2.1.1 70B06C24R00000002 Attachment 4- Role Based Narratives.pdf

Request for Proposals (RFP) 70B06C24R00000002

ATTACHMENT 4- ROLE BASE NARRATIVES

U.S. CUSTOMS AND BORDER PROTECTION

CBP Enterprise Training and Resource Management System

August 2023

Table of Contents

Introduction

NARRATIVE 1: Course Developer

NARRATIVE 2: Learner/End-User

NARRATIVE 3: Supervisor

NARRATIVE 4: Course Administrator

NARRATIVE 5: Instructor

NARRATIVE 6: Training Officer

NARRATIVE 7: System Administrator

Introduction

This document shall serve as a guide for Offerors during their technical solution demonstration.

The Offeror is required to demonstrate their technical solution’s capabilities by executing the role-based narratives listed below. Offerors shall demonstrate all steps within each narrative during their session.

Offerors shall present these narratives in the order as presented in this document.

NARRATIVE 1: Course Developer

Description:

Stacy is a course developer responsible for developing ILT and online courses. She must enter course data in the system and upload online content.

Stacy developed an ILT course designed for personnel who will need to search cargo containers. The Cargo

Basic 101 course is a prerequisite, and this course offers 3 continuing education credits. Stacy designed the course per the learning objectives and incorporated activities such as lecture, demonstration, and practice into the design. She created the block (model) schedule along with instructor guides, student guides, a

PowerPoint presentation and a certification that will be conferred to all who graduate. She also created two surveys; a Level 1 reaction survey that will be administered at the end of the course and a Level 3 behavior survey that will be administered six months after graduation. There will be a written test for the legal portion of the training. Stacy generated five written test questions for each of the 20 enabling objectives, but she will only need 50 questions for each test version. She also created a pass/fail performance test to be administered on the last day of class. Students must participate in discussion threads, so Stacy developed 5 topics.

Stacy recently revised the Plant-Borne Diseases online training course by adding a video that resides on the enterprise streaming video platform. This course will replace last year’s course and is mandatory for CBP

Agriculture Specialists, due every December 31st. Stacy wrapped the course in SCORM 1.2 and uploaded it.

She then created an audience group and configured the course to be automatically assigned each year to all current and future CBP Agriculture Specialists.

Demonstrate:

1. Show how to upload course objectives and associate them with lessons and tests.

2. Show how to create and sequence course lessons/activities.

3. Show how to upload courseware.

4. Show how to create a block (model) schedule.

5. Show how to create course surveys and administer them electronically.

6. Show how to assign continuing education credits to a course.

7. Show how to create diplomas/certifications for a course.

8. Show how to create multiple written test versions using questions from the bank.

9. Show how to customize written tests for time limits, number of attempts, randomization of questions/answers.

10. Show how to create performance tests.

11. How to configure discussion forums.

12. The system must support multiple SCORM versions and third-party video streaming services.

13. Show how to upload/deactivate/overwrite an online course and track versions.

14. Show how to set up completion/passing rules for online training courses.

15. Show how to create an audience grouping for a training course.

16. Show how to set up automated recurring training.

a. Show recurrence based on event trigger (assigned again 6 months after the initial completion).

b. Show recurrence based on calendar trigger (assigned every May 31st of the year).

NARRATIVE 2: Learner/End-User

John, a system end-user, needs to log into the system, locate all training he is required to take, and enroll in the courses via his Training & Development (T&D) plan or the course catalog. To ensure he has not missed any training due dates, John will need a summary page/dashboard that calculates and displays his assigned trainings.

The first course John must take is an online training course required of all personnel and automatically assigned by the system. This is a mandatory training course that is due annually on May 31st. John has launched the course from his T&D plan. He has noticed that he can take an online assessment to test out of this training course and initiates that assessment. Once John has successfully tested out of this course, John can view the recorded completion on his dashboard and print a copy of his diploma.

John has been advised by his supervisor that he must take a certain instructor-led training (ILT) course, so

John searches the course catalog. He finds two similar courses. After reviewing the course objectives and confirming the course code, John identifies the correct course and begins the registration process. There are prerequisites John must satisfy prior to enrollment being granted; he must upload a copy of his certificate showing he completed the Basic 101 course, and he must complete an online questionnaire. Once John satisfies these prerequisites, his registration is processed, and he is enrolled in the class. During class, John must participate in 3 of the 5 online discussion topics and pass the final written test. Upon graduation, John completes an electronic end-of-course “Level 1” survey. Since he successfully passed the course, John receives a certification authorizing him to participate in certain field operations. One year later, John is notified via automated email that his certification is about to expire and he must take a refresher course.

1. Show login functionality/process, brief introduction to the end-user interface.

2. Show summary page/dashboard capabilities for tracking progress and course completion data:

a. Show how to track all courses in which learner is registered, waitlisted, enrolled.

b. Show how to view learner’s training dashboard for recorded course completions. Each record should include course name, course code, training category, training hours, course date(s), and completion status.

c. Show how to generate a copy of a course transcript, diploma, certification.

d. Show how to generate a transcript of all course completions and certifications.

3. Show how to view/manage user profile.

4. Mandatory online training courses need to automatically recur and must be configurable:

a. Show how to launch an assigned mandatory online course.

b. Show how to bookmark an online course:

▪ Content (should jump to furthest point previously reached).

▪ Exams (both timed and not timed; timed exams should allow stop and continuation later).

c. Show how to test out of an online course.

d. Show how to handle a past due training:

▪ Past due indication.

▪ Navigate completing one-time training that is past due.

5. Show how to search for online and ILT courses in the course catalog.

6. Show how to register for an ILT course:

a. Show how to upload documents to satisfy prerequisites.

b. Show how to complete an online form.

c. Show scheduling conflicts.

d. Show how to cancel a registration request.

7. Show how to participate in online discussion topics.

8. Show how to take an online test.

9. Show how to complete an end-of-course “Level 1” survey.

10. The system must support compliance management:

a. Show how certification expiration dates are tracked.

b. Show how personnel are notified of upcoming certification expiration.

NARRATIVE 3: Supervisor

John’s supervisor, Jane, needs to log in and conduct her periodic review of the training and compliance status for her team. She accesses the system profiles for her personnel, generates training reports, and prints complete transcripts of all training and certifications. She knows that some members of her team need to enhance their job skills, so she reviews the catalog of all online and ILT courses and their objectives to determine which courses she wants to assign her personnel. She sees a few courses that fall under the

Leadership category which would benefit some of her more senior personnel, so she develops a training career path for them.

Jane confirms that everyone on her team except for John was automatically assigned the annual required online Ethics course, so she locates the missing course and assigns it to John’s T&D plan. She checks to see who has/has not completed their mandatory online training and reviews the number of attempts it took for them to pass each course and how long it took them to finally complete the course. She knows one of her team members, “Alice,” will be going on military leave for the next year, so she waives all of Alice’s upcoming mandatory training.

Jane reviews all the ILT enrollment requests for her team and either approves or denies them. She also ensures all her personnel are maintaining compliance with their certifications.

Last week, Jane evaluated John on his performance of on-the-job (OJT) tasks. During the evaluation, Jane observed and recorded John’s skill level for each task on a performance assessment form. Once completed, the form was attached to John’s personnel record in the system.

1. Show how supervisor is granted access to direct reports’ summary pages/dashboards for tracking training and compliance status.

2. Show how to generate complete training transcripts for direct reports.

3. Show how to generate out-of-the-box reports that show compliance with all training requirements

(whether mandatory, professional, or assigned locally).

4. Show how to generate certification compliance reports to include expiration dates.

5. Show how to track due dates for mandatory training and identify delinquent personnel.

6. Show how to generate and manage a training career path or individual development plan for direct reports.

7. Show how to assign online and ILT training to direct reports.

8. Show how to waive assigned mandatory online training.

9. Show how to review registrations/enrollment requests and approve or deny them, both individually and in bulk.

10. Show how OJT performance is recorded and tracked.

NARRATIVE 4: Course Administrator

Mary is responsible for ensuring all ILT class sessions are managed in the system. Mary has been advised that the new multi-week Cargo Advanced class will be available next month. Anyone wishing to take it must have already taken the Cargo Basic 101 class. Mary sets up the class and its prerequisite in the system. She enters the class dates and location and makes it available for public registration with a maximum seat limit of 20 students. Mary identifies two available instructors to teach the class. Only one of them, however, is qualified to teach Cargo Division training, so she schedules that instructor. She attempts to reserve a room, but the system notifies her that there is a scheduling conflict; the room is already booked.

Mary schedules a different room, then she reserves the laptops that will be needed. Once scheduling is complete, Mary emails the schedule to the instructors.

Once the registration date closes, Mary reviews the list of registrants. She sees that 25 students registered for the class. Since the maximum seat count is 20, the last 5 students to register were placed on the waitlist.

Mary notices that one of the registrants did not provide proof he attended the Cargo Basic 101 course as required. Mary denies his registration and enters the reason, so John knows why he was not enrolled when he receives the automated email. The remaining 19 students satisfied the prerequisite, so Mary enrolls them along with the first student on the waitlist. She then assigns them to dorms in the campus housing complex with a check-in date one day prior to the class start a check-out date on the last day of class. Mary customizes the automated emails that will be sent to students informing them of their enrollment confirmation, reporting instructions, housing reservation, and class schedule. She then creates a workflow for the end of class processing the instructor will need to follow: graduate all students who passed the final exam; depart those who did not; confer diploma and certification to graduates; review survey submissions.

After processing this class, Mary works on her outstanding stack of completed classes/rosters. There were some class sessions entered into the system that did not use the registration process, so Mary must upload those class completion rosters in bulk. Some of the classes were local refresher training classes and vendor training conducted outside of the organization. Mary does not need to create class sessions for them, but she does need to enter them into the training histories for all students.

1. Show how to enter a class along with its details (dates, location, length, course code, training category, maximum seat capacity).

2. Show how to group instructors by teaching division and/or instructional specialty.

3. Show how to schedule instructors, rooms, and equipment for a multi-week class.

4. Show how to email a schedule to instructors and students.

5. Show how to resolve scheduling conflicts.

6. Show how to set up registration open/close dates, prerequisites, and seat allowances.

7. Show how to view prerequisite submissions.

8. Show how to deny or waitlist student registrations.

9. Show how to directly enroll students and enroll from a waitlist, individually and in bulk.

10. Show how to assign housing and manage reservations to include check-in, check-out, and early departure.

11. Show how to customize and set up automated emails.

12. Show how to create a workflow with tasks.

13. Show how to import class session rosters in bulk.

14. Show how to import field and vendor training completions in bulk.

NARRATIVE 5: Instructor

Once Ray, an instructor, verified that his qualifications were correctly reflected in the system on his instructor profile and set up his availability, the course administrator scheduled him to teach.

In preparation for teaching, Ray reviewed his instructor calendar to ensure there were no conflicts and familiarized himself with all the course dates, times, and locations. He retrieved the lesson plans, handouts, and presentations directly from the class record to ensure he would be teaching the most current curriculum.

He also ensured the electronic versions of the student guides would be available to the students. The course design includes use of a training venue with limited space, so Ray used the system to place his students in groups in order to rotate instructional segments between the groups.

On the first day of the class, a student who was enrolled did not show up. Another student who was not originally enrolled did show up and requested to attend. Since there was an available seat, Ray granted the request. He updated the roster in the system to reflect the No-Show student and enrolled the new student, then he printed a copy of the revised roster. Each day of the class, Ray tracked attendance. Three days after the class started, one of the students was injured and could not complete the training, so Ray departed him from the class.

Ray knew that one of the students made a special accommodation request for additional time to take the written tests due to a learning disability, so Ray modified the settings to accommodate this student. One of the performance tests was designed to evaluate students’ physical fitness by tracking their 1.5 mile run times. Prior to administering this performance test, Ray printed the assessment forms for each student.

During the assessment, Ray noted the run times and added his comments to the forms. He then then entered the assessment results and comments into the system. After each written and performance test, Ray reviewed grades and testing reports to identify students at risk of failing the course.

On the last day of class, Ray completed the end of class processing workflow tasks assigned to him by graduating the students, conferring the class diploma and certification, and ensuring the automated end-of-course survey was disseminated. Two weeks later, he completed the final workflow task of reviewing survey results and analytics to determine students’ reactions to the training.

Demonstrate:

1. Show how to manage an instructor profile and calendar to include adding/modifying/reviewing:

a. Qualifications/certifications

b. Schedule availability and conflicts

c. Current assignments

2. Show how to access courseware and make courseware available to students (e.g., student guides/handouts).

3. Show how to group students.

4. Show how to manually enroll a student, change a student status, and print a modified roster.

5. Show how to track attendance.

6. Show how to depart a student from a class and enter the reason for the departure.

7. Show how test times can be adjusted to address special accommodation requests.

8. Show how to print performance assessment sheets.

9. Show how to enter performance test results and comments in the system.

10. Show how to review test grades, review/export test reports, and identify at-risk students.

11. Show how to graduate students.

12. Show how to confer diplomas and certifications.

13. Show how to access survey results and analytical tools.

14. Show how to complete workflow tasks.

NARRATIVE 6: Training Officer

Tim is the training officer for the Southwest region. Each fiscal year quarter, he must email the following reports to his lead training officer at headquarters (HQ) who will print them for discussion at the quarterly

HQ meeting:

- List of all personnel in the region to include hire date, current duty location, and direct supervisor name.

- Training histories for all personnel.

- Certifications and expiration dates for all personnel.

- Course names, dates, and completion status (registered, enrolled, completed) of all ILT courses for all personnel.

- List of personnel who were departed from an ILT course and the reason for the departure.

- Course names, dates, and completion status (registered, enrolled, completed) of In-Service refresher/local field training for all personnel.

- Course names, dates, and completion status (registered, enrolled, completed) of vendor training for all personnel.

- Names of personnel who have/have not completed mandatory online training.

1. System should have the ability to download and print canned and custom reports in multiple file formats (e.g., .xlsx, .csv, pdf).

2. System should have the ability to generate reports by fiscal year, fiscal quarter, and calendar year.

3. Show how to generate the following:

a. Personnel data reports.

b. Personnel training history transcripts.

c. Personnel certification/expiration reports.

d. ILT student registration/enrollment/completion reports.

e. Student departure reports.

f. In-Service refresher/local field training reports.

g. Vendor training reports.

h. Custom reports to include Ad Hoc and/or Structured Query Language (SQL).

4. Show how to generate compliance reports for personnel who have and have not completed mandatory online training.

NARRATIVE 7: System Administrator

As the System Administrator, Susan is responsible for as ensuring the integrity and security of data and maintaining functionality and operational use of the system.

Susan maintains the integrity of data by ensuring (1) the automated NFC personnel data feed is accurately adding and updating personnel records nightly; (2) personnel records not captured by the feed are manually added/updated; (3) system processes and tasks run uninterrupted each night; (4) online courses meet 508 compliance standards; (5) duplicate records are merged; and (6) the organizational chart is current.

Susan maintains the security of data by ensuring (1) users are granted only the minimally required roles to perform their system tasks; (2) user access is removed when no longer needed; (3) administrators and course data are partitioned; (4) course completions and course data are exported via a secure automated data interface; and (5) usage statistics, system health, and audit trail reports are periodically reviewed.

Susan maintains functionality and operational use of the system by ensuring (1) global settings are properly configured; (2) system upgrades are performed as scheduled; (3) administrators and end users have single sign-on (SSO) and Security Assertion Markup Language (SAML) access; (4) administrators can import data in bulk; (5) the user-defined fields are available for use by approved administrators; and (6) system resources, forms, and help are available to all end users.

1. System must support automated import and manual update of NFC personnel data.

2. Show how to review import errors.

3. System must support automated tasks such as database backup, alerts, certification expiration notifications, dynamic audience assignments, and recurring training assignments.

4. System must meet 508 compliance standards.

5. Show how to merge duplicate records.

6. Show how to configure organizational chart.

7. Show how to configure, assign, and remove user roles and permissions.

8. Show how to configure data partitioning.

9. Show how training completions and course data are exported via an automated data interface with the

Office of Personnel Management (OPM) government-wide electronic data collection system.

10. Show how to access usage statistics, system health reports, and audit trail reports.

11. Show how to configure global settings.

12. Identify how often system upgrades are performed.

13. Show how to configure SSO using active directory and SAML.

14. Show how to import data in bulk.

15. Show how to configure user-defined fields.

16. Show how to configure resources, forms, and help access for end users.