The Systems Approach to Training (SAT): A Business Training Methodology That Works

By Philip Tufano

InterActive Training Incorporated (ITI) is at the forefront of providing a broad range of strategic consulting services to corporations and educational institutions in developing training, technical documentation capabilities and web design for implementing distance learning programs. 

ITI works with organizations interested in developing and implementing internal and customer facing training offerings, E-Learning programs, technical documentation development capabilities and corporate communication departments.

ITI has developed large scale training programs for SAP and Siebel implementations for over 2,000 end users on some projects. We have developed customized training programs for manufacturing corporations, software companies, the US Government, and foreign and multi-national organizations.

Some of our past clients include:

* USAID
* The US Treasury Department
* Time Warner
* ISO
* Fidelity Investments
* Fleet Financial Corp

At ITI we us the Systems Approach to Training (SAT) methodology, a proven results driven method of training an audience that incorporates evaluation and focused course curriculum development for a specific need, expectation and audience.

The Systems Approach to Training (SAT) methodology is a five-phase process that ensures that training accomplishes the following goal:    

* A practical, results-oriented training program that provides people with the skills and knowledge to do their tasks correctly, efficiently, and with confidence. 

Overview

The systematic approach and development model goes by many names; however, Systems Approach to Training has remained the standard. This model takes into consideration audience characteristics, the nature of the knowledge, skills, job, and tasks to be learned, and environmental constraints. 

ISD is a field that takes many of its concepts and principles from various disciplines. For example, as an applied discipline, SAT uses learning theory from psychology to determine how a person learns (learning style) and how to best address their learning need. Instructional theory uses that person’s learning style to determine how to best design instruction.

 The five-phases of the SAT model are:

* Analysis
* Design
* Development
* Implementation
* Evaluation or Control

Metrics may be pictorially represented as a linear model, but the approach involves continuous iterations. Decisions made in one phase affect actions and plans in other phases.

Graphic Representation of the SAT Methodology:

The Systems Approach to Training (SAT) Methodology and the Instructional System Development (ISD) are Synonymous...

SAT EVALUATION PROCESS

Analysis

An aggressive evaluation process to determine the effectiveness of the training program along with concise customer feedback to ensure that expectations are being met (according to the Training Needs Assessment) is vital for the success of any training program.

Analysis provides a method of responding to changes in human resource requirements, solving job performance problems, and learning from “real world” experience.

In the analysis phase, detailed practical studies are performed to determine what areas require instruction, learner characteristics, the cost effectiveness of a selected delivery system (e.g. Technology Based Training --TBT), and the scope, timeline, and budget of a training project/program. 

These facts are gathered to make informed training development decisions and provides the linkage between the job and the training project/program.

The following types of analysis may be completed: 

* Needs or Performance Analysis
* Audience or Learner Analysis
* Job/Task Analysis       
* Skill/Knowledge (Ability) Analysis      
* Content Analysis
* Learning Analysis
* Instructional Analysis

EVALUATION METHOD

* Evaluation
* Analysis
* Design
* Development
* Implementation.

Design

Design uses the performance information collected earlier to help the training project/program take shape.

The information gathered specifies, measurable terms, the knowledge, skills, and aptitudes that training will develop.Learning objectives are developed for groups of related knowledge and skills. 

These written statements of learning outcomes define exactly when, what, and how well the learner must perform during training.Defining how individual tasks are performed focuses training development efforts. 

In addition, the information gathered permits more effective decisions regarding such things as:
            
        * How the learning materials will be
        * Organized and presented
        * Learning activities & instructional strategies
        * Time spent on each topic
        * The use of presentation media
        * How learners will be evaluated
        * Evaluation instruments

Practical measures as well as written/knowledge tests are produced to ensure that learning objectives are achieved and competencies are reliably evaluated.

Development

Development organizes the instructional materials needed for learners to achieve the learning objectives.

Emphasis is on maximizing the use of existing materials and resources. Instructor and
learner activities are defined and these activities describe how the instructor and learners will perform during training to achieve  the learning objectives.
            
Existing, suitable training materials and lesson plans are selected and new ones produced as needed. Resulting training materials are reviewed for technical accuracy, tried out with a group of
learners, and revised as necessary. 

Performance based training materials are the products of this phase.
            

Implementation 

Implementation is the process of putting the training project/program into operation.This finalized training is ready to be delivered to the target audience.

If the training is to be instructor-led or facilitated, instructors are selected and trained usually with a train-the- trainer session. Training is delivered as planned and learner and instructor performance is evaluated.

These evaluations serve two purposes: 

* First, they verify that learners have achieved the learning objectives. 

* Second, learner evaluation results and instructor comments are useful for future program revisions and iterations and follow-up evaluation.
            

Evaluation or Control 

The Evaluation or Control phase ensures trainings continuing ability to produce qualified workers.
A Follow-up evaluation is conducted to get an assessment of how well the training prepared learners to perform their jobs after having been on the job for a selected period of time.
            
Evaluation is the dynamic process of assessing performance, identifying concerns, and initiating corrective actions.

Data sources for evaluation often include:

* Exams or Testing
* Surveys
* Phone or Personal Interviews
* Course evaluation results
* Service or product data
* Observations
            

Summary of the SAT Implementation

The systematic approach to training provides a method for analyzing, designing, developing, implementing, and evaluating cost-effective, results oriented training programs. 

For more information and for a customized implementation cost analysis for your company, call ITI today or contact us by email.

Contact ITI:

New England:

ITI
Philip Tufano, Director of Training & Technical Communications Development
55 Crystal Avenue
Derry, NH 03038-1725
603-247-5835
Ptufano@iti-com.biz      

NEW YORK CITY:  

ITI
917-676-7586
Kblanchard@iti-com.biz      

SCARSDALE NEW YORK:

ITI/Nuvo Strategies
Danny Palmer, President
138 Fox Meadow Road
Scarsdale, NY 10583
914-268-2900
dpalmer@iti-com.biz