Learning
No one wants to be trained, but everyone wants to learn. Shift the focus from the organization to the individual. You should be more interested in what the individual needs to learn rather than focusing on what you will teach. Some basic principles to guide you are as follows.
- When in doubt, leave it out.
- Do not refer to training. Refer to performance or to what individuals do on the job.
- Differentiate between what individuals need to know and what is nice to know.
- Achieve subject mastery before continuing to another subject.
The process is as follows:
- What do individuals need to know to do their job?
- Create a performance needs analysis.
- What content should the training include?
Learning reason table
One way to help understand when training is needed is to set up a learning reason table, which specifies reasons and priorities for learning.
Using the following table, provide answers by relating to the phrases and assigning a number from 1 (one) to 7 (seven). You may give each item multiple ratings.
- Absolutely necessary to maintain departmental efficiency.
- Absolutely necessary for satisfactory performance in your present job. 3. Highly desirable to improve departmental efficiency.
- Highly desirable to improve your performance in your present job.
- Good background for you to have in your job.
- Needed for potential advancement.
- Mandated (i.e., regulatory compliance, health and safety, etc.).
| Learning Reason | Priority Value |
|---|---|
| Training newly hired personnel | 1,7 |
| raining once a year for everyone | |
| Training between projects | |
| In‐person, traditional classroom training | |
| Remote training, web‐based instructor | |
| Self‐paced online training | |
| Custom developed training based on in‐house workflows | |
| Custom developed training based on in‐house files | |
| Training in your facility | |
| Training in a Bentley facility | |
| Training anywhere off‐site | |
| Training outside business hours | |
| Having a training budget | |
| Having in‐house trainers | |
| Basic CAD (2D) Production training | |
| Intermediate CAD (Advanced 2D) Production training | |
| 3D Training | |
| Computer Security training | |
| ProjectWise or InterPlot Server Administrator training | |
| Programming training | |
| Engineering/Architecture/Artistic/Business knowledge | |
| Soft skills (communication, leadership, project management etc.) knowledge | |
| Internal workflow knowledge | |
| Internal systems training ‐ time sheets, project tracking | |
| Microsoft Windows/Server training | |
| Training newly hired personnel/acquisitions | |
| Project Management knowledge | |
| Rendering and Animation knowledge | |
| Digital Video and Image knowledge | |
| Project training at the beginning of a project | |
| Continuous training | |
| Using different qualified trainers |
Knowledge, skills and abilities assessment
With a knowledge, skills and abilities assessment, you define roles. Define the tasks required to do a job, the knowledge, skills, and abilities an individual must possess to do the job and the knowledge, skills, and abilities that need to be improved. You can use some of the learning reasons list as a basic list.
Consider the following knowledge, skills and abilities; document security, PDF generation, standards‐usage and correction, user interface modification, AccuDraw, in‐house network/server architecture, etc.
| Roles | Essential Job Tasks | Required Knowledge, Skills and Abilities | Knowledge, Skills and Abilities to be improved | Learning activities needed |
|---|---|---|---|---|
| 2D Drafter | ||||
| 3D Designer | ||||
| CAD Administrator | ||||
| CAD Manager | ||||
| IT/Programmer | ||||
| Executive |
