training manual for a vocational institution.

1. TRAINING MANUAL 1
Running Head: CITY STATE TRAINING MANUAL
City State Vocational Institution and Employment Agency
Training Manual
Tiffany A. Simmons
Strayer University

2. 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

3. TRAINING MANUAL 3
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.

4. TRAINING MANUAL 4
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

5. TRAINING MANUAL 5
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

6. TRAINING MANUAL 6
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.

7. TRAINING MANUAL 7
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.

8. TRAINING MANUAL 8
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

9. TRAINING MANUAL 9
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

10. TRAINING MANUAL 10
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

11. TRAINING MANUAL 11
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.

12. TRAINING MANUAL 12
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

13. TRAINING MANUAL 13
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

14. TRAINING MANUAL 14
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

15. 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

16. TRAINING MANUAL 16
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

17. TRAINING MANUAL 17
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

18. TRAINING MANUAL 18
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

19. TRAINING MANUAL 19
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.

20. TRAINING MANUAL 20
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.

21. TRAINING MANUAL 21
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.

22. TRAINING MANUAL 22
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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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.

29. 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:

30. 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.

31. 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.

32. 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.

33. 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.

34. 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

35. 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.

36. TRAINING MANUAL 36