Thursday, December 28, 2006

How to effectively train an ID

Planning
  • Determine the recruitment objectives.
  • Identify the required and desired candidate profile.
  • Determine the required personal attributes of the candidates (I place weightage on willingness to learn and share).
Design and Develop

Components of the training (or induction) program:
    1. Corporate orientation: Corporate values, vision, goals, structure, teams, market and competitors.
    2. Organization orientation: Various teams within the organization that the employee will work in (for example, project management, quality, engineering services, learning strategy, visual strategy), organizational structure, values, vision, goals, structure, market and competitors of the organization. #1 and #2 could be merged for smaller companies.
    3. Team orientation: Reporting structure, team interaction, roles and responsibilities and expectations.
    4. Project orientation: Customer orientation, introduction and usage of tools (content management system, authoring tools, time tracking, bug tracking, graphical editing tools), templates (scripting templates) and common mistakes.
    5. ID specific: Scripting workshop covering best practices, styleguide, classroom exercise and an intensive assignment to be completed individually (in consultation with peers, if required). The assignments are evaluated with the entire team as a group. Additionally, a workshop that covers tools and techniques to scope individual course component can also be conducted.
    6. Values and Ethics: Acceptable behaviors, conflict management and values that define the team.
The above components can be accommodated in a timeframe of approximately two weeks (10 working days). For lesser duration, I reduce the number of components or the depth of the topics. However, in any combination, I ensure #6 is accommodated since I consider it to be the most important.

Implementation
  • The topics are allocated to different experts within the organization.
  • Dates are identified. Times for training are determined with an objective to create an interesting mix of topics. Presenter availability is factored into this mix.
  • Once the employees are ready to join the team, the point of contact welcomes them, provides an overview of the training plan and distributes a copy of the schedule. This point of contact is available to the employees for any questions during the training period.
  • The employees are made responsible for completing the entire program in the stipulated timeframe. They are required to handle minor changes to the training plan by themselves. For example, if there is a last minute unavailability of a presenter, the employees need to schedule the session with the presenter for the next available slot.
Evaluation
  • Collect feedback from the employee either formally using a feedback form or informally, say, over a cup of coffee.
  • Update the training program with the inputs received.
NOTE: This post is created on request from an anonymous reader (see comments for Seat Time for an Elearning Course). You probably know of smarter ways to train an ID, it would be great if you could share them here.

Monday, December 11, 2006

Seat Time for an Elearning Course

This post is in response to a request from elearningtyro. I hope you find it useful.

What is seat time?
Seat time is variously described as:

* Amount to time a learner spends to read through each page within the course (Does that include all the related tools and supplementary document? Does the learner need to read every glossary term? What if the learner already knows the terms?)
* Amount of time taken by a learner to click every link within the course (What if the learner clicks the link but does not read it? )
* Amount of time a learner takes to complete the course

How is it calculated?
One of the ways I know (If you know any other, please feel free to leave a comment):
A sample from the target audience is selected to complete the course. The time taken by each is recorded. Seat time is the percentile time that approximately 80 percent of the learners take to complete the course.

When was it used?
In early elearning days, seat time was taken as a metric to charge the clients. However, there were some issues in using this approach. For one, different learners have different learning speeds. Additionally, complex interactions take longer to produce and need more resources even though it takes lesser time to read or review these sections. For example, simulations or game-based learning. Finally, usage of multimedia for example, sound, video animation make elearning more expensive to produce. As a result, today most elearning companies charge their clients on the effort taken to develop the course or curriculum rather than the seat time. Different companies have different methods and standards to calculate this effort.

Related link
http://internettime.com/blog/archives/000327.html

Friday, December 08, 2006

Success story: Former employee profiled on CNBC Young Turks

While watching Young Turks on CNBC, I found a profile particularly fascinating-

Ayyappa Nagubandi, 28, started his professional life as a security guard. He joined Satyam Computers as a receptionist but soon discovered his talent for web design. He was provided opportunities within Satyam to grow as a web designer. By the time he left the cafter six years, he was a team lead and had supported clients in the US, Singapore and Europe. He left Satyam to launch his own company, TrulyIntelligent Technologies. NowPos Online Services (shortened form of Now Possible), the company’s first subsidiary, offers free voicemail over the Internet, aimed at users in developing countries with connectivity but little literacy. Tens of thousands of users in countries like Vietnam, China, and South Korea have already registered for the NowPos service (www.NowPos.com). NowPos was rated by Frost and Sullivan as one of the top 20 Broadband Innovations in Asia Pacific.

Ayyappa Nagubandi’s journey from being an office boy (correction based on inputs from Ayyappa. See comment.) and a receptionist to being a founder of an organization with cutting edge technology is motivating. However, what impressed me more was Satyam’s culture of encouraging talent and providing growth opportunities for all associates across the board.

Wednesday, December 06, 2006

What I will remember most about 2006?

Internet
Youtube, Second Life, Mozilla Firefox, Google Calendar, Google Spreadsheet, Yahoo! Audibles,
Yahoo! Answers, Internet connection on cell phones, Internet content on cell phones, proliferation of webinars and webcasts and strategies used to accommodate geographically distributed audience, mySpace, Flickr...realizing that the world is indeed smaller than ever.

Professional growth

Innovative learning solutions blending traditional classroom, elearning, webcasts, coaching and mentoring, competency development for a large (450+) technical workforce, facilitating training sessions, PMP preparation and exam.

Besides the profession
European holiday, swimming, interior design, blogging, Internet games.

Monday, December 04, 2006

PMI Visits My Organization

A couple of months back, a member from the PMI organization visited my office campus. His goal was to collect inputs and feedback on PMP certification from various organizations across India. In Bangalore, he visited only one other organization besides my own.

Apparently, India has the fastest growing PMP certified population. I also found out that my organization has the largest number of PMPs any organization has in the world.

Among other things, the one input that cropped up repeatedly was that despite being PMP certified, many professionals were unable to manage projects successfully. I felt PMP certification should include an interview round for those who qualify the written test to ensure quality.

It was an interesting discussion since it included employees of different levels who brought out varying perspectives. I am curious to know when and what changes will finally be rolled out in India by PMI.

Tuesday, November 28, 2006

I am an ESTJ

I took the Myer-Briggs Type Indicator (MBTI) test today as part of a train-the-trainer session. According to the test, I am Extraverted, Sensing, Thinking, Judging (ESTJ). ESTJs are also called The Guardian or The Supervisor.

A brief description
:
ESTJs tend to be energetic, outspoken, friendly, and productive. They make sure that things get done, having firm standards that assist them in running things. They are often campus leaders and prefer traditional leadership styles. They can achieve a tremendous amount when given room to be in charge and when others cooperate. Their talents lie in bringing order, structure, and completion. Efficient organizers, ESTJs are adept at getting things done efficiently while taking care of routine details. They are opinionated, honest, and direct to the point, sometimes being too blunt. Other words to describe an ESTJ include practical, realistic, matter-of-fact, traditional, and accountable.

Detailed descriptions:

http://www.personalitypage.com/ESTJ.html
http://www.typelogic.com/estj.html
http://www.e-mbti.com/estj.php

Other than a few exceptions, I am pretty much an ESTJ.

Best Practices: Using Webex for Online Collaboration

  • Find out if all members of the audience know how to use Webex. If not, train them on the basics and the specific features they would need to use to collaborate in your session. For example, if they need to use the whiteboard, show them how prior to the session.
  • Send the URL and log in steps prior to the meeting.
  • Teleconference details (if required) should be sent along with the log in information. This ensures that all relevant information pertaining to the session is provided in a single email.
  • Keep the password for the session short, easy to remember and easy to spell out over phone.
  • Advise the clients that installation of Webex software would take about 2-3 minutes before they are initiated into the session.
  • Be well-prepared to conduct the session in the absence of the Webex tool:
  1. Plan for technical snags (which occur occasionally in online collaboration tools) by sending the presentation and supporting material to the audience ahead of the meeting.
  2. Be sure to have contact numbers of the key audience members for easy coordination.
  • Sometimes the presentation progresses at different speeds in different locations. For example, the presenter in San Francisco might be at slide 9, the client in New York City at slide 8 and the team in Bangalore at slide 4. Keep this possibility in mind while making the presentation and while moving from one slide to the next. Ensure your audience is always at the same page (literally).
  • Keep the documents you want to share ready.
  • Close your chat windows to avoid distraction while presenting (you can chat with your audience from the Webex environment).
  • Remember to close unnecessary windows especially if you plan to share your desktop.
  • Record the session, if required. Make sure your clients know that you are recording before the session begins. Recording sessions in Webex is fairly simple. For many of my projects, the alpha and beta testing sessions were recorded because we wanted to thoroughly cover all client feedback (This recording was always in addition to the client input recorded manually in a standard excel sheet format.)

Monday, November 20, 2006

Courseware Localization

Brainvisa's RapideL product enables SCORM compliant rapid eLearning development in 22 languages. No, I am not advertising RapileL since I haven't used the product. I am just happy to learn that there are localization products focussed on elearning in the market.

A few years ago, I worked on an elearning course that needed to be localized in 15 different languages. This project not only threw up design challenges in building a course in multiple languages and geographies (which was fun) but also brought in a sizeable communication overhead in working with the external vendor.

With localization products, hopefully the focus would remain on designing sexy courseware in multiple languages.

Thursday, November 16, 2006

My Current Work Profile

In my current work profile, I handle training challenges that fast-growing technology companies face in terms of upskilling and reskilling. As a training manager, I consult, market and implement various learning solutions within the organization. The learning interventions cover a range of solutions such as elearning, classroom training, blended learning, mentoring, coaching and on-the-job training. I get a realtime view on how different learning solutions are received in an actual work environment and its impact on the target audience.

Wednesday, November 15, 2006

Informal Training within the Organization

I realized that the informal trainings/knowledge transfer sessions in my organization are sometimes not effective despite the best intention of the facilitator. I find that many presenters (irrespective of their seniority) need help in structuring their training sessions.

I have decided to offer help to those who are interested. I just need to warn those who come to be a little open about the inputs they receive-I tend to be very detailed in my review. I was helping an employee today and I found that he was getting rather defensive as I went about giving my recommendations on the changes he could make. I am curious to find out how his session went.

Monday, November 13, 2006

Learning Retention

It is well known that active learners learn better. More the number of sense organs employed in learning, better the retention. People generally remember:
10 percent of what they read
20 percent of what they hear
30 percent of what they see
50 percent of what they hear and see
70 percent of what they say and write
90 percent of what they do and talk about

This thought is exemplified by the unique learning style of Abraham Lincoln, the 16th President of the United States. He had very little formal schooling and was mostly self-taught. Abraham Lincoln read aloud the newspaper everyday (see, speak, hear). This habit enabled him to remember what he read, improve his language skills and overcome his speech disorder to become one of the best orators of all times.


Sunday, October 15, 2006

Things to do during Downtime

One of my friends once made grilled sandwiches for the entire team in her downtime. She became our hero since she saved us from the (company provided) oily snacks we would've otherwise been served. The sandwiches were terrific! However, making sandwiches is not really my way of using downtime. Here is what I would rather do-
  • Improve my academic qualifications.
  • Enhance knowledge: training, research, company resources.
  • Get to know more people in the organization.
  • Learn more about the organization.
  • Handle technical snags, machine upgrades or software instalation on hold.
  • Blog.
  • Get in touch with old friends.
  • Volunteer help.
  • Start a project using the tools and resources at my disposal.
  • Research on companies in the same line of business and follow the industry trend.
  • Use company's recreational facilities.
  • Participate in events organized by the company.

Thursday, September 28, 2006

Case Study: Training a Technical Workforce

Scenario
  • $80 million triple platinum account—the largest in the organization
  • 450+ employees
  • Broad technical groups: Three—SAP, Datawarehousing/BusinessIntelligence(DW&BI) and Telecom
  • Roles: Diverse and in many cases overlapping—team member, module lead, team lead, project lead, project manager, program manager, account manager, analyst, delivery manager, director, consultant, senior consultant and principal consultant.
  • Employee distribution:
    -Onsite:Offshore = 40:60
    -Billable:Non-billable = 85:15
    -Telecom:SAP:DW&BI= 25:35:40
    -Permanent:Subcontractor:Contractor = 80:10:10
    -Team member, module lead, team lead, project lead account form almost 50 percent of all billable workforce.

Problem statement

Training a diverse technical workforce

Success Parameters
  • Global reach
  • Number of associates trained
  • Time taken to fill the skills gap based on changing business requirement
  • Ability to transfer training knowledge to work environment

Learning Solution

I am following a multipronged approach. As far as within my control, I try to provide all the solutions to all the employees distributed globally:

-E-learning: The preferred recommendation for onsite employees, if thetraining requirement is immediate and if the project team is cost sensitive(Please note that the elearning courses are available free of cost across the organization). E-learning is also recommended if the employees need to build a skillset without taking time off their demanding projects.

-Classroom: Preferred solution when the employees to be trained are large in number (typically above ten) or if their project mandates a group/single employee to be trained.

-Blended: Classroom training followed by assignments, online resources and buddy support.

-Webinar: Cutting edge technology, knowledge transfer.

-Seminar: Cutting edge technology, knowledge transfer. Typically, this solution is available locally.

-Mentoring: Provided when a solution requires handholding on account of its complexity or an employee needs active support to master a skill or mature professionally.

-On-the-job training: Demonstrate how various pieces of an overall objective fit in. For example, when a new member joins the project team or an employee is working on a new technology, typically two sessions are planned—
Session1: Tools and their functionalities
Session 2: How these tools work together for project purposes

-Newsletter: Updates on the latest events and development. Accolades,message, culture reinforcement, news etc.

-Online library: Any time/anywhere access to knowledge

-Physical library: Local reach

Tuesday, August 15, 2006

Venting by Senior Leaders

At times senior leaders come to my desk and list the set of trainings they need for their teams. I recognize this as venting of the project pressure or a tough conversation with the client.

To handle such outbursts, I first take down the list. Then later in the day or the next, I meet them to further discuss the training requirement-business reason, associate profile, objective, what do they want to accomplish, urgency etc. The requirement typically gets less urgent or important in this conversation.

Wednesday, July 12, 2006

A Conclusion

Result is the factor of the scenario in which change is being initiated. Some initiatives take longer to mature despite the best efforts. Some others die young.

Don't be hard on yourself—be patient, alert, flexible and move on.

Wednesday, May 24, 2006

Not Always True Generalizations

Today, I am in one of those moods when I just want to oversimplify. The generalizations below are convenient derivatives of my very limited experience. I have to confess that I am embarrassed about this postingI just want to lock these generalizations in this posting and then forget about it. I cannot allow these thoughts to interfere in my interaction with clients. Preconceived notions can be expensive.

Finance: Paranoid and finicky—stickler for details and content accuracy. Their typical mindset—no one knows how to represent our facts better than we do. They seem to be paranoid about legalities—given a choice, they would probably follow each sentence with one disclaimer and two exceptions. They expertise in making straightforward thought/sentence seem complex.

Pharmaceutical: Similar to Finance. Paranoid particularly about the content—how the formula is written and explained, chemical compositions of the drugs, application of the drugs, the physiological impact of the drugs on human body—each word, even comma seems to have a different meaning!

Hi tech: They vacillate from being particular about details to being relaxed. Unless the issue is blatant or recurring, their general tendency is towards being relaxed.

Manufacturing: Unless there are other compelling factors, for example, if a mega event is being planned for the product launch, they are generally relaxed. As for their solution design, they love a lot of movement on the page. They use different strategies to drive home why they want movement—audience likes it, CXO preference, our content is better represented with more movement and if all else fails, sulking.

Automotive: They are initially suspicious—Are you sure you know automotives? It can be very complicated and not many people get it, espiecially women. However, once you establish your worth in their eyes—they like to trust your decisions completely.

Retail: Creative, high energy, they always want quick results and justification for every instructional or visual strategy used.

Thursday, May 04, 2006

Competency Development Plan-Formats

Impact mapping
This format is used to collect data pertaining to the strategic competencies of the account from the account leaders. This format also assists the learning consultant (LC) to have a focused and effective discussion with the leaders while at the same time assists the leaders to think through/justify their training requirement. The LC asks leaders questions like—“Why is this competency important for you”, “How does this competency link with the overall unit objectives”, “Where do you see your group headed in the next 6-12 months. What competencies would your team need to meet this requirement?”

Click here to view the format.

Competency rating by leaders
Once the LC collates all the data collected during impact mapping, a a comprehensive list of comptencies is identified. The leaders now rank the competencies in order of its importance for their group. This allows the leaders to not only view list generated after inputs from all leaders within the group but also communicate the relevance of each competency to their specific team.

Click here to view the format.
Click here to view the format with sample data.

The competency rating by all the leaders was then consolidated. Those competencies were identified to be built into the team which:

  • Scored an average of four and above on the importance scale
  • Were marked five by any leader (even though the average score was less than four)

Self/Manager review of individual competencies
Self and manager review was then conducted. I hid the manager column while sending the spreadsheet to the employee and vice versa to assist in fair assessment.
Click here to view the format.

Please note that tool is currently semi-automatic. It should work in the current format for an account size of less than 15 members. However, for a larger team size, this tool is best automated, if possible.

Friday, April 28, 2006

Competency Development Plan-Critical Success Factors

  • Support and commitment of senior account leaders and managers
  • Atmosphere of trust: It is important to encourage honest self/peer evaluation
  • Communication: Reiterate that this is an initiative for employees' learning and professional growth. These competencies empower the employees to take charge of their careers, direct their own personal development, continually self-evaluate and improve
  • Communication: Emphasize that the initiative is not connected to the performance appraisal. If it is felt necessary to link this initiative with appraisal, consider evaluating performance only on delta improvement the account member exhibits as an outcome of training

Note for the learning consultants:

  • Evaluate leadership’s commitment to the initiative. Tailor the solution based on their level of enthusiasm or commitment towards competency development. That means, if your understanding is that the account leadership might not be able to commit to the time for the above process, reduce some substeps from the above process.
  • Draw up the blueprint of the plan, any tools needed for the process, get senior management buy-in
  • Brace yourself for tough daysthere will be many days when you will fight a lonely battle. Keep up your motivation and celebrate every progress! I am still into the process and its not easy!

Thursday, April 27, 2006

Competency Development Plan-Measurement Matrices

  • Qualitative improvement
  1. For each competency, what is the gap between the star performance and desired performance reduced?
  2. How many competencies have we brought to acceptable performance within the organization?
  • Success Criteria
  1. Bridge gap between the star performance and desired performance for 70 percent of all competencies
  2. Improve the skill competency by 50 percent i.e. 50 percent of all account members show improvement their skill rating
  • Targeted Result
In 12 months, the ratio of planned:need-based training for the account would be 85:15

Wednesday, April 26, 2006

Competency Development Plan-Evaluate

Step 5: Evaluate

After 12 months

  • Review and modify the competency dictionary
  • Undertake skill evaluation of the entire account*
  • Measure results with the previous year

After six months (if required)

  • Undertake skill evaluation for targeted competencies

Outcome

  • Skills improvement over the previous year
  • Competency framework for the second year
Teams involved
  • LC
  • Account leadership

Tuesday, April 25, 2006

Competency Development Plan-Implement

Step 4: Implement
  • Competency evaluation
-Common across the role
  1. Perform self and manager review
  2. Identify the skill gaps (LC)
  3. Recommend appropriate training for the skill-gap (LC)

-Specific to a functional group within the Account (Technical subjects)

  1. Pre-assessment (In-house training department or an identified vendor, as appropriate)
  2. Recommend appropriate training for the skill-gap (In-house training department or an identified vendor, as appropriate)
  3. Post-assessment (In-house training department or an identified vendor, as appropriate)
  • Pilot followed by organization-wide rollout

Outcome

  • Table of existing competencies across the organization
  • Training calendar for every account member

Teams involved

  • LC
  • In-house training department (if present)
  • External training vendors

Monday, April 24, 2006

Competency Development Plan-Develop

Step 3: Develop

  • Create the data input format (LC)
  • Create a brief description on the initiative and how to fill the form (LC)
  • Identify the early evangelists (LC)
  • Identify the courses/training relevant to each competency (LC)

Outcome

  • Finalized format for account members to input data
  • Communication plan for the entire team
  • Map the existing courses to the competency dictionary
Team involved
  • LC

Sunday, April 02, 2006

Competency Development Plan-Design

Step 2: Design
  • Create a skill-rating scale (1-5) against each identified competency (Learning Consultant (LC))
  1. Benchmark rating on desirable competency performance
  2. Indicate where the star performer currently is at
  3. Indicate acceptable competency performance
  • Create weighted competency-rating scale (1-5) (LC)
  • Prioritize competencies in the competency dictionary using weighted scale (Account leadership)
  • Determine conditional competencies (LC and account leadership)

Outcome
  • Skill-rating scale
  • Weighted competency-rating scale
  • List of role-based competencies in order of their importance to the account

Teams involved
  • LC
  • Senior account leaders

Friday, March 31, 2006

Competency Development Plan-Analysis

Step 1: Analysis
• Determine the job descriptions for the roles—team members, leads, consultants, managers (Learning Consultant (LC) and Human Resources team (HR))

• Determine the competencies across the roles (LC)

• Determine account specific competencies project requirements. (LC and account leadership)

Outcome

• Competency dictionary

Teams involved

• LC

• Senior account leaders

• HR

Thursday, March 30, 2006

Competency Development Plan-At a glance

Objective
Provide comprehensive competence management with an account focus where training function is an active partner to the business objective.

Process
Step 1: Analysis
Step 2: Design
Step 3: Develop
Step 4: Implement
Step 5: Evaluate

Determine the measurement matrices

Define critical success factors

The forthcoming postings will cover the above aspects in greater depth.

Monday, March 27, 2006

Competency Mapping: Introduction

What are Competencies?
  • Competencies are general descriptions of the behavior or actions needed to successfully perform within a particular [work] context (e.g. job, group of jobs, function, etc).
  • Competencies are increasingly applied across human resource functions to drive both employee and corporate performance.
  • Employees learn, develop and refine many of their competencies over the course of their careers.
Competencies are used to:
  • Translate the organization’s vision and goals into expected employee behavior
  • Identify areas for employee development that are directly linked to desired outcomes and organizational objectives
  • Target training monies into areas that will realize the most return on investment (ROI)
  • Identify gap between present skills and future requirements
Other tangible benefits

  • Recruitment process
  1. Define the selection criteria based on the available and required skills
  2. Determine the evaluation areas for prospective candidates
  3. Determine the number of resources needed
  4. Reduce hiring costs
  • New projects
    1. Match account member skills with the requirement for a new project
  • Account member exit (from account or company)
    1. Ensure retention of the essential competencies for the success of the account

Thursday, March 23, 2006

Competency Mapping: Organizational Scenario

Audience:
Onsite/Offsite/Onshore account team

Typical Scenario:

Who

What

Why

Client

“We expect the account member to know the bare minimum about…but he did not know about it. We did not want to spend as much time on each new team member”

What was it that the earlier account member knew? What is the performance gap between the two

Client

“The account member does not have the same level of expertise as the account member who earlier handled this project”

I want to be able to meet my client expectations and serve him better. How can I know the skill-set of the previous account member

Project Manager

“I need to immediately train this account member so that my client thinks I have taken action and I can keep him happy. ”

Where can find the skill-set he possesses currently and the level that he is on for each of the skills?

Project Manager

“I need five resources with Java/JSP skill-set for 3 months. Do we have any free resources available for this time? Would I need to recruit/contract resources?”

Who are the people with this skill-set?

Functional Manager

“I need to grow my team. What exact skills should I recruit so that I have a good mix within my team”

Where can I find the skills distribution for my entire team at a high level? Where can I go to identify skills gap in my team?

Team Lead

“I want to be able grow into a Project Manager”

What skills do I need to add to the skills that I currently have?

Team Lead

“I want to be able to consult with my clients effectively”

What skills do I need to add to the skills that I currently have?

Team Member

“I think I am good to be a Team Lead but I am not being recognized as one”

How can I let my Manager where I add value to the team?

Team Member

“I have do not have project work in the coming week, maybe I should take some training”

Would the training help me in reaching my professional goals?


Typical Challenges:
  • Training is primarily need-based and reactive.
  • Focus is on quantitative rather than qualitative training.
  • Training is provided in an haphazard, ad hoc manner.
  • Risk reduction and change readiness are the key drivers for providing training, not business objectives.

Tuesday, February 21, 2006

How to Create a List in Microsoft Excel

I keep forgetting how I can create list in Excel and then have to spend inappropriate amount to time figuring that one out and so…

Open the spreadsheet> Data> Validation> Settings> Allow: List> Source: {item1, item2, item3…}> Input Message> Title: {Your default message. Eg. Choose one…}> Error Alert {Fill the boxes as required}> OK

Saturday, February 18, 2006

Online training space

Why was it necessary:


  • No single go-to location for all trainings conducted in the organization. The employees had to go to different locations to view the training calendar and register, take an online course, visit virtual library or submit a training request. This was chaotic for most employees who preferred to speak to the training manager each time rather than keep tabs of the urls.
  • Additionally some urls changed over time. Not all employees made not of the change communication.
  • There was no single location to house the different newsletters brought out by different units, training updates or forthcoming initiatives.
  • Project-related knowledge and resources were not being captured at an account level.
  • Employees referred to various elearning courses on the Net. It important to collate this data to ensure we build a learning organization.
  • Different teams used different programs for processes that needed to be standardized. For example, induction.

How was it accomplished

  • Identified a location frequented by the employees: Project dashboard.
  • Identified the position of the link: Prominent-top, center.
  • Content sections:
    -In the spotlight: Current trainings, newletters.

    -Submit your learning request: Links and formats that allow leaders to submit their learning request.

    -Instructor-led training: Link that allows employees to nominate themselves/team for the current trainings.

    -Online learning: Online resources such as links to the elearning courses within the company and those relevant on the Net.

    -Account-specific training: Induction files, process training resources.

    -Learning Center sites: Links to Learning Center website, sites that support learning such as library and technical message boards.

    -Shout Out!: Feature that allows associates to volunteer to become a faculty or send feedback on trainings conducted.

    -Learning Consultant Corner: A section that profiles the training manager, lists the training policy for the account.

Friday, January 13, 2006

Swicki

A swicki is new kind of search engine that allows anyone to create deep, focused searches on topics you care about. Unlike other search engines, you and your community have total control over the results and it uses the wisdom of crowds to improve search results. This search engine, or swicki, can be published on your site. Your swicki presents search results that you're interested in, pulls in new relevant information as it is indexed, and organizes everything for you in a neat little customizable widget you can put on your web site or blog, complete with its very own buzz cloud that constantly updates to show you what are hot search terms in your community.

Read more from the source: http://swickihome.eurekster.com/faqs.htm