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VETERANS EMPLOYMENT TRAINING COURSE

DEVELOPMENT SERVICES FOR OPM’S VETERANS SERVICES (VS) OFFICE

PowerTrain, Inc. | Blueprint DocumentCourse Development Services for OPM’s Veteran Services (VS) Office 1 November 2016

Blueprint Document for Course Development1 November 2016

PowerTrain, Inc. / www.powertrain.com

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BACKGROUND

The Veterans Services Office in the Employee Services Division of OPM provides Government-wide

leadership and direction to improve the Federal employment opportunities for veterans, transitioning

military service members, military spouses, and their families. The purpose of this project is to develop a

new course that merges and overhauls the separate existing trainings for HR professionals and hiring

managers; it will provide information each need to do their individual jobs well and will also guide them

in how best to work together.

The new merged course will reflect legislative, policy, and practice changes while providing a redesign

using instructional design principles to maximize audience engagement. In support of these efforts,

PowerTrain will design the new course with a more contemporary interface, increased interactivity, and

use of multi-media approaches, gamification, and animation.

NOTE: The two existing courses can be found at the following links:

Veterans Employment Training for Federal Hiring Managers:

http://hru.gov/Course_Catalog.aspx?cid=42&mgr=false

Veterans Employment Training for Federal Human Resource Professionals:


COURSE GOALS

What follows is a list of objectives for learners, to be stated at the beginning of the course and to be

satisfied upon course completion. This is a merged list based on the two separate lists from the existing

courses for hiring managers and HR professionals. This merged list of objectives still needs approval

from the VS team.

Describe the benefits of hiring veterans.

Define Veterans’ Preference and describe why veterans receive preference.

Identify the key points of the Veterans Employment Initiative.

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Explain how special appointing authorities can be useful in recruiting veterans, and describe the

uses of each special appointing authority.

List methods for working with the hiring manager and VEPO to cultivate a ready recruitment

source of veterans.

List recruitment strategies that will increase veteran hiring.

The new course will also cover crucial gaps in the old training:

Roles need to be clearly identified in the new course.

o The hiring managers don’t need to know a lot of detail, whereas the HR specialists need

to know specific policies and processes.

o The HR specialists need to really “know their stuff” so they can assist the hiring

managers well and communicate well with them.

o Emphasize the importance of partnerships more generally.

The current training does not provide any “how-to” information.

o These will be the more interactive and/or scenario-driven pieces, possibly using a

YouTube-type frame to feature webcam videos by real people, explaining a particular

process.

Include the Gold Star Act and other VS-provided materials posted on online review site

<http://www.powertrain.com/Review/VS/menu.htm> that have come out since old training was

created.

The goal of PowerTrain’s design work in this project is to enhance the current content so that it is fresh,

up-to-date, and more engaging to course users. To meet this goal, PowerTrain will create a new

interface and add interactions, videos, and animations to the existing course content to bring the basic

content to life.

TARGET AUDIENCE FOR NEW TRAINING

The primary audiences for the new course is the same as the audiences for the existing courses, except

now there will be a single merged course for both:

HR Professionals

Hiring Managers

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However, there are other stakeholders who will possibly take the course as well. They include:

Council on Veterans Employment

Chief Human Capital Officers (CHCOs)

Deputy Human Capital Officers

Program Managers

HR Directors

Other agencies are able to develop their own trainings on hiring veterans, but this training is provided by

OPM as a service to all agencies. It provides a broad overview.

PREREQUISITES

None.

DESIGN MEETING OVERVIEW

INTRODUCTION & PURPOSE

In the design meeting on 20 October 2016, we first introduced the PowerTrain and OPM/VS personnel

who will be involved with this project. Although a full list of involved personnel and their contact

information is available in the appendix, attendees included: Cathy Frederick-Bittner (PowerTrain),

Jessica Garratt (PowerTrain), Thom Bittner (PowerTrain), Elizabeth Finley (PowerTrain), Priscilla

O’Donnell (PowerTrain), Kelly Woodall (OPM VS), Hakeem Basheerud-Deen (Director of Veterans

Services), Linda Cliett (GSA), Joycelyn Jones (VA), Shannon Carroll (VA), Cindee Smith (USCIS SME),

Shirley Robinson (ED), Faith Washington (HUD), Rebecca Huey (OPM/MSAC HR Evaluator), and Eric

Brown (OPM/VS team member).

The purposes of this meeting were to brainstorm ways to:

Improve the Veterans Employment Training courses and merge them into a single course for

both hiring managers and HR professionals.

Gain clarity on any initial questions.

Confirm aspects of the project’s original proposal.

Agree upon some basic assumptions.

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Brainstorm and make design decisions (interface, interactions, videos/animations, etc.) that will

guide the rest of course development.

BACKGROUND, PRIMARY MESSAGES, WBT LIKES & DISLIKES

At the beginning of the meeting, VS team members provided valuable context for the course and its

uses, the ways it needs to be improved, and design choices they do and don’t want for the new course.

For example, the course should aim to remedy a lack of understanding regarding hiring veterans and

should also make the process less daunting for hiring managers and HR professionals. To this end, the

course should emphasize the following:

Veterans’ Preference is law.

There’s no need to be afraid of Veterans’ Preference.

There are numerous options available to make their jobs easier, including using special hiring

authorities and learning to write better job announcements

The course Toolkit feature will help student know exactly where to get the information they

need to make their jobs easier when it comes to hiring vets.

“What’s in it for me?” (There will be a marketing element to this course.)

Furthermore, this will be a mandatory course taken every year, and will act as a broad overview

designed to keep the topic of hiring veterans fresh in the minds of Federal hiring managers and HR

professionals. Because of this, the course should not feel like a “burden” or be longer or more

complicated than is needed to effectively communicate the content. PowerTrain will also make ample

use of humor, animation, webcam videos, and a social media theme in order to engage the audience

and help them connect to the content in a livelier way.

The new merged course will stress the partnership between those in each role, and how they work

together for the best results; in other words, the course should not just help the audience help veterans,

but should help them help each other in their jobs. This course should make their jobs easier,

maximizing the “What’s in it for me?” element. (In this way, the course serves a marketing purpose as

well.)

We also discussed priority course content, including answering the question: “What are the top 5

messages you’d like your audience to take away from the course?” Everyone on the VS team wrote two

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or three messages down on sticky notes, and put them on the whiteboard. Then the team members

worked together to group like messages into categories.

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The results of this activity are reflected here:

Process Knowledge

We need to address confusion on where to start and how to hire a veteran.

Knowledge of the hiring flexibilities, authorities, and benefits for veterans. Many exist but they

are not required training, so they are largely unknown to managers and HR professionals.

HR professionals should be confident in the veteran’s hiring process and the regulations.

Importance of applying Veterans’ Preference.

Myth-busters and Core Messages to Convey (Marketing)

We need to emphasize that only 1/3 of new hires are veterans.

Myth: Non-vets may as well not apply for Federal jobs.

Veterans’ employment can help both vets and agencies achieve mutual goals.

The importance of vets in the Federal Government.

Myth: Vet blocking cert – “Qualifications Based”

Myth: You have to hire unqualified veterans.

“I didn’t know I could hire a veteran at such a fast pace!”

Many hiring managers have biases against hiring vets based on past experiences.

For hiring managers: veterans hiring authorities are a quick way to fill positions.

Why is veterans’ employment important and what are the benefits?

Myth: Only 10-point vets get referred.

Hiring Process

Why hire veterans?

How to recruit veterans.

JOA must be specific with qualifications.

A well-written job announcement can help you hire the best person, vet or non-vet.

How can hiring officials and HR professionals partner with each other to hire veterans?

Better knowledge of the veteran hiring process.

How do I non-competitively select a vet?

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Policy and Preference

There are many hiring authorities to choose from, based on an agency’s needs.

What is Vet’s Preference and why do I have to give someone preference?

Knowledge, importance, and application of EO 13518 (which is the driving force behind this

course)

Resources and Toolkit

Gold star act (gap in the current course).

Point to other resources. Where do I go to get more help/information?

What tools and resources are available to assist the stakeholders?

Over the course of our conversation, the VS team expressed several likes and dislikes when it comes to

the current trainings and WBTs in general.

VS’s LIKES include:

Use of humor (for example, a “womp-womp” sound when you get a KC wrong)

KC feedback that is descriptive

Less text on the screen

Scenarios to get across information in a more applicable way

Videos and animations to get across some of the information that’s simply stated as text on the

screen in the current training

A clean-looking interface

A way to take notes or be provided with summary take-away notes at the end

Myth-busters

VS’s DISLIKES (in current course or other courses) include:

Text-heavy and information-heavy screens

Lots of patriotic use of design or picturing of people in military garb (This course is about what

comes after service in the military.)

The dated look and feel of the interface

KCs that ask the student to type into a text box, but don’t make subsequent use of it or provide

individualized feedback to the learner responses

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DESIGN IDEAS & DISCUSSION

In the next phase of the meeting, PowerTrain reviewed the sample courses provided by the VS team

before the meeting, demo’d some sample interactions and animations created by our Graphics team,

and explained possible interaction and design ideas (including a social media theme) for the new course

to make it more engaging to the learner. A brief list is included in the design meeting agenda (Appendix

2 at the end of this document). More detailed decisions and conclusions of the PowerTrain/OPM/VS

design meeting are outlined in the section of this Blueprint document called “Major Design Decisions.”

MEETING CONCLUSION: SCHEDULE & REVIEW PROCESS AND TO-DOS

At the conclusion of the meeting, PowerTrain and VS discussed review schedules and timelines for the

development of this project. The full schedule can be found on the online review site

(http://www.powertrain.com/Review/VS/menu.htm ) as an Excel file. OPM VS will have a 5-day review

cycle for smaller deliverables and a 10-day review cycle for the Alpha and Beta. Smaller review cycles

include, for example, the 6- to 8-screen Prototype (illustrating the interface, programmed functionality,

and major screen types and interactions in the course redesign). For each review cycle, PowerTrain will

provide a Word doc where OPM VS may record a consolidated list of edits for that deliverable. [Note:

The use of Google Docs was discussed as a live and efficient tool, but noted that it is blocked at OPM.

Kelly is looking into other options for more efficient consolidation of feedback.] The list should be as

specific as possible and should not contain internal VS notes, but rather should reflect final decisions

made by the VS team.

We also discussed specific action items and next steps for both OPM and PowerTrain.

PowerTrain To-Dos

Blueprint document reflecting design meeting decisions and discussions

Meeting notes—generate and post on review site

VS To-Dos

Kelly will finish collecting stories/case studies to be used for scenarios. (These will focus on

myths and marketing.)

Coordinate with HRU so that the prototype may be loaded there to be tested.

Check on the OPM seal question (which one should be used).

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http://www.powertrain.com/Review/VS/menu.htm%20


MAJOR DESIGN DECISIONS

SUMMARY

See “Animation & Video Summary” in the next section below for decisions on use of video &

animation throughout the course, including use of CrazyTalk, webcam videos, etc.

Social Media Theme: This will be woven throughout the course as an engaging, contemporary

way of conveying content. We will focus on the following platforms: Facebook, Twitter, and

YouTube. [A fake version of each will be used.]

Webex/Teleconference Frame: This will be used to feature HR professionals and hiring

managers in conversation with each other. Strong communication between people in these two

roles should be a key point/idea dramatized by the course.

o An idea was offered during the design meeting to have a pre- and post-story that

consists of conversations between an HR professional and a hiring manager, showing

how they’ve learned something important about a particular subject. The

teleconference frame could work well for this.

New course title: “Veterans Employment Training”

Marketing element of the course will be highlighted in the beginning of the course and via

characters in scenarios.

Printable PDF of course: It was decided that this will NOT be included in the course.

Do NOT play up the patriotic military theme or feature lots of graphics of people in uniforms.

Agencies are hiring a person with qualified job skills, not just someone in the military.

Some good fields to highlight, if we represent particular occupations in graphics, are: cyber and

medical.

Assessment/Knowledge Checks:

o This course will only have ungraded Knowledge Checks (KCs), no formal assessment.

o The course certificate will be earned based solely on course completion.

o VS expressed the following desires for all KCs in the course:

Provide descriptive, substantive feedback. (Feedback should specify why an

answer is wrong or right.)

Disable Next.

Use plenty of scenarios as fodder for KCs.

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Err toward not using fill-in-the-text-box questions unless there is tailored

feedback or a helpful take-away (such as generated notes or an action plan

generated at the end of the course based on the learner’s responses).

Perhaps use funny sound-effects (such as “womp womp”) when the user gets an

answer wrong.

Existing course content will in some cases be redistributed to make the screens less text-heavy

and to work within the framework of the approved 3-screen design.

o No additional content will be updated or changed by PowerTrain, except as needed to

integrate interactions, scenarios, or animation.

See “Course Interface” section later in this Blueprint document for notes and details on the new

interface, as well as images of the three screen types.

508 Compliance: Interactions that are not 508-compliant (such as a drag-and-drop activity) will

include a link to an alternate accessible activity such as a multiple-multiple-choice question.

Audio: There will be NO general course narration and thus no audio control buttons in the

interface. All audio narration will be contained in videos/animations or on special screens. On

any special screens using audio (such as expert feedback), audio controls will be contained in the

popup window.

Cross-domain version: PowerTrain will deliver a cross-domain version of the course for HRU, but

a separate downloadable SCORM link for other agencies is not needed or preferable.

Responsive design: This course will have responsive design so that it may be viewed on mobile

devices such as tablets. (It will NOT be designed to work on cell phones, however.)

Icons for Hiring Managers and HR Professionals: PowerTrain will create an icon for each major

audience, and this will lead to specially tailored branched content where necessary.

o We will also, at the beginning of the course, encourage the separate audiences to view

the information for the other audience, though it won’t be required for course

completion. The spirit of this suggestion is to encourage better understanding of the

other role.

Action Plan: This idea would involve incorporating functionality that allows for some student-

generated notes, feedback, and/or ideas to be collected throughout the course and then

consolidated as an Action Plan at the end. It would give students something to take away from

the course and back to their jobs, and could serve as a reminder of some of the most important

points and strategies offered by the course.

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o Note: This idea is still undecided (though VS is open to it); the decision will become

clearer during storyboarding. It requires read & reflect text-box questions/answers,

which the VS team doesn’t love. If PowerTrain can find a way to use those sparingly and

in a targeted, beneficial way, and also incorporate other types of questions/answers

(such as multiple-multiple choice) into the Action Plan to VS’s liking, then perhaps it will

work well.

SPECIFIC SCREENS

The numbers preceding the ideas below correspond to particular page/screen numbers in the VS-

provided storyboards (available on the review site: http://www.powertrain.com/Review/VS/menu.htm)

for the existing training for HR professionals. The list that follows below identifies where some of the

interactions may be placed. This is not an exhaustive list of where we will apply our decisions to

specific screen content. The same interactions and ideas (outlined more fully above) will be applied to

other material across the course during the storyboarding phase. PowerTrain’s instructional designers

will also use the VS team’s notes on the existing-course storyboards as guidance for where to place new

interactions, scenarios, etc.

Opening screen clock icon: At the beginning of the course, include a clock icon and a statement such as

“This course should take about 60 minutes to complete. We recommend you take this course in one

sitting; however, if you need to exit the course, your progress will be saved.”

01010: Make a new introduction video to introduce the social media theme and show the transition

from military skills/jobs to civilian skills/jobs. This could be an expansion on the Navy_Nina video

presented at the design meeting. At the end of the video, a rhetorical question such as “How can vets be

an asset to the Federal workforce?” can appear, to get learners thinking.

01020: Here, we could present a mix of testimonial webcam videos with straight video. For example, we

can begin with a collage of photos of soldiers working on computers (IT), soldiers on the telephone, and

soldiers working in a hospital setting with technology, as an off-camera narrator says: “Veterans and

transitioning service members have technical skills in areas of critical importance such as: acquisition,

information technology, communications, security, information-gathering, and medical technology.

Many already hold required security clearances for some Federal positions.” At that point, we can cut to

a webcam video of a person saying, “One of the most valuable skills I’ve seen veterans bring to the job is

a unique sense of leadership and teamwork. They clearly understand the commitment to achieving

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organizational goals and objectives and have demonstrated the ability to work efficiently and effectively

within multicultural environments.”

01030: Rather than a read-and-reflect question here, we can do a “Connect the Dots”-type exercise

where learners can select some secondary and tertiary benefits of hiring vets. This type of exercise will

present a hypothetical situation that requires learners to think about what they’ve just learned and

apply it to a scenario that was not yet directly addressed by the content. An example of this type of

exercise is: “Veterans often have leadership training and a true understanding of chain-of-command.

This training is very much tied to military structure and not necessarily how things are done in the

civilian world. Would this person still be a good candidate to take on a supervisory position in the

Government? Yes or No?” The learner will get feedback to the effect of: “While its true that isolated

people have difficulty translating their role in a military hierarchy to the civilian world, the vast majority

have leadership skills that translate very well to any type of position they take on.”

01040: See “Animation & Video Summary” section below for a description of the video on the history of

Veterans’ Preference that can be produced to take the place of text on the screen.

01050: This and other KCs can become scenario-based, with a “pause and reflect” moment and then

expert feedback. Instead of asking users to type in a box, we will have a multiple-choice question to

prompt the user to reflect on the scenario.

01060: Delete this content.

01080: Advanced Organizer:

1. VRA (01090)

2. 30% vets (01120)

3. VEOA (01100)

4. Disabled Veterans Enrolled in a VA Training Program (01130)

Instead of bullets, there will be 4 icons that represent each of the bullets above, presented as a 4-square

grid. Each square branches off to that section. Then when the student is finished learning about one

topic, they are taken back to this screen to select another.

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When the user completes a box/topic and is redirected back to this screen, a checkmark appears on the

box so that the user can track their progress through the topics.

Next is disabled until the user completes all 4 topics. Then, when the user selects Next, they are

presented with a KC, as described in section 01110 below.

Supplementary idea: After completing all 4 topics, there could be another scenario between a

HR professional and a hiring manager. The HR professional and the hiring manager could be on a

video chatting service such as Webex, going back and forth about the 4 different categories.

There is also room for light humor here, especially in talking about all the different acronyms

(VEOA vs. VRA). One person could get them confused and the other corrects.

01110: We will have square images of four veterans. Each veteran falls under one of the four categories

we are learning about:

Veterans Recruitment Appointment (VRA)

30 Percent or More Disabled Veteran Appointing Authority

Veterans Employment Opportunities Act of 1998 (VEOA)

Disabled Veterans Enrolled in a VA Training Program

Then, each veteran in a square has a brief story associated with them that describes why they belong to

one of the categories. When a student clicks a vet, a popup opens and they hear a description of why a

vet qualifies (for example) for VRA; the story is also in text in the popup window, alongside a picture of

the stakeholder who is speaking. [The popup window will contain audio controls.] These stories, while

about the diverse set of hired vets pictured, are from the stakeholder perspective. After hearing the

description, the student then matches the square picture of the veteran to their appropriate category.

The process is as follows:

1. User selects a picture of one of the 4 veterans.

2. User listens to a stakeholder tell a story that clearly indicates why/how the vet pictured falls

under VRA.

3. User drags the picture to the VRA box.

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01150: Teleconference animation: A hiring manager and HR specialist can both be on the screen,

discussing how a hiring manager was able to use the VEOA authority to hire a candidate, and the HR

specialist can “chime in” with information about how using the VEPO to get direct access to veterans

and transitioning service members helped fast track the hire.

Toolkit: We will include a Toolkit feature that roughly mirrors the one in the Addressing Poor

Performance course: http://hru.gov/Courses/OPM_PoorPerformance/index.htm

FedsHireVets Website: PowerTrain will look to this site for information and inspiration for the

Toolkit feature.

o https://www.fedshirevets.gov/hire/hrp/index.aspx

o https://www.fedshirevets.gov/hire/index.aspx

The Hiring Toolkit on HRU should be mentioned in the resources section of the Veterans

Employment Training Toolkit as being a potentially helpful resource; however, we should note

its location, not link to it directly.

https://hru.gov/Studio_Recruitment/HT_Hiring_Decision_Tool.aspx

ANIMATION & VIDEO SUMMARY

Animation and video will be used to enliven the course. In some cases, it will be used to create an

immersive first-person experience where the user applies concepts learned in the course to real-life

situations. Scenarios can be animated with software called “CrazyTalk” so that the scenario characters

are seen talking on screen. PowerTrain will write scripts for those scenarios during the storyboard

phase, based on VS-provided stories/case studies. PowerTrain will provide OPM with a list of suggested

characters as well as voice samples so that the chosen voice will be matched with each character.

Animation will be used to enhance interactivity and exemplify important points in the course, and

especially to dramatize myth-busters and the marketing element of the training.

During the design meeting we also brainstormed ideas for a video animation that would bring to life the

historical element of hiring veterans that is conveyed simply by text on the screen in the current course.

This animation can incorporate some light humor (a la Forrest Gump’s fallen ancestors), and could

use shadows passing in the background, or else “blue people” (and green and brown/tan people), to

show the impact of history on the current policies. [NOTE: Do not overuse the blue people feature in

the course.]

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https://remote.powertrain.com/owa/redir.aspx?C=1a8eee65acc244899c1218bb0b3d5cd1&URL=https%3A%2F%2Fhru.gov%2FStudio_Recruitment%2FHT_Hiring_Decision_Tool.aspx

https://www.fedshirevets.gov/hire/index.aspx

https://www.fedshirevets.gov/hire/hrp/index.aspx

https://remote.powertrain.com/owa/redir.aspx?C=1a8eee65acc244899c1218bb0b3d5cd1&URL=http%3A%2F%2Fhru.gov%2FCourses%2FOPM_PoorPerformance%2Findex.htm


If we use “real” people, diversity among the service people would increase starting around WWII.

One final thought is to mimic the DNA explanation in the movie Jurassic Park:

https://www.youtube.com/watch?v=qUaFYzFFbBU.

PowerTrain’s instructional designers will work with the Graphics team to produce something creative to

visually convey the history of Veterans’ Preference.

In addition to historical-based animations, the course will contain several webcam videos recorded by

real Federal employees on their own devices and edited by PowerTrain to dramatize partnering and

teleconference communication between hiring managers and HR professionals.

PowerTrain will provide bulleted talking points to individuals who agree to speak about different

dimensions of the veteran hiring process, including “how-to” videos (something VS identified as

a gap in the current training).

These videos will then be creatively framed in different social media environments created by

Graphics, from fake versions of Facebook, Twitter, and YouTube, to a Webex-type environment.

Another video element PowerTrain will likely use is one that transitions images to reinforce a point on a

screen.

The version PowerTrain presented at the design meeting figured two different people

transitioning from the military to Federal work life.*

This can be used as an animated gif (rather than using static graphics) to provide more visual

appeal to a screen.

It can serve as a visual to accompany audio testimonial from a vet about how HR helped them

find a job; or as characters we use throughout the course (for scenarios, etc.).

*Important notes to Graphics:

o The VS team would not like to have a lot of images of people in military garb/uniforms,

since the course is about life after the military. Agencies are hiring a person with qualified

job skills, not just someone in the military.

o Some good fields to highlight if representing particular occupations are: cyber and

medical.

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https://www.youtube.com/watch?v=qUaFYzFFbBU


Finally, PowerTrain will produce welcome and concluding videos (for the beginning and end of the

course) that reinforce the marketing and social media elements and act as engaging bookends to the

course. The introductory video could feature the transition/transference of military skills/jobs to civilian

skills/jobs, and could end with a rhetorical question (such as “How can vets be an asset to the Federal

workplace?”) to get the audience thinking.

INTERACTIONS SUMMARY

Escalated interactivity with new types and increased number of interactions will be a major part of the

new WBT. Interactions will include:

Scenario-based interactions where the user must decide how to respond to a particular situation

(VS would prefer they answer a multiple-choice question rather than request the user type a

response in a text box. After selecting Submit, the user receives feedback on that decision from

an expert.)

Drag-and-drop activity to activate lists of information, making it interactive

o Note: To make this activity 508-compliant, we will provide an alternate accessible

activity in the form of a multiple-multiple-choice question.

Audio linked to still graphics for expert feedback

Icons clicked to get audio (an expert opinion), or to branch to tailored information for a

particular audience (hiring managers or HR professionals)

Advanced organizers

Interactive Toolkit feature

COURSE INTERFACE

The new course interface design has been created based on these design meeting decisions:

Progressive 3-screen design that includes coordinating Feature, Content, and Special screens.

We viewed the OPM Telework course as an example of this design:

http://www.powertrain.com/Telework_2016/managers/index_1.html

Toolkit: We will include a Toolkit feature that roughly mirrors the one in the Addressing Poor

Performance course: http://hru.gov/Courses/OPM_PoorPerformance/index.htm

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Menu button that works like an index so that when a learner is finished with a lesson or with

the course, they may return to particular screens.

Branding:

o Use blues to match FedsHireVets website: https://www.fedshirevets.gov/index.aspx

o Use FedsHireVets logo in interface.

o Use OPM seal only on first screen of course.

o Use watermarked, approved image(s) in the background of the interface.

Back and Next buttons will be flat arrows in the middle edges of the interface.

Other buttons will include:

o Toolkit

o Exit

o Menu

o Help

o Note: No audio buttons will be included in the interface.

Navigation Text: We’ll use a combination of main-screen navigation text and text that appears

in the bottom bar of the interface.

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https://www.fedshirevets.gov/index.aspx


Here are images of the approved design; PowerTrain has included an image of a Feature Screen, a

Content Screen, and a Special Screen below.

Feature Screen

Content Screen

Special Screen

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DETAILED COURSE DEVELOPMENT SERVICES (FROM PROPOSAL)

PowerTrain will develop a SCORM-compliant online training course approximately 45 minutes to 1

hour (50 screens) in length for Federal human resources professionals and hiring managers on

veterans’ employment. The course will:

Offer high-level online training on veterans’ preference, derived preference, special veterans

hiring authorities, retention and reintegration of veterans, non-competitive appointment of

military spouses and other laws, policies and regulations enacted since the signing of EO 13518.

Use appropriate instructional system design and adult learning methodologies in the

development of the interactive web-based training (WBT).

Use humor and creativity where appropriate as a way of achieving learning transfer.

Be designed to be hosted on HRU and created so that HRU can easily create a cross-domain

version for agencies to download onto their own LMS. HRU and each agency’s LMS has the

ability to make reports on those individuals completing the training and track specific test items,

if used.

Have responsive design so it may be used on many mobile devices (but not cell phones).

The WBT may incorporate, as appropriate, the following:

Training module or modules with interactive exercises

Gamification

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Graphics

Real-life scenarios

Multi-media elements such as editing existing videos (if source is provided by OPM)

Multi-media elements such as creating new video animations, including animated video

vignettes, whiteboard animation, Live Animate,

High-level training and micro-learning videos Note: The use of camera-shot live video is

generally more expensive than creating animation. Also, animated characters are always

available while actors may not be available in the future when an edit is needed or may look

different than the original footage. Live video includes costs such as the filming and lighting

equipment and costs to hire out premises, props and actors. OPM and PowerTrain will need to

weigh the need for and value of multi-media elements in the design process.

Bookmarking

Embedded knowledge checks

Assessment tools

Resource libraries

Performance support tools

PowerTrain will:

Be responsible for developing and working with OPM for OPM to deploy the online training(s).

Hosting and Help Desk services are not currently included in this proposal, but can be added at

OPM’s request.

Work with the OPM Veterans Services Office and its partners to ensure all appropriate content is

included and learning and performance objectives are achieved.

Work with a Federal Learning Team in testing the deployed interactive online training, ensuring

they meet all standards for operation in an online training environment for the audience. In

addition, there may be a need to program the online training so that it can deploy on other

learning management systems within Federal agencies. Parameters for these items will be

discussed and determined at the design meeting.

Deliver the online training package using published standards-conformant formats including, as

appropriate, SCORM 1.2 or SCORM 2004 higher, and compliant with Section 508 standards.

Deliver a course that is custom-coded in HTML5.

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Make sure the course will subscribe to Federal regulations and standards, including Section 508.

OPM understands that this may limit some functionality, but PowerTrain will develop alternate

exercises and accessible links, as needed that satisfy OPM’s goal of interactive training and

OPM’s need to provide training that meets Section 508 Compliance standards.

Develop all paper-based deliverables using the Microsoft Office Suite unless otherwise

determined by OPM.

Use the following websites that contain relevant resource information:



DELIVERABLES

PowerTrain will deliver an online training course approximately 45 minutes to 1 hour in length to meet

the specifications above. The course will have responsive design to be mobile-friendly to maximize

device access (though this course will not be designed to be viewed on a cell phone). The course will be

deployed in the USALearning environment, HRU. PowerTrain will deliver all source code for the final

product to OPM; OPM’s Veterans Services will own all source code.

The following deliverables will also be included:

Project schedule

Blueprint document that will serve as a guide to the course design, gleaned from our October 20

design meeting.

Draft and final storyboards for new merged course.

Character and voice choices for interactive scenarios.

Alpha, Beta, and final programmed courses.

Section 508-compatible, SCORM 1.2 files as the final deliverable.

Browser HTML5 compatibility with:

o Internet Explorer 9 and above (though IE 10 or 11 is preferable for HTML5 courses)

including Edge.

o Chrome version 2.x (May, 2009) to 46.0 (Nov, 2015)

o Opera version 10.0 (Sep, 2009) to 33.0 (Nov, 2015)

o Firefox version 3.5 (Jun, 2009) to 42.0 (Nov, 2015)

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o Safari version 4.0 (Jun, 2009) to 9 (Mac OS only Oct, 2015) (5.1.7 for Win 7 May, 2012)

All communication source files with each course (e.g., files that directly communicate with the

SCORM API).

All source code for the course, including all graphics (multilayer and final graphics).

All documents included for the course development (storyboards along with any additional

resources such as MS Word documents and PDFs.)

APPENDICES

APPENDIX 1: CONTACT LIST

Name Agency/Project Role Contact Information (email, work and cell numbers, address)

Hakeem Basheerud-Deen Director of Veterans Services [email protected]

(202) 606-3602

Kelly Woodall OPM/VS Team Lead [email protected]

(202) 606-2825

Linda Cliett GSA Recruitment Manager

(SME & team member)

[email protected]

(202) 322-6168

Trevor McKie HUD (Housing and Urban Development)

[email protected]

(202) 402-6251

Joseph MacNeal OPM/MSAC [email protected]

Rebecca Huey OPM/MSAC HR Evaluator

(team member)

[email protected]

Eric Brown OPM/VS

(team member)

[email protected]

(202) 606-1792

Roseanna Ciarlante OPM/RHP [email protected]

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mailto:[email protected]


Name Agency/Project Role Contact Information (email, work and cell numbers, address)

(267) 932-8640

Cathy Frederick-Bittner PowerTrain

Senior Program Manager

[email protected]

Work cell: 443-745-5877

8201 Corporate Drive, Suite 580

Landover, MD 20785

Jessica Garratt PowerTrain

Project Manager

[email protected]

Cell: 512-653-9264


Landover, MD 20785

Thom Bittner PowerTrain

Lead Instructional Designer

[email protected]

Cell: 443-745-0474

Elizabeth Finley

PowerTrain

PowerTrain

Instructional Designer

[email protected]

Cell: 740-709-1072


Landover, MD 20785

Priscilla O’Donnell PowerTrain

Graphic Designer / Animator

[email protected]

Phone: 301-731-0900, ext. 231


Landover, MD 20785

Mike Kotler PowerTrain

Programmer

[email protected]

APPENDIX 2: DESIGN MEETING AGENDA

Below is a copy of the finalized agenda for the PowerTrain/OPM VS meeting on 20 October 2016.

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Topic Time

Welcome and introductions (VS, PowerTrain—Jessica) 5 minutes

Discuss roles and review contact information of team members (Jessica)

Pass around Contact List in case anyone wants to add any info.

15 minutes

Purpose of design meeting/review agenda/meeting times (start/end)/assign timekeeper

(Cathy & Jessica)

Review assumptions/how we will work together Discuss Blueprint document we’ll be using to record outcomes & decisions

during the meeting.

5 minutes

Thoughts & Input (Record on white board) (Cathy)

Web-Based Training Preferences:

1. Imagine your perfect online course. What does it contain? What does it look like? (Note: This is an open brainstorm session. Later we will share specific examples from VS/Kelly)

a. Think about animations, interactions, and the look and feel of the interface.

2. What do you like in the existing Veterans Employment Training courses?3. What specifically would you like to change in the existing courses?

Priority Course Content Quick Brainstorm:

1. What are the top 5 messages you’d like your audience to take away from the course?

2. What are the 3 most important processes/practices/concepts to focus on teaching the audience?

3. Course Objectives: Look at combined list of objectives below (gleaned from existing courses) and decide if it works or needs tweaking in order to be appropriate for both audiences.

Course Objectives

25 minutes

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Topic Time

Upon completion of this course, you will be able to:

Describe the benefits of hiring Veterans. Define Veterans’ preference and describe why Veterans receive

preference. Identify the key points of the Veterans Employment Initiative. Explain how special appointing authorities can be useful in recruiting

Veterans, and describe the uses of each special appointing authority. List methods for working with the hiring manager and VEPO to

cultivate a ready recruitment source of Veterans. List recruitment strategies that will increase Veteran hiring.

Interface [Elizabeth & Priscilla]

Determine interface choice. (Note: The Blueprint document will capture all of the decisions/outcomes from the meeting and serve as a guide for the remaining tasks.)

o Go over existing layout samples and discuss features Telework:

http://www.powertrain.com/Telework_2016/managers/index_1.html Emotionally Intelligent Leadership:

http://www.powertrain.com/OPM_Emotional_Intelligence/Review/ Addressing Poor Performance

http://hru.gov/Courses/OPM_PoorPerformance/index.htm VS likes bright screen color, especially liked the Tool Kit.

Great idea for myths, some Q&A’s, etc. Samples created by Graphics

o Discuss navigation, layout of buttons, the look and interactivity.o Use of logos? (Cathy: talk about versions of OPM seal)o Branding?

25 minutes

Lunch Break 60 minutes

Revisions and Questions (Thom)

Explain process that VS already took to consolidate storyboards. (Kelly) Discuss remaining questions on revised original storyboards and ways to ensure

that the top 5 “messages” and 3 most important processes/practices/concepts are in the content. (Thom)

30 minutes

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http://www.powertrain.com/OPM_Emotional_Intelligence/Review/



Topic Time

Discuss how “specific information” pieces (for hiring managers and HR professionals) are going to be handled in the course. (Thom)

Discuss uses of GFM and Toolkit idea (i.e., Resources screen only? Part of scenarios or content screens? If so, where?). (Thom)

Discuss existence of differences between HRU courses and storyboards. (Thom)

Course Design Interactions, & Multi-Media Additions (Elizabeth & Thom)

Look at course designs and determine look and feel that VS prefers with new design.

o Go over the examples of courses VS team liked. Discuss what works and why. [Feedback Kelly collected from her team follows.]

I like the three different types of screens used and think it helps to keep participants engaged (or at least awake). –Telework Training, http://www.powertrain.com/Telework_2016/managers/index_1.html

Go over progressive 3-screen design / streamlined disclosure of information. [Elizabeth]

Not a fan of the knowledge check exercises that ask participants to answer questions by typing their responses into a text box. When taking online training myself, I skip these exercises and go straight to the answer. – In general [Thom]

Liked the ‘Addressing Poor Performance” [Elizabeth] http://hru.gov/Courses/OPM_PoorPerformance/index.htm

Especially liked the Tool Kit. Great idea for myths, some Q&A’s, etc.

I like this Hiring Toolkit, if it can be adapted to our needs. https://hru.gov/Studio_Recruitment/HT_Hiring_Decision_Tool.aspx

Active Shooter training. Allowed for download of printable version. Pictures change with the text. Summary of screen functions, also how to use keyboard for training. [Thom—discuss PDF] http://hru.gov/Courses/Active_Shooter_WYCD/AS0101000.htm

The Building Talent Pipeline has some good features as well. Scenario showing collaboration for success. Less words on screen. Nice graphics, seem relevant. Don’t like how small the screen is when course is launched. [Cathy—discuss Flash, etc.] https://hru.gov/Studio_Recruitment/videos/BuildingTalentPipelines/11.2.4_BTP_OV/

Kelly had mentioned the possibility a PDF of the whole course

100

minutes

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https://remote.powertrain.com/owa/redir.aspx?C=1a8eee65acc244899c1218bb0b3d5cd1&URL=http%3A%2F%2Fhru.gov%2FCourses%2FActive_Shooter_WYCD%2FAS0101000.htm

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Topic Time

[Cathy—discuss ins and outs of this] Review VS-provided stories to be used for scenarios/case studies/knowledge

checks/interactions/animations. (Kelly and Thom) Demo and determine new interactions:

o Note: current courses are located here: http://hru.gov/Course_Catalog.aspx?cid=42&mgr=false http://hru.gov/Course_Catalog.aspx?cid=43&mgr=false

o Pause & Reflect questions [01030], incorporating an Action Plan at the end (?):

For visual example of Action Plan & constituent questions, see EI screens U2S0020 & U2S0040 & U2S0070 & U2S0270 [Thom]

http://www.powertrain.com/OPM_Emotional_Intelligence/ Review/

o Scenarios (using Crazy Talk or video conferencing) with audio expert feedback

Many KCs can be converted to this [01050] [Thom] History scenario [01040] [Elizabeth] Note: For visual example, see Telework, M2S030

http://www.powertrain.com/Telework_2016/managers/o Drag and Drop [01110] [Elizabeth]o Icons for Hiring Managers and HR Professionals, branching to custom

content [Thom]o Incorporate social media-type assets (such as fake Instagram, Facebook,

LinkedIn, etc.) into visuals and as a way to communicate content. Instagram (“Pictogram”) animation demo [01010] [Elizabeth; See

online review site for animation: http://www.powertrain.com/Review/VS/menu.htm]

Testimonial webcam videos mixed in with straight video [01020] [Thom]

Teleconference-type animation [01150] [Thom]o Advanced organizer [01080] [Elizabeth]o Convert Resources screen to Toolkit

For example, see Poor Performance course, Lesson 1: http://hru.gov/Courses/OPM_PoorPerformance/index.htm

Also, look at matrix example [Elizabeth] http://www.powertrain.com/download/OPM/FIS/Adj_Tool/FIS_Adjudicative_Guidelines_Tool.htm

Deleted content; for example, screen 01060—any other screens? [Thom] New title for merged course?

Break 10 minutes

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http://www.powertrain.com/Telework_2016/managers/






Topic Time

Narration (Jessica)

To what extent will the course be narrated?o Discuss decisions that need to be made with narration – on off button,

default is off due to Screen readers, audio controls in course versus computer

o PT will record all course narration for Beta version (not for Alpha). Discuss 508 issues around narration and ways to make it compliant.

5 minutes

Schedule & Review Process (Jessica)

Go over:

Schedule/timeline Blueprint document (completion & review) Online VS Review Site: http://www.powertrain.com/Review/VS/menu.htm Prototype process Storyboarding / alpha process Review process & document decision (Word table? Google doc?)

15 minutes

Wrap Up (Jessica)

Discuss action items for PowerTrain and OPM/VS & next steps. Brief meeting (with Kelly; anyone else?) Monday, October 31, to check in about

review process for Blueprint document.

5 minutes

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