Cypress SVTL Basic Training

PRIMARY COMPETENCIES
The following competencies were demonstrated and strengthened to a greater extent in this project.
BUSINESS & INDUSTRY
Throughout this work experience, strong learning occurred about business activities. The acquisition process in particular was highly informative, new, and interesting to me. The VP of our business group, Cathal Phelan, discussed the details of the process in depth, and answered dozens of questions. We learned about the strategy they had in mind for In-System within the Cypress Personal Communications business unit and how it improved market share, long-term growth prospects, and R & D. Discussion even included things like the differences in business cultures and reporting structures. Regular meetings were held to keep us informed of the state of the Cypress business and related industries.
RESULTS-ORIENTED PRACTICE
The goals of this training were centered around changing the results of our testing staff. We selected this particular means of change with the expectation that we would see measurable changes in the quality and efficiency of out teams testing output.
SYSTEMS VIEW
Initially, I did not take on this project with a Systems View in mind. However, the learning outcome that I achieved through making the mistakes that I made while struggling through this project demonstrated why a holistic approach was crucial and I now reflect back and see how if I had insisted on a systems view approach, we could have had better results overall.
PROJECT MANAGEMENT
Through the course of this project, again, I believe I would have been more successful had I approached the project from a project management viewpoint. The failure to break the training project up into manageable modules, to monitor and evaluate each individually, and to incorporate that evaluation feedback into the subsequent modules, would have improved the project immensely. This was one of the lessons learned from this project.
OBSERVATION
I used the activity of Observation hand in hand with activity of Working in Partnership with Clients throughout this project to determine which practices were actually occurring in the workplace, which were not, and to what extent the “correct” practices were being incorporated. This observation helped me assess which areas of training were most neglected by the current staff and which could be skimmed over during presentation. It also helped assure me that I was writing the training content around those practices that had most recently been considered the best practices.
SYSTEMATIC PROBLEM SOLVING
During the course of developing this Basic Training, periodically activities that needed documenting were encountered that were not going optimally. I used these situations as opportunities to systematically solve the problems involved, confirm the results with other experts, and then document the corrected processes or problems in the training.
ADULT LEARNING
This project was directed at adult learners. At the beginning of the time that I was developing this training, I took the IPT535 Learning Theory class which gave me better understanding of adult learning issues. I used this training to apply some of these principles such as Gagne’s learning outcomes, Keller’s ARCS model, and my understanding of Constructivism versus Objectivism.
COMPUTER MEDIATED COMMUNICATION SKILLS
The medium chosen for this training project was the computer, utilizing Microsoft’s Powerpoint presentation tools. I had an acceptable skill level of designing instruction for this medium at the time the training was initially developed, but modified the materials after learning more effective techniques in the IPT550 Delivery Technology class.
DESIGN OF INSTRUCTIONAL INTERVENTIONS
I utilized the concepts I learned in IPT537 Instructional Design during the development of this training document. Stated objectives, learner analysis, and design of learning materials and learning aids were some of the applications of this knowledge.
DESIGN OF NON-INSTRUCTIONAL INTERVENTIONS
I created job aids and process modifications that were crucial for the effective performance of several job functions that were covered in this training.
IMPLEMENTATION OF INSTRUCTIONAL INTERVENTIONS
As I implemented this training material, I took into consideration the information I had gathered in my learner analysis. The training was initially delivered with Microsoft Powerpoint slide handouts and via computer in a central location in small groups. Manipulatives, samples, and models of materials described in the training were offered to illustrate points. One part of the training, needed only by a few, was implemented as a one-on-one, hands-on delivery approach.
IMPLEMENTATION OF NON-INSTRUCTIONAL INTERVENTIONS
Job aids and process modifications were discussed in the training slides and presentation. Management support was strong for these changes, so after the training was delivered, management accountability for the implementation of these new interventions was applied.
BUY-IN AND ADVOCACY
The initial project had good management support. However, as deviations from the initial course were required, usually due to unforeseen process issues, delays and changes occurred. I was required to “sell” parts of the project that required changes of course in several occasions. Additional buy-in was required as we encountered problems in our database environment and process supporting the information flow that caused delays and inaccuracies in our reporting. Sometimes the right way to solve a problem did not always match nicely with the quickest way to solve it. Stakeholders needed to be informed and convinced in order to make the changes.
FEEDBACK
I designed evaluation activities and instruments for this training to provide useful and effective feedback. These included a walkthrough with the department manager, a two survey forms, a question and answer period with trainees, and a pre/post test evaluation instrument. These methods helped me make improvements in content and delivery. Feedback was provided to other stakeholders by way of meetings and email that helped illustrate needs for changes (processes, practices, etc.) that were brought about by the activity of this project.
SELF-KNOWLEDGE
I learned a lot about myself during the course of developing and delivering this training. First of all I discovered that I had a lot to learn about instructional design and delivery. While I had created and delivered numerous training courses prior to this project, I had not previously known the benefit of the proper education for doing so. I also learned a lot about my approach to this type of problem. As later became one of my fundamental conclusions about this project, an up-front systemic analysis was not in my nature to do. I can use this as an excellent example for how to better manage projects of all sizes in the future.
SOCIAL AWARENESS
The social and political challenges that arose while developing and implementing this training were unexpected. I found the need to be very diplomatic in my approach to getting buy-in, making process changes, and getting feedback and evaluation information. I gained a greater degree of awareness of these social issues than I had had prior to this project.
WORK IN PARTNERSHIP WITH CLIENTS
I worked with the clients of this training project to better understand their needs, the processes they were using, and to inform them of the training project undertaking so they could provide feedback. This project was very interactive with stakeholders throughout the entire project life.


SECONDARY COMPETENCIES
The following competencies were demonstrated and strengthened to a lesser extent in project.
VALUE-ADDING PRACTICES
During this project, I added value to the company and to my department in many ways. The needs assessing, the process improvements, the job aids created, the training that resulted, the team building, and interdepartmental dialog and interaction – these were all value-added outcomes of this training project.
LEADERSHIP
Taking initiative to tackle this project which was really outside the scope of my job description demonstrated leadership. I found myself organizing, managing, inspiring people across several departments and driving this lingering project to a successful outcome which was a became the larger demonstration of leadership.
CONSULTING
As a consultant, I worked with experts and managers across departments, asked questions, listened, documented, and explained the purpose and scope of the training. The outcomes of my consulting included process improvements and designed and implemented training materials
PROFESSIONAL & ETHICAL JUDGMENT
Judgment calls have been a part of nearly all of my working experiences. This project gave rise to professional and ethical judgment decisions during the course of conversations with engineers, managers, and contract testers frequently. Decisions about what course of action to pursue, what information was important in a given setting, and which information was gossip versus what was relevant, came about on a routine basis.
ANALYTICAL THINKING
This project stirred up various problem areas within the testing environment including several related to information flow and software application management. As we progressed through the elements that were required to compose the training and discovered these problems, I needed to analyze the problems within their context, break them down into components, and come to logical and practical solutions in order to move forward.
NEEDS ASSESSMENT AND ANALYSIS
Strong Needs Assessment and Analysis were crucial to the timeliness and cost-effectiveness of this project. Again, I believe I would have been more successful had I approached the project with that knowledge in the beginning in order to plan for all of the performance improvement opportunities that we eventually encountered.
DATA ANALYSIS
Data Analysis techniques were required during the course of this project to solve some of the peripheral problems that came up as we interactively hashed out the ‘best practices’ for use in the training. Particularly relating to how we would assess and manage the information relating test processes and procedures, as a small team, each wearing many hats, we analyzed our testing efficiency numbers to determine which tests were most crucial to our success and integrated these concepts into the training as it evolved.
RESEARCH
Research was required during the course of this training development project in several ways; in order to solve some database problems that related to process and procedures, in working with some of the software applications that were to be included in the training, and in working among project teams to gather some of the content materials.
WRITING SKILLS
Effective writing is an integral part of most of the work I perform. This training project required clear, effective communication via email correspondence, documentation, and in content development.
PRESENTATION SKILLS
I used presentation skills throughout the project in several settings. Over the course of numerous meetings with management, engineers, and testers, I needed to present my viewpoint and needs clearly. The culmination of the project involved presentation of the training content via computer media.
FACILITATION
Facilitation skills were required in the final stages of the project as the training was implemented and the new processes were put into place in order to help transition to new ways of being productive.