BSBIMN501A QUEENSLAND INTERNATIONAL BUSINESS ACADEMY

1.2 Identify and secure human, financial and physical resources required for learning activities to use an information or knowledge management system.

 Once you have identified the learning needs of the relevant personnel and stakeholders in the information or knowledge management system, you are faced with a choice of learning activities that will bring about the desired learning outcomes or competencies.

 Learning activities can be grouped into different types:  self-directed e.g. researching, reading, e-Iearning  peer-directed e.g. group discussions, role plays, learning partners  teacher-directed e.g. classroom teaching, lectures, workshops, mentors

 Many training programs will encompass some aspects of each different type of learning activity outlined above.  Each type has its benefits for the learner, but the emphasis of one type over another in a training program will be contingent on the situation,

 How extensive the training program is will depend on the scope of changes to the use of the information or knowledge management system, and the background knowledge of relevant personnel.  training can occur on-the-job or off-the-job.  On-the-job training is less expensive and simpler than off-the-job training, but it can be more disruptive to workflow.

 Off-the-job training takes place outside of the workplace-usually in a classroom.  During classroom training, workers can listen to lectures and watch demonstrations.  There will also be hands-on training with the software that is being implemented at the workplace.

 It is also common for interactive multimedia aids, such as DVDs and online training, to be incorporated into training programs.  Well-prepared, comprehensive training manuals are essential for workers to consolidate and review what they have learned.

 Mentors and coaches can come from a number of sources, but they are always people who are more experienced and knowledgeable than the person receiving their advice.  Although both terms are often used interchangeably, coaching concentrates more on teaching hands-on skills or tangible information.  These skills and information are taught with a view to having specific learning outcomes.

 Mentoring emphasises the transference of knowledge that is often intangible.  Advice received from a mentor is usually passed on informally and over an extended period of time.  Depending on who is doing the mentoring, it can come for free or be given at a charge.  However, the advice is always supportive, and typically includes psychosocial elements to help the recipient with their endeavours.

 Despite the differences between training approaches, there exists an overlap in the two styles-mentors will have coaching skills and coaches will strive to deepen learning.

 IN groups or pairs - identify what characteristics make up an effective coach or mentor?  To help you with this task, think about all the people who have inspired and helped you through periods of change. What qualities did they possess?  You could draw from experiences with a parent, sibling, friend, teacher, sports coach, or business associate.

 Help desks are places within an organisation that workers can go to for help with information technology.  People working at the help desk are trained to analyse and track problems in the organisation's computer environment.  They can also assist with questions about how to use the computer software, but they are not responsible for providing full training on a system.

 Information and briefing sessions are useful for presenting new or revised information about the information or knowledge management system to a group of workers.  Presenters in these sessions often make use of slides and other tools to help consolidate and reinforce their message.  There is lso an opportunity for workers to ask questions about the changes, and how those changes will affect them in the future

 Workshops and training programs provide practical instructions about how to use the information or knowledge management system.  Involve a number of components where the trainer/s:  present a general overview of the system  explain detailed information about different system modules  demonstrate how to use each different module  give workers hands-on practice with the modules

 E-Iearning is a term used to describe interactive learning with the use of technology such as DVDs, an organisation's intranet system or the internet.  A worker can log on to an e-Iearning site and engage with a 'virtual classroom' that will offer different learning activities.

 written information  multi-media lessons using digital  audio and visual components  quizzes  multiple-choice questions  scenario-based problems  online discussions

 As the name suggests, paper-based learning involves having 'hard copy' information, lessons, assignments and questions available for the learner.  These materials are sometimes supplied in addition to e-Iearning activities to enhance both types of study.

 Both e-Iearning and paper-based learning have their advantages and disadvantages.  For example, large quantities of written information are difficult to read on screen and e- Iearning can seem rigid-lacking the flexibility for detailed responses and marking of questions.  However, in some situations, these issues may not be a problem and e-Iearning can provide instant feedback that requires little input from a real-life trainer.

 Paper-based learning is useful when there is a lot of reading material needed for the training; it is also handy for making notes.  The most obvious drawback to paper-based learning is its impact on the environment, but other issues such as having to carry heavy manuals around and needing someone to mark questions may also be a burden.

 If you were given a choice of learning online or having a paper-based training program for a new information or knowledge management system, which would you choose? Why?

 Learning activities require different types of resources to support their execution.  To help you to identify what resources are needed, you will first have to make a comprehensive list of learning objectives and activities.

 These objectives and activities will be based on your analysis of your personnel and stakeholder needs, and the most appropriate learning strategies that will meet those needs.  Your resources for learning activities can be broadly divided into three categories: human, physical and financial.

 Human resources are all the people who are involved in either facilitating learning activities or who are being trained for the use of the information or knowledge management system at all levels.

 Trainers of others using the system  There may already be a ready-to-use training program for workers to learn how to operate the information or knowledge management system.  This program may be available through the system providers or an accredited training institution.  Specialty trainers will be already in place to provide instruction and it will only be a matter of making sure that they are available when you need them.

 Commonly, these ready-made training programs require some degree of modification to tailor them to an organisation's specific needs.  In cases where a ready-made training program is not available or modifications are required, an experienced instructional designer will need to be sourced to develop an appropriate training program

 Operators using the system  Operators using the system are the recipients of the knowledge and information provided by the trainers.  You will need to make a list of all the people who will be using the system as part of their workplace responsibilities and make sure that they are all available for training.

 Managers at different levels who use the outputs of the system  Some managers will require the same training as operators; others will only be interested in the system's capabilities.  If their interest only goes as far as the system's capabilities, they may only require a briefing or information session to fulfil their needs.

 Providers of raw data for input into the system  Providers of raw data could be sales staff out in the field, customers placing orders, suppliers providing product information, potential clients- virtually anyone who fills in details on paper or electronic forms.

 Providers of raw data for input into the system  The data must be accurate and relevant, but training is usually minimal if the forms have been prepared well.  However, some human resources will be required to design the relevant forms and sales staff would benefit from a briefing or information session covering the system's capabilities.

 Other external stakeholders  If the organisation deems it important to inform external stakeholders, such as professional associations, union representatives, sponsors or funding bodies about the information or knowledge management system, then human resources will be needed to prepare press releases or provide editorial content for publication.

 Physical resources needed for learning activities cover all the venues, equipment, materials and facilities that will be used for the learning activities.  The list of physical resources could encompass:  classrooms  meeting rooms

 computers  computer software  power points  air conditioning or heating  lighting  desks, chairs and tables  overhead projectors  whiteboards  pens, pencils, erasers  notepads  learner guides and manuals  facilities for making tea and coffee  toilet facilities

 Without the financial resources available to cover the cost of human and physical resources, there would be no learning activities.  A detailed budget for the learning activities should have been part of the financial assessment undertaken when the new or upgraded information or knowledge management system was purchased.  It should cover all the items discussed under human and physical resources

 Submissions to secure financial resources for learning activities associated with the information or knowledge management system must always be presented in writing to give the decision-makers the opportunity to weigh up the facts and arguments in their own time.  written submissions will have more impact if they are also presented verbally.

 The purpose of your submission is to clearly outline the options, benefits, outcomes and costs of learning activities for the information or knowledge management system.  Its structure should support that purpose in a logical, concise and straightforward manner.

 Overview  Objectives and challenges  Options  Costing

 It is best to give your audience your written submission after your verbal presentation so that they are not distracted by it while you are speaking.  Explain to your audience that they will not need to take notes.

 Now that you have a written submission, much of the hard work of preparing a verbal presentation is done.  Your verbal presentation needs to be carefully structured.  A structured presentation will keep both you and your audience on track-you are less likely to take too long in putting your points across and boring your audience in the process.

 Opening  Introduction  Body  Summary/Conclusion  Closing  Incorporate AIDA into the presentatino

 A - Attention (Awareness): attract the attention of the audience.  I - Interest: raise audience interest by focusing on and demonstrating advantages and benefits  D - Desire: convince the audience that they want and desire the learning activities and that they will satisfy their needs.  A - Action: lead the audience towards taking action and/or purchasing

 It is not crucial to use PowerPoint for your presentation, but if you choose to do so, the most important point to remember is not to bombard your audience with too much information on each slide.

 Use one to two slides per minute of your presentation.  Write in bullet points with no more than five points per slide.  Be concise-use key words and phrases.  Include a concluding slide that summarises your main points.

 Avoid distracting animation and too many colours.  Don't use anything smaller than an 18-point font.  Avoid using too many capital letters.  Make sure there is a strong contrast between the colour of your font and the background.

 Use a consistent background throughout the presentation.  Use graphs if appropriate, but make sure you give them a title.  Proofread your presentation to avoid embarrassment!