Proceedings of the Symposium on Global and Environmental Monitoring: Proceedings of the Symposium on Global and Environmental Monitoring

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Multivolume work

Persistent identifier:: 856665355

Title:: Proceedings of the Symposium on Global and Environmental Monitoring

Sub title:: techniques and impacts ; September 17 - 21, 1990, Victoria Conference Centre, Victoria, British Columbia, Canada

Year of publication:: 1990

Place of publication:: Victoria, BC

Publisher of the original:: [Verlag nicht ermittelbar]

Identifier (digital):: 856665355

Language:: English

Document type:: Multivolume work

Volume

Persistent identifier:: 856669164

Title:: Proceedings of the Symposium on Global and Environmental Monitoring

Sub title:: techniques and impacts; September 17 - 21, 1990, Victoria Conference Centre, Victoria, British Columbia, Canada

Scope:: XIV, 912 Seiten

Year of publication:: 1990

Place of publication:: Victoria, BC

Publisher of the original:: [Verlag nicht ermittelbar]

Identifier (digital):: 856669164

Illustration:: Illustrationen, Diagramme, Karten

Signature of the source:: ZS 312(28,7,1)

Language:: English

Usage licence:: Attribution 4.0 International (CC BY 4.0)

Editor:: International Society for Photogrammetry and Remote Sensing, Commission of Photographic and Remote Sensing Data

Publisher of the digital copy:: Technische Informationsbibliothek Hannover

Place of publication of the digital copy:: Hannover

Year of publication of the original:: 2016

Document type:: Volume

Collection:: Earth sciences

Chapter

Title:: [THP-2 GIS INTEGRATION]

Document type:: Multivolume work

Structure type:: Chapter

Chapter

Title:: EXPERIENCES DEVELOPING A CURRICULUM FOR DIGITAL MAP PRODUCTION. Marjorie Seale

Document type:: Multivolume work

Structure type:: Chapter

620 FORMULATING A TRAINING PLAN A training plan for a new production system defines the curriculum design required to prepare the system users. When system implementors are preparing or selecting courses, the managers accountable for producing skilled users must monitor the process. This monitoring assures the expected instruction is delivered and the appropriate benefits received. Initially, administrators are primarily interested in defining and managing the schedule and resources required to develop the production system. Almost immediately after the general question about resources is asked, hundreds of additional questions turn up. How many people will be trained? How many shifts? How much equipment? What job skills are required prior to training? What tasks will they perform? How long will the courses be? How many courses will be required? What order? How will success be measured? What is the availability of facilities, equipment, and materials for the instructors and the students? How many weeks will the instructors be preparing or presenting individual courses? How many days at each site? How many hours will the lecture rooms be used and when? The process of developing a training plan makes these items known and causes a suitable sequence for addressing them to be defined. Preparing a training plan was a required part of our contract. Rather than simply present a completed document at the appropriate time, we found that establishing a multi-organizational planning team produced a better curriculum design. Perhaps even more important, all organizations through their team members gain a vested interest in its content. Throughout the process, the planning team can regularly review and respond to the recommendations, reactions, questions, and issues. A mix of system integrators, training directors, and program administrators from each production site ensures the effectiveness of the decisions and actions. Plus the inherent tension between the perspectives and objectives of the representatives can be employed to improve the quality of the plan's content. A training plan should include discussions about the training approach, the applicable documents, and the individual course descriptions. The training approach is driven by the interplay between several aspects of production. These aspects are the production operations, the personnel, and the production implementation schedule. Since the final acceptance testing of a large system may take several months, training schedules must avoid training all the potential users too early. The individual on-site production studies and tests can take several weeks or months to complete. The system implementors are interested in completing the contractual training requirements, but production operators should not be trained until just before they begin to use the system. Therefore, our training approach was to instruct personnel who participated in the on-site testing and integration acti ¡ties; i.e. they continued to use the new system after completing the appropriate training course(s). This provided each production site greater flexibility in scheduling training for additional personnel and in implementing new production activities. Whether a system implementor elects to develop courses or use existing courses and materials, the training plan should discuss the individual course descriptions. These descriptions outline what topics must be addressed for each course. The discussion should include the course length, the number of students for each site, the methods of presentation (lecture, lab, class discussion, etc.), the prerequisite courses, the major topics, the equipment, the materials, and the documentation. (See Table 1 - Individual Course Descriptions) If there is no written staff plan for the system, this may be an excellent place to cover the skills, experience, and education the students should possess prior to training for production. We also found that distinctions between what the instructors and the students need for both lectures and labs were necessary in order to handle preparations smoothly. Establishing agreement upon the criteria for evaluating students' successful completion of the course is very important. Once the actual instruction begins, the assessments of student progress can become extremely sensitive for the students, the instructors, program managers, and administrators. That is because the completion of some major program milestones with associated payments may ride upon the outcome. Table 1 - Individual Course Descriptions • Course Length • Number of students (per site) • Methods of presentation (lecture/lab ratio) • Prerequisites; previous courses and/or experience • Major Topics • Lesson Outline and Objectives • Standards and Measurements • Documentation List • Equipment and materials; in lecture and lab • Schedule; course preparation and platform time Although a course outline which covers each lesson's objective and content should be included, we found it worthwhile to publish the training plan prior to completing this portion. When we finished developing the lesson content for entire courses, we updated the training plan. This approach allowed the developers and the planning team to focus initially upon scheduling and facilities logistics and then shift to reviewing subject matter content during the early stages of content development. Within each outline, we also included a figure that showed the daily hours of lectures and labs. This figure was especially useful for logistics people who schedule conference room usage, or system demonstrations, or maintenance activities. (See Figure 2. Production Manager Course Outline Example). This is also an excellent time to prepare estimates of production volumes and schedules for graphics, printing, and shipments.

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