1. Training to Increase the Effectiveness of Your Campus Data Warehouse Maddy Tuinstra Technical Trainer and Consultant Division of Information Technology University of Wisconsin - Madison Maddy Tuinstra Technical Trainer and Consultant Division of Information Technology University of Wisconsin - Madison

2. © Copyright Madaline Tuinstra 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non- commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. © Copyright Madaline Tuinstra 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non- commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

3. “In my twenty years of service for the University, this was the best use of my time spent away from the office.” -UW Data Warehouse User “In my twenty years of service for the University, this was the best use of my time spent away from the office.” -UW Data Warehouse User

4. Agenda Project Background Goals of Training Steps for Developing Training Obstacles Encountered Evaluating the Training Program Project Background Goals of Training Steps for Developing Training Obstacles Encountered Evaluating the Training Program

5. UW-Madison Background

6. Enrollment - Fall 2002: 41,507 Budget - $1.6 Billion Faculty / Staff – 2,213 / 12,624 Land acres - 10,649 Annual degrees granted – 8,900 Undergraduate cost of attendance -Resident$12,649 (Tuition/fees: $ 4,089) -Non-Resident$24,709 (Tuition/fees: $15,976) Enrollment - Fall 2002: 41,507 Budget - $1.6 Billion Faculty / Staff – 2,213 / 12,624 Land acres - 10,649 Annual degrees granted – 8,900 Undergraduate cost of attendance -Resident$12,649 (Tuition/fees: $ 4,089) -Non-Resident$24,709 (Tuition/fees: $15,976) Background

7. DoIT (Division of Information Technology) Background

8. Data Access Tools Query Writing Tool - Brio UW-Madison Query Library -A collection of pre-defined queries designed to meet identified campus needsBackground

9. Why were the Data Access tools not widely used? No Incentive Service Fee Data Authorization Software Installation Query Writing Understanding the Data No Incentive Service Fee Data Authorization Software Installation Query Writing Understanding the Data Background

10. Relative Size of Obstacles No Incentive Access Fee Data Authorization Software Installation Query Writing Understanding the Data Background

11. Removing the Obstacles No Incentive Access Fee Data Authorization Software Installation Query Writing Understanding the Data Background

12. Removing the Obstacles No Incentive Access Fee Data Authorization Software Installation Query Writing Understanding the Data No paper reports + 2 years of denial Background

13. Removing the Obstacles Access Fee Data Authorization Software Installation Query Writing Understanding the Data Background

14. Removing the Obstacles Access Fee Data Authorization Software Installation Query Writing Understanding the Data Gone as of July 1, 2002 Background

15. Removing the Obstacles Data Authorization Software Installation Query Writing Understanding the Data Background

16. Removing the Obstacles Data Authorization Software Installation Query Writing Understanding the Data Run Queries from the Library Background

17. Removing the Obstacles Data Authorization Software Installation Understanding the Data Background

18. Removing the Obstacles Data Authorization Software Installation Understanding the Data Training Background

19. Removing the Obstacles Data Authorization Software Installation Understanding the Data Training Background

20. Removing the Obstacles Data Authorization Software Installation Understanding the Data Training Background

21. Goals of Training Clarify the data access process Assist users in understanding the data Provide users with clear step-by-step instructions Ultimately get a larger portion of campus to use the Query Library successfully Save money by saving time, gaining efficiency, creating opportunities, and developing in- house resources Clarify the data access process Assist users in understanding the data Provide users with clear step-by-step instructions Ultimately get a larger portion of campus to use the Query Library successfully Save money by saving time, gaining efficiency, creating opportunities, and developing in- house resources Background

22. 3 Query Library Classes are Born! Introduction to the Query Library (3/28/02) A Closer Look at Student Records Queries (5/20/02) A Closer Look at Student Records Queries (5/20/02) A Closer Look at Enrollment Queries (10/28/02) A Closer Look at Enrollment Queries (10/28/02)Background

23. Class Details We offered 31 classes -18 Intro, 10 Student Records, 3 Enrollment 305 UW employees attended -Average size class ~ 10 Classes were taught in Computer Labs with Instructor’s computer and projector in front Class lengths ranged from 2 ½ to 3 hours We offered 31 classes -18 Intro, 10 Student Records, 3 Enrollment 305 UW employees attended -Average size class ~ 10 Classes were taught in Computer Labs with Instructor’s computer and projector in front Class lengths ranged from 2 ½ to 3 hours Background

24. Steps for Developing Training 1.Identify participant’s knowledge base 2.Identify all parties involved 3.Define unknown or ambiguous terms 4.Describe the “big picture” 5.Define the data elements 6.Create practical, real, hands-on examples 7.Define and document step-by-step procedures 8.Develop an effective presentation 1.Identify participant’s knowledge base 2.Identify all parties involved 3.Define unknown or ambiguous terms 4.Describe the “big picture” 5.Define the data elements 6.Create practical, real, hands-on examples 7.Define and document step-by-step procedures 8.Develop an effective presentation

25. #1- Identify the Participant’s Knowledge Base Tailor your class to your audience and ensure no one is left out

26. #1- Identify the Participant’s Knowledge Base (continued) Participant Feedback Regarding Step #1 -“I wasn't even aware of the query library - good to know.” -“I appreciate that the instructor realized that I was inexperienced and didn't go too quickly.” -“I was glad this was truly an Intro course. I had no prior experience and now feel I have learned a great deal.”

27. #1- Identify the Participant’s Knowledge Base (continued) Participant Feedback Regarding Step #1 All participants were asked “Was the Course Level Appropriate?” -275 responded “Yes.” -30 responded “No.” Participant Feedback Regarding Step #1 All participants were asked “Was the Course Level Appropriate?” -275 responded “Yes.” -30 responded “No.” Participant Feedback Regarding Step #1 All participants were asked “Was the Course Level Appropriate?” -275 responded “Yes.” -30 responded “No.”

28. #2 – Identify All Parties Involved Examples include: -Technologists -End Users -Data Experts Registrar’s Office Enrollment Office -End User Support Team -Web Support

29. #3 - Define Terms that May be Unknown to the Typical End-User UW-Madison Examples Include: -InfoAccess -Brio -Oracle -Data Warehouse -Query -Dataviews UW-Madison Examples Include: -InfoAccess -Brio -Oracle -Data Warehouse -Query -Dataviews

30. #4 – Describe the Big Picture Identify the hardware and software involved and how they work together

31. UW-Madison Query Library Data Warehouse Your Computer Campus Network Financial Human Resource Student Web Browser (Internet Explorer or Netscape) Query Tool (Brio.Insight 6.6) Catalog Query End User Committee Query Query Library

32. #5 - Define the Data Elements

33. #6 - Create Practical, Real, Hands-On Examples I will be awarding a scholarship to three students in Chemistry with the highest GPAs, who are these students? What is the percentage of Hispanic students in Theatre and Drama? What are the e-mail addresses of the students I advise? I will be awarding a scholarship to three students in Chemistry with the highest GPAs, who are these students? What is the percentage of Hispanic students in Theatre and Drama? What are the e-mail addresses of the students I advise?

34. #6 - Create Practical, Real, Hands-On Examples (continued) Who are the students that are enrolled in any Anthropology class this Fall? Are my classes filling up? Should I ask for a new section? What departments are students enrolling under for a cross listed class? Who are the students that are enrolled in any Anthropology class this Fall? Are my classes filling up? Should I ask for a new section? What departments are students enrolling under for a cross listed class?

35. #7 - Define and Document Step-by-Step Procedures Create a manual -Include screen shots -Clearly list steps -Group information in “chunks” Create a manual -Include screen shots -Clearly list steps -Group information in “chunks”

36. #8 - Develop an Effective Presentation Include diagrams for visual learners Keep a good balance between lecture, discussion and hands-on activities Include diagrams for visual learners Keep a good balance between lecture, discussion and hands-on activities

37. Obstacles Encountered Balance between technologically disinclined vs. technologically inclined Time limits Changing technologies Future classes? Balance between technologically disinclined vs. technologically inclined Time limits Changing technologies Future classes?

38. Success? Evaluated according to Dr. Donald Kirkpatrick’s “Four Evaluation Levels”: -Reaction -Learning -Behavior -Results Evaluated according to Dr. Donald Kirkpatrick’s “Four Evaluation Levels”: -Reaction -Learning -Behavior -Results

39. Reaction -How do participants feel about the program? (Customer Satisfaction) Reaction -How do participants feel about the program? (Customer Satisfaction) Success - Reaction 1=poor and 5=excellent -Overall rating of the course – 4.7 -Usefulness of course content – 4.5 -Instructor’s knowledge of material – 4.9 -Instructor’s presentation – 4.8 -Usefulness of course materials – 4.7 1=poor and 5=excellent -Overall rating of the course – 4.7 -Usefulness of course content – 4.5 -Instructor’s knowledge of material – 4.9 -Instructor’s presentation – 4.8 -Usefulness of course materials – 4.7

40. Success - Learning Learning -To what extent did the participants increase knowledge, improve skills, and/or change attitudes? Learning -To what extent did the participants increase knowledge, improve skills, and/or change attitudes? -“Fine tuned some questions I had. Excellent course for beginners.” -“I had a few things I didn’t understand and the instructor totally cleared it up.” -“I got farther than I expected, sooner than expected.” -“Fine tuned some questions I had. Excellent course for beginners.” -“I had a few things I didn’t understand and the instructor totally cleared it up.” -“I got farther than I expected, sooner than expected.”

41. Success – Learning (continued) Were the Learning goals met? -Clarify the data access process -Assist users in understanding the data -Provide users with clear step-by-step instructions Were the Learning goals met? -Clarify the data access process -Assist users in understanding the data -Provide users with clear step-by-step instructions a a a

42. Success – Behavior Behavior -To what extent did their job behavior change? Behavior -To what extent did their job behavior change? -“The handout will be helpful to take back to office.” -“This class highlighted things I will actually use, real situations.” -“I appreciated the chance to use queries to look at our own departments.” -“This class was easy to follow so I can get going.” -“The handout will be helpful to take back to office.” -“This class highlighted things I will actually use, real situations.” -“I appreciated the chance to use queries to look at our own departments.” -“This class was easy to follow so I can get going.”

43. Success – Behavior (continued) Behavior -To what extent did their job behavior change? Behavior -To what extent did their job behavior change? Goal: Ultimately get a larger portion of campus to use the Query Library successfully Did we accomplish this goal?

44. Success – Behavior (continued)

53. Success - Results Results -What final results occurred? (Quantity, quality, safety, sales, costs, profits, ROI) Results -What final results occurred? (Quantity, quality, safety, sales, costs, profits, ROI) We offered 31 classes -18 Intro, 10 Student Records, 3 Enrollment 305 UW employees have attended -Average size class ~ 10

54. Success - Results (continued) Cost to Offer a Query Library Class: * * This cost was covered by the Office of Quality Improvement

55. Success - Results (continued) Cost to develop the Intro Query Library Class: * This cost was covered by the Office of Quality Improvement *

56. Success - Results (continued) =$133.00$2387.00 Total Development Cost / 18 Number of Intro Classes

57. Success - Results (continued) =$133.00 / $2387.00 Total Development Cost 18 Number of Intro Classes $133.00

58. Success - Results (continued) =$133.00 $929.00 10 participants $93 per participant / $2387.00 Total Development Cost 18 Number of Intro Classes $133.00 + $796.00 Price to Offer One Class

59. Success - Results (continued) Price of the Data Warehouse: ~ $8.5 million

60. Success - Results (continued) ROI Goal Met? -Save money by: Saving Time Gaining Efficiency Creating Opportunities Developing In-House Resources ROI Goal Met? -Save money by: Saving Time Gaining Efficiency Creating Opportunities Developing In-House Resources

61. Success - Results (continued) ROI Goal Met? -Save money by: Saving Time Quicker to train staff then for them to figure out on own Gaining Efficiency Creating Opportunities Developing In-House Resources ROI Goal Met? -Save money by: Saving Time Quicker to train staff then for them to figure out on own Gaining Efficiency Creating Opportunities Developing In-House Resources

62. Success - Results (continued) ROI Goal Met? -Save money by: Saving Time Gaining Efficiency What if all 160 Departments wrote the same query? Creating Opportunities Developing In-House Resources ROI Goal Met? -Save money by: Saving Time Gaining Efficiency What if all 160 Departments wrote the same query? Creating Opportunities Developing In-House Resources

63. Success - Results (continued) ROI Goal Met? -Save money by: Saving Time Gaining Efficiency Creating Opportunities Without training some staff would not take the time to learn, leading to missed opportunities Developing In-House Resources ROI Goal Met? -Save money by: Saving Time Gaining Efficiency Creating Opportunities Without training some staff would not take the time to learn, leading to missed opportunities Developing In-House Resources

64. Success - Results (continued) ROI Goal Met? -Save money by: Saving Time Gaining Efficiency Creating Opportunities Developing In-House Resources Creating 305 in-house “support staff” ROI Goal Met? -Save money by: Saving Time Gaining Efficiency Creating Opportunities Developing In-House Resources Creating 305 in-house “support staff”

65. Questions? ? ? ? ? ? ?

66. THANK YOU!

67. UW-Madison Query Library Data Warehouse Your Computer Campus Network Financial Human Resource Student Web Browser (Internet Explorer or Netscape) Query Tool (Brio.Insight 6.6) Catalog Query End User Committee Query Query Library