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The location of Global Training Programs

By Phil Tufano

The traditional approach to class-based customer training is being challenged by global companies need to train both internal staff and clients in a variety of countries, in several languages, all with different customs, habits and requirements relating to training needs, approaches and concepts. The problem of the formation of a global audience is further aggravated by demand from businesses to prove a return rate of return on investment in training operations.

A more recent approach to solve this problem (with the advent of the Internet) has been the adoption of technologies that enable developers to create specialized training training programs adapted and then standardize the curriculum to multiple audiences worldwide through effective language translation. Current technology allows the formation of experts to use methodologies, training methods include synchronous and asynchronous systems approach to training methodology and platforms and portals such as Blackboard and Moodle to deliver effective and dynamic training programs.

Thanks to technology that enables the creation and delivery of training programs for a global audience creates the need for curriculum and training documentation services to be created in one language (usually English) and then translated into several languages. Inexperienced trainers and developers as well as many companies do not realize the need to deliver this content to an audience overall will fail to effectively train customers, reduced revenues and customer loyalty.

Recently had a client (a manufacturing company) was going to happen over one hundred thousand dollars a year in the translation of curriculum and training manuals in twenty languages, less effective in their training and ill-conceived plan for your internal and customer facing international training program.

This client was using their internal engineers to conduct training classes and poorly trained technical writers to develop their curriculum. The result was a training program had no methodology, no goals or focus, there is no understanding of the concepts or the training needs of their audience — In essence, the program was a disaster. The end result was poorly trained internal personnel and less satisfied customers. In addition, the company hemorrhaging money with your existing training program and incurring losses in their offers of training. The support of this enterprise and field service calls were for eighty per cent, for the focus group of customers who had gone through its training program, the customer complaints are also at an hour each and loyalty of customers is declining steadily.

When the manufacturing company approached my company, Interactive Training, Inc. (ITI) (www.ITI-com.biz) and join my team went to its headquarters and conducted a needs assessment for initial and revised its overall training program and operations in detail. Us surprised that a company that was producing such high quality product was so aware of how to effectively meet both internal staff training and most importantly for its international clients. After reviewing the curriculum (who had no training plans and evaluation indicators) and interviewing coaches (engineers I had no interest in the implementation of training) and technical writers, who also lacked experience in curriculum development; soon were willing to make our recommendation of this company.

The challenge for the company was far beyond not having the training of qualified personnel to develop and deliver training, but also does not understand the requirements for the formation of a global audience. One problem was that their formation is not localized in Spanish for different customers in Latin America, Mexico and Spain. The same can be said of their training modules in Portuguese for Brazil and Portugal. This company was using a "unique approach," which obviously resulted in a failure.

In addition, the company was using a translation service that was charging them and do not understand the hearing or through an adequate translation memory or call the library naming TRADOS.

Recommendations of ITI

The following are the recommendations we (Interactive Training, Inc.) provided the company discussed in this piece, once it is awarded the contract to develop an effective global training program for them. First, developed a comprehensive training analysis and training plan based on procedure its objectives, client expectations, budget, internal resources, the number of languages of your training should be translated and deliverable dates. This plan also includes the standardization of their training program and modules, and the incorporation of technical documentation in the training because was an integral part of the maintenance and installation of the training program.

E-Learning applied

Moreover to develop completely new curriculum for this client also brought in two of our trainers for the implementation of a train-the training program provided Customer dedicated instructors would continue using the skills set necessary to be effective classroom instructors. We have implemented the systems approach to training (SAT) methodology to achieve this goal. Then run an e-Learning system both synchronous and asynchronous program.

Learning synchronous occurs when two or more people communicate in real time. Sitting in a classroom, speaking on the phone and chatting via instant messaging, are examples of synchronous communication and training. So if you're sitting in a classroom in Johannesburg and the instructor to facilitate the training class is in Boston, where the teacher is speaking via teleconference, this is the synchronous learning; considered live. One training course conducted by WebEx or Live Meeting is also an example of synchronous learning.

Asynchronous learning, on the other hand is more flexible. The teaching is carried out at a time (and is preserved through WebEx streaming video, or other E-learning application) for the student to participate in the course of the modules when the time is more convenient for him or her. Technology related training requests as Captivate, Flash, e-courses, online forums, audio recordings and video make this possible. Even asynchronous mail is considered, although the old-fashioned correspondence course conducted by mail is now a dinosaur E compared with effective learning programs.

ITI Global Development Plan of Course Offerings

We applied the following four strategies for the development of multilingual course offerings of this company, using a standardized approach to its domestic audience and one for public customers.

1. 1. We have implemented the necessary tools and applications and infrastructure for the development of training content initial, along with an easy way for customers to review and maintain the current curriculum.
2. 2. We have developed the curriculum and advanced training and technical documentation in English and then with our own translation service translated course material in each language, specific for each particular country.
3. 3. It implemented a blackboard system for distance learning program, also uses WebEx to record live to face training is available to customers in other countries, including recitation classes to be incorporated in the training modules primary.
4. 4. We have implemented a combination of classroom instruction, computer-based training and e-learning solutions to enabling globally dispersed employees, customers and partners. We created the initial training needs assessment of each hearing tests and evaluations of training assessments in order to receive feedback in order to adjust training as needed.

Results After the period six months

After implementing the new training program for our clients, but began to see positive results with their training new global program within the first two months, but no significant results in the sixth month of the application. The new training program was eventually to perfection out across twenty countries for internal employees, new hires and training of clients. Within the first two months of launching the pilot program This company has experienced a significant drop in support calls from eighty per cent before the new training program for sixty percent after the program was extended to eight of the markets that were experiencing the worst problems. After the training program was underway in all of the twenty countries where it operates, within six months of your incoming support calls were reduced to twenty percent. This was huge. In addition, customers were very satisfied with the new training program, increased domestic production of employees and the cost of translation services was reduced to less than half of what they were originally paid. Your cost for translation services was further reduced, having set up their ITI TRADOS and quality of the translated documents also improved dramatically.

ITI assessment tools implemented for this client demonstrated through desk metrics we The best results were incorporated in the areas of skills development, cost containment, completing the course, reducing support and field service calls and customer satisfaction. Our training and location of E-Learning reduce their overall training costs and paperwork, accelerate the time to market and ensure creation of consistent, high quality content for teaching global education program. ITI has repeatedly produced the same satisfactory results for our clients in multiple industries.

ITI Solutions include:

• Computer and Web Based Training
• Classroom instruction based on curriculum development
• Multimedia training applications
• Learning Management Systems
• Multilingual content development
• Self-paced certification, assessment and evaluation of training programs
• Systems approach to Training Methodology
• Synchronous and Asynchronous Distance-Based Programs
• Technical Documentation Development
• Training and technical project management documentation services

About the Author

Phil Tufano is the Executive Director of Global Training and Technical Communications for InterActive Training, Inc. Phil was born and raised in Brooklyn, NY, where he attended the Zicklin School of Business at Baruch College of the City University of New York (CUNY), obtaining a Bachelor of Science degree in International Business and Management in 1990. Phil obtained a Master’s degree in International Journalism & Corporate Communications in 1994 from Northeastern University in Boston, MA.

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