'Just
Just In Time
Time' –
Training Strategy
g Visual Workflows
using
Merck RLIMS
Len Kulesa
30-Apr-2012
Agenda
► Background
► Training
g
–
–
–
–
Challenge
Goals
Strategy
Plan
• Plan Elements
► Visual Workflows & Embedded ‘How To’ Guides
– Advantages
– Disadvantages
► Support
pp
► Results
2
Background
g
RLIMS evolution
► Merger
g of Merck & Schering-Plough
g
g ((November,, 2009))
o
Existing, global instance of RLIMS deployed at legacy S-P:
Pharmaceutical Sciences (Small Molecule and Biologics), Animal
Health and Consumer Health divisions
o
Multiple Merck LIMS and/or LIMS-like solutions across divisions;
no standardization
o
Business/IT decision to expand deployment of RLIMS to
legacy-Merck sites
o
December, 2010 – Signoff of requirements specification for the
integrated global Merck Research LIMS (i.e .RLIMS)
o
June 2011 -Rollout
Rollout to existing RLIMS users (legacy S
S-P)
P)
– Manage new sample types (e.g. Raw Materials )
o
July 2011 - Begin rollout to legacy-Merck sites.
g in an integrated
g
Global Merck Research LIMS ((with
– Resulting
requirements for enhanced functionality in support of GLP,
Vaccines, Characterization, etc.)
3
Training Challenge
► The merger and use of multiple, legacy systems across the
company created a diverse, global user population– not all
h i
having
LIMS experience
i
o Legacy S-P users with varying levels of experience with
RLIMS (novice to expert)
o Legacy Merck users
o Experience with Labware LIMS, but not RLIMS
o Experience with a LIMS other than Labware
o Little or no LIMS experience
o S-P
S P had
h d a focused
f
d Training
T i i
Group
G
o Assisted in building materials, scheduling and delivery
o Resource no longer available (dissolved post-merger)
4
Training Challenge
o Existing RLIMS Training Program
o Front loaded; providing very extensive,
extensive detailed role based
instruction prior to making use of the application
o Mainly instructor-led; time intensive, classroom (3) , and/or
auditorium lectures / demos, paper based materials, some
‘h d on’.
‘hands
’ (classes
( l
ranged
d from
f
½ day
d
to
t 3 days)
d
)
o Resource drain & scheduling issues often resulting in delays
for providing access to new users until courses/trainer(s)
were available
► Concerns of our ability to reach a large global workforce and/or
partner groups
► Multiple Learning Management Systems (for delivery/tracking of
t i i ) – nott harmonized,
training)
h
i d inefficient
i ffi i t
5
Training Challenge
► Front Loaded Training issues:
o Labor intensive
o Costly in terms of both instructor’s time and learner’s time
o Increased travel expenses in order to support expanded (global)
user community
o User feedback was negative:
• Too much information (detail) to absorb in a short period of
time (overload)
• Time lapse
p between completion
p
of the scheduled training
g and
the user actually accessing the system (i.e. ‘use it or lose it’)
• Gaining access to current materials / knowledge
o After large rollout training was completed, questions on how to
train new users
users, users requiring a new role,
role etc.
etc in a timely
fashion
6
Goals
► Reduce Training Costs (time, resources, etc.)
o Dec
Decrease
ease travel
t a el (minimize
(minimi e need fo
for instructor-led
inst cto led sessions)
o Reduce material cost (eliminate paper)
o Improve overall performance (more efficient use of scarce
resources)
► Timely User Training
o
o
o
o
Real Time access - anytime, anywhere
Personalized Learning - offer control to the learner, self-paced
Provide on-going access to resources/course materials
Capture organizational knowledge (user experience)
o Make available for future learners
o Provide instructor led training when necessary
7
RLIMS Training Strategy
► New Approach
o
o
o
o
o
o
o
o
o
Blended
Bl
d d learning
l
i
approach
h
On-demand and ‘Just-in-Time’ training
Based on learner demand, easy access to self-paced e-learning.
Centralized and consistent training repository
Classroom learning, instructor led (i.e., Face to Face and via
Interwise) – where needed
Hands-on
Hands
on instruction via RLIMS Training Environment
Ability to reach a large global workforce and/or partner groups
Ability to track learning usage and the status of compliance
training (harmonized use of standard modules/curricula)
Ability to capture organizational knowledge and can be made
available for future learners/users (i.e. allow for continuous
improvements)
8
RLIMS Training Strategy
► New Approach (Cont.)
o Post Formal (role-based) Training: Connect the user to
information — quickly, efficiently and in context
o Give user the specific information they need within the
context of their task within RLIMS.
o Rather than leave the LIMS environment to access a
process procedure or instructions,
process,
instructions provide the ability
to retrieve current, useful information from within
RLIMS.
9
Training Plan
► Plan
o Hi
High
hL
Levell F
Formall Training
T i i
(C
(Covering
i
RLIMS workflows,
kfl
objects and processes)
o Informal Training (RLIMS Training System, automated
process for Analysts & Supervisors)
o Visual Workflow – ‘How To’
o Context Sensitive, ‘Point-of-Use’ Step by Step
instructions (i.e.
(i e electronic user guides)
o Dynamic updates anytime (including user feedback) to
provide current knowledge and/or revised instructions
o Ability to capture ‘customized’ workflows for a given
source area (if needed)
10
Training Plan
► Plan Elements
o Formal Training
o Required to Gain Access to RLIMS
o Role-Based Set of PowerPoint Modules,
o Some modules shared across roles (core functional
capabilities)
o LMS delivered modules, including quizzes (where
appropriate)
o RLIMS Overview of Objects, Process & Workflow
o Role
R l S
Specific
ifi F
Functions
ti
o Training history/delivery managed electronically (i.e. LMS )
o ‘Gap training’ for existing users (delta training)
o Informal Training (trial runs)
• RLIMS Training Environment
– All users have access
– Automated / guided hands-on process for Analyst &
Supervisor roles
11
Training Plan
► Plan Elements (cont)
o ‘I
‘Instructor-Led’
t
t
L d’ T
Training
i i
o Face to Face or Interwise
o Role based (for more complex, specialized roles)
o Delivered on an “as
as needed”
needed basis
o Tailored to, driven by end user needs (novice, some
knowledge / experienced)
o “Point
Point of Use
Use” instructions
• Visual Workflow - Hot-spots associated with
‘How To's
• ‘H
‘How To‘s
T ‘ designed
d i
d tto b
be context
t t sensitive
iti
(i.e.
(i
task specific), providing Step by Step instructions
within RLIMS
12
Visual Workflows with ‘How
How To
To’s
s
► Advantages:
o ‘Point
Point of Use
Use’ access
o Users have immediate access within RLIMS to ‘context
sensitive’ instructions (How-To’s).
o On
On-demand
demand access (encourages self sufficiency)
Supports the self-directed learner in pursuing
individualized, self-paced learning activities
o End user convenience (access 24 / 7)
o Users are much less dependent on support staff for
information
o No additional software required
o Easy to update and publish (refresh as needed)
o Ensures current version
o Reduces user errors in the system (i.e. ‘right
right first time’)
time )
o Minimizes Help Desk Calls
13
Visual Workflows with ‘How
How To
To’s
s
► Disadvantages:
o S
Some users still
till prefer
f classroom
l
training;
t i i
comfort
f t
of seeing & doing
o Requires that the user be more self-reliant, by
accessing the ‘How
How To
To’s
s
o Some users would rather contact support staff
(quicker, easier)
o Need to give users time to adjust and experience
th b
the
benefits
fit
o Need to encourage / remind users to utilize the
‘How To’s
14
Dry Runs
► Prior to rollout to new areas
Key
y users were strongly
g y encouraged
g
to execute Dry
y Runs to
experience first hand how RLIMS works. Used to identify /
assess any gaps in functionality or process flows
p
/
o Provide the benefit of additional hands-on experience
instruction with the application
o Critical for source areas to verify their workflows are aligned
with local procedures (SOPs) or harmonize with Global SOPs
o Areas where Dry Runs were executed had a much smoother,
more efficient transition to the new system
o Pay now or feel more pain later
o Identify area-specific details to be incorporated into a related
‘How To’
15
Results
► User feedback has been positive
o Likes:
o Hi
High
h level
l
l fformall ttraining
i i
o Less time consuming
o Hands-on training availability
o Context Sensitive
o Self
S lf paced
d
o Real time
o Dry Runs
o Current information
o Dislikes
o Limited instructor lead training
o Long ‘How Tos’
o Finding
Fi di
time
i
to conduct
d
Dry
D Runs
R
► Legacy support staff (no increase in headcount ) now supports a
broader, integrated, global user base at 2x sites.. across multiple
time zones
16
Example
17
Acknowledgments
IT (Consultant)
Bhagavat Parmar
Business
Len Kulesa
Bob Lesica
LMS
Christy Stickle
LabAnswer
Don Kutter
Joe Strausburg
18
Questions
19
Supplemental
20
Exclusions
► IT related
l t d activities,
ti iti
such
h as system
t
access, user accounts,
t etc.
t
► Excludes the revision of existing SOPs and CWIs impacted by
the RLIMS implementation
► Training for System User Acceptance Testing (UAT) is not
included in the scope of this training plan.
plan
21
RLIMS Support
► RLIMS User Community (Sharepoint)
22
Files stored outside of RLIMS
23