• The Training Management System to be used in delivering the training program.

• The training products and services that will be made available to the CSU community.

• A timeline for the training program roll-out

• A description and status of the outstanding issues related to delivering the CETI training program.

b. Define the respective roles of CETI and campus support groups with regard to training, through collaboration between representatives of these support groups. Support to technology users in the CSU will be provided both locally and centrally. In order to ensure that all important training needs are addressed, and make sure that inefficient redundancy is minimized, the representatives of the various support groups must work together to identify the role that each support unit will play in user training.

c. Utilize existing and/or develop/purchase training tools appropriate to the more global needs of the institution as well as the specific needs of the students, faculty and staff of the CSU. Since each constituency within the campus community has unique needs, it is critical that training tools be acquired or crafted such that these unique needs are adequately addressed.

d. Provide appropriate training and development for trainers. A commonly overlooked component of training programs is the need to make sure that trainers have the teaching skills required to effectively convey the desired information. It is very important that trainers be supported with training and development resources sufficient to make sure that they can perform their duties effectively and comfortably.

e. Train students, faculty, and staff. Having identified the training needs of campus technology users; acquired and/or created the training tools; and prepared the trainers for the task, the next step is to begin training the members of the CSU community on the effective use of the baseline information technologies. It is anticipated that over the course of the partnership, training will be offered in multiple modes -- on-site and over distance, in classroom settings as well as individual computer-assisted sessions -- and on various media including but not limited to, video, audio and text.

f. Conduct periodic evaluation of trainers and training tools. Once training has commenced, the program will need to be fine-tuned in order make sure that user needs are being adequately addressed. To this end, evaluation of the training effort is crucial to ensure that those being trained and those doing the training are comfortable with the training processes being utilized.

g. Conduct on-going assessment of training programs. Having determined through program evaluation, whether or not the training processes are meeting the needs of the trainers and the trainees, it is equally important that an assessment of the training effort take place. This is necessary because it is important to make sure that the training program and its component parts are achieving the desired effect in that the trainees are not only comfortable with the training methods but that they are learning the intended lessons.

h. Modify training program(s) to achieve maximum effectiveness, based on results of evaluation and assessment efforts. Having determined whether or not the training processes are addressing user needs and whether or not the users are acquiring the desired knowledge and skills, it is necessary to take the information gleaned from the evaluation and assessment efforts and feed it back into the on-going development of the program. This feedback is intended to inform the decisions related to identification of training topics, development and/or acquisition of training tools, and/or the training and development of trainers.

Additionally, the results of the evaluation and assessment processes should be used to inform the procedures for acquisition of information technology tools. With the rapid evolution of information technology, there will continue to be a proliferation of tools available for purchase by CETI. To the extent there are options in the selection of appropriate hardware and software, decision makers should include the training effort required, as one of the selection criteria.

• The people interacting with the TMS will be identified as:

~ Participants (CSU staff, faculty and student end-users as well as technical support staff).

~ Training Coordinators (curriculum developers, program developers, scheduling specialists, data entry specialists)

~ TMS Administrators (system analysts, system administrators).

• The TMS must provide for a centralized database that operates over a WAN with remote nodes at each campus; centralization will allow for adherence to standard business rules and standard data formats.

• Each campus will have LAN capability to support multi-user access via various modes (LAN, intranet, telephone)

• Operating system software and basic desktop suite of software is already available.

• The TMS application software will be a Commercial-Off-the-Shelf (COTS) product.

• Appropriate server hardware and network infrastructure are in place to support the TMS application software.

• The TMS will have an interface with CSU Human Resource database(s) to obtain personnel data for enrollment and billing purposes.

• Currently no training records exist, thus no data conversion effort is required.

• The TMS will provide five concurrent application software licenses per campus (23 campuses x 5 licenses = 115 total licenses) for the purpose of training coordination and system administration.

• A means to publicize and advertise training products and services.

• Regular enrollment statistics to allow training coordinators to plan, coordinate and deliver training products and services.

• A mechanism for CSU community members to acquire training.

• A means for tracking participant enrollment, recording of final participant status and maintenance of training history.

• A mechanism for automatic billing for training products and services that are provided on a charge-back basis.

b. A systematic process will be defined to allow Training Coordinators to directly populate the centralized database with new course descriptions, other training activities, as well as services.

c. On a continuous basis, Training Coordinators will plan the delivery of classes. The TMS will facilitate the scheduling of classes by providing Training Coordinators with input about class load, waiting lists, number of participants requesting classes, and other related scheduling information so that an accurate forecast of course offerings can be made. A "notes" or "comments" function will be provided to document unique conditions and circumstances associated with individual courses and classes.

d. The database will track the following resources, at a minimum, needed to delivery a class:

e. At the local level, the TMS will assist in maintaining inventory control of documents, hand-outs, forms, and materials needed to support various course offerings. When possible, the TMS will provide electronic storage of such material, suitable for direct input to a publishing house for just-in-time publication, thereby minimizing physical storage inventories.

b. Dissemination through the Intranet - a course catalog and schedule of class offerings will be available on a WEB home page. This concept will be further extended to allow participants to view their personal transcripts, browse the schedule of class offerings, and enroll directly via the Intranet. Furthermore, a chat room will be established to collect student comments and suggestions.

c. Dissemination via e-mail and electronic bulletin boards - data from the TMS can be used to compose e-mail messages for advertising purposes.

d. Additional dissemination methods - on-line browsing of class offerings, on-line enrollment, on-line viewing of personal transcripts.

b. The TMS will provide for a "notes" or "comments" function on a per participant basis to document unique conditions and circumstances related to a particular participant.

c. The TMS will have an interface with the CSU Human Resources Personnel Database to obtain the most recent participant personal data. This would include participant address; telephone number; and, if applicable, the student’s billing code. The billing code will be compatible with the CSU enterprise accounting system and will thus facilitate direct billing for training services.

d. Moreover, the TMS will allow for enrolling personnel not normally maintained in the CSU Human Resources Personnel Database. That is, participants from organizations outside of the CSU audience can be accommodated in a seamless and transparent manner.

e. Participants will be able to enroll in classes through a variety of methods.

f. The enrollment form will provide evidence of approval by the purchaser. Approval can be accomplished by signature of purchaser on hard-copy forms or by electronic validation at predesignated purchaser control points.

g. The TMS will include functions that will perform the following:

h. The TMS will provide automatic alerts to Training Coordinators of the following conditions:

i. The TMS will provide for a wait list capability to capture enrollments in excess of maximum enrollment. The wait list will be sorted by receipt date of the enrollment form and will be used to "fill-in" any openings that may arise. The priority for filling class openings will be:

j. The TMS need not provide for automatic rescheduling of participants. However, a user friendly display of class listings will be provided to enable the Training Coordinator to easily determine the next available class.

b. A "NO-GO" decision requires that the instructor and all registered participants be notified of class cancellation and subsequent rescheduling. The TMS will generate cancellation and reschedule letters.

b. course material (e.g., participant workbooks)

c. attendance lists for all sessions

d. certificates

e. evaluation sheets

f. name tents (i.e., place cards)

g. classroom setup

h. attendance data maintenance

i. participant message process (i.e., providing a process to handle contacts with participants during class)

j. refreshment arrangements

b. attendance data

c. late enrollments or last minute substitutions (participants not on original class roster)

b. Billing each participant. The TMS Administrators provide for an on-line process to facilitate automatic billing to the student’s purchasing agent. Billing can be done by several criteria:

c. Import to enterprise accounting system. The TMS will allow billing data to be prepared in a file format acceptable for direct import into the existing enterprise accounting system.

b. Monthly Billing Reports - an internal report for Training Coordinators to review revenue collected for delivered classes. This report is used to ensure that revenue collected for a class covers the cost of class delivery.

c. Program Review Report - an internal summary report for management comparing enrollment and revenue statistics with similar data in the same quarter of the previous year.

d. Ad-hoc reports and customized reports - these reports will be addressed on a case by case basis.

e. Transcripts - a record of training events generated upon request. The TMS will automatically generate a complete transcript of a student’s training history. Furthermore, participant transcript records will be imported from the TMS to the CSU Human Resources Personnel Database on a regular basis.

f. Certificates - a document generated from TMS. During the Class Completion process, certificates are generated for participants who may not have received one because the participant attended a class through a nonstandard enrollment process (e.g., last minute substitution, walk-in).

b. Quarterly - there are three standard quarterly reports: (1) a summary combining responses from each class of a given course delivered during the past quarter; (2) a summary combining responses pertaining to each instructor across all classes taught by that instructor; and (3) a summary combining responses for all common questions across all classes.

c. Annual - rolls up data from the quarterly reports during the year through year end.

Supporting Windows NT Server 4.0 - Enterprise Tech. 5 $1,795

Core Technologies of Microsoft Exchange Server 5.0 5 $1,795

Supporting Microsoft Windows 95 5 $1,795

Administering Microsoft Windows NT 3 $1,095

Secure Web Access Using Microsoft Proxy Server 2.0 3 $995

Installing & Supporting Microsoft Office 97 2 $850

Supporting Windows NT 4.0 - Core Technologies 5 $1,795

Creating and Managing a Web Server using 3 $1,095

Microsoft Internet Information Server

Supporting Microsoft "Wolfpack" 2 $795

Accelerated Training for Windows NT 5 $1,995

The products and services described above will be made available from predetermined vendors, directly to interested campuses.

b. Development of a Catalog of Available Training Products/Services

The products and services described above represent only the initial CETI offering. A more detailed catalog of offerings will be developed during the initial roll-out period and will include additional products and services as they become available.

c. Initial Development of the Training Management System (TMS)

The TMS Model will be the subject of significant system-wide consultation. During the initial roll-out of the CETI training program, development of the TMS will include, but not be limited to determination of how the program will be administered system-wide and on each campus, evaluation of potential training administration application software, creation of a mechanism for addressing system-wide training policy, and planning for training evaluation and assessment programs.

d. User and Trainer Needs Assessment

To better determine the full scope of the required training effort and to determine the appropriate training methodologies, a detailed needs assessment will be undertaken during the initial roll-out period.

e. Faculty and Participant Consultation

It has yet to be determined what role CETI will play in the training of students and faculty. During the initial roll-out period extensive consultation will occur with representatives of these two critical CSU constituencies to define their attitudes on this issue.

By its very nature, establishing a system-wide training management system will be a complex undertaking. Effective implementation will require system-wide collaboration between the CETI representatives, campus-based training coordinators and the representatives of CSU stakeholder groups. It is hoped that much of the formative consultation and planning will take place during the initial roll-out period from of February through June, 1998, and that after this period, the agreed upon TMS will begin a phased implementation.

b. Trainer Training

Because of a desire on the part of the CETI partners to provide some level of training support as quickly as possible, the initial CETI training effort will focus on providing user-initiated, self-paced training products. However, it is assumed that more traditional training, using campus-based instructors, will become a key component of the CETI program. To the extent that the Trainer Needs Assessment identifies trainer education as an issue, it will be addressed in the second phase of implementation.

c. Implementation of evaluation and assessment program

Having created the training program, the next step will be to undertake periodic evaluation of the program and its component parts in order to ensure that it is functioning effectively. It will also be critical to conduct periodic assessments of training participants to ensure that they have benefited as expected, from the program.

Although some campuses have been able to provide adequate end-user training for their students, faculty and staff, this is not the case throughout the CSU. Phase 1 roll-out will be able to address some training needs by providing some individual self-paced training products but it is not expected that these will meet every user's needs. However, it was not possible to conduct a system-wide, end-user needs assessment during Phase 0 and it would be inappropriate to expand beyond the initial Phase 1 offerings without significant input from the campus-based constituencies. Given this, a priority Phase 1 activity will be to design and conduct a detailed needs assessment in order to define end-user needs and begin developing appropriate solutions.

The first assessment step will be to conduct focus groups with a subset of the CSU trainers, training managers, technology end-users -- students, faculty and staff -- and in the case of staff, department managers. The purpose of the these discussions is to identify significant training issues and to then to create a survey instrument that will focus on these issues in more detail. The survey will be distributed to a statistically significant sample of the CSU community and used to identify technology end-user needs. Once the needs have been identified, solutions will be proposed, costed out and implemented as appropriate in subsequent implementation phases.

II. Identification of Desirable "Basic" Skills

There is a wide range of technologies in use throughout the CSU and even though the baseline technologies are a small subset of these, there is no consensus on what technology skills should be considered as "basic" skills that might be required of all users or even of all users within a given constituency. However as baseline desktop and messaging standards are adopted, there will be an expectation that users and technical support staff will be familiar enough with these technologies that they can effectively utilize them in pursuit of their academic and administrative objectives.

Therefore it has been suggested that any training program should address a set of basic skills that would prepare each member of the CSU community with the appropriate basic information technology skills. This issue will be addressed during the formal needs assessment process and to the extent that consensus can be reached, the training program will incorporate this the agreed upon topics.

III. Responsibility for Educating Students

The training of students is the core mission of the CSU and is appropriately the responsibility of the CSU faculty. However, from campus to campus, there is no consistent model for assigning the primary responsibility for training students in the use of information technologies. Some academic departments offer credit courses in basic skills, others offer non-credit courses on these topics, while still others leave such training up to non-academic IT support providers. It is not the intention of CETI to interfere with any existing or future academic program, but instead to provide programs and services that help facilitate student success and to the extent that training of students is a CETI responsibility, the Training Subtask Group will develop programs for providing such support.

IV. Responsibility for Training Faculty

The development of faculty skills in the use of baseline technologies is a primary goal of CETI, however there is no consensus on how this might best be accomplished. It has been suggested that the most effective way to train faculty is by enlisting interested faculty as trainers. To the extent that faculty are used as trainers, such programs are not currently available from the industry partners so they must be developed from within the CSU. Consultation with faculty will take place during the phase I of implementation to determine how best to handle faculty training during later implementation phases.

V. Training on Common Technologies Outside of Baseline Scope

The initial roll-out of the CETI training program will focus baseline technologies. Development of training on the use of technologies that are out scope of the baseline will be considered to the extent that they can be justified from educational and/or financial perspective.