Running head: BACKUP TRAINING MODULE 1

Backup Training Module

Matthew Foster

Post University
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Introduction

The current, new hire training model at Datto consists of a two-day orientation training

that is completed by new hires from all departments synchronously. Following this orientation,

the training then branches out into department-specific tracks for the next week and a half. This

report takes a look at the technical support track of the new hire training, in particular, the

training module on the backup process.

This will be done through the use of the ADDIE Model with a Twist described by

Larson (2014) in Streamlined ID: A Practical Guide to Instructional Design. Larson describes

this process as being iterative as opposed to linear, especially regarding the evaluation phase of

the ADDIE model and states, evaluation is not merely one piece of the model, you should

consider how you evaluate your instruction throughout the design/development process since the

process promotes continuous improvement. This report outlines the analysis, design,

development, implementation and ongoing evaluation of the backup module of the technical

support new hire training at Datto following these iterative evaluations.

Analaysis

Needs Analysis

When asked what is the current state of new hires leaving this training and what

should the state of new hires leaving this training be, stakeholders in the support department

identified several gaps in their answers, or needs (Larson, 2014). Of these, the two most

prevalent were in regards to learners initial understanding and ongoing retention of technical

topics such as how backups work. Understanding how a backup works is crucial for an

employee of a company that specializes in backing up business data.

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At a high level, the problem one faces in regards to training the topic of how backups

work to new support technicians, is that one has to prepare people from outside the company,

no matter their current experience or education, and be sure they are able to perform their job

satisfactorily. More specifically, one needs to be able to take learners from a wide variety of

personal and professional backgrounds, and make sure they all leave the training at a minimum

competency level of the topic and the tools to ensure knowledge retention outside of the training.

The solution to closing these instructional gaps lies in the modality of delivery used in the

training combined with a refreshed look at how the training is evaluated. By assessing the

learners before, during and after the training and appealing to their preferred learning style, be it

traditional or non-traditional, learners will leave the training with a better understanding of the

backup process leading to more ingrained retention. This is essential as the expectation

post-training is that support technicians will be able to hit the floor running and, with minimal

guidance, properly troubleshoot our products and services.

Learner Analysis

A learner-centered design is said to be the most powerful contribution to effective instruction

resulting from a systematic approach (Brigg, Gustafson, & Tillman, 1991 as cited in Larson,

2014).

A typical technical support class can range between five and 25 learners, all coming from

a variety of backgrounds and locations. Ages can vary anywhere from early 20s to late 50s but

given the technical nature of the job, the overall demographic does tend to be younger with a

large portion of the learners in their 20s. Despite the technical nature, there are no formal

education requirements with actual experience and capability being preferred. As a result, Datto
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has technicians with no college education working side-by-side technicians with Master's

degrees and technicians with 20+ years work experience alongside technicians working their first

job. Additionally, there is a divide in the gender gap with training classes being predominantly,

and in some cases entirely, male. Due to this variety in backgrounds, there is little to no

common ground regarding prior knowledge spanning the entire class coming into a training.

In addition to the varied backgrounds, the home location of the learners may be varied as

well, with offices spread out in multiple cities across the U.S. and abroad. With the training

taking place in one set geographic location, it is not unusual for a training class to include several

learners from out-of-state or out of the country. This means that special considerations need to

be made for these non-local learners so they receive the same benefits of the training as the local

learners and have access to the same resources.

Environment Analysis

Datto is a private, fast-growing leader in the business continuity and disaster recovery

(BCDR) market. It was started in a basement by the CEO 10 years ago and now holds the

distinction of being Connecticuts first unicorn (private company valued in the ten figures).

Datto has made it a habit of being ahead of trends and leading the industry so it is important to

realize there is often no roadmap for exactly where one may end up here.

The key stakeholders for this project, or the groups and individuals who are interested

and involved in, and are potentially impacted by the design, are the support department, the

managed service providers that support technicians interact with, and other internal departments

that may experience the fallout of a support experience (Larson, 2014). At stakeholder meetings,

the support department is represented by two to four members of support management, chosen to
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speak on behalf of the department. The managed service providers, or MSPs, are represented by

a selected panel of partners that partake in the instructional design and evaluation process.

Finally, other departments are represented by key stakeholders in management for that particular

department who gather together for business partner reviews of the instructional design before

final implementation to make sure it aligns with their departments roles and responsibilities.

When looking at the performance and learner contexts, there is a large degree of

difference between the two. According to the Situated Learning Theory, most successful learning

takes place in the same context in which it is applied (Larson, 2014). While this is not directly

possible in Datto's support technician training, this is overcome through the use of virtualization,

which is a backbone of the technical components of Datto's products and services. Through

virtualization, a learner can take a Windows laptop and be able to emulate any other Operating

Systems environment to experience multiple tools and prepared scenarios in the classroom. By

using these kinds of resources, a learner can take their company-provided Windows 10 laptop in

the training room and create virtual machines representing different backup scenarios.

Task Analysis

After the backup module in the technical support training, a new hire should be able to:

1. Describe the simplified backup process to someone outside the company

2. Identify the differences between ShadowSnap and ShadowProtect

3. Properly identify what operating systems Datto can backup including how to install the

necessary agent software

4. Provide one benefit of Agentless versus Agent-based backups

5. Initiate a backup of a protected machine both via the user interface and the command line
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While there are other specific subtasks that will be designated through the training, these five

outline the objectives identified by the key stakeholders for the backup module of the training. A

more Hierarchical Task Analysis would begin to identify more of these subtasks in detail

(Perform a Task Analysis, n.d.).

Situational Analysis

The largest challenge to overcome in this program isnt the diverse learner profile or the

large gap between the learner context and the performance context. The largest barrier is time.

The total time allotted for this training is six business days. During these six days, only two

hours are dedicated to the backup module. Due to this, the goal is to utilize a variety of delivery

methods including instructor-led presentations, screenshare demonstrations, hands-on activities,

and a learner workbook to be filled out that can be referenced back to after the training. The goal

is that one is able to find a method of delivery that speaks to each learner in the classroom, when

in a situation where there is not always enough time to analyze that information beforehand.

The other solution being implemented is an initiative to move the support training beyond

just this initial period and create supplemental trainings to be delivered at subsequent

checkpoints (30 days, 90 days, 6 months). By communicating to the stakeholders that new hire

training truly extends well beyond the first two weeks, a need has been found to begin exploring

these additional instructional opportunities. Additionally, by extending support training

opportunities beyond the initial two weeks, it allows Datto to look at a more continuous

evaluation of the training as outlined by the Kirkpatrick Model (Larson, 2014).

Media / Technology Analysis

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Technology will play a large part in bridging the learner and performance context gap

covered in the Environmental Analysis. For delivering the information, Instructors will use a

combination of conventional media delivery methods like PowerPoints along with more

interactive screenshare presentations. For the live demonstrations on pairing protected machines

and running backups, learners will use a number of more advanced technologies such as

virtualization through a hypervisor. This will open up options like being able to pair a Linux or

Mac server to a test Datto using a Windows laptop.

Design

Development Schedule

The first week of the development will begin with a kickoff meeting, similar to the

savvy start outlined in the article Iterative eLearning Development with SAM (n.d.). This

meeting will include project stakeholders and subject matter experts (SMEs) and will be spent

working on establishing expectations of their deliverables. The week will then be spent

developing non-SME-dependent training while the SMEs gather and organize both the

procedural and technical content required to further develop the trainings.

At the end of the first week, I will gather and review the content with the SMEs and

determine if any additional information is required. A progress check will also be completed at

this point with the stakeholders to review the training already developed and confirm alignment

between the proposed learning outcomes and the early stages of the development phase. The

second week will be spent developing the information provided by the SMEs into trainings that

are consistent with those developed during week one. Following the completion of each SMEs

portion of the training, a sit down meeting with the SME will be scheduled to fact check the
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content. At the end of the week, an additional stakeholder evaluation meeting will be held

gathering input on the current stage of the instructional development.

Week three will be used to implement changes identified during the previous stakeholder

assessment. This time will also be used to assess the learner context, where the learning will take

place (Larson, 2014). This assessment will confirm all necessary equipment and resources are

available and working. The third week will close out with a third and final review with the

project stakeholders to evaluate the developed training in its entirety.

The fourth and final week of the development stage will focus on familiarizing and

aligning instructors with the new instructions and delivery tools. This week will also provide

small amounts of time to make any necessary final changes to the training based on feedback

from the instructor or due to limitations preventing its completion during its assigned time.

Following this four week development and evaluation, the actual delivery of the training

will be regularly scheduled based on new hire start dates. The backup module will take two

hours on the third day of training. Review time of one week will be provided prior to each

scheduled class to audit the content for any changes that need to be made based on changes

within the company or the technology being taught. Allowing for these continuous audits of the

training will help to revise the instructional and non-instructional solutions based on data

which is the most essential instructional designer competency outlined by Koszalka et al (2013).

Course Learning Objectives

After completing the backup module of support training, new hires will be able to...

1. Verbally articulate the Simplified Backup Process to someone outside of the company
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2. Verbalize and demonstrate the differences between ShadowSnap and ShadowProtect

during a post-training evaluation

3. Accurately identify what operating systems Datto can protect (backup) including how to

install the necessary agent software

4. Provide one benefit of agentless backups over agent-based backups

5. Initiate a backup of a protected machine on a Datto both via the user interface and the

command line

Lesson Structure

The backup module will begin with a more simplified look of the backup process

including an interactive analogy demonstration for the class to help get them familiar with the

concepts and the process being completed at a high level. This will include bringing volunteers

up to act as one of the five elements involved in the backup process and physically walking them

through a backup start to finish. By engaging the class physically, not only does it put the

concepts into a relatable medium, it also is sure to grab the attention of the class which Robert

Gagne (1985) identifies as the first of nine events that are needed for effective learning.

Following the demonstration, the training will then look at the outlined process a little

closer. This section will also begin tying the lecture to Dattos products and services. Next, the

training will take a step back and look at the technologies that allow Dattos products to work the

way they do such as Microsofts Volume Shadow Copy Service (VSS) and the VSS writers. To

break up the technical lecture, the class will then use their laptops to go through and review the

applicable Knowledge Base article on VSS. This will serve to both familiarize the learners

further on the topic of VSS while also getting them more comfortable using the Knowledge Base
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resource. After providing time for the learners to go through the article, the class will come back

together and volunteers will teach back what they learned providing another method of learning.

The class will then apply this new knowledge via an activity on their training laptops designed to

walk them through the same steps they will be walking partners through on the floor to begin the

process of getting the learners used to using their higher-order thinking skills (HOTS) along with

their lower-order thinking skills (LOTS) (Larson, 2014).

The training will then dive into agent software including what can and cannot be backed

up, and the process to pair protected machines to a Datto appliance. The class will then spend

the remainder of the module creating Windows, Linux and Mac virtual machines on their

training laptops, pairing those virtual machines with their test Datto and initiating backups using

both the user interface and the command line. This hands on experience will help to reinforce

the topics covered during the backup module leading to increased learner retention.

Assessment

To evaluate the new hire support training, a combination of informal and formal

assessments will be used (Larson, 2014).

1. To confirm new hires are able to verbally articulate the Simplified Backup Process to

someone outside of the company, a oral exam will be delivered at the end of the

training by the instructor requiring the new hire to explain certain concepts, including the

backup process, as if they were explaining it to a partner outside the company.

2. To confirm new hires are able to explain the differences between ShadowSnap and

ShadowProtect, they will be required to write out a short answer with their explanation

on the final graded assessment.

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3. To confirm new hires are able to accurately identify what operating systems Datto can

protect (backup) and how to install the necessary agent software, they will be required to

demonstrate this knowledge to the instructor during the virtual machine activity at the

end of the training

4. To confirm new hires are able to provide one benefit of agentless backups over

agent-based backups, they will be required to provide a minimum of one benefit on the

graded assessment and articulate the concept of agentless backups during the verbal

assessment with the instructor

5. To confirm new hires are able to initiate a backup of a protected machine on a Datto both

via the user interface and the command line, they will be required to demonstrate this

knowledge to the instructor during the virtual machine activity at the end of the training

Summary

By utilizing a combination of informal and formal assessments, the training department

will be able to better measure the learner's ability to accomplish the outlined learning objectives

in multiple environments and contexts. This in turn allows the department to better evaluate and

review the training and will directly impact both future iterations of this training, as well as

additional instructional design projects going forward (Hanson, n.d.).

Development

Storyboard

See attached PowerPoint storyboard.

Supplemental Documentation
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Each new hire will be given a Support Technician Workbook on their first day of the

technical support track of training. The workbook is a 3-ring binder filled with training

information outlining topics including the classroom expectations and learning objectives along

with various note-taking shells (fill-in-the-blanks, matching, short answer, true/false, etc)

that will provide a framework for the learners to document certain information covered

throughout the training, such as definitions, processes or specific commands. The workbook will

be used as another means of driving knowledge reception and retention by providing another

method of delivering the same information to the new hires. Additionally, the workbook will

provide a reference point for checkup summary discussions at the end of every day and recap

questions first thing the following day. By using the 3-ring binder form factor, it encourages

continued use of the workbook beyond the training environment as the technicians can add or

remove pages as necessary.

Implementation

Pilot testing will be completed prior to the first actual scheduled delivery. The training

will be delivered by the instructional designer to a group of select stakeholders and SMEs

equally divided into two groups. The first group will include ones that were involved in the

initial kickoff meetings to confirm the outlined deliverables were met. The second group will

consist of stakeholders and SMEs not involved in the initial kickoff to provide a fresh

perspective on the training. As the instructional designer, I will take notes of the feedback

following the pilot test and make any necessary changes.

The actual training will delivered based on new hire scheduling of the company and will

average one class per month in the Rochester, NY office. I will facilitate the first delivery of the
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training while a newly hired technical trainer sits in and observes to prepare themselves to

deliver the training for future classes. After the training has completed, I will provide additional

support to the aforementioned technical trainer to ensure they are ready to implement the training

themselves.

Each new hire will require a freshly imaged laptop running Windows 10 to be provided

to them to complete the training objectives. Additionally, their account credentials need to be

checked to confirm they have Admin access on the laptops as well as all of the necessary internal

account permissions to access the tools on the company intranet. The Operations department is

in constant communication with the new hire schedule and are aware of the laptop requirements.

Evaluation

I will use the backwards planning application of the Kirkpatrick Model when evaluating

the success of this training which goes in reverse, starting at Level 4 (Result or Impact) and

working towards Level 1 (Reaction) (Kunche, Puli, Guniganti & Puli, 2011). By starting with

the end result in mind, one is able to focus the rest of the evaluation and subsequently the

training itself, all on the specific end goals.

Level 4 (Result)

During the analysis phase, meetings were held with the department stakeholders to help establish

the ideal organizational impact from this training. For the backup module specifically, the

application of all of the outlined learning objectives was best determined to be proven through a

technician's ability to diagnose and troubleshoot a backup failure. To measure this, stats for

trouble tickets linked to backup open codes will be gathered and analyzed and these
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quantitative measurements will provide a means of continuously evaluating the impact of the

training to the organization.

Level 3 (Performance)

I will be once again utilizing support stakeholders, in this case support supervisors to help

measure the behavior of the new hires once they leave training. I plan on measuring

performance, or behavior, through the use of three different evaluation methods, each geared

towards one of the three core principles of the support credo in my organization. These

evaluations will be completed at designated milestones throughout the new hires first year with

the company.

1. Knowledge Checks

Measures: Technical Competency

Support Principle: Knowledgeable

Description: Assessments measuring the new hires ability to recall information

they will need to know when working with customers without job aids (McArdle,

2011)

2. Self Evaluations

Measures: Technician Confidence

Support Principle: Accessible

Description: Surveys allowing new hires to rank their confidence level on

specific topics and issues as well as open-ended questions designed to allow the

new hires to help identify areas of improvement in the training

3. Supervisor Assessments
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Measures: Practical Application

Support Principle: Heroic

Description: Supervisors will observe the new hires live as well as QA recorded

calls and trouble tickets to assess the new hires ability to put the concepts into

practice

Level 2 (Learning)

On day 1 of training, new hires will complete a knowledge assessment to establish a

baseline of prior knowledge going into the training. On the last day of training, they will be

given the knowledge assessment once more to compare with the original baseline results. This

will help to establish the amount of knowledge gained over the course of the training.

Additionally, there will be a number of ongoing informal evaluation activities designed to

evaluate whether learners can explain, ues, describe, recommend, and demonstrate certain

products in addition to measuring how well they perform in given situations (McArdle, 2011).

Level 1 (Reaction)

At the end of the two week training, new hires will complete a reaction sheet or smile

sheet consisting of specific questions designed to measure the their perception of the course.

Rating Scale:
4 -Very Good 3 - Good 2 - Fair 1 - Poor

What is your overall reaction to this training? __________

What is your reaction to the way the instructor presented the information? __________

What is your reaction to the visual aids that were used? __________

What is your reaction to the hands-on activities completed? __________

Agree or Disagree

The instructor presented the content in a way that was easily understood __________
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You were provided all of the materials and resources needed to complete the training __________

The amount of information that was delivered was acceptable for the timeframe you
were given to receive it __________

Short Answer

What is the most beneficial information you received during the program?

How would you improve the training for future classes?

Summary

The backup training is one of over thirty training modules delivered over the course of

the technical support track of new hire training at Datto. Through the use of the ADDIE model

and by focusing on maintaining efficiencies while still delivering the content through a variety of

mediums, new hires will have a better chance of both receiving, and retaining, the concepts

behind how a backup works and as a result will be better able to support Dattos partners with

any and all backup issues.

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References

Hanson, S. (n.d.). Instructional Design Essentials: Models of ID. Retrieved July 21, 2017, from

https://www.lynda.com/Higher-Education-tutorials/Welcome/161318/175131

Iterative eLearning Development with SAM. (n.d.). Retrieved July 21, 2017, from

http://www.alleninteractions.com/sam-process

Koszalka, T. A., Grabowski, B. H., Wallington, C. J., Senior, F. A., Russ-Eft, D. F., & Reiser, R.

A. (2013). Instructional designer competencies: The standards. Charlotte, North

Carolina: Information Age Publishing.

Larson, M. B. (2014). Streamlined ID : A practical guide to instructional design. New York:

Routledge.

Perform a Task Analysis (n.d). Retrieved July 6, 2017, from

http://cehdclass.gmu.edu/ndabbagh/Resources/IDKP/taskanalysis2.htm