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[Introduction] [Training Objectives] [Training Methods]  [Scope of Training]  [Core CAMS Modules]
[Commerce Purchase Card System (CPCS)]  [NIST CAMS Portal]  [CAMS Orientation]  [CAMS Navigation]  [Assumptions]


1    INTRODUCTION

The CAMS Phase III Training Strategy describes the process that will be undertaken to develop and deliver effective end-user training and post implementation programs for Phase III of the Commerce Administrative Management System (CAMS) implementation for the National Institute of Standards and Technology (NIST), Technology Administration (TA), and the National Telecommunications and Information Administration (NTIA) within the Department of Commerce (DOC). This strategy considers the impacts of business process changes for NIST, TA, and NTIA employees and provides a framework to equip and prepare end-users with the skills and knowledge necessary to perform efficiently in their respective “to-be” roles in the new business environment resulting from the implementation of CAMS.

The CAMS Phase III Training Strategy focuses on the following key areas:
  • Audience
  • Strategy Development Inputs (e.g., data gathering, best practices)
  • Training Program and Delivery Approach
  • Learning Comprehension Strategy
  • Curriculum
  • Training Environment/Logistics
  • Evaluation
  • Critical Success Factors
1.1     Training Objectives

The objectives of the CAMS Phase III Training Program are to:
  • Enable trainees to perform in their jobs effectively by:
  • Ensuring that trainees understand the context of their roles within the new CAMS environment (i.e., know how they fit into the big picture),
  • Ensuring that trainees understand reengineered business processes adopted as part of the CAMS implementation, and
  • Ensuring that trainees understand the CAMS technology (i.e., know how to perform tasks using new software screens).
  • Minimize disruption to the business by:
  • Assessing and planning training around workloads of the audience.
  • Make the training as effective as possible by:
  • Using training techniques that consider adult learning principles, and
  • Developing a self-learning program that trainees will participate in upon completion of the classroom portion of the CAMS Phase III Training Program.
1.2    Training Methods

In developing the training strategy, the Training Team analyzed various training methods. The summary of this analysis and resulting recommendations are summarized in the table below.

Method

Description

Advantages

Disadvantages

Recommendation

Classroom (lecture)

§          A carefully structured oral presentation of a subject by a qualified expert.

§          Useful with any size audience.

§          Can deliver a large amount of factual information.

§          Can address questions.

§          Heavily reliant upon good presentation skills.

§          Speaker must be well versed in subject matter.

§          Audience is passive.

§          Limited feedback.

§          Utilize in CAMS Phase III Training Strategy.

Classroom (boot camp)

§          Intensive training approach utilizing repetition, hands-on practice, accountability, and drilling to foster learning retention.

§          Can foster retention of a large amount of information in a short period of time.

§          Can be intimidating for some individuals.

 

§          Utilize key positive components in the CAMS Phase III Training Strategy including:

·         Repetition

·         Hands-on practice

·         Accountability

 

Performance Tryout/Lab

§          A learning activity that provides an opportunity for the participants to practice the knowledge or skill. This method is also useful for evaluating the participant’s performance.

§          Gives participants proof of ability to perform.

§          Provides an opportunity for self -critique and immediate feedback on performance.

§          Participants can have the opportunity to figure things out on their own.

§          Equipment may be needed to perform the task adequately.

§          Equipment may limit the number of participants.

§          Utilize in CAMS Phase III Training Strategy.

Independent Reflection

§          Method of providing quiet, independent time for reflection and documentation of learning and outstanding questions.

§          Useful for introverted participants who need to reflect before speaking/ asking questions.

§          Provides a break for the facilitator.

§          Some participants may become bored or disinterested during the quiet time.

§          Extroverted participants may not understand the reason for the quiet time.

§          Utilize in CAMS Phase III Training Strategy.

Simulation

§          A scenario that tries to mimic a real situation and puts the participant in control. May be done via role- play, be paper based, or Computer Based Training.

§          Learning is active, not passive.

§          Shows the consequences of decisions.

§          Presents realistic situations, thus increasing the likelihood for immediate application of learning.

§          Can simplify reality to allow concentration on specific learning points.

§          Immediate feedback available.

§          Risk free environment should increase confidence to perform on the job. 

§          Typically difficult to develop.

§          Often time consuming to complete.

§          May require multiple resources to run.

§          Must be constructed carefully to ensure that the desired results will be achieved.

§          Some situations may be difficult to simulate.

§          Not recommended.

§          The processes that participants must follow are not negotiable and/or able to be modified, thus disallowing the multiple routes and resulting creativity associated with simulations. Additionally, the time consuming development effort required to develop simulations is prohibitive.

Case Study Exercises

§          A detailed account of an event that is presented to the participants as a basis for discussion or activity.  Multiple cases can be used in one training program to present a number of different situations.

§          Adds realism to the content or topic

§          Connects the content to day-to-day experience

§          Encourages alternate solutions

§          Develops problem solving and analytical skills

§          Presents a variety of realistic situations

§          Perceived relevance for some may be low

§          Difficult and time-consuming to develop

 

§          Utilize in CAMS Phase III Training Strategy

Self Learning

§          Consists of training activities that participants perform on their own without direct supervision.  May consist of exercises, computer based trainings, or readings.

§          No instructor needed

§          Students can learn on their own time and at their own pace

§          Easily distributed to multiple locations

§          Can be easily repeated

§          Participants cannot easily ask questions

§          Participants may not actively follow through with all materials

 

 

§          Utilize in CAMS Phase III Training Strategy

Computer Based Training (CBT)

§          A computer program specifically developed to train users on a specific application. 

§          No instructor needed

§          Students can learn on their own time and at their own pace

§          Learning is active, not passive

§          Development of an effective CBT is resource-intensive and expensive

§          Some situations may be difficult to simulate

§          Continue to evaluate the cost-effectiveness of developing a program for CPCS only.  CBTs could be expensive and time consuming to develop.

Role Play

§          Enactment of a situation the participant will face.  Allows practice of new behaviors.

§          Enhances learning experience with involvement, variety, and reality

§          Active-learning

§          Time-consuming

§          Scenario may be difficult to develop

§          May be stressful

 

§          Not Recommended

 

§          Role-playing is more suited for non-systems training

Games

§          A learning activity governed by rules, entailing a competitive situation having winners and losers.  The learning comes from experiencing the game, and interacting with other participants but not from the content of the game itself.

§          Active-learning

§          Highly motivational

§          Raises the level of excitement of the learning process

§          Participants are active, instructors roll is de-emphasized

 

 

§          Can be difficult and time-consuming to develop

§          Number of players a game can accommodate may be limited

§          May be stressful

 

§          Utilize in CAMS Phase III Training Strategy

1.3    Scope of Training

The Phase III Training Program will include training on CAMS and related business processes and associated interfaces. Non-system related training (e.g., team leadership skills, team dynamics, etc.) associated with “to-be” roles might also be needed. For example, a Technician may move into a Team Leader role; however, will not be included in the scope of this training strategy. The specific training to be developed and delivered by the CAMS Implementation Team is described in the sections that follow.

1.3.1    Core CAMS Modules Core

CAMS training will include the following modules:
  • Accounts Payable
  • Accounts Receivable
  • Reimbursables
  • General Ledger
  • Budget Execution
  • NFC Labor
  • Commerce Purchase Card System (CPCS)

The Core CAMS modules form the foundation for the Phase III Training Curriculum and will be the primary focus of the Phase III Training Strategy.

There are a number of interfaces currently being developed by the CAMS Implementation Team, CAMS Support Center (CSC), Census personnel, and the CAMS Interface Team. Training on these interfaces will be incorporated into the core CAMS training by module.

1.3.2    Commerce Purchase Card System (CPCS)

The CPCS is the DOC’s tool for tracking, reconciling, and approving transactions made on Commerce Bankcard. It is a module interface developed for the Core Financial System (CFS). The estimated 1200 cardholders are located in various geographic locations within the United States. The strategy for administering training will be dependent upon the physical location of the cardholder. This will be further discussed in section four.

1.3.3    NIST CAMS Portal

The CAMS Portal is a financial information retrieval and management application that will integrate a variety of content (e.g., reports, web pages, analysis tools) in a single location accessible via the Web.

Novice and advanced CAMS Portal courses will be offered to trainees, with the advanced course being optional. The recommendation for trainees to participate in both courses will be dependent upon trainees’ roles in their functional groups.

1.3.4    CAMS Orientation

Trainees will receive a high-level overview of the CAMS implementation for NIST and its customer bureaus, along with an introduction of all the core CAMS modules. In addition, a high-level overview of the NIST CAMS Portal will be covered. This topic will be offered as a half-day course at the beginning of classroom training in July 2003.

1.3.5    CAMS Navigation

Trainees will be provided with hands-on experience to gain understanding of the functional key- strokes required to complete transactions within CAMS. Beginning in February 2003, a self- guided tutorial on CAMS navigation will be offered in the CAMS Lab for stakeholders who desire early hands-on practice. This training will also be offered as part of the classroom portion of the CAMS Phase III Training Program.

1.4    Assumptions

In developing this training strategy, the CAMS Implementation Team worked off of a number of assumptions listed in the table below.

General Training Assumptions

§          NIST personnel from the CAMS Implementation Team (referred to as Functional Experts) will be designated as primary trainers during the CAMS Phase III training program.

§          System Experts will assist Functional Experts in conducting end-user training for the DCFO functional groups and will serve as primary resources in their respective groups upon implementation.

§          Interface training will be included as part of core CAMS training except for CPCS (see section 1.4.1).

§          Phase III training materials will be developed utilizing training materials from CAMS Phase I and II implementations.

Stakeholder Group Assumptions

§          Phase I and II users (FSG) will be invited to participate in all training events

§          Trainees will be held accountable for attending training and utilizing all training resources (e.g., CAMS Training Lab). It is recommended that trainees be required to spend 3-5 hours per month practicing CAMS exercises in the CAMS Lab from July 2003 – October 2003.

§          SMAs will hold AOs accountable for attending training and utilizing all training resources (e.g. CAMS Training Lab).

§          DC NTIA and TA personnel will be trained in Gaithersburg.

§          The CAMS Implementation Team will train Boulder personnel in Boulder in the same format as their Gaithersburg counterparts.  A mini CAMS Lab (2-3 computer stations) would optimally be implemented so that Boulder personnel can participate in the self-learning program.  Refresher training for Boulder personnel will occur in October 2003.

[Introduction] [Training Objectives] [Training Methods]  [Scope of Training]  [Core CAMS Modules]
[Commerce Purchase Card System (CPCS)]  [NIST CAMS Portal]  [CAMS Orientation]  [CAMS Navigation]  [Assumptions]