Analytics Driven and Competency Based Curriculum Optimization Dr

Analytics Driven and Competency Based Curriculum Optimization Dr. Hubert Vogt Copyright © 2006 Accenture All Rights Reserved. Accenture, its logo, and High Performance Delivered are trademarks of Accenture.

The reform of German Federal Armed Forces requires a „multi skilling“ approach for the Military Maintenance Forces Operational challenges of the Military Maintenance Forces Mission contingent planning Domestic base situation • Various tech. entry occupations • Training requirements according to the unit's current vehicle pool ? Training requirement according to missions Influencing factors from domestic base ? … • 20 -month regeneration time between deployments • Vehicles from deployment often aren't available in the unit Challenges • • Multiple skills Skills for deployed systems Continuous readiness Avoidance of excessive training time • Maintenance of multiple systems by one soldier • Complex technology • Wide spectrum of vehicles • High training requirement for each vehicle 1

Various yet unrelated learning relevant objects systematically had to be set into relation to each other Intended Outcome Starting Point Methodical Challenges Vehicle Types and Quantity needed in Missions Current Service Post Types (single skilled) Efficiently tailored Learning Curriculum and Courses for Multi Skilled Maintenence Forces Quantity of Maintenance Forces in Missions Reduced Time to Competency for Multi Skilled Maintenance Forces Profiles of Existing Courses and Course Modules Maintenance Task Types and Task Frequencies & Durations in Missions Learning Demand for new Course Types 2

Consistent determination of training demand contents from mission requirements is key to the approach Basic principle I: Focusing on mission requirements Current: Domestic base Future: Mission orientation Planning originates from service posts at the base Planning originates from competencies for deployment Domestic base Tasks/ activities Pe re rson qu ire nel me nt Functions Service types/ functions Service posts Tasks/ activities Performance oriented forces deployment Competencies/ skills Service posts Personnel Competencies/ skills Personnel 3

A Competency Model ensures that the training offerings and personnel requirements for missions are synchronized with each other Basic principle II: Building on capabilities & skills for synchronization Training modules Training types Which delta training will be required for the common pick-up point? Which courses types will be needed? Competency Model Individual competencies & skills (persons) Capabilities & skills demand according to Lo. A/ mission demand How often is each course type being offered? Skill Requirements of service posts Who should attend which type of training? 4

Competencies that can be taught together will be identified based on similarities of technical systems Basic principle III: Utilizing technical synergies in training content Multiple competency in current learning system Sys. Tech I – Pz. H Sys. Tech I - MARDER Sys. Tech I - LEOPARD 105 TUs Contents that can be taught in common on facility level sysspec. common sysspec. Motor common sysspec. Drive etc Common technical contents will be taught only once, significantly shortening the training time necessary for acquiring multiple skills No training contents loss 86 TUs Basic module System family section Spec. Tr. Pz. H Spec. Tr. MARDER Multiple competency in the system family-based learning systematic Spec. Tr. LEO 2 19 TUs T com riple pe in s tency hort time er 5

A data based analytics driven tools allowed to optimize the curriculum across more than 50 courses within only 3 months Approach and Toolset Development of basic structure for the Competencies & Skills model Competency Model Identification of system families Derivation of course modules Cluster Analysis Synergy Model Evaluation of course curriculums Creation of courses Curriculum Competency Mapper Course Profile Generator Definition of a new learning systematic and course portfolio Determination of training demand (participants, course runs, trainer demand) based on Lo. A/ mission scenarios Demand Model : Utilized tools 6

More than 50 courses have been optimized according to similarities and specifics of technical systems Central Outcome: A more effective and efficient modular training curriculum Example Efficiency gains MARDER LEOPARD 2 Training specifics system N Section "Adjustm "Military ent" tech. basics" Section system family Training specifics System '1' Module Common Module Specific Modulespecifics Specific Chain system family 29% 20 TUs 35 TUs Chain system family 28% Cluster B KEILER Pz. H 2000 Training type "Systemspecific topics" Chain system family 14% Cluster C LEOPARD 1 Training type "System family common topics" Cluster A System family chain Weeks of training 7

What is in it for you? Outlook Shorter Time to Competency and Deployment Innovative Methods for competency based curriculum design Quick and reliable (re-) design of huge course portfolios Thoroughly workplace oriented learning systematic • Learning offerings correspond to mission scenarios • Multiple skills learned in shorter time frames • Deployment preparation is faster and more flexible • Identification of synergies through similarities in training content • Central Competency Model • Methods and tools can be reused • Possible to redesign a course portfolio within ~ 4 months • Relevancy and acceptance through tight integration/ cooperation on working level (bottom-up) • New methods how to derive learning demand learning offering gaps from mission scenarios / workplace skill requirements • Approach how to implementation such methods 8

The Author Thank You! Contact: Dr. Hubert Vogt Accenture Strategy Senior Principal +49 175 57 60729 hubert. vogt@accenture. com Anni-Albers-Straße 11 D- 80807 München Germany 9