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Knowledge Transfer Training Plan

This document outlines the knowledge transfer and end-user training plan for the Sigma implementation. It includes sections on the scope, goals, objectives and assumptions of the training program. The training life cycle includes analyze, design, develop and deliver phases. Key deliverables and milestones are identified for each phase such as training materials, curriculum, facilities requirements and evaluation plans. The training team roles and skill sets are defined. The number and locations of end-users are estimated, along with anticipated training dates and room requirements. The document provides details on developing and delivering the customized training program.

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60% found this document useful (5 votes)

2K views44 pages

Knowledge Transfer Training Plan

Uploaded by

taurus_vadivel

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOC, PDF, TXT or read online on Scribd

Introductions
Assumptions
Sigma Training Program
Knowledge Transfer Strategy
Reference Materials
List of Acronyms

KNOWLEDGE TRANSFER &

END-USER TRAINING PLAN

JULY 25, 2001

TABLE OF CONTENTS
1

INTRODUCTIONS..........................................................................................................4
1.1
1.2
1.3

SCOPE.......................................................................................................................................................4
GOALS......................................................................................................................................................5
OBJECTIVES..............................................................................................................................................6

ASSUMPTIONS................................................................................................................7
2.1
CRITICAL ASSUMPTIONS SIGMA IMPLEMENTATION SCOPE...................................................................7
2.1.1
Business Process Owners and Change Management will:.............................................................7
2.1.2
The Business Process Owners will:.................................................................................................7
2.1.3
The Training Team will:..................................................................................................................7
2.1.4
End-users will:................................................................................................................................7

SIGMA TRAINING PROGRAM....................................................................................8

3.1
TRAINING LIFE CYCLE.............................................................................................................................8
3.2
MAJOR MILESTONES................................................................................................................................9
3.3
ANALYZE PHASE....................................................................................................................................10
3.3.1
Deliverable Status.........................................................................................................................10
3.3.2
Training Team Requirements.........................................................................................................12
3.4
ACCESS TO ESPO FACILITIES AND WORK STATIONS............................................................................12
3.5
TRAINING TEAM ROLE DEFINITION/SKILL SET......................................................................................13
3.5.1
Training Logistics Coordinator.....................................................................................................13
3.5.2
Training Team Leads.....................................................................................................................13
3.5.3
Training Technical Editors............................................................................................................13
3.5.4
Training Developers......................................................................................................................13
3.5.5
Instructors.....................................................................................................................................14
3.5.6
Resources.......................................................................................................................................14
3.5.7
Process Team Requirements Analysis............................................................................................15
3.5.8
Instructor/Developer Requirements..............................................................................................15
3.5.9
Training Solution Design..............................................................................................................15
3.5.10
Training Logistics..........................................................................................................................16
3.5.11
Training Administration................................................................................................................16
[Link]
[Link]
[Link]

3.5.12
3.5.13
3.5.14
3.5.15
3.5.16
[Link]
[Link]

Registration Database..........................................................................................................................16
Centralized Administration..................................................................................................................16
Regional Point of Contact (POC)........................................................................................................17

Number and Location of End-users..............................................................................................17

Anticipated Training Dates for Version 1.0...................................................................................18
Training Room Requirements........................................................................................................19
Facility Inventory Assessment.......................................................................................................20
Facility and Instructor Requirements............................................................................................21
Facility Requirements..........................................................................................................................21
Instructor and SME Support Requirements.........................................................................................21

3.5.17
Tentative Scheduling Deadlines....................................................................................................22
3.5.18
Bolt-On System Training...............................................................................................................22
3.6
DESIGN...................................................................................................................................................23
3.6.1
Project Planning and Coordination..............................................................................................25
3.6.2
Integration and Project Management of the Sigma Training Project...........................................25
3.6.3
Project and Training Communications Planning..........................................................................25
3.6.4
Design Detailed Project Plan........................................................................................................25
3.6.5
Design Prototypes.........................................................................................................................26
3.6.6
Design Tools..................................................................................................................................26
3.6.7
Training Instance Requirements....................................................................................................26
3.6.8
Content Approval Process and Document Control.......................................................................28

Page 2

3.6.9
Access to NAVAIR Process Team Members...................................................................................28
3.6.10
Business Script Control Procedures..............................................................................................28
3.6.11
Change Control for Completed Documentation............................................................................28
3.6.12
File Structure and Location...........................................................................................................29
3.7
DEVELOPMENT PHASE............................................................................................................................30
[Link]

3.7.2
3.7.3
3.7.4
3.7.5
3.7.6
[Link]
[Link]
[Link]

Training Material Development Process and Change Control..................................................................31

Training and Curriculum Development........................................................................................32

Basic Foundation Training Materials...........................................................................................32
Business Process Overview Training Materials............................................................................32
Role Based Training Materials.....................................................................................................32
Development of Evaluation Materials...........................................................................................33
Feedback Evaluations..............................................................................................................................33
Performance Assessment Evaluations......................................................................................................33
OJT Performance Assessment..................................................................................................................33

3.8
DELIVER PHASE.....................................................................................................................................34
3.8.1
Delivery Strategy...........................................................................................................................34
3.8.2
Delivery Methods..........................................................................................................................35
3.8.3
Training Groups............................................................................................................................35
3.8.4
Facilities Contingency Plan..........................................................................................................35
[Link]
[Link]

Traveling Classroom................................................................................................................................35
New Classrooms......................................................................................................................................35

3.8.5
Training Delivery Support.............................................................................................................36
3.8.6
Training Delivery Support.............................................................................................................36
3.9
EVALUATE PHASE...................................................................................................................................37
3.10 TRAINING STRATEGY ISSUES & CONCERNS...........................................................................................38

KNOWLEDGE TRANSFER STRATEGY..................................................................39

4.1
SCOPE.....................................................................................................................................................39
4.2
GOALS....................................................................................................................................................39
4.3
OBJECTIVES............................................................................................................................................39
4.4
CRITICAL ASSUMPTIONS........................................................................................................................39
4.5
KNOWLEDGE TRANSFER PRINCIPALS.....................................................................................................40
4.5.1
Roles and Responsibilities.............................................................................................................40
4.6
SIGMA LEADERSHIP................................................................................................................................40
4.7
KNOWLEDGE TRANSFER STRATEGY.......................................................................................................42

REFERENCE MATERIALS.........................................................................................43

LIST OF ACRONYMS...................................................................................................44

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1 Introductions
1.1 Scope
NAVAIR is embarking on a comprehensive business transformation. Through the Sigma Project NAVAIRs
Enterprise Resource Planning Program, the Command will become a tightly integrated enterprise with businessprocess aligned information systems, delivering the highest quality products and services at reduced cost, with
increased responsiveness to customer needs. Specifically, NAVAIRs vision is to become a process-centered
organization, focused on continuous improvement while measuring performance and utilizing performance
measurement to drive behavior and results. Enterprise Resource Planning, business process reengineering,
activity-based costing/management, and process management are central to achieving this vision.
The scope of the Knowledge Transfer and End-user Training Plan document is to define and outline a complete
training strategy and knowledge transfer to satisfy the training requirements of the Sigma project and ensure the
successful transfer of implementation and operational support.
This plan will ultimately address all versions of the Sigma software but will focus initially on Version 1.0,
which is scheduled for Initial Operational Capability (IOC) in April of 2002, and Full Operation Capability
(FOC) in October of 2002.
The Sigma Project will be implemented functionally, then by site in three software product versions. Version
information follows:
Version 1.0 will encompass the following functionality:
Module and/or Bolt-on

Function

Finance/Controlling

Budget Exhibit
Funding Document
General Fund Management
Purchase Order
Rate Architecture
Repository for Letter of Acceptance
WCF Financial Management

Human Resources

Time Management Workflow

Identify and provide appropriate resources to work with developers to create effective training material.

2.1.3

The Training Team will:

Coordinate training efforts with the implementation team to make sure training project management
activities are integrated into the overall management of the Sigma Project implementation.

2.1.4

End-users will:

Possess appropriate computer skills and have working knowledge of the Windows Operating System
Environment.

Have access to the Intranet/Internet to access on-line training and process/training documentation.

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3 Sigma Training Program

The Sigma Training Program:

Is highly dependent upon an in-depth understanding of organizational roles and responsibilities to produce
accurate and effective training curricula.

Will impart business process and application skills.

Will be carefully engineered to integrate with the Change Management efforts associated with the
implementation.

Will include Instructors that demonstrate an in-depth knowledge of business processes and specific SAP
R/3 system configuration and knowledge.

Will include training courses with multiple instructional technologies and techniques based upon the
demographics of the employee population, geographic distribution, and competing business requirements.

Will include implementation-specific business processes and data examples, exercises, and scenarios to
reinforce instruction.

Will incorporate a highly customized infrastructure and architecture to support training delivery. (The
training environment will accurately reflect the NAVAIR specific implementation.)

3.1 Training Life Cycle

The Training Team will be using the Analyze, Design, Develop, and Delivery cycle to assist in the
implementation of a training plan:

Analyze

Design

Develop

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Deliver

Evaluate

KNOWLEDGE TRANSFER AND

END-USER TRAINING PLAN
3.2 Major Milestones
The figure below shows the major milestones the Training Team will be targeting in the coming months.
Month/Year

May-01

Jun-01

Jul-01

Aug-01 Sep-01 Oct-01 Nov-01 Dec-01 Jan-02 Feb-02 Mar-02 Apr-02 May-02

Identify new roles

Develop Curriculum
Identify Students
Develop Training Material

RBT

Identify Instructors
Define Logistics
Perform Int Testing
Complete Scripts
Conduct Train the Trainer

Pilot Courses

Conduct End-user Training

Realize IOC
Provide Post Training Sup

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KNOWLEDGE TRANSFER AND

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3.3 Analyze Phase
3.3.1

Deliverable Status

Complete

Start

Finish

Description

Knowledge Transfer and End-user Training Strategy

100%

04/02/01

04/27/01

A Knowledge Transfer approach that identifies the requisite

knowledge and skills required by the implementation and technical
support teams and a process that supports the capture of that
knowledge.

An approach to End-user training thats effective, timely and tailored

to the tasks that personnel will be required to perform this includes
application of the new business process and procedural knowledge
associated with their functional roles.

A sustainable training program that meets End-user needs at initial

implementation as well as on-the-job support, re-training and new
hire training through on-line access to documentation and training
materials.

Training Template Format and Content

100%

04/02/01

04/27/01

RESITE to be used for training material development..

Content Approval and Document Control

100%

04/02/01

04/27/01

Develop procedures for approval of SIGMA training materials

Establish change control procedures for SIGMA training materials

Establish document storage and retrieval procedures

Course Developers Workshop

100%

04/02/01

04/27/01

A presentation emphasizing the development of materials, and the

Training Documentation for Developers Guide.

Training Development Guidelines

100%

04/02/01

04/27/01

Instructions on setting up the file structure and templates for a project

and creating training documents for the client.

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KNOWLEDGE TRANSFER AND

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Complete

Start

Finish

Description

04/27/01

Sets standards for developing SAP R/3 training materials and related
documents.

Standard Guides
100%

04/02/01

Training Logistics Analysis

100%

04/02/01

04/27/01

Defines the process for assessing and capturing the logistical

requirements for providing End-user training for the SIGMA SAP R/3
implementation to include: facilities, equipment, instructors, scheduling,
capacity, supplies and materials.

High Level End-user Curriculum

100%

04/02/01

04/27/01

Define the curriculum for End-user training

Provide formats for a detailed curriculum guide

Provide an explanation of course types

Document the Sigma Project training curriculum

Provide a sample curriculum for a typical End-user

Intro to PS Module
100%

04/02/01

06/30/01

Provides the necessary skills for the Project Load Team to load project
structures, budget structures and activities into SAP. Course objectives
include a discussion of the following five topics:

Understand Budget Structures: What are they, why are they needed
and how are they developed?

Understand Cost Planning and Detailed Planning in support of

Budget Structures.

Understand Project Structures: What are they, why are they needed
and how are they developed?

Understand Networks and Activities: What are they, why are they
needed and how do they related to Activity Based Costing (ABC).

Understand the relationship of Budget Structures to Project

Structures.

Using the PS Module

100%

04/02/01

06/30/01

Provides hands-on training to the Project Load Team in loading project

structures, budget structures and activities into SAP. Course objectives

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KNOWLEDGE TRANSFER AND

END-USER TRAINING PLAN
Complete

Start

Finish

Description
include practical application of the following four tasks:

3.3.2

Load Budget Structures using an applicable template (i.e., PMA).

Perform Cost Planning and Detailed Planning in support of Budget

Structures.

Load Project Structures using an applicable WBS (i.e., Airframe,

Weapon System, Software).

Load Networks and Activities in support of a Project Structure

Training Team Requirements

The following shows the projected structure for the training team:

Project Lead

Training Lead
HR/PM

Training Lead
PS/MM

Training Lead
FI/CO/FM/SD

Editor

Instructor

Developer

Instructor

Developer

Instructor

Training
Coordinator

Developer

3.4 Access to ESPO Facilities and Work Stations

The training team will be co-located with the process team. The two teams will be working hand-in-hand during
the development phase of training materials, so it is important that the two teams are located in the same office.
The training team needs access to work stations connected to the NAVAIR LAN network to develop course
materials. The training team will include members from NAVAIR HQ, NAWC TSD, KPMG, IBM, and other
contractor personnel.

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KNOWLEDGE TRANSFER AND

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3.5 Training Team Role Definition/Skill Set
3.5.1

The training logistics coordinator will work closely with the site contacts to schedule End-user training and
secure equipment and training facilities.
Assess number and location of End-users after role mapping is completed.
Assess number and location of training rooms
Coordinate with Training Team Leads and setup tentative training dates
Maintain a facility inventory document
Training Administration to include: Registration Database maintenance, course registration
Work with NMCI to ensure classroom requirements have been met (computer requirements, LAN
connection, SAP installation, etc)
Training Materials Production, Assembly and Distribution
Supports the Training Leads in accomplishing day to day training action items
Supports the policies and decisions of Training Leads

3.5.2

Training Team Leads

Will develop material for their assigned areas

Will coordinate the development of Business Process Overview Training.
Will coordinate the development of Role Based Training Courses.
Will coordinate the efforts of the Technical Editors
Will coordinate the efforts of the Developers
Will develop business process overview training materials based on interviews with the BTLs and Bas and
reviews of the Business Function Scripts.

3.5.3

Training Logistics Coordinator

Training Technical Editors

Will be experienced in SAP

Will ensure standards are followed
Will develop a Master Glossary
Will assist with material development when needed
Will own the Style Guide
Will own the template used to develop material
Will perform technical and grammatical edits to the Business Process Overview Training and Role Based
Training Courses.
Will coordinate the efforts of the Technical Editors
Escalate to the Training Leads issues that conflict with established project policies, processes and
procedures
Supports the Training Leads in accomplishing day to day training action items
Supports the policies and decisions of Training Leads

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KNOWLEDGE TRANSFER AND

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3.5.4

Training Developers

Will be experienced in the SAP Module assigned

Will have experience in the ability to write precise training material

Develop curriculums and course catalog will be responsible for developing and updating training material
to include Power Point presentations, Instructor Guides, Participant Guides, On-line Help files, and Quick
Reference Guides.
Will develop business process overview training materials based on interviews with the BTLs and Bas and
reviews of the Business Function Scripts.
Will develop Role Based Training material using the business procedures and Business Functions Scripts as
source documents and will work closely with the business process team as needed.
Be able to respond quickly to requirement changes
Will develop an ERP overview and navigation course that will be a prerequisite for all ERP application
specific training.
Will develop a Train the Trainer course that will be used to prepare the instructors
Will be responsible for assuring the Training Products are prepared and completed per the training project
plan
Keep the Training Leads fully informed as to his/her activities and seek his/her guidance if he/she suspects
it will deviate from current established policies or intent of the policies
Brings to the attention of the Training Team Leads day-to-day project matters/ issues requiring decision
Provides knowledge transfer and training
Be held accountable and responsible for the decisions made within his/her area of responsibility
Supports the Training Leads in accomplishing day to day training action items
Supports the policies and decisions of Training Leads

3.5.5

Instructors

The Instructors will be responsible for presenting training for SAP

Will deliver the prerequisite Sigma courses to End-users (Process and Role Based courses). This training
will be the solution developed during the previous stages of ERP implementation.
Will train new and existing users on functions of SAP using lectures, demonstrations, coaching and handson exercises.
This position requires the candidate to respond to End-user inquires
Respond to Team Leads regarding participation in classes
Collect End-user questionnaires at end of class.
Be evaluated and perform training evaluations and assessments.
Advise the Training Leads on the effectiveness of Sigma training.
Recommend and implement actions to continuously improve training delivery and effectiveness
Work day and/or swing shift during testing and End-user training delivery

3.5.6

Resources

The recognition of training as in integral part of a successful SAP implementation is a key factor already
recognized by the NAVAIRs management team. NAVAIR has communicated a commitment to the
establishment of a high-quality training program. To deliver such a training program a significant number of
resources must be secured and managed.
The NAVAIR approach to Sigma training has been to establish an experienced team using proven
methodologies and leveraging lessons learned from other Navy activities as well as industry partners. Following

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KNOWLEDGE TRANSFER AND

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is an overall view of those who will work with the Training Team to effectively develop and deliver the training
program.

KPMG/IBM
SAP/Training Expertise

ESPO
Program Management
Training Prog. Definition

CDO
Corporate Training
Experts

Other Navy Pilots

Leveraging Opportunity
SIGMA
Training Team
Process Owners
Business Expertise

Industry Partners
Lessons Learned

NAWCAD TSD
Instructional Systems
Design

3.5.7

CNET
Guidance

Process Team Requirements Analysis

The Process Team must provide a point of contact to coordinate ongoing training efforts. The point of
contact(s) must:
Have specific business process knowledge
Provide developers with scenarios and scripts that are relevant to the End-user audience.
Validate and approve training content.
Impact: The Process Team members and Site Single Point of Contacts will have a significant demand of their
time providing business information and reviewing and approving training documents from May 2001 through
completion of the training materials.

3.5.8

Instructor/Developer Requirements

The training strategy is to employ a train the trainer approach and to have NAVAIR resources conduct Enduser training classes along with Contractor support. This approach will reinforce knowledge transfer, lend
credible introduction of new systems to new users, and lead to organizational self-sufficiency.
A Train the Trainer Workshop will be used to train NAVAIR personnel on delivery.
Instructors must have appropriate skills and knowledge to successfully deliver the training curriculum.

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KNOWLEDGE TRANSFER AND

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3.5.9

Training Solution Design

Training solution design entails those tasks that support the identification of required application software skills
and the design of appropriate training solutions to accomplish them. The activities involved in solution design
include:
Role and Audience Analysis This activity is typically performed in conjunction with the implementation team
to determine the existing demographics and skills of the End-user community. Audience assessment is divided
into three separate tasks. The identification of the groups that do and do not require training, the identification
of the users within the broad training audience and the identification of user criticality - those who must be
trained prior to implementation and those who may be trained after implementation. Role Analysis includes the
identification and organization of audience groups into business process based roles. A role is associated with
one or more job titles based on a set of defined tasks.

A skill assessment will be conducted.

A role definition will be completed June 1 and will assist in defining those who will need training.

3.5.10 Training Logistics

The NAVAIR Training Logistics Strategy has been documented in a separate document and addresses:
Anticipated Training Dates
Training Room Requirements
Instructor Requirements
Training Administration
Facility Assessment
Delivery Support
Contingency Planning

3.5.11 Training Administration

[Link] Registration Database
The Sigma Training Team will be using IBMs proprietary registration database. MS Access database will be
used for tracking and scheduling of End-user training:
Schedule courses, classrooms, and instructors
Track End-users by courses taken and duration
Track competency code and team code
Ad-Hoc reporting on different levels (e.g. manager, instructor, etc)
All scheduling will be centralized at ESPO Lab with the assistance of site POC.
End-users will be uploaded into the Registration Database three months prior to training. Once the change
management team and the process team complete the role definition process, End-users will be mapped to roles
by their supervisors. Once the mapping is completed, the End-user names and role definitions are to be
submitted to the training administrator for scheduling.
Due to the scheduling complexity, End-users will be assigned to scheduled slots. Changes are not allowed
unless formal approval by their direct supervisor. The first draft schedule will be published three months prior to
training.

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[Link] Centralized Administration
The training coordinator (Ms. Phyllis Greer) will be responsible for managing the scheduling of the courses,
signing up of participants, and scheduling of the classrooms as well as minimizing conflicts. The Sigma
Training administration lead will act as the single point of contact to coordinate training facilities. In addition,
all Sigma training team leads should have direct access.

[Link] Regional Point of Contact (POC)

In order facilitate the logistical requirements of multi-location rollouts the Sigma team is being supported by
local POCs for each training location. The support team should be structured as part of the overall site change
management team. The training coordinator on the team is responsible for ensuring that their training facilities
are properly equipped for End-user training.
The Training Team will work with the Deployment Team and Deck Plate Team to coordinate this effort.

3.5.12 Number and Location of End-users

The ESPO Change Management Team will work with the NAVAIR Competencies and the HRO to conduct
Workforce Transition Meetings. One of the outcomes of these meetings will be the identification of personnel
who need to be trained and what type of training they will need. To support this outcome the Change
Management team is creating a role definition matrix.
For planning purposes, pending completion of the workforce transition meetings, ESPO has developed an
estimate of the number of personnel in the organization that will need to attend End-user training. This estimate
is based on the position these people fill in the current business processes. As the new processes and associated
roles are defined these numbers will be modified to more accurately reflect final training requirements. The
following provides the current End-user estimate by NAVAIR site.

Activity

Training Location

IOC Date

NADEP North Island

San Diego, CA

April 1, 2002

531

NAVAIR HQ

Patuxent River, MD

April 1, 2002

1763

Subtotal

Total

2294

NAWC TSD

Orlando, FL

July 1, 2002

526

NAWC WD

China Lake, CA

July 1, 2002

804

NAWC WD

Pt. Mugu, CA

July 1, 2002

646

NAWC WD

White Sands, NM

July 1, 2002

NADEP

Cherry Point, NC

July 1, 2002

545

Subtotal
NAWC AD

Patuxent River, MD

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Oct 1, 2002

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Activity

Training Location

IOC Date

Total

NAWC AD

Lakehurst, NJ

Oct 1, 2002

557

NADEP JAX

Jacksonville, FL

Oct 1, 2002

748

Subtotal

2794

Total

7622

3.5.13 Anticipated Training Dates for Version 1.0

The following table outlines a draft-training schedule for Version 1.0. The training schedule will be updated
when the curriculum and role mapping are complete.
Training

Location

Required Date

End-users
Identified

Training Start
Date

PS Super User

North Island, CA

June 11, 2001

May 1, 2001

June 4, 2001

PS Super User

HQ, MD

June 11, 2001

May 1, 2001

June 4, 2001

PM Super User

North Island, CA

Sept 1, 2001

July 1, 2001

Aug 6, 2001

PM Super User

HQ, MD

Sept 1, 2001

July 1, 2001

Aug 9, 2001

FI Super User

North Island, CA

Sept 1, 2001

July 1, 2001

Aug 13, 2001

FI Super User

HQ, MD

Sept 1, 2001

July 1, 2001

Aug 20, 2001

HR Super User

North Island, CA

Sept 1, 2001

July 1, 2001

Aug 20, 2001

HR Super User

HQ, MD

Sept 1, 2001

July 1, 2001

Aug 27,2001

Help Desk

HQ, MD

Oct 1, 2001

Aug 1, 2001

Sept 1, 2001

Train the Trainer

North Island, CA

Dec 1, 2001

Sept 1, 2001

Nov 5, 2001

Train the Trainer

HQ, MD

Dec 1, 2001

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Training

Location

Required Date

End-users
Identified

Training Start
Date

End-user BPOT/ILT

HQ, MD

March 15, 2001

134

135

Yes

RAM

1-Apr-02

136

RAM

1-Apr-02

100

Yes

1-Apr-02

101

RAM

1-Apr-02

103

RAM

1-Apr-02

206

RAM

1-Apr-02

Yes

1-Jul-02

B 2469

Yes

1-Jul-02

B947/ r115

RAM, Speed

1-Jul-02

RAM

1-Jul-02

White Sands, NM

B: N-62

Yes

1-Jul-02

Cherry Point, NC

Yes

1-Jul-02

Yes

1-Jul-02

Yes

1-Jul-02

1-Oct-02

Yes

1-Oct-02

134

1-Oct-02

135

Yes

RAM

1-Oct-02

136

RAM

1-Oct-02

B-117

RAM, Speed

1-Oct-02

B-145

Yes

1-Oct-02

HRO

1-Oct-02

Yes

1-Oct-02

temp rm

1-Oct-02

Cecil

Yes

1-Oct-02

Location
HQ

North Island, SD

Orlando (NAWCTSD)
China Lake, CA
Pt. Mugu, CA

Patuxent

Lakehurst, NJ

Jax, FL

Room

Page 20

Area of
Deficiency
RAM
RAM

RAM
RAM

RAM
RAM, Speed

IOC

Size

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KNOWLEDGE TRANSFER AND

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3.5.16 Facility and Instructor Requirements
Using the End-user estimates and proposed curriculum (outlined in the Training Curriculum document), the
table below provides an estimate for instructors and facilities by location. The following table is a very highlevel estimate based on current information and standard implementation guidelines.

[Link] Facility Requirements

Role Based
Classroom
Hours

Bolt-On and
BPOT Training
(+25%)

Hours/day

Days
Required

Additional
Seats
Required

Additional
Classrooms
Required

Seats/day

26,792

33,490

576

Lakehurst

13,089

16,361

312

Orlando

12,897

16,121

112

144

Patuxent*

21,550

26,938

576

China Lake

12,799

15,999

168

Pt. Mugu

9,606

12,008

150

Cherry Point

7,032

8,790

288

Jax

6,788

8,485

392

North Island

5,586

6,983

392

116,139

145,174

362

2,896

617

154

Location

Totals

HQ training facilities will be utilized

[Link] Instructor and SME Support Requirements

Location

No. of
Rooms

Additional
Additional Seats
Classrooms
Required
Required

Total
Classrooms

Instructors

SME
Support

Phase 1 (4/02 IOC)

North Island

Total

Orlando

China Lake

Pt. Mugu

Cherry Point

Phase 2 (7/02 IOC)

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Location

Total

No. of
Rooms

Additional
Additional Seats
Classrooms
Required
Required

Total
Classrooms

Instructors

SME
Support

Patuxent (at HQ)

Lakehurst

Jax

Total

282

Phase 3 (9/02 IOC)

Total for 1.0

3.5.17 Tentative Scheduling Deadlines

The following start and complete dates are recommendations that need to be agreed upon with the listed teams.
Task
Role Definition

Start

Complete

Who is Responsible

04/01/01

06/01/01

Change Management
And Business Team Leads

Map End-users to roles

06/01/01

08/01/01

Change Management/
End-user Supervisors

First Draft Training Schedule

08/01/01

10/01/01

Training Supervisor

3.5.18 Bolt-On System Training

Bolt-on training will be developed as part of the overall curriculum. The following is a list of bolt-on systems
being assessed for End-user training: ePower, Jet Forms, Oros, MQ Series, and Business Warehousing.

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3.6 Design
The design phase expands on the training blueprint by establishing the solution document and delivery
standards, creating the required templates, and prototyping the user document and graphical interfaces.
The solution document and delivery standards specify how the training content will be written and presented. It
includes the development of the document standards that specify the appropriate use of language, organizational
elements, level of detail, and effective use.
Also included, as part of the design is the quality control process. As part of the development process, material
is drafted, reviewed, and then finalized.
Complete

Start

Finish

Description

Knowledge Transfer and End-user Training Plan

100%

04/30/01

07/30/01

Develop a knowledge transfer approach that identifies the requisite

knowledge and skills required by the implementation and technical
support teams and a process to measure and capture the knowledge.

Create and implement an End-user training program thats effective,

timely and tailored to the tasks that personnel will be required to
perform. This includes application of the new business process and
procedural knowledge associated with their functional roles.

Create a sustainable training program that meets End-user needs at

initial implementation and throughout the life of the program. This
program will include on-the-job support, re-training and new hire
training through on-line access to documentation and training
materials.

Develop a Detailed Training Project Plan in compliance with the

IPP..

Presentation to Process Team to provide:

To develop a common understanding of the training program

To review the training material development process

The training team conducted the Training Needs Analysis to provide the
recommended curriculum for Sigma Foundation training. It serves as the
base for developers when structuring courses, initiating SME contacts
and structuring content. Members of the project refer to this document
when they have questions regarding the foundation curriculum.

07/30/01

The objective of this logistics document is to define the process for

assessing and capturing the logistical requirements for providing Enduser training for the SIGMA SAP R/3 implementation.

Training Logistics
100%

04/30/01

This includes facilities, equipment, instructors, scheduling, capacity,

supplies and materials.

Design Level End-user Curriculum

100%

04/30/01

07/30/01

The curriculum provides a listing of all Sigma training courses.

The basic high-level curriculum serves as a course catalog for managers
and End-users.
It includes all three types of courses:
[Link] Courses
[Link] Process Overview
[Link] Based Training

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Complete

3.6.1

Start

Finish

Description

Project Planning and Coordination

The execution of a training strategy takes a significant amount of detailed planning and coordination. The next
sections provide additional insight to the project planning and coordination requirements and approach.

3.6.2

Integration and Project Management of the Sigma Training Project

The activities of the training project should be directly tied to the activities being performed by the
Implementation Team. The Training Team lead must make sure training project management activities are
integrated into the overall management of the implementation. A separate project plan will be developed for
training, and links to the implementation plan will be identified and tracked. Close coordination between
documentation development, infrastructures setup and system testing will be established and tracked.
Coordinated activities will include the following:
Obtaining support of the training program from NAVAIR upper and middle management. The NAVAIR
Change Management Process Owner should coordinate this effort.
NAVAIR will setup and maintain the necessary SAP R/3 training environments.
The first training classes will occur 8-10 weeks prior to site implementation. Therefore, communication of
changes that result from the rollout will need to be communicated quickly to the training team for
evaluation and incorporation into the training materials.
Training scheduling and rollout activities will be coordinated with the tasks performed by the NAVAIR
implementation team and with the post implementation team.

3.6.3

Project and Training Communications Planning

The first interaction that employees have with the Sigma implementation project is through training and Change
Management communications. It is therefore important that those messages be consistent, accurate, and
positive.
Training awareness messages will need to be incorporated into a communications plan that outlines both
implementation and training milestones. The timing of these messages will need to be coordinated with the
Training Rollout Plan. Communications advisory teams consisting of a training team lead, select project team
members, and select extended training team members will be established to ensure the collaboration of training
and change management efforts.

3.6.4

Design Detailed Project Plan

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A detailed training project plan has been developed for NAVAIRs End-user Training project and incorporated
in the Integrated Project Plan. Specific integration points with the implementation and communications plans
will be identified and coordinating dates verified as the program progresses. An estimate of facility, instructor,
and system resources required to meet NAVAIRs training objectives has also been completed and included in
the Logistics Plan.

3.6.5

Design Prototypes

Training deliverables will be based on a set of instructional design prototypes. These instructional design
prototypes should include best practices in instructional techniques with a focus on being repeatable and easily
maintainable. Prototypes for training elements will be created to coordinate with the business process flows and
system tasks being developed as part of the system documentation.

3.6.6

Design Tools

Sigma is planning to use RESITE Plus to support training materials development. Further information will be
provided once the tool selection is finalized.

3.6.7

Training Instance Requirements

The training instance will be used during training development and delivery. It contains one or more training
clients in which SAP configuration, master data, and transaction data are stored. After the training instance is
brought on-line, the training team will assume ownership of the training instance in regards to importation of
configuration changes and data loads.
The training instance is used during training development and delivery. It contains one or more training clients
who store SAP configuration, master data, and transaction data. It is a copy of the integration test instance and
will be created early in August 2001. There will be a minimum of six clients within the training instance.
Student security profiles must be established, and access should be defined and administered.
Preliminary estimates indicate the space required for the training instance will be between 60 and 90 gigabytes.
Since it is not cost effective to load all of NAVAIRs master data, a significant effort will need to go into
identifying and loading a subset of master data.

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Copy the
Master Client

Training Instance
Master Client
Delivery Client A
Delivery Client B
Delivery Client C

...
Practice Client

Client
Master Client

Quantity
1

Purpose

Used to support training and contains master and transactional

data

Used to refresh other clients

Development Client

Used by developers to create training materials

Delivery Client

Used by students during training to perform exercises and

walkthrough

Used by instructors to deliver training

Used by students after training to practice

Practice Client

NAVAIR will use a tool such as SAPs Mercury Interactive to mechanically load a portion of the master data
and transactional data. Some of the data must be manually loaded by the Training Team for a variety of reasons
such as:
Time sensitive
Too complex
Too few needed to write a data load script
The training client must be frozen just prior to and throughout training delivery. As with all documents, the
development instance strategy is a roadmap that may require adjustments. As situations change and
assumptions are either validated or denied, the strategy may need to be adjusted. It is an iterative process.
After the training schedule is created, the number of clients needed must be determined and a refresh schedule
agreed upon. Refreshing the delivery clients reduces the amount of data that must be loaded and provides clean

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data for new courses. Since the refresh schedule must be supported by IT, it is extremely important to solicit
their input and support.

3.6.8

Content Approval Process and Document Control

The proposed training solution will be designed to minimize maintenance of the training materials. However
there will still be significant effort needed to support additional rollouts, functionality changes, new
functionality, and system upgrades.
The inherent nature of the NAVAIR work environment with rotations leading to turnover rate approaching 30
percent must be recognized and planned for in creating a sustainable Training Program.
The Sigma Training Team has established a procedure as part of the Content Approval Process and Document
Control documents that will outline how documentation changes must be submitted, maintained, and
communicated to keep project-training materials current.

3.6.9

Access to NAVAIR Process Team Members

Sigma process team members are responsible for reviewing end End-user training documentation. BTLs and
BAs will validate the accuracy of Sigma training content. They review and approve training content before it is
released for End-users training.
All Sigma process team members involved in training content approval and control will attend a workshop.
Details of the workshop are contained in the Course Developer Workshop document.

3.6.10 Business Script Control Procedures

Completed business scripts are the foundation of End-user training. The training team is dependent upon an efficient
and effective document control strategy for business function scripts. At a minimum, the change control procedures for
business scripts must contain the following:
BTL who owns each script
Status (not started, work-in-process, awaiting approval, BTL approved, training team approved)
Change/Update section after approved (who, when, and what change was made)
Estimated completion date for incomplete scripts
Electronic notification to training team lead when a script is completed or removed from completed status
Business script control procedures are addressed in the Test Scenario BFS/TFS Control document issued by the Sigma
change control lead. It is anticipate that these procedures will be updated as the process team prepares for Version 1.0.

3.6.11 Change Control for Completed Documentation

Once a course has been approved, it will be placed under change control. This section outlines the process for
updating complete approved training courses. It addresses updates necessitated by changes in business
processes, business function scripts, or system configuration.

TCCM -

Define Roles /
Curriculum

Training Material
Development Process

Training
Development
Process
Workshop

Develop
Course
Objectives

Training Material
Change Control

Develop/
Modify
Training
Material

Review
Training
Material

Edits

Approve
Training
Material

Edits

Note to
requestor

Change
Approved?

-BTL/BA
-TDT

-BTL
-TDT

Yes

Assign:
Priority
Scope
Resources

Lock
Training
Material

Record
Changes

Conduct
Training

Evaluate

Request for
change

-TDT

-TCCM

B
A

Legend:
BTL - Business Team Lead
BA - Business Analyst
TDT- Training Development Team
TCCM - Training Change Control Manager

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3.7.2

Training and Curriculum Development

A substantial training effort is required for a successful implementation. Detailed, process-specific and rolebased training materials will be produced for the End-users. These materials will be structured to help End-users
in practicing their new tasks, and to allow them time to obtain support in problem areas.
The Training Curriculum is being developed and as role definitions are defined assumptions will be validated or
denied and it will be adjusted accordingly.

3.7.3

Basic Foundation Training Materials

Materials will be created for SAP R/3 System Navigation training. These materials will be delivered in a webfacilitated environment and/or as Computer Based Training depending on site capabilities.

3.7.4

Business Process Overview Training Materials

Business Process Training encompasses NAVAIR business processes and is linked to the SAP system tasks
performed by an individual to complete their day-to-day tasks. It is important to train SAP R/3 system steps in
the context of the job process so a user understands why and when to perform a particular task.

3.7.5

Role Based Training Materials

SAP task training teaches End-users how to perform SAP specific tasks and reinforces where the task occurs in
the process. Whether training is delivered as Instructor Led, Web Facilitated or through Distance Learning,
there are several components that must be created.

Instructor Guides - an instructor outline is a map of the course that lists all concepts to be taught, both
business procedural and system related, and the specific system transactions to be taught, highlighting the
key points. A high-level instructor outline also contains a list of data to be used in any instructor
demonstrations and walkthroughs. The instructor guides provide a consistency of training across locations,
times and trainers.

Participant Guides - map of the course for the participants. These guides contain copies of the hands-on
exercises, (with answers) for the participants to perform, training data sheets required to perform the
exercises, appropriate quick reference guides and any necessary evaluation forms. For Web delivered
training these guides take on a little different format, but the concept is the same.

Training Data - supports the exercises, demonstrations and walkthroughs in a training course. Training
data resides in the training database and can be reused as required. Training data required for a course
should be documented as part of the instructor outline and/or the participant guides.

Online Reference training materials should be accessible online through a Web browser in conjunction
with the existing documentation database. Electronically enabled materials allow the user to follow along
during training or to access the materials remotely as an on-the-job aide, or for refresher or new-hire
training.

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3.7.6

Development of Evaluation Materials

An important element of the training project is reinforcing the learning through evaluation and cumulative
activities based on real world data. These evaluation tools help the user identify what they have learned and
what areas need to be reviewed. The NAVAIR requirements will be gathered and the evaluation tools built into
the total training solution design including: feedback, performance assessment, and on-the-sub performance
assessment. See Approval and Document Control Processes document for further detail.
To insure that the training team is meeting the needs of End-users and other stakeholders (project leadership and
process team), evaluation and metrics programs will be developed. The evaluation strategy will address Enduser training content. End user feedback and performance are used to analyze the effectiveness of training
(content and instructors). The metrics program will address the effectiveness of all other content and
deliverables.

[Link]

Maintain attendance records (absences may help identify implementation issues such as lack of
management support)
Conduct End-user evaluations as a part of each course to evaluate course content, learning effectiveness,
and instructor ability

[Link]

Performance Assessment Evaluations

Identify key performance indicators and measurements to ensure that the training materials and instructors
are providing training based on ability to perform performance checks (independent instructor and
SME/Facilitator evaluations)
Administer performance checks to demonstrate proficiency and training content validation
Communicate evaulation techniques to the End-users so that they understand the purpose of the
performance checks is to ensure their success in the new system

[Link]

Feedback Evaluations

OJT Performance Assessment

Assess performance ability after IOC (Initial Operating Capability) based upon management or supervisory
observation and job results (checklists, surveys)
Track help desk calls to identify performance issues that can be corrected with training

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3.8 Deliver Phase
The End-users of the NAVAIR application will require specific and targeted training on exact tasks that they
will perform on the system upon Go Live. Information on system capabilities and future opportunities should
be avoided, as it will prove distracting to the central focus of the educational sessions. Since training
deliverables will be developed as independent objects, the role-based courses can be assembled dynamically to
provide the right amount of education to the End-users. This will ensure that the learning groups receiving the
training are not subjected to non-useful experiences. End-user time is very precious and should be tightly
managed throughout the training deployment.
Sigma End-user training delivery will be approached in the following way:
Team Training, where the external training organization, or other Sigma knowledgeable groups, partners with
NAVAIR business experts to deliver the training. The outside body is responsible for mentoring the NAVAIR
trainers on the Sigma functionality and the NAVAIR business expert is responsible for training business
processes and answering all business related questions. This is the assumed approach for NAVAIR.
The delivery standards apply to both the classroom and online standards. The classroom delivery standards
describe the format (such as standard agenda and duration) and level of formality (such as informal,
conversational, or formal).
The online delivery standards specify the chunking and organization of information for online viewing,
graphical user layouts (GUI wire frames), use of colors, and navigational schema. Once the standards are
developed and approved, they are codified into the training team templates that will be used to author the actual
training content deliverables.

3.8.1

Delivery Strategy

Regardless of the chosen training delivery method, it is important to choose trainers with the appropriate skills
and knowledge to successfully deliver the SAP R/3 training program to the End-users. Sigma End-user trainers
must be comprised of the following groups:
Pilot Program - Sigma training materials will be validated during a pilot of each training course. The piloting
program will be implemented as part of the overall review and approval process. Super Users and other
NAVAIR process experts will have a key role in the piloting process. The goals of the piloting program are to:
Test the understandability of the content
Review content for quality and completeness
Provide training practice for the training team
Provide final approval for the course
SAP R/3 Experts - SAP R/3 experts should have extensive knowledge of the SAP R/3 configuration and how it
is being implemented at NAVAIR. They act as the SAP R/3 primary instructors of the SAP R/3 End-user
curriculum. SAP R/3 experts traditionally have extensive knowledge of the SAP R/3 system and also
understand the practical business application of the configuration.
These Super Users after taking Train the Trainer and developing the SAP specific knowledge, can help deliver
the training and provide post implementation support.

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Process Experts - Process Experts are those people who understand the NAVAIR business processes such as
the process owners and process team members. These people support the functional training by fielding
process-related questions and assisting in the development of training curriculums.

3.8.2

Delivery Methods

It is anticipated that Sigma training will be primarily instructor-led classroom based training; however,
alternative methods will be investigated. The target audience, location, and training facility will determine
which is used.

3.8.3

Training Groups

It is recommended that the training for NAVAIRs implementation in April 1, 2002 be divided into the following
groupings:
Training Group

Required Time of Training

Employee Self Service (ESS) and or Cross Application Time

System (CATS) users: End-users that do not require direct access
(both systems can be accessed via the internet) to SAP R/3

1 2 Hours

Executive Information Systems users (EIS): management or

supervisory personnel who need the big picture information analysis,
but little hands-on processing

1 3 Days

Occasional users: End-users who are limited to infrequent

transactions, but will need access to the system on limited basis

1 3 Days

Frequent Users: End-users whose daily work functions depend on

using the SAP R/3 system

3 10 Days

Super Users: End-users whose daily work functions depend on using

the SAP R/3 system, but require training above and beyond standard
End-user training

5- 15 Days

3.8.4
[Link]

Facilities Contingency Plan

Traveling Classroom

Set up of remote classrooms using laptops in existing training facilities. The estimated cost of 20 laptops is
approximately $70,000 (gross estimate until better information is received).

[Link]

New Classrooms

The cost of requesting a new classroom is approximately $150,000 (gross estimate until better information is
received). This would include office equipment (desks, chairs, pcs, network wiring, etc.).

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3.8.5

Training Delivery Support

Training delivery support entails activities necessary to manage training delivery resources like instructors,
classrooms, servers, databases, systems administration, network support, etc. Training support services can also
encompass tasks required to perform or support administrative functions such as class scheduling, student
enrollment, and attendance tracking. See Training Logistics Strategy document for further detail.
Finalize Training Rollout Plan - this includes identification of instructors, student attendees, time, location, and
support resources. In addition to finalizing user and facilities coordination, NAVAIR should identify key
support contacts for the training rollout. This includes troubleshooting for all hardware, software, equipment,
and supplies for each site, as well as contacts for instructor assistance.
Coordinate Materials Production, Assembly and Distribution - this includes timing and logistics of printing
materials, database training loading and on-line reference loading.
Determine Training Administration Approach and Tools - NAVAIR should establish a system for student
enrollment and tracking. This activity should identify the tools, timing, and re-sourcing of the training
administration functions. (e.g. Training Tracker)
Register Participants this includes managing the enrollment of students to specific classes and locations and
assuring that there are no conflicts with departmental needs.

3.8.6

Training Delivery Support

The Help Desk Training document further defines training for the Help Desk specific to SAP.

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3.9 Evaluate Phase
The End-users of the NAVAIR application will require specific and targeted training on exact tasks that they
will perform on the system upon Go Live. Information on system capabilities and future opportunities should
be avoided, as it will prove distracting to the central focus of the educational sessions. Since training
deliverables will be developed as independent objects, the role-based courses can be assembled dynamically to
provide the right amount of education to the End-users. This will ensure that the learning groups receiving the
training are not subjected to non-useful experiences. End-user time is very precious and should be tightly
managed throughout the training deployment.

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3.10 Training Strategy Issues & Concerns
Listed below are a number of issues, which could affect the success of this strategy:

Pre-training. All End-users must have PC training and experience prior to receiving SAP R/3 Overview
and Navigation training. The need for Windows training should be determined during the detailed user
needs analysis.

User resistance. Management and users hostile to the SAP R/3 implementation will curtail the
effectiveness of the training program for themselves and all others. A strong Change Management Plan
must address this issue.

Training Facilities. The existence of appropriate and adequate training facilities is a necessity. Facilities
have been tentatively identified, but the number of facilities and the equipping of those facilities must be
further defined and availability validated. There could be additional unbudgeted costs that arise from the
need to rent classroom equipment.

PC Equipment and Setup. Training PCs need to have the proper wiring and access to the appropriate
servers and networks as well as the training environment of SAP R/3. The PCs in the training facilities
need to have the appropriate software loaded prior to training. Training User IDs and passwords need to
be established. NMCI impact needs to be determined.

Classroom Projectors. LCD projectors need to be provided for each classroom. Again, additional cost
may be incurred if these machines need to be purchased or rented.

NAVAIR Participation in Training Development. NAVAIR Subject Matter Experts with NAVAIR
business knowledge must be available to provide process specific examples and scenarios for the training
materials.

Approval of Training Materials. NAVAIR BTL's must be available to review and approve all training
materials. Three-day turnarounds for this activity will be required to maintain a tight development
schedule.

NAVAIR Participation in the Classroom. NAVAIR BA's with NAVAIR business knowledge must be
available to answer user questions in the classroom.

NAVAIR NWCF Training. Navy Working Capital Fund personnel training needs to be addressed.

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4 Knowledge Transfer Strategy

4.1 Scope
The scope of the Knowledge Transfer Strategy is to outline a strategy for transferring knowledge, skill and
abilities from integrator consultants to the Sigma project team that will ensure successful transfer of
implementation and operational support.
The Knowledge Transfer Strategy will map out a strategy to attain required capabilities through training and
define expectations for specific knowledge and skills transfer. The strategy will contain measurement and
performance indicators and include agreements and plans necessary to achieve successful results through
teaming initiatives.

4.2 Goals
The primary goal of the Knowledge Transfer Strategy is to impart the knowledge required to initiate, perform
and sustain the Sigma implementation results of the Sigma solution.
Additional goals of the strategy are to:

Reduce or mitigate project risk through ownership and accountability

Develop metrics to capture and assess performance for knowledge transfer capabilities

4.3 Objectives
The objectives of the Knowledge Transfer Strategy are to:

Identify roles and responsibilties involved in the knowledge transfer process

Develop a project team infrastructure that supports the acquisition of required knowledge, skills and
abilities
Transfer knowledge, skills and abilties required to perform Sigma configuration to provide project life
cycle support
Develop a formal process for monitoring and evaluating the effectiveness of the knowledge transfer process
based on objectives and perfromance metrics

4.4 Critical Assumptions

The successful achievement and outcome of knowledge transfer will directly impact the success of the Sigma
project.

Client integration team and process team will jointly take ownership of the knowledge transfer process to
ensure required skills and abilities are successful being transferred with concentration on performance not
task completion.

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Metric will be properly initiated, maintained and evaluated to monitor the progress of knowledge transfer
throughout the life cycle of the project.

4.5 Knowledge Transfer Principals

Knowledge transfer requires full commitment and participation of all team members. Team members must be
actively engaged in establishing the knowledge transfer process and requirements to promote ownership and
success.

4.5.1

Roles and Responsibilities

4.6 Sigma Leadership

Set clear expectations for all team members (both client team members and Integrator consultants)
regarding knowledge transfer evaluation criteria and performance targets

Manage the project life cycle in a way that enables and supports the transfer of valued capabilities

Establish a performance management system that promotes attitudes and behaviors which are critical to the
success of the Knowledge Transfer Program

Manage both upward and downward communication to ensure support for the Knowledge Transfer
Program

Participate in the evaluation of the Knowledge Transfer Program relative to agreed-upon evaluation criteria
and performance targets

Process and Functional Team Leads

Work with team members to identify capabilities to be transferred and acquired

Identify focus areas for knowledge/skill development for individual team members

Identify appropriate knowledge transfer partnerships for team members

Facilitate development of individual knowledge transfer agreements between knowledge transfer partners

Allocate time in work plans for team members to participate in needed learning activities

Secure resources required to support knowledge transfer efforts

Offer guidance and assistance to help team members overcome obstacles to knowledge transfer

Measure progress against identified milestones and metrics for knowledge transfer

Integrator Team Leads

Build an open working relationship in which his/her client counterpart can feel comfortable in raising
issues and concerns

Create opportunities for his/her client counterpart to learn

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Balance work commitments, priorities, and client counterpart development

Share experiences, knowledge, and personal networks

Use day-to-day work as an opportunity for transferring knowledge and skills

Assist his/her client counterpart to develop to their full potential

Keep appointments with his/her client counterpart

Provide frank, honest feedback and advice

Actively participate in the appraisal and evaluation of his/her client counterpart

Follow up on agreed action plans

IMD Team

Work with project leadership to establish evaluation criteria and performance targets for knowledge transfer

Work with project leadership to establish a project team structure that supports knowledge transfer

Facilitate the rollout of the Knowledge Transfer Program and processes

Monitor activities to ensure achievement of the Knowledge Transfer Program objectives

Serve as the focal point for knowledge transfer issues

Participate in the evaluation of the Knowledge Transfer Program relative to agreed-upon evaluation criteria
and performance targets

Develop plans to support knowledge transfer for subsequent projects

Deploy the knowledge transfer process across multiple projects

Process and Functional Team

Successfully complete the knowledge transfer objectives

Work with consultant counterpart to create opportunities for learning and knowledge/skills development

Use day-to-day work as an opportunity to put new knowledge, understanding, or skill to practical use on
the job

Balance and monitor own workload and job responsibilities

Provide consultant counterpart with frank, honest feedback about the knowledge transfer process

Actively participate in the knowledge transfer appraisal and evaluation process

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4.7 Knowledge Transfer Strategy
The primary method to impart knowledge for the process team will be on-the-job training.
The Knowledge Transfer strategy will follow an analyze, develop, deliver and evaluate strategy.

Analyze

Develop

Execute

Evaluate

Analyze
The following activities will be performed during this phase:

Identify needed tools and functional and technical knowledge and skills

Assess current team capabilities

Identify gaps between team capabilities and skill requirements

Assess consultants abilities to bridge knowledge transfer gaps

This phase will produce a prioritized list of knowledge, skills and abilities to acquire and transfer.

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5 Reference Materials
Documents reviewed or being developed to develop or deliver the training program are listed below:

1390213011p Deployment Plan 021301 v4

1390324007p G-Training Strategy
13904180016p Change Management Training Plan (Knowledge Transfer and Training Plan)
PC Training Room Inventory
Student Handbook
Leaders Guide
Level II Training Material Binder
SAP Training Evaluation/Comments
End-user Training - Pilot presentations
Business Scripts
Course Developers Guide
Approval and Document Control Processes
Style Guide
139412004p Tech Arch Strategy
139412004p Tech Design Doc
139412004p Tech Arch Diags
Training Development Instance Strategy

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6 List of Acronyms
Acronym

Terms

Aircraft Division

Business Analysts

BPOT

Business Process Overview Training

BPR

Business Process Reengineering

CATS

Cross Application Time System

DET

Detachment

ECP

Engineering Change Proposal

EIS

Executive Information System

ESPO

Enterprise Solutions Program Office

ESS

Employee Self Service

EST

Eastern Standard Time

FOC

Full Operational Capability

HRO

Human Resources Office

IOC

Initial Operating Capability

LCD

Liquid Crystal Display

NADEP

Naval Aviation Depot

NAVSUP

Naval Supply Systems Command

NAWC

Naval Air Warfare Center

NMCI

Navy Marine Corps Intranet

OOMA

Optimize Organization Maintenance Activities

SAP

System Applications Products

SMART

Supply Maintenance Aviation Reengineering Team

TNA

Training Needs Analysis

TSD

Training System Division

Weapons Division

WFT

Work Force Transition

Page 44

Common questions

Instructors in the SAP training program are responsible for delivering prerequisite Sigma courses to end-users, covering both process and role-based aspects. They use lectures, demonstrations, coaching, and hands-on exercises to train users on SAP functionalities. Significantly, they respond to end-user inquiries, collect feedback, and evaluate training effectiveness. They are crucial because they not only deliver training content but also ensure its ongoing improvement through evaluations and adjustments to meet learners' needs .

Aligning training project activities with the implementation team's efforts is significant because it ensures that the training content remains relevant and up-to-date with the actual implementation progress. This alignment facilitates the timely incorporation of real-time feedback and changes into the training program. Additionally, it avoids duplication of efforts and resource wastage by leveraging the shared objectives and resources, providing a cohesive strategy to achieve project goals .

Integrating instructional technologies in training delivery helps address the diverse needs of NAVAIR's employee population by offering flexibility and accessibility. The training courses utilize multiple instructional technologies and techniques tailored to the demographics, geographic distribution, and business requirements of the employees. This includes leveraging online resources for continuous access to materials, allowing for retraining, new hire training, and on-the-job support. The use of technology ensures the training environment reflects NAVAIR-specific implementation, facilitating a more targeted learning experience .

Developing a training logistics plan for the SIGMA SAP R/3 project entails multiple challenges. These include accurately assessing capacity needs across facilities, coordinating schedules to minimize disruption to operations, and ensuring timely availability of equipment and training materials. Additionally, training logistics must account for geographic distribution of end-users, demanding precise coordination and communication to optimize resource allocation and resolve potential conflicts. The challenge also lies in forecasting and adapting to evolving training needs during the project's lifecycle .

Measurable outcomes expected from the Knowledge Transfer Strategy include successfully transferring the necessary knowledge, skills, and abilities to execute and sustain the Sigma project. This is monitored using metrics that capture performance in knowledge transfer activities. These outcomes mitigate project risks by ensuring that the project team is competent in using Sigma, thereby reducing reliance on external resources, and fostering accountability and ownership within the team. This diminishes the risk of operational disruptions or project delays due to competency gaps .

The principal objectives of the Knowledge Transfer Strategy in the Sigma project include identifying roles and responsibilities involved in the transfer process, developing team infrastructure to support the acquisition of necessary knowledge, and establishing a formal process to monitor and evaluate the effectiveness of this transfer. Critical assumptions include the shared ownership of the process between client and integrator teams, and the reliance on performance metrics to ensure that skills and abilities are effectively transferred, which will directly impact the success of the overall Sigma project .

Coordination and project management are essential for the Sigma Training Project because they ensure that the diverse activities and teams involved are aligned and operating efficiently. Effective coordination connects the training activities with the broader implementation efforts, facilitating timely completion of tasks and ensuring all components of the training program are integrated seamlessly. Project management helps to plan resources, schedule training sessions, and oversee the development of materials, thereby minimizing risks and ensuring that all goals and milestones are met effectively .

Metrics and performance indicators play a critical role in the Knowledge Transfer Strategy by providing a means to assess the effectiveness of the knowledge transfer initiatives. They help in identifying areas where the transfer is successful and areas needing improvement. These metrics are vital as they offer a quantifiable way to track progress, ensuring that the transfer of knowledge is meeting the set objectives. Moreover, they support continuous improvement by facilitating informed decision-making and resource allocation .

The key elements of the training life cycle in the NAVAIR project include the Analyze, Design, Develop, and Deliver phases. These phases are crucial because they provide a structured approach to creating a training program that is tailored to the organization’s specific needs. The Analyze phase involves understanding the training requirements and audience demographics. Design focuses on developing a detailed curriculum with specific training materials and scenarios. Development involves creating the actual training content and resources. Delivery ensures the training is effectively administered to end-users. Each phase builds on the previous one to ensure a cohesive and comprehensive training program is implemented .

Piloting training courses is essential in the NAVAIR training implementation because it allows for early identification and rectification of issues with the training content before full-scale deployment. The goals include testing the understandability of the content, reviewing it for quality and completeness, and providing practical training experience for the training team. Additionally, piloting offers an opportunity for super users to give feedback and ensure that courses meet learning objectives, thereby enhancing the overall effectiveness of the training program .

KKNOWLEDGE
NOWLEDGE T
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&
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JJULY
ULY 25, 2001
25, 200

TABLE OF CONTENTS
1
INTRODUCTIONS............................................................................................

3.6.9
Access to NAVAIR Process Team Members..................................................................................

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1 Introductions
1.1
Sc

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Module and/or Bolt-on

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Goals
The

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3 Sigma Training Progr

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3.3
Analyze Phase
3.3.

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