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. 
623 
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