knew that computers could help in their routine day-to-day tasks but did not have any idea where to begin.
Even those that resisted, we believed, did so because they were intimidated by a technology they did not
understand. After all, we were dealing with individuals who were experts in their fields. How
disconcerting to be placed in the position of having to assume the role of novice all over again!

Training and support for our staff was a requirement for the integration of computers on our campus; but
more than that, we wanted to insure that the staff would "buy into" the idea of increased computerization.
And "buy into" is exactly what they did!

By negotiating with our vendor, it was agreed that our employees would be able to purchase all the
necessary computer components for the same price that the college paid. Options were made available for
those wishing a system configuration different from that of the college. Furthermore, our assembly team
agreed to put these personal computers together at no charge. The opportunity to purchase a computer at such
a reduced price was just too good an opportunity for many of our staff to pass up. In fact, over fifty
individuals participated in the college's purchase plan.

Many of the individuals who purchased a computer openly admitted that they did not know what they
would do with it; but they realized that if they were ever going to buy one, this was the time. It is also
interesting to note that it was not uncommon for staff members to come by and watch their computers being
assembled. Seeing the process was a demystifying experience and enabled individuals to learn firsthand
what many of the computer terms really meant.

With computers built and in place, all that remained was the training component. A decision had been
made to select certain software packages to be used on the campus. With common software, secretarial
transfers or exchange of information would be less complicated and would not require retraining or complex
data translation. Any approved software packages at the college would be supported in the sense that
training sessions would be made available and that there would be resource personnel identified for
troubleshooting.

Software packages were identified for each of the three most common uses of microcomputers: word
processing, spreadsheets, and database management. For each of these uses, an entry level and a
heavyweight software package were identified. The software was ordered, and training sessions were
planned. The training took place in one of the college’s computer laboratories, with each "student" at a
microcomputer. Training sessions met two hours per day for three days per week and were offered twice
for each software package. Duplicate scheduling allowed for maintenance of office operations by dividing
the attendance of key personnel between the two scheduled sessions.

Although heavyweight software packages have been identified for those individuals who eventually
outgrow their entry level software, to date everyone seems satisfied with his/her software. As applications
grow, it is only a matter of time until many of our staff begin to reach the boundaries of the more
elementary packages and need more sophistication. For these number crunchers and word churners,
training will be available.

The final phase of introduction of microcomputers to the college was the founding of a campus users group.
While in a fledgling stage, this organization has been designed to bring the users of the equipment together
to share their ideas, projects, and accomplishments with each other. This group has representatives from all
areas of the college with experience levels ranging from novice to expert.

Looking back one year, one would never have believed the advances our college would be making with
respect to microcomputers. Going the route of the clone required risk taking, administrative support, a high
degree of faculty and staff involvement, and support from our board of trustees. But we plan to add more
computers to the campus, integrate business applications software into our computer science curriculum,
and maybe even offer a course in how to assemble and use a microcomputer, The enthusiasm is high; asked
if we would do it again, the answer would definitely be a firm and resounding "yes."

John F. Rosen
Dean of Academic Affairs

For further information, contact the author at Manatee Community College, 5640 26th Street, W., Bradenton,
FL 33506.

 

 

 

 

Suanne D. Roueche, Editor
September 18, 1987, Vol. IX, No. 18

INNOVATION ABSTRACTS Is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of
Texas at Austin, Austin, Texas 78712, (512)471-7545. Subscriptions are available to nonconsortium members for $35 per year. Funding In
part by the W. K. Kellogg Foundation and Sid W. Richardson Foundation. Issued weekly when classes are in session during fall and spring
terms and once during the summer.

“ The University of Texas at Austin, 1987
Further duplication Is permitted only by MEMBER institutions for their own personnel. ISSN 0199-106X

 

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