| An Example of What STAT Can Do |
  A simple example may best illustrate the power of this tool. As we analyze each piece of equipment and each "system" in a continuous pulping process, we identify all terms and definitions that trainees needed to know to operate effectively. Each required term is identified individually, but also linked to a "terms and definitions" category. We have established over a dozen categories to help us later sort through information.

  Once we complete the analysis, we simply filter on the "terms and definitions" category to create a comprehensive list of necessary terms.

  The list can then serve a number of functions:

• It can be given to a mill trainer as the basis for quickly creating a paper-based or on-line glossary
• It can be used to create interactive exercises to use in classroom settings for reinforcing learning (or games!)
• It can become the basis for assessing understanding
• It can be used to produce "down and dirty" checklists for learning critical terms, matched to job positions

| Criticality Ranking |
  We can also use a criticality matrix built into STAT to define how critical each term and definition is.

  If we determine, for example, that the definition for "pressure drop" is easy to learn, used frequently, and the knowledge of it has little impact on production or quality, we can then tag it as a "low train" or undertrain item, since the criticality is low.

  An item like "kappa," on the other hand, might have a high criticality, because it is difficult to understand, difficult to learn, and its meaning is critical to production and quality. In this case, "kappa" might become an "overtrain" item-we'll cover it, reinforce it and assess on it several times during the training sequence to make sure trainees know its meaning and can use the term appropriately.

  STAT gives us the flexibility to design training materials based on the criticality of what's to be learned, and to adjust assessments and exercises accordingly.

  It gives us a way to look at the total content of a training program from a variety of perspectives-we could just as easily filter on fundamentals, critical variables, operating strategies, area systems, key tasks and procedures, troubleshooting strategies-the list is almost endless.

  The ability to divide up program content in almost infinite ways, combined with the ability to rank everything in terms of criticality, makes STAT an invaluable design tool. STAT helps us make good decisions on how we spend our training time.

  We've used the STAT needs analysis engine in new and existing process areas both as a design tool and to structure the development work of trainers.

  The spreadsheet itself has been improved. Now we can match objectives (for measuring performance) to content, and use the needs analysis process to actually pre-write training materials. We can indicate which job positions need to know which terms, for example, or establish a "fundamentals" list on which to build.

  You can also produce instantly usable training checklists from STAT, surprisingly quickly. Perhaps the best example of a checklist from STAT is an on-the-job training task list, used by trainees to learn a job's tasks and later demonstrate the ability to perform those tasks.

  Take a look at our Training Systems Development Strategies by clicking here.