draft CAD Design Document - EPPIC · 2003-11-11 · II. Project Overview Norfolk Naval Shipyard CAD Design Document EPPIC, Inc. NNSY 101 11/11/03 Page 1 Project Overview Section Overview

draft

CAD Design DocumentNovember 11, 2003

Curriculum Architecture Design Projectfor the

Norfolk Naval Shipyard’s

Supervisors andZone Managers

for Production (code 900)

draft

CAD Design DocumentNovember 11, 2003

Curriculum Architecture Design Projectfor the

Norfolk Naval Shipyard’s

Supervisors andZone Managers

for Production (code 900)

Project methods and conduct by:

Table of Contents

Table of Contents Norfolk Naval Shipyard CAD Design Document

EPPIC, Inc. NNSY 101 11/11/03 Page i

Table of Contents

I. Introduction • Purpose of the Design Document ......................................................................1• Document Content ...............................................................................................2

II. Project Overview • Section Overview...................................................................................................1

• Project Purpose......................................................................................................1 • Project Background/Rationale ............................................................................1 • CAD Approach......................................................................................................3 • Project Teams.........................................................................................................7 • Phase Overview Summary....................................................................................8 • Scope .......................................................................................................................8

III. Phase 3: Design Overview

• Section Overview...................................................................................................1 • Design Purpose......................................................................................................1• Key CAD Design Activities .................................................................................1 • Design Team Meeting Debriefing Comments ..................................................4 • Issues/Conclusions ...............................................................................................6 • Design Team Meeting Outputs ...........................................................................6

IV. Design Phase Outputs

• Section Overview...................................................................................................1

A. T&D Paths • Section Overview............................................................................................1 • Description ......................................................................................................1 • T&D Path Phases ...........................................................................................1 • T&D Paths for Code 900 Supervisors and Zone Managers

B. Individual T&D Planning Guides

• Section Overview............................................................................................1 • Description ......................................................................................................1 • Individual T&D Planning Guides for Code 900 Supervisors and Zone

Managers

continued on next page

Table of Contents CAD Design Document Norfolk Naval Shipyard

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Table of Contents, continued

IV. Design Phase Outputs, continued

C. T&D Event Specifications & Existing T&D Definitions • Section Overview............................................................................................1 • T&D Event Description................................................................................1 • T&D Event Specification Forms .................................................................1 • Existing T&D Definition Description ........................................................2 • Existing T&D Definition Forms..................................................................2 • T&D Event and Existing T&D Definition List.........................................4 • T&D Event Specifications & Existing T&D Definitions

D. T&D Module Inventory Framework

• Section Overview............................................................................................1• Description ......................................................................................................1 • Utility of the T&D Module Inventory Framework ...................................4 • Module Inventory ...........................................................................................4 • Module Inventory Framework “Blueprint” ................................................4 • T&D Module Inventory

E. T&D Module Specifications & Qualification Specifications • Section Overview............................................................................................1 • Description ......................................................................................................1 • T&D Module Specification Forms ..............................................................2 • T&D Module List ...........................................................................................4 • T&D Module Specifications

V. Project Completion Phase Overviews

• Section Overview...................................................................................................1 • Phase 4: Implementation Planning .....................................................................1

Appendixes A. Project Plan

B. Guy W. Wallace Professional Biography

Curriculum Architecture Design; PACT Process; and Performance-based, Accelerated, Customer-/Stakeholder-driven T&D are service marks of EPPIC, Inc.

I. Introduction

I. Introduction Norfolk Naval Shipyard CAD Design Document

EPPIC, Inc. NNSY 101 11/11/03 Page 1

Introduction

Purpose of the Design Document

This Design Document is intended to provide both an overview and details of the draft Curriculum Architecture DesignSM (CAD) for Code 900 Supervisors and Zone Managers at Norfolk Naval Shipyard

This document is the source for a Design Briefing package, a sub-set of this full Design Document. This curriculum architectural design information will be used next to guide the prioritization of the “gaps” in the T&D Curriculum design, and then will be used to guide the downstream, future development/acquisition efforts required to implement this design, post-project. This Design Document represents the results of Phase 3 of the four-phase CAD process. Additional details regarding the CAD process may be reviewed in the Project Plan in the Appendices.

CAD Phase 4

ImplementationImplementationPlanningPlanning

CAD Phase 4CAD Phase 1 Project Project

Planning Planning & Kick & Kick - - off off

CAD Phase 1 Project Project


©2002 EPPIC, Inc.

CAD Phase 2

AnalysisAnalysis

CAD Phase 2

AnalysisAnalysis

CAD Phase 3

DesignDesign

CAD Phase 3

DesignDesign ImplementationImplementationPlanningPlanning

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Introduction, continued

Document Content The following text outlines the content of this document. Readers may want to focus on specific portions of the text, depending on their level of familiarity with the project, or their need-to-know. Tab II – Project Overview explains the purpose of the project, background, and the project scope in terms of tasks, outputs, and roles. Tab III – Phase 3: Design Overview describes the purpose, key activities, and outputs of the design effort.

Tab IV – Design Phase Outputs describes the five key outputs in more detail and includes the actual outputs. • Tab A: T&D Paths • Tab B: Individual T&D Planning Guides • Tab C: T&D Event Specifications & Existing T&D Definitions • Tab D: T&D Module Inventory Framework • Tab E: T&D Module Specifications & Qualification Specifications Tab V – Project Completion Phase Overviews includes a summary of the next, final project phase. Appendixes – This section includes the current Project Plan and the consultant biography outlining his experience in projects of this nature.

II. Project Overview

II. Project Overview Norfolk Naval Shipyard CAD Design Document


Project Overview

Section Overview This section of the Design Document presents an overview of both the Norfolk Naval Shipyard (NNSY) project specifics, and of Curriculum Architecture Design (CAD) projects in general. This section provides an explanation of this project’s purpose, and it’s background and business rationale. This section also overviews the CAD phase activities and key deliverables, and the project’s key roles and their project responsibilities. This section of the Design Document is meant to be read by those who are interested in knowing about all phases of the Curriculum Architecture Design (CAD) project as outlined in the Project Plan. Other readers may want to skip ahead to later sections of the Design Document.

Project Purpose The purpose of this project is to create a Curriculum Architecture Design

(CAD) for both Supervisors and Zone Managers in Code 900.

Project Background/ Rationale

This project is being conduct in response to one of the Organizational Effectiveness Cycles’ (OEC) top four initiatives of the shipyard: leadership development. Forecasts of near-term retirements for senior leaders at the shipyard suggest a near-term experience-drain may be expected unless immediate action is taken. A more formal, certain approach is needed for both management and leadership development. This project will produce a performance-based Curriculum Architecture DesignSM (CAD) that will define and organize both the existing T&D of NNSY, and the gap T&D for a curriculum architecture design of all of the required training & development content needed to continually assess and develop the managerial skills and leadership traits of Code 900 Supervisors and Zone Managers. The CAD design (of the project’s Phase 3) and the development plan priorities (of Phase 4) will then enable the downstream assessment of the existing T&D systems and infrastructure’s adequacy to develop/acquire and then administrate and maintain the content of this design.


II. Project Overview CAD Design Document Norfolk Naval Shipyard


Project Overview, continued

Project Background/ Rationale, continued

With some exception, the current system of training and assessing Code 900 Supervisors and Zone Managers currently is a series of awareness building presentations on topics related to, but not directly addressing the “how-to” nor the “why/when” of the tasks and outputs of their total performance requirements. There is little performance-based “knowledge and skills building” in the most critical areas of the job. There is not enough hands-on drill-and-practice time necessary to develop actual skills. There is too much “talking.” The current system of training and assessing shipyard Code 900 Supervisors and Zone Managers is not aligned with the specific performance expectations of the shipyard managers and leadership. This CAD design addresses that. This project is to addressed this development issue and result in a formal design for a more systematic approach for the training, assessment, and continued development of individuals to become successful in their specific Code 900 Supervisory and Zone Management jobs.

CAD Approach This project is being conducted using EPPIC’s proprietary PACTSM Process

for Curriculum Architecture Design (CAD).

erformance-basedcceleratedustomer-/Stakeholder-drivenraining & DevelopmentSM

PACT

©2002 EPPIC, Inc.


PACT

©2002 EPPIC, Inc.





CAD Approach This is Guy Wallace’s 73rd CAD project since 1982 (conducted primarily for Fortune 500 concerns). And this is Guy’s 22nd CAD project addressing management and leadership development. CAD is the “systems engineering” level of the PACT Processes for T&D.





CAD Approach, continued

The PACT CAD Process for T&D is a “gated” process for producing Performance-based, Accelerated, Customer-/Stakeholder-driven T&DSM.

The Curriculum Architecture Design - CAD phases are depicted above. (For a more detailed description of the CAD Process, refer to the Project Plan in Appendix A.) The 4 phases of this CAD project are overviewed next.

Phase 1: Project Planning & Kick-off was completed incrementally, based on an early draft of the Project Plan, by Norfolk Naval Shipyard’s Jonathan White and Art Willoughby, and EPPIC’s Guy Wallace during multiple phone calls and several in-person meetings beginning in March and culminating in July 2003. The project plan was finalized on October 9, 2003. Mark G. Brown also participated in early planning activities at the NNSY site. The intent of this planning effort was to • Discuss the project in general. • Review, critique, and modify the draft Project Plan. • Identify all targeted Analysis Team members. • Identify any/all source materials and data for use in the consultant’s use in

preparation of downstream CAD phases, outputs and tasks. • To support the project’s conduct.


CAD Phase 4

ImplementationImplementationPlanningPlanning

CAD Phase 4CAD Phase 1 Project Project




©2002 EPPIC, Inc.

CAD Phase 2

AnalysisAnalysis

CAD Phase 2

AnalysisAnalysis

CAD Phase 3

DesignDesign

CAD Phase 3

DesignDesign ImplementationImplementationPlanningPlanning













CAD Phase 2

Analysis Analysis

CAD Phase 2

Analysis Analysis

Phase 2: Analysis consisted of both a 3-day Analysis Team meeting to define the ideal performance and then identify the gaps and probable causes. The enabling knowledge and skill requirements associated with the job’s tasks and output requirements were also systematically derived by the Analysis Team. Subsequent to that Analysis Team meeting, assessments were conducted for hundreds of courses and modules available of existing T&D content from NNSY, NAVSEA, and the USN’s e-learning sites. That existing NNSY and other T&D was reviewed and compared against the requirements articulated in the Performance Models and the Knowledge/Skill Matrices. The existing training was assessed for the degree to which it could be incorporated into the future-state CAD. In parallel with this effort, the NNSY and the Center for Naval Leadership partnered to provide Harvard Management Mentor Plus (HMMP) e-learning modules in support of this CAD project. This e-learning will be available through the Navy Knowledge Portal (see Art Willoughby for details). All analysis outputs were documented and are contained in the full Analysis Report (draft, dated October 15, 2003). That is the version of the data that was used in the next phase of the project.

The full Analysis Report contains the following four types of analysis data to be used in the design phase: • Target Audience Data • Performance Model • Knowledge/Skill Matrix • Existing T&D Assessments






CAD Phase 3

Design Design

CAD Phase 3

Design Design

Phase 3: Design involved the preparation for and then the conduct of a highly structured, detailed, 5-day group Design Team meeting, plus the subsequent detailing of the design specifications. The design effort produced two CAD T&D Paths, each to address the specific performance tasks and knowledge/skills as derived in the prior Analysis Phase efforts for the Code 900 Supervisors and Zone Managers. The preparation for the Design Team meeting included the processes of all analysis data outputs into specific inputs for use in the step-by-step design process. Following the 5-day design meeting the rough design was documented and then detailed further to insure instructional integrity, and linkage to the original analysis data. The Module Specs are the key content building blocks of the modular design of the CAD. The Module Specs (and Qualification Specs) are organized into a 5-Tier Module Inventory Framework. This Inventory Framework will become an important tool for the individual(s) responsible for developing/acquiring the “gap” content. The first draft of the Design Document, and the two T&D Paths draft “posters” were produced and then extensively reviewed by Art Willoughby. Updates were made to produce this version. Finally, the Design Document and the T&D Path posters were produced for review.






All Design Team meeting outputs have been documented and are contained in Tab IV of this report. They include: • T&D Paths • Individual T&D Planning Guides • T&D Event Specifications & Existing T&D Definitions • T&D Module Inventory Framework • T&D Module Specifications & Qualification Specifications This Design Document is intended to be reviewed, and then approved (or revised) by the members of the Design Team. Then, after any updates have been made, it will be further reviewed by the Code 300/900 Leadership Team in a facilitated meeting conducted by Art Willoughby. It will then be reviewed and approved (or revised) by the members of the Project Steering Team (PST). This phase will lead to the next, final, fourth phase of the project, previewed further in Tab V of this document.

Project Teams Critical to the success of the project is the organization of the human

resources into defined teams with specific roles and responsibilities. To this phase of the project, the following teams have been involved: • Project Steering Team • Analysis/Design Team

The Project Steering Team provides project sponsorship, leadership, and all resources. They are responsible for achieving the business goals of the project, the returns on the investments. They provide “Voice of the Stakeholder” into the project at proscribed intervals. The Analysis/Design Team provides the inputs, decisions, insights and feedback of representative, current Master Performers into both the key analysis and design activities. They provide “Voice of the Target Audience” into the project at proscribed intervals.




Phase Overview Summary

This CAD project was somewhat unique from the following perspectives:

• Most CAD efforts do not come across as much existing T&D to assess. The huge number of e-learning courses, and the need to participate in the learning process extended the amount of time needed to conduct the “Existing Training Assessments” efforts. For example, a 4-hour e-learning course might take up to 2 hours to review thoroughly and assess it more accurately against the original Performance Model and Knowledge/Skill Matrices data. These e-learning assessments were almost exclusively conducted by Art Willoughby.

• The number of existing T&D that were assessed to be used “as is” was also

high. • The number of modules of gap T&D therefore was lower than typical. • Qualification Specifications were also include in the CAD (only about 10%

of the 73 this consultant has conducted included this element) and were coupled with “Capstone Reviews” a concept/phrase borrowed from the Navy (and often referred to in past writing about CAD by this consultant as “keystone events”) were incorporated into the paths as well.

Scope The scope of this project is limited to the Phase 1–4 outputs listed below and

the completion of the tasks documented in the Project Plan (see Appendix A for a copy of that plan). • Analysis Phase outputs

- Target Audience Data - Performance Models - Knowledge/Skill Matrices - Existing T&D Assessments

• Design Phase outputs - T&D Paths (see Tab IV.A.) - Individual T&D Planning Guides (see Tab IV.B.) - T&D Event Specifications (see Tab IV.C.) - T&D Module Inventory Framework (see Tab IV.D.) - T&D Module Specifications (see Tab IV.E.)

• Implementation Planning Phase output - Implementation Planning Report

III. Phase 3: Design Overview

III. Phase 3: Design Overview Norfolk Naval Shipyard CAD Design Document


Phase 3: Design Overview

Section Overview This section summarizes the key activities and conclusions from the Design Phase. The following tab contains the actual design phase outputs. This section is intended for those with a need to know regarding the who, what, why, where, when of the design phase for this project. Other readers may wish to skip ahead to tab IV, the design phase outputs.

Design Phase Purpose

The purpose of the Design Phase is to specify T&D Modules (components) and T&D Events (products) to address the performance and enabling knowledge/skill requirements identified in the Analysis Phase. The T&D Events are sequenced on a recommended T&D Path for each of the two target audiences. Module and Event design is influenced by • Learning needs • Module shareability • Content volatility • Deployment platform availability

Key CAD Design Activities

The Design Team met October 20 – 24th for a 5-day design meeting in BEQ facilities at the NNSY’s Scott’s Center. Their charge was to: • Organize the “ideal”. • Develop a path of awareness, knowledge, and skill development. • Organize the existing training against that “ideal”. • Organize all training content needs into T&D Modules, including both

content and qualification testing. • Group T&D Modules into T&D Events for standard delivery offerings. • Create a T&D Path defining the flow, sequence, and phases of T&D

Events for the defined target audience(s).


CAD Phase 1 CAD Phase 2 CAD Phase 3 CAD Phase 4

Project Project Planning Planning & Kick & Kick - - off off

AnalysisAnalysis DesignDesign ImplementationImplementationPlanningPlanning



©2002 EPPIC, Inc.


III. Phase 3: Design Overview CAD Design Document Norfolk Naval Shipyard


Phase 3: Design Overview, continued

Key CAD Design Activities, continued

The Design Team members included: • Gerald White, Code 950 • Pete Gilbert, Code 920 • George Mack, Code 970 • John Walker, Code 930 • Gary Clark, Code 900T • Erika Workman, Code 2390 Note: The intent of the team approach to design is not to “design by committee,” but to “influence the designers by committee” during the actual design activities. Art Willoughby actively participated during the 5-day design effort. Additionally, Erika Workman who had participated in the Analysis Team efforts also attended and observed for a day-and-a-half of the 5 days. CDR. Bob Essman of the Center for Naval Leadership attended for a few hours on the last day to observe the design team meeting process, as part of the evolving partnership being developed between the Center for Naval Leadership and NNSY. Guy W. Wallace of EPPIC prepared for and then facilitated the design meeting process and documented the CAD design details. The Design Team was led through a series of structured design processes (see graphic below) developed by EPPIC’s Guy Wallace, that involves systematically sorting through the performance and enabling knowledge/skill items, grouping as necessary to form T&D Modules, and clustering the T&D Modules to form T&D Events. Production shop superintendent Jack Harris, Code 930, was facilitated through a mock planning exercise to assess the design’s “face validity”. It more than met his expectations. He said, “It seemed to hit is all. Hit the right topics.” Further assessments were then conducted by Art Willoughby to gather additional feedback.






Team consensus, the design assumptions formulated during the Analysis

Phase and the experience of the Norfolk Naval Shipyard personnel were used when defining information to be specified in the T&D Module Specs. The Module Specs information includes deployment platform/method, depth of coverage, estimated length, availability status (what portion of the training already exists in the Norfolk Naval Shipyard inventory of content, if any), and the placement of the module within T&D Events on the T&D Paths. The preliminary content listed of the T&D Module Spec is partial and is intended to establish preliminary content boundaries. It is not intended as the sole input to near-term development efforts. This “macro-design” information of a CAD Module Spec will need to later be developed further, based on additional instructional analysis and design efforts. And that should happen only in a priority and timely manner.


Assemble the Team

Define Curriculum Structure

Sort Performance

and K/S Items on T&D

Paths

Specify T&D Individual Modules

Specify T&D Events

Draft Curriculum

Design Document

Review/Finalize

Conduct Existing T&D Assessment

Design Phase Process

Design Team Tasks

©2002 EPPIC, Inc.

Finalize Path

Sequence

Assemble the Team

Define Curriculum Structure

Sort Performance

and K/S Items on T&D

Paths

Specify T&D Individual Modules

Specify T&D Events

Draft Curriculum

Design Document

Review/Finalize

Conduct Existing T&D Assessment

Design Phase Process

Design Team TasksFinalize

Path Sequence





The responsibility of the Design Team was to provide real-world input to the design process regarding the target audience’s expected performance and the associated knowledge and skills required. The Design Review Team will meet prior to the conduct of Phase 4’s Implementation Planning meeting/activities, to review the draft design outputs and make any revision recommendations necessary.

Design Team Meeting Debriefing Comments

In response to the structured debriefing questions, Design Team meeting debriefing comments from the Norfolk Naval Shipyard team members are listed below.

Debriefing Questions Design Team Member Comments

1. What percent of everything critical to the 900 Supervisor’s job did we cover in the CAD design?

• 100% • 100% • 100% • 95%

2. What percent of everything critical to the 900 Zone Manager’s job did we cover in the CAD design?

• 100% • 100% • 100% • 95%

3. What specific comments do you have regarding the design products we produced?

• We fulfilled our task of designing a leadership path for developing shipyard leaders and managers. It can only be successful if it doesn’t get watered down or deviate from what has been developed here. • We’ve accomplished our mandate for

developing an architecture for developing the leaders for the 21st Century Shipyard. • I agree. If NNSY is committed to leadership

development, they need to give 100% backing to it “as it is.” Not just pieces of it.





Design Team Meeting Debriefing Comments, continued

Debriefing Questions Design Team Member Comments

4. What specific comments do you have regarding the design process we employed to produce those design outputs?

• Thought it was a good pattern. Didn’t understand it at first. But it all came together. • I didn’t understand it at first either, but it did

all fall into place. • When somebody sees the end results, they

won’t understand what we mean by “M-HR-E” at first. I worry about that being misunderstood. They need it all, the knowledge and skill, not the training. • We kept all critical elements in mind, cost,

level of ability of the people to learn. You don’t have to be a college graduate to learn this. It will challenge, but it won’t overwhelm them. It is achievable. • We are developing a career path for NNSY!

5. What specific comments do you have regarding any key, future, implementation issues for NNSY leadership to address as this entire effort goes forward?

• Set rules down and follow them. • Don’t drop a requirement. • Will we have the budget to do this? • Can’t keep cutting the budget and expect

this to work. Need to make sure that the people have the budget to participate. I myself have shot down training requests in the past due to budget. • The only real issue I see is that you can’t ask

a temporary to give this his commitment and abuse the temporary status. • Where do we start existing people in the

process? That needs to be determined. And can be.




Issues/Conclusions The consultant’s views on the CAD design and issues going forward include: • The implementation (development and delivery) of this design will first

develop supervisors’ and managers’ managerial competence, as well as support the development their leadership abilities. Other elements of leadership development systems are required beyond the T&D component.

• The implementation of this design will require changes in the shipyard’s

current instructional development processes, and will require much more control over what content gets covered to what level by the Subject-Matter-Expert (SME). This impacts development and then delivery issues.

• There is a need for a very-quick instructional design process for

communications development (awareness level content). There is also a need for a more effective instructional design process for education development (knowledge level content). And finally there is a need for a rigorous-but-fast instructional design process for training development (skill level content). Neither the current “open approach” or a rigorous, one size instructional design process is appropriate for the post-project development/acquisition efforts of the shipyard.

• Much of the design’s downstream development can be facilitated by the

development of a series of “training templates” for content authors (SMEs with or without the assistance of credible instructional designers) to use to redo their content and get aligned to the learning objectives and depth of knowledge or skills development required.

Design Team Meeting Outputs

During the Design Phase, including before, at, and after the 5-day design meeting, five key design outputs were created. • T&D Module Specifications & Qualification Specifications • T&D Event Specifications & Existing T&D Definition • T&D Paths • Individual T&D Planning Guide(s) • T&D Module Inventory Framework Descriptions of each of these outputs, as well as the outputs themselves, are in the subtabs of Tab IV.

IV. Design Phase Outputs

IV. Design Phase Outputs Norfolk Naval Shipyard CAD Design Document


Design Phase Outputs

Section Overview The tabs within this section contain descriptions of the specification forms and the other outputs of the Design Phase of this project. This section is for those wishing to conduct a thorough review of the CAD design and the design details at this point (CAD is a macro-design instructional design process and not a micro-design process). Those design outputs are: A. T&D Paths B. Individual T&D Planning Guides C. T&D Event Specifications & Existing T&D Definition D. T&D Module Inventory Framework E. T&D Module Specifications & Qualification Specifications

IV.A. T&D Paths

IV.A. T&D Paths Norfolk Naval Shipyard CAD Design Document


T&D Paths

Section Overview This section of the Design Document includes a brief description of the T&D Path and the actual output(s) developed during the Design Phase of this project for • Code 900 Supervisors • Code 900 Zone Managers

Description The T&D Path is a “marketing poster” intending to visually present the “big

picture” of the T&D design. It is complimented by the Individual T&D Planning Guides, presented next. Each T&D Path includes a subset of the total NNSY Curriculum Architecture Design (CAD), and is used to sequence the T&D Events (composed of T&D Modules) to produce a customized training path and/or plan for a particular “target audience.” The T&D Paths and Planning Guides allow for the custom development of an individual training and development plan, based on the uniqueness of the individual’s job assignment and those specific performance requirements, as well as the educational and experiential background of the individual. These paths identify all the T&D Events that are potentially required and potentially available (in the future state). Individual requirements, as determined by the employee and their management, will determine the selection of the appropriate T&D Events in which to participate. The T&D Path developed for Code 900 Supervisors and Zone Managers during the Design Phase of this project appears on the following page(s).

T&D Path Phases Code 900 Supervisors and Zone Managers T&D Paths

The Supervisors and Zone Managers T&D Paths are each divided into 4 phases to help management identify and plan the “timing” of T&D Event completion. The timing of the placement of each Event on the path is only “suggested” and each plan should reflect the current and near-term future workload and requirements to help the plan be more “just-in-time.” Each Event is an “administrative” block of T&D content. Each Event is composed of one or more Modules of content. The Events and their Modules are presented later within this tab.

IV.B. Individual T&D Planning Guides

IV.B. Individual T&D Planning Guides Norfolk Naval Shipyard CAD Design Document


Individual T&D Planning Guides

Section Overview This section of the Design Document includes a brief description of the Individual T&D Planning Guides and the actual outputs developed during the Design Phase of this project for two target audiences: • Code 900 Supervisors • Code 900 Zone Managers

Description The Individual T&D Planning Guide is a tool that can be used to tailor a

development plan for a specific individual. It is a “paper planning” version of what an LMS (Learning Management System) or what an LCMS (Learning Content Management System) does in an “e-learning” system. Generally, the Individual T&D Planning Guide is used annually, when an employee and manager plan the coming year’s training based on the employee’s projected work assignment and general development goals, along with the manager’s business needs and budget using the Individual T&D Planning Guide (and the corresponding T&D Path). This is also often done in conjunction with the annual performance appraisal process. It can be reviewed upon each project assignment or reassignment versus a calendar cycle. The Individual T&D Planning Guides were developed subsequent to the Design Meeting portion of the Design Phase of this project using PACT Process formats and proprietary database tools, and appear on the following pages.

IV.C. T&D Event Specifications & Existing T&D Definitions

IV.C. T&D Event Specifications & Existing T&D Definitions Norfolk Naval Shipyard CAD Design Document


T&D Event Specifications & Existing T&D Definitions

Section Overview This section contains a brief description of T&D Event Specifications, a list of the T&D Events, the actual T&D Event Specifications that were built during the Design Phase of this project, and the Existing T&D Definitions (ETDs). T&D Event Specs articulate “gaps” in the CAD. ETDs articulate the existing T&D that has been assessed as appropriate to the need.

T&D Event Description

A T&D Event is defined as a single training experience for the participant (it also may be known as a course, workshop, session, etc.). A T&D Event is a deliverable training product (standard deliverable or custom deliverable), and it may be composed of a number of T&D Modules delivered back-to-back in a single session or one T&D Module delivered in a single session. T&D Event Specifications outline a macrolevel definition of a T&D Event.

T&D Event Specification Forms

The individual T&D Event Specifications are located in the remainder of this tab, and then followed by the ETD forms. The diagram below illustrates the information contained on each form.

Availability StatusAvailability Status= Fully available

= Some source material is available or one of several existing courses needs to be selected or merged

= Not Available/needs development/acquisition

Deployment MethodDeployment MethodGroup-paced — Classroom/lab

Self-paced — Paper or “e” non-interactive

readings, and “e” interactive

Coached — Learner and coach or certified coach

Module #Module #Modules are in numeric order

Deployment Platform(s)Deployment Platform(s)Classroom

Classroom/LabPaper/pamphlets/booklets/books

Non-Interactive CBT/WebInteractive CBT/Web

S-OJT, via a CoachS-OJT, via a Certified Coach

U-OJT, via a Coach

©2003 EPPIC, Inc.

T&D PathsT&D PathsIdentifies all of the current NNSY paths that include/shares this event

Estimated LengthEstimated Length+/- 25%

Front

Availability StatusAvailability Status= Fully available

= Some source material is available or one of several existing courses needs to be selected or merged



Self-paced — Paper or “e” non-interactive

readings, and “e” interactive



Deployment Platform(s)Deployment Platform(s)Classroom

Classroom/LabPaper/pamphlets/booklets/books

Non-Interactive CBT/WebInteractive CBT/Web

S-OJT, via a CoachS-OJT, via a Certified Coach

U-OJT, via a Coach

©2003 EPPIC, Inc.

T&D PathsT&D PathsIdentifies all of the current NNSY paths that include/shares this event

Estimated LengthEstimated Length+/- 25%

Front


IV.C. T&D Event Specifications & Existing T&D Definitions CAD Design Document Norfolk Naval Shipyard


T&D Event Specifications & Existing T&D Definitions, continued

T&D Event Specification Forms, continued

©2003 EPPIC, Inc.©2003 EPPIC, Inc.

Existing T&D Definition Description

An ETD is existing training and development that has been assessed as adequate for the needs of “this project”. ETDs are often available from outside the users control. Those ETDs that are outside the control of NNSY need to continuously be monitored regarding their availability, and their content (due to updates).

Existing T&D Definition Forms

The diagram on the next page illustrates the information contained on the Existing T&D Definition Form, which follow the Event Specifications.





Existing T&D Definition Forms, continued

Course ContactCourse Contact• Source for information

Deployment Platform(s)Deployment Platform(s)• Classroom• Classroom/Lab• Paper/pamphlets/booklets/books• Non-Interactive CBT/Web• Interactive CBT/Web• S-OJT, via a Coach• S-OJT, via a Certified Coach• U-OJT, via a Coach

©2003 EPPIC, Inc.

Front

Class SizeClass Size• As appropriate

Special Deployment RequirementsSpecial Deployment Requirements• As required

Current Target AudienceCurrent Target Audience• Supervisor or Zone Manager

ProviderProvider• Owner of the course

Delivery LengthDelivery Length• In hours or pages

AssessmentAssessment• Assessed fit for use for this

project




T&D Event and Existing T&D Definition List

The table below lists the T&D Events composed of T&D Modules that were identified by the Design Team as training needs and Existing T&D Definitions. Gap T&D Events are identified via the “availability” column where there is zero or some content. ETDs are existing training and development that can be identified by the “full” red circle. The T&D Event Specifications, as well as the ETDs, appear after the table. Those ETDs that are sourced from the Center for Naval Leadership relationship with the Harvard, are identified by the abbreviation: HMMP and are listed in bold. (HMMP = Harvard Management Mentor Plus)

Event Number Event Title Availability

101-1-01 Superintendents Orientation for Supervisors 101-1-02 Leadership: View From the Bridge 101-1-03 Subsafe Qualifications 101-1-04 Nuclear Supervisor Training 101-1-05 Windows 2000 101-1-06 Microsoft Outlook Level 1

101-1-07 Mandatory Computer Applications for Supervisors

101-1-08 HMMP: Manage Your Time 101-1-09 HMMP: Delegating 101-1-10 HMMP: Leading a Team

101-1-11 How To: Plan and Conduct Pre-job Briefings and Assignment of Work

101-1-12 Capstone: Plan, Brief, and Assign Work 101-2-13 HMMP: Managing Difficult Interactions 101-2-14 How To: Status Work in Progress 101-2-15 How To: Perform CCPM with Concerto 101-2-16 How To: Review the DPS and Provide Input

101-2-17 Status Reports (Supervisors/Management Systems)

101-2-18 How To: Identify, Report, and Resolve Technical/Human Competency Deficiencies





T&D Event List, continued


101-2-19 How To: Manage Safety 101-2-20 How To: Manage Worksite Cleanliness 101-2-21 Workplace QA for Supervisors 101-2-22 Completion of Work Review

101-2-23 How To: Identify and Resolve Process/System Problems

101-2-24 Capstone Review of Problem Resolution and COWR

101-2-25 Capstone Review: Progressing Work

101-3-26 How To: Identify and Understand Customer and Supplier Needs

101-3-27 HMMP: Coaching 101-3-28 HMMP: Negotiating

101-3-30 Prevention of Sexual Harassment for Supervisors and Managers

101-3-31 How To: Manage Employees - Administration Requirements

101-3-32 How To: Manage Discipline

101-3-33 Supervisor Responsibilities for Apprentice Training and Mentoring

101-3-34 How To: Process and Administer Awards and Recognition

101-3-35 How To: Manage Tools

101-3-36 How To: Evaluate Manning and Overtime Requirements

101-3-37 Capstone: One Year Comprehensive Supervisor Evaluation

101-4-38 Coaching 101-4-39 Coaching and Administration of S-OJT 101-4-40 How To: Manage Equipment & Machinery

101-4-41 Shipyard Instruction: Process Improvement & Continuous Self-Improvement







101-4-42 HMMP: Keeping Teams on Target 101-4-43 HMMP: Writing for Business 101-4-44 How To: Provide Input During Critique Process 101-4-45 How To: Interpret PMC Data 101-4-46 How To: Conduct Job Summary Reviews 101-4-47 HMMP: Making a Presentation 101-4-48 HMMP: Leading and Motivating 101-4-49 HMMP: Setting Goals 101-4-50 Keyboarding 101-4-51 Microsoft Word Level 1 101-4-52 Microsoft Excel Level 1 101-4-53 Microsoft Powerpoint Level 1 101-4-54 Microsoft Project Levels 1 & 2

102-1-01 Senior Managers Orientation for Zone Managers

102-1-02 Category II Zone Manager, Nuclear 102-1-03 How To: Manage Safety for Zone Managers 102-1-04 How To: Evaluate AWP 102-1-05 How To: Perform Job Summary Reviews 102-1-06 How To: Perform Job Summary Reviews 102-1-07 How To: Perform Manning 102-1-08 How To: Perform Manning 102-1-09 How To: Provide Input for DPS Meeting 102-1-10 How To: Review & Submit Overtime Requests 102-1-11 How To: Manage Worksite Cleanliness 102-1-12 How To: Monitor Work 102-1-13 How To: Provide TWD Feedback 102-1-14 Capstone Review 102-2-15 HMMP: Becoming a Manager







102-2-16 HMMP: Giving and Receiving Feedback 102-2-17 HMMP: Assessing Performance 102-2-18 HMMP: Managing Workplace Stress 102-2-19 HMMP: Running a Meeting 102-2-21 How To: Perform Root Cause Analysis 102-2-22 How To: Perform Risk Mitigation 102-2-23 How To: Perform Risk Mitigation 102-2-24 How To: Build and Approve Networks 102-2-25 How To: Build and Approve Networks

102-2-26 How To: Review, Release, and Resolve TWD Issues

102-2-27 How To: Review Certification Data 102-2-28 How To: Review QPS 102-2-29 How To: Review PMC 102-2-30 How To: Review PMC 102-2-31 Capstone Review

102-3-32 How To: Plan to Address Process Design/Redesign

102-3-33 How To: Develop Specialized Training Plans 102-3-34 Basic Teambuilding Skills 102-3-35 HMMP: Managing Your Career 102-3-37 How To: Manage SMARSE/GFE 102-3-38 How To: Forecast Equipment/Tool Rentals 102-3-39 How To: Input Capitol Equipment Lists 102-3-40 How To: Make Facility/Grounds Requests 102-3-41 How To: Make Budget Requests 102-3-42 How To: Recruit (External/Internal) 102-3-43 Capstone Review: 1 Year 102-3-44 Coaching Zone Managers with S-OJT







102-4-45 HMMP: Project Management 102-4-47 Microsoft Outlook Level 2 102-4-48 Microsoft Word Level 2 102-4-49 Microsoft Word Level 3 102-4-50 Microsoft Excel Level 2 102-4-51 Microsoft Excel Level 3 102-4-52 Microsoft Powerpoint Level 2 102-4-53 Microsoft Visio Basic

101-1-01 Superintendents Orientation for SupervisorsEvent #: Event Title:

Make/BuyImplementation Priority

Deployment Method

T&D Path(s)

Notes:

This Event is Composed of the Following Modules:

Estimated Delivery Length

Form Design ©2003 EPPIC, Inc.

____ of ____

T&D EventSpec

Special Requirements for Delivery

Equipment

Facility

Instructor

License Requirement

Other

Content ©2003 Norfolk Naval Shipyard

Partially Available

Medium

NNSY 101

Leadership/Management Curriculum Architecture Design (CAD)

Availability

11/11/03

(± 25%)

Materials

Norfolk Naval Shipyard

Deployment PlatformS-OJT, via a Certified Coach

This Event is Composed of the Following Qualifications:

M

Module # Module Title

Supervisor Initial Job Overview2-001-001

C - Coached

Make

Supervisor

Hours2

Side 2

101-1-01 Superintendents Orientation for SupervisorsEvent #: Event Title:T&D

EventSpec

This Event is Composed of the Following Modules (continued):

Form Design ©2003 EPPIC, Inc.Content ©2003 Norfolk Naval Shipyard

NNSY 101 11/11/03

Notes (continued):



101-1-02 Leadership: View From the BridgeEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


Leadership View From the Bridge1-002-001

C - Coached

Make

Supervisor

Hours2

Side 2

101-1-02 Leadership: View From the BridgeEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



101-1-07 Mandatory Computer Applications for SupervisorsEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials


Deployment PlatformClassroom/Lab


M


Basic Computer Applications for Supervisors3-012-001

GP - Group-paced

Make

Supervisor

Hours8

Side 2

101-1-07 Mandatory Computer Applications for SupervisorsEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):




Event #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials


Deployment PlatformClassroom/Lab


M


How To: Plan and Conduct Work Readiness4-001-002

GP - Group-paced

Make

Supervisor

Hours24

Side 2


Event #: Event Title:T&D EventSpec



NNSY 101 11/11/03

Notes (continued):



101-1-12 Capstone: Plan, Brief, and Assign WorkEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Supervisor

Hours2

Qualification # Qualification Title

Plan & Conduct Work Readiness4-001-130

Side 2

101-1-12 Capstone: Plan, Brief, and Assign WorkEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



101-2-14 How To: Status Work in ProgressEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials


Deployment PlatformS-OJT, via a Coach


M


How To: Status of Work in Progress4-001-518

C - Coached

Make

Supervisor

Hours4

Side 2

101-2-14 How To: Status Work in ProgressEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



101-2-16 How To: Review the DPS and Provide InputEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials


Deployment PlatformClassroom


M


How To: Review the DPS and Provide Input4-001-531

GP - Group-paced

Make

Supervisor

Hours4

Side 2

101-2-16 How To: Review the DPS and Provide InputEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):






Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Identify, Report, and Resolve Technical/Human Competency Deficiencies

4-001-520

GP - Group-paced

Make

Supervisor

Hours3

Side 2





NNSY 101 11/11/03

Notes (continued):



101-2-19 How To: Manage SafetyEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Initiate Reports Mishap and Other Safety Topics

4-001-523

GP - Group-paced

Make

Supervisor

Hours2

Side 2

101-2-19 How To: Manage SafetyEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



101-2-20 How To: Manage Worksite CleanlinessEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Manage and Maintain a Clean Work Site

4-001-524

GP - Group-paced

Make

Supervisor

Hours1

Side 2

101-2-20 How To: Manage Worksite CleanlinessEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



101-2-21 Workplace QA for SupervisorsEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


Workplace Quality Assurance for Supervisors3-001-526

GP - Group-paced

Supervisor

Hours2

Side 2

101-2-21 Workplace QA for SupervisorsEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):






Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Identify and Resolve Process/System Problems

4-001-533

GP - Group-paced

Make

Supervisor

Hours2

Side 2





NNSY 101 11/11/03

Notes (continued):



101-2-24 Capstone Review of Problem Resolution and COWR



Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Supervisor

Hours2


Conduct a Completion of Work Review4-001-131Identify Report and Resolve Technical/Human CompeDeficiencies

4-001-132

Side 2

101-2-24 Capstone Review of Problem Resolution and COWREvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



101-2-25 Capstone Review: Progressing WorkEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Supervisor

Hours2


Scheduling & Progressing Non-CCPM4-001-133Scheduling & Progressing with CCPM4-001-134

Side 2

101-2-25 Capstone Review: Progressing WorkEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):






Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Understand Customer and Supplier Needs

4-001-534

GP - Group-paced

Make

Supervisor

Hours4

Side 2





NNSY 101 11/11/03

Notes (continued):






Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials


Deployment PlatformInteractive CBT/Web


M


Sexual Harassment Prevention & Response for Supervisors & Managers

3-001-539

SP - Self-paced

Supervisor

Hours4

Side 2





NNSY 101 11/11/03

Notes (continued):






Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Managing Employees: Admin Requirements

4-001-539

GP - Group-paced

Make

Supervisor

Hours12

Side 2





NNSY 101 11/11/03

Notes (continued):



101-3-32 How To: Manage DisciplineEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Discipline4-001-540

GP - Group-paced

Make

Supervisor

Hours6

Side 2

101-3-32 How To: Manage DisciplineEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):






Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


Supervisory Responsibilities for Apprenticeship Training & Mentoring

3-013-535

C - Coached

Make

Supervisor

Hours1

Side 2





NNSY 101 11/11/03

Notes (continued):






Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials


Deployment PlatformNon-Interactive CBT/Web


HR


Miscellaneous Forms & Documents - Sources/Instructions

4-001-534B

Points of Contact for Office Supplies & Consumable Supplies

4-001-534C

How To: Process Recognition and Awards4-001-549

SP - Self-paced

Make

Supervisor

Pages65

Side 2





NNSY 101 11/11/03

Notes (continued):



101-3-35 How To: Manage ToolsEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Manage Tools4-001-541

GP - Group-paced

Make

Supervisor

Hours2

Side 2

101-3-35 How To: Manage ToolsEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):






Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Evaluate Manning & Overtime Requirements

4-001-542

GP - Group-paced

Make

Supervisor

Hours2

Side 2





NNSY 101 11/11/03

Notes (continued):






Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Supervisor

Hours2


Capstone: 1 Year Comprehensive Supervisor Evaluatio4-001-135

Side 2





NNSY 101 11/11/03

Notes (continued):



101-4-39 Coaching and Administration of S-OJTEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


S-OJT Administration3-012-250Coaching S-OJT at NNSY4-001-350

GP - Group-paced

Make

Supervisor

Hours4

Side 2

101-4-39 Coaching and Administration of S-OJTEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



101-4-40 How To: Manage Equipment & MachineryEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




E


How To: Manage Equipment & Machinery4-001-545

SP - Self-paced

Make

Supervisor

Pages15

Side 2

101-4-40 How To: Manage Equipment & MachineryEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):






Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


Shipyard Instructions: Process Improvement & Continuous Self-Improvement

3-001-533B

SP - Self-paced

Make

Supervisor

Pages25

Side 2





NNSY 101 11/11/03

Notes (continued):



101-4-44 How To: Provide Input During Critique ProcessEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Provide Input to Critique Process4-001-522

C - Coached

Make

Supervisor

Hours1

Side 2

101-4-44 How To: Provide Input During Critique ProcessEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



101-4-45 How To: Interpret PMC DataEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Interpret PMC Data4-001-550

C - Coached

Supervisor

Hours2

Side 2

101-4-45 How To: Interpret PMC DataEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



101-4-46 How To: Conduct Job Summary ReviewsEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Conduct Job Summary Review4-001-552

C - Coached

Make

Supervisor

Hours2

Side 2

101-4-46 How To: Conduct Job Summary ReviewsEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-01 Senior Managers Orientation for Zone ManagersEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


Zone Manager Job Orientation2-002-001How To: Determine Customer and Supplier Requirements

4-002-002

C - Coached

Make

Zone Manager

Hours2

Side 2

102-1-01 Senior Managers Orientation for Zone ManagersEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-03 How To: Manage Safety for Zone ManagersEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Perform Mishap Report Reviews4-002-003

C - Coached

Make

Zone Manager

Hours1

Side 2

102-1-03 How To: Manage Safety for Zone ManagersEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-04 How To: Evaluate AWPEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How to Evaluate AWP4-002-004

GP - Group-paced

Make

Zone Manager

Hours16

Side 2

102-1-04 How To: Evaluate AWPEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-05 How To: Perform Job Summary ReviewsEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Perform Job Summary Review4-002-005

GP - Group-paced

Make

Zone Manager

Hours8

Side 2

102-1-05 How To: Perform Job Summary ReviewsEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-06 How To: Perform Job Summary ReviewsEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Zone Manager

Hours4


How to Perform Job Summary Review4-002-122

Side 2

102-1-06 How To: Perform Job Summary ReviewsEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-07 How To: Perform ManningEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Perform Manning4-002-006

C - Coached

Make

Zone Manager

Hours2

Side 2

102-1-07 How To: Perform ManningEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-08 How To: Perform ManningEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Zone Manager

Hours1


How to Perform Manning4-002-123

Side 2

102-1-08 How To: Perform ManningEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-09 How To: Provide Input for DPS MeetingEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


Attend DPS Meeting and Provide Input4-002-007DPS Reviewed4-002-008

C - Coached

Make

Zone Manager

Hours4

Side 2

102-1-09 How To: Provide Input for DPS MeetingEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-10 How To: Review & Submit Overtime RequestsEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Review and Submit Overtime Report4-002-009

C - Coached

Make

Zone Manager

Hours2

Side 2

102-1-10 How To: Review & Submit Overtime RequestsEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-11 How To: Manage Worksite CleanlinessEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Maintain Job Site Cleanliness4-002-010

C - Coached

Make

Zone Manager

Hours2

Side 2

102-1-11 How To: Manage Worksite CleanlinessEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-12 How To: Monitor WorkEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Monitor Mechanics/Supervisors Work4-002-011

C - Coached

Make

Zone Manager

Hours4

Side 2

102-1-12 How To: Monitor WorkEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-13 How To: Provide TWD FeedbackEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Provide Feedback on TWD4-002-012

C - Coached

Make

Zone Manager

Hours2

Side 2

102-1-13 How To: Provide TWD FeedbackEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-1-14 Capstone ReviewEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Zone Manager

Hours4


Capstone4-002-124

Side 2

102-1-14 Capstone ReviewEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-2-21 How To: Perform Root Cause AnalysisEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Perform Root Cause Analysis4-002-013

GP - Group-paced

Make

Zone Manager

Hours4

Side 2

102-2-21 How To: Perform Root Cause AnalysisEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-2-22 How To: Perform Risk MitigationEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Perform Risk Mitigation4-002-014

C - Coached

Make

Zone Manager

Hours4

Side 2

102-2-22 How To: Perform Risk MitigationEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-2-23 How To: Perform Risk MitigationEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Zone Manager

Hours1


How to Perform Risk Mitigation4-002-125

Side 2

102-2-23 How To: Perform Risk MitigationEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-2-24 How To: Build and Approve NetworksEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Approve Networks4-002-015

C - Coached

Make

Zone Manager

Hours8

Side 2

102-2-24 How To: Build and Approve NetworksEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-2-25 How To: Build and Approve NetworksEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Zone Manager

Hours1


How to Approve Network4-002-126

Side 2

102-2-25 How To: Build and Approve NetworksEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-2-26 How To: Review, Release, and Resolve TWD IssuesEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Release, Review, and Resolve TWD Issues

4-002-016

C - Coached

Make

Zone Manager

Hours2

Side 2

102-2-26 How To: Review, Release, and Resolve TWD IssuesEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-2-27 How To: Review Certification DataEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Review Certification Data4-002-017

C - Coached

Make

Zone Manager

Hours2

Side 2

102-2-27 How To: Review Certification DataEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-2-28 How To: Review QPSEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Review QPS4-002-018

C - Coached

Make

Zone Manager

Hours2

Side 2

102-2-28 How To: Review QPSEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-2-29 How To: Review PMCEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


How To: Review PMC4-002-019

C - Coached

Make

Zone Manager

Hours4

Side 2

102-2-29 How To: Review PMCEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-2-30 How To: Review PMCEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Zone Manager

Hours1


How to Review PMC4-002-127

Side 2

102-2-30 How To: Review PMCEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-2-31 Capstone ReviewEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Zone Manager

Hours4


Capstone4-002-128

Side 2

102-2-31 Capstone ReviewEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-3-32 How To: Plan to Address Process Design/RedesignEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Plan to Address Process Design/Redesign

4-002-020

C - Coached

Make

Zone Manager

Hours2

Side 2

102-3-32 How To: Plan to Address Process Design/RedesignEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-3-33 How To: Develop Specialized Training PlansEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Develop Training Plans4-002-021

C - Coached

Make

Zone Manager

Hours4

Side 2

102-3-33 How To: Develop Specialized Training PlansEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-3-37 How To: Manage SMARSE/GFEEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Manage SMARSE/GFE4-002-022

C - Coached

Make

Zone Manager

Hours2

Side 2

102-3-37 How To: Manage SMARSE/GFEEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-3-38 How To: Forecast Equipment/Tool RentalsEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




HR


How To: Forecast Equipment/Tool Rental4-002-023

C - Coached

Make

Zone Manager

Hours2

Side 2

102-3-38 How To: Forecast Equipment/Tool RentalsEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-3-39 How To: Input Capitol Equipment ListsEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




E


How To: Input Capitol Equipment Lists4-002-024

C - Coached

Make

Zone Manager

Hours2

Side 2

102-3-39 How To: Input Capitol Equipment ListsEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-3-40 How To: Make Facility/Grounds RequestsEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




E


How To: Make Facility/Grounds Requests4-002-025

C - Coached

Make

Zone Manager

Hours2

Side 2

102-3-40 How To: Make Facility/Grounds RequestsEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-3-41 How To: Make Budget RequestsEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




E


How To: Make Budget Requests4-002-026

SP - Self-paced

Make

Zone Manager

Pages25

Side 2

102-3-41 How To: Make Budget RequestsEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-3-42 How To: Recruit (External/Internal)Event #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Partially Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




E


How To: Recruit (Internal/External)4-002-027

C - Coached

Make

Zone Manager

Hours4

Side 2

102-3-42 How To: Recruit (External/Internal)Event #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-3-43 Capstone Review: 1 YearEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M

Make

Zone Manager

Hours4


Capstone Review: 1 Year4-002-129

Side 2

102-3-43 Capstone Review: 1 YearEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



102-3-44 Coaching Zone Managers with S-OJTEvent #: Event Title:


Deployment Method

T&D Path(s)

Notes:




____ of ____

T&D EventSpec


Equipment

Facility

Instructor

License Requirement

Other


Not Available

NNSY 101


Availability

11/11/03

(± 25%)

Materials




M


Coaching Zone Managers Using S-OJT3-013-028

C - Coached

Make

Zone Manager

Hours2

Side 2

102-3-44 Coaching Zone Managers with S-OJTEvent #: Event Title:T&D

EventSpec



NNSY 101 11/11/03

Notes (continued):



Deployment Platform:Assessment:Group-paced

Provider:

Hours

Special Deployment Requirements:

Equipment

Facilities

Instructor

License Requirement

Other:

Delivery Length: Class Size:Course Contact:

Current Target Audience:

Notes:

Primary:

Also Includes:

24 900T Gary Clark

396-4999

Classroom

Use As IsXUse As SourceDo Not Use in this Project

A - Use Another MethodB - Out of DateC - Other

Materials

101-1-03 Subsafe QualificationT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor

Link to AoP, Output/Task Clusters: Knowledge/Skill Items:

Learning Objectives/Course Content:


NNSY 101


11/11/03


101-1-03 Subsafe QualificationT&D #: T&D Title:Existing

T&D Definition

Side 2

Strategic Planning & Management• L2

Operations Planning & Management• L3

Planning Work• C1

Assigning Work• C2

Monitoring Work• C3

Troubleshooting Work• C4

Process Design/Redesign• S1

Human Assets Management• S2

Environmental Assets Management• S3


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

16 C-900-T Lovich

Classroom



Materials

101-1-04 Nuclear Supervisor TrainingT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-1-04 Nuclear Supervisor TrainingT&D #: T&D Title:Existing

T&D Definition

Side 2


Planning Work• C1







Nuclear Work Area/Management– Nuclear Briefs

•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

8 HRC-East Louise Boykin

Classroom



Materials

101-1-05 Windows 2000T&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Computer Lab

Interactive Computer-based Trainin

Supervisor




NNSY 101


11/11/03


101-1-05 Windows 2000T&D #: T&D Title:Existing

T&D Definition

Side 2

Stakeholder Relationship Management/System Governance

• L1


Planning Work• C1







Shipyard LAN•

Printer•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:


Classroom



Materials

101-1-06 Microsoft Outlook Level 1T&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Computer Lab

Interactive Computer-based Trainin

Supervisor




NNSY 101


11/11/03



T&D Definition

Side 2


• L1


Planning Work• C1







Outlook•

Deployment Platform:Assessment:Self-paced

Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4

Interactive CBT/Web



Materials

101-1-08 HMMP: Manage Your TimeT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-1-08 HMMP: Manage Your TimeT&D #: T&D Title:Existing

T&D Definition

Side 2

Time Management•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4

Interactive CBT/Web



Materials

101-1-09 HMMP: DelegatingT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-1-09 HMMP: DelegatingT&D #: T&D Title:Existing

T&D Definition

Side 2

Building Informal Network•

Delegation•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4

Interactive CBT/Web



Materials

101-1-10 HMMP: Leading a TeamT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-1-10 HMMP: Leading a TeamT&D #: T&D Title:Existing

T&D Definition

Side 2

Building Informal Network•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4 NEL

Interactive CBT/Web



Materials

101-2-13 HMMP: Managing Difficult InteractionsT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-2-13 HMMP: Managing Difficult InteractionsT&D #: T&D Title:Existing

T&D Definition

Side 2

Conflict Resolution•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

2

Classroom

CP, SP, Progress, PMC



Materials

101-2-17 Status Reports (Supervisors Management Systems)T&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-2-17 Status Reports (Supervisors Management Systems)T&D #: T&D Title:Existing

T&D Definition

Side 2


Planning Work• C1



PMC•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4 NEL 25

Interactive CBT/Web



Materials

101-3-27 HMMP: CoachingT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-3-27 HMMP: CoachingT&D #: T&D Title:Existing

T&D Definition

Side 2

Mentoring/Coaching•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4

Interactive CBT/Web



Materials

101-3-28 HMMP: NegotiatingT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-3-28 HMMP: NegotiatingT&D #: T&D Title:Existing

T&D Definition

Side 2

Selling•

Win-Win Negotiations•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4

Interactive CBT/Web



Materials

101-4-38 CoachingT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03





NNSY 101


11/11/03


101-4-38 CoachingT&D #: T&D Title:Existing

T&D Definition

Side 2


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4

Interactive CBT/Web



Materials

101-4-43 HMMP: Keeping Teams on TargetT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-4-43 HMMP: Keeping Teams on TargetT&D #: T&D Title:Existing

T&D Definition

Side 2

Verbal Communication•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4

Interactive CBT/Web



Materials

101-4-43 HMMP: Writing for BusinessT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-4-43 HMMP: Writing for BusinessT&D #: T&D Title:Existing

T&D Definition

Side 2

Written Communication•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4 NEL 11

Interactive CBT/Web



Materials

101-4-47 HMMP: Making a PresentationT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-4-47 HMMP: Making a PresentationT&D #: T&D Title:Existing

T&D Definition

Side 2

Presentation•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4

Interactive CBT/Web



Materials

101-4-48 HMMP: Leading and MotivatingT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-4-48 HMMP: Leading and MotivatingT&D #: T&D Title:Existing

T&D Definition

Side 2

Verbal Communication•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4 NEL 3

Interactive CBT/Web



Materials

101-4-49 HMMP: Setting GoalsT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Supervisor




NNSY 101


11/11/03


101-4-49 HMMP: Setting GoalsT&D #: T&D Title:Existing

T&D Definition

Side 2

Time Management•

Follow-Through Execution•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:


Non-Interactive CBT/Web



Materials

101-4-50 KeyboardingT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Computer Lab

Supervisor




NNSY 101


11/11/03


101-4-50 KeyboardingT&D #: T&D Title:Existing

T&D Definition

Side 2


• L1


Planning Work• C1







Keyboarding•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

8 HRC-East/Contract Louise Boykin




Materials

101-4-51 Microsoft Word Level 1T&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Computer Lab

Supervisor




NNSY 101


11/11/03



T&D Definition

Side 2


• L1


Planning Work• C1







Microsoft Office•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:





Materials

101-4-52 Microsoft Excel Level 1T&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Computer Lab

Supervisor




NNSY 101


11/11/03



T&D Definition

Side 2


• L1


Planning Work• C1







Microsoft Office•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:



Combine with other computer classes



Materials

101-4-53 Microsoft PowerPoint Level 1T&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Computer Lab

Supervisor




NNSY 101


11/11/03



T&D Definition

Side 2


• L1


Planning Work• C1







Microsoft Office•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:





Materials

101-4-54 Microsoft Project Levels 1 & 2T&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Computer Lab

Supervisor




NNSY 101


11/11/03


101-4-54 Microsoft Project Levels 1 & 2T&D #: T&D Title:Existing

T&D Definition

Side 2


• L1


Planning Work• C1







Microsoft Project•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

8 VAR Gary Clark

396-4999

Classroom

For NUCs



Materials

102-1-02 Category II Zone Manager, NuclearT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Zone Manager




NNSY 101


11/11/03


102-1-02 Category II Zone Manager, NuclearT&D #: T&D Title:Existing

T&D Definition

Side 2


Planning Work• C1







Nuclear Work Area/Management– Nuclear Briefs

•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4 NEL 1

Interactive CBT/Web



Materials

102-2-15 HMMP: Becoming a ManagerT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Zone Manager




NNSY 101


11/11/03


102-2-15 HMMP: Becoming a ManagerT&D #: T&D Title:Existing

T&D Definition

Side 2

Time Management•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4 NEL 14

Interactive CBT/Web



Materials

102-2-16 HMMP: Giving and Receiving FeedbackT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Zone Manager




NNSY 101


11/11/03


102-2-16 HMMP: Giving and Receiving FeedbackT&D #: T&D Title:Existing

T&D Definition

Side 2

Listening•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4 NEL 20

Interactive CBT/Web



Materials

102-2-17 HMMP: Assessing PerformanceT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Zone Manager




NNSY 101


11/11/03


102-2-17 HMMP: Assessing PerformanceT&D #: T&D Title:Existing

T&D Definition

Side 2

Selling•

Win-Win Negotiations•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4 NEL 4

Interactive CBT/Web



Materials

102-2-18 HMMP: Managing Workplace StressT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Zone Manager




NNSY 101


11/11/03


102-2-18 HMMP: Managing Workplace StressT&D #: T&D Title:Existing

T&D Definition

Side 2

Conflict Resolution•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4

Interactive CBT/Web



Materials

102-2-19 HMMP: Running a MeetingT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Zone Manager




NNSY 101


11/11/03


102-2-19 HMMP: Running a MeetingT&D #: T&D Title:Existing

T&D Definition

Side 2

Planning Meetings•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

2 AMS Paul Von Mosch

757-409-6200

Classroom

Course syllabus indicates awareness. Additional work needed to get to knowledge level.



Materials

102-3-34 Basic Teambuilding SkillsT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Zone Manager




NNSY 101


11/11/03


102-3-34 Basic Teambuilding SkillsT&D #: T&D Title:Existing

T&D Definition

Side 2


Planning Work• C1



How to Read People•

Assessing Strengths and Weaknesses

•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4 NEL 21

Interactive CBT/Web



Materials

102-3-35 HMMP: Managing Your CareerT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Zone Manager




NNSY 101


11/11/03


102-3-35 HMMP: Managing Your CareerT&D #: T&D Title:Existing

T&D Definition

Side 2

Relationship Building•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:

4 NEL 29

Interactive CBT/Web



Materials

102-4-45 HMMP: Project ManagementT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Zone Manager




NNSY 101


11/11/03


102-4-45 HMMP: Project ManagementT&D #: T&D Title:Existing

T&D Definition

Side 2

Project Planning•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:





Materials


T&D Definition


NNSY 101


11/11/03


Computer Lab

Zone Manager




NNSY 101


11/11/03



T&D Definition

Side 2


• L1


Planning Work• C1







Outlook•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:





Materials


T&D Definition


NNSY 101


11/11/03


Computer Lab

Zone Manager




NNSY 101


11/11/03



T&D Definition

Side 2


• L1


Planning Work• C1







Microsoft Office•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:





Materials


T&D Definition


NNSY 101


11/11/03


Computer Lab

Zone Manager




NNSY 101


11/11/03



T&D Definition

Side 2


• L1


Planning Work• C1







Microsoft Office•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:





Materials


T&D Definition


NNSY 101


11/11/03


Computer Lab

Zone Manager




NNSY 101


11/11/03



T&D Definition

Side 2


• L1


Planning Work• C1







Microsoft Office•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:





Materials


T&D Definition


NNSY 101


11/11/03


Computer Lab

Zone Manager




NNSY 101


11/11/03



T&D Definition

Side 2


• L1


Planning Work• C1







Microsoft Office•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:





Materials


T&D Definition


NNSY 101


11/11/03


Computer Lab

Zone Manager




NNSY 101


11/11/03



T&D Definition

Side 2


• L1


Planning Work• C1







Microsoft Office•


Provider:

Hours


Equipment

Facilities

Instructor

License Requirement

Other:



Notes:

Primary:

Also Includes:





Materials

102-4-53 Microsoft Visio BasicT&D #: T&D Title:Existing

T&D Definition


NNSY 101


11/11/03


Computer Lab

Zone Manager




NNSY 101


11/11/03


102-4-53 Microsoft Visio BasicT&D #: T&D Title:Existing

T&D Definition

Side 2


Planning Work• C1




Visio•

IV.D. T&D Module Inventory Fram

ework

IV.D. T&D Module Inventory Framework Norfolk Naval Shipyard CAD Design Document


T&D Module Inventory Framework

Section Overview This section of the Design Document includes a brief description of the 5-Tier T&D Module Inventory Framework.

Description The secret of good curriculum management is to manage the pieces of the

overall learning system’s product line, bring them online (develop or acquire them) in a prioritized and timely fashion, then keep them up to date. The goal is to minimize the total life-cycle costs of T&D content investment and maximize its return via improved job performance. In a complex T&D curriculum, it is easy to lose track of all of the content pieces, and therefore difficult to keep it from including redundant content and then to keep that non-redundant content up to date. In the PACT Processes for T&D’s approach to curriculum management, we track the product management effort at the T&D Module level. The T&D Module Inventory Framework provides training management with a structured, administrative view of all of the content blocks or modules that compose its training product line. Modules are at the subassembly level. The T&D Module Inventory Framework is an organizing structure or scheme for all the modules within the scope of the architecture. Module management is made easy or difficult by the organizational scheme. This organizational scheme is typically for internal, T&D administrative use only. Only those customers/stakeholders who are extremely detailed or have a great desire to know that the training organization “has its act together” will want to see this organizational scheme for content management. The T&D Module Inventory Framework is organized into 5 Tiers, as follows. Tier 1 – Orientation Modules Tier 2 – Performance/Task Overview Modules Tier 3 – Enabling Knowledge/Skills Tier 4 – Shared Performance/Task Modules Tier 5 – Unique Performance/Task Modules


IV.D. T&D Module Inventory Framework CAD Design Document Norfolk Naval Shipyard


T&D Module Inventory Framework, continued

Description, continued

These tiers simply allow T&D management and individual contributors, to sort, use, and track the modules more easily and effectively. A “blueprint” poster series visually portraying the 5-Tier T&D Module Inventory Framework is available separately from this Design Document. The framework for the module inventory structure is described next. Orientation Modules, Tier 1, provide an orientation to the corporation, business units, divisions, functions, departments, and jobs of the business entity. Tier 1 modules are good candidates for a self-paced delivery approach, using either written materials or an online system to facilitate the delivery. Performance/Task Overview Modules, Tier 2, include an overview of the outputs and tasks that compose the job. The tasks and outputs are typically aligned with the Areas of Performance of the Performance Model developed in the Analysis Phase. Typical content for these modules includes • Overview of the outputs to be produced, including the key metrics for each

of them • Overview of the customers and the customers’ needs for these outputs • Overview of the tasks required to produce those outputs • Overview of the knowledge and skills required to perform those tasks • Listings of the T&D Events appropriate to these tasks • Review of the content (for the Tier 4 and 5 Modules) of the task

completion module The modules in this tier do not provide training on how to do anything. They are strictly intended to provide an “advance organizer” for the trainees or managers of trainees. These modules are also good candidates for using a self-paced approach that uses written or online materials.


IV.D. T&D Module Inventory Framework Norfolk Naval Shipyard CAD Design Document



Description, continued

If a pretest is to be made available, it should be made here, at the Tier 2 task overview level. A pretest can be used for testing out, for establishing a base line for measurement of the training organization’s effectiveness, or to plan all succeeding training. The intent of the entire training system should not be to increase the completion of training but to increase the on-the-job performance competency. If the trainee can test out, he/she should be allowed to do so. Enabling Knowledge/Skill Modules, Tier 3 of the T&D Module Inventory Framework, is typically the largest. There are typically many shareable modules in this tier. Tier 3 contains enabling knowledge and skills, applicable to multiple applications or business processes, that are available internally and externally. Content can easily be bought externally and is available to contract employees. They are arranged in various subcategories that will be required to assist in overall curriculum management. Shared Performance/Task Modules, in Tier 4, like those in Tier 5, provide training in how to perform job tasks. The difference between Tier 4 and Tier 5 is that multiple audiences perform the tasks covered by Tier 4 modules. For example, conducting a performance appraisal is a task that is performed by managers across all functions—a module covering this task belongs in Tier 4. Unique Performance/Task Modules, Tier 5, are designed to “bring all the knowledge and skills together” and prove the trainees’ ability to perform the holistic task(s). A single audience, however, performs Tier 5 modules. For example, “How to design and develop ceramic/part interface” is a task performed by product engineers performing in a specific area—a module covering this task belongs in Tier 5.

IV.D. T&D Module Inventory Framework CAD Design Document Norfolk Naval Shipyard



Utility of the T&D Module Inventory Framework

The T&D Module Inventory Framework is intended to be an inventory tool to manage the overall modular curriculum and is not intended for use by the customers. Customers will be more interested in the T&D Events on their T&D Paths and not in the training providers’ overall product line inventory scheme for subassemblies. (The T&D Paths are described in Tab IV.A.) Together, the T&D Paths and Module Inventory Framework create a systematic approach to meeting the training needs of the target audiences.

Module Inventory The following pages contain a mini-poster of modules organized by tier. The

inventory includes the following information for each module • Module number • Title • Delivery method • Length • Availability The next section, IV.E. presents all of the module specs of this inventory. The inventory visual is simply intended to provide a high level schematic of the gap T&D.

Module Inventory Framework “Blueprint”

The Module Inventory “Blueprint” poster is a visual aid depicting the content modules, organized by tier and, in come cases, by subcategory.

On the blueprint, each module is presented using the following icon:

Mod Title AvailMod #

Mod # Mod Title

Deployment Method Length

Deployment Method Length

IV.E. T&D Module Specifications & Q

ualification Specifications

IV.E. T&D Module Specifications & Qualification Specifications Norfolk Naval Shipyard CAD Design Document


T&D Module Specifications & Qualification Specifications

Section Overview This section contains a brief description of T&D Module Specifications (the T&D Module Spec), a list of the T&D Modules, and the actual T&D Module Specifications that were built during the Design Phase of this project, as well as the Qualification Specifications defined in the design process. The Qual Spec (Qualification/Certification Spec) is a particular type of module, and is differentiated for that reason.

Description T&D Modules vary in size, content, and delivery approach. The preliminary

T&D Module Specs outline a macrolevel definition of the T&D Modules within the overall curriculum architecture. It is the intent of the CAD design effort, that the T&D Module Specs provide “boundary definitions” for content development and acquisition efforts. The modules are the subassembly components of the overall training system’s product line. The T&D Module Specs can help T&D management reduce “inadvertent redundancy.” It can help them better manage content “shareability” and “commonality of content” for key jobs, teams, and/or functions, thereby reducing total life-cycle costs and improving its impact to performance. The T&D Module Specs also provide a link to the Knowledge/Skill Matrix and Performance Model data collected during the Analysis Phase for future development/acquisition efforts. Use of this link in development/acquisition increases the potential for performance improvement payback for the development or purchase of content that will be more directly oriented to “terminal on-the-job performance objectives” and not simply “terminal instructional objectives.”

The reduction/elimination of content redundancy and increasing of shareability impacts costs for both new training product development efforts, as well as for content maintenance, where the really big money might be spent.

IV.E. T&D Module Specifications & Qualification Specifications CAD Design Document Norfolk Naval Shipyard


T&D Module Specifications & Qualification Specifications, continued

T&D Module Specification Forms

The individual T&D Module Specifications are located in the remainder of this tab. The diagram below illustrates the information contained on each form.

©2003 EPPIC, Inc.

Availability StatusAvailability Status = Fully available

= Some source material is available or one of several

existing courses needs to be selected or merged



Self-paced — Paper or “e” non-interactive readings, and “e” interactive



T&D PathsT&D PathsIdentifies all of the current NNSY

paths that include/shares this Module

Deployment Platform(s)Deployment Platform(s)ClassroomClassroom/LabPaper/pamphlets/booklets/booksNon-Interactive CBT/WebInteractive CBT/WebS-OJT, via a CoachS-OJT, via a Certified CoachU-OJT, via a Coach

Make/BuyMake/BuyPreliminary assessment of potential to purchase versus custom-develop

Preliminary Content ListingPreliminary Content ListingIncludes links to analysis data:

AoP-Task/Outputs, Enabling Knowledge/Skills, and other

“topics” generated in the Design process

Front

©2003 EPPIC, Inc.
















©2003 EPPIC, Inc.
















Front





T&D Module Specification Forms, continued

©2003 EPPIC, Inc.

Existing Course AssessmentsExisting Course AssessmentsIdentifies existing courses that address this content

©2003 EPPIC, Inc.

Existing Course AssessmentsExisting Course AssessmentsIdentifies existing courses that address this content




T&D Module List The table below lists the T&D Modules (including the Qual Specs) identified

by the Design Team as training needs. The T&D Module Specifications and the Qual Specs appear after the table.

Module Number Module Title Availability

1-002-001 Leadership View From the Bridge

2-001-001 Supervisor Initial Job Overview

2-002-001 Zone Manager Job Orientation

3-001-526 Workplace Quality Assurance for Supervisors

3-001-533B Shipyard Instructions: Process Improvement & Continuous Self-Improvement

3-001-539 Sexual Harassment Prevention & Response for Supervisors & Managers

3-012-001 Basic Computer Applications for Supervisors

3-012-250 S-OJT Administration

3-013-028 Coaching Zone Managers Using S-OJT

3-013-535 Supervisory Responsibilities for Apprenticeship Training & Mentoring

4-001-002 How To: Plan and Conduct Work Readiness

4-001-350 Coaching S-OJT at NNSY

4-001-518 How To: Status of Work in Progress


4-001-522 How To: Provide Input to Critique Process

4-001-523 How To: Initiate Reports Mishap and Other Safety Topics

4-001-524 How To: Manage and Maintain a Clean Work Site

4-001-531 How To: Review the DPS and Provide Input


4-001-534 How To: Understand Customer and Supplier Needs





T&D Module List, continued


4-001-534B Miscellaneous Forms & Documents - Sources/Instructions

4-001-534C Points of Contact for Office Supplies & Consumable Supplies

4-001-539 How To: Managing Employees: Admin Requirements

4-001-540 How To: Discipline

4-001-541 How To: Manage Tools

4-001-542 How To: Evaluate Manning & Overtime Requirements

4-001-545 How To: Manage Equipment & Machinery

4-001-549 How To: Process Recognition and Awards

4-001-550 How To: Interpret PMC Data

4-001-552 How To: Conduct Job Summary Review

4-002-002 How To: Determine Customer and Supplier Requirements

4-002-003 How To: Perform Mishap Report Reviews

4-002-004 How to Evaluate AWP

4-002-005 How To: Perform Job Summary Review

4-002-006 How To: Perform Manning

4-002-007 Attend DPS Meeting and Provide Input

4-002-008 DPS Reviewed

4-002-009 How To: Review and Submit Overtime Report

4-002-010 How To: Maintain Job Site Cleanliness

4-002-011 How To: Monitor Mechanics/Supervisors Work

4-002-012 How To: Provide Feedback on TWD

4-002-013 How To: Perform Root Cause Analysis

4-002-014 How To: Perform Risk Mitigation

4-002-015 How To: Approve Networks





T&D Module List, continued


4-002-016 How To: Release, Review, and Resolve TWD Issues

4-002-017 How To: Review Certification Data

4-002-018 How To: Review QPS

4-002-019 How To: Review PMC

4-002-020 How To: Plan to Address Process Design/Redesign

4-002-021 How To: Develop Training Plans

4-002-022 How To: Manage SMARSE/GFE

4-002-023 How To: Forecast Equipment/Tool Rental

4-002-024 How To: Input Capitol Equipment Lists

4-002-025 How To: Make Facility/Grounds Requests

4-002-026 How To: Make Budget Requests

4-002-027 How To: Recruit (Internal/External)

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy

Implementation Priority

Depth of Coverage Deployment Method

Notes


____ of ____

Partially Available

Make

C - CoachedAwareness

T&D Path(s)

Preliminary Content ListingLink to AoP, Output/Task Clusters: Knowledge/Skill Items:

• OP OEC initiatives• View of leadership from 100, 300, and 900 leadership• Current business issues• Future issues• Past successes and failures

2 Hours

1-002-001 Leadership View From the BridgeModule #: Module Title: T&D

ModuleSpec

(± 25%)Deployment Platform

S-OJT, via a Certified Coach

Additional Content:


NNSY 101


11/11/03


Component of Event(s):

Existing Training - Sources for Development

Number TitleDelivery Length

Deployment Method

Assessment Status

Deployment Platform

Side 2

1-002-001 Leadership View From the BridgeModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-1-02

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedKnowledge

T&D Path(s)


• "Local" issues and lessons learned & success stories• Stock price 4 elements• How the supervisor's job impacts local metrics• Bosses' expectations and hints and heads-ups

2 Hours

2-001-001 Supervisor Initial Job OverviewModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03





Deployment Method

Assessment Status

Deployment Platform

Side 2

2-001-001 Supervisor Initial Job OverviewModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-1-01

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make


T&D Path(s)


• Boss' expectations• Current and upcoming issues• Etc.

2 Hours

2-002-001 Zone Manager Job OrientationModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03





Deployment Method

Assessment Status

Deployment Platform

Side 2

2-002-001 Zone Manager Job OrientationModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-1-01

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

GP - Group-pacedSkill

T&D Path(s)


• Specific responsibilities• Audit checklist• Policies/instructions• Exercise

• QPS Screen Shots• Role of PQE

2 Hours

3-001-526 Workplace Quality Assurance for SupervisorsModule #: Module Title: T&D

ModuleSpec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2

3-001-526 Workplace Quality Assurance for SupervisorsModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-2-21

B-037 Quality Control ClassroomGroup-paced 1 Hours Use as Source

B-038 Risk Mitigation ClassroomGroup-paced 1 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

SP - Self-pacedKnowledge

T&D Path(s)


• Instructions overview guide – Take aways

25 Pages


Module #: Module Title: T&D Module

Spec



Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2



Spec


NNSY 101


11/11/03


101-4-41

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available


T&D Path(s)


• Beyond the mechanics course• How to's for: discovery, discipline, reporting, etc.

• Ramp up: notification process• Check: Navy elearning

4 Hours



Spec


Interactive CBT/Web

Additional Content:


NNSY 101


11/11/03





Deployment Method

Assessment Status

Deployment Platform

Side 2



Spec


NNSY 101


11/11/03


101-3-30

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


8 Hours

3-012-001 Basic Computer Applications for SupervisorsModule #: Module Title: T&D

ModuleSpec


Classroom/Lab

Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2

3-012-001 Basic Computer Applications for SupervisorsModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-1-07

A-012 Automated Training Management Systems ClassroomGroup-paced 0.5 Hours Use as Source

A-022B SUPDESK ClassroomGroup-paced 0.5 Hours Use as Source

B-016 Windows NT & SUPDESK ClassroomGroup-paced 3 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make


T&D Path(s)


• How to: admin procedures• How to: coaching generics

1 Hours

3-012-250 S-OJT AdministrationModule #: Module Title: T&D

ModuleSpec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2

3-012-250 S-OJT AdministrationModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-4-39

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


• Advanced content, techniques

Refresher Plus (of supervisor training)

2 Hours

3-013-028 Coaching Zone Managers Using S-OJTModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Zone Manager




Deployment Method

Assessment Status

Deployment Platform

Side 2

3-013-028 Coaching Zone Managers Using S-OJTModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-3-44

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


• Roles/responsibilities• Resources• Do's & don'ts

1 Hours



Spec



Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2



Spec


NNSY 101


11/11/03


101-3-33

B-039 Apprenticeship Training & Mentoring ClassroomGroup-paced 2 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


• Scenario-based

24 Hours

4-001-002 How To: Plan and Conduct Work ReadinessModule #: Module Title: T&D

ModuleSpec


Classroom/Lab

Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output11.4Final Process Guide/Shop Procedures and Shop Processes

Submit for concurrence cycle for sign off• 11.4.271

Update process as needed• 11.4.272

Reiterate submission for concurrence• 11.4.273

Issue IT– Communicate/market the change– Ensure it is reflected in the technical work documents

• 11.4.274

AoP/Output8.4Pre-job Briefed/Work Assigned to Mechanic

Conduct pre-job brief (face to face) and provide "written format" to mechanic, expectations RE:– Materials– Tools– Cost– Schedule– Etc.

• 8.4.224

AoP/Output8.5Shift Turnover Form

Check ATMS• 8.5.225

AoP/Output9.10Shift Turnover Form

Review Shift Turnover Form• 9.10.324

AoP/Output9.12Shift Report

Review Shift Report• 9.12.326

AoP/Output9.9Verbal Feedback Given

Provide feedback• 9.9.248

Reviews resources available to do work• 9.9.249

Brief Zone Manager on progress of job• 9.9.250




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-002 How To: Plan and Conduct Work ReadinessModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-1-11

A-023 Work Authorization & Tagout Process ClassroomGroup-paced 2 Hours Use as Source

A-025 SUBSAFE ClassroomGroup-paced Hours Use as Source

A-029 Coordination & Communication ClassroomGroup-paced 3 Hours Use as Source

B-004 Work Package & Control ClassroomGroup-paced 3 Hours Use as Source

B-013 Work Authorization Process Tagouts, WAFs, and TFRs ClassroomGroup-paced 2 Hours Use as Source

B-027 Pre-job Briefings ClassroomGroup-paced 2 Hours Use as Source

B-031 Security Awareness ClassroomGroup-paced 1 Hours Use as Source

X-004 Shipboard and Physical Security ClassroomGroup-paced 1 Hours Use as Source

X-006 Multi-Functional Trade Gangs ClassroomGroup-paced 2 Hours Use as Source

X-009 Conflict Resolution (PMC II) ClassroomGroup-paced 2 Hours Use as Source

X-117 Conflict Resolution (PMC I) ClassroomGroup-paced 2 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make


T&D Path(s)


• General coaching issues and techiques

3 Hours

4-001-350 Coaching S-OJT at NNSYModule #: Module Title: T&D

ModuleSpec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-350 Coaching S-OJT at NNSYModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-4-39

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


• Evaluate actual progress on the job site– "Physical", not just to "Cost"

Use real work

4 Hours

4-001-518 How To: Status of Work in ProgressModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-518 How To: Status of Work in ProgressModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-2-14

X-115 Accurate Charging & Progressing ClassroomGroup-paced 2 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make


T&D Path(s)


• Resources• Roles plays

3 Hours



Spec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output10.4DLs/DRs Answered

Request/provide input to a change• 10.4.260

Perform work that answers DLs/DRs• 10.4.261

AoP/Output9.11DL/DR/RDR

Review DL/DR/RDR• 9.11.325




Deployment Method

Assessment Status

Deployment Platform

Side 2



Spec


NNSY 101


11/11/03


101-2-18

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


• Instructions/policies• Examples/non-examples

1 Hours

4-001-522 How To: Provide Input to Critique ProcessModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-522 How To: Provide Input to Critique ProcessModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-4-44

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


2 Hours



Spec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output9.14Mishap Reports

Review Mishap Reports• 9.14.328




Deployment Method

Assessment Status

Deployment Platform

Side 2



Spec


NNSY 101


11/11/03


101-2-19

A-050 Occupational Safety & Health Environmental Protection ClassroomGroup-paced Hours Use as Source

B-011 Electrical Safety ClassroomGroup-paced 0.5 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

GP - Group-pacedKnowledge

T&D Path(s)


1 Hours

4-001-524 How To: Manage and Maintain a Clean Work SiteModule #: Module Title: T&D

ModuleSpec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output13.9Clean Facilities

Manage/clean/ maintain facilities– Shop– Waterfront

• 13.9.319




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-524 How To: Manage and Maintain a Clean Work SiteModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-2-20

B-026 Cleanliness Aboard Ships & Dry-Docks ClassroomGroup-paced 1 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


4 Hours

4-001-531 How To: Review the DPS and Provide InputModule #: Module Title: T&D

ModuleSpec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output7.7DPS Feedback to Zone Manager, if Work Not There

Conduct DPS meeting to review DPS and ensure work is on the DPS schedule or provide feedback issues to Zone Manager

• 7.7.219

AoP/Output9.1DPS Reviewed

Review DPS for– Cost– Schedule– Process

• 9.1.226

Update DPS for progress and schedule completion date• 9.1.234




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-531 How To: Review the DPS and Provide InputModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-2-16

B-036 Scheduling System ClassroomGroup-paced 1 Hours Use as Source

X-116 Daily Production Schedule (DPS 101) ClassroomGroup-paced 3 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


2 Hours



Spec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output10.5Problem Solved

Root cause• 10.5.263

Develop solution• 10.5.264

Implement• 10.5.265

Follow-up• 10.5.266

AoP/Output11.1Problem/Opportunity Identified

Review problems/issues– Red metrics– New equipment– Opportunity– Etc.

• 11.1.267

AoP/Output7.5Feedback on TWD (Tech Work Document) as Required

Receive TWD from Engineering• 7.5.215

Obtain TWD from Zone Manager• 7.5.216

Review TWD using corp database on lessons learned (CLL)• 7.5.217

Provide feedback as necessary– Form

• 7.5.218




Deployment Method

Assessment Status

Deployment Platform

Side 2



Spec


NNSY 101


11/11/03


101-2-23

A-031 Problem Solving ClassroomGroup-paced 2 Hours Use as Source

A-046 Quality Management ClassroomGroup-paced 3 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


4 Hours

4-001-534 How To: Understand Customer and Supplier NeedsModule #: Module Title: T&D

ModuleSpec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output1.1Stakeholder Requirements and Needs Understood and Met

I.D. derailers• 1.1.199

I.D. important stakeholders, priorities, needs• 1.1.200

AoP/Output1.2Consistent Business

Build relationships• 1.2.335

Maintain relationships• 1.2.336




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-534 How To: Understand Customer and Supplier NeedsModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-3-26

B-006 Executive Support ClassroomGroup-paced Hours Use as Source

B-019 Labor Relations, MTC, Deputies ClassroomGroup-paced 2 Hours Use as Source

X-005 Department Heads' & Shop Superintendents' Presentation ClassroomGroup-paced 5 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make


T&D Path(s)


For each form listed/added:• Interpretation guide• Completion guide

25 Pages



Spec



Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2



Spec


NNSY 101


11/11/03


101-3-34

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

SP - Self-pacedAwareness

T&D Path(s)


• How to: order materials• Do's and don'ts• Resources• Emergency procedures

15 Pages



Spec



Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2



Spec


NNSY 101


11/11/03


101-3-34

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


12 Hours



Spec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output12.13PARs Update

When needed, update PARs• 12.13.296

AoP/Output12.14PMP

Quarterly review PAFs and Win-Win agreements with all direct reports (12 and below) related to expectations and assessments

• 12.14.297

Semi-annually sit down with all direct reports (12 and below) and discuss expectations/standards and assessment against those

• 12.14.298

Annually sit down with all direct reports (12 and below) and discuss expectations/standards and assessment against those and set new standards

• 12.14.299

Quarterly review Win-Win agreements with 13 and above• 12.14.300

Annually set new standards• 12.14.301

AoP/Output9.8PAF

Review DPS• 9.8.242

Review TGI• 9.8.244

Review PMC with Zone Manager• 9.8.245

Visit job site• 9.8.246




Deployment Method

Assessment Status

Deployment Platform

Side 2



Spec


NNSY 101


11/11/03


101-3-31

A-002 Leave Administration ClassroomGroup-paced Hours Use as Source

A-003 Performance Management Program (PMP) ClassroomGroup-paced Hours Use as Source

A-004 Personal Accountability Feedback ClassroomGroup-paced Hours Use as Source

A-006 Labor Relations in the Federal Sector ClassroomGroup-paced Hours Use as Source

A-007 Managing Under a Union Contract ClassroomGroup-paced Hours Use as Source

B-017 CEAP ClassroomGroup-paced 2 Hours Use as Source

B-018 Drug-free Workplace ClassroomGroup-paced 1 Hours Use as Source

X-136 PAF Interactive CBT/Web

Self-paced 1 Hours Use as Is

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


• Practice exercises

6 Hours

4-001-540 How To: DisciplineModule #: Module Title: T&D

ModuleSpec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output12.10File Content for Pre-action Investigator (C.902)

Update files• 12.10.332

AoP/Output12.11Proposed Post Action "Sentence"

Determine appropriate consequence• 12.11.333

AoP/Output12.12Police Reports

When needed, file police report• 12.12.295

AoP/Output12.6Verbal Warning and Document

When needed, provide verbal warning and document• 12.6.289

AoP/Output12.7Written Warning and Document

When needed, request written pre-action and document• 12.7.290

AoP/Output12.8Suspension and Document

When needed, in post action - Suspension• 12.8.291

Written records updated• 12.8.293

AoP/Output12.9Termination and Document

When needed, in post action - Termination• 12.9.292

Written records updated• 12.9.294

AoP/Output9.16Request for Pre-action

As needed, request pre-action• 9.16.330

AoP/Output9.7Pre-action Request

Provide feedback• 9.7.233




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-540 How To: DisciplineModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-3-32

A-005 Discipline ClassroomGroup-paced Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


2 Hours

4-001-541 How To: Manage ToolsModule #: Module Title: T&D

ModuleSpec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output13.3Delinquent Tools, Status, Monitoring

Coordinate with C-906 for tools/equipment/ machinery• 13.3.312

Review delinquent tool report and follow-up• 13.3.313

AoP/Output13.4Broken/Damaged/Lost Tool Chit Submitted

Submit tool chit as needed• 13.4.314

AoP/Output13.5Tools Calibrated

Review calibrated tool report for dates• 13.5.315

AoP/Output9.15Delinquent Tools Paperwork

Review Delinquent Tools Paperwork• 9.15.329




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-541 How To: Manage ToolsModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-3-35

B-022 Tool Control ClassroomGroup-paced 1 Hours Use as is Temporarily

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


• Procedures• Exercises

2 Hours



Spec


Classroom

Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output9.13Overtime Report

Review Overtime Report• 9.13.327




Deployment Method

Assessment Status

Deployment Platform

Side 2



Spec


NNSY 101


11/11/03


101-3-36

A-021 Project Planning ClassroomGroup-paced 0.5 Hours Use as Source

A-052 Overtime ClassroomGroup-paced 0.5 Hours Use as Source

A-058 Production Resource Department Resource Deployment Strategies

ClassroomGroup-paced 1 Hours Use as Source

B-012 Workload/Workforce Forecasting ClassroomGroup-paced 2 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


• Procedures• Resources

15 Pages

4-001-545 How To: Manage Equipment & MachineryModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output13.6Equipment/Machinery Maintained

Manage equipment/ machinery maintenance– Request/oversee

• 13.6.316




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-545 How To: Manage Equipment & MachineryModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-4-40

A-049 Material Management ClassroomGroup-paced 1 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

SP - Self-pacedSkill

T&D Path(s)


25 Pages

4-001-549 How To: Process Recognition and AwardsModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Supervisor

AoP/Output12.16Reward Request

When appropriate complete a request for reward– On the spot– Specify reward– Rationale

• 12.16.303

AoP/Output12.17Recognition Request

Submit as appropriate– Mechanic of the week– Safety flag– Shoot the gun– Etc.

• 12.17.304

Provide other recognition as appropriate– Shipyard newspaper content– Etc.

• 12.17.305




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-549 How To: Process Recognition and AwardsModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-3-34

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

C - CoachedSkill

T&D Path(s)


• Exercises

2 Hours

4-001-550 How To: Interpret PMC DataModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-550 How To: Interpret PMC DataModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-4-45

A-016 Performance Measurement and Control ClassroomGroup-paced 1 Hours Use as Source

B-014 Performance Measurement Cost ClassroomGroup-paced 1 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


2 Hours

4-001-552 How To: Conduct Job Summary ReviewModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Supervisor




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-001-552 How To: Conduct Job Summary ReviewModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


101-4-46

A-008 AIM Overview ClassroomGroup-paced 1 Hours Use as Source


A-022 Corporate Lessons Learned ClassroomGroup-paced 1 Hours Use as Source

B-035 Cost Scheduling & Aim ClassroomGroup-paced 2 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


• Checklist/interview guide for first interactions with new customers, suppliers, etc.• Hints



Spec



Additional Content:


NNSY 101


11/11/03


Zone Manager




Deployment Method

Assessment Status

Deployment Platform

Side 2



Spec


NNSY 101


11/11/03


102-1-01

A-035 Planning & Execution ClassroomGroup-paced 4 Hours Use as Source

B-001 Leadership C-100 ClassroomGroup-paced 3 Hours Use as Source

B-002 Leadership C-900 ClassroomGroup-paced 2 Hours Use as Source

B-006 Executive Support ClassroomGroup-paced Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


1 Hours

4-002-003 How To: Perform Mishap Report ReviewsModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Zone Manager




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-003 How To: Perform Mishap Report ReviewsModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-1-03

A-050 Occupational Safety & Health Environmental Protection ClassroomGroup-paced Hours Use as Source

B-011 Electrical Safety ClassroomGroup-paced 0.5 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


16 Hours

4-002-004 How to Evaluate AWPModule #: Module Title: T&D

ModuleSpec


Classroom

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output7.1AWP

Review AWP• 7.1.208

Plan AWP breakdown– Dividing the work for Zone Manager assignments

• 7.1.209

AoP/Output7.2SWLLN Numbers

Review their zone assigned• 7.2.210




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-004 How to Evaluate AWPModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-1-04

A-018 Work Integration ClassroomGroup-paced 1 Hours Use as Source


A-024 Project Engineering & Planning Manager ClassroomGroup-paced Hours Use as Source

X-007 Resource Level Scheduling (PMC II) ClassroomGroup-paced 2 Hours Use as Source

X-008 Resource Management (PMC II) ClassroomGroup-paced 3 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make


T&D Path(s)


Multiple "Coaches"

8 Hours

4-002-005 How To: Perform Job Summary ReviewModule #: Module Title: T&D

ModuleSpec


Classroom

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output7.3Job Summary Review– Initial– Final– Materials included

Perform and schedule job summaries• 7.3.211

Conduct job summaries review meeting– Use of corp database "CLC"– With shops– With supervisor

• 7.3.212

Update job summary based on feedback and iterate• 7.3.213




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-005 How To: Perform Job Summary ReviewModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-1-05

A-022 Corporate Lessons Learned ClassroomGroup-paced 1 Hours Use as Source

A-025 SUBSAFE ClassroomGroup-paced Hours Use as Source

A-049 Material Management ClassroomGroup-paced 1 Hours Use as Source

B-004 Work Package & Control ClassroomGroup-paced 3 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


2 Hours

4-002-006 How To: Perform ManningModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output3.4Manning Forecast

Determine Manning needs (multi-year)• 3.4.205

Determine resource needs (multi-year)• 3.4.206

AoP/Output9.6Manning Report Reviewed

Resource review• 9.6.232

Review Manning needs being met• 9.6.239




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-006 How To: Perform ManningModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-1-07

A-015 Workload and Resource Forecasting ClassroomGroup-paced 1 Hours Use as Source

A-042 Resource Management ClassroomGroup-paced 2 Hours Use as Source

A-058 Production Resource Department Resource Deployment Strategies

ClassroomGroup-paced 1 Hours Use as Source

B-033 Resource Allocation Process ClassroomGroup-paced 2 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


4 Hours

4-002-007 Attend DPS Meeting and Provide InputModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-007 Attend DPS Meeting and Provide InputModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-1-09

X-116 Daily Production Schedule (DPS 101) ClassroomGroup-paced 3 Hours Use as Source

X-134 Concerto ClassroomGroup-paced 4 Hours Use as Is

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


4-002-008 DPS ReviewedModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output8.3Technical Work Documents Assigned– Based on DPS

Reviews assignments to Supervisor and brief on – Cost– Schedule– Past problems/lessons learned– Safety/ environment issues– Tryout/TRS

• 8.3.337

Ensure a processed WAF is in TWD package• 8.3.338




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-008 DPS ReviewedModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-1-09

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


2 Hours

4-002-009 How To: Review and Submit Overtime ReportModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-009 How To: Review and Submit Overtime ReportModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-1-10

A-052 Overtime ClassroomGroup-paced 0.5 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


2 Hours

4-002-010 How To: Maintain Job Site CleanlinessModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03





Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-010 How To: Maintain Job Site CleanlinessModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-1-11

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


• Checklists (daily, weekly, monthly, etc.)

4 Hours

4-002-011 How To: Monitor Mechanics/Supervisors WorkModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output9.5Mechanics/Supervisors Work

Deck Plate Review• 9.5.231

Review equipment needs being met• 9.5.238




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-011 How To: Monitor Mechanics/Supervisors WorkModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-1-12

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


2 Hours

4-002-012 How To: Provide Feedback on TWDModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-012 How To: Provide Feedback on TWDModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-1-13

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make


T&D Path(s)


4 Hours

4-002-013 How To: Perform Root Cause AnalysisModule #: Module Title: T&D

ModuleSpec


Classroom

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output10.2Cause Analysis Matrix

Performing root cause analysis using the matrix• 10.2.257

AoP/Output10.3Critique Report

Provide input, attend/conduct problem resolution sessions• 10.3.259




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-013 How To: Perform Root Cause AnalysisModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-2-21

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


4 Hours

4-002-014 How To: Perform Risk MitigationModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output3.3Risk Mitigation Documents

Create documents and submit• 3.3.323




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-014 How To: Perform Risk MitigationModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-2-22

A-019 Risk Management ClassroomGroup-paced 1 Hours Use as Source

B-034 Corporate Lessons Learned ClassroomGroup-paced 2 Hours Use as Source

X-113 Project Planning and Risk Management (PMC I) ClassroomGroup-paced 2 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


• Exercises

8 Hours

4-002-015 How To: Approve NetworksModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output7.4Approved Networks

Review network and have signed off– Sequence/integration– Technical and strategic

• 7.4.214




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-015 How To: Approve NetworksModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-2-24

A-009 Project Sequencing and Scheduling ClassroomGroup-paced 1 Hours Use as Source

A-038 Schedule Management ClassroomGroup-paced 3 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


2 Hours

4-002-016 How To: Release, Review, and Resolve TWD IssuesModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output8.2TWD Release, Review, and Resolve

WPC releases TWD to Zone Manager• 8.2.221




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-016 How To: Release, Review, and Resolve TWD IssuesModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-2-26

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


2 Hours

4-002-017 How To: Review Certification DataModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output9.4Certification Reviewed

Review Certification Graphs• 9.4.229

Review Safety Index (QPS)• 9.4.230

Review training needs being met• 9.4.240




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-017 How To: Review Certification DataModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-2-27

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


2 Hours

4-002-018 How To: Review QPSModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output9.3QPS Reviewed

Review QPS• 9.3.228




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-018 How To: Review QPSModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-2-28

A-046 Quality Management ClassroomGroup-paced 3 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


4 Hours

4-002-019 How To: Review PMCModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output9.2PMC Reviewed

Review PMC– Cost

• 9.2.227

Review PMC to ensure tasks done within cost budget• 9.2.235




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-019 How To: Review PMCModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-2-29

A-016 Performance Measurement and Control ClassroomGroup-paced 1 Hours Use as Source

A-036 Financial Management ClassroomGroup-paced 5 Hours Use as Source

B-014 Performance Measurement Cost ClassroomGroup-paced 1 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


2 Hours

4-002-020 How To: Plan to Address Process Design/RedesignModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output11.2Plan to Address

Options: – Option 1 - Plan on doing it yourself– Option 2: Form a team of SMEs and Process Implementation Manager

• 11.2.268




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-020 How To: Plan to Address Process Design/RedesignModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-3-32

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


4 Hours

4-002-021 How To: Develop Training PlansModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output12.3Training Plans

Develop training plans for specialized work• 12.3.284

Develop training plans• 12.3.285

AoP/Output12.4Trained/Qualified Person

Manage the training– Make sure content is right/review materials– Monitor course as necessary– Sign up employees– Ensure attendance

• 12.4.286

Maintain their skill levels– Assignments– OJT/mock up training

• 12.4.287

AoP/Output12.5Course Content Requirements

Specify courses and their content for training personnel• 12.5.288




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-021 How To: Develop Training PlansModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-3-33

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


• Exercises

2 Hours

4-002-022 How To: Manage SMARSE/GFEModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output13.7SMARSE and GFE Managed

Manage SMARSE and GFE for special projects– Preuse– Postuse– Maintenance

• 13.7.317




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-022 How To: Manage SMARSE/GFEModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-3-37

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


• Exercises

2 Hours

4-002-023 How To: Forecast Equipment/Tool RentalModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output3.1Equipment/Tools Rental Forecast

Create and review lists of items needed for upcoming projects (multi-years out)– Check inventory– Determine what to buy– Secure funding– Purchase when funds available

• 3.1.204




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-023 How To: Forecast Equipment/Tool RentalModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-3-38

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Not Available

Make

C - CoachedSkill

T&D Path(s)


• Exercises

2 Hours

4-002-024 How To: Input Capitol Equipment ListsModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output3.2Capitol Equipment List Inputs (wish lists)

Create list and submit• 3.2.322




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-024 How To: Input Capitol Equipment ListsModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-3-39

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


• Exercises

2 Hours

4-002-025 How To: Make Facility/Grounds RequestsModule #: Module Title: T&D

ModuleSpec


S-OJT, via a Coach

Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output13.8Facilities/Grounds Requests

Manage facilities and grounds as needed– Requests for location and timing– Requests for facilities– Location requests– Timing– Co-locate or not

• 13.8.318




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-025 How To: Make Facility/Grounds RequestsModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-3-40

A-051 PWC ClassroomGroup-paced 0.5 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

SP - Self-pacedSkill

T&D Path(s)


• Exercises

25 Pages

4-002-026 How To: Make Budget RequestsModule #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output13.1Requests for

Recognize need• 13.1.306

Investigate sources– Equipment shows– Etc.

• 13.1.307

Make request and rationale for– Capitol budget– Expense budget– Headcount budget– Maintenance budget

• 13.1.308




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-026 How To: Make Budget RequestsModule #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-3-41

A-013 Budget, NOR, DLI, and Stabilized Manday Rates ClassroomGroup-paced 2 Hours Use as Source

A-014 Business Operations Brief ClassroomGroup-paced 2 Hours Use as Source

B-028 Purchase Authority ClassroomGroup-paced 0.5 Hours Not to be Used for this

Project

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy



Notes


____ of ____

Partially Available

Make

C - CoachedSkill

T&D Path(s)


• Instructions/policies• Resources• Do's and don'ts for internal recruiting• Do's and don'ts for external recruiting

4 Hours

4-002-027 How To: Recruit (Internal/External)Module #: Module Title: T&D

ModuleSpec



Additional Content:


NNSY 101


11/11/03


Zone Manager

AoP/Output12.2Recruits Identified

External:Represent Norfolk Naval Shipyard at– Job fairs– Interviews– Informal community activities/networking

• 12.2.280

Suggest for them to submit paperwork• 12.2.281

Internal:Look for top performers

• 12.2.282

Discuss with Resource Manager/cut a deal• 12.2.283




Deployment Method

Assessment Status

Deployment Platform

Side 2

4-002-027 How To: Recruit (Internal/External)Module #: Module Title: T&D

ModuleSpec


NNSY 101


11/11/03


102-3-42

HR 0202 Conducting Effective Interviews ClassroomGroup-paced 2 Hours Use as Source

Scope:

Global

Local

Scope:

Global

Local

Availability

Make/Buy Implementation Priority

Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

• Not the Zone Manager

2 Hours

4-001-130 Plan & Conduct Work ReadinessQualification #: Qualification Title: Qualification/

CertificationSpec

(± 25%)

Deployment Platform


NNSY 101


11/11/03


Qualification Assessment Method

Attendance - in a mandated sessio

Knowledge Test - paper tes

Knowledge Test - verbal test

Real Work - performance observation and/or result

SImulated Work - performance observation and/or result

Talk-Thru-Troubleshooting - performance discussion

Other:

MakeX

Buy

Paper/Pamphlets/Booklets/Books


Classroom

Interactive CBT/Web

S-OJT, via a Certified CoachX

S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

SupervisorX

Zone Manager

Preliminary Content Listing

Link to AoP, Output/Task Clusters:


Knowledge/Skill Items:

Side 2


NNSY 101


11/11/03


4-001-130 Plan & Conduct Work ReadinessQualification #: Qualification Title: Qualification/

CertificationSpec

101-1-12

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

1 Hours

4-001-131 Conduct a Completion of Work Review

Qualification #: Qualification Title: Qualification/ Certification

Spec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a CoachX

U-OJT, via a Coach

Classroom/Lab

High Medium Low

SupervisorX

Zone Manager





Side 2


NNSY 101


11/11/03


4-001-131 Conduct a Completion of Work Review


Spec101-2-24

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

1 Hours

4-001-132 Identify Report and Resolve Technical/Human Competency Deficiencies


Spec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low





Side 2


NNSY 101


11/11/03


4-001-132 Identify Report and Resolve Technical/Human Competency Deficiencies


Spec101-2-24

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

• 529• 530

1 Hours

4-001-133 Scheduling & Progressing Non-CCPM


Spec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

SupervisorX

Zone Manager





Side 2


NNSY 101


11/11/03


4-001-133 Scheduling & Progressing Non-CCPM


Spec101-2-25

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

• 518• 531

1 Hours

4-001-134 Scheduling & Progressing with CCPM


Spec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

SupervisorX

Zone Manager





Side 2


NNSY 101


11/11/03


4-001-134 Scheduling & Progressing with CCPM


Spec101-2-25

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

Comprehensive

2 Hours

4-001-135 Capstone: 1 Year Comprehensive Supervisor Evaluation


Spec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

SupervisorX

Zone Manager





Side 2


NNSY 101


11/11/03


4-001-135 Capstone: 1 Year Comprehensive Supervisor Evaluation


Spec101-3-37

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

4 Hours

4-002-122 How to Perform Job Summary Review


Spec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

Supervisor

Zone ManagerX





Side 2


NNSY 101


11/11/03


4-002-122 How to Perform Job Summary Review


Spec102-1-06

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

1 Hours

4-002-123 How to Perform ManningQualification #: Qualification Title: Qualification/

CertificationSpec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

Supervisor

Zone ManagerX





Side 2


NNSY 101


11/11/03


4-002-123 How to Perform ManningQualification #: Qualification Title: Qualification/

CertificationSpec

102-1-08

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

4 Hours

4-002-124 CapstoneQualification #: Qualification Title: Qualification/

CertificationSpec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

Supervisor

Zone ManagerX





Side 2


NNSY 101


11/11/03



CertificationSpec

102-1-14

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

1 Hours

4-002-125 How to Perform Risk MitigationQualification #: Qualification Title: Qualification/

CertificationSpec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

Supervisor

Zone ManagerX





Side 2


NNSY 101


11/11/03


4-002-125 How to Perform Risk MitigationQualification #: Qualification Title: Qualification/

CertificationSpec

102-2-23

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

1 Hours

4-002-126 How to Approve NetworkQualification #: Qualification Title: Qualification/

CertificationSpec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

Supervisor

Zone ManagerX





Side 2


NNSY 101


11/11/03


4-002-126 How to Approve NetworkQualification #: Qualification Title: Qualification/

CertificationSpec

102-2-25

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

1 Hours

4-002-127 How to Review PMCQualification #: Qualification Title: Qualification/

CertificationSpec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

Supervisor

Zone ManagerX





Side 2


NNSY 101


11/11/03


4-002-127 How to Review PMCQualification #: Qualification Title: Qualification/

CertificationSpec

102-2-30

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

4 Hours


CertificationSpec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

Supervisor

Zone ManagerX





Side 2


NNSY 101


11/11/03



CertificationSpec

102-2-31

Scope:

Global

Local

Scope:

Global

Local

Availability


Depth of Coverage

Deployment Method

Notes


____ of ____

Not Available

T&D Path(s)

4 Hours

4-002-129 Capstone Review: 1 YearQualification #: Qualification Title: Qualification/

CertificationSpec

(± 25%)

Deployment Platform


NNSY 101


11/11/03









Other:

MakeX

Buy



Classroom

Interactive CBT/Web


S-OJT, via a Coach

U-OJT, via a Coach

Classroom/Lab

High Medium Low

Supervisor

Zone ManagerX





Side 2


NNSY 101


11/11/03


4-002-129 Capstone Review: 1 YearQualification #: Qualification Title: Qualification/

CertificationSpec

102-3-43

V. Project Com

pletion Phase Overview

s

V. Project Completion Phase Overviews Norfolk Naval Shipyard CAD Design Document


Project Completion Phase Overviews

Section Overview This section previews the key activities in the remaining project phase, Phase 4 – Implementation Planning. Additional detail can be found in the Project Plan (located in Appendix A).

Phase 4: Implementation Planning

The key tasks in Phase 4: Implementation Planning, include the following: • Prepare for and conduct the 2-day Implementation Planning Team

meeting • Document the Implementation Plan

- T&D Event (and/or T&D Module) priorities for development/acquisition

- Development/acquisition plan (make versus buy) - Development/acquisition cost-estimating table - Development/acquisition schedule, budget, and resource implications

• Review the draft Implementation Plan with the Project Steering Team and

others, and assign an individual or a team with the responsibility to move forward with this the detailed planning and management of the implementation of the current CAD design, and its on-going administration and maintenance.

Note: The Implementation Plan’s scope for this project, as defined in the Project Plan, addresses only the costs for the development/acquisition of priority content, and does not include the planning of the development and maintenance systems, the delivery systems, or the administrative systems. These additional areas and systems will require additional planning by NNSY training management and personnel as they integrate this new curriculum design into their ongoing efforts.

Appendixes

Project Plan to Produce a Performance-based Curriculum

Architecture DesignSM Addressing Norfolk Naval Shipyard Operations

and Production Supervisors & Managers

October 9, 2003

Prepared for: Mr. Jonathan White Mr. Art Willoughby

Prepared by:

Guy W. Wallace, CPT

EPPIC, Inc. 3015 E. New York Street, Suite A2-369

Aurora, IL 60504 [email protected]

10/09/03 Page 1

Table of Contents

I. Project Purpose and Background

• Purpose ...................................................................................................................3 • Background and Rationale ...................................................................................3

II. CAD Overview • PACT Process ........................................................................................................5

• PACT Outputs.......................................................................................................7

III. CAD Approach and Phases

• Description .............................................................................................................8 • CAD Phase 1: Project Planning and Kick-off...................................................9 • CAD Phase 2: Analysis .........................................................................................9 • CAD Phase 3: Design .........................................................................................11 • Design Phase Outputs ........................................................................................12 • CAD Phase 4: Implementation Planning.........................................................13 • Project Deliverables ............................................................................................14 • Project Scope........................................................................................................15

IV. Project Roles and Teams

• Team Methodology .............................................................................................16 • Project Steering Team Role................................................................................16 • Norfolk Naval Shipyard Project Manager Role ..............................................17 • Analysis Team Role .............................................................................................17 • Design Team Role ...............................................................................................18 • Implementation Planning Team Role...............................................................19

V. Project Tasks/ Assignments/ Schedule

• Description ...........................................................................................................21 • Time Charts ..........................................................................................................22

Table of Contents Norfolk Naval Shipyard CAD Project Plan

10/09/03 Page 2

Curriculum Architecture Design; PACT Processes; and Performance-based, Accelerated, Customer-/ Stakeholder-driven T&D are service marks of EPPIC, Inc. Microsoft, Access, and PowerPoint are registered trademarks of Microsoft Corporation. IBM is a registered trademark of International Business Machines Corporation. Visio is a registered trademark of Visio Corporation

I. Project Purpose and Background Norfolk Naval Shipyard CAD Project Plan

10/09/03 Page 3

Project Purpose and Background

Purpose The purpose of the project is to produce a performance-based Curriculum Architecture DesignSM (CAD) to develop a system for selecting and effectively training supervisors and managers in the Operations (Code 300) and Production (Code 900) departments of the shipyard.

The current system of training supervisors/managers often results in the wrong individuals being selected, and being inadequately trained, resulting in problems on projects. This project will address this issue and result in a more systematic approach for training individuals to become successful in supervisory and management jobs.

Background and Rationale

There is a number of existing management/leadership training programs being used in the shipyard: Covey’s Four Roles course and Project Management College are two examples. What is missing is a tailored, comprehensive curriculum architecture that includes a variety of courses and structured experiences to provide managers with the specific knowledge and skills needed to be successful at other jobs at the shipyard. The major reason so many management training programs fail is that they are not based on a thorough needs analysis to determine the specific knowledge and skills needed to be successful. What is missing from most curriculums are the specific knowledge and skills that separate the master performer managers from the average ones.


I. Project Purpose and Background Norfolk Naval Shipyard CAD Project Plan

10/09/03 Page 4

Project Purpose and Background, continued

Background and Rationale, continued

Therefore, the approach we will use in this project is to systematically determine the specific knowledge, skills, and overall performance competencies needed to be a successful supervisor/manager at NNSY. This will involve conducting analysis with a handful of master performer supervisors and managers to determine what they do on the job, and what they are required to know. We will then be able to design a training curriculum that teaches those knowledge and skills possessed by the successful managers and supervisors (development of that design is outside the scope of this project plan). We will make every attempt to maximize use of existing training workshops and programs in the new design, but only where we have data that shows that they teach the right skills and knowledge at the correct depth. The curriculum architecture design (CAD) that becomes the final product of this project will include developmental activities beyond classroom training, such as specific job assignments or structured mentoring. The performance and knowledge/skill requirements documented in the analysis project will provide Norfolk Naval Shipyard a detailed description of the ideal performance and of gap performance and provide an inventory of required knowledge/skills as described by master performers. This analysis data will be used systematically assess Norfolk Naval Shipyard existing training and lead to the Curriculum Architecture Design activities. EPPIC’s PACTSM Processes for Training & Development (T&D) offer a unique approach to instructional systems design (ISD) that can improve performance impact and lower T&D life-cycle costs. This methodology is fully documented in Guy Wallace’s book: lean-ISD.

III. CAD Approach and Phases Norfolk Naval Shipyard CAD Project Plan

10/09/03 Page 5

CAD Overview

PACT Process The PACT Processes are a set of ISD methodologies that produce T&D. PACT stands for Performance-based, Accelerated, Customer-/Stakeholder-driven T&DSM

.


PACT

©2002 EPPIC, Inc.


PACT

©2002 EPPIC, Inc. A CAD creates an architecture of modularized T&D Events (T&D products). A CAD organizes these T&D Events for potential learners on a T&D Path, which presents a suggested sequence for participation and completion. Other master performers from the target audience, with help from instructional systems designers, design the T&D Path. The focus of everything on the path is driven from an understanding of the performance requirements of the target audience of learners. Again, the master performers from that target audience population articulate that view of performance that drives all things PACT. The learner and their supervisor or a designated teammate will review the T&D Path and, using an Individual T&D Planning Guide, will plan the learner’s progression and schedule through the T&D Path to meet the local business situation and requirements. CAD T&D Events are composed of T&D Modules, which are configured sets of content per a set of design rules and guidelines. Modules are organized by a T&D Module Inventory Framework that facilitates reuse for other audiences, avoiding redundant development efforts and expenditures and reducing life-cycle maintenance costs. It also facilitates the creation of a more uniform and common language and description of the business processes. CAD T&D Modules are either shareable across many target audiences or are unique to a particular target audience.



10/09/03 Page 6

CAD Overview, continued

PACT Process, continued

T&D Modules of content are used to create performance-based T&D Events: T&D products, group-paced, self-paced, or structured-OJT courses, workshops; CBT, workbooks, book reading assignments, task assignments, project assignments, rotation job assignments, etc. A performance-based CAD segments and organizes the content of training to ensure the greatest impact on an organization’s performance for the least total life-cycle costs. It helps to prevent misallocation of resources to training that has little or only peripheral relevance to, and impact on, the jobs that need to be done. The EPPIC PACT Process approach aims at building a total training curriculum with individual parts that add up to a logical whole within the context of a given job or category of position. It ensures that all training works together to produce the desired results by providing employees with all the knowledge and skills needed to perform. A CAD project is intended to engage the training customer in the prioritization of all training development efforts by increasing the visibility of all potential components of content. That view, combined with the customer’s knowledge regarding the potential effect of training on specific areas of performance, will allow them to prioritize the training development efforts appropriately to help meet their business needs. The intent of the Project Steering Team is to make important scope and direction-setting decisions about the project. They make business decisions, including whether this is a worthwhile project, but they also resolve T&D issues, provide visibility in the enterprise, and resolve funding issues. The CAD’s architectural design will help reduce the life-cycle costs of the entire training and development product line. First costs will be reduced by eliminating or minimizing redundant content development due to the CAD’s systems view and modular design methodology. Life-cycle costs will be reduced automatically due to less redundant content to be maintained, and updating costs will be reduced due to earlier design modularization methods.


10/09/03 Page 7


PACT Outputs Outputs from EPPIC’s PACT Process for CAD include the following:

• Project Planning & Kick-off Phase outputs

- Project Plan - Proposal

• Analysis Phase outputs - Target Audience Data - Performance Model - Knowledge/Skill Matrices - Existing T&D Assessments (ETAs)

• Design Phase Outputs - T&D Module Inventory Framework - T&D Module Specifications - T&D Event Specifications - Typical T&D Paths - Individual T&D Planning Guide(s)

• Implementation Planning Phase Outputs - T&D Event (and/or T&D Module) priorities for

development/acquisition - Development/acquisition plan (make versus buy) - Development/acquisition cost-estimating table - Development/acquisition schedule, budget, and resource implications



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PACT Outputs, continued

The diagram below illustrates the outputs from EPPIC’s PACT Process for CAD.

- ments

T&D Module Specs


T&D Event Specs

T&D Path for a Job/Job Family

Individual T&D Planning Guide

Design Phase

© 2002 EPPIC , Inc.

Gap Priorities

Project Plan

Analysis Phase Analysis Phase Kick Kick - - off Phase off Phase Performance Model Job: A

Performance Model Job: B

Performance Model Job: C Performance Model Job: D

Target Audience Data Job: A Target Audience Data Job: B Target Audience Data Job: C Target Audience Data Job: D

Knowledge/ Skill Matrix

Existing T&D Assess - ments

T&D Module Specs


T&D Event Specs

T&D Path for a Job/Job Family

Individual T&D Planning Guide

Implementation Planning

Phase

Gap Priorities

Project Plan

Curriculum Architecture Design Project


10/09/03 Page 9

CAD Approach and Phases

Description This project will use a proprietary process that is designed to incorporate representatives from Norfolk Naval Shipyard stakeholder groups into the overall project’s activities and tasks at several levels. The project will be conducted in four phases using a team process. The model below shows an overview of the EPPIC PACT Process for CAD.

EPPIC’s PACT Process allows the various concerns of management, job incumbents, and staff support groups to influence the CAD decisions. The project is controlled by a Project Steering Team, which makes final decisions. Teams of master performers and subject matter experts (SMEs) will be used to identify both the performance requirements and the associated knowledge and skills required. Additional teams will be used in the CAD process and implementation planning effort to ensure that all decisions reflect the needs and issues of the company. Existing training will be incorporated into the CAD where identified as appropriate. This may mean the training will be included intact or it will be broken into T&D Modules and reconfigured to fit the new curriculum structure. Norfolk Naval Shipyard will balance its need to protect its existing training investment and offer the right training for the job through the input of the various representatives in the CAD process. The four-phase structure above provides the framework for the project activities, deliverables, and team structure.



©2002 EPPIC, Inc.






10/09/03 Page 10

CAD Approach and Phases, continued

Project Planning & Kick-off

CAD Phase 1

Description – In this phase, the project priorities, direction, and resources are defined. Potential issues and/or stakeholder requirements should be uncovered and planned for during this phase to ensure the success of remaining phases. Key Activities/Tasks – The most critical activity of the project is found in Phase 1. It is the Project Steering Team meeting, which sets the direction for the project and specifies the requirements for participants in the future meetings. During this phase, the Project Steering Team will also obtain commitment to participate from those people needed for all project working or review meetings. Outputs – The outputs of this phase are a finalized Project Plan, a project staffing plan, and the initial project schedule for Phases 2 through 4 reflecting any changes made during the meeting to review the plan.

Analysis

CAD Phase 2

Description – The purpose of this phase is to establish a common view of the target audiences, their performance requirements, the enabling knowledge/ skill requirements, and the fit of any existing T&D into the future CAD. Demographic information about the target population is gathered prior to an analysis meeting. The analysis meeting was conducted during the Performance Analysis of Norfolk Naval Shipyard project. Using this analysis data as a reference point, assessments of all existing training will be conducted. These common views will form the basis for the CAD created in the next phase, and will facilitate the priority-setting activities later in the fourth and final project phase. Key Activities/Tasks – During this phase, we use the analysis data collected under an earlier project plan. The analysis data will be reviewed and revised by the Project Steering Team at a “gate review.” The Project Steering Team will also handpick the members for the Design Team, with help from the Analysis Team facilitators to ensure the best participants are selected.



10/09/03 Page 11


Analysis

CAD Phase 2

continued

Outputs – Outputs of this phase include the following: • Target Audience Data • Performance Model • Knowledge/Skill Matrices • Existing T&D Assessments

Design

CAD Phase 3

Description – The purpose of this phase is to produce a CAD to address the performance tasks and knowledge and skills derived in the Analysis effort. In this phase, tradeoffs may need to be made in order to maximize the return on investment for the overall corporation.

The intent is to create a CAD that is robust against future variation in job assignments; individual trainee experience, background, and career goals; delivery facilities; and maintenance requirements. It also needs to be designed for content “updateability” and future adaptability to potential changes in the business (e.g., organization structure, competition, technology, etc.). Key Activities/Tasks – During this phase, a Design Team composed of one to three representatives of the Analysis Team(s) will meet to produce the overall CAD, including the typical T&D Paths for each of the target populations. After the Design Team meeting other deliverables are produced, including the Individual T&D Planning Guide(s). Note: The intent of the team approach to design is not “to design by committee,” but “to influence the designers by committee” concurrent with the actual design activities. Following this meeting, the consultants will detail the design, and the results will be documented in a Design Document. The design will be reviewed and revised by the Design Review Team, then by the Project Steering Team at a “gate review.” The Project Steering Team will also identify participants for the implementation planning meeting in the next phase.


10/09/03 Page 12


Design Phase Outputs

Outputs of this phase will include the following: • CAD

- T&D Module Inventory Framework - T&D Module Specifications - T&D Event Specifications - Typical T&D Paths - Individual T&D Planning Guide(s)

T&D Module Inventory Framework – The T&D Module Inventory Framework organizes all training content needs into T&D Modules. (A T&D Module is a portion or component of a training course.) The T&D Module Inventory Framework creates an inventory scheme that allows T&D Module content to be shared (when appropriate) across more target audiences. The inventory scheme also helps reduce overall training product life-cycle costs. This modular inventory scheme is a “blueprint” that helps create visibility for Norfolk Naval Shipyard management in planning and assigning priorities for developing and maintaining T&D Modules. T&D Module Specifications – The T&D Module Specifications outline a macrolevel definition of the intended T&D Modules within the overall curriculum structure. The T&D Module Specifications allow management to prioritize each T&D Module in the context of all identified training. These specifications will be a primary input to post-project development/ acquisition efforts. The data documented in the T&D Module Specifications typically includes the following: • T&D Module number • T&D Module title (working draft) • Primary target audience listings • Secondary target audience listings • Probable delivery methodology • Estimated length (plus or minus 25 percent) • Estimate of learning difficulty • Estimate of content volatility • Topic/content listing



10/09/03 Page 13


Design Phase Outputs, continued

T&D Event Specifications – The T&D Event Specifications define how T&D Modules might be grouped to provide a T&D Event (course, workshop, seminar, etc.) for a standard delivery offering. These specifications are developed based on a set of criteria that considers both the needs of the target population and the strategies and tactics for training development and delivery. Typical T&D Paths and Individual T&D Planning Guides – Typical T&D Paths are developed for each defined target audience (singular job or functional job clusters) based on the job requirements and entry skills of the target population. These paths generally form the basis for the development of customized, annual individual training plans by trainees and their management. The completed plans then can be used to develop training budgets and forecast delivery workloads. Individual T&D Planning Guides are developed for each defined target audience (singular job or functional job clusters). This simple tool facilitates the development of training schedules and budget requirements for individuals, teams, departments, etc.

ImplementationPlanning

CAD Phase 4

Description – In this phase, the priorities will be established by the Project Steering Team for all of the “gap” T&D Events (and T&D Modules) of the CAD. These priorities will be estimated for their total development/ acquisition cost and translated into a CAD implementation “development/ acquisition plan.” Key Activities/Tasks – Implementation planning will be done by the Implementation Planning Team and facilitated by the consultants in a one- day meeting. Implementation planning is limited to the cost estimates for developing/acquiring the priority “gap” T&D from the CAD. In this meeting, priorities will be established for T&D Modules/Events to be developed/acquired. In addition, assumptions will be defined so that cost estimates can be generated for implementation. The Implementation Plan will be documented after this meeting and then can be reviewed with the Project Steering Team in the last project meeting. Outputs – This phase will result in an Implementation Plan related to the development/acquisition of the T&D Modules and T&D Events of the CAD.


10/09/03 Page 14


Project Deliverables The client deliverables to be produced within the course of the project are limited to those listed below.

Deliverables Key Content

Analysis Report • Target Audience Data • Performance Model • Knowledge/Skill Matrices • Existing T&D Assessments

Design Document • T&D Module Inventory Framework • Event Specification and Map • Module Specifications • T&D Paths • Individual T&D Planning Guide(s)

Implementation Plan

• T&D Event (and/or T&D Module) priorities for development/acquisition • Development/acquisition plan (make versus

buy) • Development/acquisition cost-estimating

table • Development/acquisition schedule, budget,

and resource implications

Additional outputs the consultants may need to prepare to facilitate their conduct of the project include interview guides, meeting agendas, meeting presentation materials, etc.

All deliverables will be in paper format and electronic files of Microsoft® Access®-readable tables or, for an additional charge, a beta version Access application package containing the data from the Performance Models, Knowledge/Skill Matrices, T&D Module Specifications, T&D Event Specifications, and T&D Path reports. All Access outputs will be in version 2000 and require an IBM®-compatible platform running Windows ’98.



10/09/03 Page 15


Project Deliverables, continued

Additional project deliverables will be created on IBM-compatible hardware, running Windows 2000, and using the following software:

• Microsoft Word 2000 • Microsoft PowerPoint® 2000 • Microsoft Excel 2000 • Microsoft Access 2000 • Visio® 2000 • Microsoft Publisher 2000

Project Scope The scope of this project is limited to the activities as outlined in the Project

Tasks/Assignments/Schedule charts. One T&D Paths will be developed to address the target audience populations with multiple “entry points” to accommodate personnel with varied education/experience (in order to avoid unnecessary training costs).

IV. Project Roles and Teams Norfolk Naval Shipyard CAD Project Plan

10/09/03 Page 16

Project Roles and Teams

Team Methodology A number of methodologies are used throughout the project; however, the most critical from both a quality and cycle time standpoint is the use of teams throughout all phases of the project. The use of appropriate company personnel on the designated project teams will ensure higher quality of both the project inputs and outputs. In addition, it will provide for a level of participation in the project activities that will create increased ownership of the results and more support for eventual implementation. The project’s overall structure for key roles and the teams is as follows: • Project Steering Team • Norfolk Naval Shipyard Project Manager • Analysis Team • Design Team • Implementation Planning Team

Project Steering Team Role

The intent of the Project Steering Team is to make important scope and direction-setting decisions about the project. They make business decisions, including whether this is a worthwhile project, but also resolve T&D issues, provide visibility in the enterprise, and resolve funding issues. The specific responsibilities of the Project Steering Team are to • Review/critique and revise the Project Plan. • Select candidate members for the Analysis Team. • Review/critique the Analysis Report data and preliminary

recommendations. • Review/critique the CAD documentation. • Review/critique the Implementation Plan.

The Project Steering Team members should include representation from those people in the organization that would be either positively or negatively affected by the project.


10/09/03 Page 17

Project Roles and Teams, continued

Norfolk Naval Shipyard Project Manager Role

The role of the Norfolk Naval Shipyard Project Manager is to manage and coordinate the logistics for all internal interfaces of the consultants related to company personnel and gathering and disseminating data and information. In addition, this person will be required to contact all team members to inform them of and sell them on their participation and role assignments. The specific responsibilities of the Project Manager are to • Gather all internal data and information as identified during the conduct of

the project and provide it to the consultants. • Assist in gathering and documenting the Target Audience Data and

Existing T&D Assessment. • Participate in conducting the preanalysis meeting interviews with the

consultant.

• Coordinate the logistics for all interviews and meetings. - Location and space arrangements - Equipment and material arrangements - Participant invitations and confirmations - Background information to invitees - Meals/refreshments arrangements (as required)

Analysis Team Role The role of the Analysis Team is to provide real-world input to the analysis

process regarding the target audience’s expected performance and the associated knowledge and skills required. This team is composed of members that can articulate the performance requirements of the job, task, or process. Collectively, team members will know all of the key enabling knowledge and skills. The individuals selected here to provide their input are critical to the quality of the output produced.



10/09/03 Page 18


Master performers are known for their current expertise in today’s performance situation. They have great reputations and are credible with their managers and peers. The master performers selected should represent the “cream of the crop” from the current target audience: those exemplary performers that you want to model all the future members of the target audience. We benchmark them during the analysis process! Subject matter experts (SMEs) are people who know a great deal about the job or some relevant issue, policy, procedure, tool, or problem. SMEs may be knowledgeable about some aspects of the job, but may not know how to get the job done when faced with today’s real-world barriers and issues.

The specific responsibilities of the Analysis Team are to • Provide input in the analysis meetings regarding the mission(s), key outputs

and metrics, and tasks and roles/responsibilities of ideal performance. • Provide input in the analysis meetings regarding the typical gaps in

performance (outputs not meeting targeted metrics), likely causes of the gaps, and an assessment of the causes’ root source being due to either - A gap in the environment (inadequate environmental supports, including

data, information, methods, materials, machinery, etc.) - A gap in the performers’ knowledge/skill competency set - A gap in the performers’ physical and/or psychological attributes

Analysis Team Role, continued

The core members selected for the Analysis Team include master performers and subject matter experts (SMEs). Others who might make good Analysis Team members, depending on the situation, include managers, and supervisors.


10/09/03 Page 19


Design Team Role The role of each of the Design Team members is to provide input and

feedback during the actual design activities of the CAD outputs. The Design Team will participate in a structured process for defining the T&D Module Inventory Framework and will then begin the work of developing the T&D Module Specifications and T&D Event Specifications. The consultants will complete the specifications prior to the Project Steering Team reviews. One to three Design Team members will be recruited from the Analysis Team for each of the selected targeted populations. The specific responsibilities of the Design Team members are to • Establish curriculum design criteria. • Define the individual T&D Modules.

• Assign each T&D Module to a Module Inventory Framework tier level.

• Cluster T&D Modules into T&D Events. • Establish prerequisite relationships for the individual T&D Modules/

Events. • Define T&D Paths and Individual T&D Planning Guides for the target

population.


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Implementation Planning Team Role

The role of the Implementation Planning Team is to establish post-CAD project development/acquisition priorities for all “gap” training. The specific responsibilities of the Implementation Planning Team include • Review the project purpose and intent, business drivers, approach, process,

deliverables, and schedule for key milestones. • Discuss the current Implementation Planning Strategy and Plan. • Review the design specifics, and vote priorities for development/

acquisition of the CAD - T&D Event Specifications - T&D Module Specifications

• Review the development ratios for the deployment platforms of the CAD design, and define their use in the budget forecasting process.

• Identify all other key project issues (problems, opportunities, goals,

constraints, etc.) for the Project Steering Team to resolve.

V. Project Tasks/Assignments/Schedule Norfolk Naval Shipyard CAD Project Plan

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Project Tasks/Assignments/Schedule

Description The time charts on the following pages present the planned tasks, assignments, and schedule for conducting the final three phases of the project.

Beginning with Phase 2, Task 11, the schedule date for key tasks are provided in the far right column. The tasks from Phase 1 and Phase 2, tasks 1-10 are also presented to show what preceded this effort.

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Page

2310

/9/0

3

V

. Pro

ject T

asks

/Assi

gnme

nts/

Sche

dule

Nor

folk

Nav

al Sh

ipyar

dCA

D P

rojec

t Plan

Cons

ulta

nts

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1.Pr

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col

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ience

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a–

––

––

––

––

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llect

and

doc

umen

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get a

udien

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ata

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Crea

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––

––

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8/26

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odels

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up

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ded

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thre

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––

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2910

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Page

2410

/9/0

3

V

. Pro

ject T

asks

/Assi

gnme

nts/

Sche

dule

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folk

Nav

al Sh

ipyar

dCA

D P

rojec

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ake

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Page

2510

/9/0

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Sche

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folk

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al Sh

ipyar

dCA

D P

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Page

2610

/9/0

3

V

. Pro

ject T

asks

/Assi

gnme

nts/

Sche

dule

Nor

folk

Nav

al Sh

ipyar

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rojec

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Page

2710

/9/0

3

V

. Pro

ject T

asks

/Assi

gnme

nts/

Sche

dule

Nor

folk

Nav

al Sh

ipyar

dCA

D P

rojec

t Plan

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Page

2810

/9/0

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V

. Pro

ject T

asks

/Assi

gnme

nts/

Sche

dule

Nor

folk

Nav

al Sh

ipyar

dCA

D P

rojec

t Plan

Cons

ulta

nts

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folk

Nav

al Sh

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mplem

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epar

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urat

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nduc

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ate

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ne h

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Page

2910

/9/0

3

V

. Pro

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asks

/Assi

gnme

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Sche

dule

Nor

folk

Nav

al Sh

ipyar

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D P

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Page

3010

/9/0

3

to protect and improve the enterprise

Guy W. Wallace, CPT Guy has been in the Training & Development field since 1979, and has worked as a performance improvement consultant to government and industry in the US and abroad since 1982. His clients include 29 of the current Fortune 500, including 3 of the top 5, 5 of the top 10, 10 of the top 50, 18 of the top 100. He has had conducted many repeat projects with many of his clients. These efforts have fo-cused on improving enterprise process perform-ance and creating ROI and Value Add. Guy has analyzed and designed/developed training and development and non-instructional interventions for almost every type of business function and process across many industries. He has designed over 1500 days worth of T&D, both tra-ditional/instructor-led, web/on-line, and OJT since 1979. He is the author of three books, has three in progress, and has published more than 50 articles. He has presented more than 50 times at international conferences and at local chapters of the International Society for Performance Improvement (ISPI), the American Society for Training & Development (ASTD), plus the Conference for Nuclear Training & Education (CONTE), Mid-west Nuclear Training Association, Association for Behavior Analysis, ASEE, and several Lakewood-Training Conferences, since 1983. He was the treasurer and an executive director on the 1999–2000 board of ISPI, and was elected to the position of President-Elect for 2002-2003, serving as ISPI’s President for 2003-2004. Guy is a Certified Performance Technologist (CPT). His professional biography was listed in Marquis’ Who’s Who In America in 2001.

(Continued on page 2)

EPPIC’s Guy W. Wallace, CPT

Professional Bio EPPIC Inc. — The Enterprise Process Performance Improvement Consultancy Inc.

EPPIC Inc.

3015 E. New York Street

Suite A2-369

Aurora IL 60504 USA

Guy W. Wallace contact info:

Voice– 630-898-9752

Fax– 630-898-9758

Mobile– 630-730-6195

Email– [email protected]

URL– www.eppic.biz

Guy W. Wallace, CPT

September 2003

EPPIC Inc.Achieve Peak Performance

EPPIC Inc.EPPIC Inc.Achieve Peak Performance

Key Areas of Expertise Guy’s ability to assist his clients in achieving peak performance is due to his col-laborative and creative approaches, plus his planning abilities, his project man-agement abilities, his analytic abilities, and his design abilities. He has over 24 years of business experience in improving human performance within enterprise process performance as measured by that entity’s specific busi-ness metrics. Specifically, Guy’s experience is in the following types of efforts: • Performance Modeling (PM). Since 1979, Guy has conducted more than 160

group process Performance Modeling sessions for application in T&D prod-uct development efforts, as well as for process/performance improvement projects.

• Curriculum Architecture DesignSM (CAD). He has conducted 73

performance-based CAD projects since 1982 for a wide range of industries and business functions/processes. He is the lead author of The PACT Processes for T&D’s lean-ISDSM methodology for CAD.

• Modular Curriculum DevelopmentSM (MCD). Guy has conducted more than

40 performance-based MCD projects since 1982 for a wide range of industries and business functions/processes. He is the lead author of The PACT Processes for T&D’s lean-ISD methodology for MCD.

• Instructional Activity DevelopmentSM (IAD). He has designed and developed

more than two dozen performance-based simulation exercises for performances covering executive development, labor relations, high-tech product and marketing management, sales, ISD, plus many others. He has also built selection instruments, demonstrations, and qualification/certification tests using the PACT analysis and design methodologies. Guy is the co-author of The PACT Processes for T&D’s lean-ISD methodology for IAD.

• ISD Project Planning and Management. He has planned and managed over

300 Improvement projects since 1979. • Guy is the author of The PACT Processes for T&D, a set of lean-ISD

methodologies for the planning, management, analysis and design/development of performance-based T&D.

• Guy is the author of the Enterprise Process Performance Improvement (EPPI)

methodologies. • Group/Team Process and Facilitation. He has facilitated more than 300 group

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meetings to accomplish quick and thorough analysis and design to accomplish both human performance and business process improvement goals.

Consulting Clients Guy has consulted with many Fortune 500 (29 of the top 500). He has also worked with NASA and several non-US corporations, including BP, Imperial Oil of Canada, Novacor, Opel, and Siemens. Specific projects with brief overviews for the following clients follow on page 6. 2000-today Abbott Laboratories, Eli Lilly, Fireman’s Fund Insurance, General Motors, GTE, Johnson Controls, Norfolk Naval Shipyard, Siemens Building Technologies, and Verizon. 1990-1999 Abbott Laboratories, ALCOA Labs, Alyeska Pipeline Services Company, American Management Systems, Amoco, AT&T Network Systems, Bandag, Bank of America, Baxter, Bellcore Tech, British Petroleum-America, Burroughs, CCH, Data General, Detroit Ball Bearing, Digital Equipment Company, Dis-cover Card, Dow Chemical, EDS, Eli Lilly, Ford, General Dynamics, General Motors, H&R Block, HP, Illinois Bell, Imperial Bondware, Lockheed, MCC Powers, NCR, Novacor, Opel, Occidental Petroleum Labs, Spartan Stores, Sphinx Pharmaceuticals, Square D Company, and Valuemetrics. 1982-1989 ALCOA Labs, Ameritech, Amoco, ARCO of Alaska, Arthur Anderson, AT&T Communications, AT&T Microelectronics, AT&T Network Systems, Baxter, Burroughs, Channel Gas Industries/Tenneco, Dow Chemical, Exxon, Ford, Gen-eral Dynamics, HP, Illinois Bell, MCC Powers, Motorola, Multigraphics, NASA, Northern Telecom, Northern Trust Bank, and Westinghouse Defense Electronics. Work Experience An extensive list and overview of Guy’s numerous projects from 1982 through 2002 is presented beginning on page 7. EPPIC, Inc. (2002 – current) Guy founded EPPIC in the fall of 2002, and offers consulting services in both instructional and non-instructional efforts primarily using his performance-based EPPI methodology (Enterprise Process Performance Improvement), and the

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PACT Processes for T&D. CADDI, Inc. (1997 – 2002) Guy was one of the two founding partners of CADDI, Inc. (Curriculum Architecture Design & Development Institute, Inc.) and conducted many instructional development and non-instructional projects for mainly Fortune 500 enterprises. SWI—Svenson & Wallace, Inc. (1982 – 1997) Guy, a partner in SWI, conducted more than 150 projects while at SWI. He led SWI’s T&D/ISD practice area and coordinated the efforts of the consultants assigned to ISD projects. He also headed the SWI marketing team and led its efforts in advertising, promotions, and publications. Guy consulted and provided services to both Fortune 100 firms and smaller enterprises on lean-ISD, with emphasis on Performance Modeling and Knowledge/Skill Analysis and their applications within both T&D projects, and many other, non-instructional, business process/human performance improvement efforts. Motorola (1981 – 1982) Guy was at the start-up of Motorola’s Education & Training Center, now known as Motorola University. He was one of the original 13 training project supervisors and was responsible for the manufacturing, materials, and purchasing segments of the internal Motorola training market. He developed some of the first corporate quality training programs at Motorola; his first in 1981 was a series of self-paced reading and workbook modules for quality concepts (SPC) and tools (charting) and a T&D administration system targeted at Motorola’s manufacturing supervisors. He also developed self-paced modules covering the legal aspects of purchasing for Motorola populations in the sales, engineering, and purchasing functions. Wickes Lumber (1977 – 1981) While a student at the University of Kansas, Guy worked part-time as an inside salesperson at the Wickes Lumber center in Lawrence, Kansas. After obtaining his degree in July 1979, Guy began as a program developer at Wickes Lumber’s corporate headquarters in Saginaw, Michigan. There he was a project leader for a three-person team that produced 24 video-based product knowledge training programs the first year. He was primarily responsible for the development of video-based, self-paced training packages addressing the performance-based needs of management, contractor sales, inside sales, and inventory management for personnel in the 275-plus lumber centers across the country.

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U.S. Navy (1972 – 1975) Rated a Journalist, 3rd Class in the U.S. Navy, Guy ran the on-board, closed-circuit TV and radio stations and was editor of both the shipboard newspaper and cruise books while aboard the U.S.S. Okinawa, LPH-3. He is a graduate of the Department of Defense Information School at Fort Benjamin Harrison, Indianapolis, where he received training in both print and broadcast journalism.

Educational Background Bachelor of Arts in Radio/TV/Film University of Kansas, 1979 Print and Broadcast Journalism School Department of Defense Information School, 1973

Professional Memberships and Affiliations • ISPI – International Society for Performance Improvement

- Executive director and treasurer of the board, 1999–2001 - Executive director and president-elect/president of the society, 2002– 2004

• CISPI – Chicago Chapter of ISPI

• KC-ISPI – Kansas City Chapter of ISPI (honorary member)

• ASTD – American Society for Training & Development

• AQP – Association for Quality and Participation

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Professional References Bandag, Inc. John Swinney Performance Consultant (563) 262-1333 Baxter Joe Sener Vice President, Business Excellence (447) 270-4602 Fireman’s Fund Insurance Company Randy Kohout Vice President of Organization Capability (415) 899-3790 Performance Design Lab Geary A. Rummler, Ph.D. (520) 529-1151 Western Michigan University Dale Brethower, Ph.D. Professor Emeritus (616) 676-3485 Siemens Building Technologies George West Director, Educational Services (847) 215-1050 Verizon Larry Matthews Workforce Development (215) 466-1027 Additional references are available upon request.

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Project/Client History 2003 • Conducted a review/critique of the Leadership Development curricula design. • Conducted his 73rd CAD project for shipyard supervisors and management.

Norfolk Naval Shipyard • Continued work on the Executive Forum program from 2002. • Design of a 5-day executive development, skills-building program in support

of an updated Executive Leadership Pipeline & Development effort. This event utilizes the 3 “facts-based-fiction” Simulation Exercise Business Scenarios from the Executive Forum. Abbott Laboratories

2002 • Design and development of the experiential-educational elements an

Executive Forum to kick-off an updated Executive Leadership Pipeline & Development effort, including the design of 3 “facts-based-fiction” Simulation Exercise Business Scenarios to help explore similar, current issues in the company’s businesses that need attention. Abbott Laboratories

• Performance Modeling & Enabler Analysis of Technical Sales

Representatives for an existing curricula reconciliation effort. Johnson Controls Incorporated

• Targeting Enterprise Process Performance Improvement (T-EPPISM) for Call

Center Management (continued) This is CADDI’s first expanded application of our EPPI model in a client project. Its intent is to map and model ideal performance (the benchmarks) at high-performing call centers, derive the human and environmental enablers, and compare them to all other call centers to determine the gaps as well as the “cost of nonconformance.” This data will be used to further target improvements and macrodesign systems and process changes and then establish improvement plans, the “costs of conformance,” and ROI estimates for final targeting by the client’s leadership. Verizon

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2001 • Targeting Enterprise Process Performance Improvement (T-EPPISM) for Call

Center Management. This was Guy’s first expanded application of his EPPI model in a client project. Its intent was to map and model ideal performance (the benchmarks) at high-performing call centers, derive the human and environmental enablers, and compare them to all other call centers to determine the gaps as well as the “cost of nonconformance.” This data will be used to further target improvements and macrodesign systems and process changes and then establish improvement plans, the “costs of conformance,” and ROI estimates for final targeting by the client’s leadership.

• CAD: Consumer Sales Call Center Personnel. Guy’s 72nd CAD project. Verizon

• General Consulting: Initial Planning for Upcoming Projects

Fireman’s Fund Insurance Company 2000 • MCD: Wholesale Billing Center Personnel. This project involved the analysis

and design of more than 80 days of performance-based T&D for personnel at three call center locations. Verizon

• CAD: Wholesale Billing Center Personnel. Guy’s 71st CAD project, where

Billing Associates from three locations were targeted. GTE Service Corporation

• General Consulting for the PACT Process Technology Transfer (PPTT)

efforts as General Motors University internalized a common process for instructional systems design/development (ISD). General Motors

• Miscellaneous Consulting on T&D Operations and ISD Methodology

Eli Lilly and Company 1999 • Curriculum Architecture Design Consulting

H&R Block • CAD: Brand Management—Opel (Germany). Guy’s 70th CAD project,

focused on the needs of GM’s European Brand Management team personnel.

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• CAD: Brand Management—North America. Guy’s 68th CAD project. He supported a GMU contractor in this project.

• General Consulting for the PACT Process Technology Transfer (PPTT) efforts as General Motors University internalized a common process for instructional systems design/development (ISD). General Motors

• MCD: Dealer Operations and Production Managers Workshops. This project

focused on the continued development of three additional workshops for Bandag's dealer Operations and Production managers, to complement the recently developed and piloted Materials Flow workshop. Bandag, Inc.

• Curriculum Management Workshop. A two-day workshop based on

CADDI’s T&D Systems View (T&D Clockface) Model • CAD: District Sales Managers. Guy’s 69th CAD project, focusing on

updating Lilly’s global District Sales Manager curriculum. Eli Lilly and Company

1998 • Curriculum Architecture Design for Financial Relationship Managers. Guy’s

67th CAD project, which leveraged off the 1997 Retail Bank CAD and reduced the time and costs significantly. BankAmerica Corporation

• MCD: Material Flow Workshop. Guy conducted the analysis, design, and

development efforts for this three-day workshop targeted at dealer production managers and how to implement and manage the Retread System using the concepts, tools, and techniques from the Theory of Constraints and Synchronous Flow.

• Win-Win Progressive Discipline. Guy developed an eight-hour, group-paced training course for the management of Bandag’s franchise dealers.

• Modular Curriculum Development (MCD) for Dealership Production Managers. Guy facilitated the analysis and design and then participated with other CADDI consultants in the development of more than 12 days of group-paced T&D. Bandag, Inc.

• CAD: Internal Controls. Guy’s 66th CAD project. He conducted the design

meetings based on the analysis data generated by a staff ISD professional from one of GMU’s strategic partners.

• PACT Process Workshop: Analysis (MC/MI Analysis). Guy co-facilitated this four-day workshop for the staff and strategic suppliers of General Motors

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University as part of CADDI’s technology transfer efforts of the PACT Processes for T&D (known inside General Motors University as Modular Curriculum/Modular Instruction).

• PACT Process Workshop: CAD Design (MC Design). Guy co-facilitated this four-day workshop for the staff and strategic suppliers of General Motors University.

• PACT Process Workshop: MCD Design (MI Design). Guy co-facilitated this five-day workshop multiple times for the staff and strategic suppliers of General Motors University.

• PACT Process Workshop: PACT Process Project Planning & Management (MC/MI Project Planning & Management). Guy co-facilitated this four-day workshop one time for the staff and strategic suppliers of General Motors University.

• Curriculum Architecture Design for MFD Area Managers. Guy’s 64th CAD project, which focused on metal fabrication department area managers.

• Curriculum Architecture Design for Global Dealer Auditors. Guy’s 63rd CAD project, which focused on global dealer auditors.

• General Consulting for the PACT Process Technology Transfer (PPTT) efforts as General Motors University internalized a common process for instructional systems design/development (ISD) General Motors

• MCD for Customer Care Organization’s Customer Interface Agents. Guy

facilitated the analysis and design of this effort, based on the CAD work done the prior year by CADDI consultant Kelly Rennels Smith. Kelly then conducted the remainder of the project, piloting 15 days’ worth of intranet-delivered instruction. AT&T

• PACT Analysis for Sales Forecasting. Guy facilitated this performance and

gap analysis effort to assist the client in determining how to improve the operations of the newly installed module of their SAP system. NOVA

• CAD: Sales Engineering. Guy’s 65th CAD project. He co-conducted the

Analysis Team meeting with Kelly Rennels Smith. Siemens Building Technologies, Inc.

1997 • PACT Workshop Delivery: Performance Modeling & Knowledge/Skill

Analysis. Guy facilitated this workshop for eight Amoco ISDers. Amoco Corporation

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• PACT Process Briefing for the Training Staff. Guy conducted a half-day briefing on the PACT Processes for T&D after the conduct of a CAD project for AT&T by CADDI consultant Kelly Rennels Smith. AT&T

• Analysis for Total Vehicle Integration Engineering. Guy conducted the

performance and knowledge/skill analysis for automotive engineers for later use in a CAD (MC) project.

• Analysis for Finance. Guy conducted the performance and knowledge/skill analysis for finance personnel for an abbreviated CAD (MC) project to kick-start the inauguration of General Motors University.

• Analysis for Manufacturing Assembly. Guy conducted the performance and knowledge/skill analysis for manufacturing assembly personnel for an abbreviated CAD (MC) project. General Motors

• PACT Performance Modeling & Knowledge/Skill Analysis of the Technical

Support Group. Guy co-facilitated this analysis effort, which later led to a CAD effort conducted by the client.

• CAD Support for Technical Services Group. Guy assisted the client, a recently trained PACT practitioner, in the analysis efforts for this CAD effort. Bandag, Inc.

• Curriculum Architecture Design for Retail Branch Personnel. Guy’s 62nd

performance-based CAD project where the focus was on all levels of branch personnel, from tellers through management. BankAmerica Corporation

• Leadership and Management Curriculum Architecture Design. Guy’s 61st

performance-based CAD project, where the focus was ultimately global (supervisors up to the upper management ranks across all business units). This project’s front-end analyses were conducted via individual interviews instead of our standard group method and produced the North American version of the CAD. Eli Lilly and Company

• Consulting: Application of the CADDI PACT Processes Methodologies in

Process Redesign and Human Performance Improvement Consulting Projects In this project, Guy provided telephone consultation to two performance technologists in the process of transforming their T&D organization into a human performance technology (HPT) service organization (including instructional technology) over a three-month time frame for the initial project. Hewlett Packard

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• Course Development Analysis and Design for a Manufacturing Environment

Risk Assessment Process and Tool. Guy conducted a combined analysis/design meeting for several T&D products to support the rollout of this tool.

• New Tool & Die Supervisors-In-Training Curriculum Architecture Design. Guy’s 60th performance-based CAD project where, in support of the PPTT effort, he co-conducted the analysis and design processes to produce the CAD for an 18-month long T&D curriculum of classroom, lab, and on-the-job development process for new hire, new supervisor-in-training for the Tool & Die organizations’ die design and stamping operations.

• PACT Process Workshop: Performance Modeling & Knowledge/Skill Analysis

• PACT Process Workshop: Modular Curriculum Design (MC a.k.a. CAD) • PACT Process Workshop: Modular Instruction Design (MI a.k.a. MCD)

These workshops were delivered as part of the PACT Processes for T&D technology transfer to General Motors’ training strategic partners.

• Consulting: Adaptation and Implementation of the CADDI PACT Processes for T&D. This effort is intended to formally transfer the PACT Processes for T&D (lean-ISD) into General Motors NAO OED’s strategic partners to support their outsourcing strategy. General Motors

• Pilot-Test of the CADDI PACT Process Methodology for Performance

Modeling and Knowledge/Skill Analysis. This project demonstrated the PACT Process analysis methodologies in identifying the information technology tools required in a major business process. The test of the methodology was to generate data that was also to be used to populate an SAP-HR module with the competencies required for the process. NOVA

1996 • PACT Process Workshop: Curriculum Architecture Design. The first pilot

test of the five-day CAD Design Workshop, which built upon the learners’ knowledge and experiences with the Performance Modeling & Knowledge/Skill Analysis Workshop.

• PACT Process Workshop: Performance Modeling & Knowledge/Skill Analysis #2. The second delivery of the five-day Performance Modeling & Knowledge/Skill Analysis Workshop.

• PACT Process Workshop: Performance Modeling & Knowledge/Skill Analysis #1. The first pilot-test delivery of the five-day Performance Modeling & Knowledge/Skill Analysis Workshop, which develops the learners’ knowledge and skills regarding facilitating the group process for Performance Modeling and then systematically deriving the knowledge and skill enablers.

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• Curriculum Architecture Design Project Design Coaching and Support. Guy’s 58th performance-based CAD project where he assisted in the creation of a straw-dog CAD prior to the design meeting, to help the new PACT practitioners play with the data and generate one potential outcome, for use with the Design Team only as an example of what they might themselves produce.

• PACT Process Workshop: Curriculum Architecture Design • PACT Process Workshop: Performance Modeling & Knowledge/Skill

Analysis. This project continued the development of PACT Process practitioners at Amoco.

• Curriculum Architecture Design Project BEST. Guy’s 57th performance-based CAD project where the focus was on the support for the implementation/rollout of a new common process for large capital projects’ initial ROI and strategic assessments; the macroplanning and microplanning; implementation management; and then handoff to the local operations and management. Amoco Corporation

• Curriculum Architecture Design for Franchise Dealership Management

Personnel and Bandag Sales Personnel. Guy’s 59th performance-based CAD project where the entire operations of a franchise (with the exception of the back-office administration area) was addressed, plus the sales staff of the franchiser (Bandag). Target audiences included franchise management, sales, manufacturing, service, warehousing, and distribution functions. Bandag, Inc.

• Curriculum Architecture Design for Web Masters. Guy’s 56th performance-

based CAD project, where he co-conducted the design meeting based on the analysis done by others. This project was done without the formal Project Steering Team and other formalities of our standard process. Bellcore Tech

• Adaptation and Implementation of the CADDI PACT Processes for MCD.

This was the beginning of our first large-scale PACT Process Technology Transfer project, where all of the methodologies were finally codified and documented for delivery, practitioner certification, and ongoing coaching/support. In this project, the PACT Processes for T&D were adopted and adapted to General Motors’ needs. Briefings, workshops, toolkits, go-bys, and many other support materials were created to support the implementation effort to transfer the technology and methodologies to General Motors’ strategic partners to support their training development outsourcing strategy.

• Curriculum Architecture Design for Product Engineers. Guy’s 55th performance-based CAD project where the effort was to use existing DACUM data, and build a prototype CAD to demonstrate the methodology and create example outputs.

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General Motors

• Analysis and Design of a Technology Transfer Training Program for Combinatorial Chemistry. Guy’s 54th performance-based CAD project where the client needed T&D to facilitate the transfer of a very sophisticated set of chemistry processes/methodologies to a foreign customer. Due to an extreme time constrain to produce a design for the potential buyers of the technology, a combined CAD/MCD project was planned, and then a two-day analysis meeting led to a two-day design meeting producing a set of CAD/MCD designs for more than 30 days of lectures, demonstrations, and chemistry lab exercises. Sphinx Pharmaceuticals

• Curriculum Management Workshop. Guy worked on the design,

development, and delivery of a two-day workshop on using PACT Process principles for curriculum management within a large corporation. Eli Lilly and Company

1995 • White Paper Development: Training Needs Assessment at Amoco. In this

project, Guy wrote a short white paper describing the methods, uses, and management issues/opportunities for the systematic needs assessment process at Amoco Production Company, based largely on the PACT Process for Performance Modeling and Knowledge/Skill Analysis. Amoco

• Consulting Staff Competency Analysis for Career Development System and

Learning Resource Architecture Design. In this project, Guy conducted three group analysis meetings covering three key business functions to produce Performance Models and Knowledge/Skill Matrices for the client’s later use in articulating business competencies for use in an assessment system and in defining a learning architecture (CAD). In this project, our view of “business application competencies” built on “enabling competencies” was used to segregate and link both the “generic competencies” focus of most approaches, from the specific “performance competencies” business applications that add value. American Management Systems

• Presentation to HRD Staff: Curriculum Architecture Design. A three-hour

presentation of the current CAD (ISPI version) to members of the corporate human resources organizations. Eli Lilly and Company

• Presentation to Staff: Curriculum Architecture Design. A two-and-a-half-day

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presentation to the OED staff of General Motors, expanding on the current CAD (ISPI version) and other of our presentation/workshop materials. General Motors

• Four-Day Workshop: Curriculum Architecture Design. Presentation of the

then-current CAD workshop, covering both Performance Modeling and Knowledge/Skill Analysis plus the CAD design methodology. Learners were to be assigned responsibilities for the training implications of a major change initiative, a consolidation, and a BPR project. Hewlett Packard

• Associate and Senior Associate Curriculum Architecture Design. Guy’s 53rd

performance-based CAD project where the target audiences included associates of a consulting firm specializing in business valuations. Valuemetrics, Inc.

1994 • Pipeline Operator and Maintenance Technician Qualification Systems

Development. Guy ran several analysis meetings for pipeline technician job families (out of 17) where the Performance Model and Knowledge/Skill Matrices were used in the development of more than 1,800 performance-based, “performance qualification” tests and not for the training implications of a CAD or MCD. Alyeska Pipeline Service Company

• One-Day Project Planning and Proposal Development Workshop . Guy

developed a one-day workshop for using our interview guides and then structuring and developing a situationally appropriate Project Plan and Proposal to deal with conducting analysis, design, development, and pilot-testing the materials for all of the training implications.

• Two-Day Workshop: Curriculum Architecture Design. Presentation of the then-current CAD workshop, covering both Performance Modeling and Knowledge/Skill Analysis plus the CAD design methodology. The workshop was not nearly long enough for covering the skill development needs of the learners. Amoco Corporation

• Global Contract Management Curriculum Architecture Design. Guy’s 51st

performance-based CAD project where a newly consolidated, global organization designed in detail the three levels of the contract manager job, for the organization to assess all existing T&D to identify the gaps and

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resources required to support the major business initiative. AT&T Network Systems

• Project Strategy Development regarding Engineering Curriculum

Architecture Design. Guy’s 52nd performance-based CAD effort focused on the expansion of the work he did for the Ford Design Institute, incorporating many other current vendors’ courseware products, built for Ford initially, into the existing CAD design. Ford Motor Company

• Operations Management and Self-regulated Team Curriculum Architecture

Design. Guy’s 50th performance-based CAD project where Performance Models and Knowledge/Skill Matrices were generated by midlevel managers for newly forming self-regulated teams and team leaders at a major Canadian chemicals refinery. Novacor, Corunna Site

1993 • Companywide Curriculum Architecture Design. Guy’s 49th performance-

based CAD project where the entire organization was included in the project scope. The project was driven by a large-scale business transformation/process re-engineering effort and the need to spec out all the training implications early in the effort. Preliminary, new business process maps were used to create Performance Models and Knowledge/Skill Matrices preceding the CAD design efforts. This was/is the largest CAD project tackled by us. Spartan Stores/ISSC

• Sales Curriculum Architecture Design. Guy’s 48th performance-based CAD

project where existing analysis data was used in a quick design session used to identify gaps in the existing curriculum and estimate resource requirements to meet the key priorities. Data General

• Market Management, Product Management, and Sales Management

Curriculum Architecture Design. Guy’s 47th performance-based CAD project where three job families, including field and staff personnel, collaborated within several major business processes to support new product introductions, as well as existing product sales. Abbott Laboratories

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• Delivery and Train-the-Trainer for IPD Training for Program and Team Leadership. Presentation of the five-day program we developed for General Dynamics. Lockheed (General Dynamics)

• Order Fulfillment (Order Processing, Quotes, Collections) Curriculum

Architecture Design. Guy’s 46th performance-based CAD project where a business re-engineering project and operations consolidation initiatives drove the effort. The client, Christie Westall, then hired the local Daryl Sink organization to develop the modules of the CAD, for which they shared the 1994 ISPI Award of Excellence for their ROI results achievement. Christie graciously credits the CAD methodology/process in articles and presentations documenting her project. Hewlett Packard

• Training Module Design Template Development • Team Training Curriculum Architecture Design. Guy’s 45th performance-

based CAD project where existing, overlapping courses and sources for learning about teams and developing team skills were organized into a formal CAD. Amoco Corporation

• Sales Training Curriculum Architecture Design. Guy’s 44th performance-

based CAD project where the analysis conducted by the client using the PACT Process approach was provided to him for the CAD design effort. This project did not use a team approach but used the individual interview technique. Imperial Bondware/Federal Paperboard

• Project Management of the Redesign of the ISPI (NSPI) Awards System

Pro bono work for ISPI. ISPI (NSPI)

• Sales Representative and Sales Management Training Curriculum

Architecture Design. Guy’s 43rd performance-based CAD project where new-hire field sales personnel and their district and regional managers were the focus. Commerce Clearing House, Inc. (CCH)

• Performance-based Curriculum Architecture Design Training. A one-day

presentation of the then-current CAD workshop/materials, covering both Performance Modeling and Knowledge/Skill Analysis plus the CAD design methodology. Learners were to be oriented to the methodology. Discover Card

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• Delivery of NS 1251: Product Management Process Training. Presentation of the eight-day course we developed in 1986 at a number of sites, including New Jersey, Chicago, Atlanta, and The Netherlands.

• Redesign of the Product Management and Market Management Curriculum Architecture and NS 1251: Product Management Process Training. Guy’s 42nd performance-based CAD project where the existing CAD (then seven years old) was renewed due to major organizational changes. Very little in the CAD was changed, other than which T&D Events were placed on the new jobs created/evolved out of the BPR efforts. AT&T Network Systems

1992 • Delivery (The Netherlands) of Product Management Process Training.

Presentation of the eight-day course we developed in 1986 for the American business units of AT&T NS to product management and market management target audiences from more than ten countries in the major European telecommunications markets. AT&T Network Systems International

• Engineering Curriculum Design. Guy’s 41st performance-based CAD

project, where “robustness” of automotive designs was the focus. In this project, he worked with an Analysis Team composed of a number of Ford engineering upper-level managers, plus deans and professors from several universities to first build the Performance Models and Knowledge/Skill Matrices and then rationalize and detail an existing ten-course design. Ford Design Institute

• Project Planning Coaching for Engineering Curriculum Design. Guy

reviewed and critiqued existing Project Plans for conducting an engineering-focused curriculum design, using DACUM as the primary analytic methodology. General Motors

• Delivery of IPD Training for Program and Team Leadership . Guy co-

conducted multiple sessions of the five-day program we developed for General Dynamics. General Dynamics

• Quality in Program Management Course Design. Using the PACT Process

for MCD, we used a team approach to design an orientation and basic skills-building T&D course on quality concepts and tools/techniques for new program managers. Digital Equipment Corporation

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• Curriculum Architecture Design. Guy’s 40th performance-based CAD

project where the focus was on field sales managers. Detroit Ball Bearing

1991 • Program Management Curriculum Architecture Design. Guy’s 39th

performance-based CAD project where the focus was on newly hired, in-the-development-pipeline program managers needed for a business expansion effort. Digital Equipment Corporation

• Analysis via a Team Process Workshop Development and Delivery.

Presentation of a two-day workshop in Detroit teaching the use of our T&D analysis methodology. Also attending were members of the local AAA T&D organization. EDS

• Training Administrative Systems Design Coaching • Front-Line Retail Personnel Curriculum Architecture Design. Guy’s 38th

performance-based CAD project where the focus was on all field marketing jobs related to the retail operations (service and convenience store operations), including regional and district sales management, store managers, and the roles/jobs of inventory and sales clerks, gas pump personnel, etc. British Petroleum—America

• IPD Training for Program and Team Leadership Development. The use of the

PACT Process for MCD, where an intense, five-day, hands-on, skills-building course was produced to take existing individual contributing, engineering staff members and turn them into cross-functional team leaders when the project needed their leadership and when to be team members when the project’s situation warranted.

• Electrical/Electronics Assembly Curriculum Architecture Design. Guy’s 37th performance-based CAD project where the focus was on shop floor assembly personnel at a manufacturing site.

• CATIA Curriculum Architecture Design. Guy’s 36th performance-based CAD project where the focus was on CAD system designers using the CATIA CAD system.

• MRP II Curriculum Architecture Design Guy’s 35th performance-based CAD project where the topic of the application of the MRP II concepts and tool/techniques, for all manufacturing site personnel, was the focus.

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• Software Engineering Curriculum Architecture Design. Guy’s 34th performance-based CAD project where software engineers at a major defense manufacturing site were the focus.

• IPD Training for Program and Team Leadership Delivery. Guy co-conducted multiple sessions of the five-day program we developed for General Dynamics. General Dynamics

• Information Technologists Curriculum Architecture Design Update. Guy’s

33rd performance-based CAD project where the focus was on updating the information technologists’ CAD, for internal IT audiences performing IT services for internal Hewlett Packard organizations. Hewlett Packard

• Marketing Personnel Curriculum Architecture Design. Guy’s 32nd

performance-based CAD project where the focus was on marketing personnel at a high-tech segment of the organization.

• Applying the Network Systems Marketing Process Training. The use of the PACT Process for MCD was central to producing this four-and-a-half-day course, which taught various marketing tools, including the use of quality function deployment (QFD) within several major marketing business processes.

• Delivery (USA and The Netherlands) of Product Management Process Training. Presentation of the eight-day course we developed in 1986 for the American business units of AT&T NS to product management and market management target audiences from the U.S. and more than ten countries in the major European telecommunications markets. AT&T Network Systems

• Laboratory Personnel Curriculum Architecture Design. Guy’s 31st

performance-based CAD project where the focus was on the scientific, engineering, and technical support staff jobs/roles at the laboratories. Occidental Petroleum Labs

1990 • Supply Line Management Curriculum Architecture Design. Guy’s 30th

performance-based CAD project where more than 25 target audience jobs, from up and down the supply chain, were analyzed and a CAD was designed to meet their performance-based, knowledge/skill requirements.

• Curriculum Architecture Design Process Design. Presentations and consulting services regarding our methodology for CAD were provided to the staff of the corporate T&D organization. NCR

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• Quality Training Curriculum Architecture Design. Guy’s 29th performance-

based CAD project where the focus was on cross-functional knowledge and skills regarding quality concepts and tools/techniques.

• Quality Training Module Design. The use of the PACT Process for MCD, where a design was created for the initial orientation modules of the Quality CAD. Square D Company

• Labor Relations Training. In this project, the PACT Process for MCD was

used to create an intense four-day, performance-based learning experience in the knowledge and skills in win-win labor relations. This course had more than 60 percent of its time reserved for a series of simulation exercises that incrementally built up the learners’ knowledge and skills in dealing with employee counseling, progressive discipline, and arbitration. Illinois Bell

• Composites Bonding and Fabrication Training. The use of the PACT Process

for MCD, where a hands-on, skills-building set of T&D Modules was developed to teach bonding and fabrication techniques to shop floor personnel.

• Composites Bonding and Fabrication Curriculum Architecture Design. Guy’s 28th performance-based CAD project where the design specified a mini-curriculum of 12 T&D Events and addressed the needs of shop floor personnel responsible for the production of mission-critical, lightweight parts for various military aircraft. General Dynamics

• Revise and Pilot-Test Delivery of NS 1251 Product Management Training at

NSI—The Netherlands. Pilot presentation of the eight-day course we developed in 1986 for the American business units to determine changes/adaptations required to meet local content issues. The pilot participants decided that the American version should be updated with international issues and then standardized as the global course on the performance competencies addressed.

• Cellular Systems Product Knowledge Training Design. The use of the PACT Process for MCD, where a detailed design was produced for SME development effort.

• Delivery of Product Management Process Training. Presentation of the eight-day course we developed in 1986 for the American business units of AT&T NS to product management and market management target audiences from the U.S. AT&T Network Systems

• AMPS Curriculum Architecture Design. Guy’s 27th performance-based CAD

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project where the focus was on a proprietary materials control system. • Maintenance Department Pay Progression Program System Design (Prudhoe

Bay). Guy ran several analysis meetings for technician job families where the Performance Model and Knowledge/Skill Matrices were used in the development of more than 2,000 performance-based, “performance qualification” tests that were tied into a pay progression system. This program has been in use for more than ten years and was used as a model for taking the various oil exploration and pumping technologies to China in the mid-1990s. ARCO of Alaska

1989 • Information Technologists Curriculum Architecture Design. Guy’s 26th

performance-based CAD project where the focus was on information technologists performing services for internal organizations. Hewlett Packard

• Quality Curriculum Architecture Design. Guy’s 25th performance-based

CAD project where the focus was on quality concepts and tools/techniques across all functions in a major defense contractor’s manufacturing site. General Dynamics

• Network Services Management Curriculum Architecture Design. Guy’s 24th

performance-based CAD project where the focus was on all management populations, building off the previous efforts on second-level management.

• Distribution Services Second-level Management Curriculum Architecture Design. Guy’s 23rd performance-based CAD project where the focus was on second-level managers at Ameritech, based on the CAD done the previous year for Illinois Bell. Ameritech

• Instructor Development for NS Product Management Training • Network Systems Sales Function Curriculum Architecture Design. Guy’s

22nd performance-based CAD project for three positions of sales and sales support personnel across five business units.

• Delivery of Product Management Process Training AT&T Network Systems

• Curriculum Architecture Design Coaching. This project was a quick, eight-

hour presentation and later phone consultation regarding the use of the PACT Process for CAD and MCD. Pacific Gas & Electric

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1988 • Trust and Financial Services Curriculum Architecture Design. Guy’s 21st

performance-based CAD project where the key personnel of both the trust and financial departments within the bank were the focus. Northern Trust Bank (Chicago)

• Product Management Curriculum Architecture Design. Guy’s 20th

performance-based CAD project where the product managers of another AT&T organization were the focus. This effort built on the modular structure of the CAD done for AT&T Network Systems. AT&T Microelectronics

• Switching Business Unit Sales Function Curriculum Architecture Design

Guy’s 19th performance-based CAD project where sales representatives of one major business unit were the focus.

• 1150 Series Self-paced Training • Internal and External Influences on the Product Management Function

Training • Development of Five Self-paced Modules of the Product Management

Curriculum These projects used the PACT Process for MCD, where a multiple set of performance-based courses were generated based on the prior CAD work.

• Delivery of Product Management Process Training. We supported NS in the delivery of many of the group-paced courses we built for the 1,000-plus product managers within the five business units of AT&T NS, across both North American and European operations. AT&T Network Systems

1987 • Sales Management Objectives Workshop. We used the Performance

Modeling approach to define performance expectations and set specific numeric objectives for the sales managers. AT&T Communications

• Update FRP Process Technology Training. In this effort, we worked with key

labs staff to update this intense ten-day course, where the focus was on the ever-evolving technologies for flat-rolled (aluminum) products. Alcoa Labs

• Unit Leader Job Model. The use of the PACT Processes, where a

Performance Model was generated to better define a new position and its

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selection and development implications for a newly formed department at Andersen’s St. Charles, IL training organization. Arthur Andersen

• Product Management Process Training. This intense eight-day course was the

keystone T&D Event of the comprehensive CAD for NS product managers. This project used the PACT Process for MCD as a follow-on to the CAD methodology. This course was a finalist for the ISPI Award of Excellence for “Best Instructional Product” in 1989.

• Sales Support Planning and Management Training • Product Support Planning and Management Training. This project

demonstrated the use of the PACT Process for MCD, where a multiple set of performance-based courses were generated based on the CAD work and outputs previously produced.

• Delivery of Product Management Process Training • Delivery of Sales Support Planning and Management Training • Delivery of Product Support Planning and Management Training. We

supported NS in the delivery of many of the group-paced courses we built for the 1,000-plus product managers within the five business units of AT&T NS. AT&T Network Systems

• Safety Training Design. Guy’s 18th performance-based CAD project where

the focus was on cross-functional safety issues at a major chemical refinery site. Dow Chemical

• Middle Manager Curriculum Architecture Design. Guy’s 17th performance-

based CAD project where the focus was on middle managers at the space agency. This project was begun after the Tower Commission concluded that the Challenger accident was due to management performance issues. NASA

• Fleet Maintenance Technician. As part of the Pay for Progression Program,

Guy did the analysis for people who did maintenance on all of the vehicles at ARCO’s oil facilities at Prudhoe Bay. ARCO of Alaska

1986 • Delivery of Problem-solving Training . Guy delivered the Alamo Problem

Solving course to an internal audience of various company engineers. Baxter

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• Product Manager Curriculum Architecture Design. Guy’s 16th performance-based CAD project, where the 1,100 product managers’ T&D needs were addressed. This design led to the development of many shareable and unique modules and courses of T&D addressing the needs of five business units and other, nonbusiness unit, AT&T personnel. AT&T Network Systems

• Second-level Manager Curriculum Architecture Design. Guy’s 15th

performance-based CAD project where the focus was on second-level managers.

• Data Technician Curriculum Architecture Design. Guy’s 14th performance-based CAD project where the focus was on data technicians. Illinois Bell

• In-Branch Sales Orientation Training. Guy’s 13th performance-based CAD

project where the focus was on new-hire sales representatives. Multigraphics

• Secretarial/Administrative Curriculum Architecture Design. Guy’s 12th

performance-based CAD project where the focus was on secretarial and other administrative personnel.

• Top Operator Training Curriculum Architecture Design. Guy’s 11th performance-based CAD project where the focus was on operators in chemical refinery operations. Dow Chemical

• In-Branch Sales Orientation Training Workshop Development • Fire and Security Advanced Training • Auto Dial Administrative Guide

Use of a structured, team-based ISD methodology where Performance Models and Knowledge/Skill Matrices were used to create course designs, based on the previous CAD project.

MCC Powers 1985 • Training Project Management Coaching. Miscellaneous coaching provided to

the ISD staff in the use/application of our team-based ISD methodologies. • Technical Manual Rewrite • Auto Dial Training. Use of a structured, team-based ISD methodology where

Performance Models and Knowledge/Skill Matrices were used to create a course design.

• PSS & SMS Video Training. Use of a structured, team-based ISD methodology where Performance Models and Knowledge/Skill Matrices

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were used to create a course design, based on the CAD project. • Fire and Security Basics. Guy’s 10th performance-based CAD project where

the focus of the project was on entry-level awareness, knowledge, and skills across many levels, functions/departments, and jobs to create a modular T&D design for personnel involved in this line of business. MCC Powers

1984 • FRP Process Technology Training. Development of a ten-day introductory

course for all plant engineering staff on the process technology for flat-rolled products. We used a structured, team-based ISD methodology where Performance Models and Knowledge/Skill Matrices were used to create a course design, leading to development. Worked with plant and labs staff engineers to develop lesson and exercise materials for use by 12 instructors.

• Strategic Training Plan Development and Curriculum Architecture Design Guy’s 9th performance-based CAD project where the focus was across the entire staff of the Alcoa Laboratories, including the scientists, engineers, technicians, and administrative personnel. It was the largest CAD project tackled to date.

• Implementation Support Planning Alcoa Labs

• AETM Curriculum Study. Guy’s 8th performance-based CAD project where

the focus was on the performance of new account executives in a technical sales channel.

• Switching Technician Curriculum Architecture Analysis and Design. Guy’s 7th performance-based CAD project where the goal was to re-rationale two 26-week long curricula. Guy did the analysis and then coached the client staff on existing T&D evaluation and then on the methodologies/steps of the CAD design process. They reduced the two courses into one 13-week combination of group-paced and self-paced instructional experiences. AT&T

• Information Specialists Curriculum Planning. Guy’s 6th performance-based

CAD project where the focus was on internal Management Information Systems personnel. Burroughs

• HVAC Basics Control Unit Training • Electrical Estimating Training • NET Analysis Training • DDC Basics Training • Training Design for Field Engineering

All of the above projects used our evolving, formal, structured, team-based ISD

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methodology. Performance Models and Knowledge/Skill Matrices were the key analysis data used to create systematically the course designs and then the T&D materials, based on the prior CAD project.

MCC Powers 1983 • WICAM/IAG Training Plan. Guy’s 5th performance-based CAD project

where the focus was on the technical operators of a complex Computer Aided Design tool. (A CAD on CAD! The first of several such CAD CADs. Westinghouse Defense Electronics

• Training Plan for Fixed-rate Personnel. Guy’s 4th performance-based CAD

project. Target audiences included gas transmission pipeline personnel responsible for installation, operations, and maintenance of the pipe, pumps, valves, and turbine engines, plus use and maintenance of their own equipment and vehicles. Channel Gas Industries/Tenneco

• Training Administrative Guidelines. Developed ISD processes and

methodologies for use in a technical training center for customers and internal service personnel. Northern Telecom

• Technical Training Plan for ATC Branch Personnel. The 3rd performance-

based CAD project. HVAC branch personnel included sales management, service management, sales engineers, service engineers, and technicians (fitters and other trades).

• Training Design for Systems Sales. Use of a structured, team-based ISD methodology where Performance Models and Knowledge/Skill Matrices were used to create a course design, based on the CAD project.

• Training for the Contracting Process. Use of a structured, team-based ISD methodology where Performance Models and Knowledge/Skill Matrices were used to create a course design, based on the CAD project. MCC Powers

• Training Development of Task Orientation Modules for Geologists/

Geophysicists. The first performance-based MCD project where a defined process for analysis and design utilized the Performance Models and Knowledge/Skill Matrices to develop several modules from the CAD project. Guy did the design work based on the Performance Models and Knowledge/Skill Matrices. In this project, we first defined our performance-based process for T&D development, now known as MCD. Exxon Exploration USA

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• Design and Manufacturing/Engineering CAD. Continuation of projects begun

in previous year. Motorola

1982 • Design and Manufacturing/Engineering Curriculum Architecture Design.

Guy’s 2nd CAD project where the focus was on design engineers, manufactu-ring engineers, and engineering managers. Motorola

• Exploration Curriculum Architecture Design (for Geologists/Geophysicists).

The first performance-based CAD project where a defined process for analysis and design utilized the Performance Models and Knowledge/Skill Matrices to populate a modular inventory and deployment scheme. This is where Karen Kennedy and Guy created and defined the original processes and methodologies still used in CAD, based on the original concept of curriculum architecture as published by Ray Svenson in 1978. Exxon Exploration USA

Awards • Pursuing Performance—The CADDI Newsletter

A quarterly newsletter featuring CADDI staff authors and quest authors including Geary A. Rummler, Dale Brethower, Miki Lane, Pierre Mourier, and PACT Process practitioners, trained by Guy Wallace and the CADDI staff Outstanding Instructional Communication, ISPI Awards of Excellence 2001-2002

• Lean-ISD

A book presenting the details of the PACT Processes for T&D Outstanding Instructional Communication, ISPI Awards of Excellence 2001-2002

• NS 1251 – Product Management Process Training

(an eight-day course for AT&T Network Systems and Network Systems International Product Managers). This project was one of many performance-based training products built after the conduct of the CAD project in 1986. This keystone course was preceded, in the Curriculum Path, by a multitude of short T&D Modules to bring the learners up to a common point. NS 1251

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then engaged the 20 learners in a systematic buildup of their knowledge and skills in team leading/team building, business case and business plan development, financial planning and analysis, time management, risk analysis and management, and group process decision-making. The NS 1251 simulation exercise, the heart of the eight-day course, took five days for lectures and exercises and focused on the five phases of the product life cycle. For more on the NS 1251 story, see the EPPIC web site at www.EPPIC.biz Finalist – Best Instructional Product, ISPI (NSPI) Awards of Excellence 1989–90

Books Authored • T&D Systems View—Learning by Design versus Learning by Chance

CADDI Press. (2002) ISBN # 0-9702803-1-9

• lean-ISD—Instructional Systems Design That Makes a Difference CADDI Press. (2000) ISBN # 0-9702803-0-0

• Quality Roadmap—How to Get Your Company on the Quality Track–And Keep It There Amacom (1994) ISBN # 0-8144-5117-9

Articles & Chapters Authored • Chapter 4: "Designing for the ISD Life Cycle" and Chapter 29: "lean-ISD"

ISD Revisited (a book by ISPI - Compiled by Jeanne Strayer, CPT) (2003)

• “Guest Editorial: What is the Goal of this Issue” Performance Improvement (February 2003)

• “The HPT Value Proposition in the Larger Improvement Arena”

Performance Improvement (February 2003) • “lean-ISD -- Designing for the ISD Life Cycle”

Performance Improvement (August 2002) • “What is ISPI’s Value Proposition: Looking Back and Forward” by Guy W.

Wallace and Geary A. Rummler Performance Improvement Master’s Series (March 2001)

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• “lean-ISD” Performance Improvement Master’s Series (March 2001)

• “Performance Modeling for lean-ISD” (co-author)

CISPI Performance (June 2000)

• “There’s No Such Thing as Communication—Only Miscommunication” News & Notes (May-June 2000)

• “An HPT Marketplace View”

News & Notes (February 2000) • “Performance Modeling for lean-ISD” (co-author)

MISPI Technologist (January 1998) • “Managing and Mismanaging Stakeholder Expectations”

The Journal for Quality and Participation (June 1995)

• “Balancing Conflicting Stakeholder Requirements” The Journal for Quality and Participation (March 1995)

• “Empowerment is Work, not Magic”

The Journal for Quality and Participation (September 1993)

• “Chapter 4: Continuous Improvement and Training” Society of Manufacturing Engineers Handbook (May/June 1991)

• “Costing out a Training Project” Technical & Skills Training (May/June 1991)

• “How to Train Pipeline Utility Inspectors” GAS Industries (August 1991)

• “Using Group Processes for Building Models and Matrices”

Performance & Instruction Journal (November 1984) • “How to Build a Training Structure that Won’t Keep Burning Down”

Training Magazine (September 1984)

• Series of PACT Process articles in quarterly newsletter Pursuing Performance (Fall 1992 through Winter 1994)

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Presentations Conducted • Cracker Barrel Sessions on: Performance Modeling

ISPI Fall Conference – Chicago (September 2003) • Performance-based T&D and the Smooth Segue from Training to

Performance Midwest Nuclear Training Association (September 2003)

• Analysis for Enterprise Process Performance Improvement

Association for Behavior Analysis-Organizational Behavior Management Conference – San Francisco (May 2003)

• Encore Presentation: Aligning to the Voice of the Customer at 3 Levels

ISPI Spring Conference – Boston (April 2003) • Invited Presentation Design for the ISD Life Cycle

ISPI Spring Conference – Boston (April 2003) • Cracker Barrel Sessions on: Performance Modeling

ISPI Spring Conference – Boston (April 2003) • The Attack on ISD

ISPI Fall Conference – Performance-Based ISD - Chicago (September 2002)

• Performance Modeling – Cracker-barrel Session

ISPI Chicago Chapter Meeting (September 2002) • Performance-based Curriculum Architecture Design

CONTE – Conference on Nuclear Training & Education - Orlando (August 2002)

• ISPI’s Certified Performance Technologist Professional Certification

ISPI Boston Chapter Meeting (June 2002) • ISPI’s Certified Performance Technologist Professional Certification

ISPI Chicago Chapter Meeting (June 2002) • Performance Modeling – 99 Seconds Session • Performance Modeling – Cracker-barrel Session • Aligning to the Voice-of-the-Customer at 3 Levels

ISPI International Conference - Dallas (April 2002)

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• Push-Pull Performance-based Knowledge Management Systems ISPI International Conference (April 2001)

• lean-ISD

ISPI conference Masters Series (April 2001) • Performance Modeling

ISPI International Conference Cracker-barrel and 99 Seconds Presentation (April 2001)

• Push-Pull Performance-based Knowledge Management Systems

Chicago ISPI Chapter (March 2001) • Curriculum Architecture Design

ISPI Golden Circle Chapter (February 2001) • Performance Modeling lean-ISD Workshop

ISPI Golden Circle Chapter (February 2001) • Curriculum Architecture Design

Carolinas ISPI Chapter (August 2000) • Performance Modeling

Kansas City ISPI Chapter (July 2000) • Performance Modeling

Montreal ISPI Chapter (May 2000) • A Training & Development Systems View

ISPI Conference (April 2000) • Curriculum Architecture Design

Heartland Chapter ISPI (Columbus, Ohio) (November 1999)

• The PACT Process for Performance Modeling—An Analysis Methodology Western Michigan ISPI (September 1999)

• Performance Modeling and Knowledge/Skill Analysis and lean-ISD

ISPI Conference (March 1998) • Performance-based Curriculum Architecture Design Applications

ISPI Conference (March 1998) • lean-ISD

Lakewood’s Training ’98 Conference (February 1998)

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• Performance Modeling

Michigan ISPI (January 1998) • Performance-based Curriculum Architecture Design

ISPI Conference (April 1997) • Accelerated T&D Analysis and Design

Chicago ISPI Cracker-barrel (September 1996) • Performance-based Curriculum Architecture Design

ISPI Conference (April 1996) • Strategic Alignment of the Training & Development System

ISPI Conference (April 1996) • Performance-based Curriculum Architecture Design

Michigan Chapter of ISPI (January 1996) • Encore Presentation: Performance-based Curriculum Architecture Design

ISPI (NSPI) Conference (March 1995) • Strategic Alignment of the Training & Development System

ISPI (NSPI) Conference (March 1995) • Performance-based Curriculum Architecture Design

Kansas City Chapter of ISPI (October 1995) • Performance-based Curriculum Architecture Design

ISPI (NSPI) Conference (April 1994) • How to Design a Comprehensive Training Curriculum

Best of America HR Conference and Expo (Lakewood Conferences) (February 1992)

• Total Curriculum Architecture Design

ASTD National Conference on Technical and Skills Training (October 1991) • Training Administrative Systems

ASTD National Conference on Technical and Skills Training (October 1991) • Management Systems Design for Technical Education and Training

ASTD National Conference on Technical and Skills Training (October 1990)

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• Strategic Training Plan Development to Support TQM Implementation ASTD National Conference on Technical and Skills Training (October 1990)

• Building Models and Matrices Using a Team Approach

Texas ISPI (NSPI) Chapter (April 1990) • Performance-based Curriculum Architecture Design

ISPI (NSPI) Conference (March 1990) • Managing a Comprehensive Curriculum Architecture

ISPI (NSPI) Conference (March 1989) • Performance-based Curriculum Architecture Design—Via a Group Process

ISPI (NSPI) Conference (April 1988) • Designing a Maintenance Curriculum Using Performance Analysis via a

Group Process ISPI (NSPI) Conference (April 1988)

• Performance-based Curriculum Architecture Design—Via a Group Process

ISPI (NSPI) Conference, (April 1987) • Project Management Techniques

CISPI (CNSPI) Cracker-barrel (July 1986) • Performance-based Curriculum Architecture Design—Via a Group Process

ISPI (NSPI) Conference (March 1986) • Developing a Performance-based Curriculum Architecture Using a Group

Process CISPI Cracker-barrel (July 1984)

• Development of Performance-based Instruction

American Society of Engineering Education (February 1983)

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