PLT_Guide_June2012_v1.pdf

June 2012

Performance and Learning Tools (PLT) Guide

Acquisition, Technology, and Logistics Performance Learning Model

Promoting a net-work centric learning environment for the engaged learner

Promoting a multi-dimensional learning environment for the engaged learner

Learn. Perform. Succeed

Introduction The concept of Performance Learning Tools (PLTs) (formally known as Process Performance and Learning Tool (PPLT)) integrates a spectrum of tools that fall under PLTs some very basic – like the web-enabled guidebooks, job aids, templates, and others that are more complex and truly support a task oriented process (like a turbo tax). Performance Learning Tools (PLTs) provide job support at the point of need, resulting in the acquisition workforce “learning by doing.”

Overview of PLTs - The objective of any PLT is to simplify a task or process to foster efficient and accurate completion while promoting learning as a consequence of doing (i.e., learning while completing the task or process). Although a task or process may be complicated, PLTs are easy-to-use tools that make the task seem simple because the steps are properly sequenced, calculations are completed for the end user, information is presented efficiently and at the right time and, generally, the task is structured in a way that makes immediate sense to the worker. Emphasizing work completion first and embedding learning into the process or task reduces but does not replace the time needed for formal and informal learning.

Purpose The purpose of the PLT Guide is to provide a focused process to document requirements, develop and maintain PLTs to support the acquisition workforce. It provides a framework for defining PLTs; roles and responsibilities of participating team members; explains rules of engagement.

The Defense Acquisition University (DAU) has established PLTs to fill the gaps between formal learning and on-the-job learning. PLTs assist the acquisition workforce by enhancing online ccertification courses, continuous learning modules and knowledge sharing opportunities, all of which may be accessed 24/7 via the Internet. Now, DAU is going one step further by developing tools that support the workforce on specific work tasks. PLTs provide job support at the point of need, enabling the acquisition workforce to “learn by doing.”

An example of a PLT is the commercial tax preparation program. Through a series of guided questions, a person with no knowledge of accounting or tax law can begin filling out their tax forms immediately without having to go through lengthy tutorials on tax law or how to use the program. The interface helps the user determine what sections of the tax forms need to be filled out as well as provide links to get more information from the IRS and State Revenue Office websites. The end result is that the user completes and files their taxes without having the knowledge of a CPA to do so.

Scope – This plan covers the concept to develop comprehensive job performance tools based on formal learning assets and other resources that not only support completing a specific task or process, but also provide learning as a secondary outcome. PLTs may consist of job aids, linked guidebooks, decision tools that require peer review, process models and checklists and the format is determined by the required outcome.

Characteristics of PLTs DAU is developing a variety of PLTs that range from interactive process guides to automators that generate a deliverable. While there are many different types of PLTs, they will generally contain one or more of the following characteristics:

• Process organizer

• Dynamic (variable/conditional) checklist

• Graphically represented dynamic checklist

• Checklists or dynamic checklist with knowledge pointers (references)

• Checklists or dynamic checklists with active links to knowledge and reference

• Context viewers (presents a tool, environment, configuration from the perspective of the user. Graphically reconfigures the environment to make the most sense to the person doing the work.)

• Integration – Provides complete workflow support where the process touches two or more applications or tools.

• Automator – Generates a deliverable for the user based on structured input (e.g., automated tax preparation-type of program)

Roles and Responsibilities DAU’s Global Learning and Technology Center (GLTC) is responsible for the management and operation of the PLT initiative lead by the PLT Team Lead along with the Government Functional Knowledge Project Officers (KPOs) and LCIC based on valid requirements.

Management responsibilities include planning and budgeting for the development process.

Operations responsibilities include developing the process and infrastructure controls needed to build launch and maintain current content of viable PLTs. DAU’s KM Team will serve as the conduit for developing and supporting process and infrastructure controls. DAU will maximize the use of its faculty and staff to sustain PLT efforts within their particular area of expertise.

Community sponsors, typically the DAU functional leader will also assist in supporting the development and maintenance of PLTs.

PLT Sponsor - The Requirement owner is typically a DAU LCIC Center Director or Performance Learning Director (PLD) and provides high-level support for the PLT at-large and acts as the champion for the specific PLT. Moreover, the sponsoring organization believes in the benefit and value of job performance aids and supports participation in PLT activities based on valid requirements. Sponsorship may be shared by more than one organization, such as FIPTS or LCOEs. This becomes increasingly more important if the PLT is complex or spans multiple career fields, or needs to accommodate minor Service or Agency process variations. The PLT Sponsor performs these tasks:

• Participates and/or leads the development team and acts as a sounding board for ideas during pre-procurement planning

• Secures resources based on budget submittal and oversees schedule creation for development and related activities

• Ensures that the PLT focus is on an issue that serves the Acquisition Workforce by monitoring the outcomes achieved by using the PLT as seen in ACC metrics.

Development Team - Key to the success of any PLT development is a focused, cohesive and well-led development team. Core team members include Functional area KPO, Subject Matter Experts (SMEs), sometimes by the end-users through use DAU courses, career field functional advisors, DAU faculty, Functional Integrated Process Teams (FIPT), service representatives, programmers and usability testers. Starting out in the Analysis and Design phases, SMEs and end-users will need to work together to define and model the specific process. Moving into the Development and Implementation phases, end-users will need to work together with programmers and usability testers to create the actual PLT. All members will be involved in the Evaluation phase to ensure that the PLT continues to support the tasks and reflects the most current policies and guidelines. One of their significant roles is to keep the PLT team informed of changes or additions to policy or procedures included in the PLT. Team member involvement may vary depending on the experiences and talents as well as the PLT under development. It is recommended that the development team meet on a quarterly basis, or more frequently if necessary, to review, evaluate, and revise the PLT as appropriate.

Subject Matter Experts - Subject matter expertise is a core requirement in the design, development and maintenance process; this is a collective effort from DAU faculty members as well as non-DAU personnel. We encourage participation from all parties, both government and industry, to broaden the depth and applicability of the PLT. SMEs are knowledgeable and experienced members who use their knowledge of the discipline to evaluate and determine what information is appropriate, relevant and useful. They enrich information by summarizing, combining, contrasting, and integrating assets into the existing knowledge base. The experts perform these tasks:

• Provide process expertise

• Assist in the identification and mapping of critical knowledge assets applicable to the development

• Harvest and/or create new knowledge

• The SME, KPO and/or ISD establish the design and structure of the PLT

• Maintain and ensure that knowledge objects are current, relevant and linked to the information source

• Propose revisions and or expansions to the current PLT

DAU Requirements Review Board (RRB) The DAU Requirements Review Board is made up of representatives from LCIC, GLTC and DSMC. The RRB meets on a weekly basis to review, validate and approve new learning asset requirements, and track their status in development/revision/maintenance.

Process The requirements process for the development of a PLT is the same process used to develop any learning asset. The requestor submits a requirements form (Attachment 1) after a need is identified which is staffed and submitted to the “DAU Requirements Review Board” for review, validation and approval.

Prior to submission to the Requirements Review Board, the KPO reviews request and obtains signatures from the:

Knowledge Management Director or Acting Director

PLD

LCIC Functional Center Director.

The form is then forwarded either by the KPO, PLD or cognizant LCIC Center Director to the Requirements Review Board for action. If the form is submitted without the cognizant LCIC Center Director signature, the RRB will not take action on it.

Requirements Review Board signature authorities include:

GLTC Director Courseware Gaming Simulations DSMC Associate Dean LCIC Learning Asset Program Manager

The asset is not to be developed before the board has approved the requirement and it is placed on contract by the owner or developer.

Development Process Individual organizations or groups sharing a common development requirement who are interested in developing a PLT should contact the DAU PLT Team Lead which is based on functional area.. Once contact has been made, an initial concept meeting will be scheduled if needed to determine if the request is an appropriate fit within the context of the DAU PLT initiative. If so, upon the conclusion of the initial concept meeting, a DAU Requirements Submission Form is filled out and will be reviewed by the DAU Requirements Review Board for disposition (Attachment 1). The DAU Functional area KPO will be responsible for the requirements review forms and obtain signatures from the KM Director or Acting Director, PLD and Center Director. All participants involved should have a common understanding of the requirements, scope and resources necessary for the proposed PLT development. An important requirement in this process is the identification of individuals with expertise and organizations believed to be critical in the planning, development and execution of the effort. Establishing a proposed time-frame for the PLT implementation is also a major milestone in the process and shall be addressed on the Requirements Submission Form.

Rules of Engagement DAU hosts UNCLASSIFIED systems; Classified, Sensitive but Unclassified (SBU), NOFORN (not releasable to Foreign Nationals), or For Official Use Only (FOUO) material shall not be contributed or leveraged. The privacy policy (https://acc.dau.mil/privacy) should be referred to for more information. DAUs PLT design and sustainment process PROHIBITS the following:

https://acc.dau.mil/privacy

• Usage and/or linkage to Classified, Sensitive But Unclassified (SBU), Not Releasable to Foreign Nationals (NOFORN), or For Official Use Only (FOUO) material Usage of business sensitive, copyrighted (without owner’s permission), proprietary information, and/or unlicensed or restricted software as a resource in the PLT

Maintenance and Sustainment It is most important to ensure that PLTs reflect the most current and relevant policy and guidance information. Methods to ensure currency of PLT information and resources include:

• The version number and date of last revision. (e.g., PLT is accurate to policy and guidance as of X date.) If a major revision is required the KPO will proceed to fill out the DAU Requirements Submission Form and ensure resources are available.

• Documentation of the process which will be used to keep the PLT up-to-date (including documentation of the sources that could cause a particular PLT to require an update, specifies who/what organization is responsible for notification of required changes

• When partnering with other organizations, a Memorandum of Agreement (MOA) should be established to define and ensure agreement on roles and responsibilities. The development team should be proactive in revising the PLT to reflect issued policy revisions and changes following the above mentioned requirements review process.

Target Audiences - The target audience should typically be Course Managers, and ultimately the Acquisition Workforce.

Acronyms and Terms

ACC Acquisition Community Connection

AT&L Acquisition, Technology and Logistics

DAP Defense Acquisition Portal

DAU Defense Acquisition University

GLTC Global Learning and Technology Center

FOUO For Official Use Only

KM Knowledge Management

KPO Knowledge Project Officer

NOFORN Not Releasable to Foreign Nationals

LCIC Learning Capabilities Integration Center

O&C Outreach and Communications

OSD Office of the Secretary of Defense

SME Subject Matter Expert

PLT Performance and Learning Tool

PLD Performance Learning Director

RRB Requirements Review Board

Attachment 1 Tracking No. Processed Date:

Target Review Date:

Req. Approval Date:

DAU Requirements Submission Form Submission Date:

Proposed Project Title(s):

Requirements Sponsor (Name/Phone number/email):

Key Stakeholders:

Functional area:

___ Contracting ___ ACQ and PM ___ Logistics ___E&T

___ BCF

Proposed Learning Asset Type/Support (s)

____ classroom course (CR) ____distance learning course (DL) ____continuous learning module (CL): Maintenance Revision __ Development .

__ knowledge management asset (KM): CoP___PLT_____VOD___Webcast___DAP Service___ ____gaming/simulation (GS) ____case study (CS)

____SME (SM)

____unknown (UN)

Overarching objective of this project

Requirement Description:

Target Audience:

Approximate size of target audience population?

100 or less

100 - 1000

1001 - 3000

3000 - 10,000

10,000 or more

Target Review Date:

Req. Approval Date:

Deployment Date:

Resources:

Funding: ________ FY: _______ AMT: ________

SME Name(s): ________Availability Date: ____________

Content Readiness: ___________Date: __________________

Project Lead/Point of Contact:

Additional Comments

Requirements Review and Approval

Requirement Reviewed by:

Name: Approved (Y/N) _____ Date______________

KPO

KPO Comments (if required):

Name: Approved (Y/N) _____ Date______________ KM Director

Name: Approved (Y/N) _____ Date______________

PLD

PLD Comments (if required):

Requirement Acceptance Board Name: Approved (Y/N) _____ Date______________ Center Director Center Director Comments (if required):

Name: Approved (Y/N) _____ Date______________ Luis Ramirez, GLTC Dir Courseware Gaming Simulations

Comments (if required):

Name: Approved (Y/N) _____ Date______________ Pat Wills, DSMC Associate Dean

Name: Approved (Y/N) _____ Date______________ Karen Byrd, LCIC Learning Asset Program Manager

ADM:

Learning Asset Acquisition Decision Memorandum: