TRAINING MANUAL 1

Running Head: CITY STATE TRAINING MANUAL

City State Vocational Institution and Employment Agency

Training Manual

Tiffany A. Simmons

Strayer University

TRAINING MANUAL 2

Table of Contents

Abstract………………………………………………………………………………3

Training Manual Description…………………………………………………………4-8

Developing Training for City State…………………………………………………..8-12

Training Needs Analysis……………………………………………………………..12-17

Training Methods…………………………………………………………………….17-21

Training Plan and Exercises………………………………………………………….22-26

Evaluation

The Evaluation Process……………………………………………………….26-29

Post-Training Evaluation……………………………………………………..29-30

Conclusion…………………………………………………………………………….30

References…………………………………………………………………………….31

Appendix A…………………………………………………………………………...32

Appendix B…………………………………………………………………………....33

Appendix C……………………………………………………………………………34

Appendix D……………………………………………………………………………35

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Abstract

Companies today utilize training manuals to instruct its workforce on current job practices and

workplace etiquette. The manual presented therein purposes to do the same. Although this

manual focuses on one particular job title and its duties and responsibilities, one can substitute

another job title and its duties and responsibilities while keeping the intent of the manual intact.

It is hoped that this manual offers the user opportunity to increase his or her knowledge, while

serving the mission and purpose of City State.

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Training Manual Description

City State Vocational Institution and Employment Agency (hereinafter referred to as City

State) is situated within a low-income neighborhood, with approximately 250 students enrolled

in its training programs. The agency provides training in five content areas: administrative

assistant, building and maintenance technician, food and hospitality management, retail store

management, and medical assisting. The agency’s focus is to provide training for gainful

employment in public or private organizations. Its mission is to help program trainees build the

self-sufficiency needed to obtain gainful employment and be contributing members of their

communities. The agency employs staff members in the admissions, registrar, financial aid,

academic advising, and job counseling departments to assist trainees in successfully completing

program requirements. Additionally, the agency employs instructors in the five content areas to

facilitate learning opportunities. Finally, the institution employs a director that oversees all

educational and enrollment activities and an admissions director that manages all admissions

department activities. Unlike the colleges and universities in the area, the agency offers training

programs that take less than one year to complete and prepares graduates for immediate entry

into the workplace. The opportunity to enter the workplace in less time than it takes to complete

college or university is an attractive option for those who cannot or will not wait two to four

years.

City State espouses its commitment to helping its trainees achieve self-sufficiency

through gainful employment; however, it acknowledges that its line, staff, and faculty do not

possess all the knowledge, skills, and attitudes to make it possible for students to achieve that

ideal. It understands that the gap between espoused theory and theory-in-use will render it

ineffective in accomplishing its mission. To that end, City State strives to create the learning

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organization, “a place where people continually expand their capacity to create the results they

truly desire, where new and expansive patterns of thinking are nurtured, where collective

aspiration is set free, and where people are continually learning how to act together” (Merriam,

Caffarella, & Baumgartner, 2007). Learning, according to Blanchard and Thacker (2010), is a

“permanent change in cognition that results from experience and directly influences behavior.”

It is the company’s sincere wish that the trainings produce such an effect in its employees. City

State will implement a series of trainings that each line, staff, and faculty member will attend in

order to align its campus operations with its mission. The training programs are for new and

currently employed line, staff, and faculty members, who may or may not have experience

working with low-income, high-need populations but have the appropriate professional

background. Any man or woman hired as a member of line, staff, or faculty is required to

undergo training in order to be part of the organization and to serve students. Line members

must possess a Master’s degree from a regionally accredited institution, five to seven years of

experience in campus or department operations, intermediate to advanced proficiency in MS

Word, Excel, PowerPoint, Outlook, and CampusVue or similar student information systems

software (e.g. Banner or SIS Plus). Staff members must possess a Bachelor’s degree from a

regionally accredited institution, two to four years of sales or customer service experience,

intermediate proficiency in MS Word, Excel, PowerPoint, Outlook, and CampusVue or similar

student information systems software.

New line, staff, and faculty members will attend new employee orientation to obtain

information on organization policies and procedures, to meet and network with other new

employees, and to learn performance expectations, obtain a copy of job descriptions, and an

explanation of company benefits and compensation. The training content for new and current

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staff will focus on customer service, student enrollment procedures, registration procedures,

attendance monitoring, financial aid processing, advising procedures, retention strategies,

building employer relations, and software training on the appropriate modules for his or her job

duties and responsibilities. It should be noted that not all staff members will need all the

trainings. For instance, the admissions staff will not be required to attend trainings on financial

aid or registrar functions, while financial aid staff will not be required to attend trainings on

advising or enrollment procedures. In addition to in-house trainings, each staff member will

attend outside conferences appropriate to his or her position with the company. For example, the

financial aid officer will be required to attend financial aid conferences with both the third-party

processor and the US Department of Education to ensure compliance with regulations, in

addition to attending web-based trainings offered by the state association for its members.

Admissions, registrar, advising, and job counseling staffs will also be required to attend

conferences, both classroom and online-based, to build and maintain the competencies needed to

perform duties and responsibilities effectively. The organization will assume all costs for

attending these trainings, since it believes that well-trained professionals enhance the mission

and values of the organization.

For faculty, the training modules will consist of andragogical theory, culturally-

responsive instructional strategies, curriculum planning, assessment procedures, classroom

management, and use of the institution software to input grades, complete progress reports, and

record anecdotal information. Like staff members, faculty will be required to attend outside

conferences, in addition to in-house trainings, in order to build and maintain professional

competency. These trainings will be both classroom and online-based, and the organization will

cover all costs.

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For the line employees (e.g. department directors and campus president), the training

content will consist of employee evaluations, budget planning, student discipline, instructor

quality, and overall department or institution management. All staff and faculty will be trained

on how to use the organization’s software to execute his or her job duties and responsibilities.

Line employees will also be given the opportunity to attend outside conferences, both classroom

and online-based. The trainings and the content will be covered, as appropriate, for each type of

employee to assure smooth operations of the organization’s training programs.

In the recent past, no manuals existed to instruct organization members on what company

expectations are and how to manage them. Additionally, nothing in organizational literature

addressed student activities. That in mind, the organization needs concrete information on how

to manage educational activity and maintain professional standards that enhance the

environment. The purpose of this training manual is to offer the structure needed to manage

campus operations while staying true to the organizational mission. Because many employees

come through the organization with limited knowledge of higher education in general and their

own positions in particular, it is necessary to provide a guide to instruct on best practices. Since

the organization is committed to self-sufficiency, it is necessary to build such traits in the

organization’s members-ones who work firsthand with populations who are struggling with what

it means to be self-sufficient and how it can come about in their own lives. However, students

are not the organization’s only means of operation. This training manual also provides guidance

on how to handle interpersonal relations, manage work/life balance, and what is acceptable

general conduct in the workplace. It is expected that, from time to time, this manual is updated

to coincide with newer information and practices that will enhance the effectiveness of all staff

and faculty members.

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Within this training manual are the tools necessary to instruct every member of the

organization on how to be an effective, contributing team member. The employee is given this

manual for three reasons: one, to orient him or her to the duties and responsibilities of his or her

job and the relevance of his or her job to organizational objectives; two, to introduce the

organizational culture; and three, to serve as a reference guide. In addition to the manual, each

employee will be given a copy of his or her job description, per company requirements, to have

on hand should any conflicts arise. The ultimate goal is to promote competency on the job and

enhance the mission of the organization.

Developing Training for City State

City State Vocational Institution and Employment Agency is committed to providing a

high-quality environment in which its employees are encouraged to use their knowledge, skills,

and attitudes. It is those knowledge, skills, and attitudes that will distinguish City State from

competitors. Employees on all levels are encouraged to take advantage of any opportunity to

increase their knowledge and grow their skills so that they too will remain competitive with

peers in other institutions. Training is an ongoing activity with City State, as laws and

regulations change, positions undergo turnover, and new positions are created to accommodate

industry demand.

In order for training to be effective, the following conditions must be met: a purpose for

the training, identification of employees who will need the training, identification of deficiences

in knowledge, skills, and attitudes (KSAs), availability of appropriate materials and resources,

location and time of training to be agreed upon, subject matter experts (managers, directors,

instructors, etc.) secured for training, and an agenda. A purpose is perhaps the most important

part of the training itself because it will aid in development and implementation. Identifying

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employees for whom the training will take place will also be important because no training takes

place without people to train, and it will also reduce redundancy. KSA deficiencies establish a

reason for the training; appropriate materials and resources will enhance retention of important

concepts and underscore the objectives of the training; location and time will promote

organization and ensure maximum participation; subject matter experts’ participation increases

credibility among trainees; and an agenda keeps everyone focused. While these conditions

promote a smooth flow to training activities, trainers must take care to include things that will

make the training a positive experience and exclude things that detract.

For example, employees should know about general company etiquette, company mission

and values and how the employee’s position relates to them, and information about company

benefits and compensation. Additionally, employees should be trained in areas relevant to his or

her position-areas like customer service, student enrollment procedures, and computer software

as it relates to job responsibilities. These are all relevant to those employees working in Student

Services and should be part of the training modules. It is highly encouraged for new hires to

network with one another and other employees in order to feel part of the company. Doing so

helps new hires feel like they are part of the team and will encourage greater effort from them.

However, office gossip should not be part of any professional training because it destroys

credibility and promotes animosity and distrust among employees. Besides, such activity

detracts from the company’s mission and values. Further, lectures often bore participants and do

not promote retention of important information. Instead, trainers should consider slide shows or

hands-on demonstrations to reinforce the concepts. Finally, a message to managers and

directors: guiding employees, rather than micromanaging, helps them produce their best effort.

New hires already are challenged and overwhelmed by their new responsibilities with the

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company; they do not need to be constantly monitored to see if they are working. The best

practice is to check in with the employee weekly to discuss any concerns or challenges and

suggest ways they can work through or people whom they can seek out for help. This approach

builds confidence and promotes better performance.

In developing the training, the company wishes to stress a widespread problem with

mastering the computer software. It has come to the attention of the training and development

department that company employees are challenged with using the software effectively to

conduct student transactions and make sound decisions based on system output. In short, much

of what they are presented looks foreign to them, and they are not able to make sense of it for the

student. These deficiencies will be addressed in a training entitled “Knowing Your Software.”

In this module, the trainers will secure a training room large enough for the number of

participants in the training, along with sufficient computers with the company software already

loaded. PowerPoint slides to demonstrate how the software modules are supposed to work

should be available in both slide show form and handout form. Folders with extra paper, pens

and pencils, and a step-by-step manual for the software components for training. should be on

hand for participants to record important information and lend an overall professional look to the

training. The conference room itself should have adequate lighting and temperature control to

maximize attention to the training; the technology used (projectors, laptops, etc.) should be in

good working order; and, most importantly, everyone must be well-rested to ensure maximum

attention to the training.

The best instructional method for the training would be thus: pre-orientation for the

employees selected to attend the training. In this case, it would be current and new student

services staff. They will be instructed as to what time and location the training will be held, what

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to bring, as well as the contents of the agenda. Additionally, they will be asked to confirm their

participation with a pass code provided by the trainer. Orientation will consist of introductions,

purpose of the training, the agenda, the explanation of the ideas and concepts as presented in the

materials and resources, and the objectives that will be met at the close of the training. During

the training, hands-on learning activities, slide show presentations, and discussion of the ideas

and concepts will take place. Additionally, any questions and concerns may be addressed to

maximize retention of the material. At the end, participants will be asked to evaluate the

training, providing feedback for the trainer and the training staff for further review.

Additionally, each participant will be monitored by his or her director or manager to ensure that

transfer of training actually happens. In fact, the transference of learning will be noted on

performance evaluation to determine if the training benefited the employee or if any other

training needs arise.

The initial training analysis will find the trainers analyzing the KSA deficiencies,

reviewing the software, speaking with the software vendor, and, if time permits, attending a

training conference/seminar on the computer software themselves to understand the capabilities

of the system. Once those tasks are completed, the trainers can design a training module. The

design will include “identifying a time and location, establishing learning objectives, facilitating

learning, and ensuring transfer” (Blanchard & Thacker, 2010). One worthy learning objective

of this training would be employees will be able to use the computer to research and resolve

student issues. Once the learning objective is identified, the training staff can then develop the

training, creating appropriate instructional materials, identifying and securing technological

resources to enhance the training, and finalizing time and location for the training. The

implementation phase requires that any potential blind spots for training be addressed and fixed.

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That is where a control group can participate in a simulation of the training. The simulation is a

“dry run” (Blanchard & Thacker, 2010) that enables trainers to fine-tune their presentations.

Finally, the evaluation stage will be an opportunity for trainers to collect and review feedback on

the training and to follow up with the participants to determine if transference of newly-learned

skills is taking place. Perhaps the easiest way to determine this is to design the performance

evaluation to include this information, allowing managers and directors to make comments and

recommendations as appropriate. The feedback from the evaluation stage will determine if the

training was successful, whether other KSA deficiencies were detected and need to be addressed

in a training, or whether the training itself needs to be modified to include more components.

City State is committed to developing its employees to their fullest potential. That

includes training them adequately in areas that the company feels is important to their success.

However, training does not happen if the need for it does not exist. When it does happen, it is not

in isolation. Everything that the employee learns is meant to have practical application in

everyday work situations, and it is expected that employees integrate their new knowledge. As

long as City State remains competitive in its industry, it will continue to offer high-quality

training to its employees at low cost and minimal time taken away from daily tasks.

Training Needs Analysis

The previous section of the training manual for City State focused on developing a

training program for employees. Developing a training program requires preliminary steps, such

as identifying a purpose and a goal for the training, selecting trainees, and securing location,

materials, and resources. In order to develop the training further, and prepare for the design

phase, the organization must determine its needs. A Training Needs Analysis (TNA, as it will be

referred to from this point forward) helps the organization focus its training on a specific area or

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specific areas of operation in order to align it/them to established objectives. Upon examination

of City State’s mission, it was discovered that a gap existed between actual performance and

expected performance. City State needed to align its job descriptions and specifications with

company mission and goals.

City State expects all employees to develop students into self-sufficient citizens who are

gainfully employed in the fields of their choice; however, the system is not producing self-

sufficient students. Instead, the system is scattered and disorganized in its attempt to provide the

needed services, and the employees of the organization are currently beset with leadership

problems. To that end, an organizational analysis must be performed to determine underlying

causes. This organizational analysis “looks at the internal environment of the organization….to

determine its fit with organizational goals and objectives” (Blanchard & Thacker, 2010). The

following data will be examined to determine where the gaps are and what to do next: the

financial statements, budgets, student enrollment and retention numbers, attendance records,

graduation rates, job placement rates, and loan default rates. The questions to be asked in the

analysis are the following: what are the organization’s goals for employees? What are expected

performance standards for employees? How will they be measured? Are the expectations for

performance consistent with company mission and goals? Are the employees aware of the

importance of their role? Is the compensation structure supportive of the goals? What are some

constraints that could potentially compete with the established goals and render them ineffective?

An operational analysis should accompany the organizational analysis to uncover any

problems inherent in the organizational system that would hinder the development of an

appropriate training module. An operational analysis will require that job descriptions and

specifications and performance data be examined to determine overall compatibility of positions

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and people with organizational objectives. To that end, the following questions for operational

analysis should be asked: what jobs are critical to the mission and goals? What performance

targets must those who occupy critical positions meet? Who will be responsible for follow-up of

performance goals and expectations?

As the financial aid office is considered the linchpin operation of the enrollment process,

the task-oriented job analysis will highlight the duties, tasks, and knowledge, skills, and attitudes

required of the person who will fill the position. Additionally, any deficiencies in knowledge,

skills, and attitudes and current trainings and resources will be mentioned, along with any further

recommendations for professional development. In an indirect way, the financial aid officer’s

duties and responsibilities contribute to some of the enrollment and retention problems, as the

expectation is that the person performing the job will be able to provide financial aid to the

student while keeping the organization profitable. On a daily basis, the financial aid officer

interviews prospective students and their parents to determine financial need, discuss the various

aid packages available, and assist with completing the Free Application for Federal Student Aid

(FAFSA). Additionally, this same person verifies tax forms and verification worksheets to

confirm eligibility and processes award packages according to federal, state, and institutional

guidelines. Finally, the financial aid officer forwards funds requests to the third-party servicer,

monitors receipt of all financial aid funds, reconciles program funds on a regular basis, monitors

loan default rates, completes required reports for the United States Department of Education, and

participates in the yearly audit with the third-party servicer and the company’s auditing firm.

In order to perform these duties and responsibilities successfully, this person must have

excellent customer service skills, basic accounting knowledge, a minimum of an Associate

TRAINING MANUAL 15

degree from a regionally accredited institution, knowledge of financial aid regulations, computer

experience, and an administrative background. Although it is expected that those who desire to

work in the financial aid office have the previously mentioned knowledge, skills, and attitudes,

the following deficiencies could potentially hinder the financial aid officer’s efforts: lack of

understanding of complex regulations and laws governing financial aid, performing verifications

and awarding processes incorrectly, lack of computer skills, poor customer service skills, if the

employee in the position is disinterested in the job or its requirements, and unavailability of the

financial aid officer to answer questions or provide assistance. These deficiencies, if not

addressed and corrected, will lead to aid officers misinterpreting regulations, potentially leading

to a costly program review and possible sanctions by the United States Department of Education

for non-compliance, in addition to administering incorrect financial aid amounts to students. The

latter, while not exactly fatal, can place the student in a position of owing the institution and the

federal government money for funds for which they were not eligible. As City State enrolls

students who are financially disadvantaged, this would not be an ideal situation in which to place

the student.

So that financial aid officers remain up-to-date on the latest training and resources, the

organization should plan to send them to annual or semi-annual state and national conferences to

receive the most current information on best practices. Furthermore, management should

encourage them to pursue web-based trainings outside of work to keep enhancing their skills and

increasing their value to the company. Finally, receiving training through the third-party servicer

will help the officer complete paperwork and other processes correctly and in a timely manner

and help build mutually beneficial relationships. In office, there should always be an updated

regulation manual and consumer guide for students. All of these resources will strengthen the

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financial aid officer’s knowledge base and help him or her be more effective for students and the

organization.

Aside from trainings, financial aid officers should cross-train with other enrollment

officers in order to gain a full understanding of enrollment procedures, participate in cross-

functional teams within the organization (i.e. enrollment management, default management,

student discipline), and promote student financial aid awareness through workshops and

seminars. Networking with other financial aid officers in other institutions is another

recommended practice, as doing so will help build relationships, allow for the sharing of tips on

performing the job well, and even promote the profession among those in their communities.

As much as the organization depends on the financial aid office to process student aid,

and subsequently receive revenues, it does not offer any sort of feedback to the officer on

performance and expectations. If there are goals that the company plans to meet, the financial

aid officer must be apprised of them and be ready to adjust their priorities accordingly. It does

no good to confer high importance to the financial aid office, and then accord that person low

importance when it comes to resources and materials to perform the job well. As much

responsibility that is heaped upon this person to keep the institution solvent, the compensation

structure must be looked at as well to determine if he or she is being compensated in a way that

emphasizes value as well as knowledge, skills, and attitudes.

Currently, the main problem with the performance gap that exists is with the inadequate

feedback. Every organization member knows his or her job; however, he or she does not know

how he or she is doing. There are no performance measurements to assess progress and any

needed improvements in the way jobs are done. Furthermore, the exit surveys that students are

given when they graduate or withdraw are not shared with staff and faculty; therefore, they are

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not aware of what students are saying and what needs to be changed so that the student

experience can be improved. As it regards the financial aid officer, he or she is aware of his or

her position within the company as “the money person,” but what feedback is he or she receiving

on performance? What should happen that is not happening? And how can the performance gaps

(real or perceived) be closed? As training is developed further, those answers will come to light.

Training Methods

The financial aid office has been targeted for training by City State, as this office is

crucial to the successful operation of the institution. As previously noted, the institution has high

expectations of the financial aid office yet does not provide the proper infrastructure to ensure its

success. Therefore, training is needed to communicate expectations and strengthen the officer’s

knowledge, skills, and attitudes to align with them. The success of the training will depend on

the design of clear learning objectives, the selection of effective training methods, and the

conversion of the training to an e-learning format.

The financial aid officer is responsible for evaluating student eligibility for financial aid

and processing aid packages according to federal, state, and institutional guidelines. His or her

duties include interviewing prospective students (and parents, if needed) to determine financial

need and potential eligibility for aid programs, assist with the completion of the Free Application

for Federal Student Aid (FAFSA), verify information reported on the FAFSA and resolve

discrepancies, build student aid packages, communicate award packages to students (and parents,

if needed), report aid types and amounts to the United States Department of Education, monitor

receipt of funds, and reconcile all programs on a regular basis. In addition to this, the financial

aid officer monitors loan default rates and facilitates the student refund process. Due to the

scope and depth of the officer’s duties and responsibilities, he or she must possess a college

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degree. A minimum of an Associate degree is desirable, with a Bachelor degree preferred, two

to five years of customer service experience, basic accounting knowledge, proficiency in MS

Word and Excel, and administrative capability. The work is generally performed in an office

environment. The officer is frequently on the telephone or working on the computer to complete

his or her job duties and responsibilities. Little to no physical lifting is required. Since

regulatory practices change frequently, financial aid officers need training often to keep up. To

that end, it is recommended that the training address appropriate learning objectives that

maximize effectiveness and minimize errors and delays in processing.

Upon completion of the training, the trainee will be able to calculate Expected Family

Contribution (known as the EFC by financial aid professionals) using the calculation worksheet

provided in the training materials with no more than two errors, be able to identify with 100%

accuracy three items that are required to perform and complete a verification, and be able to

build a financial aid award package using the EFC after verification. Package must include all

award types and amounts for which the applicant is eligible. To make those objectives

attainable, the training agenda will include the following: calculating an EFC, the verification

process, and packaging student aid, in that exact order because each module builds off the other.

Five hours have been allocated to complete all agenda items, including post-training evaluations.

Each module has specific goals that are to be met. The goal of the EFC module is to

empower each financial aid officer to manually calculate an EFC without a computer, should one

not be available due to software problems. The verification module is meant to teach officers

how to perform a correct verification to determine a student’s final eligibility for aid. This step

is important in that the types and amount of aid can change after the verification process, and if

this is done incorrectly, it can affect the student’s eligibility and cause him or her to owe the

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institution money. Finally, the packaging comes after EFC and verification are confirmed. The

goal of the packaging module is to have officers learn how to award financial aid, with correct

award types and amounts listed. The overall goal is to have trainees complete the financial aid

process for a sample applicant.

The sample agenda will begin promptly at 9am on the day of training. The agenda will

be as follows:

9am to 9:05am: Welcome

9:05am-9:25am: Icebreakers and Introductions

9:25am-9:30am: Overview of Training

9:30am-10:30am: Calculating EFC

10:30am-10:45am: Break

10:45am-11:45am: Completing the Verification Process

11:45am-12:30pm: Lunch/Announcements

12:30pm-1:30pm: Awarding Financial Aid

1:30pm-1:45pm: Review

1:45pm-2:00pm: Post-Training Reflections/Evaluations

The above posted agenda will be included in the materials provided in the training. As

with any training, there will be some variations to the schedule. Those will be announced, as

appropriate, so the training can proceed in an orderly manner. Participants are expected to be on

time to the training, be back from breaks and lunches on time, and fully participate in all

modules. Finally, an evaluation will be given to assure that all training objectives are met, and

all participants received the expected benefits from it.

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In order to meet the goals and objectives of the training, the following training methods

will be used: lecture/discussion, case studies, and exercises/worksheets. The lecture will

introduce basic terms and concepts of the profession to new officers and act as a refresher for

more seasoned officers; the case studies are designed to give officers examples to demonstrate

understanding of terms and concepts and build a working knowledge of process and procedure;

and the exercises and worksheets will enable the officers to calculate an EFC, perform a

verification, and process awards. The advantages of using these training methods are thus: they

are familiar methods to trainees, making it easy to follow and understand, and the training

methods encourage interaction with the material, enhancing retention. The disadvantages are

potential to create boredom because the training methods are familiar, and some participants may

have a hard time applying all the concepts, making the transfer back to the job more difficult.

The challenge is how to overcome the disadvantages while retaining the integrity of the training

process. To aid in that process, it is recommended that the trainings be available through e-

learning methods.

As with the on-ground training modules, the e-learning modules will also be

interconnected. Trainees must be able to complete one module successfully before going to the

next. The training will be blended with an interactive system that feature case studies and a

feedback system that assists the trainee in learning the concepts. The interactive system will offer

trainees the opportunity to practice and learn while receiving continuous feedback and improve

their skills on an ongoing basis. Trainees who are more comfortable using a computer will have

this option, and those who are not as comfortable will have the benefit of face-to-face

interaction.

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For the training, City State has chosen to deliver the interactive multimedia training

through the Internet. The advantages of using this method are the “learning is chunked”

(Blanchard & Thacker, 2010); trainees receive immediate feedback; and “trainee is highly

involved in the situation” (Blanchard & Thacker, 2010). Delivering the training through the

Internet as opposed to a LAN enables trainees to access the modules in the privacy of their own

home or at the local library-anywhere an Internet connection is available. They do not have to be

at their work site or training site to receive the benefits of the training method, as would be the

case with a LAN. The advantages of the training method assume that the trainee has a high

degree of computer savvy. What about those who do not? Obviously, the lack of computer

savvy is one disadvantage of using the interactive multimedia training method. Other

disadvantages include lack of access to a computer, and for those who need more careful and

thorough instruction, information overload. Overall, the availability of an e-learning option for

training will appeal to those workers who are pressed for time and cannot always leave work to

attend an on-ground training.

As was stated before, training must have a purpose, as reflected in the learning

objectives, and a method for delivery. In this section, there were two-the traditional on-ground

and the e-learning option. The flexibility of the e-learning option will make it a more popular

choice for trainees and trainers alike, although the on-ground approach will always be around.

No matter which option is utilized, the goal is to strengthen the trainees’ knowledge, skills, and

attitudes in administering financial aid programs. City State would do well to commit itself to

the professional development of the person occupying this position and ensure that the proper

training happens.

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Training Plan and Exercises

In order to execute an effective training program, there must be a plan in place. This plan

will include number of people to be trained, materials, resources, technology, and location of the

training for maximum results. Following is a detailed plan of what will be expected in this

training. For the financial aid officer training, there will be three trainees representing the

organization in this session. In total, there will be around forty trainees from different

institutions around the state. These trainees will possess varying levels of proficiency at

financial aid delivery-from novice to proficient. Why are proficient learners included? Because

regulations change each year, and each financial aid officer has the responsibility of keeping

abreast of those changes. For that reason, all financial aid officers will be required to attend this

training.

This training will include information on how to calculate Expected Family Contribution

(EFC), how to correctly verify a student, and how to package and award student aid. In learning

how to calculate EFC, trainees will know what it is, how it is used to determine eligibility, and

the methodology used to calculate it. Included is a worksheet that will give an idea of how this is

done. The financial aid officer will assist the student applicant in completing the FAFSA, with

the information provided. Since this is done online, the officer must wait until the federal

processor processes the application before a result is given. One of two events occur: the

student will be selected for a process called verification, in which additional information is

needed, such as a tax return and a complete verification worksheet, to process student aid. The

other possibility is that the student is not selected and can be awarded financial aid immediately.

For the purpose of the training, trainees will learn how to perform and complete a verification

process. In this particular training module, the trainee will learn how to perform and complete a

TRAINING MANUAL 23

verification process with 100% accuracy. Once the verification is complete, the trainee will

award the student. In awarding the student, the trainee will learn what the student will be

eligible for and what amounts. To complete the entire award process, the trainee will work a

case study of a student who is enrolling at a mock institution and needs financial aid in order to

attend. This case study will follow the student from the beginning of the financial aid process,

an interview to determine initial eligibility to the final awarding process. Along the way, the

trainee will learn concepts like needs analysis, cost of attendance, and unmet need, in addition to

EFC, grants, scholarships, and loans. The methods used to deliver this training will be a

combination of slide show presentation, practice exercises, and case studies to enforce the

concepts. Therefore, the trainer will need a room with Smart Technology complete with

computer hookups, an overhead projector, a laptop with MS Office products loaded, extra light

bulbs for the projector, and an audiovisual cart to hold all the technology. These are needed to

run the slide shows, show transparencies to demonstrate ideas and concepts, and post a copy of

the case studies and practice exercises to keep everyone on task. In addition, training manuals

and practice worksheets will be included and are to be available at each place setting.

The training will be held on a university campus, where there is adequate parking and

large conference rooms to accommodate training for forty people. The conference room selected

must be already technology-ready, as stated before, and allow trainees to be far enough away

from administrative offices to not be disturbed by students and other staff. The room itself will

need adequate lighting, with plenty of space for trainees to move freely and be accessible to

those with disabilities. The room must also be arranged with round tables, four to a table, so that

everyone can interact with one another while engaging in the session. The trainer should be at

the head of the room lecturing at one point, then moving around the room as groups work on the

TRAINING MANUAL 24

case studies offering feedback. Additionally, the trainer should be adequately trained in

financial aid concepts in order to communicate them in a confident way to trainees, possess

excellent written and verbal communication skills, and be able to answer trainees’ question with

a high degree of professionalism and proficiency. However, this trainer must be someone who is

not employed in a financial aid office; rather, it should be someone serving in an advisory or

consultative role.

The trainer should be able to communicate the learning objectives in a clear and thorough

way that trainees can understand and readily apply. In addition, he or she should communicate

the overall training objective to remind trainees why they are there and what will be

accomplished. For the purposes of the training, the overall objective is to improve the efficiency

of financial aid officers in processing student aid. To begin the training, the trainer can

welcome everyone, conduct icebreakers and introductions, and begin by asking what an

inefficient financial aid office looks like and what an efficient one looks like. What should a

financial aid officer know how to do? Why is that important? Asking those questions will lead

to an overview of the training and to the training itself. The three modules covered in the

training will provide ample opportunity for learning the materials and methodology for

performing the financial aid cycle.

The first module, Calculating EFC, will see participants collecting information about the

applicant. At this point, everything is projected, not actual. To facilitate this process, the aid

officer will need to calculate a projected EFC (see appendix A) to determine what the applicant

could potentially eligible to receive. To do that, the aid officer will require the following: a

copy of the applicant’s income tax return or W-2 if the applicant did not file and number in

household (including number of household members in college). After the EFC is calculated, the

TRAINING MANUAL 25

information is then transferred to a needs analysis worksheet, in which financial aid projections

are calculated. The purpose of the needs analysis is to project financial need for the student and

to use as a guide to finalizing aid packages. This worksheet is placed in the student’s financial

aid file until verification (if required) is complete. The EFC calculation is just but one part of the

financial aid cycle. The next module will cover verification. Verification is not always required,

but it helps for aid officers to know how to perform one, if needed, so that student aid packages

can be finalized accurately with minimal delay.

The next module, Completing the Verification Process, instructs aid officers on

completing a verification process accurately and completely. Verification is the process of

reviewing student FAFSA information against tax return and verification worksheet documents

in order to assure accuracy and to resolve any discrepancies in reporting. Aid officers are to

collect tax returns (signed by the tax filer or preparer), a signed verification worksheet, and any

other information that will assist in the verification process. For example, a student may report

that he/she received child support in the last year. Documentation of child support payments, on

official letterhead, will be sufficient for this need. The required documentation, along with the

FAFSA, comprises the student’s financial aid file. It will be attached to the verification

correction sheet (see appendix B) as evidence that the review took place and its results, and

placed in the student’s financial aid file. Applicants (and parents, if parents are required to

submit information for the FAFSA) may wonder why their application was selected for

verification. Sometimes, it is easy to spot the reasons for selection, such as missing tax

information or dependency status. At other times, the selection may be totally at random. In any

case, the application is required to be verified before aid can be processed. Once the verification

TRAINING MANUAL 26

process is complete, applicants can be awarded financial aid in the amounts that their final EFC

dictates. The final module will cover how to award financial aid.

Awarding Financial Aid demonstrates to the financial aid officer how to package and

award financial aid to the applicant. Included in the training will be a checklist of items (see

appendix C) that the aid officer will utilize in order to assure that all steps are followed in

awarding aid. In this way, if the file is audited, it can be clearly demonstrated that the officer

completed his/her due diligence in the awarding process. Finally, the officer will create a ledger

card for the student to document aid awarded (see appendix D). The ledger card, along with the

needs analysis worksheet, the verification documentation, and the financial aid checklist, will

complete the student file.

At the end of training, trainees should be given ample time to ask questions and get them

answered, network with other participants, and seek out additional resources for learning.

Trainers should be sensitive to the speed at which trainees learn and not speed ahead of the

lesson until everyone has understanding. Additionally, trainers should work to pair more

experienced financial aid professionals with new ones (ideally not ones from the same school) so

that learning can be facilitated and feedback can be immediately given and have a richer context.

Finally, the trainee should have time to reflect on the training and offer his or her thoughts on an

evaluation. This evaluation will help the trainee determine if learning objectives were

accomplished and what other areas of training he or she will need in order to be more successful.

Evaluation Tool

The Evaluation Process

City State has identified and chosen its instructional methods for the training, selected the

trainees who will attend, and secured a trainer who will implement the training modules. In

TRAINING MANUAL 27

order to determine if training has met the needs of the trainee and of the organization, an

effective evaluation tool has to be devised. This evaluation tool will address learning outcomes

and whether trainees have achieved them (or not). Additionally, this evaluation tool will assess

the overall learning atmosphere, whether it was conducive to the learning process. In designing

the evaluation tool, City State plans to identify data that has to be collected, the level of

evaluation to be conducted, the items to be evaluated, and the learning outcomes that will be

measured. Finally, an evaluation instrument will be designed incorporating all those elements.

The following data sets will be collected for City State: process data and outcome data.

The process data will determine whether learning objectives were achieved. Before the training

occurs, the objectives will be evaluated. The questions to be asked at this point in the training

process are these: Do the objectives correspond with training needs? Are the learning objectives

clearly explained? Are they achievable? At this stage, any gaps between the learning objectives

and the method to teach them should be resolved before going further. Once the pre-training

issues have been resolved, further evaluation occurs at the implementation level. At this stage, a

monitor will sit in on the training, evaluating whether the training was implemented as designed

and whether the learning objectives were achieved. The process data will be the domain of a

training monitor. The outcome data, however, will be received from the trainees. Outcome data

“determines how well the training met or is meeting its goals” (Blanchard & Thacker, 2010).

The trainees’ reactions to the training are vitally important for the evaluation. Their perceptions

of the training affect what they learn and whether they retain what is learned. Therefore, the

evaluation will measure those reactions and determine the effectiveness of the training. Learning

outcomes will determine if the stated learning objectives have been met by the trainees. Job

behavior outcomes measure the transfer of learning to the actual job. Finally, organizational

TRAINING MANUAL 28

results reflect the effectiveness of the training through its bottom line and the improvement of

processes related to the job.

To capture the data needed, the trainees will complete a questionnaire at the close of the

training and submit to a proctor. Meanwhile, the assigned monitor will evaluate the training as it

is going on to assess trainer quality and instruction quality. Finally, the trainees’ supervisors will

evaluate them at the next scheduled performance review period in order to determine if the

training transferred to the job. Several items will be evaluated on each. On the trainees’

questionnaire, their reactions to the training will be evaluated, along with any comments about

the general environment of the training. The monitor will evaluate the general conditions:

whether the environment was arranged appropriately for the training, whether the instruction was

delivered as designed, whether the technology was appropriate (and functioning) for the training,

and whether trainees are engaged in the learning. Finally, the supervisor will perform a job

performance review to measure the transfer of training to the job. The purpose of each

evaluation is to capture trainees’ perspectives, along with the perspectives of a monitor and that

of a supervisor. This layered approach will offer a full picture of the effectiveness of the training

and whether improvements need to be made.

The most important item to be evaluated in the training will be the learning objectives

and the overall training objective. The training objectives address performance gaps, while the

learning objectives address deficiencies in knowledge, skills, and attitudes. Taken together, they

seek to improve the efficiency of the trainees on their jobs and the organization in their everyday

business. Training objectives must be clearly communicated so that the trainees can establish a

connection between the jobs they perform and what they are expected to learn as part of their

jobs. An evaluation will assess whether the objectives are known and met by the trainees.

TRAINING MANUAL 29

For the financial aid officer training, the following objectives are to be met: the trainee

will be able to manually calculate the Expected Family Contribution (EFC) using the calculation

worksheet with no more than two errors; be able to identify with 100% accuracy the items

needed to perform and complete a verification; complete a verification with 100% accuracy; and

be able to build a student package using the EFC after verification, including the correct award

types and amounts. These objectives will be clearly communicated in the materials presented,

and the trainer will also state them at the beginning and end of each training module. This gives

the trainee a sense of direction and understanding about what is being discussed and learned.

Following is a sample evaluation that will be used with trainees at the close of the training:

Post-Training Evaluation

Below is a sample evaluation form that will be administered to participants at the close of

the training. The purpose of this evaluation is to get feedback on what worked, what did not,

how effective training was from the trainee’s perspective. Once completed, they will be

collected, analyzed, and the results shared with organization executives. It will then be

determined what next steps should be taken to ensure that all training programs align with

organization strategy and trainees’ needs.

Please comment below on the following questions:

1. The two things I learned in this training were:

2. The two things I need additional help with are:

3. The best part of this training was:

TRAINING MANUAL 30

4. What should have been included was:

Answer yes or no to the following:

5. The trainer explained clearly and thoroughly the concepts trainees were to learn.

6. The trainer treated each trainee with respect and dignity.

7. The trainer was knowledgeable about what he/she taught.

8. I would recommend this trainer to others.

9. Other comments:

This evaluation is a means to capture the training session in a nutshell. Gathering

information about the quality of training, as well as what was learned, and how it was learned,

provides valuable information on what trainees need in the future as well as what the

organization will need. Training is not to be designed or delivered haphazardly, and evaluations

can identify the usefulness of the training, as well as the intention. It is hoped that City State

will continue to commit to employee quality through training and development.

Conclusion

City State is committed to the training and development of its staff and faculty. To that

end, it seeks out the highest quality in training resources, materials, and instructors to meet that

goal. This manual is meant to be an instructional piece to offer financial aid officers and those

whose jobs are impacted by what they do and to help the learners they reach to realize their

goals of obtaining post-secondary education. When those goals are met, City State wins. The

overall goal is to have everyone win. This manual’s ultimate goal is create a winning staff and

faculty and a winning training program that assures high quality and lasting results.

TRAINING MANUAL 31

References

Blanchard, N.E. & Thacker, J. (2010). Effective training: Systems, strategies & practice: 2010

custom edition (4th

ed.). Upper Saddle River, NJ: Pearson.

Merriam, S. B., Baumgartner, L. M., & Caffarella, R. S. (2007). Learning in adulthood: a

comprehensive guide (3rd

ed.). San Francisco: Wiley.

TRAINING MANUAL 32

Appendix A

Needs Analysis Worksheet

Cost of Attendance

EFC

Remaining Need 0

Pell Grant

State Grant

Scholarship

Subsidized Loan

Unsubsidized Loan

PLUS Loan

Private Loan

Third-Party

Payment

Cash Payment

Total Aid 0

Unmet Need 0

*Attention Financial Aid Officers: this is not an award letter. The numbers above are projections only and are

used to approximate student’s eligibility. Award letters are finalized once verification is complete.

TRAINING MANUAL 33

Appendix B

Verification Correction

Student Name:__________________________________________

Social Security #:________________________________________

Dependency Status: ___

FAFSA

Correction Difference

Student Section

Adjusted Gross Income

0

Tax

0

Number in Household

0

Number in

College

0

Worksheet A

0

Worksheet B

0

Worksheet C

0

Total

0

Parent Section

Adjusted Gross Income

0

Tax

0

Number in Household

0

Number in

College

0

Worksheet A

0

Worksheet B

0

Worksheet C

0

Total

0

Total for all sections 0

*dependency status must be D (for dependent) or I (for independent).

** If difference is +/- 400, the aid officer is not required to send the FAFSA back to the processor for

a re-process. If the difference is greater than 400 (again, + or -), then a re-process is required. If

number in household, dependency status, and/or adjusted gross income is updated, a re-process is

automatically required regardless of the 400 differential.

TRAINING MANUAL 34

Appendix C

Financial Aid Checklist

Financial Aid Officer: please confirm receipt by noting the date received in the appropriate blank.

Use only for applicants selected by the federal processor for verification.

Needs Analysis Worksheet ___________

FAFSA ___________

Verification Documents

Verification Worksheet-student (signed and completed) ___________

Verification Worksheet-parent (if required) ___________

Student Tax Return (signed and completed) ___________

Parent Tax Return (signed and completed) ___________

Student W-2 (if worked but did not file) ___________

Parent W-2 (if worked but did not file) ___________

Other: ___________________________ ___________

Verification Correction Sheet ___________

Ledger Card ___________

**Note: Do not award aid if any verification documents are missing.

Student

TRAINING MANUAL 35

Appendix D

Ledger Card

Student Name: __________________

Student ID:_____________________

Program Enrolled:________________

Start Date:____________

Scheduled Graduation Date:____________

Cost of Program

Aid Awarded

Pell Grant

State Grant

Scholarship

Subsidized Loan

PLUS loan

Unsubsidized Loan

Private Loan

Third-Party Payment

Cash

Total Aid

0

Remaining

Amount

0

* if Total Aid exceeds Cost of Program, the amount remaining is a refund.

**if Cost of Program exceeds Total Aid, the amount remaining is an account balance.

Account balances must be resolved within 15 days of beginning of classes;

otherwise student is dropped for non-payment.

***Note about refunds: student refunds are handled through the Student Accounts office.

Students should contact this office for more information about refunds.

TRAINING MANUAL 36