1、Lessons Learned Entry: 0974Lesson Info:a71 Lesson Number: 0974a71 Lesson Date: 2001-07-26a71 Submitting Organization: HQa71 Submitted by: Wilson HarkinsSubject: Training Course Development Description of Driving Event: In the 1995-1996 timeframe the Office of Safety and Mission Assurance (OSMA) bega
2、n development of a distance learning capability under the umbrella of the Professional Development Initiative (PDI). This distance learning capability eventually evolved from a Safety and Mission Assurance discipline system into the Site for Online Learning and Resources (SOLAR) (http:/solar.msfc.na
3、sa.gov), currently one of NASAs primary distance learning resources. Since the intent of the initial development effort was to design and implement a prototype system for the Safety and Mission Assurance discipline a large percentage of the current SOLAR course offerings are Safety and Mission Assur
4、ance related. The approximately 70 Safety and Mission Assurance courses available on SOLAR were developed using teams of subject matter experts (SMEs) working in conjunction with the prime contractor (BDM now TRW). After the determination that a SOLAR course needs to be developed a “standard“ module
5、 development process is followed. The following is a greatly simplified version of that process.Note: To review the detailed process information for course development as contained within the SOLAR Documentation Suite, contact Feedback and Support on the SOLAR website (https:/solar.msfc.nasa.gov). T
6、he simplified process is as follows:1. A Lead SME and supporting SME(s) are identified that can provide the technical content to be contained within the course.2. The SMEs work with the prime contractor to define the scope of the training course and document that scope in a course synopsis and cours
7、e roadmap.3. The SMEs provide the prime contractor with appropriate reference materials to develop an initial draft course.4. The Lead SME coordinates a detailed technical review of the initial draft course by the supporting SME(s) and provides comments back to the prime contractor.Provided by IHSNo
8、t for ResaleNo reproduction or networking permitted without license from IHS-,-,-5. The prime contractor responds to the SME comments and prepares a draft course for SME review and acceptance.6. The Lead SME coordinates a review of the acceptance draft to evaluate how well the initial comments were
9、incorporated into the acceptance draft and to identify and resolve any remaining concerns/corrections.7. The prime contractor cleans up any corrections and prepares the course for release.8. The Lead SME performs a final clerical review of the course and then approves the course for review by the Di
10、scipline and Agency Training Administrators.This process was developed with several goals in mind. First and foremost we wanted to capture knowledge from subject matter experts and capture that knowledge in a form that was readily shared with others. Second, as much as possible, we wanted all course
11、s to represent NASA practice rather than Center specific practices. So the team of SMEs was required to synthesize information concerning individual Center practices into a single course applicable across all of NASA. Third, all of the course materials were to be comprehensive, clear and concise. Th
12、e teams of SMEs were very successful in meeting these goals as evidenced by the body of courses that are available on the Safety and Mission Assurance portion of SOLAR.The process of developing courses was not without difficulties. For the most part the SMEs (both Lead SMEs and support SMEs) assigne
13、d to support the development of these courses did so on a collateral duty basis. They were assigned to support the course development on a part time or time available basis. This led to problems associated with the contractual schedule for course development. The initial contract task orders were es
14、tablished with very specific schedule milestones for the contractor to meet during the course development process. Since the SMEs were not exclusively assigned to support course development activities it was in many cases difficult, if not impossible, for the teams of SMEs to meet review deadlines.
15、The Project Manager was subsequently required to spend more of her time focusing on shepherding the SMEs through the course development process and less on the overall project.It also became clear that while the SMEs were truly experts in their specific fields, their experience in developing trainin
16、g or course materials (especially web-based training), using the web, and working on this specific contract varied from none to minimal. This necessitated the development of an education process for all SMEs to define their roles and responsibilities, explain the development process and clarify the
17、schedule requirements. This information was provided to the SMEs in a hardcopy package prior to the initial course development teleconference and was then discussed at length during the initial course development teleconference.Making adjustments to the course development process such as establishin
18、g the government review periods based on the availability of the SMEs and providing the SMEs with a “formal“ education in the contractually specified course development process improved productivity.Of note was one unexpected outcome of the use of SMEs from various Centers to develop consensus Provi
19、ded by IHSNot for ResaleNo reproduction or networking permitted without license from IHS-,-,-course materials. In many cases, there were no documented Agency level standard practices related to the topics covered in the courses. The release of the courses in some cases served to informally document
20、these standard practices.Lesson(s) Learned: 1. Contract schedules need to be developed based on a clear understanding of the work to be completed, and a realistic assessment of the availability of the people to perform the work.2. Clearly define the scope, content, duration and magnitude of support
21、that SMEs are expected to provide and obtain an informed consent from the SMEs for their participation prior to initiating the course development process.3. Because an individual is a Subject Matter Expert (SME) in a topic does not automatically make the individual an expert in developing training/c
22、ourse materials on the subject. These individuals need to be educated to effectively perform their functions.4. In the absence of other documentation, training materials developed by consensus may serve to informally document standard practices.Recommendation(s): 1. Identify the availability of the
23、government resources up front and establish government review cycles based on that availability. If possible, make arrangements for the SMEs to be assigned as a primary assignment for the duration of the course development process rather than as a collateral assignment.2. Always plan to provide intr
24、oductory course development training to Subject Matter Experts before they attempt to create training materials.Evidence of Recurrence Control Effectiveness: As new contract task orders were developed, increased time for the SME review cycles was added to the process. Delays attributable to SME avai
25、lability has been reduced.Detailed SME packages were developed which explain the course development process and responsibilities. Where these packages have been used the SMEs have not needed as much guidance from the Project Manager and have been able to work more independently.Documents Related to
26、Lesson: N/AMission Directorate(s): Provided by IHSNot for ResaleNo reproduction or networking permitted without license from IHS-,-,-N/AAdditional Key Phrase(s): a71 Policy & Planninga71 Training EquipmentAdditional Info: Approval Info: a71 Approval Date: 2001-07-31a71 Approval Name: Eric Raynora71 Approval Organization: QSa71 Approval Phone Number: 202-358-4738Provided by IHSNot for ResaleNo reproduction or networking permitted without license from IHS-,-,-
