The Process to Develop REAL-TIME LEARNING. The need for a proven training methodology

Transcription

1 The Process to Develop REAL-TIME LEARNING The need for a proven training methodology

2 THE NEED FOR A PROVEN TRAINING METHODOLOGY Implementation and consolidation events in banking typically require extensive organizational change that is simultaneously exciting, stressful and confusing. Bank employees who are not comfortable using new technologies, who do not understand new work flows or who are uninformed about process changes are unable to perform at optimal levels. As a result, the frequency of rework and error increases. These impacts reach far beyond the bottom line. Both customer satisfaction and employee morale can quickly become casualties of poor (or nonexistent) training programs. The adverse impacts of poor or inadequate training programs include loss of focus, decreased productivity and diminished motivation. When the success of a project is at stake, these behaviors become significant performance issues. The consequences of undertaking major organizational change without a tested training methodology are significant and measurable. The following four steps describe our proven process to develop training that helps to ensure successful bank mergers and consolidations. 2 The Process to Develop Real-time Learning

3 The following four steps describe a proven process to develop training that helps to ensure successful bank mergers and consolidations. The Process to Develop Real-time Learning 3

4 ANALYZE TRAINING NEEDS 4 The Process to Develop Real-time Learning

5 An implementation or consolidation requires long hours and hard work. It is a time of significant, fast-paced change for any organization. Transition teams focus on multiple priorities, including the significant training needs that must be met. The proven method for successfully planning and delivering employee training starts with a sound assessment. FIS can play an important roll working directly with an organization to understand the scope of the new applications and their work flows from a high-level perspective. After the new work flows and processes are defined, analysis shifts from the high-level view to specific functional areas that support these processes. This step involves identifying functional roles and the software applications that will be used to perform various tasks. The next step is mapping the target audience who will perform the various roles to a rolebased training solution on the software products used in the process. The Process to Develop Real-time Learning 5

6 DEVELOP CUSTOM CONTENT 6 The Process to Develop Real-time Learning

7 A custom approach to developing training content is also a requirement of a successful training program. When the business need calls for a training solution that reflects an organization s procedures or includes content based on a unique software configuration course content developed specifically for the implementation or consolidation is the best approach. An instructional design methodology makes it possible to develop custom content within the tight timelines of a complex project. A proven instructional design methodology is critical to the success of the instructional design effort. The proven model that delivers results is the ADDIE model. According to the Center for Educational Technology, the ADDIE model is the basis for creating effective training content that is relevant to the performance of the learner regardless of whether the training requires a traditional or innovative approach. For a custom training effort, base content is used as source material and then modified to reflect the learning objectives for the specific project. A custom training program renders a unique solution that is relevant to employee performance expectations. The Process to Develop Real-time Learning 7

8 DELIVER A BLENDED TRAINING STRATEGY 8 The Process to Develop Real-time Learning

9 The most successful approach to training delivery involves using a blended training strategy. No single training mode meets all the requirements of an organization s training program. However, when used in combination, they are powerful components of a proven training methodology. The learning requirements and preferences of each learner are different. A blended approach combines delivery modalities that are designed to complement each other and promote learning and flexibility in how content is provided. Content is delivered in event-based activities, face-to-face classrooms, live e-learning sessions and self-paced formats. Learning is a continuous process. This combination of structured on-the-job training, traditional instructor-led training, synchronous online training and asynchronous self-paced training allows your organization to extend its reach with additional knowledge. The Process to Develop Real-time Learning 9

10 PRACTICE CONTINUOUS IMPROVEMENT 10 The Process to Develop Real-time Learning

11 The financial industry is an ever-changing environment. Bank personnel not only need to focus on their customers financial relationships, but they are also required to quickly adopt the fundamentals of working with new and improved applications. In addition to these constant challenges, it is important for organizations to continue to communicate internal policies and processes and expect them to be followed. Organizational strength can be measured by an employee s performance excellence; therefore, efforts to increase or improve knowledge, finetune skills and address internal challenges are a relevant solution. Financial services firms that do not evolve and continuously improve will not survive. The Process to Develop Real-time Learning 11

12 CONCLUSION ANALYZE DEVELOP DELIVER PRACTICE 12 The Process to Develop Real-time Learning

13 FIS Training and Education subject matter experts can work directly with your organization to understand your educational needs and challenges. There are no limitations to what can be addressed with a proven training methodology, banking expertise and a commitment to excel. The Process to Develop Real-time Learning 13

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