I have created a training and orientation session for new QA testers. The training is based principally on MSPowerPoint. However, there is a handbook that attendees to the session will receive and can use it first during the session to follow along with the PowerPoint presentation. Later, they can use the information in the handbook as a resource. This training and orientation session seems simple enough to develop, but it has already gone through several iterations. It isn't enough to gather info and then develop the training session. I have to collaborate with administration to make sure what they consider pertinent and important facts are included. Often, there have been discrepancies among members of the administration. Finding compromises can be the biggest piece of work for the training. However, I feel the training is interesting and educational at the same time as it provides accurate and succinct definitions for what the QA tester needs to complete the job successfully, what tools will be needed, and what skills are necessary as well as what skills will be developed or expanded. In short, the training session makes sure that the QA tester knows what is essential for completing the job description successfully.

As I have a background in teaching adults and actually work as an ESL instructor at a local community college here in the Portland area, I am often asked by my superiors here at Intel to give training and mentoring to new hires. I helped a new hire today in fact. She had been learning the ropes when I had to show her how to verify whether bugs in the software were fixed or not. We use a specialized software program called PVCS Tracker to do so. Tracker allows debuggers to first enter in information about bugs that they find. This information catalogues all kinds of data, such as OS version, language, software component, severity of bug ect. Providing this information helps the software engineers locate and eliminate the bug. The software program then allows the debuggers to check if the bug is removed. My job today was to show the new hire, Fiona, how to check to see if bugs were removed. After giving her a little bit of theory and information about Tracker and how it can be used to verify that bugs have been eliminated, I demonstrated the process to her. Then I had her check for bug removal, too, by giving her verbal guidance and prompts to ensure she was able to complete the task from beginning to end. Too often, people demonstrate and then expect the process to be transparent. However, I have learned as a teacher that students need the hands-on experience also to solidify learning and understanding. In doing, people are able to experience the heuristic directly and can prompty comment and ask relevant questions as they come up, giving someone such as a mentor or instructor direct evidence that learning has or hasn't quite yet taken place. It serves as an informal means of assessment as well.

I've discovered already a lot about the difference between creating training within both the private and public sectors. Most of the training I have created thus far has been for the public sector. The private sector does not want a lot of what it perceives as "frills and extras" even if there is a logical explanation for including "frills and extras" in the training. They consider "frills and extras" as features that take more time, which means that their trainees will be away from work longer and, if trainees can bill for the training, more money spent on training. So, trim the fat, and keep that return on investment in mind when developing training in the private sector. Only the most essential information is considered worthy in private sector training and that information needs to be presented in the most straightforward and time-saving manner. It is a completely different style of training.