This paper aims at illustrating scenarios, models, results of the models and the experiences carried on within the EC 6FP TENCompetence project Pilot Trainings. It is focused on elucidating how to plan, model and organize pilots training process and how to adopt advanced best practices for creating patterns in order to improve the partners training business opportunities

Ruskov, Andrey

Ruskov, Petko

Paper presented at the 3rd TENCompetence Workshop, 21-22 June 2007, BarcelonaThis paper aims at illustrating scenarios, models, results of the models and the experiences carried on within the EC 6FP TENCompetence project Pilot Trainings. It is focused on elucidating how to plan, model and organize pilots training process and how to adopt advanced best practices for creating patterns in order to improve the partners training business opportunities.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

DSpace at Open Universiteit Nederland

Scenarios and models for Training Pilots 1 
 
Scenarios and models for Training 
Pilots  
Andrey Ruskov 
University of Mining and Geology, Department of Informatics, 
Studentski grad, Sofia 
e-Mail: andrey.ruskov@map-consult.eu 
Petko Ruskov* 
St. Kliment Ohridski University of Sofia, Faculty of Mathematics & Informatics, 
Bl.2, 125 Tzarigradsko Shose Blv., Sofia 1113 
e-Mail: petkor@fmi.uni-sofia.bg
*Corresponding author 
Abstract: This paper aims at illustrating scenarios, models, results of the models and the 
experiences carried on within the EC 6FP TENCompetence project Pilot Trainings. It is 
focused on elucidating how to plan, model and organize pilots training process and how to 
adopt advanced best practices for creating patterns in order to improve the partners training 
business opportunities. 
Keywords: Learning Processes Modelling, Training Pilots. 
Reference to this paper should be made as follows: Ruskov A., Ruskov P.,(2007) 
Scenarios and models for Training Pilots, 3rd TENCompetence Workshop, 21-22 June 
2007, Barcelona. 
Biographical notes: Andrey Ruskov is a PhD student in Computer Science. His present 
research focuses on process modelling. 
Petko Ruskov received his PhD degree in Computer Science from the Technical University 
(Sofia) in 1984. He is a professor at the St. Kliment Ohridski University of Sofia  and is 
currently responsible for both “e-Business and e-Governance” MSc. program and the e-
Business research at the University. His ongoing scientific work and consulting interests 
include: e-Business, Education and Business Process Management. 
 
   
 
   
   
 
   
   
 
   
   Int. J. , Vol. x, No. x, xxxx 2    
 
1 INTRODUCTION 
A senior executive at a company occasionally reports that the process of training and 
bringing employees with required competences has been quite difficult, even though the 
company has implemented an enterprise application to support its HC training processes. 
It has been hard for many reasons - bringing employees on board involves a large number 
of certain steps and of many different systems., HR personnel finds the training courses 
of the new enterprise application complex to use, and staff turnover leads to high training 
and quality assurance costs. Instead of further centralizing of the training process, the 
manager expected that a better solution would enable the workers to create and share 
training patterns and scenarios of common training activities. Any worker could then use 
these scenarios and patterns as starting points of their future training across the various 
systems training needs (Moody P. and all 2006). 
TENCompetence Project aims to support individuals, groups and organisations in 
lifelong competence development by investigating and establishing the technical and 
organisational infrastructure, while using open source standards-based, sustainable and 
innovative technology (http://www.TENCompetence.org/). The infrastructure is going to 
maintain the creation and management of learning networks of individuals, teams and 
organisations. Project networks will support the lifelong competency development of the 
participants from the basic levels of proficiency up to the highest levels of excellence. 
(Koper, E.J.R., & Bennet, S. 2006, Kew, C. 2006) 
One of the project goals is to run training pilots in a preliminary selected field to ensure 
the validity and viability of the project approach. It is extremely important that users and 
stakeholders of the project are prepared for working with the TENCompetence 
infrastructure and content. The appropriate education and training will be provided and a 
training pilot will outline the training process beforehand. 
The training pilot is focused on preparing TENCompetence users to create a shared and 
full understanding of the project infrastructure and to apply the project results and 
infrastructure in their organisation. Learning from authors and experts of the system is an 
important aim of the training pilot. Trainees may enter the training at different levels of 
skill and with a different learning style and speed. This puts forward the demand for 
flexible training delivery. 
This paper presents an approach to modelling the pilot training processes as a value 
added chain. It also describes two scenarios and models how to set up, run, and evaluate a 
training pilot, taking into account the project documents.  
2 TENCOMPETENCE PROJECT PILOT TRAININGS 
The TENCompetence pilots were established at the beginning of the project and will be 
further maintained to support research exchange in the academic and business 
community. For reasons of cost and time efficiency the length of each individual training 
   Copyright © 200x Inderscience Enterprises Ltd. 
 
 
   
   
 
   
   
 
   
       
 
   
 
   
   
 
   
   
 
   
    Scenarios and models for Training Pilots    
 
effort needs to be as small as possible while the design and delivery methods should be 
optimised for effectiveness. 
The following general training objectives were defined in the project deliverable 
TENCompetence Training Roadmap: 
• To promote and enable the use of the TENCompetence infrastructure; 
• To prepare a network of future TENCompetence service providers to sustain the 
TENCompetence infrastructure; 
• To support the exchange of knowledge and competence development within the 
TENCompetence community of core partners and fellow researchers. 
The specific task will offer training for participants in real-life pilot implementations in 
different organisational and international settings. This training addresses the 
competences involved in implementing the TENCompetence infrastructure within the 
pilots.  
More specifically the objectives for pilot training are: 
• To clarify the TENCompetence concepts and infrastructure; 
•  To clarify the Personal Competence Manager User Guide; 
•  To familiarize with the use of the Personal Competence Manager; 
• To familiarize with the setting-up of a training pilot competence profile and 
audience; 
• To provide with an opportunity to use methods and techniques to run - manage 
and support the implementation of the TENCompetence system; 
• To provide with an opportunity to translate the TENCompetence concepts into 
specific situations where the system is implemented; 
• To provide with an opportunity to evaluate the training pilot; 
• To define target audiences. 
The project’s main target group consists of the pilot partners who investigate issues in the 
field of lifelong competence development and in related areas. Although this target group 
consists mainly of the pilot partners and their supervisors dealing with issues related to 
the TENCompetence project, it is also open to other associated partners who would like 
to become involved. 
The pilot training activities follow the Personal Competence Manager (PCM) (see User 
Guide Personal Competence Manager (Kees de Vink 2007). It uses service-based 
architecture to create a system which can address the above points by: 
• Gathering together competence related information drawn from sources at 
multiple levels. 
• Presenting and editing the information in a context, structure and format which 
is determined by the trainee. 
    
 
 
   
   
 
   
   
 
   
       
 
   
 
   
   
 
   
   
 
   
    Ruskov A., Ruskov P.    
 
The pilot users and project partners will benefit from the three Phases and thirteen Step 
Processes. This is to ensure a high impact cost effective training experience. 
Phase 1. Setting up a Training Pilot 
The user will follow the Guide Personal Competence Manager for conducting the pilot 
training process (Kees de Vink 2007).. These phase consist of the following six steps: 
Step 1: Define Community 
Step 2: Define Competence Profile 
Step 3: Define Competence  
Step 4. Define Action 
Step 5. Define Learners 
Step 6: Define Trainers 
Phase 2. Running a Training Pilot 
The training uses the Four Quadrant model to achieve a given competence (see User 
Guide Personal Competence Manager, Kees de Vink 2007). It is an open structure that 
allows for the different design components (learning objects – not specifically or 
necessarily digital) to be placed in and planned. Learning activities can be invoked from 
within the learning objects but also by referring and proceeding from one to another. By 
customizing the training to meet the pilot needs, we can ensure that everyone in pilot’s 
organization shares a common vision about the latest competence. 
Step 7. Start Training 
Step 8. Apply “hands-on” Learning 
Step 9: Facilitate Learning 
Step 10. Certification 
Phase 3. Evaluating a Training Pilot 
The third phase follows the next three steps: 
Step 11. Measure success of Learning 
Step 12. Evaluate Learning 
Step 13: Track and Report Learning Results 
3 METHODOLOGY AND PREVIOUS WORKS 
We go after the BPM methodology to model the pilot training processes (Scheer, 
Abolhassan, and. Kirchmer 2003). Our approach uses business process management tool 
to describe, to model, to animate and to simulate the scenarios of the chosen pilot training 
processes.  
    
 
 
   
   
 
   
   
 
   
       
 
   
 
   
   
 
   
   
 
   
    Scenarios and models for Training Pilots    
 
Our starting point is the collection of both the artefacts and the best practices related to 
training processes and models. Nichols, Terry Mayes and Sara de Freitas published some 
reviews concerning the theory and practice of e-learning (Mayes de Freitas 2004, Nichols 
2003). These reviews not only explain the pedagogical and pragmatic approaches to e-
learning, classifying it into three broad areas, but also suggest a principle of constructive 
alignment to ensure that practice models are based on relevant theoretical frameworks. 
We have used also the expertises from many running EC, international and local projects 
about educational innovations (TENCompetence 2007, PRIME 2007, JISC, 2007) and 
Academic Education Chain Operation Model approach (Ruskov P., Ruskov A., 2007).  
The analysis about the training processes is done with the partners and professor-student 
partnerships on the basis of the functions required.  
4 TENCOMPETENCE PROJECT PILOT SCENARIOUS AND MODELS 
The paper considers two embedded scenarios. 
Scenario 1. The company wants to improve the compatibility and concerns a new 
learning process within the organization. 
The Company Learning Improvement Model can use a classical process six step value 
added diagram model – Figure 1. (All pictures in the paper are scalable and can be to 
zoomed in and zoomed out for better visualization.)  
Company Learning Improvement
25,00 Day(s) 50,00 Day(s)
Discover
73,00 Day(s) 110,00 Day(s)
Define
68,00 Hour(s) 112,00 Hour(s)
Analyse
18,00 Hour(s) 40,00 Hour(s)
Design
Deploy
Implement
 
Figure 1. Learning process improvement steps 
The first four processes groups are shown on Figure 2.  
 
Approved
Learning Vision
& Mission
15,00 Day(s) 20,00 Day(s)
Set the HC
Management
Goals
Approved
Learning Goals
Organization
Strategy
HC Development
Strategy
10,00 Day(s) 30,00 Day(s)
Measure AS-IS
Competences
Reqired
Competence
Update
HC Expert
HC Manager
HC Manager
  
20,00 Day(s) 30,00 Day(s)
Define the New
Competence
Management
Strategy
15,00 Day(s) 20,00 Day(s)
Learn the Best
Strategy
8,00 Day(s) 10,00 Day(s)
Identify the
Needed New
Skills
Approved New
Competence
Managemen...
Approved
Learning
Strategy Report
Listed Skills
10,00 Day(s) 15,00 Day(s)
Conduct
Benchmarking
20,00 Day(s) 35,00 Day(s)
Develop
Relationships
With Universities
Avoid Generic
Training
New  Competence
Management
Strategy
Organizational
Learning Strategy
Approved
Learning Goals
HC Manager
HC Expert
HC Expert HC Expert
HC Manager
HC Expert
 
Figure 2a. Discover process group   Figure 2b. Define process group 
    
 
 
   
   
 
   
   
 
   
       
 
   
 
   
   
 
   
   
 
   
    Ruskov A., Ruskov P.    
 
6,00 Hour(s) 18,00 Hour(s)
Classify &
Prioritize the
Type of Skills
They Are...
5,00 Day(s) 7,00 Day(s)
Identify the Gap
at Local & Global
Level
12,00 Hour(s) 20,00 Hour(s)
Prioritize the Gap
at Local & Global
Level
10,00 Hour(s) 18,00 Hour(s)
Link Career
Developent to the
Skills Gap
Classif ied Skills
Identif ied Gap
Accepted
Report for Local
& Global...
Classif ied Needed
Skills
Real Local & Global
Skills
Local & Global Gap
Report
Listed Skills
HC Manager
HC Expert
Career
Developent
Linked to th...
 
500,00 Minute(s) 1 600,00 Minute(s)
Training Pilot
480,00 Minute(s) 600,00 Minute(s)
Locate
Individual/Partner
s Training
Expertize
120,00 Minute(s) 240,00 Minute(s)
Make the
Expertize Visible
Ready for
Training Pilot
Available Results
Published
Training
Expertize
Shared Training
Pilot Results
 
Figure 2c. Analysis process group  Figure 2d. Design process group 
 
According to the statements from TENCompetence Project Description we can define 
two main groups of possible training scenarios: 
• Trainee is looking for new skills/knowledge; 
• Trainee is looking for Competence profile fitting his/her potential 
Since the pilot training will focus on the first group we can use the next scenario: 
 
Scenario 2: The trainee can apply for a new function within the organization. Then 
the function description requires that he/she improves on different 
competences. 
 
Decision To
Start Pilot
PCM Ready
Training Pilot
Completed
70,00 Minute(s) 139,00 Minute(s)
Setting up a
Training Pilot
370,00 Minute(s) 1 280,00 Minute(s)
Running the
Training Pilot
60,00 Minute(s) 180,00 Minute(s)
Evaluating the
Training Pilot
Evaluation
Competed
PCM
PCM User Guide
HC Manager
PCM User Guide
HC Manager
PCM User Guide
HC Manager
 
Figure 3. Pilot Training process 
Figure 3 shows the Pilot Training process 
phases and Figure 4 – the relevant sub-
processes: setting-up (4a), running (4b) 
and evaluating (4c) the training pilot. 
 
    
 
 
   
   
 
   
   
 
   
       
 
   
 
   
   
 
   
   
 
   
    Scenarios and models for Training Pilots    
 
 
1,00 Day(s) 2,00 Day(s)
Define
Community
4,00 Hour(s) 6,00 Hour(s)
Competence
Prof ile
3,00 Hour(s) 6,00 Hour(s)
Define
Competence
1,00 Hour(s) 3,00 Hour(s)
Define Action
1,00 Hour(s) 2,00 Hour(s)
Define Learners
1,00 Hour(s) 2,00 Hour(s)
Def ine Trainers
Decision To Use
PCM
PCM Community
Defined
PCM Cmpetence
Profile Defined
PCM
Competence
Defined
PCM Action
Defined
PCM Learners
Defined
PCM Trainers
Defined
HC Expert
System Administrator
All Functions in this model are
performed by the follow ing tw o roles
Teachers, Coaches
and Trainers
Learner(s)
  
Figure 4a. Start Training sub-process 
 
    
 
 
   
   
 
   
   
 
   
       
 
   
 
   
   
 
   
   
 
   
    Ruskov A., Ruskov P.    
 
10,00 Minute(s) 20,00 Minute(s)
Start Training
4,00 Hour(s) 16,00 Hour(s)
Hands-on
Learning
1,00 Hour(s) 3,00 Hour(s)
Facilitate
Learning
1,00 Hour(s) 2,00 Hour(s)
Cerif ication
PCM Ready
Training Started
Training
Completed
Certif ied
Learner(s)
Learner(s)
Learner(s)
HC Expert
HC Manager
Learner(s)
Certif icates
PCM User Guide
Teachers, Coaches
and Trainers
Teachers, Coaches
and Trainers
System Administrator
 
Figure 4b. Run-up Training sub-process 
 
30,00 Minute(s) 90,00 Minute(s)
Measure
Success of
Learning
20,00 Minute(s) 50,00 Minute(s)
Evaluate
Learning
10,00 Minute(s) 40,00 Minute(s)
Track & Report
Learning Results
Pilot Finished
Measured Results
Evaluated
Learning Results
Evaluation
Competed
List Of
Certif icates
Training Reports
HC Expert
System AdministratorTracking Reports Archive
Publish Results Online
____ _____
____ _____
____ _____
_ ________
_ ________
_ ________
Evaluation Report
 
Figure 4c. Training Evaluation sub-process 
    
 
 
   
   
 
   
   
 
   
       
 
   
 
   
   
 
   
   
 
   
    Scenarios and models for Training Pilots    
 
The competition in recent years brought about a great need of employee training. To 
make recommendations for improving the pilot training processes, it is critical to 
understand the processes, resources and parameters for the activities and to find out the 
strength and weaknesses of the scenarios through modeling process. Figures show the 
examples of the parameters for both the sub-processes and processes as well as groups of 
processes. The assessment of the results of the animations with the input data in the 
models provided evidences for the HC decision makers. They can vary in scenarios, 
models and parameters into existing managerial experience and can make training 
process more effective. Also they can use models to review long-term training strategies. 
5 CONCLUSION 
The main contribution of the research is the design and modeling of training process 
activities. Present models and results can be implemented in both academic and business 
organizations. They give the opportunity to make training processes more effective and 
efficient. Models and patterns are a basic concept for supporting repeated work. The 
presented training pattern formalizes the process of a training activity thereby making it 
reusable as a template in future company learning activities. By sharing training patterns, 
company can “socialize” best practices and reusable training processes. 
 
*Acknowledgement*  
The work on this paper has been sponsored by the TENCompetence Integrated Project 
that is funded by the European Commission's 6th Framework Programme, priority 
IST/Technology Enhanced Learning. Contract 027087 (www.TENCompetence.org)  
REFERENCES 
Kees de Vink (2007), TENCompetence User Guide Personal Competence Manager. 
Kew, C. (2006), TENCompetence: Lifelong Learning and Competence Development Proceedings 
of the First European Conference on Technology Enhanced Learning. October 1st-4th, 
Crete, Greece: Springer. 
Koper, E.J.R., & Bennet, S. (2006),. Learning Design: Concepts. In H. Adelsberger, Kinshuk, J. 
Pawlowski, & D. Sampson, International Handbook on Information Technologies for 
Education and Training. Heidelberg: Springer. 
Moody P.and all (2006), P. Moody, D. Gruen, M. J. Muller, J. Tang, and T. P. Moran, “Business 
activity patterns: A new model for collaborative business applications,” IBM Systems 
Journal 45, No. 4, 683–694, 2006. 
Nichols, M. (2003). A theory for eLearning. Educational Technology & Society, 6(2), 1-10, 
Available at http://ifets.ieee.org/periodical/6-2/1.html (ISSN 1436-4522)  
Ruskov P., Ruskov A.,(2007), Academic Education Chain Operation Model, 2nd TENCompetence 
Workshop, 11-12 January 2007, Manchester G-Mex. 
Scheer A. W. , P. Abolhassan, and W. J. M. Kirchmer, (2003) Business Process Excellence – ARIS 
in practice. (Springer, 2003). ISBN 3 540 43479 8 
Mayes T,de Freitas S. (2004), JISC e-Learning Models Desk Study, Stage 2: Review of e-learning 
theories, frameworks and models, Available at 
http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20(Version
%201).pdf
 
    
 
 
   
   
 
   
   
 
   
       
 
   
 
   
   
 
   
   
 
   
    Ruskov A., Ruskov P.    
 
WEBSITE 
• E-Learning Framework Site, http://www.elframework.org/ 
• Innovative Practice with e-Learning, http://www.elearning.ac.uk/innoprac 
• JISC (2007), Projects, Available at http://www.jisc.ac.uk/whatwedo/projects.aspx 
• PRIME (2007), http://www.prime-time4all.com/home.htm 
• TENCompetence (2007), http://www.TENCompetence.org/ 
    
 
 
   
   
 
   
   
 
   
       
 


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