Training Solution

Katy ISD

Training Solution Part - 2

Project Team 3

Developed By:

Lia Williams, Subject Matter Expert

Sabrina Marrero, Facilitator

Jenayah Evans, Media Production

Sara Spears, Evaluator

Rifa Badarpura, Instructional Designer

The purpose of this training is to help financial clerks communicate effectively with the
administrative staff on their campuses. The objective is for them to confidently convey
information, rules, restrictions, and procedures as well as provide guidance to their end-
users with regard to campus purchases.
Training Plan:
With a four-phased training our team will locate, address, and equipt employees to
properly communicate with the administrative staff over ensuring that spending
regulations are properly executed. In Phase 1, the subject matter expert will sit with the
evaluator to give them a better idea of what the regulations are and how they are
supposed to be properly implemented in the workplace. After getting a good
understanding the evaluator will go into the different offices with the financial clerks to
observe and evaluate how they are working. Through this, we will be able to get a better
understanding of the gap that is happening so that it can be properly addressed. In
Phase 2, the team will create a 4-hour training for financial clerks to sit-in on. Over one-
day there will be two 4-hour sessions that hold around 40 clerks, in these sessions they
will learn each training objective through various PowerPoints and hands-on learning
scenarios. Phase 3, the financial clerks will complete a series of online evaluations
within the following days of the trainings to give feedback over its effectiveness to
ensure that the learning strategies that were applied were understood.In phase 4, the
evaluator will go back to the facilities after 2-3 months to see if there were any
substantial changes, other problems that arose that would need to be addressed or any
questions that could come up after implementing the new trainings in the workplace.
Training Delivery Mode:

The source of communication breakdown has yet to be fully comprehended, broken down, and
accurately identified in the Katy ISD workplace. Monitoring each step in the process within
school event planning, budgeting, and scheduling is necessary to actually notice where the
process has been breached. Requesting a surveyor who has an adequate background of
knowledge as to what a complete and effective operation of the vendor hiring protocol should be
would be efficacious. When the surveyor observes the process of Katy ISD,they should notice
that the financial clerks not only possess sufficient resources to check what vendors can be
sourced, but the appropriate communication tools in terms of technology to reach out and veto
or accept the suggestion from their superior as to who is able to be hired.
When the surveyor realizes it’s not an issue of unskilled incapable employees, but instead a
short source of strong job motivation due to inefficient rewards, and an absence of conviction to
properly speak to the boss- that will be key to tackling the issue. The employees need to feel
secure enough relaying their comprehension that has turned into apprehension to say “No” to
their boss. Going forward, a critical incident method application will be extremely beneficial to
strengthening their interpersonal skills, specifically the cultivation of communication
competence, and the confidence to stand within their realm of knowledge enough to relay a
vendor rejection or acceptance. The goal for the critical incident method is not only to
strengthen their intelligence in conveyance, but confidence as well. A few hours in small groups
together with a trainer, will exponentially offer them an understanding and closer trust in one
another, that together they can complete an effective job training together. Employees will
understand that they are all on equal footing and will grasp reliance on one another to be able
to collaboratively tell their boss if a known vendor can be scheduled or not.
After the first portion of training is completed, a final survey analysis will be added to the last
part to further assess the level of success resulting from the career instruction. Financial clerks
will survey themselves, additionally as well as others, to record what they think their job
performance as a team looks like. If the overall response is improved then the instructional
teaching strategy has been achieved.

Learner’s Characteristics/Groups:
The focus group of the training will be financial clerks and is comprised of adult women
in the 35 - 55 age range. This group is culturally diverse, although white is the
predominant makeup. There does not appear to be any language barriers, however,
there may be social differences that can affect the comprehension of the training
because it will involve giving direction to superiors. The educational background of this
group is also varied. Some have achieved higher education degrees and some have
earned solely a high school diploma. The position of financial clerk does not require a
degree, but some work experience as a financial clerk is beneficial in order for the group
to be able to relate to on-the-job situations and key terms.The average length of
employment for this group is five to ten years, with some having significantly more time
in the position and others, only a few months. However, some of the women in this
group have work experience outside of school business. They come from various fields
and have work experiences in different capacities that show they are capable of
learning on-the-job instruction. With that, the career makeup for most of those in this
focus group are women that had either left their jobs or were stay-at-home mothers.
Both sections had been unemployed for an extended amount of time before returning to
the workforce.
Training Objectives and content :
Training Objective 1
Our training's first objective is to ensure that our trainees learn the importance
and significance of communication. Our first activity will consist of a PowerPoint slide
with questions which the trainees will have to answer in groups. The trainees will then
write a paragraph about what they have learned. The whole activity should last about 1
hour. The second activity will be a role play in which they will play their own role and
reverse the administrator's role with the purchase they need. While enacting the
scenarios, the trainees will develop ideas on what could have been done better. This
activity should last around 1.5 hours. In the third activity, the trainees will read different
scenarios and analyze how communication could have been better; this activity can last
around 1.5 fours.
Training Objective 2
The second training objective is how trainees can improve communication. Using
notes, trainees will come up with an acronym in groups, which they will later present.
Within the second activity, trainees in groups will develop their own presentation on
communicating effectively and later present it. Later on, their group's trainees will create
a Kahoot with different scenarios.
Training Objective 3
The goal for training objective 3 is implementing all of the training into the work
environment. The biggest goal of the training that we are putting in place is to inform the
way that the employees are supposed to be doing their job. This last section is going to
ensure that the employees are ready to go back to work and can actually use what
they’ve learned in their training. The first activity that the employees would do in this
section would be simulations in a group. Simulations within the group will include real
work scenarios that they will need to act out. They should use their critical thinking skills
to choose what actions would be best for the situations that they are in. This is going to
prepare them for going back to work. This activity would take roughly an hour and a
half.
The next lesson would be the teaching portion of the section. People say the best
way to make sure that information sticks in your head is to teach the material. So for this
lesson, we will want the trainees to create a lesson using all the information that was
gathered throughout this training session. The trainees will use Articulate 360. Articulate
360 is an e-learning tool that is really easy to understand for all learners. The trainees
can use this tool and create their lesson plan, which will include knowledge checks and
quizzes as well.
Lastly, the trainees will get their feedback from the facilitator. The students will
take the assessment to check their knowledge. The facilitator will look over their
assessment and let the trainee know what they should try and improve on. This will take
about an hour and will be the last step of the training process.
With this training we will be able to successfully train financial clerks at Katy
Independent School District. They’ll be able to not only learn new information but also
be able to improve on the information that they already knew. This will allow for the
district to run smoother and have less incidents. The communication between the clerks
and their schools has to be smoother so to improve that will increase productivity and
satisfaction.

References
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing Effective Instruction (7th Ed.).
Hoboken, NJ: Wiley.