Running head: DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Department of the Navy - Research and Development Activity:

Proposal for Improving Enterprise Learning and Development

Kay L. Venteicher
University of Maryland University College
DETT 621
November 30, 2014

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Table of Contents
Table of Contents .......................................................................................................................................... 2
Introduction of the Organization ................................................................................................................... 3
Learning and Development Proposal Plan .................................................................................................... 7
Technology Literacy: Awareness of Technology .................................................................................... 7
Personal Skills: Demonstrating Adaptability and Personal Development ............................................... 9
Industry Knowledge: Maintain Professional Knowledge and Stay Abreast of Industry Change/Trends
................................................................................................................................................................ 10
Global Mindset: Expand Self-Awareness and Leverages Diverse Contributions .................................. 11
References ................................................................................................................................................... 13

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Department of the Navy Research and Development Activity:

Proposal for Improving Enterprise Learning and Development
The Research and Development Activity is a typical research and development
organization charged with the mission of research and development by the Department of the
Navy and the Department of Defense. This report documents the learning and development plan
for improving the enterprise learning for the Research and Development Activity, which is
developed from the needs assessment (Venteicher, 2014b). The proposal will provide an
appropriate solution that will identify and describe each need area as it relates to the
organizations current level of learning and development maturity and the potential for growth
with an emphasis on the integration of online learning.
Introduction of the Organization
The case review and needs assessment provided the description of the Research and
Development Activity as a Department of the Navy organization manned with U.S. Navy
government civilians and military service members (Venteicher, 2014a, 2014b). The
organization is charged to conduct research and development efforts that produce capabilities
enabling future operational concepts for the Department of Defense and the Department of the
Navy (Office of Naval Research, 2011, p. 1; Office of Naval Research, n.d.b., n.d.c.).
The Research and Development Activity accomplishes this charge through the discovery,
development, and deployment of cutting-edge science, engineering, and technology products to
acquisition managers within a three- to five-year timeframe. This is accomplished by working
collectively with partner organizations toward the Department of the Navy goals to (a) advance
research and development programs; (b) foster the transfer of new technologies into products; (c)
develop and sustain educational resources, a skilled workforce, and a dynamic infrastructure and
toolset to advance research and development; and (d) support responsible research and
development (Office of Naval Research, 2011, pp. 4-6; Office of Naval Research, n.d.a, n.d.d.).
The Research and Development Activity is in Stage 1 of the learning and development
capability/maturity perspective. The levels reflected for employees by job type and grade levels
are shown in Table 1. The civilian and military perform similar jobs and roles in the
organization and require similar training to perform the mission.
Table 1
Employees by Number, Job Type, and Grade Level
Navy Civilian or Employee Type
Employee Grades
Military

# of
Employees

Civilian

0132/Intel Specialist

14/15

1/0

Civilian

0340/Prjct Mgmt

SES

Civilian

0340/Prjct Mgmt

14/15

1/1

Civilian

0341/Mgmt HR

11/12/13/14

1/0/1/1

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Civilian

0343/Mgmt Analyst

SES

Civilian

0343/Mgmt Analyst

12/13/14/15

3/6/5/3

Civilian

1301/Scientist

SES

Civilian

1301/Scientist

12/13/14/15

0/1/1/1

Civilian

1640/Engineer

12/13/14/15

1/2/2/2

Civilian

0303/Admin

10/11

2/4

Civilian

2210/CIO/IA

15

Civilian

2210/IT

12/13/14

1/2/2

Military

Officer

O2/O3/O4/O5/O6

5/15/15/6/4

Military

Enlisted/Yeoman (Admin) E5/E6/E7

1/2/1

Military
Enlisted/IT
E5/E6/E7
0/2/1
Note: The numbers, types, and grades of the different employees were derived from the
Research and Development Activity matrix. Adapted from Venteicher, K. L. (2014a, October
19). Department of the Navy - Research and Development: Case study of an organizations
learning and development level and maturity
Background employee demographics for both civilians and military assigned to the activity
include:
(a)
(b)
(c)
(d)

90% of personnel hold a bachelor degree,

75% of personnel hold a professional degree,
15% of personnel hold a PhD,
75% of personnel hold a Department of Defense or commercial certification (e.g.,
Defense Acquisition Workforce, Information Technology),
(e) 50% of civilian employees have previous military experience, and
(f) The personnel age range is from 25 to 72 years.
The ASTD Competency Study: The Training and Development Profession Redefined by
Arneson, Rothwell, and Naughton (2013) was reviewed prior to conducting the case review. In
the interview for the case review, learning and development need areas were identified, which
are aligned with the organizations business strategy, Human Resources, and the learning and
development strategies and when met will bring the need into alignment with the organizations
strategic goals. The ASTD Competency model of foundational competencies was used for the
case review as it was determined comparable to the current performance management system
used by the organization. For the purpose of this learning proposal plan, the areas in the
foundational competencies will be only areas addressed from the ASTD Competency model.

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

The foundational competencies identified with a need area include (a) global mindset, (b)
industry knowledge, (c) personal skills, and (d) technology literacy. In Table 3, the specific
areas of need are identified and ranked by level of importance to the organizations business
strategy, Human Resources, and the learning and development strategies. The foundational
competencies apply universally to all civilian employees and military members regardless of job
assignments or disciplines and level of competence held by each individual. Each need
addresses junior level, mid-level and senior civilian employees and military members with
regard to the foundational competencies findings from the case review and is broken out in Table
1 (Venteicher, 2014a) by the different discipline levels. This breaks out into the following levels
in Table 2.
Table 2
Employee Levels (Civilians and Military)
Level

Number

Executive Level
4
Senior Level
32
Mid-Level
27
Junior Level
35
Note: The numbers and levels of the different employees were derived from the Research and
Development Activity matrix. Adapted from Venteicher, K. L. (2014a, October 19). Department
of the Navy - Research and Development: Case study of an organizations learning and
development level and maturity
Table 3
ASTD Foundational Competencies
Foundational
Level of
Competencies
Area(s) of Need
Importance
Expand own awareness
Global Mindset
Leverages diverse contributions
3
Maintain professional knowledge
Industry Knowledge
Stay abreast of industry change/trends
2b
Demonstrating adaptability
Personal Skills
Personal development
2a
Technology Literacy Awareness of technology
1
Note: The Area of Need is the identified subdivision(s) of the Foundational Competencies. The
Level of Importance is based upon statistical analysis of the Level of Importance and
Professional Need identified in the ASTD Foundational Competencies in Table 2. Adapted
from "ASTD Competency Study: The Training & Development Profession Redefined," by J.
Arneson, W.J. Rothwell, and J. Naughton, 2013, Alexandria, VA: ASTD Press.
The foundational competencies apply to all levels of employees, both civilian and
military. While there may be varying degrees of training and development needs based on roles
and responsibilities, all employees should have a basic understanding and working knowledge of
the foundational competencies. These areas will have a positive impact on the organization

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

moving from Stage 1 to Stage 2 on the Organizational Learning and Development

Capability/Maturity Matrix as the organization grows training and changes the learning and
development culture.
To move from a Stage 1/ad hoc, sporadic training organization to a Stage 2/consistent
L&D event organization, the organization would need to have access to a learning management
system/eLearning, training and development that was planned, routine/scheduled, changed
readiness, assisted in operational consolidation, and provide a knowledge management system
for the various levels of employees. Table 4 shows the Stages of Organizational Learning and
Development Capability/Maturity Matrix. Stage 1, the organizations current stage is
highlighted in yellow. Areas highlighted in green are the areas that will be most impacted within
the first two years of implementation of the foundational competency training. Areas highlighted
in turquoise are expected to show impact within four years.
Table 4
Stages of Organizational Learning and Development Capability/Maturity Matrix
Stage 2
Stage 3
Stage 4
Stage 1:

Main Tools/
Technology

Jobs/Roles/
Competencies
Primary Analytics

Consistent L&D
Institutionalized
Ad Hoc,
L&D
Sporadic Training Events
Organization LMS
Performance &
Knowledge
Department LMS eLearning
Management
Competency model
Talent and
Incidental
T&D Excellence Performance
Training
Improvement
Quantitative &
ROI, ROE
Predictable costs
Qualitative

Enterprise
Learning
Enterprise
Learning Model
& Performance
Support
Competencybased Talent
Management
Net Worth

Learning Aligned
with Business
Primary Drivers
Change Readiness Business Results
Reduce Risks
Strategy and
Execution
Learning Process Reactive
Planned
Strategic
Agile Learning
Business Structure
Consolidation of
Rapid
Learning Culture
Departments
Focus
Operations
Reconfiguration
Decision Support Data
Information
Knowledge
Wisdom
Note: Adapted from Case study: Stages of learning and development capability/maturity. (2013,
August 27). Assignment 2 - Case Study Report [Online conference post or comment]. Submitted
to: University of Maryland University College, Online Learning and Development in the
Workplace, Fall, 2014.

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Learning and Development Proposal Plan

Technology Literacy: Awareness of Technology
To ensure all levels of employees can demonstrate awareness of technologies, monitor
new technology developments, and current and emerging trends in technology, there must be a
basic level of competence (Arneson, Rothwell, and Naughton, 2013, p. 90). Current
organization actions have projects previously documented in hard copy currently being digitized
and incorporated into a knowledge management system. Commercial contractor support
specializing in records management and knowledge management systems is being utilized to
facilitate this effort. The organizations upgrade of internal information technology
infrastructure has been completed which will support the knowledge management system
scheduled to begin in the first quarter of calendar year 2015, January 2015 and installation of the
records and knowledge management systems is anticipated to be completed the end of the second
quarter for calendar year 2015, June 2015.
In addition to supporting training and knowledge management, the system will be utilized
to comply with Department of Defense mandated audit compliance procedures, which are
required to be in place and operating by December 2016 for all acquisition and finance activities
within research and development activities. A secondary benefit but one that is likely more
important is that the systems will mitigate if not eliminate the multigenerational challenges
currently being experienced by the organization. The organizations leadership recognizes the
significant impacts, both positive and negative, the new automated records and knowledge
management systems are likely to have on the organization. To foster an orderly positive
transition to the new systems the organization is developing and instituting a change
management process that will be implemented prior to the system coming on line next year. As
previously noted in the case study of this organization, the employees will need to develop new
skills and eventually become more comfortable in pulling content (Rosenberg, 2006, p. 85)
such as from the knowledge management system being stood up that will provide source material
to support the learning and development needs. Time and use in day-to-day activities will refine
and hone individuals skills of use. The training of the system will provides a knowledge base
for the learner to move forward while adding the informal training to achieving the organization
goals (Van Dam, 2012, para. 8-12).
New and current employees will be able to learn from previous projects or historical
references. The knowledge management system will enable employee to develop relationships
with other team members and improve than normal nine to twelve month ramp up learning time.
Mentoring and coaching can be extended to all members of the organization across department
boundaries based on disciplines and interests. While the multigenerational challenges with the
workforce include aversion to information technology advancements, the changes within the
organization that support online learning that go beyond email and video conferencing will
promote personal-use technology to be introduced into the work environment. Ideally, the baby
boomers will adopt more technology applications and record their contributions before they are
lost. The Generation X employees are documenting their actions but are not sharing. While
histories and knowledge may initially be verbally shared with the baby boomers and Generation
X employees, the knowledge management system offers a place for members to collaborate with

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Generation Y, providing the research and development projects the Generation Y finds
stimulating.
This change in environment promotes informal learning such as career-driven learning to
move employees through the on-the-job learning process to be enable employees to assume new
positions and jobs. To support informal training, the organizational culture must be one of
collaboration and not hierarchical. The collaborative environment fosters the sharing of
knowledge from mentors and practitioners. This environment is one that could benefit from a
mentoring/reverse-mentoring activity such as suggested by Cross (2012) where the digital
natives and digital immigrants can both benefit from sharing of knowledge (p. 7). These
relationships could include participation in team building through live online discussions, wikis
and forums, and preparation of materials for content archives (p. 8).
Promoting this change will support the Human Resource Managers quarterly projects of
workforce discussions with a growing of knowledge with the Generation Xers and Generation
Yers due to projections of up to 25% of the civilian workforce, retiring within the next 5 to 10
years. This shift in culture provides for social and informal learning from mentors that Emelo
explains will fulfill the needs of the workforce. Mentors that share accurate and organizationalfocused knowledge must support competency-based learning (p. 70). This initial foundational
competency is the key to addressing the additional three foundational competencies. This
competency will open doors for all level of the organization as the individual employees are able
to use the knowledge management system, engage in informal learning and mentoring and
promote collaborative knowledge exchanges.
This competency will be the first area tackled as it supports the greatest advancements for
the organization. While the IT department will be a significant partner in the technology
support, external training will be contracted through multiple sources such as contract, academic,
and government sources.
a. Online training includes examples such as online training provided from contract
sources such as use of SharePoint and Cloud to support collaboration activities, Microsoft Office
to support mission activities, and Visual Studio and Programming to support knowledge
management processes. All levels of employees will benefit from foundation training, with
continued training targeted at junior, mid, and senior levels to promote growth of support in
mission activities. These levels will allow a greater degree of collaboration with outside
partners.
b. Training sources such as certificate and degree related education may be identified by
directorates of employees that are identified as those with intended long term relationships that
would be of value to business areas in specific technology areas. These areas may include
information technology, analytics, and advanced programming.
c. Government training sources offer basic courses but these are offered in limited
numbers. This option should be considered for government specific technology.
The greatest advantage of the online training is the known attendance and completion
levels for the organization. While traditional classroom training is available and may appear
beneficial for some organizations, historically, this activity cannot support extended absence

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

beyond two days from the mission. Hence, online training is of greater value for the
organization as it supports flexibility in time and attendance. Human Resources and the Training
Officer will map standardized training to the department requirements, activity requirements, and
operational crossover of individuals ensuring an ongoing learning and development plan for all
employees.
Personal Skills: Demonstrating Adaptability and Personal Development
To ensure all levels of employees can demonstrate adaptability and personal
development, there must be a basic level of competence for all employees (Arneson, Rothwell,
and Naughton, 2013, pp. 88-89). Areas covered in this competency include change management,
adapting to new approaches, seeking new learning and skill growth, and finding and making
learning opportunities. Adoption of technology literacy fits into this category and shows early
signs of adaptability and personal development. Consideration of the technology literacy
competency should be considered when developing the standardized training for this
competency. Generational issues may need to be addressed when selecting training for the
different career levels of the organization. Generation Yers are apt to still be in this mode as
many have not been out of the academic environment for an extended period and will be looking
for growing the knowledge base, which will support the individual desire for career/promotion
advancements. Generation Xers and Baby Boomers will fall into the mid and senior level of
employees that would benefit the greatest from this type of training to bring skills up to date.
Senior Executives are provided annual training through local seminars but could also benefit
from this training.
Options for this competency support ongoing advancements for the organization.
External training will be the greatest source for this competency with sources available through
contract, academic, and government sources.
a. Contract sources offer online training that includes examples such as management and
leadership, acquisition and contracting, and financial management. All levels of employees will
benefit from foundation training, with continued training targeted at junior, mid, and senior
levels to promote growth of support in mission activities. These levels will allow a greater
degree of collaboration with outside partners.
b. Training sources such as certificate and degree related education may be identified by
directorates of employees that are identified as those with intended long term relationships that
would be of value to business areas in specific areas. These areas are all offered through online
academic sources and include project management, financial management, and information
technology management. Other areas that are becoming of greater accessibility are areas of
advanced degrees in oceanography, engineering, and other STEM related career opportunities.
c. Government training sources offer basic through intermediate level courses, which as
before are offered in limited numbers. These courses include management, public speaking, and
personal evaluation such as 360 assessments. An advantage of this is that groups from the
organization can be enrolled together to support group collaboration and team building which
provides advantages beyond the individual skill and knowledge building. This training is offered
in a blended learning environment with face-to-face and online learning components. Other
government training sources include the Defense Acquisition University that is required for all

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

10

members of the organization in the individual specific discipline. This applies to approximately
25% of the organization, both civilian and military, with the potential for advancements in Level
I and Level II for 90% and Level III for 10%. This certification opens up opportunities for all
employees in follow-on assignments and is transferable within the federal government. While
the majority of these courses are computer based technology offerings, many capstone courses
for the different specialties and levels are being converted to online distance education format
with group activities to demonstrate skill and learning attainment.
This competency will also benefit from the advantage of the online training promoting
training attendance and completion levels for the organization. Human Resources and the
Training Officer will map standardized training to the department requirements, activity
requirements, and operational crossover of individuals ensuring an ongoing learning and
development plan for all employees.
Industry Knowledge: Maintain Professional Knowledge and Stay Abreast of Industry
Change/Trends
To ensure all levels of employees maintain professional knowledge supported by industry
changes/trends to build on industry sector knowledge, there must be a basic level of competence
for all employees (Arneson, Rothwell, and Naughton, 2013, pp. 84-85). While this competency
encompasses a broad spectrum of industry knowledge for the activity, familiarization of industry
changes and trends will benefit all due to the possibility of operational overlap of mission areas.
This area will benefit from use of the knowledge management system, mentoring and
collaboration among employees. Generation Yers will be the greatest users of training in this
foundational competency to come up to speed with the activity and directorate missions beyond
technology and training from previous academic and military endeavors.
Options for this competency support ongoing advancements for the activity missions and
partnering with outside organizations. While informal internal training opportunities offer a
great amount of historical value from the knowledge management system once it is online,
external training will be the greatest source for this competency with sources available through
contract, academic, and government sources.
a. Contract sources offer a mix of face-to-face and online training that includes examples
such as acquisition and contracting, financial management, and STEM related industry training.
Many of the foundation or basic courses are in the face-to-face mode with follow-on training for
intermediate and advanced training being offered in online format. All levels of employees will
benefit from foundation training, with continued training targeted at junior, mid, and senior
levels to promote growth of support in mission activities. These levels will promote greater
degrees of collaboration with outside partners.
b. Training sources such as certificate and degree related education may be identified by
directorates of employees that are identified as those with intended long term relationships that
would be of value to business areas in specific areas. As with the personal skills competency,
these areas are all offered through online academic sources and include project management,
financial management, and information technology management. Other areas that are becoming
of greater accessibility are areas of advanced degrees in oceanography, engineering, and other
STEM related career opportunities.

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

11

c. Government training sources offer basic courses but these are offered in limited
numbers and generally for government specific technology conducted through classroom lectures
followed by demonstrations. Government training sources offer basic courses. These courses
include STEM related government R&D technologies and are generally a need-to-know basis for
attendance with few online training offerings, again limited to a need-to-know basis. Other
government training includes Human Resource University related courses that are all online
offerings for all skill levels.
This competency will also benefit from the advantage of the online training promoting
training attendance and completion levels for the organization. Human Resources and the
Training Officer will map standardized training to the department requirements, activity
requirements, and operational crossover of individuals ensuring an ongoing learning and
development plan for all employees.
Global Mindset: Expand Self-Awareness and Leverages Diverse Contributions
To ensure all levels of employees achieve a global awareness in a somewhat closed
environment, especially with growing interaction with outside agencies and organizations, there
is a growing need for expanding self-awareness and leveraging diverse contributions creating a
need for at least a basic level of competence for all employees (Arneson, Rothwell, and
Naughton, 2013, p. 84). While this competency promotes establishment of different types of
relationships from various backgrounds and leveraging diverse contributions, this competency
can be implemented first internally within the organization and then externally with potential
outside agencies and organizations. While there may be an informal network within the mid and
senior level employees and senior executives, this must be extended to the junior level
employees as mission permits for external networking. This action will promote Generation
Yers loyalty to the activity through relationship building and inclusion activity. Military
members will be familiar with this as most have a military network prior to assignment to the
activity.
Options for this competency support ongoing advancements for the activity missions and
partnering with outside organizations. While this includes informal internal training and
mentoring opportunities, the greatest benefit of this relationship is sharing of the different
agencies, organizations cultural background, and simple differences such as use and meaning of
terminology. Limited external training is available for this competency beyond face-to-face
activities. There are some sources available through contract, academic, and government
sources.
a. Contract sources offer a mix of face-to-face and online training that includes examples
such as management and leadership training, soft skills training, and language training. Many of
the foundation or basic courses are in the face-to-face mode with follow-on training for
intermediate and advanced training offered in online format. All levels of employees will benefit
from foundation training, with continued training targeted at junior, mid, and senior levels to
promote growth of support in mission activities. These levels will promote greater degrees of
collaboration with outside partners.
b. Training sources such as certificate and degree related education may be identified by
directorates of employees that are identified as those with intended long term relationships that

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

12

would be of value to business areas in specific areas. As with the personal skills competency,
these areas are all offered through online academic sources and include various management and
leadership areas.
c. Government training sources offer basic through intermediate level courses in limited
numbers. These courses include management and soft skill training courses generally on an
individual enrollment basis vice possible group enrollment. This training is offered in a blended
learning environment with face-to-face and online learning components.
This competency will also benefit from the advantage of the online training promoting
training attendance and completion levels for the organization. Human Resources and the
Training Officer will map standardized training to the department requirements, activity
requirements, and operational crossover of individuals ensuring an ongoing learning and
development plan for all employees.
Conclusion
The foundational competencies identified in the needs analysis of the organization
include (a) technology literacy, (b) personal skills, (c) industry knowledge, and (d) global
mindset organized by the level of importance for the organizations business strategy, Human
Resources, and the learning and development strategies. While the different civilian and military
employees all have different levels of competency in these four foundational competency areas,
it is the lack or limited level of competency that holds both the individual, regardless of job
assignments or disciplines, and the organization back from advancing from Stage 1 to Stage 2 of
the Stages of Organizational Learning and Development Capability/Maturity Matrix. Adoption
of this learning and development proposal for the activity will promote a change of culture at all
employee levels from junior, mid, senior, and executive levels by moving the activity to Stage 2
with consistent learning and development events. While ambitious with the first competency of
technology literacy completed within two years, this sets up the remaining three foundational
competencies to be integrated into the organizations culture within four years. This proposal
supports continued reviews of learning and development initiatives for future opportunities to
move to the next capability/maturity stage with the knowledge management system providing a
current segway to the next stage.

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

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DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Office of Naval Research. (n.d.d.). Naval science and technology strategic plan [Web page].
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Case study of an organizations learning and development level and maturity
Rosenberg, M. J. (2006). Beyond e-learning: Approaches and technologies to enhance
organizational knowledge, learning, and performance. San Francisco, CA: Pfeiffer.
Van Dam, N. (2012, April). Designing learning for a 21st century workforce. T+D, 66 (4): 4953. Retrieved from http://www.astd.org/Publications/Magazines/TD/TDArchive/2012/04/Designing-Learning-for-a-21ST-Century-Workforce
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Activity: The organizations learning and development needs assessment

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