User Roles

Project > Documents > User Roles

The user roles listed below are divided into primary and secondary audiences.

Primary Audience

The Experienced Miner Seeking Promotion

Who would use the training?

The experienced miner who is knowledgeable about and well-rounded in technical tasks associated with mine operations

How would they use the training?

To formalize training needed to become a supervisor
To gain a better understanding of the expectations of the mine supervisor position
To ensure that they are exposed to all aspects of current mining operations
As a tool to build upon industry-mandated training
To improve communication skills
To update and learn technology skills

How do they expect the training to be delivered?
- Literature states that GenXers learn well independently, want to be involved with what they are learning and get feedback on their use of skills. Therefore, training should be delivered using:
  - Hands-on training (on-the-job training, apprenticeships)
  - Authentic learning environments
  - Collaboration
  - Training materials that include visual stimulation, such as headlines, quotes, graphics, and lists
  - Incorporation of technology

Intermediate Miner Seeking Promotion

Who would use the training?
- Miners with 3+ years experience and are eligible for promotion to mine supervisor
How would they use the training?
- To learn tasks and procedures performed by supervisors
- As a study resource to be used for promotion
- As a formalized and comprehensive way to learn supervisory tasks
How do they expect the training to be delivered?
- This group is largely composed of Generation Nexters; they need structured and formalized training to be most effective.
- Group-oriented
- Varied technology
- Hands-on practice in classroom
- Practice at worksite
- Simulation

New Mine Supervisor

Who would use the training?
- New mine supervisors who have had limited technical training/work experience and lack adequate mentoring due to the shortage of veteran supervisors (Kowalski et al, 2004)
How would the new mine supervisors use the training?
- To reinforce previously learned material and enhance technical knowledge
- To define what their new position requires of them
- To determine the best way to accomplish required tasks
- To prioritize areas of responsibility
- As a reference tool
How do they expect training to be delivered?
- GenXers expect training that is:
  - self-paced
  - visually stimulating
  - not text-heavy
- Nexters expect training that includes:
  - written explanatory information
  - interactive learning activities
  - the use of technology

Secondary Audience

Who would use the training?
- New miners
- Veteran mine supervisors
- Trainers/Facilitators

New Miners lacking the required amount of experience to become a mine supervisor

How would the training be used?
- As an information resource for career development planning to develop requisite skills in preparation for consideration as mine supervisor candidate
- To develop a better understanding of duties and responsibilities of a mine supervisor
How do they expect the training to be delivered?
- Formalized mentoring framework
- Classroom situation that encourages interaction between students
- Group learning
- Technology expected to be used in training
- Lively, varied, with multiple focal points similar to Generation Xers

Veteran Mine Supervisors

How would the training be used and/or needed?
- To continuing education for new technology and procedures
- As a refresher
- In the development of ‘train-the-trainer’ materials
- As a mentor guide
How do they expect the training to be delivered?
- Well-organized
- Valid content and up-to-date
- Easy to use
- Easily accessed
- Traditional delivery methods, group and situational learning environments

Trainers/Facilitators involved in mine supervisor training

How would the training be used and/or needed?
- Train-the-trainer materials
- Job aids/handouts for training
- Instructional methods and strategy
- Just-in-time training
How do they expect the training to be delivered?
- Well-organized
- Valid content and up-to-date
- Easily accessed
- Varied and appropriate media and delivery methods

Instructional Technology

George Mason University







Project > Documents > User Roles The user roles listed below are divided into primary and secondary audiences. *Primary Audience* The Experienced Miner Seeking Promotion Who would use the training? The experienced miner who is knowledgeable about and well-rounded in technical tasks associated with mine operations How would they use the training? To formalize training needed to become a supervisor To gain a better understanding of the expectations of the mine supervisor position To ensure that they are exposed to all aspects of current mining operations As a tool to build upon industry-mandated training To improve communication skills To update and learn technology skills How do they expect the training to be delivered? Literature states that GenXers learn well independently, want to be involved with what they are learning and get feedback on their use of skills. Therefore, training should be delivered using: Hands-on training (on-the-job training, apprenticeships) Authentic learning environments Collaboration Training materials that include visual stimulation, such as headlines, quotes, graphics, and lists Incorporation of technology Intermediate Miner Seeking Promotion Who would use the training? Miners with 3+ years experience and are eligible for promotion to mine supervisor How would they use the training? To learn tasks and procedures performed by supervisors As a study resource to be used for promotion As a formalized and comprehensive way to learn supervisory tasks How do they expect the training to be delivered? This group is largely composed of Generation Nexters; they need structured and formalized training to be most effective. Group-oriented Varied technology Hands-on practice in classroom Practice at worksite Simulation New Mine Supervisor Who would use the training? New mine supervisors who have had limited technical training/work experience and lack adequate mentoring due to the shortage of veteran supervisors (Kowalski et al, 2004) How would the new mine supervisors use the training? To reinforce previously learned material and enhance technical knowledge To define what their new position requires of them To determine the best way to accomplish required tasks To prioritize areas of responsibility As a reference tool How do they expect training to be delivered? GenXers expect training that is: self-paced visually stimulating not text-heavy Nexters expect training that includes: written explanatory information interactive learning activities the use of technology *Secondary Audience* Who would use the training? New miners Veteran mine supervisors Trainers/Facilitators New Miners lacking the required amount of experience to become a mine supervisor How would the training be used? As an information resource for career development planning to develop requisite skills in preparation for consideration as mine supervisor candidate To develop a better understanding of duties and responsibilities of a mine supervisor How do they expect the training to be delivered? Formalized mentoring framework Classroom situation that encourages interaction between students Group learning Technology expected to be used in training Lively, varied, with multiple focal points similar to Generation Xers Veteran Mine Supervisors How would the training be used and/or needed? To continuing education for new technology and procedures As a refresher In the development of ‘train-the-trainer’ materials As a mentor guide How do they expect the training to be delivered? Well-organized Valid content and up-to-date Easy to use Easily accessed Traditional delivery methods, group and situational learning environments Trainers/Facilitators involved in mine supervisor training How would the training be used and/or needed? Train-the-trainer materials Job aids/handouts for training Instructional methods and strategy Just-in-time training How do they expect the training to be delivered? Well-organized Valid content and up-to-date Easily accessed Varied and appropriate media and delivery methods

	Instructional Technology	George Mason University