Training IT Topics Today: What Works and How Much Is Enough?

Simply put, more complex and unfamiliar topics require more repetition to be internalized.
Simpler topics that build on already familiar workflows can be taught using simpler methods.

Two examples: The rollout of a new ERP system is typically complex. If employees have never worked with an ERP system before, a comprehensive interactive training is recommended — one that covers all relevant processes, includes exercises and repetition, and allows for questions. In such cases, a blended learning approach is often effective, which we’ll explore in more detail in one of the upcoming articles.

On the other hand, a change to a single button that slightly modifies a familiar process can often be communicated effectively through a general announcement and an updated guide. The topic is simple and already well understood.

The more complex and unfamiliar a system is, the more important interactivity becomes in training.
Starting with simple questions, learning objective checks, exercises, and the opportunity to explore the new system through tasks — everything that helps users approach and experience the system is valuable.

Train when it’s needed

Another key aspect of training is its timing in relation to actual system use. This can apply to individual modules as well.

In IT implementation projects, there’s a tendency to teach all components before go-live. Similarly, onboarding processes often try to cover everything important on day one or two.

But is it really useful to explain year-end closing procedures in the middle of summer? Will employees still remember the relevant information when they actually need it?

Wouldn’t it be better to address topics when they become relevant?

Certain processes should be moved out of go-live training and scheduled later. This often reduces the overall training effort, as users are already familiar with the system and new content can build on that foundation.

It also opens the door to other methods — such as e-learning — which can be accessed flexibly when needed and when the task is actually at hand.

Conclusion

How a training program is designed depends on many influencing factors. However, it should always be closely aligned with the participants’ actual work — in other words, process-oriented — and allow for interactivity.

For certain aspects and modules, flexibility is especially important. And when different levels of prior knowledge and learning potential are present, it’s best to choose an adaptive model. More on this in one of our upcoming posts.