APPENDIX G - TASK DEMONSTRATION.docx

APPENDIX G – TASK DEMONSTRATION

Demonstration Agenda:

1. Introductions

2. Vendor Demonstration System Description

3. Relationship of Demonstration System to Proposed Solution

4. Configuration Overview

5. Technical Factor Use Cases – Four Categories (A. Learning Management, B. Accreditation, C. Reporting & Analytics and D. Virtual Learning)

1. Introductions:

The vendor demonstration team will introduce itself to the Government evaluation team.

2. Vendor Demonstration System Description:

Display and describe the demonstration system. Include hardware, operating system, server containers (database server, application server, web server, etc.), client containers, and show the configuration, including any clustering or caching mechanisms.

3. Relationship of Demonstration System to Proposed Solution:

Display and describe how the demonstration system models the proposed production system. Include how the demonstration system configuration and capabilities relate to the proposed solution in terms of architecture, design, and system level capabilities.

4. Configuration Overview: Display and describe how all major components of your proposed solution integrate with one another.

5. Technical Use Cases:

A. Learning Management IAW PWS sections 5.16.1 and 5.16.2 B. Accreditation IAW PWS sections 5.16.3 C. Reports & Analytics IAW PWS sections 5.16.2, 5.16.4, and 5.16.7 D. Virtual Learning IAW PWS section 5.16.6

Offerors shall clearly announce each Use Case by corresponding letter and number prior to demonstration so there is no confusion as to what is being demonstrated. Offerors shall complete each of the steps outlined in the demonstration requirements in the order they are listed above. As each of the steps reflects one or more requirements outline in the performance work statement, offerors are expected to demonstrate every step. All demonstrations will be evaluated on:

1. The solution’s usability determined by clickstream, user-friendly interface elements, and design consistency and

2. The integrated nature of the capabilities determined by login requirements and ease of navigation.

A. Learning Management and Employee Development

1. Demonstrate the administrator’s ability to:

a) Log in to the solution as an individual with learner, supervisor, and administrator privileges.

b) Navigate to where an individual would administer learning.

c) Enter the record for a web-based course.

d) Make the course listing available to learners.

e) Assign that course to specific learners to be completed at a specified date.

f) Navigate to the learner’s view to find content/courses.

2. Demonstrate the learner’s ability to search for a course using a specific key word (title, description, and metadata), add the course to a list of content the learner wants to take, and on that list find that course.

a) Show the ability to launch the course.

b) Show the ability to exit and resume the course at the point they left it at a later date.

3. Show how a learner would complete a solution-generated pre-test, post-test, and course evaluation. Show how a learner/user would find their score on a test.

4. Demonstrate how a learner could enroll in a course that is scheduled for a future date. Show how the learner could cancel the registration, if needed.

5. Demonstrate how the learner can view current, past, and future training requirements. Display how the learner can access their transcripts and show the options available to the learner for exporting, saving, or printing them.

a) Demonstrate how a learner could generate a certificate for a completed course.

b) Demonstrate how a learner will be able to manage or upload training transcript/ certificate data from external courses or conferences attended.

c) Navigate to the supervisor’s view.

6. Demonstrate the ability to enable supervisors to manage their teams:

a) Demonstrate that a supervisor can view all learners assigned to them.

b) Demonstrate that a supervisor can assign and unassign learning to all their subordinates.

c) Demonstrate that a supervisor can approve learning and development request from all subordinates.

d) Demonstrate that a supervisor can generate reports on all their subordinates’ learning and development activities.

e) Demonstrate that a supervisor can review, comment on, and indicate acceptance of their subordinates’ individual development plans.

7. Demonstrate the ability to assess competency or skill gaps and manage development goals.

a) Navigate to an administrator’s view with access to competency management:

o Demonstrate an administrator’s ability to implement a competency model with all associated elements, e.g., rating scales, proficiency levels, behaviors.

o Demonstrate the system’s ability to assign competency models to individuals.

b) Navigate to a learner’s view and demonstrate a learner’s ability to complete a competency or skills self-assessment and route it to a rater, e.g., supervisor.

c) Navigate to a supervisor’s view and demonstrate the supervisor’s ability to complete a competency or skills assessment for a subordinate employee in order to generate a gap analysis with the supervisor’s rating as the official rating.

d) Navigate to a learner’s view and demonstrate the system’s ability to compare the supervisor’s official ratings with the expected proficiency levels for the position and show the resulting positive or negative gaps.

o Demonstrate the learner’s ability to add a competency-based development goal to address a gap on an individual development plan and search for and add development or learning opportunities to the goal.

B. Accreditation

1. Navigate to a system administrator’s view.

2. Demonstrate the ability to manage courses as an accredited provider of clinical training by:

a) Managing course and content metadata identifying specific accreditations and accreditation-related information.

b) Demonstrating the ability to manage workflows for approved accreditation managers to assign clinical accreditations to specific clinical content.

c) Demonstrating the ability to generate reports for all accredited activities recorded in the system. Demonstrate the ability for administrators to report by accreditation type within the system to generate reports according to the accreditation source, learner, supervisor, Government agency audiences and course, and demonstrate a sample report.

d) Tracking delivery of, and reporting on use of, courses and content per accrediting body requirements.

3. Navigate to a learner’s view.

a) Demonstrate the ability to support learner requirements associated with clinical accreditations:

b) Demonstrate the ability for the learner to select a preferred accreditation (e.g., ACCME and ANCC).

c) Demonstrate how a learner can document accreditation-related unique accreditation provider identifiers on their profile.

d) Demonstrate how a learner would search for and track progress in, and record completion of, content offering specific accreditations (e.g., ACCME and ANCC).

e) Demonstrate how a learner would generate certificates of completion conforming to individual accrediting body requirements (e.g., ACCME and ANCC).

4. Demonstrate the ability for a learner to record completion of external accredited training (e.g., ACCME and ANCC), including the ability to attach an associated document.

C. Reporting & Analytics

1. Navigate to the solution’s report creation capability.

a) Demonstrate the creation of an ad-hoc report using the solution’s report creation tool that will meet an emergent need, i.e., the number of nurses who completed or did not complete an assigned learning activity.

b) Demonstrate the different report output formats available.

2. Navigate to the Learning Record Store (LRS) as an administrator.

a) Demonstrate the out of the box reporting & analytics capabilities of the LRS.

b) Demonstrate the ability to receive, store, and return data about learning experiences, achievements, and employee development.

c) Demonstrate the ability to define and apply access permissions to read and write data.

d) Demonstrate the ability to provide reporting, dashboards, and analytics functions that are designed to interpret and analyze the data.

D. Virtual Learning

1. Navigate to an instructor’s view.

a) Demonstrate how an instructor sets up the virtual classroom with features including breakout rooms, multi-dimensional polls, moderated chats, host and presenter staging, interactive content, and interactive whiteboards.

b) Demonstrate how an instructor can manage all aspects of the virtual classroom.

2. Navigate to a learner’s view.

a) Demonstrate how a learner can find the time-based virtual classroom offering in the learning platform.

b) Demonstrate how the learner’s ability to access the virtual classroom environment from the learning platform with no second login requirement.

c) Demonstrate how the learner’s participation in the virtual classroom gets recorded in the learning platform automat