Chapter 9 Information Systems Training

1. Chapter 9 Information Systems Training

2. The Significance of Training Healthcare workers use information systems to access and document patient information Training plays a vital role in the adoption and integration of computer technology

3. The Training Plan Must align with the organization’s strategic initiatives Provides blueprint for how employees will learn new computer skills Focuses on the development of knowledge and skills in an organized way Designed to ensure instructional success

4. Training Plan Components Philosophy Identification of training needs Approach Resources Timetable and training schedule Evaluation strategy

5. Philosophy Demonstrates commitment to the effort, resource allocation, budget, hours, staffing, and timing in relation to go-live

6. Training Needs Assessment Who? What? When? How? How long? Where? With what?

7. Approach Follows needs assessment Determines Content Instructional interventions Delivery methods Creation or purchase of training materials In-house trainers vs. outsourcing training

8. Resources Where will the budget for resources come from? Salaries for trainers, support staff, replacement staff, and employees trained constitute the largest item in a training budget Who will coordinate training? Who will teaching?

9. Timetable and Training Schedule Coordinated with go-live date Considerations: Number of persons to be trained Amount of time required to train each user group Amount of time needed for all training Budget

10. Evaluation Proficiency testing May be done electronically Can provide immediate feedback Reflects need for basic skills to perform job Need to incorporate procedures Must consider how remediation will be handled

11. End Users Health care workers who use an information system to view or document client information

12. User Class Grouped by job class responsibilities Users who perform similar functions constitute a “class” Classes determine applications and level of access needed as well as training content and time

13. Training Class Content Computer-related policies Access privileges Human factors Computer literacy Workflow Electronic help Error messages Error correction Screen and system “freezes” System idiosyncrasies Maintenance and basic troubleshooting Downtime procedures Retrieval of information and other functions Realistic situations

14. Training Schedule Considerations Length of training day Off shift and weekend classes Overtime vs. part of regular work hours Training before or after work shifts Preparation time for classes Convenience of training location

15. Hardware, software, and environment requirements need to mirror those in work environment Training Schedule Considerations

16. Training Approaches Instructor-led Technology-based On-the-job training Blended approach Adjunct aids

17. Instructor-Led Training Classroom techniques that engage the participants, such as, active participation, group activities, hands-on exercises, and other various instructional approaches enhance attention and learning

18. Technology-Based Training Uses technology to teach technology Computer-based training Web-based training

19. On-The-Job Training Appropriate for short sessions Subject to interruptions May or may not catch all the people who need training

20. Blended Training Approach Maximizes retention Targets different learning styles Encourages active participation

21. Training Materials Must be well designed and reflect “real” system Learning aids supplement training Outlines Charts Diagrams Job aids—written instructions for use in in training and work settings

22. Trainer Selection Prior teaching skills and experience Ability to interact with others Must understand various user classes and job needs Familiarity with different training approaches Centralized versus departmental training

23. Trainer Selection Information services staff Know technology but not local workflow May lack training expertise Hospital or staff development educators Have training expertise Superusers Understand department work flow Department supervisors May lack training expertise May or may not know area work flow

24. Training Non-Employees Significant numbers of office staff and students require training and access Must consider this population in the overall training plan Must identify most efficient manner to train Must consider implications for non-employees who violate need-to-know access

25. Information system use is no longer “nice-to-know”—it is now an essential job skill Trainer Selection