quality training and fctp

What does it take to develop a quality training program?

Denise Lloyd

Technical Trainer

Fieldbus Foundation

© 1999 – 2012 Fieldbus Foundation2

Introduction

Bus protocols can be complex To reap the most benefit, knowledge is important Training enables the End User

But, is all training created equal? Consistency Best practices/Pedagogy Accessibility Recognition Maintenance


Introduction

Students are looking for a Quality Training Program Must address concerns Must be quantifiable and

documentable Must be repeatable

Individuals and Companies approached the Fieldbus Foundation, requesting recommendations for End User Training


Case Study - FCTP

Set out to develop the Foundation Certified Training Program (FCTP) in response to End User requests

Development focus: Quality of program

– Materials, equipment, instruction, content, administration

Ability to meet End User needs Consistency Expandability Maintenance Visibility


Developing the Training Program


Locate Subject Matter Experts

Where to find Subject Matter Experts? Current training programs Technology Developers In house

Experts assist with future program steps

FCTP: The Foundation approached instructors at training sites known for their excellence with Fieldbus Protocols; many of those instructors now teach FCTP Training


Evaluate Market Needs

FCTP: Use-case analysis who would take the training what they would want out of it


Define Educational Needs

Training programs must meet the needs of their students

Consider student needs when defining the overall objectives of the training program

FCTP: Multiple training certificates would be needed to resolve all use cases.

Each Training Certificate was defined in general terms and by the pool of target students Foundation Certified Professional Foundation Certified Support Specialist Foundation Certified Technical Specialist Foundation Certified Physical Layer Installer


Detail Instructional Elements

Common pedagogical method is twofold



Bloom’s Taxonomy: Method of defining

learning outcomes with active verbs that define the desired end state of the student achievement



FCTP: Formed team with industry training experts Defined Learning Objectives with team Followed with defining Cognitive Learning

Outcomes for all curriculums


Define Evaluation Process

Need process for evaluating if requirements are met

Must examine and diagnose coverage of cognitive learning objectives with curriculum material

Materials include everything presented to student Slides, handouts, references, labs, exercises, worksheets


Define Evaluation Process

FCTP: threefold audits Training Site Instructors Curriculum

Instructors are expected to be capable of instructing any of the curriculum programs

Audits for Instructor and Curriculum are conducted against the Learning Objectives and Cognitive Learning Outcomes defined earlier


Determine Continuing Program Needs


Case Study: FCTP

What resulted:FCTP program developed, defined, and brought onlineInitial Training Sites are among those who assisted with program developmentNew Sites are approached based on recommendations from Foundation Fieldbus End User CouncilsSites can offer Certified Training once the Site, the Instructor, and the Curriculum have all been audited for program compliance


Case Study: FCTP

What resulted:Now have 4 curriculae, 8 Sites in FCTP ProgramStudent Registry has been createdUpdates to curriculum are managed as protocol expands


Case Study: FCTP

FCTP Sites


Where To Get More Information

FCTP Website: http://www.fieldbus.org/index.php?option=com_content&task=vi

ew&id=93&Itemid=210

Bloom’s Taxonomy Explained: http://gates.govdl.org/docs/A%20Guide%20to%20Developing%2

0Cogntive%20Learning%20Objectives.pdf


Summary


Summary

Questions?

Presenter Contact/Feedback: [email protected] 512-794-8890 x22

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