Document number: PGM.PLAN.0011 Version: 3.0

Delivery of Automated Systems for Healthcare (DASH) Program

Training Plan

ATTM 022

PGM.PLAN.0011 – Training Plan Ver.3.0

Table of Contents

1. INTRODUCTION

1.1. PURPOSE

1.2. SCOPE

1.3. ASSUMPTIONS AND CONSTRAINTS

1.3.1. Assumptions

1.3.2. Constraints

1.4. STAKEHOLDERS

1.5. REFERENCES

2. ROLES AND RESPONSIBILITIES

3. ANALYZING TRAINING NEEDS

4. TRAINING DESIGN

4.1. TRAINING METHODS

4.1.1. Instructor-led Training (ILT)

4.1.2. E-Learning Modules

4.1.3. Blended Learning

5. TRAINING CURRICULUM

6. MATERIALS DESCRIPTIONS

6.1. INSTRUCTOR/PARTICIPANT GUIDES

6.2. HOW TO… GUIDES

6.3. E-LEARNING MODULES

7. DEVELOPMENT AND MAINTENANCE

7.1. THE DEVELOPMENT PROCESS

7.1.1. Instructor-led Training Development

7.1.2. E-Learning Development

7.2. REVIEW AND APPROVAL

7.3. FINAL PRODUCTION OF MATERIALS

8. TRAINING IMPLEMENTATION

8.1. INTERNAL TRAINING

8.2. TRAINING ENROLLMENT

8.3. TRAINING FACILITIES

8.4. TRAINING SCHEDULE

8.5. TRAINING EVALUATIONS

9. SYSTEMS AND TOOLS

9.1. LMS

9.2. TRAINING ENVIRONMENTS

9.2.1. Training UAT

9.2.2. Training PROD

9.3. DEVELOPMENT TOOLS

9.4. DEVOPS

10. METRICS – PARTICIPANT EVALUATIONS

11. REPORTING

11.1. STATUS REPORTING

11.2. TRAINING REPORT

11.3. TRAINING INCIDENT REPORT

12. GOVERNANCE AND PLAN MAINTENANCE

13. GLOSSARY

1. Introduction

1.1. Purpose

The purpose of the Training Plan is to provide a framework for formal and informal activities designed to increase the knowledge or skills of a trainee. Formal training is a structured learning experience, prepared in advance, and supported by visual aids and materials, including instructor-led training (ILT), delivered in-person or virtually in a classroom-type setting, and e-learning training. Formal training is managed through the Learning Management System (LMS). Informal training is unstructured, may be delivered one-on-one or in small groups, and includes coaching, on-the-job training, and similar activities.

This Training Plan is designed to communicate the expectations of the DASH Program and provide a framework for vendors to deploy an effective learning experience for the stakeholders and end users of specific project systems.

This plan will cover the preparation, readiness, execution, and operational support activities that will be used to manage the training efforts through the completion of the DASH Program’s projects. It is intended to work in conjunction with other approved DASH Program plans and policies.

1.2. Scope

This Training Plan focuses on formal training and includes the following scope:

• Vendor supplied formal training

• Instructor-led training and computer-based training

• Internal training of DASH Program and designated project staff on the operation of a new or modified system such that they can perform and execute their assigned responsibilities to carry out the project

• External training of SCDHHS staff, system end users, and other stakeholders on the operation of a new or modified system such that they can perform their assigned jobs using the system effectively

• Informal training is excluded from the scope of this Training Plan

1.3. Assumptions and Constraints

1.3.1. Assumptions

The following assumptions were made when producing this plan:

• Stakeholders will actively participate in all scheduled training opportunities based on functional areas and job appropriateness

• Stakeholders have consistent and reliable access to the internet and electronic mail and are trained in its use

• Political influences or policy considerations will not restrict participation of end users in training as described in this plan

• Adequate resources are available to complete the assigned tasks

• No major changes in scope will occur because of legislation or other actions by federal or state government

• Organizational or staffing changes will not have a major effect on approved training activities

• Vendor and SCDHHS Technical Support will be available to resolve technical issues that arise during training

• Vendor will leverage the program’s Organizational Change Management (OCM) Team developed business process materials (e.g., As-Is and To-Be Business processes changes and workflow) into the training effort where appropriate

• The DASH Program and its projects will be funded and budgeted as planned

1.3.2. Constraints

The following constraints apply to the execution of this plan:

• Changes to an implementation approach or schedule will impact resourcing requirements and costs, staffing numbers, and other logistical requirements related to training

• Training will be delivered no more than three (3) weeks prior to a particular rollout as defined in the project plan

• Training will be delivered on a system that accurately reflects the system to be used by the stakeholder

• Training plans will accommodate the risk of inclement weather which could impact in-person training

1.4. Stakeholders

DASH Program stakeholders include, but not limited to, the following groups:

• SC Department of Health and Human Services (SCDHHS) management and staff

• Delivery of Automated Systems for Healthcare (DASH) Program

• Centers for Medicare and Medicaid Services (CMS)

• Provider participants and their staff and workers

• Additional stakeholders as identified at the project level

1.5. References

The following documents provide input to this plan and contribute to the requirements and scope of this plan, its objectives, and specific activities that must be performed. These documents have been reviewed as content input, governance, and guidelines:

[1] PGM.PLAN.0001 – Project Management Plan

2. Roles and Responsibilities The following are the specific roles and responsibilities of the stakeholders that have a direct impact on activities related to execution of this plan. Roles and responsibilities are captured in Table 1.

Role Responsibility

DASH Training Manager • Reports to the DASH Program Manager

• Supplies training policies and procedures

• Monitors training tasks in approved project schedule

• Monitors training processes for compliance with Vendor Training Plan

• Participates in the Train-the-Trainer sessions

• Provides feedback on training content and methods

• Coordinates collaboration between the program/project teams and the

Vendor training teams

• Controls the training production environment and approves code release updates

• Reviews and approves all training materials and documentation

Vendor Training Manager

• Executes the Vendor Training Plan

• Provides status information for status reporting

• Assists individual project team members as needed to meet project learning and performance goals

• Ensures that trainers are informed and trained to perform training tasks

• Assures that all trainers will be oriented to the project

Vendor Trainers • Reports to the Vendor Training Manager

• Understands assigned training materials

• Participates in or leads Train-the-Trainer sessions

• Performs end user training

• Coordinates training logistics o Executes training schedules o Registers training participants o Prints instructor and participant guides as needed o Distributes training materials o Compiles lists of registered participants o Compiles classroom evaluation results

Vendor Technical Support

• Resolves technical issues that arise during training (Business Analyst and/or Technical Resources)

End User • Attends all sessions identified to support their work functions

• Participates in group discussions

• Completes evaluations

• Responds to electronic communications

3. Analyzing Training Needs The Vendor will conduct various assessments to determine training needs, such as:

• The trainers will analyze and review existing project documentation (i.e., RFP, Proposal, Business Process (BP) documentation, design documents, User Manuals)

Table 1: Roles and Responsibilities

• The trainers will research best practices to determine the best uses of Instructor Lead Training (ILT) and other training materials/technology for the training effort

Additional resources may be utilized including surveys, recommendations for information gathering and analysis, and consultations with members of the DASH Program.

Information collected through site visits prior to the commencement of the training sessions may be used to determine the approximate number of participants that will attend each training session.

Once the user groups have been completely identified, the trainers will proceed with scripting a tailored learning path specific to needs of each user group.

4. Training Design The goal is to design, develop, and deliver training using an interactive approach that creates a seamless transition for end users from an existing system and processes to a new system.

The training goals focus on enabling end users and technical staff to be able to complete their job functions accurately and efficiently, within the system, upon system Implementation.

The following lists the training design objectives:

• Provide training and instruction that promotes the acceptance and ease of use of the new system, allowing for a smooth transition

• Provide complete and accurate instruction for the use of the new system

• Ensure that training instruction and materials are ‘South Carolina’ specific, customized to South Carolina business processes and procedures

• Ensure that training sessions allow users to play an interactive role, through techniques such as group discussion and problem solving

• Apply realistic scenarios in the training to help staff learn and demonstrate their knowledge

• Provide training materials (printed or electronic) that a user can ‘follow along’ in the training session and will also be a helpful guide to have access to after training

• Assure that training materials have the same “look and feel”, providing consistency in writing style

• Invite participant feedback during training sessions concerning training methods and techniques used in class that day to assess the effectiveness of the instruction. When applicable, trainers can apply suggestions and/or corrective action immediately

• Ensure that the training staff has the skills, knowledge and materials needed for delivering effective training

4.1. Training Methods

The following delivery methods are considered and utilized where appropriate. Some generally accepted guidelines used to determine which training method best suits the curriculum and group characteristics are listed by delivery method.

Key goals of training development are to:

• Provide learners with information in the most efficient way possible

• Convey the content with direct language using simple terms

• Maintain consistency of learning content

4.1.1. Instructor-led Training (ILT)

Instructor-led training is traditionally a classroom-based training. An instructor meets with participants face-to-face and delivers training in a classroom setting. If the delivery of the training for a specific project is not feasible in a brick-and-mortar setting, then the sessions should be conducted live, online with the trainer. This method of delivery must be agreed to by the project’s Vendor project management and the DASH Program and approved by the DASH Program Director.

Instructor-led training is considered to be:

• An efficient method for presenting a large body of material to large or small groups of participants

• Ideal for new and one-time trainings

• Best for providing demonstrations of procedures as well as assistance with and immediate feedback for hands-on activities

• A good choice for system training curriculum, which requires “hands-on” activities following the presentation of required policy and/or procedures

4.1.2. E-Learning Modules

E-learning training consists of material that is presented in a web format and may be text content or a combination of text and a variety of interactive activities.

E-learning training is considered to be:

• Best for providing a uniform presentation of content

• Best for presenting materials that can be practiced or reviewed multiple times to support individualized learning E-Learning modules may stand alone or can be incorporated in ILT training in any of the following ways:

• In-person (live) session activities

• Refresher training

4.1.3. Blended Learning

Blended learning is a combination of instructor-led training and e-learning training delivery methods.

Participants that complete system training may review specific process steps using an e-learning module following the ILT sessions. While the exact combination of techniques will vary, the following are activities expected to be shared among most sessions to promote a combination of ILT sessions and independent learning.

• Participative lectures

• Demonstrations

• Visual presentations

• Hands-on practice activities

• Independent activities

• Question and answer periods

• E-learning modules

5. Training Curriculum The level of complexity of the curriculum will be a key factor in the recommendation for a particular training method. Complex curriculums can be difficult in an e-learning environment since there is not an opportunity for discussion and/or questions to the trainer.

The Vendor will submit a list of the proposed categories for a given project which will guide the development of the final training curriculum and will be reviewed and approved by the DASH Program. They will then present the outlines for the training sessions that will be developed, the target audience, and the duration for each.

The sessions are detailed further with the following information:

• Purpose of Module

• Anticipated Training Method

• Projected Length of Training

• Anticipated Target Audience

• Training Prerequisites

• Session Outline

6. Materials Descriptions The training materials will be designed to be easily understood and to reflect real world activities using the new system. The materials will contain interactive exercises to engage the user and reinforce learning objectives. The training materials will serve as guides in the training sessions and as user reference tools post training. The following sections describe the various types of materials that will be developed to support end user training.

6.1. Instructor/Participant Guides

The Instructor Guides provide a blueprint for the trainer for presenting the material and responding to questions. These guides provide step-by-step instructions of the material to be presented by the trainer. The Instructor Guides are developed by functional area as appropriate for the project. The training design for each session is outlined prior to the development of the session. Each guide will contain:

• The name of the session, goals, objectives, estimated delivery time, trainer tools, and any desktop aides used

• The indication of the type of training method such as ILT, E-Learning, or Blended

• Anticipated participant questions and other training content to be included as background or additional detail that may not be presented but needs to be made available to the trainer

• Any applicable training issues related to the topic that have previously been identified in Joint Application Design (JAD) and workgroup sessions

• Information on IT support – who to call, etc.

• Learning assessment tools

• Reinforcement exercises

Instructor Guides will be assembled and published into manuals to promote handling ease while instructing the training session.

Developed for all participants, the Participant Guide contains the same information presented in the Instructor Guides. An empty notes section for the participant is included in place of the Trainer Notes. Included in the Participant Guide is presentation content, screen shots, selected copies of PPT slides, quizzes, case studies, exercises, and glossaries.

There will be a separate Participant Guide for each training session. Each Participant Guide will contain training materials for all the modules of that session. Each participant will be provided a Participant Guide for every session they attend (printed or electronic).

The trainers will provide the participants with other training materials which will include any supporting documents, such as sample forms, reports, quizzes, etc. needed for participants to promote comprehension and understanding.

The Participant Guides are the training materials to guide the users through the system functionality. It is the base material of the content in the Instructor Guides.

6.2. How to… Guides

The Vendor will develop “How to…” Guides (HTG) that will follow system screens to complete individual activities in the system. Materials will be coordinated between the trainers and OCM to ensure continuity of the steps and information presented.

The topics within the guides will be finalized with the DASH Training Manager and DASH Program.

6.3. E-Learning Modules

As a part of the training approach the Vendor may provide e-learning modules which may be used as preparation for training or to support the training sessions by providing preview and refresher examples, emphasizing critical processes that may need review.

This training method will be made up of three (3) to five (5) minute modules relating to the functionality in the system or on how to complete an activity. These modules are developed as a stand-alone training tool that will be deployed to the LMS and system for easy access.

7. Development and Maintenance

7.1. The Development Process

As preparation for development, the Vendor will review Use Cases, design documents, User Manuals, and any other pertinent system documentation. The trainers may also contact DASH OCM, business analysts, subject matter experts, and other program staff for feedback to clarify procedures and business processes.

7.1.1. Instructor-led Training Development

For each ILT session, developers will create an Instructor Guide and a Participant Guide.

The Participant Guide is the Instructor Guide without the instructor’s notes, but with white space for participants to write their own notes when printed.

To support training sessions, the trainers will use constructed data. There will be no live data or scrambled live data used in the training materials or during any training session.

Trainers may also create cases in the training database to be used in the session.

7.1.2. E-Learning Development

E-Learning development is initially more time consuming to create than traditional classroom training but can be beneficial for users who wish to repeat lessons for additional review and practice.

These modules may stand alone or can be incorporated in ILT training in any of the following ways:

• In-person (live) session activities

• Refresher training Key goals of development are to:

• Provide learners with information in the most efficient way possible

• Convey the content with direct language using simple terms

• Maintain consistency of learning content

• Be accessible through the LMS or system for individual on-demand learning

7.2. Review and Approval

The Vendor will update materials due to system changes during the testing, rollout, warranty, and maintenance periods following the project’s defined change management processes.

The trainers will review the session outlines with BAs, SMEs, OCM, and the DASH Program to ensure the accuracy of the course outline and begin the process of development, review, and approval of the training material submissions, per the approved project schedule.

Once Training Materials have been approved by the DASH Program, revision to the materials will only occur through defect, change management, or scheduled work items (configuration management) and will be under version control in the DASH Program’s SharePoint project site dedicated to that specific project.

Note – System workarounds, identified and approved for system defects, are a planned unknown. The trainers will instruct participants on where to find workaround documentation. Should published, active workarounds exist during training execution, the trainers will touch on any workaround appropriate to the functionality being trained at the time.

7.3. Final Production of Materials

Electronic copies of materials will be published in PDF format for stakeholders to consume through the LMS and designated websites.

For in-person ILT sessions, participants will be provided a hard copy of the Participant Guide and other associated materials pertinent to the session. Production of the hard copy materials will occur approximately two weeks prior to the session.

For live, online ILT sessions, a PDF version of the training materials will be provided to the participants.

8. Training Implementation Training Implementation consists of preparing trainers, enrolling end users, setting up training facilities or online sessions, conducting end user training, compiling evaluations, and reporting results. The following sections outline these activities.

8.1. Internal Training

There are two (2) types of internal trainings: User Acceptance Test (UAT) sessions for identified testers of the system, and Train-the-Trainer (TTT) sessions for Vendor Trainers.

UAT sessions can run concurrent with TTT sessions. The internal training will include all courses. The trainings will use draft ILT Guides allowing for validation of the training curriculum during these sessions.

Note: UAT and TTT sessions may be combined to accelerate/accommodate the approved project schedule.

UAT sessions are to prepare the testers of the system, and other user groups identified by the DASH Program, on the operation of a new system such that they can perform and execute their assigned responsibilities in support of the testing and implementation activities.

TTT sessions are to ensure that Vendor Trainers are provided a comprehensive walk-through of the curriculum, which will prepare them for the training activities directed to the end users. The TTT course is designed to prepare the trainers by walking-through and discussing the training methodology, training aids, curriculum, technical readiness, and all matters relating to the presentation of the courses, further testing the curriculum. The goal of the TTT course is to affirm the readiness of the training program.

8.2. Training Enrollment

The Vendor will schedule and register all training participants with DASH Program approval.

Participant enrollment will be coordinated with supervisors and managers to ensure that daily operations continue to be met. Enrollments will be done through the LMS and will, at a minimum, commence within 60 days prior to training.

The registration feature in the LMS will facilitate course confirmation and track attendance and progress for each participant.

All communications regarding the readiness and accessibility of the LMS will be provided by the appropriate designated authority at least 60 days prior to the start of the training sessions.

Once the enrollment activities are complete, users will have access to the LMS. From this location they will be able to view program announcements, access training materials, and submit follow-up questions.

Instructions regarding the registration process will be clearly stated so end users have a clear understanding about how the enrollment process is designed and will work for training.

The Vendor will work with the DASH Program, and area supervisors and managers as necessary to help them complete this task as this is coupled to the implementation task for creating the appropriate roles in the system for the end users.

8.3. Training Facilities

If the training strategy is to utilize training facilities, the training rooms should:

• Accommodate a maximum group size of 20 participants and two instructors

• Contain network access and equipment necessary for training

• Be equipped with video displays for system demonstration

• Be available between 7:30 a.m. – 5:30 p.m. on scheduled training days

• Be handicap accessible

• Possess enough parking to accommodate the number of trainers and participants

Within three (3) to five (5) days prior to executing training, trainers will set up the training classrooms. At a minimum, the following activities will be accomplished:

• Verify all expected computers are in the classroom

• Verify all printed materials have been delivered

• Verify each computer can access the training environment

• Verify the video display is in working order

• Setup visual aids and group activity materials

• Ensure directions/instructions to the facility(ies) have been sent to all participants

8.4. Training Schedule

The training day, whether in-person or live, online, will be scheduled from 9:00 a.m. to 4:00 p.m. for full day sessions. A sixty (60) minute lunch period will be provided mid-day with a fifteen (15) minute break mid-morning and a fifteen (15) minute break mid-afternoon. Half-day session schedules will be from 9:00 a.m. to 12:00 p.m. or 1:00 p.m. to 4:00 p.m. with one fifteen (15) minute break mid-class.

There will be at least two (2) sessions for each course offering to accommodate an alternating schedule. The goal for the training schedule is to accommodate stakeholders so that they can maintain ongoing operations while some staff are in training.

The approach to rolling out the training will be determined by the specific project and its approved project schedule. This could be, for example, in-person (centrally or regionally) conducted sessions, live, online sessions, or a combination of the two.

8.5. Training Evaluations

Throughout the entire process, the trainers will proactively evaluate materials and solicit input and approval from the DASH Program where possible. The goal is to incorporate feedback to provide high-quality training to users from UAT through implementation.

The trainers will provide an evaluation form (electronic or written) to participants at the end of each training session which will allow participants to evaluate the effectiveness of the trainer and the material presented. Participants will be given an opportunity to both “rate” specific training elements and to also elaborate on their responses through comments. Participant feedback obtained after the training session gives the trainer an opportunity to make changes prior to the next training offering.

Evaluation results will be analyzed to identify needed adjustments to the training presentation or content and evaluation results will be shared with the DASH Training Manager as part of a Vendor Training Report.

9. Systems and Tools This section describes the systems and tools required for executing or managing the training activities.

9.1. LMS

The Learning Management System (LMS) will be configured prior to the commencement of the training activities. The LMS will be utilized as the repository for the approved training materials as well as information related to training sessions. Additionally, the LMS will support the enrollment and confirmation of enrollment as well as publishing the training material and training schedule.

Several key factors are considered when selecting an LMS; including but not limited to the following:

• The ability to manage multiple course offerings and coordinate multiple registrations

• The ability to easily customize landing pages

• The inclusion of a robust reporting tool with graphical representations

• The ability to create customized learning paths

• The flexibility to host URLs for easy access to training materials and other user documentation

• The inclusion of responsive design templates to allow users to access the materials on a wide variety of platforms and devices

9.2. Training Environments

9.2.1. Training UAT

The training test environment is an instance of the system for the trainers to develop and test training materials, data setup, and scenarios to be used in the training production instance for the training participants.

The training test environment will maintain the same configuration release as the UAT environment, up to a point where it is decided that the training test environment must be frozen to preserve integrity of the system functionality and its correlation to the training materials being presented at a training event.

The data refresh strategy will be determined and will be included in any release planning at the project level.

9.2.2. Training PROD

The training production environment is an instance of the system application to provide training to the training participants (end users). The training production environment is controlled by the DASH Training Manager. Any code release updates, or data refresh requests must be approved by the DASH Training Manager.

The dataset within this instance will contain only constructed data.

The Vendor will develop a generic user base per course offering that can be re-used for all course offerings. For example, a course may have twenty (20) supervisors and workers. Each participant would be assigned supervisor and worker credentials to use during class. At the end of class, the credentials would be reset for the next class to use.

This provides reusability, an economy of scale and ensures authorizations are correct for the training experience and scenarios the trainers are providing.

9.3. Development Tools

The following list are the anticipated software tools needed for content development. The following items are not exhaustive.

• Software to capture and optimize screen captures

• Software for creating e-learning modules

• Graphic design software

• Access to a repository of royalty-free stock images

9.4. DevOps

Azure DevOps is the DASH Program’s tool that provides version control, reporting, requirements management, traceability, and testing capabilities.

Training materials will be linked to the corresponding components being presented in the material. This will provide traceability when analyzing impacts from enhancement requests, work requests, or corrections from identified defects.

10. Metrics – Participant Evaluations Participant evaluations help to assess the trainee’s experience in training. Metrics will be gathered from the evaluations to provide a qualitative analysis of the session. Participants will rate their responses concerning:

• Training organization and content

• Training materials

• Trainer performance and overall effectiveness

Following delivery of each week of training sessions and within seven (7) business days, the Vendor will formally deliver the individual evaluations to the DASH Training Manager.

The DASH Training Manager and the Vendor Training Manager will collaborate in the assessment of the evaluations. The goal of any given training class will be for 80% of the participants to evaluate each of the three (3) individual sections of the evaluation with scores averaging “Agree” or higher. Average scores below “Agree” will be assessed to discuss a course of action to address any problems. A score equal to “neutral” will be considered a pass.

In addition, the participant evaluations will include a ‘free-form’ text section below each of the three (3) parts of the evaluation where participants can include free-form comments. The DASH Training Manager and the Vendor Training Manager will review all free-form comments and take actions to resolve problems, when necessary.

11. Reporting

11.1. Status Reporting

Training activities will be closely monitored and reported.

The LMS will be utilized to record, track, and report each individual user’s scheduled training dates, dates attended, and needed curriculum for training. Training status will be provided in a Vendor/DASH Program Weekly Status Report. In addition, the LMS provides canned reports that can be viewed at any time for continued monitoring.

11.2. Training Report

All users who participate in the training process will be identified from the start of the registration process. Learning paths will be scripted for individual users based on their roles.

Attendance, and proficiencies will be captured, and the data analyzed for a comprehensive report to be delivered to SCDHHS.

This Vendor Training Report will be provided after the last rollout is completed. The report will include, but is not limited to, the following:

• Total number of participants trained per session

• Name of participants and sessions/dates they attended

• Evaluation metrics

11.3. Training Incident Report

The Training Incident Report is intended to be used to report issues that occur in a training session. Incidents may be facility, logistics, or personnel issues that take time away from the course being conducted. The report provides a record of the occurrence.

12. Governance and Plan Maintenance The DASH Program Director is the owner of this plan and has the ultimate decision-making authority to update and approve the plan. As a part of process improvement (e.g., assessments, lessons learned), this plan and the overall approach will continue to evolve. At a minimum, this plan will be reviewed annually and updated as needed.

13. Glossary Key terminology specific to the training tasks are identified and explained to allow the reader to fully understand the document’s content. This glossary includes acronyms, abbreviations, and words that may have more than one interpretation or that are key to understanding this content.

Term Definition As-Is business process

The way SC is currently performing business using existing legacy systems or manual processes

CMS Centers for Medicare and Medicaid Services – the Federal oversight agency

DASH DASH is the acronym to describe the program for Delivery of Automated Systems for Healthcare

DASH Program Home Page DASH SharePoint website

LMS Learning Management System HTG How-To Guide ILT Instructor Led Training OCM Organizational Change Management SCDHHS SC Department of Health and Human Services – the DASH Program sponsor To-Be business process The way business will be conducted after implementation of a project system

TTT Train-the-Trainer sessions are to validate training and provide training to the Vendor Trainers and support staff

UAT User Acceptance Test (training for testers will occur prior to UAT)

Workaround An interim process to bypass system functionality containing a defect. Workarounds are retired when the originating defect is released into the production environment