MFS Training Strategy V01

Local County Council
MFS Training Strategy Status: Draft
Local County Council Modernising Financial Services MFS Training Strategy

Status: Draft
Prepared by: Andrew Perry MFS BPR Team Lead Version 0.1 August 2009
/opt/scribd/conversion/tmp/scratch15897/63869329.doc Last Updated: May 2009
Contents
DOCUMENT CONTROL
1.1 Control Details 1.2 Document Amendment Record 1.3 Document Sign-off 1.4 Background 1.5 Purpose 1.6 Process Description 1.7 Objectives 1.8 Guiding Principles 1.9 Critical Success Factors 1.10 Training Integration Assumptions
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3 3 3 4 4 5 5 6 6 7
INTRODUCTION
OBJECTIVES, GUIDING PRINCIPLES & CRITICAL SUCCESS FACTORS
END USER TRAINING PROGRAMME

1.11 1.12 1.13 1.14 1.15 1.16 1.17 Overview Education Pre-Requisite Training Detailed Role Based Training Review and Support Training Administration Post Go Live
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9 10 10 11 12 12 13
TARGET AUDIENCE
1.18 Role based audiences 1.19 Training Needs Analysis
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14 16
ANTICIPATED TRAINEE VOLUMES

1.20 Role based audiences 1.21 1.22 1.23 1.24 1.25 1.26 1.27
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17 18 18 19 20 21 22 22 23
CURRICULUM DESIGN & DELIVERY APPROACH
Overview Selecting the Correct Approach Curriculum Content Development Approach and Structure Anticipated Course Duration Course Style Guides (Course materials and iTrain) Branding (Course materials and iTrain)
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END USER TRAINING DELIVERABLES

1.28 Overview
23 25 26 27 31 32 33 34 36 37
37 37
END USER TRAINING PROGRAMME ORACLE TRAINING ENVIRONMENT MFS TRAINERS TRAINING FACILITIES ASSESSMENT ROLES & RESPONSIBILITIES DEVELOPMENT REQUIREMENTS TRAINING ASSUMPTIONS APPROACH SIGN-OFF OPEN AND CLOSED ISSUES
1.29 Open Issues 1.30 Closed Issues
Document Control
1.1 Control Details
Document Location: Production Software: Author: Owner:
Microsoft Word 7 Andrew Perry, Corporate Resources, CMU, MFS BPR Team Fred Jones, Corporate Resources
1.2
Document Amendment Record

Issue
V0.1
Amendment Detail
Initial draft for comment
Author
Andrew Perry
Date
04th August 2009
Approved
1.3
Document Sign-off
Project Manager: Signature: Printed Name: Position: Date: Project Executive: Signature: Printed Name: Position: Date: . . . . . Gloria Smith . MFS Project Manager . .
Introduction
1.4 Background
LCC is modernising its support services through the Organisational Efficiency (OE) Programme, which was set up to deliver efficiency projects that enable sustainable, long term improvements in the delivery of key internal and external support services. LCC commissioned the Modernising Financial Services project as part of OE, in order to implement the findings of the 2008 review of departmental and corporate finance. The driver for the OE programme is both to reduce the cost of support services and to ensure that they are consistently and reliably provided to all departments across the Council1. The Finance review recommended:

The establishment of a single finance function, with the creation of Finance Business Partners and teams supporting service departments; The establishment of a Strategic finance reporting & monitoring team who will provide support to the corporate and business partner finance teams; and The transfer of transactional activities into a Financial Shared Service Centre (FSSC).
MFS aims to introduce standard best practice business processes as well as upgraded ICT systems, in particular an improved Oracle Applications Release 12 e-Business Suite. The desired end state is for an improved Finance Service to effectively and efficiently support the Council through the challenges of making continuing efficiency savings and meeting the changing needs of its customers.
1.5
Purpose
This document is intended to define and agree the overarching training strategy that LCC will pursue when introducing the changes recommended by MFS into live operations as staff transition into new roles and ahead of the formal MFS Go-Live.
Challenging Government targets mean that the Council has to deliver at least 22m of efficiency savings between the period of 2007/08 and March 2010.
OBJECTIVES, GUIDING PRINCIPLES & CRITICAL SUCCESS FACTORS

1.6 Process Description
LCC is investing in people, processes and technology to meet its efficiency goals and achieve the MFS critical success factors set by key stakeholders. Effective training is essential to fully realise organisational, business process and ICT improvements and to ensure that people readiness is aligned with process and technical readiness. The primary goal of the MFS End User Training Programme is to support MFS by imparting to Council staff the knowledge and skills they require to effectively perform their jobs in their roles as defined by the ICT-enabled business processes. A separate MFS strategy will be produced to define the transition to the new organisational structures and ways of working. End users of LCC ICT systems, in particular Oracle R12 EBS, will expect to apply their newly acquired knowledge and skills to their specific job responsibilities. Our objective is to plan that the right people receive the right training at the right time. Training must occur as close to role transition or Go-Live as possible to prevent skills degradation associated with inactivity. Training will focus on the skills and knowledge required for staff in both the new Financial Shared Service Centre and in the Strategic Finance / Finance Business Partner teams. Further skills enhancement training can occur after Go-Live. Such training may be identified within MFS but is not necessarily to be developed or developed as part of the project. The only MFS training that will definitely be delivered post Go-Live is to capture relevant staff who were identified as needing but were unavailable earlier. Once MFS has been completed, future training requirements will be built into the business as usual training offered by the LCC Learning and Development Team. MFS training courses will stored with other project collateral and probably transferred to business-as-usual L&D use.
1.7
Objectives
The end user training strategy focuses on the following key objectives:

Educate Oracle End Users on the benefits of using Oracle R12 EBS where appropriate as an enabling technology for achieving strategic business objectives. Educate Oracle End Users on their changed roles as defined by the new MFS business processes by matching the required learning to each job role. Individual courses will have specific performance objectives. Ensure that training is designed in accordance with and driven by measurable learning and performance objectives that will assist in determining whether users are competent within their area(s) of responsibility.
Combine business process training with ICT task training so that users understand the cause and effect relationships of the various activities in the processes. Encourage self-sufficiency by providing end users with ample opportunities to apply their newly acquired knowledge and skills through real-life exercises.
Create training materials that can be re-used for future training roll-outs and LCC business-as-usual.
1.8
Guiding Principles
Training is one of the key integration points for a business transformation project. To ensure achievement of the objectives, the MFS team will adopt the following principles to guide the programme execution:
Role oriented, process focused training linked to specific jobs as close to go-live as possible. Actively engage with a sample of End Users in the programme design and delivery processes via pilot schemes to promote buy-in and ownership.
Work with the relevant internal training structures to align the End User Training Strategy with the overall business training strategy to ensure long-term success and sustainability. Work closely with other MFS workstreams to integrate activities and share information of interest to multiple parties. Work closely with the MFS Business Process Re-engineering Team to ensure consistency between the business process and system design and the training programme content. Integrate and manage the training plan with the overall project plan to ensure timely delivery of the training programme. Manage the programme development and delivery within the defined budget and timeline.
1.9
Critical Success Factors

The success of the End User Training Programme will depend on a number of critical success factors, including the commitment and support of the LCCs leadership, the availability of the End User community, and the interaction with and availability of the MFS project team. The project timeline requires the following elements for a successful End User Training Programme:
o
Leadership commitment and management support to the training effort:
Management must support the MFS Coaches identified to deliver the training. o Management should encourage and enable employees to complete all training activities as scheduled by adding the successful completion of Oracle End User training as an objective in relevant performance development reviews. o Training must be viewed as a high priority. o Training attendance will be monitored. Management must take action to remedy those cases where individuals are not attending sessions as scheduled. Industry experience indicates that at least 85% of identified pre-go-live End Users must attend training and achieve the required competence level to ensure a smooth transition at go-live.
Availability of MFS Coaches to deliver the training:
Availability of MFS Coaches to deliver the training to ensure maximum knowledge transfer, acceptance, and ownership of the new and/or revised business processes and ICT systems. MFS coaches will need to be released prior to go-live to undertake the Train the Trainer programme set up to support their delivery and ICT skills.
Availability of Champions / Super Users to support End Users post go-live:
Champions / Super Users will need to be trained during MFS and released for refresher and update training up to four times a year.
Clearly defined job roles and responsibilities:
Roles and responsibilities must be accurately mapped to the processes, subprocesses and ICT system procedures to develop the appropriate training curriculum for each employee.
A managed learning pace for staff to prevent information overload:
Each role must have a detailed curriculum that includes both process and ICT system transactional training where each new module builds upon the previous training sessions. o Timing, course content and sequencing of information must be taken into consideration when developing the curriculum and scheduling training classes.
Project documentation currency, accuracy and support:
Well-written and maintained business processes, ICT system procedures and other related policy documentation are essential. This documentation is the primary content source for the training materials. o The MFS Quality Review process must involve:
o
Infrastructure:
MFS Coaches to ensure user acceptance BPR Team subject matter experts to ensure technical accuracy
The technology and systems to support programme delivery must provide for a controlled, reliable training environment, with rapid response time. o There must be appropriate levels of technical and application support for the training systems and databases.
Cross-team communication:
The BPR Team will have knowledge of the business processes and the Oracle and other ICT systems configuration. MFS trainers will rely on their subject matter expertise to aid in the development of practical, accurate, and realistic training materials. o Ongoing timely communication of business process and configuration changes throughout the life of the project is required to ensure training material accuracy. o Availability of the BPR Team members and MFS Coaches to participate in audience analysis, curriculum development, quality review, and programme delivery activities. This activity is time consuming and must not be under-estimated.
Stable implementation scope:
A clearly defined project scope and plan and a well-managed scope control process are required to ensure design and development of an appropriate curriculum. A clearly defined process must exist for communicating changes to the training materials as a result of testing or training issues.
Adequate time for materials development:
Appropriate time and resources from the Finance Process Team must be allocated for Oracle training related activities, including quality reviews, user acceptance testing, and post-testing upgrades and revisions to training materials.
1.10 Training Integration Assumptions

The members of the MFS BPR Team are the subject matter experts on the To-Be processes; they provide the subject matter content for the end user training programme. Their specific roles and responsibilities are to:
Provide informal process training to the Training Team Provide formal process training to the MFS Coaches Support the Training Team in their training preparation Support the Training Team to create the desk instructions for the re-configured ICT systems, especially Oracle R12 EBS. Work with the Training Team to establish the training curriculum. Develop detailed process design documents which will form the basis for instructional material:
The training developers will first focus on courses that contain approved processes and configuration. Therefore, any changes to configuration approval dates and to configuration after approval will have a direct impact on the development of materials. Answer questions about business and system processes and procedures:
After reviewing the To-Be BPDs, the training developer will schedule brief interviews with the BPR Team member responsible for developing the configuration, as required. The purpose of the interviews will be to provide the training developer with information necessary to test transactions/procedures (i.e. specific data, required screens, fields, etc.) and run scenarios. Quality review the instructional materials:
The first draft training materials are to be reviewed in conjunction with the designated project team member. Assist the Training Team in identifying relevant practice exercises and examples Ensure accurate configuration in the training ICT systems (training developers will not do system configuration) and support with populating the training database Assist the Training Team in setting up a reliable training system Respond to technical (and other) problems as necessary during training periods

1.11 Overview
It is essential that all End Users become competent and motivated to work in an integrated process-driven business environment supported by the systems and technologies being implemented, e.g. Oracle R12 EBS. The success of the End User Training Strategy is heavily dependent on the End Users internalising the concept of integrated financial process enabled by Oracle and other ICT solutions. In laying the foundation for this change in mindset, a program of pretraining must take place. This is being driven by the MFS Project Manager in conjunction with MFS BPR and Ops Teams and LCC trainers through a series of educational workshops and system demonstrations. This is scheduled to take place prior to the delivery of application-related training which staff will need to undertake their roles using re-configured LCC ICT systems and processes. The MFS pre-training enables the End User Training delivery to be focused on providing end users with appropriate process understanding and system application skills, required to effectively perform their jobs. The diagram below illustrates the various components of the end user training and how these training components can fit together into a comprehensive End User Training Strategy.
Each of these components will now be discussed in more detail.
1.12 Education
General Informationwhy change? Before introducing the revised processes and ICT systems to end users, it is imperative that there is a clear understanding of why the change is necessary. This is achieved early on in the MFS project through a series of awareness communications illustrating the key reasons to change and the benefits that a new system will bring to LCC. Once this imperative for change has been established End Users are ready to move on to considering the impact that the change will have on them, their team and their business unit. Stakeholder Workshops what change? During this phase the objective is to transfer business concepts and systems knowledge and high-level functionality from usually - the MFS Team and LCC senior management and finance managers i.e. cascading down to the end user. The education process is informal and takes the form of workshops, road shows, one-toone conversations, structured meetings, etc. It is essential that this process takes place as it ensures that the business sponsors of the MFS project buy in to the project and the enhanced functionality of the new operating model. Business education works strongly in conjunction with the change leadership aspect of an End User Support Strategy and provides a powerful communication tool. Business education should take place for all high level users of the new ways of working e.g. functional owners, business sponsors, top management, MFS Coaches and Champions / Super Users. The users who receive this business education will have a better understanding of the requirements for and the application of the new processes and ICT systems within their business environment. End User Demonstrationssee the look and feel of Oracle R12 EBS etc. Once the Training Team have received their process training on Oracle etc. they will hold informal Oracle demonstrations across the various service departments identified through the end user analysis. These demonstrations provide users with a chance to see how the system functions and illustrates specific task related transactions.
1.13 Pre-Requisite Training

PC / Windows Trainingthe basics you need to know before you start Pre-requisite training refers to the training of fundamental PC skills, which should be in place prior to the kick-off of the end user training programme. An analysis of End Users basic PC skills and literacy will be undertaken as part of the end user analysis and any skills gaps will be identified by Directorate Heads. This training will be identified by the Training Team; however, it remains the responsibility of each LCC department to arrange and support this training prior to MFS training being attended. Oracle Basic Navigation how Oracle R12 EBS Plus differs from Oracle? Oracle basic navigation training refers to the contextualising of Oracle in the workplace. As this may be the first time a number of LCC End Users have used Oracle R12 EBS, they must be educated in the cause and effect relationships of Oracle R12 EBS system transactions, they must understand how and when to use specific system functionality, and they should be given the ability and knowledge to see the Oracle R12 EBS system as an essential tool which will assist them in their work requirements. Job roles and / or competencies will as like as not change as a result of MFS and these new roles / competencies must be communicated to End Users prior to their detailed process training. In addition, the End Users must be trained in the skills required to achieve these roles / competencies.
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Process education is a continuation of underpinning education, the difference being that it is focused on specific End User roles. It assists in the clarifying of new roles / competencies to End Users, and reduces resistance on the part of End Users towards the new system. Resistance must be broken down in a positive manner to help reduce fears and to open the receptive channels of learning. Process education and training should be delivered to all system End Users. The amount of detail that the various levels of Oracle R12 EBS End User will receive will depend on the target audience within which they fall and their business usage requirements. For example, a person raising an invoice will require less detailed process education than would, for example, a Budget Holder. Process education and training will take place in conjunction with system education and training.
1.14 Detailed Role Based Training

Delivering Role Based Courses Detailed role based training focuses on the functionality required by each End User. This level of the training is closely aligned with the defined job roles/competencies of the end user target audience. End Users must not only be able to contextualise the new system in the workplace, but they must be enabled to build various skills so that they are able to operate the new system. Detailed role based training addresses these requirements by employing a look, learn and do methodology. End Users are introduced to the system and then allowed to practice different transactions. The methodology MFS Coaches and Trainers will be instructed to follow for Oracle R12 EBS Plus will be a four step approach, incorporating the use of iTrain, a computer based training (CBT) tool.
Phase 1. Explanation / conceptual Objective by the end, trainees should Understand the new process and how it has changed. Method Presentation slides, lesson plan, trainer notes, exercises, computer based training (ITrain), training manual.
Understand and learn the key points about the way the process works in Oracle R12 EBS plus See the end to end process using Oracle R12 EBS plus simulation Undertake the keyboard strokes for each step in the process using Oracle R12 simulation
2. See it, demonstration
MFS Coach / trainer demonstrates the full process using computer training package (iTrain). Trainees do not touch their computers for this phase. MFS Coach / trainer breaks the process into manageable units. Trainees follow through each unit, making sure everyone is together before moving to next unit. MFS Coach / trainer provides examples to work through/ walks the room to check everyone is competent. In some instances competency will be tested and recorded.
3. Try it, interactive simulation
4. Know it, assessment
Use new knowledge to work through on their own Use exercises to practice their new skills using Oracle R12 simulation
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Detailed role based training must be delivered to all system End Users. This training and education will focus on using the Oracle R12 EBS plus and other LCC ICT systems to enhance business processes and change behaviours. Specific role based curricula will be designed to address the role based needs as identified in the End User Training Analysis.
1.15 Review and Support

Competency Assessment It is essential to the credibility and success of the MFS End User Training Strategy, to be able to systematically and objectively assess learner competence. The primary objective is to assess the following:
How well does the learner know / understand the concept? How well can the learner apply the knowledge / perform the task? How well is the learner able to apply the new knowledge back in the workplace? What strengths and weaknesses does the learner display?
An important element of course design specification is that of developing a plan for assessments and tests. The criteria for the assessments must be established up front to ensure the criteria are aligned with very specific outcomes this prevents the tendency to test irrelevant areas of the learning. Assessment should be conducted prior to, during and after training delivery. By incorporating the assessments early on in the training process, a level of trust is established. Learners trust that they are being assessed fairly and understand that the assessment process is not intended to pass or fail them, but to assist them in reaching their own potential. Assessment is geared towards ongoing learning, rather than the passing of examinations and tests. It is equally important to link the assessments to the measurement and the achievement of business objectives for the implementation of MFS. The information obtained from the assessment process will be used in the following ways:
Identification of further training needs Skills audit Recognition of prior learning Evaluation of training
End User Support System Once the End User has returned to the work place it is important to ensure that they are provided with a mechanism that will assist in the completion of their tasks under the new structures, processes and supporting ICT. Using a training environment (iTrainenabled?), Oracle R12 EBS Plus End Users will be provided with similar exercises to practice their newly acquired skills. They will also be provided with the name of the MFS Coach / Champion / Super User / Trainer they can contact to answer specific questions. This will be supported by Quick Reference Guides, a truncated process flow, which will help them manage the most frequently used processes in their area, and the Knowledge Base.
1.16 Training Administration

An effective MFS training programme requires an effective system to administer the process. This includes scheduling and tracking of courses, attendees and venues.
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A solution will be agreed by the end of December 2009 based on the following criteria:
The system will be automated to reduce administration The system will be easily accessible to end users That End Users who are unable to access the agreed system will be offered an alternative manual system
Individuals can book themselves onto the correct course (role type) at the correct time (pre / post go-live) Individuals who have not been identified as needing training during the 18 week pre / post Go-Live period will not be able to book onto the training until business as usual is resumed after September 2010 The system will produce management information concerning attendance
Pre Go-Live attendance figures will be monitored to ensure that 85% of the End Users identified in this group have attended training before the system goes live in September 2010 Training will not be reserved for team groups; i.e. mixed attendance is the norm
1.17 Post Go Live

While End User training prior to Go-Live is an all-consuming focus at the early stages of the project, it is essential that systems and processes are in place to plan future training requirements. It is vital that the skills required to operate the system are integrated within the overall organisation learning strategy. In addition, the MFS implementation is not a one off occurrence, there are various ongoing or Lifelong Learning activities:
Upgrades Continuous improvement opportunities New recruit training Existing employees changing roles
Discussions with the LCC training team are scheduled concerning the business as usual position post MFS and this document will be updated with full details of our approach to post go-live training. It is unlikely that all of the training offered during the MFS training roll out will be maintained as business as usual.
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TARGET AUDIENCE
1.18 Role based audiences
The LCC Training Team will be conducting an End User Training Analysis, which will provide the detailed information required to develop an effective role based training curriculum for End Users. Once this has been approved by the MFS Project Board the final curriculum will be published. The detailed End User Training Analysis will identify the appropriate curriculum for each employee based on future job roles. For the purposes of this document and based on past experience the Training Team has identified six audience profiles, as outlined below. Each audience will require a unique curriculum that supports the business process area in which they work and the associated job procedures and policies. The diagram also provides an indication of the prerequisite skills that each level of user will require.
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Leadership This audience is likely to include Assistant Directors and some Service Managers. These individuals will play a critical role in driving change throughout the organisation; they must understand what the high level changes are and why they are needed. The training curriculum will include an understanding of the high level business processes and the expectations from staff within the different organisations. Budget Managers This audience is likely to include all Budget Holders and some Service Managers. These individuals will play a critical role in driving change throughout the organisation; they must understand what the changes are and why they are needed. The training curriculum must include the following elements:
An overview of the goals of the MFS project. A recap of why change is needed and the change imperative. A review of the business performance objectives. An overview of the new and/or revised business processes and how Oracle R12 enables these processes. Job-specific Oracle reporting and information analysis.
Once the detailed End User Training analysis has been completed this area will be assessed to see if there is a need for a split training curriculum dependant on the experience, existing knowledge and responsibilities on individual Budget Managers. Consideration will also be made to splitting the curriculum to cover essential learning pre Go-Live to allow managers to access the new systems and then recalling managers after Go-Live to continue the learning process. Although this will be less of a burden on managers time there is a danger that End Users will be accessing the system with only partial knowledge and the full benefits of the transformation will not be realised. Business Support This audience is likely to include Business Support staff and Budget Holders who administer their own budgets. The training curriculum should include the following elements:
The nature of the business process changes and the capabilities of the Oracle R12 system. Overview training, to put individual tasks into context, similar to that offered to the Strategic Users. Oracle R12 EBS plus navigation training. Job-specific Oracle R12 EBS plus task training, including raising general debts, purchasing and Oracle reporting, online enquiries and information analysis.
Purchasers This audience will include procurement users. These individuals must also understand the nature of the business process changes and the purchasing capabilities of the Oracle R12 EBS Plus system. The training curriculum should include the following elements:
Overview training, including business process overviews as appropriate to ensure that End Users fully understand how procuring goods affects other Oracle business processes. Oracle R12 basic navigation training. Job-specific Oracle procurement task training including, raising orders, receipting goods, using catalogues and making corrections
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Key ICT System Users, incl. Oracle R12 EBS Plus This audience will include all LCC Finance staff. These individuals must understand the nature of the business process changes and the updated capabilities of Oracle R12 EBS and other systems. The training curriculum should include the following elements:
An end to end process overview with detailed training around specific functionality Advanced navigation skills to support the daily business and for finance staff to be able to support external customers by providing accurate information and guidance
Specialist Training This audience will be geared to the needs of staff groups using unique LCC ICT systems functionality. Specialist training will be developed where the subject matter is likely to affect less than 50% of audience attending a gereric training course, for example, Capital Accounting. The roll out of this training is likely to take place after the post Go-Live roll out.
1.19 Training Needs Analysis

The LCC Training Team will conduct a Training Needs Analysis for LCC staff, both those within Finance directly affected by MFS and also the wider budget manager community. To complete this they will be reliant on timely information from Key LCC staff and HR business partners. LCC Budget Managers will be sent a high level role based curriculum in December 2009 with an analysis spreadsheet. This will need to be completed to include the details of all staff requiring MFS training and a decision about when they should be trained. The information will be collated and compared to the initial training volume assumptions. Senior managers within the Finance community will be asked to confirm attendance at Leadership training. MFS is only resourced to train staff already involved in the systems and processes that MFS offers with the exception of new functionality. Any other staff that need training after MFS, such as new staff or to extend the skills in the team will need to access normal training from October 2010 onwards. Once End Users have been identified as requiring training, attendance will be mandatory.
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ANTICIPATED TRAINEE VOLUMES

1.20 Role based audiences
The table below illustrates the indicative numbers of End users to be trained pre and post Go-Live; the numbers will be confirmed after completion of the Training Needs Analysis but are based on the number of existing Oracle Users.
Pre Go-Live Key Oracle Commercial) Leadership Budget Managers Business Support Purchasers Specialised Total Users (Finance / 200 50 200 500 500 0 1450 Post Go-Live 0 0 350 850 850 0 2050 100 100 After RollOut Total 200 50 550 1350 1350 100 3600
In order to go live with MFS by September 2010, 85% of Pre Go-Live End Users will need to have been trained.
Pre Go-live Minimum Volumes (85%) 170 45 170 425 425 0 1235
CSD Leadership Budget Managers Business Support Purchasers Specialised Total
200 50 200 500 500 0 1450
The training delivery mechanisms proposed will effectively support the training process as described provided that enough MFS Coaches and End Users are available for training during the holiday months of July, August and September. Final numbers for Pre and Post go live training will be agreed with the council by the end of February 2010. With the above in mind, the following section describes in more detail the approach that will be used to effectively deliver training for the End User Training-specific components of the training and education process.
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CURRICULUM DESIGN & DELIVERY APPROACH

1.21 Overview
The End User Training Programme design is based on a multi-tiered curriculum structure that supports the delivery of training in manageable learning units. Each level within the curriculum helps to prepare the learner for the subsequent level, ensuring that he or she has the prerequisite knowledge and/or skills to begin the next learning unit. Because each component of the training process addresses a specific skill or knowledge set, a number of different mechanisms will be used to deliver each component. Clearly, the same training delivery approach cannot be used to deliver underpinning education as is used to deliver system training.
1.22 Selecting the Correct Approach

The curriculum design and delivery approach for MFS has been defined by considering End User requirements, the learning culture in the council, the experience level of MFS Coaches delivering the training and the objectives of the training programme. Some of these factors are described in the table below:
Factor Learning preferences of the target audience Explanation All learners have their preferred method of learning (Computer Based Training, instruction, look-learn-do). The training delivery design should reflect the needs of the audience to make it a positive learning experience for as many people as possible using a wide range of media. A large target audience will place a lot of strain on certain training delivery techniques. Where detailed processes are to be learned the tutor needs to be able to attend to the needs of a manageable class size. With a large geographical area training location needs to consider the cost of travel in terms of disruption and time lost, the environment and the budget. The locations need to be as accessible as possible with minimum disruption and cost. Approach for MFS The approach we are adopting for the detailed role based training is MFS Coach-led, class based training incorporating presentations and hands-on tutoring, with an elearning programme, where appropriate
Size of the target audience
Classes will be based on a maximum number of 8 End Users with a minimum target of 5 per class.
Geographic spread of the target audience
Factor Technology infrastructure
Explanation The detailed process training requires each delegate and trainer to have a PC/laptop. For management reporting training there will need to be a direct link to the network. For non-reporting processes it is not essential to have a direct link to the network.
To accommodate End Users from all over Local classes will be delivered from the following areas; a, b, c and d. It will not be practical in terms of classroom set up to split the training over too many sites. However these locations will cut down on both travelling time and cost. Approach for MFS Wherever possible existing computer training rooms are being used these will already be set up with a direct network link. Where computer training facilities are not available or the volume of training means that the training rooms are over subscribed the trainers will use approximately 60
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Factor
Explanation
(Physical) training infrastructure
The roll out of MFS training is bigger than any other training roll out provided by CSD as it affects many staff in all directorates and service areas. It is unlikely that the councils will have enough physical training facilities to cope with the short term high demand. The object of any training programme is to change the behaviour of the delegates so that they return to work and do things differently. Therefore the training delivery must be designed in a way that allows delegates to understand and practice the new way of doing things to feel comfortable with the changes. To confirm to both the delegate and trainer that learning has taken place a series of assessments need to be built into the course structure. Examples include questioning and answering, problem solving, group presentations and testing. Each assessment must be suited to the type of task. What if your competency assessments are indicating that the learners have not internalised new concepts and skills? What remedial actions can you build into the strategy? Does time allow for this pre-Go Live?
Objectives of the training programme
Approach for MFS laptops from the annual refresh programme before they are distributed to their new owners. When planning the training roll out network priority will be given to the courses involved with reporting. To mitigate this problem the training team is working with the change control team in LCC and managers in LCC to identify rooms that can be adapted for this purpose. As an alternative, external venues are being assessed and costed to be used if necessary. From experience it is important for end users to have hands on experience as well as opportunities to understand the broader end to end process. The curriculum will include a mix of both conceptual and practical subjects. Assessments will also be built into the programme to ensure that learning has taken place. In some instances a new process will be assessed using the UPK tool which records the success of a delegate operating/ navigating an Oracle process.
Remedial actions
The training schedule will be close to go-live with critical end users given training priority. Adequate time needs to be built into the training plan to ensure support can be provided one-toone with individuals if necessary.
1.23 Curriculum Content

MFS concentrates on six main business areas whilst the training to End Users needs to be suited to their role. Therefore each business process will need to be cross referenced to each role type and the content adjusted according to individual need. The table below illustrates the exercise that will need to take place to achieve a detailed curriculum plan:
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1.24 Development Approach and Structure

The diagram below illustrates the development approach that the LCC Training Team will follow to complete the project. Each activity is described briefly. The diagram visually depicts the key End User activities and tasks:
The full steps are described in more detail below:
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Step 1 Analyse End User Training and Documentation Strategy define the strategy for training and documented resources. Align the Finance Process Team, Configuration Team and Training Team staff to ensure accuracy and reliability of all resources and provide an on-going dialogue around the needs of End Users. At this stage create a high level training curriculum separating the required learning between role types. Ensure the infrastructure for training development is in place. Step 2 Pilot End User Training and Document Deliverables Develop a pilot training package around the Invoice to Cash functionality for CSD staff. Create UPK and course training content to agreed style and review after delivery. Agree final documentation design and volumes based on review on pilot area. Step 3 Define End User Training and Documentation Strategy Define each course outline from agreed high level curriculum. Set the standards for the development of UPK and training materials following the earlier pilot review. At this stage agree assessment methods to ensure that learning has taken place and that we have achieved customer satisfaction. Define the Train the Trainer programme to ensure that seconded trainers are comfortable with their role and fully conversant with the new Oracle R12 functionality. Step 4 Develop End User Training and Documentation Content Having defined the method for developing training materials each course will be created using the agreed standards. At this stage a system of internal review and sign off will be implemented to ensure accuracy and consistency. Step 5 Finalise End User Training and Documentation Content and Prepare Delivery - Agree the final curriculum and course details. Plan how to logistically train the right people at the right time and in the right place. Test the UPK and training resources and roll out the Train the Trainer development programme. Step 6 Conduct Pre Go-Live End User Training Implement the logistics plan to provide the agreed end user training programme. Evaluate the success of the training programme and Train the Trainer method of delivery. Step 7 Conduct Post Go-Live End User Training Following an evaluation of the Pre Go-Live training deliver the agreed Post Go-Live training. Assess on-going training needs and integrate into business as usual.
1.25 Anticipated Course Duration

The table below shows the indicative course durations based on existing knowledge of the LCC ICT systems and the responsibilities of LCC staff. The actual length of each course will be confirmed once the detailed training curriculum has been agreed.
Course Leadership Budget Managers Business Support Purchasing Key Oracl e Users Duration Day 2 Days 1 day 1 day Up to days Up to days Various
LCC Fina nce CPU
Specialist training
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1.26 Course Style Guides (Course materials and iTrain)

The Training Team will collectively produce all of the training materials and iTrain movies. A set of style guides have been produced to standardise the content and ensure that each training course has the same look and feel. The style guides will be piloted, reviewed and agreed by the end of December 20xx.
1.27 Branding (Course materials and iTrain)

Course Materials The same training course materials will be delivered to all LCC staff For quality control purposes the training materials will be generically branded to avoid updating multiple sets of materials every time there is a change. In essence, this means that the Learning and Development Team will create 6 sets of training resources. iTrain / Web Based Learning Materials The computer based training tool being used to generate on-line Oracle Training Materials is limited in the way that it can be branded. The Training Team are exploring different possibilities with a view to produce just one movie per unit of learning. There are approximately 200 movies to be recorded that need to be closely controlled and adapted as and when changes are made to the Oracle system. Once again there is a need to avoid producing a set of movies for each Council which would increase the number from 200 to 600 and considerable increase the server space required to store them. Branding issues will be agreed by the end of December 2009 ready for the main production of training resources to start in January 2010.
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END USER TRAINING DELIVERABLES

1.28 Overview
The table below describes the Project Deliverables.
Deliverable End User Training Strategy Training Delivery Plan Curriculum Description A document that outlines project scope, deliverables, development approach, staffing, and schedule (this document). A clear schedule of courses, administration and track of attendance. High level information of courses which will be delivered which includes the course title, the intended audience, training prerequisites, a brief description of the purpose of the course and an estimation of the course duration. Course outlines, which document course objectives, business processes supported, the intended audience, transactions and delivery strategy. These documents build upon the foundation of the curriculum. Working models of training content and documentation materials that demonstrate the look and feel of final deliverables. Instructor skills and content training for prospective Instructors that covers classroom support and delivery. The instructor guide is an aid developed to assist instructors with training. An instructor guide will be developed for all Instructor-led courses. Instructor guides will consist of an agenda, course objectives, lesson plan and Instructor slides appearing in the training manual. There will also be a checklist explaining the recommended duration of each module and activity, commonly asked questions, activity instructions, logistical instructions, training tips, contacts etc. This tool will be used for instructor-led training however any information provided will steer the End User towards Self Serving further resources from the intranet. Workbook to include, for example Information about using UPK Exercises to lead the learner progressively through the course content Conceptual information concerning some revised business processes Training Ids and passwords Concepts slides providing an overview of business processes, goals, and objectives of the implementation. In situations where there are a minimum number of users (<5) it does not make financial sense to develop the full range of material for the course. In this situation a checklist will be developed to ensure that the instructor covers all critical issues and business activity scripts will be used for the transaction level of detail. A list of icebreakers and activities will be available to all trainers who will be able to take activities from this library and use these at their discretion. Creation of data in the Oracle training environment to support hands-on practice. This will be created by the Training Team with support from the Finance Process Team. The first delivery of each course and an evaluation of results and end user feedback will be used to modify materials prior to the main roll out.
Course (Flyers)
Outlines
Pilot of materials
design
Train-the-Trainer Programme Instructor Guides
Course Workbooks
Process Education and Training Expert-led Checklist
Training Resources
Training Database
Course Pilots
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Deliverable Evaluation, Assessment Certification
&
Description Documentation on how the course materials, instructors, and participants will be evaluated, Immediately following the course: 1. Participants perception of the training relevance to their job 2. Measurement of the participants knowledge and skills acquisition during the course (UPK) Ongoing up to three months after go-live: 3. Measurement of the behaviour changes associated with the knowledge and skills acquisition 4. Measurement of the business impact of the training associated with the change in behaviour. Instructional materials showing end users how to Self Teach using the on-line UPK materials Manageable units of learning for end users to view in different modes; See It Mode enables the user to learn by watching an animated demonstration of the steps for a task being performed in a simulated environment. Try It Mode enables the end user to learn interactively in a simulated environment. The end user is prompted for mouse clicks or key stokes to complete the task Do It Mode Having seen or tried it the user can learn interactively using live data. In certain cases, people effected by the system will not need any formal training or will need reinforcement of key concepts covered in the training. In this case a learning aid will be developed for use at work. The format of these will vary to suit the requirements of each particular environment. E.g. Someone who only has to enter reporting data (one transaction) into the system would not have to attend an entire class on-site, but could use a quick reference guide provided by UPK to perform to perform this single transaction. Additional recorded exercises for practice following training courses.
iTrain
Basic navigation training On-line tutorials
Quick reference guides
Self Teach exercises
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11.1 Training Dates
The anticipated go-live date for Oracle R12 is 1ST September 2010. The table below details the anticipated start dates for different training roll outs within the project:
Training MFS Coach Training programme Pre go-live Post go-live Business as Usual Staff Group MFS Coaches Critical End Users Essential End Users Other/new users Anticipated start dates W/C 7 April 2008 W/C 19 May 2008 W/C 30 June 2008 W/C 6 October 2008
The delivery and development of training is entirely dependant on the availability of the new Oracle R12 EBS Plus system.
11.1
An Example of Timelines and Key Milestones
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ORACLE TRAINING ENVIRONMENT

11.1 Re-configured Oracle R12 EBS Plus
A master training client will be established and reserved as a master copy of the pristine client this will be used to refresh the training client, which will happen once per week. Once the Training Plan and Schedule have been approved any refreshes required outside of this arrangement will require 24 hours notice. The MFS ICT Team will also provide End Users with access to a play environment once they return to their workplace, to allow for practicing and self-paced learning.
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MFS TRAINERS
11.1 Overview
MFS training for LCC will be delivered by a combination of existing finance trainers and MFS Coaches recruited from the service departments. The MFS ICT Team will also provide End Users with access to a play environment once they return to their workplace, to allow for practicing and self-paced learning.
11.1
MFS Coach Recruitment and Selection
Departments will need to identify suitable staff to be trained as MFS Coaches for the pre and post training roll out. The MFS Coaches will need to be available for the duration of the project and have the skills required to deliver training. Staff will be fully supported in developing these skills but must be able to show an aptitude and confidence in providing this type of service from the offset. To support the selection of MFS Coaches for End User training delivery, five key criteria have been identified:
Thorough knowledge and interest in the business and Oracle processes Credibility with business users Availability throughout the duration of the project Language skills, MFS Coaches must be able to communicate clearly Understanding and acceptance of change within an organisation
Once the MFS Coaches have been selected, an analysis is required to identify any remedial action required to support and develop their MFS Coach role.
Strengths: Weaknesses:
How effectively does each MFS Coach meet the required criteria Identify specific strengths and identify how these can be optimised in the training programme
What will each MFS Coach find most challenging about the training role? Delivery, presentations skills, technical knowledge? What can be done in advance to develop these gaps?
Opportunities:
Threats:
How will each MFS Coach contribute to the programme? Where do they add value? What opportunities does this project create for each MFS Coach?
What will cause each MFS Coach to fail if it is not addressed now? What will happen if an MFS Coach leaves the organisation pre, during or after training? What can be done to mitigate this?
11.1
MFS Coach Training Programme
To mitigate some of the risks identified from the analysis, a structured training programme will be created to adequately provide MFS Coaches with the knowledge and skills required to both deliver End User training and support user acceptance of the new system and processes. In order to accommodate the existing workload and responsibilities of the MFS Coaches identified the Training Team will endeavour to provide a training programme that is flexible enough to accommodate different work patterns. MFS Coaches will need to attend a minimum of 15 days training prior to the 6 week pre go-live training period.
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The training will include:

Training delivery techniques, learning styles and dealing with different situations Basic Oracle R12 navigation, followed by In depth Oracle Release 12 tuition How to operate training delivery equipment An in-depth understanding of the course curriculum Time to practice training delivery prior to the roll out
The diagram below shows the MFS Coach training programme in more detail:
Train the Trainer The Train the Trainer programme begins by focusing on adult education principles and practice to help the MFS Coaches to structure their training classes, understand the audience, develop their instructional style and manage questions. The focus will be on making each MFS Coach comfortable with their new role. Basic Oracle Navigation The MFS Coaches may not have used Oracle R12 EBS before; therefore the first step is to provide basic Oracle navigation skills. This includes logging on, terminology on
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screen, search functions and menu structures and an understanding of the new systems unique selling points. Detailed Process Training Ideally each MFS Coach will each have a specialist delivery area; however, to perform effectively with End User training and their post go-live support role, they need a broad understanding of the integrated processes and system set up. Therefore detailed process training will be provided for each MFS Coach. Course Delivery Training Having been shown the delivery skills and the system to be taught each MFS Coach will be taken through the curriculum and lesson plans for their specialist delivery area. At this stage there will be an opportunity to explore the training content and practice both conceptual and practical computer based delivery. The MFS Coaches will also be given practical training around using the computer equipment required. MFS Coaches will specialise in a particular course and deliver to mixed group of council staff. The less efficient alternative would be to learn the delivery of all courses and deliver to staff within a fixed directorate group. This idea has been discounted on the basis that it would be too much for an MFS Coach to learn and deliver effectively. Coaching and Support Once the MFS Coaches have developed their use of Oracle R12, process and training skills and knowledge they will be piloting course material and preparing to deliver training to End Users, as well as providing system demonstrations. The project team, particularly the Design and Training Teams, will be providing ongoing support and coaching to help build confidence levels and prepare the MFS Coaches for their training and End User engagement tasks. First End User Training Course As a minimum, a Training Team expert or Finance Process Team expert for each area will provide hands-on support to MFS Coaches during the first of each End User training course. This means being in the class with the MFS Coach and trainees and available to answer any questions. MFS Coaches may choose to Co-train with another Coach during the first few weeks of the training roll out however the minimum commitment is to provide 22 days training per head so MFS Coaches and their managers need to be aware that this will increase the individuals commitment to the project. Ongoing End User Training Courses MFS Coaches will have access to at least one member of the MFS BPR Team during subsequent training sessions to provide coaching and support. This means that each training course schedule will identify the MFS Coach delivering the training, the names of attendees and the name of the MFS BPR Team support person (even if this is not the specific process expert for the course being delivered). Business as Usual Oracle Champions / Super-users MFs Coaches will be experts in the new system and ideally suited to the role of a Super-user going forward. A Super-user will be the councils local expert and will be kept up to date with Oracle information throughout the year. Their role will be to support end users in their immediate work area who are having problems with the system. They will not be expected provide training. Additional competent End Users will be identified during the training roll out and invited to become part of the Oracle Super-user community.
11.1
MFS Coach Distribution
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MFS Coaches will need to be found from all directorates to equally share the responsibility for delivery. The table below shows the distribution required to support MFS. There is an expectation that some staff that are selected as MFS Coaches will not make it to the final delivery phase.
Service Area Children & Young Families (CYP) Adults & Community Services (ACS) Public Protection (PPD) Commercial Division Customer Service Direct (CSD) Environment & Transport (E&T) Total No to recruit 7 7 3 4 8 7 39 Minimum No. for delivery 5 5 2 3 8 5 30
11.1
MFS Coach - Grades
MFS recommends that MFS Coaches delivering training to budget managers should be Grade 5 or above. For business support staff and procurement user training courses, Project recommends Grades 3, 4 and/or 5.
11.1
Backfill for MFS Coaches
LCC has agreed to fund some of the cost of additional resources required to backfill roles undertaken by nominated MFS Coaches. The amount and distribution of these funds across LCC should be discussed with xxx. No additional funding has been agreed for xxxx, however, this scenario is not anticipated based on current information.
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TRAINING FACILITIES ASSESSMENT

11.1 Overview
An assessment of existing facilities will be conducted to identify suitable in-house facilities. It is important to identify and reserve these facilities early to ensure they can be tested prior to delivery. The delivery of MFS training will have a serious impact on all other computer training and details will need to be communicated as soon as possible to all other training providers to ensure that business as usual training can run alongside this major roll out.
11.1
Physical Venue Requirements
Training facilities need to be booked, based on the following requirements:

Availability for an agreed period of time One PC/laptop per student and instructor to enable maximum opportunity for hands-on practice (Pentium 400MHz, Operating System (OS): Windows 2000 NT4.0 (>Service pack 4.0) / 2000, 128 Megabytes of RAM, Monitor: 17"). A capacity review will be needed to ensure that the location can support the technical requirements Maximum number of trainees/instructors per venue Licensed copy of appropriate software loaded onto each PC Network access to the Oracle V12 training system where UPK is not used in isolation (only essential for reporting) Ample electricity points and overhead lighting Projector and screen for demonstrations Tables and chairs for the students and the instructors with sufficient student workspace to accommodate a workbook, mouse pad, etc. Flipchart and/or whiteboard and pens On site technical and Finance Process Team support (wherever practical) Printing facilities Refreshment facilities including fresh water and cups Air conditioning/heating and Window blinds Parking facilities for trainers and delegate
11.1
Geographical Venue Requirements
Training needs to be accessed by End Users located anywhere in Local, however it would be more practical to source and maintain training venues in as few locations as possible. Therefore it is proposed that a central training hub is found in Ipswich which can support the delivery of several training courses on one day with other sites found in a, b, c and d areas. It would not be practical to provide training at smaller locations.
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ROLES & RESPONSIBILITIES

Role Training Manager Role Description Quality assure all end user training deliverables Complete end user analysis with council directorates Agree curriculum, course outlines, structure and lesson plans Facilitate logistical training plan Maintain training schedule Support the MFS Coaches in delivering end user training Agree training plan Facilitate completion of training needs analysis Create training materials, including Manuals, Lesson Plans and Quick Reference Guides Record iTrain content Deliver training to End Users Deliver Oracle R12 navigation training to MFS Coaches Deliver Train the Trainer course to MFS Coaches Provide coaching and support to MFS Coaches Support MFS Coaches with training delivery Create training course and skills acquisition evaluation process and documentation Attend training Oracle R12 basic navigation, detailed process training and Train the Trainer course Deliver training to End Users Support End Users with Oracle R12 post go-live Validate the training material Provide training data and training scenarios Identify processes to record iTrain content Provide Training Team with updates to processes as a result of testing Provide training environment for development and delivery of End User Training Programme Provide support during training delivery Provide the basis for role profiles and end user security access Refresh training clients as agreed Provide trainee user IDs and passwords Review the role profiles to ensure there are adequate separation of duties
Training Team

MFS Coaches Process Team Leads
Technical Manager Solution Configuration Lead
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DEVELOPMENT REQUIREMENTS
11.1 Overview
In order to clarify staffing requirements we need to identify the full scope of the training roll out. The main input into determining this scope is the Curriculum Plan and End User Training Analysis. The number of developers needed is driven by the development time required. To identify this, the following steps are performed:
Define each course to be delivered Establish duration for each course Multiply duration of elements requiring rework by the development ratio to give a total development time Divide total development time by time available to determine resource requirements
11.1
Development Ratios
In order to calculate the amount of time it will take to create learning materials the industry uses different ratios dependant on the type of delivery and materials being created. Industry standards have been developed by training organisations such as the Society for Technical Communications (STC), American Society of Training & Developers (ASTD). These societies currently hold a development ratio of 1:40-55 as the standard from which to work. Bearing in mind the above factors, MFS will need a mixture of complex conceptual and computer based instruction which would ordinarily demand a 1:40-50 ratio. That is one hour of delivery taking 40/50 hours to create. However in this project the Training Team will be using the iTrain to create the computer based materials which will reduce the number of hours it would take to develop the materials to approximately 1:25. These ratios refer to time required by the Training Team ONLY. Final resource numbers will be determined once the Curriculum Plan has been agreed upon and signed off.
11.1
Trainer Ratios
These are determined using Industry standards (as above). The trainer ratio of 1:8 is universally accepted as the standard from which to work from. This indicates that classes of 6 10 are feasible however given the lack of training experience and relatively short period of time for MFS Coaches to develop their Oracle R12 EBS skills we will use 8 as a maximum and accept classes of between 5 and 8. Whilst this appears to extend the Training Programme duration, the quality and effectiveness of smaller groups will outweigh the potential time saving.
11.1
Development Calculations
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TRAINING ASSUMPTIONS
11.1 Overview
The Training Strategy and plan are based on the following assumptions, each of which affects the scope of work, timeline, and resources: 1. The Oracle version to be implemented is Release 12. 2. The MFS project team and council leadership support the train-thetrainer approach for delivery of the end user training programme (Section 13). 3. Critical End User training is mandatory for the staff and managers (Section 7.2). 4. The Training Team will have access to an up-to-date Oracle system, which is essential to the development of instructional and support materials. 5. The Training Team will have access to Oracles, User Productivity Kit (UPK), to develop Oracle Web-based Learning packages. 6. A central repository will be used for all instructional and support materials with links to/from this material placed on intranet sites. 7. Appropriate technical support will be available. This includes:
Full time support for the Oracle R12 training environment. Full time support for the UPK training development system. Full time support for the training venues i.e. PCs, network infrastructure
8. Basic knowledge of business area - it is assumed that all participants are working in the area covered by the training and do not need further business training, e.g. basic financial concepts. If someone is new to the area and lacks the basic skills it is the councils responsibility to ensure that they are proficient in their current capacity prior to attending the Oracle training. 9. The training master client will be in place no later than 1 January 2010. The Technical Team will ensure that the training delivery system and the training facilities are available and properly equipped to support on-time delivery of the End User Training Programme. 10. The Training Team will be advised of any configuration changes and that these are transported to the training client. 11. The overall Project Plan will be managed alongside the Change Management plan to ensure that adequate time and resources are available for training and support material edits and quality reviews subsequent to integration testing and prior to programme delivery. 12. All training and support material will be developed in English. 13. Training material will not be developed where the audience comprises 5 or fewer users. In these cases training will be expert-led by the Finance Process Team and will consist of hands-on on the job training. Courses will consist of test scripts and other relevant project documentation, a presentation of new facts and processes, a walkthrough of the transactions and then participants will have hands on exercises to practice. 14. All trained End Users will be PC literate i.e. able to use a mouse and function within a Windows environment prior to attending Oracle training. Any users who do not have these skills will not be permitted entry to training sessions. 15. The Training Team is not responsible for the development or delivery of Windows/PC Literacy training. The training strategy assumes that Directorate Heads will identify requirements for this level of training during the end user training analysis verification process and identify appropriate training courses.
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Oracle Coaches and trainers will be delivering class-based training to classes of 8 trainees. All courses will be supported by an expert from the MFS Team. Undersubscribed courses with less than 4 trainees will be cancelled and the delegates transferred to another suitable date. If trainees cannot attend a training course they are expected to give 5 working days notice. Trainees who fail to attend a booked training course will be charged 75/45 for a full/half day unless their Manager confirms that they were ill. 17. The End Users identified to receive training either pre or post go-live will be responsible for booking onto an appropriate training course using the agreed booking system (Section 6.5). 18. Oracle Coaches will be released from the business to attend 15 days training and deliver a minimum of 22 days training in the 6 weeks prior to go-live and a minimum of 10 days in the 12 weeks post go-live. 19. End Users will be released by the business to attend training sessions (Section 13). 20. End Users are sufficiently briefed about the new system and any role changes before attending Oracle training 21. If the process is not changing, that End Users understand the existing process
16.
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APPROACH SIGN-OFF
Section Section 6 Specific Agreement to be reached 6. Agreement to the overall training programme structure Initials
6.4 Agreement to assessment of competency
Section 7
7.1 Agreement to role based training method
7.1 Agreement with role types identified
7.2 Agreement to support the TNA data collection process
Section 9
9. Agreement to the curriculum design approach
9.4 Agreement to anticipated course duration times
9.6 Agreement to multi branding of course materials and UPK development Section 11 11.1 Agreement with anticipated training dates
Section 13
13. Agreement with Train the Trainer delivery approach
13.1 Oracle Coaches will be released from the business to attend and deliver training 13.3 Agreement with Oracle coach distribution
13.4 Agreement that equipment and facilities will be provided to deliver training 13.5 Agreement with geographical distribution of training
Assumptions Section 16
Agreement with all assumption numbered 1 - 21
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Open and Closed Issues

1.29 Open Issues
ID Issue Resolution Responsibili ty Target Date Impact Date
1.30 Closed Issues

ID Issue Resolution Responsibili ty Target Date Impact Date
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Local County Council

MFS Training Strategy Status: Draft

Local County Council Modernising Financial Services MFS Training Strategy

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OBJECTIVES, GUIDING PRINCIPLES & CRITICAL SUCCESS FACTORS

END USER TRAINING PROGRAMME

ANTICIPATED TRAINEE VOLUMES

CURRICULUM DESIGN & DELIVERY APPROACH

END USER TRAINING DELIVERABLES

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Document Amendment Record

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OBJECTIVES, GUIDING PRINCIPLES & CRITICAL SUCCESS FACTORS

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Critical Success Factors

Availability of MFS Coaches to deliver the training:

Availability of Champions / Super Users to support End Users post go-live:

Clearly defined job roles and responsibilities:

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A managed learning pace for staff to prevent information overload:

Project documentation currency, accuracy and support:

Stable implementation scope:

Adequate time for materials development:

1.10 Training Integration Assumptions

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END USER TRAINING PROGRAMME

Each of these components will now be discussed in more detail.

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1.13 Pre-Requisite Training

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1.14 Detailed Role Based Training

2. See it, demonstration

3. Try it, interactive simulation

4. Know it, assessment

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1.15 Review and Support

1.16 Training Administration

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1.17 Post Go Live

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