning content directly inside PowerPoint with a central repository for all master PowerPoint source material. The consistent format of the training material allows "learning champions" to download, repurpose, translate, etc. the content for their own use.

Methods Used
The plan focused around 3 main objectives:

 * Use a tool, common to all groups, to convert the PowerPoint Source material online.

 * Provide specific training to the groups on (1) how to develop instructionally sound PowerPoint learning materials and (2) how to use the features and functions of PowerPoint.

 * Encourge knowledge sharing amongst business units

Results
In a very short time frame, the groups used 50 SME's to create over 200 learning modules, available in 13 languages with only a few months of development time.

Learners rated the courses highly, stating that the courses are "more engaging because of the realism and the relevance" of the material created by SME's.

Techologies Used
The company uses Impatica for PowerPoint to Learning conversions and SumTotal LMS as the central delivery engine.

Lessons Learned

 * Many learning modules have a short shelf life, so the most cost-efficient way to produce the content is through SME-developed, rapid authoring using PowerPoint.

 * In many cases, you don’t need an LMS to launch and track the learning. The content map approach provides more flexibility when accessing learning content.

 * Competencies should most often be measured on-the-job and not through online learning. Online learning works well for teaching, but assess outside the course using more traditional measures.

 * If more interaction is needed for instructional purposes, add a “learn more” link to provide additional opportunities. These can be online, such as simulations, or perhaps can even give someone an assignment to talk to another person or engage in on-the-job learning.

 * Content stored in PowerPoint is much easier to translate than content organized in other authoring tools.

 * PowerPoint-converted learning can be used for self-paced learning, but many people overlook its potential for using the same material for group learning in a classroom setting. We’ve found that it works great for facilitated learning.


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Training Best Practices/Using Technology for System-wide Implementation

Saint Luke's Health System Case Study

Title:
Methodology for implementing new online charting software for system clinical staff.

Description:
Saint Luke's Health System was faced with a challenge of educating over 3,000 clinical end users on the system's new online patient charting software - Horizon Expert Documentation (HED). Note: HED is proprietary software developed by McKesson (McKesson Corporation). Due to short implementation time frames, an "instructor-led only" approach would not work.

Methods Used
The plan focused around 3 main objectives:

 * Use a tool, common to all groups, to convert the PowerPoint Source material online.

 * Provide specific training to the groups on (1) how to develop instructionally sound PowerPoint learning materials and (2) how to use the features and functions of PowerPoint.

 * Encourge knowledge sharing amongst business units

Results
In a very short time frame, the groups used 50 SME's to create over 200 learning modules, available in 13 languages with only a few months of development time.

Learners rated the courses highly, stating that the courses are "more engaging because of the realism and the relevance" of the material created by SME's.

Techologies Used
The company uses Impatica for PowerPoint to Learning conversions and SumTotal LMS as the central delivery engine.

Lessons Learned

 * Many learning modules have a short shelf life, so the most cost-efficient way to produce the content is through SME-developed, rapid authoring using PowerPoint.

 * In many cases, you don’t need an LMS to launch and track the learning. The content map approach provides more flexibility when accessing learning content.

 * Competencies should most often be measured on-the-job and not through online learning. Online learning works well for teaching, but assess outside the course using more traditional measures.

 * If more interaction is needed for instructional purposes, add a “learn more” link to provide additional opportunities. These can be online, such as simulations, or perhaps can even give someone an assignment to talk to another person or engage in on-the-job learning.

 * Content stored in PowerPoint is much easier to translate than content organized in other authoring tools.

 * PowerPoint-converted learning can be used for self-paced learning, but many people overlook its potential for using the same material for group learning in a classroom setting. We’ve found that it works great for facilitated learning.

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Training Best Practices/Involving SMEs from Project Inception to Deployment

Involving SMEs from Project Inception to Deployment

SMEs are a crucial part of the project from inception to deployment. Their input will help to shape the eventual scope, structure and content of the course. This plan details how to involve your SMEs from start to finish.

Description:
SMEs should be involved in all stages of the project, as follows:

1. Scoping - SMEs provide valuable insight into the requirements for training and the scope of knowledge required to perform the task being covered. As you scope the project with your stakeholders, involve the SMEs to assist in defining the knowledge and skills required.

2. Project Kickoff - Ensure the SMEs are listed on the project team and their roles are explained to the stakeholders and other participants.

3. Knowledge Acquisition - The SMEs will run this part of the project, brining the content and providing the structure.

4. Storyboard through Beta Review - SMEs will participate as content reviewers.

5. QA Testing - SMEs will test deployed content to ensure proper flow.

6. Deployment - SMEs standby when the course rolls out to ensure there are no further revisions that require their input.

Results

 * Content is limited to need-to-know information

 * Case studies and stories used to reinforce learning are based on true-to-life situations.

 * Content is developed more rapidly as content is acquired more efficiently and SMEs can edit it directly through the wiki project page.

Techologies Used

 * PowerPoint is used to gather content and board it for review by project team.

 * Wiki project page is used to gather feedback by the project team in a consolidated format. All contributors to the knowledge acquisition, development and review process can fine-tune the feedback to ensure complete and accurate content.

Lessons Learned

 * SMEs need to understand the business objective and results expected before providing their input.

 * Project team roles need to be very clearly defined during the kickoff meeting so team members provide the appropriate type of feedback. You don't want your SMEs spending their time on copy-edit review.

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text:
Talk:Algebra/Roots and Radicals

just rember that the square root of any radical is positive and negative

ex.  radical 16 = +4,-4

 * No, the square root of a positive number is the positive number whose square etc. This implies that sqrt(x*x) = abs(x) and not that sqrt(x * x) = +/- x. Albmont 16:48, 9 November 2006 (UTC)

Please define the word "Radical" in the body of this page. What is the difference between exponent and radical? Thanks. Jim Kelly - http://www.k-12math.info/e6home.html Please note that roots don't need to be integers.

title: Talk:Algebra/Roots and Radicals


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Training Best Practices/Do you need one?

Training Best Practices/Do you need one?

Title:
LMS: Do You Need one?Yas

Description:
Nicole Vikhlyantsev has consulted on a wide variety of projects. Based on her extensive research she has found a pretty consistent formula for success in determining whether you need an LMS or not.

Methods Used
Assess the number of customers you currently have or plan to have.

Consider what is being captured; how much effort needs to go into this? How will the results be used? How valuable is this information to the organization?

Results
If the answer is less than five customers, you don't need an LMS. Or, maybe you need Moodle. However, if each of your customers has already spent more than one million USD, you might want to get them one anyway.

Technologies Used
Mostly right brain stuff

Lessons Learned

 * People will get angry with you if you spend their money unnecessarily.

 * Owning an LMS does not make you seem cool or sexy.

 * an LMS will not solve anything. However it is a great business tool to solve problems in the hands of the competent.

 * This advice is completely free

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Training Best Practices/Simulations Designed to Meet Business Goals

To create simulations that speak to business goals, it is critical to have a scoping meeting with the business or operations manager. In addition, it is key to "socialize" these concepts with appropriate key stakeholders in the business group and other peers.


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Training Best Practices/Strategic Visioning

Grove' Best Practice Profile

Grove:
Grove provides integrated solutions to a wide range of facilitation and organization-change challenges. They pioneered creative, visual approaches to traditional organization-change work that consistently stimulate participation, focus big-picture thinking, enhance group memory and win commitment to action.

Description:
Grove

The Grove's Strategic Visioning™ Process engages an entire organization in combining its best hindsight and foresight in aligned action. It uses large, graphic templates or Graphic Guides® to step groups through the development of traditional strategic analysis, creative visioning work, focused action planning, and organization-communications design. The Strategic Visioning Process illustrates an optimal path through these activities and, like other Grove tools, invites variations and improvisation.

The stages are:

 * Preparing: Sponsors, process-design teams, and consultants determine the Outcomes, Agenda, Roles and Rules for the process, and plan for involvement of critical stakeholders.

 * Exploring and Learning: Participants review the history of the organization for insight into values and core competencies, scan the relevant environment, and study industry structures and competitive patterns.

 * Agreeing on Current Realities: Complete traditional SWOT analysis, trends, assumptions and imperatives, and reviews of existing constraints and givens.

 * Opening to a Vision: Tap the group's stories about the future—its aspirations and concerns—and find shared themes about future direction.

 * Creating Strategies: Ground the visions in clear strategies that articulate the bold steps and initiatives needed to move forward.

 * Implementing Change: Involve the organization in creating action plans for strategies and initiatives, changing processes, and refining value propositions.

 * Living the Vision: Determine ways to walk the talk every day and keep the vital strategic conversations alive in the organization.

Techologies Used

 * Large 4'x 8' preprinted graphic templates.

 * Powerpoint templates that match the preprinted, allowing one to easily create a powerpoint slides that capture items recorded during the use of the preprinted templates.

Lessons Learned

 * The process must be followed.
 * Facilitators of the process should avail themselves of the training, though a seasoned facilitator can use the template guides to learn the best use and process for each template.
 * The results are positive and exciting.
 * Groups walk away with a vision of the future and elements of the vision which easily can be translated into strategies.
 * The process itself is quite scalable, and individual templates can be used for many other processes.

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Training Best Practices/Mobile Learning/Podcasting

Technologies Used
The company is experimenting with iPods and Mix Cast Live to create Podcasts for its new managers.

Purpose
To put learners in the environment where the work will be done, using technology they are familiar with.

An Example
Housekeeping Managers need to know how to inspect rooms once a housekeeper finishes cleaning it. We are experimenting with creating a podcast that takes the new manager through a step by step process including what they should be looking for and what has to be captured on the Room Inspection Sheet. The manager would then listen to the podcast in the guest room while following its instructions and capturing results on the Room Inspection Form.

The Goal
Younger generations use iPods in their personal life. Our thought is that they will be more willing to listen and follow the training in the workplace using the same iPod. Also, placing them in the guestroom, they are completely immersed in their learning, enhancing memory and getting the information they need.

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Training Best Practices/Using Alignment to Get Management Buy-in

SAP' Best Practice Profile

Title:
Using alignment with business priorities and objectives to gain management buy-in across the enterprise.

Description:
As the enterprise business software leader, SAP (35,000 employees) has sophisticated technology which enables alignment of the operations across an entire company. However, even though the business operations are aligned inside SAP, the training functions are very silo'ed. So, to find a way to integrate the various infrastructures and processes, while also leveraging technology and staying in alignment with the overall business priorites, SAP created an enterprise-wide learning council. The membership includes senior business managers from each of the various lines of business. blah, blah, blah...

Methods Used
The plan focused around 3 main objectives:

 * Facilitate talent development and performance excellence

 * Accelerate agility, high performance and ability to adapt

 * Drive accountability

Results
(to be updated....)

Techologies Used
The company uses their SAP HCM (Human Capital Management) software to link performance management, talent management and learning management as well as SAP NetWeaver collaboration tools.

Lessons Learned

 * (to be updated)

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User talk:LoneGolfer84

Metal Gear 3:Snake Eater

This Guide Will Help You Avoid Any Frustration Coming Either From The Many Foes The Pain-With His Horribly Disfigure Face/Body And Gruesome Control Over Wasp Insects!! The Fear-With UnCanny Agalitity And Supreme CamoFlouge Techniques!! Revolver Ocelot-The Son of The Joy-Young Command of the Sp. Ops "Ocelot Unit" The Wait/Old Goat-Not his real name........you'll soon know why i've given him a new name......... The Sorrow-Not Much Is Know Of This Entity Other Than He Mysteriously Appears Just AS Much As Dissappearing. The Boss-Only 1, yet to be defeated..........yet something seems to be her weak point..........who or what could that be???!!!

To be updated on June 16th.........prepare for some good old times!!!!!!

title: User talk:LoneGolfer84


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User talk:Bchapman

hi, this is cool

Nick

Image copyright problem with Image:Dollar.gif
Thanks for uploading Image:Dollar.gif. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Az1568(Talk) 04:37, 9 March 2007 (UTC)

Jello
This seems to be an inappropriate copy of Training Best Practices. There are some other notices that you should take note of as well. If you have questions, please contact me on my talk page or ask the community at the Reading Room. – Mike.lifeguard  | talk 18:05, 16 October 2007 (UTC)

title: User talk:Bchapman


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Training Best Practices/Customizing - Low Cost QRGs

 * Getty Case Study

Best Practice in Customizing Training - The Power of QRGs

Title:
Creating Quick Reference Guides (QRGs) that are specific to how we use software in our environment enables us to customize our training to our specific users at a low cost.

Description:
Because the J. Paul Getty Trust with (1,500 employees) is a complex organization, that focuses on the visual arts, conservation, humanity research, and a philanthropy, it is important that training provided to the divergent knowledge workers, is very focused on the task or function that must be achieved, while framed in with the "WIFM" (What's in it for Me) and the Why for the Business.

Methods Used
To focus our efforts, decrease our design and deliver time, we created:

 * A cheat sheet of questions to ask the Business Owner (sponsor) and the Subject Matter Expert (SME) on what success looks like, how is it used in the job, and the what is the single best way to accomplish the task.

 * A Quick Reference Guide template that enable all trainers to quickly develop a core job aid. The Value of the QRG is that it really forces the trainer/instructional designer to work closely with the SME and business owner on what really needs to be accomplished.

Results
As a result any of our trainers can create Quick Reference Guides in just a couple days.

The template for the Quick Reference Guide template forces us to answer the questions of "why" are we making this change, what policies and procedures are changing, and then what are the core steps to achieve the job.

Techologies Used
To keep costs and cycle time down, we create the QRGs in Word.

Lessons Learned

 * Though this sounds overly simply, too often when managing a Training Department, we become enamored in the tools. When one does not have much budget, or has a very short lead time, or does not have very experienced staff, the use of templates and check list enables us to do much more, much faster.

 * By using the template, we can focus on how the software is used in our environment, and enables us to spend more time understanding how it contributes to the organization, while keeping it as simple as possible.

 * Remembering that many of our users find technology annoying, really keeping it simple and task focused is extremely valuable.

 * A reminder is that less is more. Our QRGs also called placemats are very valued, so that if a task is not done regularly, it is easy for a user to accomplish the task.

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Training Best Practices/Training with Competition/Whataburger WhataGames Case Study

Whataburger's WhataGames: Hitting the Reset Button through Training

Title:
Using competition to encourage a wide-spread workforce to focus on basic training.

Description:
Whataburger has 650 quick service restaurants with 20,000+ employees. Whataburger's corporate teams carefully develop the processes and procedures that should be followed by all locations to serve the products for which we are known. The Training & Development Department is aligned with Marketing in the Brand Development Department, following the theory that Marketing makes a promise to our customers, and Training delivers upon it. In a fast-paced environment, it is common for employees to look for workarounds and shortcuts to the standard procedures. Beginning in 1996, Whataburger began holding a "corporate Olympics", known as WhataGames, with the stated purpose of refocusing every restaurant on using effective training to "hit the reset button" and get the employees to relearn their jobs and use proper procedures. The event uses a high level of excitement and major awards to encourage training on the skills and knowledge that define the brand.

Methods Used
The program is designed around measurement; no new training tools are provided. The goal is to reinforce the use of the existing training tools. During the initial competition, all units are Mystery Shopped 10 times per month for two months. Additionally, a live Call Center is used to call every unit 6 times per month for two months. During this call, the person who answers must complete a 5 question quiz on proper standards.

Based upon these scores, a number of units are named as Semi-finalists, each of which is inspected "curb to kitchen" for quality, service, friendliness and cleanliness.

These scores are used to name 16 Finalist Restaurants who will compete at the WhataGames Finals held in conjunction with the Whataburger National Convention.

After a store is chosen for the finals the store will choose 10 employees for the competition. This is done by the area manager sitting all the employee's interesting in going down and testing them on store and cleaning procedures. This is done so that the most knowledgeable employee's are selected and all employee's have a fair chance in going. The team has to consist of one General Manager, one Manager, two Team Leaders and 6 Team Members. For the next two months before the competition the team will practice in and outside of work.

At the Finals, each Unit will run an actual restaurant while judges simulate a busy half-hour. They are judged on every aspect of the operation. This portion of the competition is worth the most points. Additionally, 5 members of the team participate in a game show to test their knowledge of company standards, procedures and history. The team has to include in the games show: The General Manager, The manager, 1 Team Leader of choice and 2 Team members of choice. Last but not least is the flash card game. In this game their are to card sets one on product time and the other on portioning. In the game 5 members of the team compete and one time to match all the cards and the last one done is the final time. After both cards sets have been played the two times are added together. Each top three wins in any event means points for that team. The team with the most points places.

The Gold Medal winners take home $5000, Silver Medal winners take home $2500 and Bronze Medal winners take home $1000. Also for the stores hard work all the employees that were not on the finals team that went get money too. The Gold Medal store employee's receive $500, Silver Medal winners store employee's receive $250 and the Bronze Medal store employee's receive $100 which is a tremendous motivator for people who earn fairly low wages. The total prize pool for the event exceeds $100,000.

Results
This event has grown to be an important part of the Whataburger Culture, reflecting the attitude our owners have towards their "family members." We have seen a consistent rise in mystery shops scores, same store sales increases and reductions in turnover.

Mustangs are also supposedly awarded. The cars, not the cows. The Ford Mustangs are awarded to a General Manager for winning the General Manager of the year award. Many other awards are given such as store with most sales for the years.

In 2005, Store 698 from San Antonio, TX took 1st Place. Store 698 had to overcome odds such as a team member being in a bad accident a month before the competition. The team had to replace him quickly. Also the day before the competition the pregnant manager of the team was hospitalized for three days after becoming very sick. That night before the competition the store was allowed to drive another team member from the store to the competition. No store has ever competited without a manager let alone win. For all the manager's hard work Tom Dobson (president/CEO) himself awarded her the prize of $5000 along with the rest of the team.

Also in 2005, store 839 from San Antonio, TX took 3rd place

In 2007, Store 790 from San Antonio, TX took 1st place

In 2007, store 698 from San Antonio, TX took 2nd place barely losing to store rivals 790. This is the first time in competition history that a team has one a medal twice. Putting a question on the store will they medal again in 2009.

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Training Best Practices/Communities of Specialists

 * 1) ../Communities of Specialists at Lam Research/

 * 1) ../Lam Research Case Study/

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Training Best Practices/Communities of Specialists at Lam Research

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Case Studies - Communities of Specialists

Title:
Communities of Specialists.

Description:
How to utilize Communities of Specialists to ensure rapid capture and sharing of knowledge

Problem Statement
Lam Research manufactures complex capital equipment for the Semiconductor Industry. These tools are used worldwide by companies to produce integrated circuits. Technology is changing rapidly and most significant production learning occurs in the field, on customer's tools. A method was needed to ensure that this learning is captured, archived and shared rapidly.

Strategy

 * Create communities of specialists for major areas of learning

Action Plan

 * Define major areas of learning (e.g. wafer handling, software, defects)
 * Identify leader for each major area
 * Define specialists worldwide who have key skills in major areas
 * Create checklist of required skills and competencies
 * Establish regular forum of specialists

Lessons Learned

 * It is critical to have a leader who plays an active role in establishing and creating the community
 * Need to provide rapid response initially until the community becomes self sustaining

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Talk:Training Best Practices/Communities of Specialists

Purpose of this page is to discuss how to most rapidly share and optimize best known practices between specialists


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Training Best Practices/Engaging in Dialogue/Cafe Conversations

Chimes' Best Practice Profile

Title:
Improving Communication Among Teams in the Workplace

Description:
Chimes was faced with a disconnect among team members in different departments of the organization.

Methods Used
The plan was to host "Cafe Conversations" to provide team members with the opportunity to meet and create a dialogue centered around specific questions such as:

 * What do you do each day to support your team members?

 * When you do not agree with a team decision, how do you support that decision?

Results
After the initial "Cafe Conversation" the team members requested additional Cafe's addressing additional topics.

Techologies Used
The facilitator used a PowerPoint to display the questions on a screen and to explain the process.

== Lessons Learned ==

 * Team members have the desire and the solution to solve problems if given the opportunity.

 * Engaging in a dialogue in a relaxed, informal setting affords team members the opportunity to solve own problems and create.

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