Now Article Posting by Mails By Anyone

"Training Enhancers (A division of Network Enhancers - NETEN) now introduces anyone to post the artcles related to trainings, events, knowledge sharing, Technology advances of their respective domain in a simple way by mail to - trainingenhancers.blogpost@blogger.com"
All the articles will be reviewed manullay by the Moderator and if articles were found not relevant to the Blog, those articles will be removed.

/Training Enhancers Team

Tuesday 13 November 2012

Research and Markets: E-learning Course - Introduction to Six Sigma



Research and Markets(http://www.researchandmarkets.com/research/d8c42g/elearning_course) has announced the addition of the "E-learning Course - Introduction to Six Sigma" training to their offering.
This course concentrates on providing an introduction to Six Sigma Methodologies and related concepts.
This course teaches the generic Six Sigma concept using samples from the service and transactional industry
Six Sigma has become a crucial management tool that leading companies are using to help improve quality, provide better customer service, and drive efficiency and productivity.
While Six Sigma can provide tremendous tangible results, it does entail some significant organizational change and poses a training challenge. It is imperative that employees be educated in Six Sigma methodologies for results to occur.
This course is built to replace the basic training that had traditionally been done in classrooms thus bringing significant benefits in terms of efficiency and costs.
Target Audience:
All employees in the organization implementing Six Sigma.
This includes not only people directly involved with the initiative, but also those who may be asked to contribute in data collection etc.
Objectives:
The Introduction to Six Sigma course focuses on providing an introduction to Six Sigma methodologies and related concepts. The course aims to create not only a basic level of awareness on Six Sigma and the DMAIC process but also the benefits that could be reaped by utilizing Six Sigma.
Expected Duration: 3.5 hours
Content:
The Introduction to Six Sigma course is structured in 5 modules of approximately 20 minutes each, with an assessment at the end of each module.
Access codes for this course are valid for 3 months from date of issue.
Key Topics Covered:
I. Define
The Customer
Project Charter
Mapping As-Is
Assessment
II. Measure
What to Measure
How to Measure
Assessment
III. Analyze
Analyzing Data
Finding Root Cause
Assessment
IV. Improve
Finding Solutions
The Improvement Plan
Assessment
V. Control
Control
Assessment



Monday 12 November 2012

Microsoft launches Get On IT training initiative



Prime minister David Cameron and Microsoft CEO Steve Ballmer met with five technology apprentices as part of the launch of Microsoft's "Get On" initiative at Downing Street on 7 November.
The initiative replaces Microsoft’s "Britain Works" scheme, with the aim of helping young people into working with and mastering Microsoft systems for technology-based jobs across the UK.
Partnering with QA Apprenticeships, Microsoft plans to expand the initiative over the next three years.
The apprentices who met Cameron and Ballmer were winners of the Microsoft Apprentice of the Year awards: David Robertson, Charlie Gilbert, Cheyenne Brown, Ben Freeman and Luke Hennerley.
The launch of Get On coincides with calls to reform the government’s apprenticeship targets. A report released by the Business, Innovation and Skills Committee recently urged the government for more clarity surrounding credible frameworks for apprenticeships.
Ben Pike, director of QA Apprenticeships, described the launch as a "powerful advertisement for the potential of apprenticeships to change the face of education and the job market for the UK’s young people". 
"Microsoft and QA have enjoyed a very successful partnership over the last few years, and we are pleased to not only see our apprentices reaping the benefits at the meeting with Mr Cameron, but also a renewed focus for the future," he said.
“QA Apprenticeships welcomes the BIS report’s findings. Open and honest discussion is the surest way to build on the government’s continued support for apprenticeships,” he added.

Students encouraged to ditch university for career in IT

A survey by alternative careers website Uni’s not for merecently found that the public believe entry-level jobs or vocational training in the technology sector can be more valuable than sending a young person to university.
The report was commissioned to find out public attitudes towards employment and education options for young people. The survey asked respondents to rank the approaches society would benefit most from.
Of those questioned, 20% of adults said training and work placements within the technology sector are more important to society than university. Only 3% advocated that more young people should go to university. Only 30% supported the view that "any degree is better than no degree".
Sarah Wrixon, who co-founded Uni’s not for me with her 18-year-old daughter, said: “This survey reveals that young people and their parents today are taking a ‘real world’ view of their future education and career options, rather than automatically considering university as the only option.
“We’re calling on technology and other employers to capitalise on this by visibly promoting the various entry points to succeed in their sector, and ensuring diverse employment practices are exercised.”




Sunday 11 November 2012

EMC to train 30,000 in cloud computing, data science



EMC Data Storage Systems India, a subsidiary of US-based EMC Corporation, plans to train around 30,000 people in cloud computing, data science and big data analytics by 2013 through its new certification course, a top official said Thursday.

Rajesh Janey, president, EMC India and SAARC, told IANS that the Indian cloud computing market (use of computing resources delivered as a service over the internet), currently estimated at $400 million, was likely to touch $4.5 billion by 2015 and the business opportunity in big data (huge data difficult to process with existing tools) is expected to touch $300 million in a couple of years.

"However, there is a huge shortage of manpower in these domains," he said.

According to Janey, the new courses will be a part of EMC Academic Alliance which has been implemented by tying up with over 250 educational institutes in India and to EMC's customers and partners.

Janey said that in the digital era, individual need and sentiment had become more prevalent and businesses and governments had the opportunity to understand this on a mass scale in real time and take necessary steps that would transform services and delivery.

"Cloud computing is transforming IT and big data is transforming business. But there is shortage of people with requisite skills. It is estimated globally that there is a shortage of around 192,000 data scientists," Janey said.

He said the new data science and big data analytics training and certification helped build a solid foundation for data analytics with focus on opportunities and challenges presented by big data.

The new Cloud Infrastructure and Services Associate-Level Training and Certification provides essential foundation of technical principles and concepts to enable IT professionals to together make informed business and technical decisions on migration to the cloud.

Citing EMC Zinnov study Janey said digital information is creating new opportunities in cloud computing and data.

Janey said the cloud opportunity in India is expected to create 100,000 jobs by 2015 from 10,000 in 2011.
Apart from addressing the domestic big data market need, India has the opportunity to address the global market expected to touch $25 billion.

India's potential to tap this market is around $1 billion by 2015 at a compounded annual growth rate (CAGR) of 83 percent, Janey said citing a NASSCOM CRISIL study.
IANS


VIRTUAL PRESENTATIONS: TECHNIQUES FOR MOVING TRAINING ONLINE


The move from classroom training to e-learning requires proper preparation for a smooth and effective transition.



Mary was just like hundreds of other people I've come across in my work. She was an experienced classroom trainer. She loved interacting with learners, and didn't mind traversing the country for a one-day course. Then her company decided to slash travel and training budgets. They got a WebEx license and expected Mary to convert existing courseware and deliver it online. Sound familiar?

This is the most common complaint I hear from fellow training professionals about the move from instructor-led training (ILT) to virtual instructor-led training (VILT): We are expected to figure out how to use the platform, meet the learning objectives, and present the training as effectively in the virtual classroom as in the in-person classroom—all without sufficient preparation, practice, or resources (budget, time, and expertise).

I prefer to think the reasons for this are not negligence or thrift, but rather our organizations' faith in our ability to find a solution where others can't—after all, who's smarter than the learning function? However, such faith provides little comfort and even less help.

As classroom trainers, we struggle to move smoothly to the VILT world for three reasons:
  1. We don't clearly understand the possibilities and limitations of the new technology.
  2. We aren't as comfortable using this new platform as we are presenting in the traditional classroom setting.
  3. Online training is not as enjoyable as being in the classroom, so we're not motivated to make the transition.

Each of these reasons, explored in this article, is a legitimate barrier to successful instruction. The good news is that there are tips and best practices available to help us quickly overcome them.

Understand the limitations and possibilities

According to some of the top web platform providers, more than 80 percent of people who conduct online presentations never receive any training on how to use the platform effectively. If you find yourself in this particular position, here are some actions you can take.

Participate in a variety of online learning opportunities. Too many people attempt to create or lead online training without having participated in a solid online learning program. If you've only experienced noninteractive, PowerPoint-dependent snooze fests, of course you are not in a hurry to inflict such boredom on others.

Watch what works, and model it. Many platform providers offer training opportunities that demonstrate the features and possibilities. Be mindful of one caveat: Free marketing webinars are marketing opportunities, not training, and should not be used as such. You may have to spend some money to receive decent instruction.

Learn the features of the platform and how to replicate them for your own training experience. Some people are so apprehensive of technology that they forget what they know about great adult learning. For example, many trainers use a show of hands or a flipchart activity to build interaction in the classroom. Most web platforms have a "raise hand" button and a whiteboard feature—learn to use these tools online as you would in a formal classroom setting.

Realize that class size depends on the learning, not the technology. Learning professionals know that as class size increases, participation and interaction decrease. This reality is especially true online where it's difficult to engage even a small group of participants. Just because you can have 100 participants for a virtual event doesn't mean you should. Such training often becomes a lecture, and not real learning.

Become comfortable presenting online


We aren't as comfortable presenting online as we are in the classroom for good reason. First, we have developed a set of skills and behaviors that are natural to us when teaching in person. We can scan the audience, remember our material, present it, and simultaneously run the PowerPoint while still hitting the lunch break right on time. We have become unconsciously competent. By adding the complexity of technology, we suddenly have become unconsciously incompetent. We'll survive VILT with some basic common sense.

Ensure that the courseware is deliverable by delivering it. The online environment is different from ILT, and you cannot present courseware the same as you always have. Short modules work best because attention spans are much shorter during online learning. Also, incorporate plenty of breaks—people physically can't interact with a screen for more than an hour at a time.

Adjust learning exercises for the online environment. Some platforms have breakout rooms, which can be useful in replicating small-group work completed in the traditional classroom, but they often require more monitoring from the instructor. This takes practice and patience.

Practice delivering your online presentation. You can't read or watch your way to proficiency. Practice means accessing the platform and presenting the training in real time using all of the tools in your arsenal—preferably with another human being observing and providing feedback. Once you are consciously competent, the rest of your innate facilitation and listening skills will come to the fore.

Enjoy the online experience


The third barrier to moving from ILT to VILT is one that most learning professionals do not want to admit: We miss the fun and excitement of the classroom. Few people go into the training profession for the money. We thrive on the human interaction and performance buzz we experience in the classroom. Why would we sign up for something that eliminates what we love most about our jobs, and replace it with what we like least—working with technology in isolation? There are, however, ways to have fun with online training.

Increase interaction opportunities. Because of our discomfort, we tend to limit interaction in the online environment (at least at first). Instead of restricting chat, let people talk and joke, and keep audio lines open when possible.

Use polling frequently and appropriately. Allow participants to write on the whiteboard. While instinctually we seek to maintain control, it's actually quite fun to let people contribute and "play." And start interaction early in the session—you can't expect the audience to sit passively for 45 minutes and then spring into action.

Use humor, color, and pictures. People can become incredibly serious in an online learning environment. Because their attention spans take a beating, it requires more energy to keep participants engaged. Don't be afraid to be creative with photos, pictures, and graphics. For example, I often use jokes and silly examples in polls and surveys just to see if the audience is awake.

Although many of these tips may seem to be common sense, it's surprising how few companies give their training teams the time, budget, and access to resources necessary to support a move to the online training environment. Use these suggestions to enjoy a smoother and less traumatic transition.

Saturday 10 November 2012

VMware launching new vSphere online training courses for SMBs



VMware is announcing a new set of live, online training courses specifically geared toward small to mid-size business customers.

All of the training taken together is a four-day, 16-hour, live and online training course covering VMware's vSphere enterprise cloud computing and virtualization platform. The focus for SMB customers is to enable their IT operations to become more agile and responsive while integrating existing infrastructures and managing costs.

Jackie Skinner from VMware's SMB global marketing team acknowledged in a blog post on Thursday that "sometimes getting the budget and time away from the office to attend training can be a challenge" for IT departments.

Thus, the courses have been divided up into two-hour sessions with the intention of preventing trainees from having to be offline for an extended period of time so they can continue working even as they learn.

That's still a sizable chunk of time for many employees, but users are supposed to be able to revisit content with 30-day access to a recording of your class. Furthermore, the training is designed to act as self-paced labs, which is reinforced with DVR-like instant replay functionality.

Michael Yakiemchuk, director of the Americas Education group at VMware, added via email that "with limited IT budgets and staff, these SMB employees have often been underserved by enterprise-focused training programs and that’s why this new set of VMware educational offerings specifically addresses the needs of these important customers."

In addition to these courses, VMware still hosts more than 50 instructional on-demand videos on its education site intended for small business IT staff.

A schedule listing the four-day live courses throughout the first half of 2013 is online now.



Saturday 3 November 2012

FlightSafety eLearning Expands



FlightSafety International has released an eLearning version of its cold-weather operations course that runs on an iPad and on a standard Windows PC. The course covers both ground and in-flight icing, de-icing and anti-icing, including the latest 2012/2013 holdover timetables. The FlightSafety learning management system within the course tracks students’ progress and allows them to begin work on a PC and resume studying later from the same place in the program on an Apple iOS device.

In other FlightSafety news, the company is continuing a program designed to allow pilots and maintenance technicians to maintain their skills at no cost when they are between jobs. The program offers priority hiring to customers interested in joining FlightSafety as instructors. Jet Professionals’ full range of staffing services for both part-time and full-time placements is available through this Customer Care program to help unemployed pilots, flight attendants, schedulers and technicians with priority access to job opportunities. ServiceElements will provide webinars to help job-seekers improve customer-service skills and prepare for job interviews using an interactive facilitator format. Pilots eligible for a FlightSafety ProCard who train with FSI are also eligible for a complimentary life-insurance policy of up to $100,000. FlightSafety says customers will soon be able to book and confirm training sessions themselves online.
FlightSafety also announced that it received level-D qualification from both the FAAand EASA for its new Bombardier Global 5000/6000 simulator at the Columbus, Ohio learning center. The new simulator will be available for customer booking beginning in January. The company also reports that G650 training is in full swing using two full-motion simulators at the Savannah learning center, while G280 training is up and running with one simulator in Dallas.
Names in the news at FlightSafety include Christopher Howard with L-3 Aeromet, the 2,000th aircraft maintenance technician to complete FSI’s Master Technician program. FlightSafety also announced the promotion of David Davenport to senior vice president with responsibilities for sales, marketing and teammate resources. David Powell joinedFSI on October 29 as executive director of helicopter business development. – R.P.M.


Friday 2 November 2012

BPO training program launched




A PROGRAM that will provide training to trainers in a bid to address the demand for a “competent and skilled workforce” in the information technology-business process outsourcing (IT-BPO) sector was formally launched yesterday.

 
The Business Processing Association of the Philippines (BPAP) and Technical Education and Skills Development Authority (TESDA), led by BPAP President Benedict C. Hernandez, BPAP Executive Director for Finance Ronald L. Arambulo and TESDA director general Joel Villanueva, formally launched the P25-million “Train the Trainers” program that will train 1,704 trainers across the country.
The program will benefit “potential trainers” in the National Capital Region (NCR), Luzon, Visayas, and Mindanao. Training sessions in the NCR with University of Makati as the principal partner started on Sept. 17, while sessions in Luzon and Mindanao will begin on Oct. 8 and Oct. 15, respectively, Florelixie M. Neo, project manager, said in an interview.
In the trainers’ training program or the Trainers Methodology (TM) Plus, P18 million was allocated for 900 scholarship vouchers, while under the Trainers Methodology 1, a TESDA course aimed at enhancing training skills, P7 million was allocated for 804 scholarship vouchers.
Mr. Hernandez said TM Plus has three components, namely: IT-BPO industry orientation, blended learning methodologies, and industry immersion.
TM plus, funded by TESDA and implemented by BPAP, is under the “500-million funding for the Industry-based Training for Work Scholarship Program, a key initial component of the government and the IT-BPO industry’s Road Map 2016 to increase total industry generated jobs from 1.8 million in 2010 to 4.5 million in 2016,” a press release read.
TM Plus includes courses on e-learning applications, blended learning techniques, facilitation skills, and presentations skills.
The Philippine Society for Training and Development will assessed the trainers after the training. -- Kathryn Mae P. Tubadeza



Thursday 1 November 2012

Learn About ASR 9000 Data Center Interconnect (DCI) Solutions





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Learn About ASR 9000 Data Center Interconnect (DCI) Solutions
Register now. This webcast is designed to deliver the technical knowledge you need to design and implement solutions that accelerate your service providers’ ability to provide secure, dynamic, agile cloud services to their customers. Cloud continues to provide opportunities for massive growth, demand for new services and content, and improved economics.

The Cisco ASR 9000 enables rapid deployment through the elimination of unnecessary trial and error. It is a “Cisco  Validated Design” VPLS based solution facilitating high scale L2 data center interconnect (DCI) solutions deployments with enhancements to support active/active failover between provider edge and customer premises equipment by using Cisco ASR 9000 network virtualization technology.

Obtain up-to-date roadmap information. Features discussed include PBB-VPLS, ICCP-based VPLS active/active multi-homing, PBB-EVPN, E-VPN and LISP to achieve close technology integration between Cisco data center products and the Cisco ASR 9000. These features are designed to enable end-to-end datacenter solution/services with unlimited scale and reduced total cost.

This interactive 90 minute session will be led by Sai Natarajan, Cisco ASR 9000 senior product manager. Vikash Sharma, Cisco ASR 9000 product manager – marketing, will be on the panel to answer your questions.

Target Audience: Account Managers and Systems Engineers

You'll learn:

•    How to position Cisco ASR 9000 for data center interconnect
•    Learn the ASR 9000 Layer 2 and Layer 3 solutions for DCI
•    Evolution of the Cisco ASR 9000 and the supporting product roadmap
•    Case studies
Dates & Times
 Session 1
Session 2
Monday, November 5, 2012
8:00 AM - 9:30 AM Pacific Time (UTC-8)
4:00 PM - 5:30 PM (UTC)
11:00 PM - 12:30 AM CST (UTC+8)
Tuesday, November, 6, 2012
10:00 PM - 11:30 PM Pacific Time (UTC-8)

Wednesday, November 7, 2012

6:00 AM - 7:30 AM BST (UTC)
1:00 PM - 2:30 PM CST (UTC+8)
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