m
■
When the number of lab students, the number of students
per workstation, and the course duration are defined, then
the number of instructors and lab assistants can be
determined. We developed instructors to present the
lectures, administer the course logistics, and interact with
the customer cartographic experts. Our lab assistants
were experienced system users, testers, or developers
who felt comfortable helping individual students. When
there is a one student per workstation, somewhere
Ш/í Шi
WEEK 1
WEEK 2
between four to six students can be handled effectively by
an instructor or lab assistant. This depends upon the size
and relative locations of the workstations.
During the implementation of a system the priority of
individual output products may shift. Consequently, we
identified the sequence of milestones for each product. In
that way, when earlier milestones for a particular product
shifted, then the following milestones that needed to also
be altered were easy to identify.
JUNE
6 7 а ч иг
WEEK 3
13 M 15 16 17
WEEK 4
20 21 22 23 24
WEEK 5
WEEK 6
WEEK 7
PRODUCTION MANAGER COURSE PREPARATION
PRODUCTION MANAGER COURSE
ZF1;[320.33011TR000078.OGN;1,>> 7-MftY-30
PHOTO ANALYST COURSE PREPARATION
- PHOTO ANALYST COURSE
Figure 3. Product Schedule Example
During the implementation of a system the priority of
individual output products may shift. Consequently, we
identified the sequence of milestones for each product. In
that way, when earlier milestones for a particular product
shifted, then the following milestones that needed to also
be altered were easy to identify.
CONCLUSION
In summary, an effective training curriculum depends
upon these factors:
• Formulating a training plan.
• Incorporating multi-organizational perspectives.
• Selecting appropriate training personnel according to
responsibilities.
Whether an organization elects to use existing training
sources or to develop specialized materials, the elements
of planning, selecting the content, and scheduling remain
the same. Since the instruction of operators is the result
of previous preparations, system implementors need to
allocate resources during an early phase of their program
to assess and design the training progress and
curriculum. Depending upon the complexity of the
program, the resultant training plan could be as simple as
an internal memorandum or a complete document.
In any event, including representatives from each
organization throughout the process produces a better
plan and a mutual investment in the outcome. A mix of
administrative managers can be insightful members of a
planning team. In addition, establishing a strong rapport
between the instructors and the on-site cartographic
product experts is very important. Having a smoothly
working relationship at multi-levels has a great influence
on the atmosphere during the instruction.
Each installation has a need for system managers,
operators, application managers, programmers, and
specialists. Their training needs are different in content,
prerequisites, and duration. Their training may start or
end during different implementation phases of the
program. Also, there are other non-users, such as senior
managers and representatives of other organizations, that
need some degree of training or exposure to the system's
capabilities.
The training curriculum organizes the introduction to the
new tools. The instruction phase of a program may be
the first one where subjective perceptions and judgments
become intricately intertwined with the reality of
technological capabilities. This is where the rubber meets
the road or in other words, this is the defacto acceptance
test. When the students perceive a productive advantage,
an ease of use, and an improved working environment,
their personal enthusiasm will aid the transition from a
new system to a smoothly functioning production process.
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