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Prototyping a High Quality Student
Employee
Cameron GobleTechnical Training Consultant
“TRAINING SUCKS.”
Let’s fix that.
Starting points:
• Life is too short to build something nobody wants.
• My assumptions about what people want are probably wrong.
LET’S FIND OUT WHAT’S REAL.
Write my assumptions down:
• Customers• Problems they have and are
eager to solve• Proposed Solution: • Value• Key features
• Channels to reach customers• Costs & ROI
Write my assumptions down:
Image credit: LeanCanvas.com
My assumptions:
My customers are managers & supervisors who organize or perform training.
Their problem is that their training documentation is out of date and hard to get to.
My proposed solution is to create co-working meetings where IT stakeholders can collaborate to update training docs with best information.
Focus on people’s stories!
Image credit: Wisehunch.com
My interview process:
Problems: Supervisor Perspectives
• Training costs lots of time• Over-loaded with things to do• Docs are up to date, they’re just
hard to use day to day• Hard to focus on “doing it right”• Inconsistent results from training
Problem: Student Perspectives
• Training feels hurried, disconnected
• Need professional support• Fast turn-over• Loss of experience when they
leave• Don’t “get the big picture”• Heavy reliance on one person
who knows it all
PROBLEMS FIGURED OUT.
What’s the solution?
Solve customer’s problem: “Travel time is too long.”
Solve customer’s problem: “Students need better training.”
TIME TO EXPERIMENT
You may feel a brief discomfort.
Lean science!
Experiment 0: Commitment
Hypothesis: If new employee training is a valid pain, then Supervisors will volunteer time to discuss a program to improve training.
Experiment 0: Commitment
Experiment 0: CommitmentVALIDATED
3 staff managers and 1 student employee shared existing documents across departments
Experiment 0: Commitment WHAT I LEARNED
Customer-facing departments (CSS, SCONS) responded more strongly than more internal tech teams.
Students can write awesomely complete documentation for other students.
Experiment 1: Format
Hypothesis: If better training documentation is a need, then Early Adopters will endorse a new format that is:• Structured complexly• Useable by students as they shadow• Pedagogically sound
Experiment 1: Format
Experiment 1: FormatVALIDATED
Manager was enthusiastic about the “at a glance” nature of the canvas.
Manager fell into a constructive, generative mode as I introduced the format.
Experiment 1: FormatWHAT I LEARNED
IT CSS Student Supervisor was my “Early Adopter”.
Managers did not want to be involved much at this level.
Experiment 1: FormatPROBLEM SOLVED!
Docs are easier to use overall!
Docs are useful for trainer and trainee alike during shadowing!
Experiment 2: Ownership
Hypothesis: If the new format is valid, then early Adopters will spend time and talent to write their own training docs in the new format. They will “make it their own”.
Experiment 2: Ownership
Experiment 2: OwnershipVALIDATED
Manager used to format to create good documentation with little training.
Manager innovated some additions to the format (Causes, Quick Checks, Escalation Path in Cherwell)
Experiment 2: OwnershipWHAT I LEARNED
Time to develop: 10 minutes.Minimal revision required by me.
Experiment 2: OwnershipPROBLEMS SOLVED!
Early Adopter can write awesome docs!
Manager’s training idea was creative, hands-on, engaging!
Experiment 3: Scale up
Hypothesis: If the format provides a desirable ROI, then Early Adopters will want to generate a full scope of training in the new format.
Experiment 3: Scale up
Experiment 3: Scale up
Experiment 3: Scale upVALIDATED
Early Adopter created SKA graphs for all levels of student employee roles
Early Adopter envisioned students training each other
Others joined Early Adopter in this work.
Experiment 3: Scale upWHAT I LEARNED
Canvas-style format is validated. Nothing succeeds like success.
Experiment 3: Scale upPROBLEMS SOLVED!
Student job roles are now clearly defined!
Student employees can pass their best SKA on!
Momentum is growing!
Experiment 4: Involve students
Hypothesis:If the job roles and SKA really match, then experienced student employees should be able to write quality training documentation.
Experiment 4: Involve studentsVALIDATED (Sort of)
Target number of docs were created by a group of student employees.
Quality was variable.
Experiment 4: Involve studentsWHAT I LEARNED
Students need initial training on using the format and the expectations of quality.
Certain students were identified as high performers by the quality of their documentation.
Experiment 4b: Involve studentsWHAT CHANGED
Select Students created high quality docs.
Students trained other students on Pinnacle processes.
THEY LOVED IT.
Experiment 4: Involve studentsPROBLEM SOLVED!
Supervisors free up their time and still get training docs!
Students are being recognized for their expertise!
Training is directly relevant to how students work & learn!
Peers are mentoring!
Experiment tracking:
Image credit: LeanCanvas.com
SOLUTION ITERATING NICELY.
What’s next?
Assumptions valid and invalid
Image credit: LeanCanvas.com
Next experiments:
Evaluation:How can student trainers fairly and consistently evaluate their peers as they train?
Sustainability:How can the training be part of the whole IT Student employee experience?
Evaluation Rubric
Failed Needs Work
Performed Well
Could Teach Others
I HAVE ASSUMPTIONS ABOUT THOSE IDEAS TOO.
Stay tuned for results!
Caveats:
If we just straight-up adopt this, it will fail
The value lies in the process, not the product
Contact/Questions
Cameron GobleTechnical Training Consultant
Phone: 277-1543Email: [email protected]
Blog: camerongoble.blogspot.com
