R12 Oracle HRMS Learning Management Fundamentals

R12 HRMS Learning
Management Fundamentals
Student Guide
D48426GC10
Edition 1.0
January 2007
D48686

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Copyright Oracle Corporation, 2007. All rights reserved.
This documentation contains proprietary information of Oracle Corporation. It is provided under a license agreement containing
restrictions on use and disclosure and is also protected by copyright law. Reverse engineering of the software is prohibited. If this
documentation is delivered to a U.S. Government Agency of the Department of Defense, then it is delivered with Restricted Rights
and the following legend is applicable:
Restricted Rights Legend
Use, duplication or disclosure by the Government is subject to restrictions for commercial computer software and shall be deemed
to be Restricted Rights software under Federal law, as set forth in subparagraph (c)(1)(ii) of DFARS 252.227-7013, Rights in
Technical Data and Computer Software (October 1988).
This material or any portion of it may not be copied in any form or by any means without the express prior written permission of the
Education Products group of Oracle Corporation. Any other copying is a violation of copyright law and may result in civil and/or
criminal penalties.
If this documentation is delivered to a U.S. Government Agency not within the Department of Defense, then it is delivered with
Restricted Rights, as defined in FAR 52.227-14, Rights in Data-General, including Alternate III (June 1987).
The information in this document is subject to change without notice. If you find any problems in the documentation, please report
them in writing to Worldwide Education Services, Oracle Corporation, 500 Oracle Parkway, Box SB-6, Redwood Shores, CA 94065.
Oracle Corporation does not warrant that this document is error-free.
Oracle and all references to Oracle Products are trademarks or registered trademarks of Oracle Corporation.
All other products or company names are used for identification purposes only, and may be trademarks of their respective owners.
Authors
Hema Hardikar, Jeffrey Erickson, Louise Barnfield, Parampreet Kaur, Michael Bailey, Gowri
Arur, Louise Raffo, Juliette Fleming
Technical Contributors and Reviewers
Zoe Antliff Mitchell, Duvvurivenkata Sastry, David Millin, Ole Lunddahl, Peter Robson,
Stephen Armbruster, Scott Morris, Dharma Mulia, Anupma Sud, Hiteshbhai Shah, Mark Rowe

This book was published using: oracletutor

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R12 HRMS Learning Management Fundamentals Table of Contents
i
Table of Contents
Learning Management Overview...................................................................................................................1-1
Learning Management Overview..................................................................................................................1-2
Overview.......................................................................................................................................................1-3
Learning Management Tasks.........................................................................................................................1-4
Oracle Learning Management (OLM) Features ............................................................................................1-5
Catalog Management .....................................................................................................................................1-6
Content Administration .................................................................................................................................1-7
Resources.......................................................................................................................................................1-8
Enrollments....................................................................................................................................................1-9
Self-Service Interfaces...................................................................................................................................1-10
Internal Learning ...........................................................................................................................................1-11
For-Profit Learning........................................................................................................................................1-12
Decisions ...........................................................................................................................................................2-1
Decisions .......................................................................................................................................................2-2
Overview.......................................................................................................................................................2-3
Planning.........................................................................................................................................................2-4
Decisions .......................................................................................................................................................2-5
Integration Decisions.....................................................................................................................................2-6
Catalog Structure and Learner Access...........................................................................................................2-7
Online Content Decisions..............................................................................................................................2-8
Enrollment Decisions ....................................................................................................................................2-9
Resource Decisions........................................................................................................................................2-10
Decisions on Competencies...........................................................................................................................2-11
Security Decisions .........................................................................................................................................2-12
Implementation I: Introduction and Flexfields.............................................................................................3-1
Implementation I: Introduction and Flexfields ..............................................................................................3-2
Overview.......................................................................................................................................................3-3
The OLM Implementation Process................................................................................................................3-4
Flexfields .......................................................................................................................................................3-5
Key Flexfield Structure .................................................................................................................................3-6
Training Resources Key Flexfield.................................................................................................................3-7
Practice - Configuring the Training Resource Key Flexfield ....................................................................3-8
Solution - Configuring Training Resource Key Flexfield..........................................................................3-10
Segment Reuse ..............................................................................................................................................3-13
Descriptive Flexfields....................................................................................................................................3-14
Implementation II: Administration and Organizations...............................................................................4-1
Implementation II: Administration and Organizations .................................................................................4-2
Overview.......................................................................................................................................................4-3
Setting Up Users............................................................................................................................................4-4
Lookups .........................................................................................................................................................4-5
Lookup Access Levels...................................................................................................................................4-6
Lookups in OLM...........................................................................................................................................4-7
Defining a Business Group............................................................................................................................4-8
Defining Training Organizations...................................................................................................................4-9
Creating Locations.........................................................................................................................................4-10
Implementation III: Catalog and Content.....................................................................................................5-1
Implementation III: Catalog and Content ......................................................................................................5-2
Overview.......................................................................................................................................................5-3
Resources Setup.............................................................................................................................................5-4
Delivery Modes Setup ...................................................................................................................................5-5

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Category and Course Structure......................................................................................................................5-6
Classes and Enrollments................................................................................................................................5-7
Learners and Training Managers ...................................................................................................................5-8
Content Server Setup.....................................................................................................................................5-9
SCORM Adapters..........................................................................................................................................5-10
Conference Server Setup ...............................................................................................................................5-11
Announcements .............................................................................................................................................5-12
Implementation IV: Pricing and Finance......................................................................................................6-1
Implementation IV: Pricing and Finance.......................................................................................................6-2
Overview.......................................................................................................................................................6-3
Financial Setup ..............................................................................................................................................6-4
Interface to Your Financial System...............................................................................................................6-5
Cross-Charging..............................................................................................................................................6-6
Currencies and Price Lists .............................................................................................................................6-7
Reports...........................................................................................................................................................6-8
Implementation V: Security and Integrated Applications...........................................................................7-1
Implementation V: Security and Integrated Applications..............................................................................7-2
Overview.......................................................................................................................................................7-3
Financial Security..........................................................................................................................................7-4
Enrollment Status Security ............................................................................................................................7-5
Function and Security Configuration.............................................................................................................7-6
RBAC............................................................................................................................................................7-7
Security Groups .............................................................................................................................................7-8
Organization Security....................................................................................................................................7-9
Menu Security ...............................................................................................................................................7-10
Profile Options...............................................................................................................................................7-11
Order Management Integration Setup............................................................................................................7-12
Catalog..............................................................................................................................................................8-1
Catalog...........................................................................................................................................................8-2
Overview.......................................................................................................................................................8-3
Catalog Hierarchy..........................................................................................................................................8-4
Categories......................................................................................................................................................8-5
Practice - Creating a Category...................................................................................................................8-6
Solution - Creating a Category ..................................................................................................................8-8
Courses ..........................................................................................................................................................8-10
Practice - Creating a Course ......................................................................................................................8-11
Solution - Creating a Course......................................................................................................................8-12
Offerings........................................................................................................................................................8-14
Classes and Sessions......................................................................................................................................8-15
Competencies ................................................................................................................................................8-17
Web Conferences...........................................................................................................................................8-18
Practice - Creating an Online Synchronous Class .....................................................................................8-19
Solution - Creating an Online Synchronous Class.....................................................................................8-21
Forums and Chats ..........................................................................................................................................8-24
Practice - Creating Forums and Chats .......................................................................................................8-25
Solution - Creating Forums and Chats.......................................................................................................8-27
Learner Access ..............................................................................................................................................8-29
Learning Paths and Learning Certifications.................................................................................................9-1
Learning Paths and Learning Certifications ................................................................................................9-2
Overview.......................................................................................................................................................9-3
Learning Paths ...............................................................................................................................................9-4
Learning Path Sections and Components ......................................................................................................9-5
Subscription and Enrollment .........................................................................................................................9-6
Practice - Creating a Learning Path ...........................................................................................................9-7
Solution - Creating a Learning Path ..........................................................................................................9-8

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iii
Learning Certifications ..................................................................................................................................9-10
Completion and Renewal...............................................................................................................................9-11
Practice - Creating a Learning Certification ..............................................................................................9-12
Solution - Creating a Learning Certification .............................................................................................9-13
Learning Certification Statuses......................................................................................................................9-15
Content Assembly............................................................................................................................................10-1
Content Assembly..........................................................................................................................................10-2
Overview.......................................................................................................................................................10-3
Designing the Content Hierarchy ..................................................................................................................10-4
Creating the Content Structure ......................................................................................................................10-5
Creating Learning Objects.............................................................................................................................10-6
Learning Object Content ...............................................................................................................................10-7
Practice - Creating a Content Structure .....................................................................................................10-8
Solution - Creating a Content Structure.....................................................................................................10-10
Quick Offerings .............................................................................................................................................10-12
Player Prerequisites .......................................................................................................................................10-13
Practice - Adding a Player Prerequisite .....................................................................................................10-14
Solution - Adding a Player Prerequisite.....................................................................................................10-15
Test Building....................................................................................................................................................11-1
Test Building .................................................................................................................................................11-2
Overview.......................................................................................................................................................11-3
Test Model.....................................................................................................................................................11-4
Where Do You Create Tests? ........................................................................................................................11-5
Test Structure.................................................................................................................................................11-6
Question Banks..............................................................................................................................................11-7
Practice - Creating a Question Bank..........................................................................................................11-8
Solution - Creating a Question Bank .........................................................................................................11-10
Questions and Responses..............................................................................................................................11-12
Planning a Test Strategy................................................................................................................................11-13
Creating Tests................................................................................................................................................11-14
Practice - Creating a Test...........................................................................................................................11-15
Solution - Creating a Test ..........................................................................................................................11-16
Practice - Modifying the Test Properties ...................................................................................................11-18
Solution - Modifying Test Properties ........................................................................................................11-19
Creating Quick Tests .....................................................................................................................................11-21
Analyzing Test Results..................................................................................................................................11-22
Import and Export...........................................................................................................................................12-1
Import and Export..........................................................................................................................................12-2
Overview.......................................................................................................................................................12-3
Import and Export Utilities............................................................................................................................12-4
Import and Export Specifications ..................................................................................................................12-5
Import Specifications in OLM.......................................................................................................................12-6
Learning Object Import .................................................................................................................................12-7
Tracking Types..............................................................................................................................................12-8
Import Location.............................................................................................................................................12-9
Practice - Importing a Course Hierarchy ...................................................................................................12-10
Solution - Importing a Course Hierarchy...................................................................................................12-11
Test Import ....................................................................................................................................................12-13
Content and Assessment Hierarchy Import ..................................................................................................12-14
Content Export...............................................................................................................................................12-15
Practice - Exporting Content......................................................................................................................12-16
Solution - Exporting Content.....................................................................................................................12-17
Content Upload..............................................................................................................................................12-19
Resources..........................................................................................................................................................13-1
Resources.......................................................................................................................................................13-2

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iv
Overview.......................................................................................................................................................13-3
Resource Types .............................................................................................................................................13-4
Resources.......................................................................................................................................................13-5
Practice - Entering Resources....................................................................................................................13-6
Solution - Entering Resources ...................................................................................................................13-7
Suppliers and Customers ...............................................................................................................................13-9
Practice - Creating Customers ...................................................................................................................13-10
Solution - Creating Customers...................................................................................................................13-11
Resource Booking..........................................................................................................................................13-13
Practice - Booking Resources....................................................................................................................13-14
Solution - Booking Resources ...................................................................................................................13-15
Required Resources .......................................................................................................................................13-17
Double-Booking Resources...........................................................................................................................13-18
Pricing and Finance.........................................................................................................................................14-1
Pricing and Finance .......................................................................................................................................14-2
Overview.......................................................................................................................................................14-3
Price Lists ......................................................................................................................................................14-4
Practice - Defining a Price List..................................................................................................................14-5
Solution - Defining a Price List .................................................................................................................14-6
Practice - Defining a Customer-Based Price List ......................................................................................14-7
Solution - Defining a Customer-Based Price List......................................................................................14-8
Changing Prices for Entries Within a Price List ...........................................................................................14-9
Finance Headers ............................................................................................................................................14-10
Finance Header Types ...................................................................................................................................14-11
Practice - Creating a Finance Header.........................................................................................................14-12
Solution - Creating a Finance Header........................................................................................................14-13
Finance Lines.................................................................................................................................................14-14
Finance Line Types .......................................................................................................................................14-15
Managing Finance Headers and Lines...........................................................................................................14-16
Finance Transfer Capabilities ........................................................................................................................14-17
Finance Transfer Process...............................................................................................................................14-18
Transferring Headers and Lines to a Financial Application ..........................................................................14-19
Finance Header and Currency .......................................................................................................................14-20
Cross-Charge Training Fees and Resources ..................................................................................................14-21
Enrollments......................................................................................................................................................15-1
Enrollments....................................................................................................................................................15-2
Overview.......................................................................................................................................................15-3
Customer and Worker Enrollments ...............................................................................................................15-4
Practice - Entering Learner Enrollments....................................................................................................15-5
Solution - Entering Learner Enrollments...................................................................................................15-6
Waiting List Management .............................................................................................................................15-8
Class Statuses ................................................................................................................................................15-9
Enrollment Statuses .......................................................................................................................................15-10
Combining Statuses .......................................................................................................................................15-11
Practice - Creating Additional Enrollment Statuses ..................................................................................15-12
Solution - Creating Additional Enrollment Statuses..................................................................................15-13
Enrollment Updates .......................................................................................................................................15-15
Practice - Updating a Competency Profile.................................................................................................15-16
Solution - Updating a Competency Profile................................................................................................15-17
External Learning ..........................................................................................................................................15-19
Reporting on Enrollment ...............................................................................................................................15-20
Self-Service Interfaces.....................................................................................................................................16-1
Self-Service Interfaces...................................................................................................................................16-2
Overview.......................................................................................................................................................16-3
Learner Interface............................................................................................................................................16-4

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Learner Home................................................................................................................................................16-5
Learner Catalog .............................................................................................................................................16-6
Learning History............................................................................................................................................16-7
Manager Interface..........................................................................................................................................16-8
Instructor Interface ........................................................................................................................................16-9

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vii
Preface
Profile
Before You Begin This Course
Before you begin this course, you should have the following qualifications:
Knowledge of basic Oracle Applications techniques; the Implementation module
requires some knowledge of flexfields, lookups, and other core system administrator
and implementer tasks
Prerequisites
Navigating Oracle Applications
How This Course Is Organized
This is an instructor-led course featuring lecture and hands-on exercises. Online demonstrations
and written practice sessions reinforce the concepts and skills introduced.
Related Publications
Oracle Publications
Title Part Number
Oracle Learning Management User Guide B31651_02
Oracle Learning Management Implementation Guide B31650_02
Additional Publications
System release bulletins
Installation and users guides
read.me files
Oracle Magazine

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viii
Typographic Conventions
Typographic Conventions in Text

Convention Element Example
Bold italic Glossary term (if
there is a glossary)

The algorithm inserts the new key.
Caps and
lowercase
Buttons,
check boxes,
triggers,
windows
Click the Executable button.
Select the Cant Delete Card check box.
Assign a When-Validate-Item trigger to the ORD block.
Open the Master Schedule window.

Courier new,
case sensitive
(default is
lowercase)
Code output,
directory names,
filenames,
passwords,
pathnames,
URLs,
user input,
usernames
Code output: debug.set (I, 300);
Directory: bin (DOS), $FMHOME (UNIX)
Filename: Locate the init.ora file.
Password: User tiger as your password.
Pathname: Open c:\my_docs\projects
URL: Go to http://www.oracle.com
User input: Enter 300
Username: Log on as scott

Initial cap Graphics labels
(unless the term is a
proper noun)

Customer address (but Oracle Payables)
Italic Emphasized words
and phrases,
titles of books and
courses,
variables
Do not save changes to the database.
For further information, see Oracle7 Server SQL Language
Reference Manual.
Enter user_id@us.oracle.com, where user_id is the
name of the user.
Quotation
marks
Interface elements
with long names
that have only
initial caps;
lesson and chapter
titles in cross-
references
Select Include a reusable module component and click Finish.

This subject is covered in Unit II, Lesson 3, Working with
Objects.
Uppercase SQL column
names, commands,
functions, schemas,
table names
Use the SELECT command to view information stored in the
LAST_NAME
column of the EMP table.
Arrow Menu paths Select File > Save.
Brackets Key names Press [Enter].
Commas Key sequences Press and release keys one at a time:
[Alternate], [F], [D]
Plus signs Key combinations Press and hold these keys simultaneously: [Ctrl]+[Alt]+[Del]

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ix
Typographic Conventions in Code

Convention Element Example
Caps and
lowercase
Oracle Forms
triggers
When-Validate-Item

Lowercase Column names,
table names
SELECT last_name
FROM s_emp;

Passwords DROP USER scott
IDENTIFIED BY tiger;
PL/SQL objects OG_ACTIVATE_LAYER
(OG_GET_LAYER (prod_pie_layer))

Lowercase
italic
Syntax variables CREATE ROLE role
Uppercase SQL commands and
functions
SELECT userid
FROM emp;
Typographic Conventions in Navigation Paths
Typographic Conventions in Navigation Paths
This course uses simplified navigation paths, such as the following example, to direct you
through Oracle Applications.
(N) People > Enter and Maintain > (M) Query-Find > (B) Assignment
This simplified path translates to the following:
1. (N) From the Navigator window, select People then Enter and Maintain.
2. (M) From the menu, select Query then Find your employee.
3. (B) Click the Assignment button.
Notations:
(N) = Navigator
(M) = Menu
(T) = Tab
(B) = Button
(I) = Icon
(H) = Hyperlink

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Copyright Oracle, 2007. All rights reserved.
Learning Management Overview
Chapter 1 - Page 1
Learning Management
Overview
Chapter 1

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Chapter 1 - Page 2

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Chapter 1 - Page 3
Overview

Overview
Oracle Learning Management (OLM) supports all education models by providing a single
unified learning delivery system to the extended enterprise of employees, customers, and
partners.
Tightly integrated with the talent management functions within the Human Resources
application, OLM integrates with Oracle Financials and Order Management applications to
administer the financial and commercial aspects of your learning business.
This topic gives an overview of the wide range of functions that OLM offers, from catalog and
online class management to learner enrollments and learning paths.

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Chapter 1 - Page 4
Learning Management Tasks

Learning Management Tasks
Learning management in an organization typically involves the following tasks:
Create and categorize courses and classes based on subject, learners, and so on
Assemble the online content, determine course structure for online courses and associate
with the physical content stored on a content server
Develop tests to include in courses or offer separately, and maintain question banks to
serve as a repository of questions
Create offerings for online and offline courses
Manage resources such as instructors, classrooms, and supplies
Track enrollments, such as the number of learners enrolled in a class or the number
waitlisted for enrollment, and monitor learners performance data
Handle financial transactions with external or internal customers and suppliers
Access and manage learning using learner and manager interfaces
Manage classes and bookings using the instructor interface

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Chapter 1 - Page 5
Oracle Learning Management (OLM) Features

Oracle Learning Management (OLM) Features
OLM offers a wide range of features:
Catalog Management: The heart of OLM, the catalog stores a hierarchy of catalog objects
such as courses, classes, and learning paths, while organizing learner access, delivery
methods, and other details.
Content Administration: The content pages enable you to manage the content structure for
online courses.
Resources and Enrollments: Resource management enables the assignment and matching
of resources to offerings and classes. Enrollment functions help you enroll and track
learners, manage waiting lists, and monitor class performance.
Self-Service Interfaces: The self-service interfaces enable learners, managers, and
instructors to access and manage their learning.
Internal and For-Profit Learning: OLMs integration with Oracle Financials and Order
Management applications facilitates administration of the financial aspects of the business.

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Chapter 1 - Page 6
Catalog Management

Catalog Management
The catalog hierarchy consists of categories, which you use to organize courses into related
areas, and simplify your learners view of the course catalog.
Courses hold generic information about a course of learning, whereas offerings are specific
instances of a course that provide more detail about the delivery of the learning, as well as, in
the case of online courses, linking to the actual content.
A class is a specific occurrence of an offering, which learners enroll in and attend, or take
online. Sessions are subdivisions of classes, holding scheduling, location, and resource
information.
From the catalog, you can also create and maintain other objects that are not a part of the
nested hierarchy such as learning paths, learning certifications, forums, and chats.

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Chapter 1 - Page 7
Content Administration

Content Administration
You create the content structure for online courses within the content hierarchy.
A folder serves as an organizing container based on a common factor, such as the subject
matter of the course, or the audience.
You then create learning objects, including tests, within the relevant folders, based on the
hierarchical structure that you have designed for a course of learning. Learning objects contain
metadata that describe the physical content stored on content servers.
Using the import and export utilities, you can transfer learning objects, content files, and tests
across applications, or from one learning management system to another.

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Chapter 1 - Page 8
Resources

Resources
Resources are facilities, people, or equipment needed for training. You can do the following:
Set up resource types: OLM provides two resource types: trainer and venue. You can add
others.
Assign resources to a resource type: You can manually define generic resources, such as
projectors, books, and stationery, by creating new resource types.
Assign resources to an offering: You can specify the quantity, maximum usage, and the
status of resources that are required to run classes of a particular offering.
Book resources for a class or a session: You can allot resources to the entire class or to
specific sessions. When instructors are booked, they are no longer available to teach other
classes during the same period.

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Enrollments

Enrollments
OLM enables you to manage and track all enrollments in classes listed in the catalog. You can
enroll customers (external enrollments) or employees (internal enrollments).
Learners enroll in classes from Learner Self-Service. Administrators then track and adjust the
enrollments by filling waiting lists and notifying enrollees as needed.
You can control enrollment using learner access, which defines whether learners can self enroll
or whether they require approval.
Enrollment statuses such as Requested and Waitlisted are the heart of the OLM enrollment
engine, responding to and causing changes in class status as well as triggering notifications and
other processes. When a class is full, OLM can automatically create a waiting list from which
the system enrolls learners.

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Chapter 1 - Page 10
Self-Service Interfaces

The learner interface is a central location where learners find all their learning. Learners can
view their classes, learning paths, and learning certifications, track status of enrollments that
are pending approval, play their online courses, and communicate with instructors and other
learners using forums and chats.
The Manager interface is almost identical to the Learner interface. The only difference is that
the manager first selects the specific employee for which to view the learning. After selecting
an employee to view, managers use the learner interface pages to view and access their
employees learning.
The instructor interface enables instructors to manage their classes and bookings, view and
update learner enrollments, collaborate with learners online, and carry out other administrative
tasks.

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Chapter 1 - Page 11
Internal Learning

Internal Learning
OLM enables you to cross-charge for learning, between internal organizations.
A price list is a catalog of courses and the prices at which they are available between certain
dates. You can set up price lists in any currency.
You manage the financial information in OLM using finance headers and lines.
A finance header holds generic financial information about the dealings that you have with a
particular customer or supplier.
Each individual transaction is a finance line.

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Chapter 1 - Page 12
For-Profit Learning

For-Profit Learning
The Oracle Order Management integration enables independent training vendors to manage the
ordering and pricing of classes through a standard interface. After you have inventoried and
priced your classes, your customers can contact your organization call center and order a class
or enroll a learner, just as they would order a chair or a software package. Oracle Order
Management then generates invoices and bills the customers through its interface with Oracle
Accounts Receivable.

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Decisions
Chapter 2 - Page 1
Decisions
Chapter 2

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Decisions
Chapter 2 - Page 2
Decisions

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Decisions
Chapter 2 - Page 3
Overview

Overview
Before you set up OLM, you must plan the implementation, deciding which applications you
want to integrate, whether to offer online or offline courses (or both), where to store the online
course content, which enrollment procedures to use, and how to structure your resources.

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Decisions
Chapter 2 - Page 4
Planning

Planning
You must plan before you start setting up the product, starting with what your organization
learning requirements are. What do you want to achieve by implementing the product? What
tasks must you perform to achieve your requirements? This level of planning is essential to
make correct decisions.

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Decisions
Chapter 2 - Page 5
Decisions

Decisions
You can adopt a staged approach to set up the product, by focusing only on the essential areas
of the application. The essential areas depend on your learning requirements and can differ
from one organization to another. For example, you can begin by implementing class
scheduling and enrollment management. Later you can add resource management and
competency management to the basic implementation. In the third stage, you can integrate with
Oracle Order Management to handle your for-profit training.

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Decisions
Chapter 2 - Page 6
Integration Decisions

Integration Decisions
Integrating OLM with Oracle HR enables you to maintain internal learners and trainers as
employees, and enables you to use the competency approach.
Do you plan to hold financial information about resource costs and enrollment charges in
OLM? Do you have to cross-charge other departments for internal courses? If yes, you must
decide on integrating OLM with your financial system. Integrating OLM with Oracle
Financials enables you to manage the financial information related to resources and
enrollments, manage cross-charging of internal courses, and so on.
If you run a for-profit training business, you should integrate with Oracle Order Management,
to handle inventory, pricing, and telesales.

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Decisions
Chapter 2 - Page 7
Catalog Structure and Learner Access

Catalog Structure and Learner Access
The core of the Learning Management catalog is a hierarchy of catalog object types. The
catalog model relies on five catalog objects: categories, courses, offerings, classes, and
sessions. You must design your own catalog structure; decide if you to want a relatively flat
structure, only one or two levels deep, or a larger and varied catalog with nested categories and
courses.
Learner Access determines who can view and enroll in any given class. You can grant learner
access at different levels in the catalog hierarchy, each object inheriting (and optionally adding
to) the learner access designated for its parent object.
Inheritance helps establish varying degrees of control over access and eliminates huge amount
of maintenance. However, you cannot modify inherited access directly, you must modify
access from the source catalog object.
You must define your own access model somewhere in between the two extremes, as one
would require huge amounts of maintenance and the other would result in inappropriate
enrollments.

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Decisions
Chapter 2 - Page 8
Online Content Decisions

Content Decisions
To run online courses, you must plan how to manage their course content. You can define a
content server in OLM. This enables you to transfer the content to the server through the OLM
interface, with no requirement for an FTP server, using the upload and import utilities.
However, this is not mandatory. OLM can play the content associated with any URL.

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Decisions
Chapter 2 - Page 9
Enrollment Decisions

Enrollment Decisions
OLM provides five predefined enrollment statuses to track and control the progress of
enrollments. You can also create your own enrollment statuses from these predefined statuses
to better match the stages your business recognizes. You can also configure workflow
notifications to control the flow of information to learners and managers.
You must decide on integrating OLM with Oracle Order Management to enable telesales
where your customers can contact your organization call center and order a class or enroll a
student. Oracle Order Management then generates invoices and bills the customers through its
interface with Oracle Accounts Receivable.

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Decisions
Chapter 2 - Page 10
Resource Decisions

Resource Decisions
The decisions you must make regarding resources include:
What information do you want to store for each resource type? You can define generic
resource types such as overhead projectors, networked PCs, and stationery.
What facilities and resources do your offerings require?
Do your resources come from internal sources or from an external supplier?
How do you want to organize your resource categories? OLM classifies resources into
consumable (non-unique) and nonconsumable (unique) resources. Consumable resources
such as manuals and stationery are nonreusable, and are not returned to stock after a class.
Nonconsumable resources, such instructors and venues, are reusable. You can also create
your own resource categories.

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Decisions
Chapter 2 - Page 11
Decisions on Competencies

Decisions on Competencies
If you decide to implement competency management, you must decide what qualifications,
skills, and expertise your courses offer. Then, decide whether you want the application to
record these learner competencies automatically for each learner, after he or she has completed
a course. You can also add instructor competencies, enabling you to find instructors who, for
example, speak multiple languages or have expertise in a specific subject.

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Decisions
Chapter 2 - Page 12
Security Decisions

Security Decisions
OLM uses Role-Based Access Control (RBAC), a core Oracle Applications methodology for
controlling administrator access to functions. If you plan to use RBAC for restricting access to
administrative functions, you must decide:
Who are the administrative users ?
What access do the administrative users require?
What roles must you assign to the users?
If you enable the HR security group model, you can attach security groups to responsibilities,
giving users of those responsibilities, access only to the people in those groups. If you plan to
implement security groups, you must decide:
Who are the administrative users?
Which group of people can the administrative users access?
What security groups must you create?

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Implementation I: Introduction and Flexfields
Chapter 3 - Page 1
Implementation I:
Introduction and Flexfields
Chapter 3

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Chapter 3 - Page 2

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Chapter 3 - Page 3
Overview

Overview
This lesson introduces the implementation process and explains key and descriptive flexfields,
which configure and extend Oracle applications, and how to set them up in OLM.
OLM provides one key flexfield, the Training Resources key flexfield, which is an essential
feature of the application.

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Chapter 3 - Page 4
The OLM Implementation Process

The OLM Implementation Process
The OLM implementation process consists of all the steps you must take to tailor the
application to your specific needs: the Training Resources Key Flexfield, for instance, enables
you to mirror precisely your existing or planned resource structures.

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Chapter 3 - Page 5
Flexfields

Flexfields
A flexfield is a specialized field made up of subfields or segments. Each flexfield appears as a
pop-up window that contains the different segments or subfields and enables you to define the
structure of unique identifiers in your enterprise. Oracle applications use two types of
flexfields:
Key: Use key flexfields to represent the unique structure of your business entities, like
resources such as classrooms and instructors.
Descriptive: Use descriptive flexfields to add your own fields to the standard window
categories, such as offerings, learning objects, and resources. In the Resources window, for
example, you can already enter basic details of resources such as name and type. However, you
may want to record additional details such as resource usage. Descriptive flexfields enable you
to enter such additional details.
The protected flexfields meet the specific legislative and reporting needs of your country.
Oracle HRMS includes two key protected flexfields and three descriptive protected flexfields.
You must not attempt to alter the definitions of these protected flexfields.

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Chapter 3 - Page 6
Key Flexfield Structure

Key Flexfield Structure
The diagram shows the features of OLMs key flexfield, the Training Resources key flexfield.
This sample trainer (instructor) structure under the Training Resources key flexfield shows two
segments: name and training center. You can define up to 30 segments for each structure. The
combination of segment values creates a unique key, or signature, for the key flexfield.
For each segment, you can define a value set that includes the prompt, the type of data it can
contain, and the values a user can enter. You can provide a list or range of valid values.
You can define only one key structure for each business group for each key flexfield. The
Training Resources flexfield, for example, cannot contain more than one structure for venue. If
visibility of data is very important, you may consider including additional information in the
structure. For example, your venue structure can be name-mobile equipment-training center.
However, if mobile equipment is a value that can change often, you probably do not want to
put it in the unique identifier. You can then consider using the options for additional
information, such as descriptive flexfields or special information types.

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Chapter 3 - Page 7
Training Resources Key Flexfield

Training Resources Key Flexfield
This flexfield enables you to create a resource type, define its information attributes, and
specify its formatting and validation. When you create a structure for this key flexfield, you
ideally name the structure the same as the name of the resource type. You can manually define
generic resource types, such as overhead projectors, networked PCs, and stationery, by using
other resource types.
Set up segments for the structures to define the attributes of a resource type, such as a free text
Full Name in the Trainer resource type.
For the Venue resource type, you can define the following segments:
Name
Capacity
Seating arrangements
You can also add your own resource types by creating new structures and defining their
segments.
See Key Flexfields in the online help.

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Chapter 3 - Page 8
Practice - Configuring the Training Resource Key Flexfield
Overview
Vision Corporation is one of the leading airline companies, with operations spread across the
globe. The company employs a well-trained and knowledgeable workforce worldwide to manage
its airline and airport operations.
To keep with the changing technology, Vision Corporation organizes various training programs
to bring the employees up-to-date with the latest trends in technology. The company also focuses
on the all-round development of its employees and delivers training programs to bridge
competency gaps.
Vision Corporation has a separate training department that schedules and organizes the training
programs based on the learning needs in the organization. The company requires a learning
management system that provides a comprehensive solution for all its learning requirements.
Vision Corporation has opted for Oracle Learning Management (OLM) as a solution to meet its
learning requirements.
In this practice, you define resource types by using the training resource key flexfield.
Assumption
You must have access to an Oracle Application Vision database or comparable training
or test instance at your site on which you want to complete this practice.
For this practice, log in as hrms/welcome and use the System Administrator
responsibility.
Task
Configuring the Training Resource Key Flexfield
Create the Computers resource type for Vision Corporation using the training key flexfield as
defined below:
1. Define a structure named xxComputers to the training resource key flexfield, where xx
represents your unique identifier, for example your initials.
2. Add two segments Name and Type to the xxComputers structure.
3. Define value sets to validate (restrict) the values that a user can enter for the above two
segments.

Value Set Maximum Size Validation Type

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Chapter 3 - Page 9
xxName 60 Independent
xxType 20 Independent
4. Add values to the xxType value set you defined.

Values Description
Desktop Computer Desktop Computer
Laptop Laptop

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Chapter 3 - Page 10
Solution - Configuring Training Resource Key Flexfield
Define Training Resource Flexfield Value Sets and Segments
1. Using your System Administrator responsibility, navigate to the Key Flexfield Segments
window:
(N) Application > Flexfield > Key > Segments

2. Query the Flexfield Title Training Resources by entering Training Resources in the
Flexfield Title field and Learning Management in the Application Field.
3. Enter the Code as xxComputers, where xx is the identifier.
4. Enter the Title as xxComputers.
5. Click the Segments button to add segments to the xxVenue structure.
6. The Segments Summary window is displayed. Click the selector to enter the segment
details. The Segments window is displayed.
7. Enter the name of the segment as xxName.
8. Enter the segment number as 1.
9. Make sure to select the Enabled, Displayed, and Indexed checkboxes.

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Chapter 3 - Page 11
10. Click the Value Set button once you are on the Value Set field, to define the value set for
this segment. The Value Sets window is displayed.
11. Enter the Value Set Name as xxName.
12. Enter the Maximum Size as 60.
13. Select the Validation Type as Independent to allow the value set to have a valid list of
values.
14. Save your work and return to the Segments Summary window.
15. Repeat the steps numbered 6 to 13 to define the xxType segment and the xxType value
set for the Trainer key flexfield structure.
16. After creating the second segment return to the Key Flexfield Segments window.
17. Select the Freeze Flexfield Definition checkbox.
18. Select the Allow Dynamic Inserts checkbox to create new resource name combinations in
the Resources window.
19. Click the Compile button to compile and generate the flexfield.
20. Now you will add values to the xxType value set that you defined. Navigate to the
Segment Values window:
(N) Application > Flexfield > Key > Values

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Chapter 3 - Page 12
21. Select the xxType value set.
22. Enter the values Desktop Computer and Laptop, which will indicate whether the
computer is a desktop or a laptop.
23. Save your work.
The xxComputers structure that you created represents the computer resource type. Add
xxComputers as a value to the Resource Type lookup. You can then book resources of the
type xxComputers for your classes and sessions.

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Chapter 3 - Page 13
Segment Reuse

Segment Reuse
You can, for example, include the Training Center segment in the structures for all resource
types so that you can report on all resources held at your training centers.

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Chapter 3 - Page 14
Descriptive Flexfields

Descriptive Flexfields
The diagram shows the structure of the Class Details page, which displays class information. In
Professional User Interface windows, a descriptive flexfield appears in the window as a single-
character, unnamed field enclosed in brackets; in Oracle Applications Framework pages, a
descriptive flexfield looks just like any other field, as shown in the diagram.
In the example, Additional Class Information is a descriptive flexfield that has the segments
Audience, Objective, and Difficulty Level. You can create one descriptive structure for each
record and up to 30 segments in each structure.
Descriptive Flexfield Segments
You can define the following types of segments:
Global segments: Appear in all windows
Context-sensitive segments: Appear only when a defined context exists. You can prompt
the user to provide the context, or you can provide the context automatically from a
reference field in the same block.
See Descriptive Flexfields in the online help.

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Implementation II: Administration and Organizations
Chapter 4 - Page 1
Implementation II:
Administration and
Organizations
Chapter 4

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Chapter 4 - Page 2

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Chapter 4 - Page 3
Overview

Overview
This topic discusses how to create lookups and define users, business groups and organizations.
Lookups provide lists of valid values on certain fields throughout the application. You define
business groups and internal training organizations so that you can select these organizations
when you define courses and schedule classes. You can share your organization definitions
with other Oracle applications.

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Chapter 4 - Page 4
Setting Up Users

Setting Up Users
To enable access to any of the OLM pages or windows, a System Administrator must first
create a new application user, linking the user to a person defined in Oracle HR or to a
customer contact. The user must have access to the default responsibility (Oracle Learning
Management Administrator) supplied with the application.
You must also attach a role to the application user if the user requires to perform specific
administrative tasks. You can restrict administrator access to a subset of the application (such
as the catalog or resources) through OLMs implementation of Role-Based Access Control
(RBAC). The Implementation V: Security and Integrated Applications topic covers RBAC in
detail.

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Chapter 4 - Page 5
Lookups

Lookups
Lookups are common to all Oracle applications. Use lookups when you want to specify the
values that users can enter into a particular field. The list of values ensures that all users use the
same set of information, which makes it easy to inquire and report about the information.
Lookups also speed up data entry because you can enter just enough data to identify the value,
and the system completes the entry.
Each list of values, called a lookup type, consists of a code and a meaning. For example, the
YES_NO lookup type contains a code Y, meaning Yes, and a code N, meaning No. Users see
only the values, Yes and No, they do not see the codes. You can add new lookup values at any
time. You can set the Enable Flag for a value to No, so that it no longer appears in the list of
values, or you can use the Start and End Dates to control when a value appears in a list.
There are some predefined lookup types. You can define lookup values for the predefined
lookup types depending on the access level.

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Chapter 4 - Page 6
Lookup Access Levels

Lookup Access Levels
The access level for a lookup defines the ability to disable values and add new values. There
are three access levels for lookups:
User level: You can add new values and disable the supplied values. An example of this
access level is the Training Plan Component Cancellation Reason lookup. You can disable
a particular reason or add new reasons when applicable.
Extensible level: You can add values, but you cannot disable supplied values because the
application requires them. An example of this type is the Content Server Protocol Types.
It has the supplied values ftp, http, and https that you cannot disable. You can, however,
add new protocols if required.
System level: You can neither add values nor disable supplied values. You can only
change the meaning or description of supplied values. Catalog Objects is one example of a
system-level lookup. It has supplied values including Category, Course, and others that
you cannot disable, nor add to.

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Chapter 4 - Page 7
Lookups in OLM

Lookups in OLM
The slide shows a number of predefined lookup types. For a detailed description and the
lookup values for each of these lookups, navigate to the Lookups window available in the
Oracle Learning Management Administrator responsibility.
You can query for all lookups by entering Learning Management in the Application field.

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Chapter 4 - Page 8
Defining a Business Group

Defining a Business Group
You define a business group and internal training organizations so that you can select these
organizations when you create training activities and schedule events. You can share your
organization definitions with other Oracle applications.
If you are implementing Oracle Human Resources, use your HR Business Group, which
enables you to share data on people, organizations, locations, and skills across the applications.
If you are implementing OLM without Oracle HR, use the supplied setup business group, with
all of its default definitions, as the starting point for your own business group. The default
responsibility uses this business group.
Business groups are either global or local. You implement a global (single) business group that
enables you to define all your training structures only once. This enables learners from other
business groups to enroll in classes in the global business group. Multiple business groups are,
however, useful if the enterprise is a holding company or a corporation with a number of
subsidiary companies spread across the globe. In this case, you must implement local business
groups with localized training organizations.

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Chapter 4 - Page 9
Defining Training Organizations

Defining Training Organizations
Organizations are your internal training departments and other departments. They can also be
external organizations such as recruitment companies (for HR departments).
In OLM, you define a business group and internal training organizations so that you can select
these organizations when you define courses and schedule classes. You set up your internal
training departments as Organizations, and your training centers as of the type Training Center.
You do not assign people to Training Centers in Oracle HR, though you must define these
centers as HR Organizations if you must add them to Organization Hierarchies. However, you
do not use training centers in those HR organization hierarchies that you intend to use for HR
reporting purposes, such as head count.
See Organizations in the online help.

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Chapter 4 - Page 10
Creating Locations

Creating Locations
You must create your enterprise business groups and organizations in the following order:
Create Locations
Create a Business Group
Create a Training Organization
In OLM, you can specify a location hierarchy during resource booking for offline classes. For
example, you select a Training Center (a general locale or organization, for example) and a
Location (perhaps a building or institution belonging to the training center) and then book a
Primary Venue (such as a classroom or meeting room).
See Setting up Locations in the online help.

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Implementation III: Catalog and Content
Chapter 5 - Page 1
Implementation III: Catalog
and Content
Chapter 5

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Chapter 5 - Page 2

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Chapter 5 - Page 3
Overview

Overview
This lesson explains the setup of your catalog and content functions.

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Chapter 5 - Page 4
Resources Setup

Resources Setup
Suppliers are the internal or external agencies who provide training classes or resources for
training (such as rooms and equipment). You must define supplier names before you can enter
resources in OLM.
Note: You must set up customers if you need to enroll learners from external organizations in
your classes.
To enable instructors to use the instructor interface, you must enter instructors as persons
before you can select them as resources and assign them the Instructor responsibility.
Alternatively, you can simply record that a certain supplier provides a certain number of
unnamed instructors. This alternate method does not enable instructors to use the OLM
Instructor interface.
Use the HR People window to enter your instructors.
You can enter specific instructors or other resources such as rooms and equipment using the
Resources page.

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Chapter 5 - Page 5
Delivery Modes Setup

Delivery Modes Setup
Use the Setup pages to define delivery modes, in each case choosing a combination of
Synchronous or Asynchronous, and either Online or Offline:
Synchronous: Any scheduled learning
Asynchronous: Learning that learners can take at any time within the dates and conditions
that you define
Online: Learning that learners play online, using the OLM player. The online delivery
mode is available only if you have purchased the online component of OLM.
Offline: Learning not delivered in the online player, for example traditional instructor-led
classroom learning
These combinations provide you with four different delivery mode types, but you can create
multiple delivery modes of the same type, and name them whatever you choose.

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Chapter 5 - Page 6
Category and Course Structure

Category and Course Structure
You create at least one catalog category to hold all your business groups courses, offerings,
classes, learning paths, and learning certifications. Use the Catalog pages to create categories
and courses. A good practice is to first create a root-level category (the top category in the
catalog) with the name of your business group because it represents your business group. Then,
define courses that you (or other suppliers) make available to learners. You or other
administrators may enter some or all of these courses later.
Establish learner access at the category and lower levels depending on the access model that
have defined for your organization.
Note: Though a course can belong to more than one category, the course inherits learner access
from the primary category only.

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Chapter 5 - Page 7
Classes and Enrollments

Classes and Enrollments
OLM provides predefined class statuses end enrollment status types. You can create your own
class statuses and define more than one learner status for each enrollment status type. You can
have one, and only one, default status for each enrollment status type.
You can define booking priorities as values for the lookup type PRIORITY_LEVEL (in Oracle
HR)
You can set up justifications that learners, managers, and administrators can use to determine
the order to use in filling vacancies from the waiting list. You must connect each justification
to a priority level.
You define values for the profile options to activate automatic waitlisting, for example, to
identify the enrollment statuses assigned to classes for automatic waitlist enrollments.
See Class and Enrollment Management in the implementation steps in the online help.

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Chapter 5 - Page 8
Learners and Training Managers

Learners and Training Managers
If you are running the full version of Oracle HR:
You can enter internal learners, instructors, and training managers as workers.
You can implement the competency approach where you hold the qualifications,
attributes, and knowledge that learners gain from attending classes as competencies.
You can allow specific users to add the competencies delivered by the course to a
learners competency profile.
If you do not run Oracle HR, you must install HR Foundation, which does not require an
additional license but does offer substantial benefits, such as competency management,
manager self-service access, and learner self-service access.
See Oracle HR Foundation in the online help.

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Chapter 5 - Page 9
Content Server Setup

Content Server Setup
Defining a content server is not mandatory. OLM can play content associated with any URL,
which may be a third-party Web server or your own Web server, inside or outside a firewall.
However, the additional step of defining one or more content servers enables you to transfer
content to the server through the application interface (with no requirement for an FTP server),
using the Upload and Import utilities.
Note: The content server setup is optional, you must set up a content server if you import
SCORM content into your application.
See Setting up a Content Server in the online help.

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Chapter 5 - Page 10
SCORM Adapters

SCORM Adapters
The Oracle SCORM adapter enables SCORM-compliant content to communicate with the
application by using the SCORM JavaScript API. Learners cannot successfully play SCORM-
compliant content in the OLM player until you have installed this adapter.
To set up a SCORM adapter, you install a number of adapter files on the same server as the
content, and register the location of the adapter in the OLM administration interface.
The setup page in the administration interface also provides options to help with diagnosis, if
you encounter any problems when launching SCORM-compliant content.
See Setting up a SCORM Adapter in the online help.

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Chapter 5 - Page 11
Conference Server Setup

Conference Server Setup
You must set up a conference server in your application to facilitate integration with Oracle
Collaboration Suite Web Conferencing (OWC). OLM uses the integration with OWC to
deliver online synchronous classes over the web.
To set up a conference server, you specify the server URL, Site ID and the Authentication
Token values. OLM uses the server URL to connect to the OWC server. The Site ID and the
Authentication Token are the authentication parameters required to connect to the OWC server.
You can obtain these values from the OWC administrator.

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Chapter 5 - Page 12
Announcements

Announcements
Use the Setup page to create announcements. Learners can view the announcement from the
Announcements container on the learner home page.

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Implementation IV: Pricing and Finance
Chapter 6 - Page 1
Implementation IV: Pricing
and Finance
Chapter 6

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Chapter 6 - Page 2

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Chapter 6 - Page 3
Overview

Overview
This topic explains pricing and financial setup options, and report creation in Oracle Learning
Management (OLM).

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Chapter 6 - Page 4
Financial Setup

Financial Setup
If you do not run Oracle Financials, you must undertake the following implementation steps. If
you already run Oracle Financials, the data that you require is already set up for you. Setting up
the following options activates your Suppliers and Customers windows and assists you in
transferring costs between OLM and your accounting system:
Accounting Flexfield: You must define an accounting flexfield and define a structure for
your accounting flexfield that contains the segments you want to use.
Calendar: You specify a period by specifying details such as the period type (for example,
year), period start and end dates, quarters within the period, and so on.
Set of Books: You specify the name, currency, accounting calendar, and other options.
Financial Options: Some examples include setting the desired numeric format for the
amount fields, and selecting the payment method for supplier payables.
System Options: You can set the maximum memory size for customer transactions,
default tax cache size, rounding off rules for tax amounts, and so on.
For detailed information about how to set up the options above, see Alternate Financial
Implementation Steps in the online help.

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Chapter 6 - Page 5
Interface to Your Financial System

Interface to Your Financial System
To transfer finance headers and lines, you can set up an interface that checks the following:
Finance header status (for example, Awaiting Transfer or Not For Transfer)
Individual finance lines status
Header type (Payable, Receivable, Cost Transfer, or Cancellation)
Cancellation and Authorization flags
Header payment method
Information from the Finance descriptive flexfield
Your interface can return the following information to OLM:
The status of the header (Successful Transfer or Unsuccessful Transfer)
An external reference, date, message, and a paid flag
When a header receives the Successful Transfer status, you cannot update it within OLM.
However, you can cancel it (or individual finance lines) and issue a new header to supersede it.

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Chapter 6 - Page 6
Cross-Charging

Cross-Charging
OLM can charge a learners cost center when the learner enrolls in a class using Learner Self-
Service. The features include a window for setting up cross-charge accounting, which you must
use to set up links between OLM and Oracle General Ledger. Several system profiles control
automatic cross-charging.
The Cross-Charge Accounting window maps all defined segments in Oracle General Ledger to
a particular table in Oracle Human Resources or to an HR Costing Segment, or you can even
specify a constant value. For each segment in Oracle General Ledger, you must specify at least
one value.
If you do not use Oracle GL, you can still set up a flexible Chart of Accounts and enter your
transactions against it using the Finance Headers window.
See Cross-Charging in the online help.

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Chapter 6 - Page 7
Currencies and Price Lists

Currencies and Price Lists
Oracle Applications predefine all major currencies, controlled from the system administrator
responsibility. You can:
Enable the base currency for each business group
Enable as many other currencies as you need.
You can disable a currency by deselecting the Enabled check box or by entering an end date
for the currency in the Currencies window.
A price list is a catalog of courses and the prices at which they are available between certain
dates. You can define any number of price lists, for example, for different seasons or for
different course types. Catalog Administrators can select a standard price from a price list
when they schedule classes.
Note: You must enable at least one currency as the default (base) currency for all information
related to money.

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Chapter 6 - Page 8
Reports

Reports
OLM provides the following options to create and use reports:
Use Standard Reports: OLM includes several standard reports, written using Oracle
Reports and registered as concurrent programs with the Standard Requests Submission
(SRS) feature of Oracle Applications.
Write New Reports: You can augment standard reports by creating your own reports. If
you run Oracle Discoverer, you can choose from a number of ready-to-use reports.
Register Reports as Concurrent Programs: After you have written new reports, you must
register the report as a concurrent program by using the Concurrent Programs window.
Define Report Sets: You define report sets and link to a responsibility enabling you to
restrict user access to reports.
If you also have Oracle HRMS installed, Workforce Intelligence includes Reports, Discoverer
Workbooks, and Performance Measures designed to help you investigate the competencies,
proficiencies, and training within your enterprise.
Note: Seventeen Discoverer reports are available with OLM license; you do not require a
separate Discoverer license unless you need to modify the reports.

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Implementation V: Security and Integrated Applications
Chapter 7 - Page 1
Implementation V: Security
and Integrated Applications
Chapter 7

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Chapter 7 - Page 2

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Chapter 7 - Page 3
Overview

Overview
Financial security can prevent users with specific responsibilities from changing or deleting
monetary or unitary amounts. Enrollment status security can prevent users with specific
responsibilities from entering or modifying enrollments.
Function and security options can restrict user access to records, windows, and functions. Role-
Based Access Control enables you to provide administrative access to a subset of the
application. Setting these options can secure your data and grant users access appropriate to
their needs. Organization security can prevent users outside your HR organization from
entering or modifying events, enrollments, or programs.

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Chapter 7 - Page 4
Financial Security

Financial Security
You can prevent users of a certain responsibility from being able to update and delete the
following amounts:
Monetary
Unitary (invoice)
Standard
Use the Menus window to set up financial security. You can query a menu and enter functions
that restrict access to financial information to users of a particular responsibility. For example,
to prevent users from updating and deleting monetary and unitary (invoice) amounts, enter the
OTA_FIN_ST_MONEY_NO_UPDATE function on the menu for that responsibility.
After financial security has been set up (depending upon whether you are preventing users
from updating monetary, unitary, or standard amounts), it affects the following windows:
Enrollment Details
Customers for Restricted Class
Finance Lines

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Chapter 7 - Page 5
Enrollment Status Security

Enrollment Status Security
Enrollment status security prevents specified users from entering, updating or deleting
enrollments of a certain status. For example, your enterprise can allow all users to request
enrollments, but allow only the course administrator to place an enrollment.
Once you set up enrollment status security, users with a specific responsibility cannot enter,
update, nor delete enrollments of the statuses you specify.

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Chapter 7 - Page 6
Function and Security Configuration

Function and Security Configuration
OLM offers three methods for determining administrative access to people and functions:
Role-Based Access Control (RBAC) determines administrator access to the range of OLM
functions. The application uses permissions to define view and edit access to functions
according to a range of roles.
The HR Security Group model specifies the groups of people to which administrators gain
data-entry access.
Organization Security enables only those users who belong to the organization sponsoring
a class to update and delete classes, enroll learners, and update enrollments.

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Chapter 7 - Page 7
RBAC

Role-Based Access Control
OLM uses Role-Based Access Control (RBAC), a core Oracle Applications methodology for
controlling administrator access to functions. RBAC uses a hierarchy of roles, permission sets,
and permissions to fine-tune the access.
OLM provides the following pre-defined roles under the main Learning Administrator role:
Learning Catalog Administrator
Learning Content Administrator
Learning Enrollment Administrator
Learning Finance Administrator
Learning Resource Administrator
Learning Setup Administrator
OLM also provides numerous pre-defined permissions and permission sets. You can attach
multiple permission sets to each role. You must configure RBAC effectively to meet your
business requirements.
See Role-Based Access Control in the online help.

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Chapter 7 - Page 8
Security Groups

Security Groups
Administrators can enter data for all people in their own organization (typically their business
group). To control administrators ability to view and select learners outside of specified
organizations, you can implement the HRMS Security Groups Enabled security model.
If you (or your HR implementation) choose not to enable security groups, each administrator
can view and select only learners from within their top-level organization, usually their
business group.
See Security Models, Oracle HRMS Configuring, Reporting, and System Administration
Guide.

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Chapter 7 - Page 9
Organization Security

Organization Security
If an administrator who belongs to the organization sponsoring (administering) a class selects
the Secure box on the Create Class page, only users who belong to the same organization can
update and delete classes (including customer-based classes), or enroll and maintain learners in
those classes.
If you do not set up organization security, all users can update and delete classes and programs
and enter, delete, and update enrollments.
See Organization Security in the online help.

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Chapter 7 - Page 10
Menu Security

Menu Security
In most Oracle applications, you can open multiple windows from the Navigator window
without closing the window that you have already opened. However, Oracle HRMS, including
OLM, does not support multiform functionality. You must disable this feature on menu
structures that access the Oracle HRMS windows.
You can define menu functions to control access to available windows. You can also create
your own menus to rearrange the default menu and add submenus for the new functions that
you have defined.
As discussed earlier, RBAC enables you to restrict access to a subset of the application. You
can configure RBAC to define view and edit access to menus according to a range of roles.

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Chapter 7 - Page 11
Profile Options

Profile Options
Use the System Profile Values window, accessible from the System Administrator
responsibility, to set profile options at each level as follows:
Site: These settings apply to all users at an installation site.
Application: These settings apply to all users of the application.
Responsibility: These settings apply to all users currently signed on under the
responsibility.
User: These settings apply to individual users, identified by their application usernames.
The OLM profile options are grouped into: General, Waitlisting, Order Management
Integration, and Self-Service. Profiles set in one category are not applicable to the others. For
example, the profiles in the Order Management category apply only to classes and enrollments
originating in Order Management. So, setting a value for the profile option OTA:OM
Default Class Owner does not set the default owner for classes originating directly in
OLM.
See Profile Options in the online help.

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Chapter 7 - Page 12
Order Management Integration Setup

Order Management Integration Setup
To integrate OLM with Oracle Order Management (OM), perform the following:
Set up Order Management for OLM: This mainly involves the following steps:
For OM to recognize OLM courses, set up an OLM-specific Unit-of-Measure Class and
two Units of Measure.
Set up OLM-specific transaction types.
To grant OLM users direct access to the Sales Order window, add two functions to the
OLM responsibility to which you want to grant access by using the Menus window.
Place items in Inventory: After you have created the Units of Measure, you can enter training
as items in Oracle Inventory, which you can access directly through OM.
Create price lists for OLM classes: Oracle Pricing requires you to set up price lists and pricing
formulas. As a prerequisite, you must set up an Oracle Pricing descriptive flexfield.
Link courses to Order Management: After you have inventoried and priced training items in
OM, you can link them to Oracle Learning Management.
See Using OLM with Order Management in the online help.

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Chapter 8 - Page 1
Catalog
Chapter 8

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Catalog

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Chapter 8 - Page 3
Overview

Overview
The core of OLM is the catalog, a hierarchy of catalog object types: categories, courses,
offerings, classes, sessions, learning paths, learning certifications, forums, and chats. Learner
access is a term in OLM for determining who can view and enroll in any given class.

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Chapter 8 - Page 4
Catalog Hierarchy

Catalog Hierarchy
The catalog provides learning administrators with a nested hierarchy comprising the catalog
objects that hold all the learning information. You can browse all the available learning, or drill
down for detailed descriptions of each of the catalog objects. From here, you create and
maintain all your catalog objects: categories, courses, offerings, classes, sessions, learning
paths, learning certifications, forums, and chats. The following slides discusses the catalog
objects in detail.

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Chapter 8 - Page 5
Categories

Categories
Categories serve as the parent objects for all other catalog objects. They themselves do not
hold any information, but are containers for other catalog items, typically courses. You can use
categories to group courses targeting a particular organization or a group of learners. A
category can also hold other categories enabling you to create a nested structure. You can
define learner access for a category. Learner access is covered in more detail later in this topic.

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Chapter 8 - Page 6
Practice - Creating a Category
Overview
In this practice, you define a category and provide learner access to it.
Assumption
For this practice, log in as hrms/welcome and use the US Learning Management
Administrator responsibility.
Note: The US Learning Management Administrator responsibility is applicable to users
in all locations except France. France users must use their localized (country-specific)
responsibility.
The dates used in the practices are based on the date of creation of the practice. Change
the year in the date if not applicable. For example, this practice mentions the category
start date as 20-Jan-2005. If this date is in the past, use 20-Jan-2006 or 20-Jan-2007 as
applicable.
Task
Creating a Category
The training department in Vision Corporation is launching the Customer Relations Management
(CRM) courses for customer service employees in Australia. To categorize the CRM courses,
create a category named xxCRM, where xx represents your unique identifier.
1. Create a category:
The category name is xxCRM, where xx represents your unique identifier.
Create the category within the root category Vision Corportation.
Make the category available to employees from January 20, 2005.
Providing Learner Access
The xxCRM category comprises courses for all customer service employees. Provide learner
access to these employees at the category level to enable them to enroll in courses, learning
paths, certifications, and all other learning within the category. Providing learner access at the
category level also ensures that access is not excluded at the lower levels.
2. Define learner access for the xxCRM category:

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Chapter 8 - Page 7
Add access by assignment.
Add all employees having job as Customer Service and Business Group as
Vision Australia.

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Chapter 8 - Page 8
Solution - Creating a Category
Creating a Category
1. Using your US Learning Management Administrator responsibility, navigate to the Catalog
page:
US Learning Management Administrator > Catalog Administration

2. Select the Vision Corporation category within which you want to create your category.
3. Select Category from the Create list and click Go. The Create Category page is displayed.

4. Enter xxCRM in the Category field and provide a description.
5. Enter the start date as 20-Jan-2005. You must enter the start date, but the end date is
optional. Note that you cannot have courses for this category earlier than the category start
date or later than the category end date.
6. Select Apply to save your work.

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Chapter 8 - Page 9
Providing Learner Access
7. Click Details for the xxCRM category that you just created.
8. Select the Learner Access link on the left frame. The Learner Access page is displayed.

9. Select Assignment in the Add Access By list. In the Job field, search and select
Customer Service job in the business group Vision Australia. This
automatically adds all customer service employees in Australia to the category, providing
the employees access to the xxCRM category.
10. Check Self Enrollment to enable selected learners to bypass the approvals process
when enrolling in classes governed by these access rules.
You can now create courses, offerings, classes and learning paths pertaining to CRM within this
category. All customer service employees in Vision Australia can access the category and view
its contents.

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Chapter 8 - Page 10
Courses

Courses
A course typically defines what a class teaches a learner. It holds the following information:
Topics and description
Objectives
Competencies delivered
Professional credits delivered
Administrative details
If you are using Oracle Order Management to manage external classes, you can associate your
inventory organization with a course.
Catalog Prerequisites
You can specify courses and competencies a learner must or should complete before enrolling
in a given class. Mandatory prerequisites prevent learners from enrolling in the class, while
advisory prerequisites merely inform the learner of courses they should take or competencies
they should acquire prior to enrollment.

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Chapter 8 - Page 11
Practice - Creating a Course
Overview
In this practice, you create a course and add learner competencies to the course.
Assumption
Tasks
Creating a Course
The training department has launched Cultural Awareness as one of the courses in the CRM
category. Create the Cultural Awareness course within the xxCRM category that you created in
the last practice.
1. Create a course:
The course name is xxCulturalAwareness, where xx is your unique identifier.
The course code is xx001, where xx is your identifier.
Make the course available from 20-Jan-2005.
The sponsor organization is Vision Corporation and the course administrator is Ms.
Rachel Abbott.
Add the Customer Orientation learner competency to the course at level 3. Level 3
indicates that the employee consistently meets customer expectations.

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Chapter 8 - Page 12
Solution - Creating a Course
Creating a Course
page:
2. Select the xxCRM category within which you want to create the course.
3. Select Course in the Create list and click Go. The Create Course page is displayed.

4. Enter xxCultural Awareness in the Course field.
5. Enter xx001 as the course code.
6. Enter a description for the course.
7. Enter the start date as 20-Jan-2005. The end date is optional. You cannot run classes for
the course earlier than the course start date or later than the course end date. Therefore,
make sure to set the course start date to a date prior to any classes that you plan to create.
8. Scroll down to view the other sections in the Create Course page.

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Chapter 8 - Page 13

9. Select Vision Corporation as the sponsor organization and Rachel Abbott as
the course administrator.
10. Click Apply to save your work.
11. To select the course, click the course name on the Catalog page. You now add competency
to the course.
12. Click the Learner Competencies link on the left frame and Click the Add button.
13. The Add Learner Competency page is displayed.

14. Search and select Customer Orientation as the competency and select 3 as the level
of expertise.
15. Click Apply to save your changes.

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Chapter 8 - Page 14
Offerings

Offerings
Offerings typically determine how a course is delivered: synchronous or asynchronous, online
or offline. You schedule synchronous offerings for a specific time; whereas learners can take
asynchronous offerings at any time. Learners launch online offerings in the OLM online
player; whereas offline offerings are not launched within the application. These combinations
provide four distinct delivery modes in OLM:
Online synchronous (live web conferences)
Online asynchronous (online self-study or recorded web conferences)
Offline synchronous (traditional instructor-led class)
Offline asynchronous (reading a book)
In the case of online offerings, the offering identifies the starting learning object of the online
content that the learner will launch in the player. You can also set player preferences, to enable
or disable options displayed on the player toolbar when the learner plays an online offering.
You can define cost and pricing information at the offering level, which default for any classes
based on the offering. You can also specify instructor competencies for an offering.

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Chapter 8 - Page 15
Classes and Sessions

Classes and Sessions
Classes are the catalog objects that learners enroll in. You can define the following for any
class:
Schedule dates, times, and locations: For each class you can specify dates, times,
durations. Class dates must fall within the valid dates of its parent offering. For online
classes, learners and instructors view the correct class and enrollment times for their own
time zones.
Learner access: You can mark a class as Restricted. This limits enrollments to external
learners from selected customers, or activates learner access for internal learners.
Otherwise, the class is open to any learner.
Enrollments: You can designate the beginning and the end of the enrollment period. This
enables you to plan and resource classes without making them available to learners. You
can close enrollment for a class that is about to begin or for a class that may be canceled.
Resource bookings: You can book an instructor or other resources for a class.
Sessions are at the lowest level in the catalog hierarchy. Sessions help you create a detailed
agenda for a synchronous class, and book different instructors for different parts of the class.

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You can break a class down into shorter sessions, specifying the location, resources and start
and end times of each session.

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Chapter 8 - Page 17
Competencies

Competencies
Learners gain competencies at specific proficiency levels through classes your enterprise (or an
outside supplier) provides. You can specify learner competencies at the course level.
You can require the instructor of each course to exhibit competencies at specified proficiency
levels. Instructor Competencies help you specify the competencies required of an instructor of
an offering and of the classes based upon it.
You can update a learners personal competency profile after they have successfully gained a
competency. If you have Competency Automation enabled, you can update competencies
automatically, depending on the default workflow rule chosen. To enable automatic
competency update, you must set one of the following options against the specific course or
offering:
Notification, Automatic Update after Approval
Notification, Automatic Update without Approval
No Notification, No Auto Update
Notification, Manual Update
See Competency Automation in the online help.

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Chapter 8 - Page 18
Web Conferences

Web Conferences
A Web conference facilitates delivery of online synchronous classes. OLM integrates with
Oracle Collaboration Suite Web Conferencing (OWC) to deliver online classes over the Web.
You must set up a conference server that integrates your application with the OWC server.
Live Web Conference
You can create a Web conference for an online synchronous class after you have set up a
conference server in the application. OWC uses the conference information entered in OLM to
create the web conference on the OWC server.
Recorded Web Conference
You can also host online asynchronous classes as Web conferences. OWC enables you to
record a Web conference on the OWC server while playing the conference. To deliver an
online asynchronous class as a recorded web conference, you associate the class with the
learning object that has the recorded Web conference information specified. Learning Objects
are covered in detail in the Content Assembly topic.

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Chapter 8 - Page 19
Practice - Creating an Online Synchronous Class
Overview
In this practice, you learn how to create an online synchronous class.
Assumption
Task
In the previous practice session, you created the Cultural Awareness course. To offer this course
as an online synchronous class that an instructor can deliver live to learners over the web, you
must create a web conference offering, a class for the offering, and a web conference for the
class.

Creating an Offering
1. Create an online synchronous offering for the xxCultural Awareness course:
The offering name is xxCultural Awareness Online Offering, where xx represents your
unique identifier.
The offering start date is 20-Jan-2005.
Creating a Class
2. Create a class for the above offering:
The class name is xxCultural Awareness Online Class, where xx represents your unique
identifier.
The class start date is 20-Jan-2005.
The enrollment start date is 20-Jan-2005.
Creating a Web Conference
3. Create a web conference for the class as follows:

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Chapter 8 - Page 20
The web conference name is xxCultural Awareness Web Conference, where xx
represents your unique identifier.
The start date is 20-Jan-2005 and the start time is 9:00
The end date is 22-Jan-2005 and the end time is 17:00

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Chapter 8 - Page 21
Solution - Creating an Online Synchronous Class
Creating an Offering
page:
2. Select the xxCultural Awareness course for which you want to create an offering.
3. Select Offering from the Create list and click Go. The Delivery Mode page is displayed.

4. Select the Web Conference Training delivery mode, which signifies that the
offering is online synchronous.
5. Enter xxCultural Awareness Online Offering as the offering name.

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6. Select Customers, Conflict and Confrontation in the learning object field.
This associates the online offering with a content structure.
Note: Learning objects are database objects that represent the physical content residing on a
content server. You will learn how to create a learning object in Practice 10 (Creating a
Content Hierarchy).
7. Enter the start date as 20-Jan-2005.
8. Click Apply and Add Details
Creating a Class
9. Click Manage Classes.
10. Enter the title as xxCultural Awareness Online Class.

12. Specify the Enrollment Start Date as 01-Jan-2005.
13. Click Apply and Add Details.
Creating a Web Conference
14. Select the Web Conference link to create a web conference for the class.
15. Click Create Web Conference.
16. The ADS Vision Corporation Conference Server is selected by default in the
Conference Server Name field.

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Chapter 8 - Page 23

17. Enter xxCultural Awareness Web Conference in the Web Conference Name
field.
18. Specify the host username as douglas.william@oracle.com
19. The start date is the class start date by default. Enter the start time as 17:00
20. Enter the end date as 23-Jan-2005 and the end time as 17:00.
21. Click Apply to save.
The Cultural Awareness online class is now available for delivery by an instructor to
learners over the web.

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Chapter 8 - Page 24
Forums and Chats

Forums and Chats
A forum is a message board that learners and instructors can use to post general learning topics
for discussion. Chats enable quick and easy online communication between learners and
instructors.
Category Forums and Chats
Category forums and chats encourage participation in general subject areas beyond learners
enrolled in a specific class. They are accessible to all learners who meet the learner access
conditions defined for the forum or chat. You can book a moderator to monitor messages
exchanged in category forums and chats.
Class Forums and Chats
Learners can use class chats to exchange queries on the class subject area with instructors and
other learners enrolled in the class. Class forums support both public and private messages.
Learners can access the class forums and chats from the learner interface, only after they have
enrolled in the class. Instructors can access the forums and chats associated with their class by
logging in to the instructor self-service.

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Chapter 8 - Page 25
Practice - Creating Forums and Chats
Overview
In this practice, you learn how to create forums and chats.
Assumption
Task
Creating Forums and Chats
In the previous practice session, you created the CRM category and the Cultural Awareness
online class. Create a category forum within the CRM category to enable learners to post topics
on CRM for discussion. Create a class chat for the Cultural Awareness online class to enable the
instructor and the learners enrolled in the class to chat online.
Creating a Category Forum
1. Create a category forum:
The category forum name is xxCRM Forum, where xx represents your unique identifier.
Create the forum within the xxCRM category.
Only those learners who have access to the xxCRM category must have access to the
forum.
Enable learners to enter HTML text in the forum.
Disallow attachments in the forum.
Book Ms.Amy Ray as a moderator for the category forum.
Creating a Class Chat
2. Create a class chat:
The chat name is xxCultural Awareness Class Chat, where xx represents your unique
identifier.

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Catalog
Chapter 8 - Page 26
Create the chat within the xxCultural Awareness Online Class.
Enable learners to access the chat beyond the class end date.

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Catalog
Chapter 8 - Page 27
Solution - Creating Forums and Chats
Creating a Category Forum
page:
2. Select the xxCRM category within which you want to create the category forum.
3. Select Category Forum from the Create list and click Go. The Create Category Forum page
is displayed.

4. Enter xxCRM Forum in the Name field and provide a description.
5. Enter the forum start date as 20-Jan-2005. You must enter the start date, but the end date
is optional. If you do not enter the end date, the forum is available until the category end
date.
6. Check Render HTML to enable learners to enter HTML text in the forum messages.
7. Check Restricted.Only those learners who have access to the xxCRM category can
subscribe to the xxCRM Forum.To further restrict access to the forum, you can define
learner access conditions for the category forum.
9. To book a moderator for the category forum, select the Resource Bookings link on the left
frame.

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Catalog
Chapter 8 - Page 28
10. Select Trainer in the Add list and click Go.
Note: To book a user as a moderator, you must define the user as a trainer resource or as any
other resource that contains a Person Value. A moderator must log in to the instructor
interface to moderate the forums and chats.
11. The start date for the resource booking is the forum start date by default. Specify the end
date as 20-Feb-2005.
12. Select Amy Ray in the Name field.
You have successfully created the category forum and booked a moderator for the forum.
Creating a Class Chat
14. In the catalog hierarchy, select the Class link for xxCultural Awareness Online Offering.
15. Select xxCultural Awareness Online Class.
16. Select Class Chats in the Manage list.
17. Click Create Class Chat.

18. Enter xxCRM Class Chat in the Name field and provide a description.
19. Specify the start date as 20-Jan-2005 and the start time as 9:00.
You have successfully created the chat for Cultural Awareness Online Class. This chat is
available to the learners enrolled in the class and the instructor of the class.

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Catalog
Chapter 8 - Page 29
Learner Access

Learner Access
Learner access can be of two types. You can define learner access on all catalog objects by
assignment or learner: this is local access. To add by assignment, you can specify any
combination of organization, job, and position - for example, to grant access to all members of
an organization, or to all senior programmers in the business group. Adding access by learner,
grants access to selected individuals.
Lower level catalog objects (for example, courses) inherit learner access from higher levels
(for example, categories) and cannot override the access defined for the parent objects.
Therefore, if you want most learners to view and enroll in all classes under a category, then
define learner access at the category level. However, if different sets of learners require access
to different courses under the category, then define learner access at the course, offering, or
class levels, and not at the category level.
The self-enrollment option enables the selected learners to bypass the approval process when
enrolling in classes governed by these access rules.

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Learning Paths and Learning Certifications
Chapter 9 - Page 1
Learning Paths and Learning
Certifications
Chapter 9

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Chapter 9 - Page 2

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Chapter 9 - Page 3
Overview

Overview
Learning paths and learning certifications enable users to group courses to meet larger learning
objectives.

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Chapter 9 - Page 4
Learning Paths

Learning Paths
A learning path is a sequence of courses grouped together and tracked as a whole. It sets a
learning objective for learners. To meet the objective of the learning, a learner focuses on
completing the courses in the suggested sequence.
For example, a learner must have knowledge of Oracle, Java, and JDeveloper to become an
Oracle Java Developer. You can create a learning path and add the three courses to it; a learner
aspiring to become an Oracle Java Developer can subscribe to the learning path and take the
courses.
As with other catalog objects, you can establish learner access conditions for a learning path.
You can also define learner competencies for learning paths. These competencies are in
addition to the competencies that already exist at the individual course level.
Learners and managers can also create learning paths through the self- service interfaces.
These learning paths usually serve individual needs, and do not appear in the catalog.
Appraisers and managers can also create learning paths from Talent Management.

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Chapter 9 - Page 5
Learning Path Sections and Components

Learning Path Sections and Components
A learning path must contain at least one section. Components are existing courses that you
add to a section in a learning path. The section types available are:
All Components Mandatory: Learner must complete all courses in the section
All Components Optional: All courses in the section are optional. The learner may elect to
enroll in one or more, or in none of the courses.
One or More Components Mandatory: You specify the number of courses the learner
must complete, but the learner selects which courses to take.
For example, it may be mandatory for an Oracle Java Developer to have knowledge of Oracle
and Java; JDeveloper knowledge may be optional. You can create sections and add courses to
the Oracle Java Developer learning path as illustrated in the slide.
A learning path is marked as completed when a learner has met the completion requirements of
all sections in the learning path.

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Chapter 9 - Page 6
Subscription and Enrollment

Subscription and Enrollment
To enroll in an individual component in the learning path, learners require access to each
component course separately.
When learners subscribe to a learning path, the application does not automatically enroll them
in any associated classes, as only the learner knows when and where they can take a class.
Learners must search offerings and classes of each course that they want to take. Similarly,
when learners unsubscribe from a learning path, they must unenroll from individual classes
separately, as they may wish to keep one or more enrollments from the path.
When a learner subscribes to or unsubscribes from a learning path, or when a learning path is
due for completion, the application sends workflow notifications.
See Learning Path Notifications in the online help.

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Chapter 9 - Page 7
Practice - Creating a Learning Path
Overview
In this practice, you learn how to create a learning path.
Assumption
Task
Creating a Learning Path
To improve customer relations, the customer contact staff must undergo the CRM training
consisting of two courses, your xxCultural Awarness course and a course already created for
you. To grant the employees easy access to the courses in the training program, create a learning
path.
1. Create a learning path:
The learning path name is xxCRM Learning Path, where xx represents your unique
identifier.
Create the learning path within the xxCRM category.
The duration of the learning path is 4 days.
The start date is January 20, 2005.
Create a section named xxCRM Learning Path Section and add the following courses to
it:
o xxCultural Awareness
o Customer Service: The Service Advantage
Both courses are mandatory.
The Cultural Awareness course duration is 2 days.
The Customer Service: The Service Advantage course duration is 2 days.

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Chapter 9 - Page 8
Solution - Creating a Learning Path
page:
2. Select the xxCRM category within which you want to create the learning path.
3. Select Learning Path from the Create list box and click Go. The Learning Path page is
displayed.

4. Enter xxCRM Learning Path in the Name field.
5. Enter a description for the learning path.
6. Enter the completion target days as 4.
9. To add sections to the learning path, click Manage Sections.
10. Click Create Section.

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Chapter 9 - Page 9

11. Specify the section name as xxCRM Learning Path Section.
12. Select All Components Mandatory in Completion Requirement.
14. Select the Components link on the left frame.
15. Click Add.

17. Search and select the xxCultural Awareness and Customer Service: The
Service Advantage courses.
18. Click Add to Section.
19. Enter the completion target (in days) as 2 for the xxCultural Awareness course and 2 for the
Customer Service: The Service Advantage course.
20. Click Apply.
21. Optionally, you can add competencies to a learning path by using the Learner Competencies
link. These competencies are in addition to the competencies that already exist at the
individual course level.
The learning path is ready. To make it available to learners, you can either add subscriptions
or specify learner access conditions.

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Chapter 9 - Page 10
Learning Certifications

Learning Certifications
Like a learning path, a learning certification is a catalog object that contains one or more
components (courses), helping learners achieve learning goals that a single course cannot
address. Unlike learning paths, certifications can include renewals and enforced due dates.
Learners must complete classes for all components to achieve certification.
For example, Java Developers must take the Java Certification every two years to update their
knowledge and renew their certification. As illustrated in the slide, you can create a learning
certification, add the Java courses and define renewal and completion deadlines
As with other catalog objects, you can establish learner access conditions for a learning
certification. You can also define learner competencies for learning certifications. These
competencies are in addition to the competencies that already exist at the individual course
level.

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Chapter 9 - Page 11
Completion and Renewal

Completion and Renewal
An unrenewable certification is one-time, which learners complete before a specific date. For
example, learners must only take the Business Ethics before the given date, they do not need to
repeat it. For unrenewable certifications, you specify the certification due date or the number of
days until due and also indicate when to send the learner a reminder of the due date.
Learners retake a renewable certification, for example the Java Certification, after a specific
period to renew knowledge on the subject. For renewable certifications, you select one of the
following options:
Learner can renew immediately after certification due date
Learner can renew immediately after learner completes
Learner can renew for a period before certification expires
When a learner subscribes to or unsubscribes from a certification, or when a certification is due
for completion, the application sends workflow notifications.

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Chapter 9 - Page 12
Practice - Creating a Learning Certification
Overview
In this practice, you learn how to create a learning certification.
Assumption
Task
Creating a Learning Certification
The sales, reservations, and the acceptance staff at Vision Corporation must take the Hazardous
Material Handling course regularly to update their knowledge of dangerous goods regulations
and procedures.
1. Create a renewable learning certification:
The learning certification name is xxDangerous Goods Regulations Certification, where
xx represents your unique identifier.
Create the learning certification within the Vision Corporation category.
Only learners with access to the parent category must have access to the certification.
Learners must complete the learning certification in 20 days.
The completed certification is valid for one year.
Learners must renew their certification 25 days before the certification expires.
Add the Hazardous Material Handling course to the learning certification.

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Chapter 9 - Page 13
Solution - Creating a Learning Certification
page:
2. Select the Vision Corporation category within which you want to create the learning
certification.
3. Select Learning Certification from the Create list and click Go. The Create Learning
Certification page is displayed.

4. Enter xxDangerous Goods Regulations Certification as the certification
name.
5. Check Restricted to enable only restricted learners to access the learning certification.
6. In the Learner Certification, Completion, and Renewal section, select Based on number of
days.

7. Enter 20 in the Learner must complete this certification in field.

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Chapter 9 - Page 14
8. Select For a period before certification expires in the Learner can
Renew field.
9. Enter the renewal period as 25 days.
10. Enter 365 in the Completed certification is valid for field.
12. To add the course to the learning certification, select the Components link and click Add.

13. Search and select the Hazardous Material Handling course and click Continue.
14. Click Finish to complete.
The Dangerous Goods Regulations learning certification is created. To make it available to
employees, you must define learner access conditions for the certification or subscribe
learners to the certification.

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Chapter 9 - Page 15
Learning Certification Statuses

Learning Certification Statuses
Learning certifications uses two types of statuses, subscription and period.
Subscription statuses apply to the entire subscription. These statuses determine whether the
learner is subscribed or certified, or if the certification has expired since the end date has
passed and cannot be completed.
Most status changes occur automatically; for example, the status changes from subscribed to
certified when the learner has completed all the component courses. You can manually change
some subscription statuses from the Enrollments and Subscriptions page.
Period statuses apply only to renewable certifications, and work with subscription statuses to
provide a clearer picture of the state of a subscription. The period statuses Active and Inactive
determine if a subscribed learner can or cannot renew the certification in the current period.
The Completed status indicates that the learner has successfully finished the certification for
the current period.
See Learning Certification Statuses in the online help.

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Content Assembly
Chapter 10 - Page 1
Content Assembly
Chapter 10

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Content Assembly
Chapter 10 - Page 2
Content Assembly

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Content Assembly
Chapter 10 - Page 3
Overview

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Content Assembly
Chapter 10 - Page 4
Designing the Content Hierarchy

Designing the Content Hierarchy
Before you start creating a content structure in the application, first design the structure of the
content hierarchy. You must consider the following issues while designing the content
hierarchy:
How many folders do you require, and how should you organize them?
Which learning objects go into which folder?
Whether you require a test, to challenge the learners understanding of the content. If so,
then how many tests, and where should they be placed in the content hierarchy?

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Content Assembly
Chapter 10 - Page 5
Creating the Content Structure

Creating the Content Structure
After you have designed the content hierarchy, you can create the content structure in the
application. The content structure can consist of the following objects:
Folders: A folder is a container for learning objects and tests. In addition, folders hold the
question banks that provide the questions for your tests. You can group related learning
objects within a single folder. By creating multiple folders, you can organize your learning
objects in a structured manner, for example by subject matter or audience.
Learning objects: Learning objects are database objects that represent the physical content
residing on a content server.
Tests: A test is a means to measure a learners performance, knowledge, and skills. A test
can hold questions from one or more question banks.
Note: There must be at least one root folder within which you can create all other objects.

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Content Assembly
Chapter 10 - Page 6
Creating Learning Objects

Creating Learning Objects
You can use one of three methods for creating learning objects:
Manually create a new learning object in the administration interface.
Import learning objects from another site or learning management system (LMS) using the
import utility.
Copy another learning object that exists in the application. The copied object and the
source are independent of each other. You can edit the properties of the copied object to
meet your new requirements. The copy method is also a useful way of duplicating an
entire structure of objects that require some modifications, to provide a separate structure,
for example to associate similar but distinct structures with different courses.
To make a learning object available to learners, you must publish the learning object so that an
administrator can associate the object with a course offering in the catalog.
See Learning Object Management in the online help.

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Content Assembly
Chapter 10 - Page 7
Learning Object Content

Learning Object Content
The content properties associate the learning object with the physical content files that are
located on your content servers. If your content is located on a server not managed by OLM,
select URL Access in the Type field and specify the URL to access the content.
If an OLM content server hosts your content, select Content Server Access and provide the
content location details. To identify the content location, you must specify the content server
name, the directory where the content resides, and the file name.
You can also associate a learning object with a recorded web conference, by specifying the
recorded conference details such as conference server and the meeting ID in the content
properties. You use this association to deliver online asynchronous classes as recorded web
conferences.

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Content Assembly
Chapter 10 - Page 8
Practice - Creating a Content Structure
Overview
In this practice, you learn how to create a content structure for an online course. You create a
content structure within the content hierarchy and associate with an online offering that exists in
the catalog hierarchy.
Assumption
Tasks
Creating a Content Structure
In the earlier practice session, you created the Cultural Awareness online course within the
catalog hierarchy. You will now create the content structure for the Cultural Awareness course
within the Vision Corporation Online Content folder in the content hierarchy.
1. Create the content structure:
Vision Corporation Online Content (Root Folder)
o xxCRM Course Content (Subfolder)
xxCultural Awareness Learning Object (Learning Object)
xxRegional Culture Focus (Learning Object)
xxCulture Differences (Learning Object)
xxConflict Management (Learning Object)
where xx represents your unique identifier.
2. All learning objects access content through a URL:

Learning Object Starting URL
xxRegional Culture
Focus
http://content1.skillsoft.com/3rdparty/Content/CUST0105A1.htm

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Content Assembly
Chapter 10 - Page 9
xxCulture Differences http://content1.skillsoft.com/3rdparty/Content/CUST0103A1.htm
xxConflict Management http://content1.skillsoft.com/3rdparty/Content/CUST0131A1.htm
Note: xxCultural Awareness Learning Object does not have a URL defined since it is a
parent learning object. A parent learning object is usually a container that holds the child
learning objects and does not itself associate with any content, for example, it could be a
module comprising topics.
3. Publish xxCultural Awareness Learning Object to make it available to the catalog.

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Content Assembly
Chapter 10 - Page 10
Solution - Creating a Content Structure
1. Using your US Learning Management Administrator responsibility, navigate to the Content
page:
US Learning Management Administrator > Content Administration

2. Select the Vision Content folder within which you want to create the folder.
3. Select Folder from the Create list and click Go.

4. Enter the folder name as xxCRM Course Content, and click Apply.
5. To create the learning objects, select the xxCRM Course Content folder that you created.
6. Select Learning Object from the Create list box, and click Go.

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7. Enter xxCultural Awareness Learning Object in the Name Field.
8. Select Published in the Published Status list to make the learning object available for use
in courses.
9. Select the Automatic tracking type. This ensures that the application tracks the learning
object using the Auto tracking mechanism, for example the completion status, time spent on
the learning object, and the last accessed status.
10. In the Content section, you associate the learning object with physical content.
xxCultural Awareness Learning Object does not have content associated. For
the child learning objects, select URL Access in the Type list and specify the starting
URL. For example, specify the starting URL as
http://content1.skillsoft.com/3rdparty/Content/CUST0105A1.htm
for the xxRegional Culture Focus learning object.
11. Click Apply to save changes.
12. Select xxCultural Awareness Learning Object and create three learning objects
xxRegional Culture Focus, xxCulture Differences, and xxConflict
Management within it. Repeat steps 6 to 11 to create each learning object.
13. To make the xxCultural Awareness Learning Object available for use, you must publish the
learning object. This automatically publishes all learning objects within it. In the content
hierarchy, select xxCultural Awareness Learning Object and click Publish.
You can now associate xxCultural Awareness Learning Object with the xxCultural Awareness
Online Offering that you created in the earlier practice session.

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Quick Offerings

Quick Offerings
The Create Offerings button on the learning object properties page:
Creates an offering for the learning object and prompts you to either create a new course
for the offering or select an existing course.
Automatically creates a class for online asynchronous offerings. The class has restricted
learner access by default.
A good practice is to create the basic offering, course, and class using the above method. You
can then add properties, define learner access, book resources, and perform other functions by
accessing the objects from the catalog.

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Player Prerequisites

Player Prerequisites
To ensure that learners have sufficient knowledge about the subject before they attempt a more
advanced course, you can add player prerequisites to the advanced course.
A player prerequisite is a learning object that the learner must complete before beginning or
continuing a sequence of learning, and is either a separate course or an earlier topic in the same
course. For example, after learners enroll in the course, if you want to ensure they play the
topics in a specific sequence, then you specify the previous topic as a player prerequisite for
the next topic.
Note: Catalog prerequisites prevent enrollment, player prerequisites do not. You define catalog
prerequisites for courses and player prerequisites for learning objects.

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Practice - Adding a Player Prerequisite
Overview
In this practice, you learn how to attach a player prerequisite to a learning object.
Assumption
Tasks
Adding a Player Prerequisite
In the previous practice session, you created the content structure for the Cultural Awareness
online course. Learners must complete the Culture Differences topic in the course before
advancing to the Conflict Management topic. Add a player prerequisite to ensure the learners
cannot play xxConflict Management until they complete the xxCulture Differences learning
object.
1. Add xxCulture Differences learning object as a player prerequisite to the xxConflict
Management learning object.

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Solution - Adding a Player Prerequisite
page:

2. In the content hierarchy, click Details for the xxConflict Management learning object.
3. Select the Player Prerequisites link on the resulting page.
4. Click Add.
5. Search and select the xxCulture Differences learning object.
6. Click Apply to save the changes.
Adding a player prerequisite to xxConflict Management prevents learners from launching
this topic in the online player before completing the prerequisite topic.

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Chapter 11 - Page 1
Test Building
Chapter 11

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Chapter 11 - Page 2
Test Building

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Chapter 11 - Page 3
Overview

Overview
You can measure a learners performance, knowledge, and skills online by using tests. OLM
provides a test builder to create tests as part of the content hierarchy. The test model describes
the relationship of tests to other objects in the content structure. Question banks are a collection
of questions and responses. Tests can comprise multiple sections, each of which holds a related
set of questions. Statistics are available to analyze learner performance for a given test or
question.

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Chapter 11 - Page 4
Test Model

Test Model
Learners launch tests in the online player.
An online content structure created under a folder can include one or more tests. You can
include a test as one topic in a course content structure to evaluate a learners understanding of
the subject. Alternatively, a test can be a complete offering by itself. Tests comprise questions
that already exist in one or more question banks. You create question banks at folder level; for
example, you can place related questions in the same folder that contains the course content
structure. However, the question bank remains separate from the test itself, so that you can
reuse the same questions in more than one test.

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Chapter 11 - Page 5
Where Do You Create Tests?

Where Do You Create Tests?
If the test is to be one topic in an online course, you create the test object within the relevant
learning object hierarchy for that course. The content structure comprises both learning objects
and tests. Learning objects represent the physical content, and tests measure the learners
understanding of the content. If you want the test to be a separate offering, as opposed to a
single topic in an offering, you can create the test object anywhere in the learning object
hierarchy and then create a separate course and offering for that test.

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Chapter 11 - Page 6
Test Structure

Test Structure
Each test has one or more sections. A section is a logical division within a test that can contain
related questions, and that has its own set of properties to enable you to format each section
differently. You create a test by drawing questions from one or more question banks. The
properties of an individual question include the question text, one or more response options,
optional feedback, and so on. Feedback enables you to convey to a learner why an option is
correct or incorrect.

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Chapter 11 - Page 7
Question Banks

Question Banks
If the test is contained within a learning object hierarchy, you can identify the folder that
contains the content structure and create a question bank for that folder. If the test is a separate
offering by itself, then you can create the question bank on any folder. You can create one or
more separate folders specifically to hold the question banks.
Removing Questions
You can delete questions from a question bank if they are no longer required. However, you
cannot delete a question that appeared in a test because it affects existing performance records
if some questions no longer exist. Instead, you can disable access to a question by entering an
end date for it.

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Chapter 11 - Page 8
Practice - Creating a Question Bank
Overview
In this practice, you learn how to create a question bank and add questions to it.
Assumption
Task

Creating a Question Bank

Employees taking the online CRM courses are required to take various tests during and at the
end of the course. All questions relating to the CRM courses must be available in a single
question bank. The tests must display questions from this question bank.
1. Create a question bank as follows:
The name is xxCRM Question Bank, where xx represents your unique identifier.
Create the question bank within the xxCRM Course Content folder.
The question bank start date is 20-Jan-2005.
2. Create the following questions in the question bank:

Question Type Question Text Points Response Options
True or False Cultural differences affect customer
relationships.
2 True
Fill in the Blank
(Numeric
Response)
The overall hosted CRM space is
expected to total approximately
$500M in ----------
3 2005
Multiple
Choice(Single
Correct
Response)
Service with a Smile is written by: 2 Ronelle Ingram
(correct)
Ronald Ingram

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Chapter 11 - Page 9
Reynold Ingram

Ronelle Imgram
3. After you add all questions to the question bank, publish the question bank to make the
questions available for use in tests.

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Solution - Creating a Question Bank
1. Using your Learning Management Administrator responsibility, navigate to the Content
page:
2. In the content hierarchy, click Details for the xxCRM Course Content folder.
3. Select the Question Banks link on the left frame.
4. Click the Create Question Bank button. The Create Question Bank page is displayed.

5. Enter xxCRM Question Bank in the Question Bank Name field. Provide a description
for the question bank.
7. Click Apply to save the changes. The Question Banks page is displayed.

8. Click the Manage Questions icon, and then click Create Question to add a new question.
9. Select True or False as the question type.
10. Click Continue to proceed.

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11. Enter the question text as Cultural differences affect customer
relationships.
13. Enter the points as 2.
14. Select Fixed in the Response Order field. The Fixed option displays the responses in the
same order each time and the Random option displays the responses in a different order each
time.
15. Select True in the Response Options section.
17. To create the other two questions, select the appropriate question type in step 10 and
proceed further.
Publishing the Question Bank
18. In the content hierarchy, click the Question Banks link for the xxCRM Course Content
folder.
19. Click Update for xxCRM Question Bank.
20. Select Published in the Published Status list.
You can now use the questions in xxCRM Question Bank in the CRM test that you will
create in the next practice.

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Questions and Responses

Questions and Responses
When creating questions in a question bank, you select a question type based on the objective
of your question. For example, if the purpose of the question is to ensure learners can recall
certain information without assistance, create a Fill in the Blank type of question. A response is
a possible answer to a question. The number of responses depends on the question type. You
enter response values in the Response Options region. Response order can be fixed or random.
Feedback enables you to provide an explanation to the learner for correct and incorrect
responses to a question. You can also use feedback to provide learning tips. You can provide
feedback when learners submit their responses, or at the end of a section or test.

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Planning a Test Strategy

Planning a Test Strategy
The following is a list of considerations to make when working on a plan for your tests:
Do you want a pretest, posttest or a survey?
Do you want exactly the same questions to appear for each attempt of the test? If so, select
the Pre-selected option, otherwise select the Rule-based option.
Do you want to specify a time limit in which learners must complete the test? If so, you
can create a timed test.
Decide whether to allow learners to resume the test in the event their session is lost or
terminated unexpectedly.
Note: You can create a test from a question bank, only if the question bank is published.

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Creating Tests

Creating Tests
When you create or edit a test manually in the content structure, you can add multiple sections.
For each section, you can select questions from a different question bank. After you create the
test, preview the test in the test builder before making it available to learners. This ensures that
the test displays questions and responses as intended, identifies the correct response and
provides appropriate feedback. This is particularly useful if you are using HTML code in your
tests, and want to ensure there are no errors in the display.
For tests that are to be separate offerings, the final step is to create the catalog course and
offering, so that learners can launch the test directly in the player.

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Test Building
Practice - Creating a Test
Overview
In this practice, you learn how to create a test and test sections, and add questions to sections.
Assumption
Task
Creating a Test
In the previous practice session, you created xxCRM Question Bank. To assess the employees
who will be taking the online CRM courses, create a test by assembling questions from xxCRM
Question Bank.
1. Create a test:
The test name is xxCRM Test, where xx is your unique identifier.
Create the test within the xxCRM Course Content folder.
Create two sections Cultural Awareness and Customer Service in the test. Add relevant
questions from the question bank to each section.
Display questions in the section in random order.

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Solution - Creating a Test
1. Using your Learning Management Administrator responsibility, navigate to the Content
page:
Learning Administration > Content Administration

2. In the content hierarchy, select the xxCRM Course Content folder.
3. Select Test from the Create list and click Go. The Create Test page appears.
4. Enter the name of the test as xxCRM Test. Click Apply to create the test.
Note: The next practice covers how to set the test properties.
5. Select the test, and click the Test Sections link on the left frame to create sections for the
test.
6. Click Create Test Section. The Create Test Section page appears.

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Test Building

7. Enter the title as Cultural Awareness.
8. Select the Question Order as Random. Enter a description for the section.
9. You can enter a generalized correct and incorrect response for all the questions in the
section. If these values are also specified at the question level, the question specific
responses will be displayed and not the responses specified for the section.
10. Click Apply to save the changes. The Test Sections page is displayed.

11. Click the Manage Questions link to add questions to the section.
12. Click Add Questions.
13. Search and select xxCRM Question Bank in the Question Bank field.
14. Select the question Cultural differences affect customer
relationships. You can also select other questions to include in the section.
16. Repeat steps 5 to 15 to create the Customer Service section.

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Practice - Modifying the Test Properties
Overview
In this practice, you learn how to define the test properties.
Assumption
Task
Modifying the Test Properties
1. Set the following properties for xxCRM Test that you created in the previous practice.
Set the language to American English.
Set the section order of the test to Random.
Set the scoring option as Percentage Scored type.
Set the mastery score at 60. Learners must secure 60 percent (since the test is percentage
scored) or above to pass the test.
Make the test resumable.
Place the feedback for the test at the end of the test.
Set the option to show correct answers during feedback.
Set the maximum number of attempts at 1.
Set the duration of the test at 1 hour.

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Solution - Modifying Test Properties
page:
2. In the content hierarchy, click Details for xxCRM Test.
3. In the resulting page, click Update. The Update Test page appears.

4. In the General section, scroll down to the Language field and select American English
from the Language list.
5. Select Random from the Section Order list.
6. Select Percentage Scored from the Scoring Option list.
7. Enter 60 in the Mastery Score field.
8. Scroll down to view the other sections.

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9. In the Resume section, select the Is Resumable check box to make the test resumable.
10. Enter instructions to resume the test in the Resume Instructions field.
11. Select Show Answer in Feedback to display the correct answer in the feedback.
12. Select End of Test from the Feedback Type list.
13. In the Attempts section, enter 1 in the Maximum Number of Attempts field.
14. Enter 60 in the Time Allowed in Minutes field in the Duration section.
15. Select Enabled in the Time Remaining Alert list to alert the learner before the end of the
time.
16. Enter 10 in the Time Remaining Period in Minutes.

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Creating Quick Tests

Creating Quick Tests
You can create and offer a test in a single step by using the Quick Test option on the Question
Bank page. The Quick Test option creates a test from a single question bank. The test has the
default properties and contains one section that includes all the questions from the question
bank.
The quick test option is useful if you have many questions in a single question bank and
require all or most questions in your test, in one section.
Note: The quick test option creates a Pre-selected type of test, and you cannot modify the test
type property. Therefore, do not use the quick test option if you require a Rule-based test type
that extracts a different set of questions for each attempt.

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Analyzing Test Results

Analyzing Test Results
You can view an analysis of the learners score and status information in four ways:
Score Summary: Summarizes performance records for all learners. A performance record
shows the score for the first Pass attempt or the score for the first Fail attempt.
Learner Summary: Summarizes the total number of learners who launched the test and
their performance details.
Attempt Summary: Summarizes the number of attempts in a date range for all learners.
Question Summary: Summarizes the total number of questions displayed, number of
correct and incorrect questions, and the number of questions skipped, for all learners in all
attempts.
There are tabular and graphical displays of the data. Most reports contain drill-down
functionality to view more detailed learner analysis for a question or the entire test.
See Analyzing Test Results in the online help.

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Import and Export
Chapter 12 - Page 1
Import and Export
Chapter 12

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Import and Export
Chapter 12 - Page 2
Import and Export

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Chapter 12 - Page 3
Overview

Overview
OLM has powerful features that enable learners to import and export learning objects and tests
that comply with supported specifications. A common use of the import and export utilities is
to load online content supplied by vendors, such as NetG and SkillSoft, and to transfer content
to or from other learning management systems. The Upload utility enables you to transfer
content files from a local machine or content server to an OLM content server.

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Chapter 12 - Page 4
Import and Export Utilities

Import and Export Utilities
OLM enables you to import and export the following objects between applications or learning
management systems:
Content: Learning objects are the objects that represent and provide information about
your physical content files. You can import and export a single learning object or a
hierarchy of learning objects.
Tests: You can import and export tests, test sections, question banks, questions and
responses using the IMS Question and Test Interoperability (QTI) specification.
Content and Assessment Hierarchy: OLM provides a non-standard utility to transfer a
content hierarchy comprising learning objects and tests as a one-step process, instead of
transferring these objects separately and then reconstructing the hierarchy.

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Chapter 12 - Page 5
Import and Export Specifications

Import and Export Specifications
OLM supports the following specifications for transferring objects:
IMS: IMS is a consortium of learning institutions and vendors. IMS develops and
promotes open specifications for online learning.
SCORM: SCORM is a specification developed by the Advanced Distributed Learning
(ADL) group. ADL collaborates with governments, academia, and the industry to
accelerate effective online learning.
AICC: AICC is an international association of technology-based training professionals. It
develops guidelines for the aviation industry in the development, delivery, and evaluation
of CBT (computer-based training) and related training technologies. AICC uses Hypertext
AICC Communication Protocol (HACP).
See Supported Specifications in the online help.

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Chapter 12 - Page 6
Import Specifications in OLM

Import Specifications in OLM
The options for importing content and tests are available at the learning object and folder
levels. You can use one of the following specifications to import learning objects and tests:
AICC: Imports an AICC specification file
IMS QTI 1.01: Imports test objects only
SCORM 1.2 Content Aggregation: Imports both learning objects and the physical
content
Content and Assessment Hierarchy: In addition to the publicly recognized
specifications, OLM provides this option to import learning objects and tests contained
within a selected learning object hierarchy or folder.

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Chapter 12 - Page 7
Learning Object Import

Learning Object Import
The SCORM 1.2 Content Aggregation specification enables you to import physical content
files along with the learning objects.
To import learning objects, use XML files stored in a zip or jar file, that adhere to the IMS,
SCORM, or AICC specifications. You can specify during import if the application should
create new objects or update existing learning objects. The application creates the learning
objects based on the information contained in the XML files.
When importing learning objects using the AICC specification, you also can import the CMI
objectives contained in the learning object. After importing, you can view the CMI objectives
for the learning object and verify that the content was correctly imported.
Note: The import process extracts the content files and copies to the appropriate directories on
a specified OLM content server. Your application must already have at least one OLM content
server defined, in order to load the content files.

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Chapter 12 - Page 8
Tracking Types

Tracking Types
The tracking type determines the nature of performance tracking for a learning object. During
learning object import, the default tracking type is set based on the import specification chosen.
The tracking types are:
Auto: This is the default value for the SCORM specification. It is not valid for IMS QTI
or AICC specifications. OLM tracks learner performance and progress at the learning
object level, and ignores any communication function calls contained within the content
file.
CMI: Select this option when your content contains CMI function calls. This tracking
type ensures communication occurs between OLM and the specific function calls in your
content. The CMI type is not valid for the AICC specification.
HACP: This is the default value for the AICC specification. The system communicates
through the HACP protocol. This type is not valid for other specifications.
Note: A good practice is to create a learning object with the required tacking type and import
the learning objects within it. This ensures that all learning objects inherit the tracking type of
the parent learning object.

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Chapter 12 - Page 9
Import Location

Import Location
To specify the location of the content files that are associated with the imported learning
objects, select one of the following options:
Retain Path: Select this option if no change is required in the location of the learning
objects.
Define Path: Select this option to specify a starting URL that will be prefixed to all
existing content locations in the xml files during import. This value does not overwrite a
complete URL.
Content Server: Select this option to specify the name of an OLM content server. You
must specify the directory on the OLM server that contains the content files.

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Practice - Importing a Course Hierarchy
Overview
In this practice, you learn how to import a course hierarchy.
Assumptions
You must have access to Dangerous Goods Regulations.zip to import the
files for the Dangerous Goods Regulations course. Please refer to the release notes
(D45479GC10.txt) for the location of the Dangerous Goods Regulations.zip
file
Task
Importing a Course Hierarchy
Vision Corporation has purchased the online content for the Dangerous Goods Regulations
course from IATA. The structure, content files, and the tests in the course are available in the
Dangerous Goods Regulations.zip file. You must load the structure and the content
files into your OLM application, instead of manually creating them.
1. Import the Dangerous Goods Regulations course structure into the Vision Content folder.
Create a new question bank to hold any questions that you imported for the course.
During import, upload the content files to Vision Corporation Content Server within the
Dangerous Goods Regulations directory.
Note: The application creates the Dangerous Goods Regulations directory on the server
if it does not exist.

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Solution - Importing a Course Hierarchy
page:
2. Click Details for the Vision Content folder.
3. Click Import.

4. Select the Import Content and Assessment Hierarchy option.
5. Select Automatic tracking type.
6. Specify the path of the Dangerous Goods Regulations.zip file, and click Next.

7. Select Create a new question bank under folder to create a new question
bank and import all questions into that bank.
8. Click Next to continue.

9. Select Specify a content server location.

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10. Select the content server as Vision Corporation Content Server
11. Enter the directory as Dangerous Goods Regulations. The application creates the
directory on the content server and uploads the physical content files to the directory.
12. Click Next to view the actions performed during the import process.
Note: By using the Import: Analysis Results page, you can view the import results and
identify errors if any.
In the content hierarchy, you can view the Dangerous Goods Regulations course
structure within the Vision Content folder.

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Test Import

Test Import
You can import test objects that adhere to the IMS Question and Test Interoperability (QTI)
specification. The import process creates test objects comprising sections, questions, and
responses. You can specify during import if the application should create new objects or update
existing test objects.
During test import, you must specify the name of the question bank where you want the
questions from your tests to be stored. This question bank option appears only when you
import a test object, or a course and assessment hierarchy. You select an existing question bank
from a drop-down list, or request a new question bank during the import process, and import
all questions into that new bank.

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Content and Assessment Hierarchy Import

Content and Assessment Hierarchy Import
Using the Import Content and Assessment Hierarchy option, you can transfer an entire course
structure, including tests, between OLM applications, in one process. OLMs content and
assessment hierarchy specification enables you to import both learning objects and tests as part
of the same course hierarchy.
A valid import file must contain the following files:
One XML file that contains the hierarchical structure of all learning objects and tests
For each learning object, a corresponding XML file that conforms to the IMS Content
Packaging or SCORM specification
For each test, a corresponding XML file that conforms to the IMS QTI specification

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Content Export

Content Export
OLM supports the following export specifications:
IMS QTI 1.01: Exports tests only
SCORM 1.2 Content Aggregation: Exports learning objects and content files
Export Content and Assessment Hierarchy: Exports learning objects and tests
contained within the selected hierarchy or folder (this option is specific to OLM only)
If your site has a registered OLM content server, you can export the actual content files, as well
as the learning objects, using the SCORM 1.2 Content Aggregation specification.
When you export learning objects or tests, the application creates and stores the information in
XML files in a .zip or .jar file, to the same specifications that it expects during import.
Note: You cannot create a rule-based test using the export utility. A rule-based test provides
randomly selected questions from a question bank at run time, rather than specific, pre-selected
questions. You can export a pre-selected test type only.

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Practice - Exporting Content
Overview
In this practice, you learn how to export content from OLM.
Assumptions
Task
Exporting Content
Vision Corporation is conducting the Cultural Awareness online course at the International Air
Transport Association (IATA) conference being held at an external location. In the earlier
practice session, you had created the content structure for the Cultural Awareness online course.
Export the content structure and the content files into a zip file. The zip file can be used to
transfer the structure and the content files into the other learning management system.
1. Export xxCultural Awareness Learning Object from OLM in the SCORM format.
2. Save the exported file to a location on your local machine.
Note: Check the zip file to ensure that it includes both the metadata and the content files.

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Solution - Exporting Content
page:

2. Click Details for xxCultural Awareness Learning Object.
3. Click Export.

4. Select SCORM 1.2 Content Aggregation since you are exporting only a hierarchy
of learning objects.
5. Click Export.
6. Save the file to a directory on your local machine.
Note: You can change the default file name to provide a name of your choice.

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The xxCultural Awareness Learning Object.zip file is created.

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Content Upload

Content Upload
Instead of the Import utility, you can use the Upload utility to transfer the physical content files
only, from a local machine or content server to an OLM content server, when the learning
objects already exist.
You can upload a single content file or multiple content files to the OLM content server. To
upload multiple files, either you repeat the process for each individual file, or you create a zip
file to upload the files all at one time. During import, you specify the content server location
and the directory on the server to store the single file or the zip file.
OLM automatically unzips the contents of the zip file on the content server, and creates
additional directories specified by the structure within the zip file.

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Chapter 13 - Page 1
Resources
Chapter 13

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Chapter 13 - Page 2
Resources

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Chapter 13 - Page 3
Overview

Overview
You can create resource types and resources applicable to your organization. You can define
and book resources for your classes, sessions, forums, and chats. Depending on how you define
the resources, you can book the resources either automatically or manually.
When booking a resource of type Venue, you can identify the primary venue, or location, for
your class.
The application detects a resource that is double-booked for multiple events at the same time,
and advises if this is a non-consumable resource. The application also enables you to query on
a complete list of your resources and bookings, to help you manage resource utilization
efficiently.

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Chapter 13 - Page 4
Resource Types

Resource Types
Resource types define the groups to which the resources belong. Each resource you create must
belong to a resource type. You define resource types as values for the lookup type
RESOURCE_TYPE.
For each resource type, you must set up a structure of the Training Resource Key Flexfield.
Consider what resource types your enterprise needs, and specify their details using the Training
Resource Key Flexfield. The name of the structure must be the same as the name of the
resource type.
OLM provides the following predefined resource types:
Trainer
Venue
To add user-defined resource types, you create new structures in the Training Resource key
flexfield.

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Chapter 13 - Page 5
Resources

Resources
After you have defined a resource type, you can enter the resources against the resource type.
Each resource belongs to only one resource type. During resource creation you can:
Check Allow Overlapping Booking if the resource has multiple copies, such as a course
manual, that you can book for more than one object at the same time. This option is not
available for resources of the types Trainer or Venue.
Enter a cost value and cost unit against the resource.
Specify a Person value if the resource needs to access the instructor interface. For
example, if you are creating a resource of the type Trainer and do not specify the Person
value, this resource cannot access a class from the instructor interface even if booked as an
instructor for the class.
Note: You must add instructors as persons before you can select them as resources. Use the
HR People window to enter your instructors.

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Chapter 13 - Page 6
Practice - Entering Resources
Overview
In this practice, you learn how to enter resources.
Assumption
Task
Entering Resources
In the earlier practice session, you had created the xxCultural Awareness Online Class. Before
you can book Blair Palmer as an instructor for a class, you must enter Blair Palmer as an
instructor resource.
1. Create an instructor resource:
The resource name is Blair Palmer.
The email address of the instructor is Blair.Palmer@Vision.Com.
The resource type is Trainer.
Blair Palmer is available for booking from Jan 1, 2005.

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Chapter 13 - Page 7
Solution - Entering Resources
1. Using your US Learning Management Administrator responsibility, navigate to the
Resources html page:

2. Click Create Resource.

3. Select Trainer in Resource Type.

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Chapter 13 - Page 8
4. Search for and select Blair.Palmer@Vision.Com as the resource name.
5. Search for and select Blair Palmer in the Person field.
6. Search for and select Vision as the supplier.
7. Enter 1-Jan-2005 in the Start Date field.
You have created the instructor resource Blair Palmer. You can now book Blair Palmer as
an instructor for the xxCultural Awareness Online Class.

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Chapter 13 - Page 9
Suppliers and Customers

Suppliers and Consumers
Suppliers are internal or external agencies who supply an enterprise with goods or services. In
OLM, you enter the names, addresses, and contacts for the suppliers who provide training
resources, such as rooms or equipment for training.
Customers are the external organizations for which you run classes and enroll learners. Use the
Customer window to enter the following details for the customers:
Names of the organizations where learners work or through which the learner is
contactable
Names and addresses that appear on invoices for learner enrollments
Any third-party agencies through whom you handle enrollments
See Suppliers and Customers in the online help.

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Practice - Creating Customers
Overview
In this practice, you learn how to create a customer in OLM.
Assumption
For this practice, log in as hrms/welcome and use the Training Administrator
responsibility.
Task
Creating Customers
The Cultural Awareness online course is available for external customers. IATA is a customer
that has requested Vision Corporation to conduct the course for external learners. You must enter
the customer organization details in OLM.
Create a customer with the following details:
Name of the customers organization is xxIATA, where xx represents your unique
identifier.
The customer address is 144 Apples Way, New York, 10188, United States.
The contact person is Jack Bell, he is a training manager in IATA.
Jack Bells phone number is 1-609-213-8787.

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Solution - Creating Customers
1. Using your Training Administrator responsibility, navigate to the Customers window:
(N) Financial Setup > Customer

2. Click the Advanced tab.
3. Make sure the Customer Type field contains Organization. If the customer is an
individual learner, select Person from the Customer Type list box.
4. Enter xxIATA in the Name field.
5. Click Find. Click New in the dialog box that appears.
6. In the Customers-Quick window, click New to enter the address details.

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7. Enter 44 Apples Way in the Address field.
8. Select New York from the State list of values.
9. Enter 10188 in the Postal Code field.
10. Make sure the Contacts tab is selected.
11. Select Telecommunications in the Communication Type field.
12. Enter the contact details as below:
Enter Bell in the Last field and Jack in the First field.
Enter Training Manager in the Title field.
Enter 1 in the Country Code field, 609 in the Area Code field, and 2138787 in the
Telephone Number field.
13. Save your work.
14. Click Yes in the dialog box that appears.
OLM generates the organization and the customer number. You can view the numbers in the
Customers-Quick window.

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Resource Booking

Resource Booking
Using the Resource Bookings page, you can book resources for catalog objects such as classes,
sessions, forums, and chats, and create supplemental bookings. For catalog objects, you can
also book resources by accessing the object from the Catalog and selecting the Resource
Booking link or, for classes, the Resource Checklist page.
You can book relevant resources that are available for the booking period you have specified.
Resources that are already confirmed at any time during the period you specified do not appear
unless the resource type allows overlapping bookings. The selected resources receive an initial
booking status of Planned. If the resource type does not allow overlapping bookings and the
selected resource has an overlapping booking, you cannot change the booking status to
Confirmed.
You can view conflicting bookings for a booked resource using the Check Conflict icon. This
icon is enabled only if the resource has a conflicting booking during the same period.
You can make a resource unavailable for booking by creating supplemental bookings, for
example, to account for instructor holiday or illness, or room unavailability. When you create a
supplemental booking, you do not book the resource against any object.

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Practice - Booking Resources
Overview
In this practice, you learn how to book resources.
Assumption
Task
Booking Resources
In the earlier practice session, you created the instructor resource Blair Palmer. Book the
resource for the xxCultural Awareness Online Class scheduled to start on January 20, 2005.
Booking a Trainer
1. Book Blair Palmer as the instructor for the class xxCultural Awareness Online Class. The
instructor must be booked for 2 days from January 20 to January 22, 2005.

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Solution - Booking Resources
Bookings page:
US Learning Management Administrator > Resource Bookings

2. Select Trainer in Add list and click Go.

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3. Select Class in Object Type and xxCultural Awareness Online Class as the
class name.
4. Specify the booking dates. Enter 20-Jan-2005 in the Start Date field and 22-Jan-
2005 in the End Date field.
5. In the Name field, select Blair Palmer from the Resources list of values.
6. The quantity is 1 by default. To book resources such as computers, you can enter a number
greater than 1.
7. Specify the booking status as Planned. The status is confirmed if the resource is available
during that period; otherwise, it is in the planned status.
Note: Change the booking status from Planned to Confirmed based on the resource
availability.
You have booked Blair Palmer as an instructor for xxCultural Awareness Online Class.

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Required Resources

Required Resources
You can use the Resource Checklist to specify resource types or resources that are required or
useful to run classes for a particular offering. If you define resources as Required, you can
book them in two ways:
Automatically: The automatic, one click, method enables you to book all the required
resources for a class. Use this short cut to list and book all the resources marked as
required for a class. As you book the class or session, you can delete any or all of the
required resources from the resource list.
Individually: Use this method to list the resources that are required to run classes before
you book them. Required resources in the resource checklist display the value Y(es) in the
Required column. You can then select the resources you want to book from the list.
Note: You can access this functionality only through the Book Resources window, not through
the Resource Bookings html page.
If you do not define resources as Required, you must manually book the resources for a class.

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Double-Booking Resources

Double-Booking Resources
Because you have only one of each named instructor or room, you cannot book a resource of
these particular non-consumable types twice. However, you can have double bookings of
consumable resources, such as course notes, and non-consumable resources such as computers
or projectors, because OLM assumes that you have multiple items of each type.
OLM does enable you to book instructors and rooms twice while you are still planning a class,
so that you can plan different scenarios, but the application checks for double bookings when
the status of any booking is Confirmed. When planning multiple classes and resources, the
application enables you to check for planned booking conflicts.
If you try to double-book a consumable or reusable resource, OLM advises you that the
resource is already booked but does not prevent you from confirming the new booking.

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Chapter 14 - Page 1
Pricing and Finance
Chapter 14

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Chapter 14 - Page 2
Pricing and Finance

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Chapter 14 - Page 3
Overview

Overview
If you are not integrating OLM with Order Management, you can create and manage price lists,
finance headers, and finance lines, as well as set up internal cross-charging for resources and
classes.
Most training organizations working for profit must use the Order Management integration to
handle financial transactions. They can use the internal cross charging functionality as well.

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Chapter 14 - Page 4
Price Lists

Price Lists
A price list catalogs courses and the prices at which they are available between certain dates.
You can define any number of price lists. The examples of price lists include:
A price list for each year or season
Price lists for different suppliers
Price lists for different categories of courses
You can use price lists to quote the price for a class by either of the following:
Learner
Customer: The customer pays for a number of learners to attend the class. Customer
pricing is available only for customer-restricted classes.

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Chapter 14 - Page 5
Practice - Defining a Price List
Overview
In this practice, you learn how to create a price list.
Assumption
Task
Defining a Price List
Vision Corporation is conducting the Cultural Awareness online course for external customers.
The company plans to charge for the course on a per-learner basis. You must quote the price for
the course.
1. Define the price:
Name the price list xxPrice List Learner, where xx represents your unique identifier.
The price list is effective from 20-Jan-2005.
Quote the price 1000 USD.
The price list is on a per-learner basis.

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Chapter 14 - Page 6
Solution - Defining a Price List
Defining a Price List
1. Using your US Learning Management Administrator responsibility, navigate to the Price
Lists window:
(N) Finance > Price Lists

2. Enter xxPrice List Learner in the Name field.
3. The currency is USD by default.
4. Select the Default check box. This ensures that the prices on this list appear as the default
standard price for all the classes of the course.
Note: Each currency can use only one default price list.
5. Specify a start and end date to define when the price list is effective. Enter 20-Jan-2005
in the Start date field.
6. Select the Learner tab.
7. Select the xxCultural Awareness course from the Course list.
8. Enter 1000 in the Price field.
9. Save your work.

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Chapter 14 - Page 7
Practice - Defining a Customer-Based Price List
Overview
In this practice, you define a customer-based price list.
Assumption
Task
Defining a Customer-Based Price List
For the Cultural Awareness online course, Vision Corporation has a customer who has requested
to pay based on the total number of delegates attending. Create a customer-based price list for
this customer to quote the price based on number of delegates attending the class.
1. Create a customer-based price list:
The price list name is xxPrice List Customer, where xx represents your unique
identifier.
The price list is effective from 20-Jan-2005.
The price list is on per customer basis.
The course name is xxCultural Awareness.
Quote price as follows:

No of Delegates Price
14 2000
58 3500
912 5500
1316 7500

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Chapter 14 - Page 8
Solution - Defining a Customer-Based Price List
Defining a Customer-Based Price List
1. Using your US Learning Management Administrator responsibility, navigate to the Price
Lists window:
(N) Finance > Price Lists

2. Enter xxPrice List Customer in the Name field.
3. The currency is USD by default.
4. Select the Default check box.
5. Enter 20-Jan-2005 in the Start date field.
6. Make sure the Customer tab is selected.
7. Select the xxCultural Awareness course from the Course list.
8. Enter the minimum number of delegates as 1 and maximum number as 4.
9. As the number of delegates is in the range 1 to 4, enter 2000 as the Price.
10. Save your work.
11. Repeat steps 8 to 10 to enter the remaining price brackets.

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Chapter 14 - Page 9
Changing Prices for Entries Within a Price List

Changing Prices for Entries within a Price List
You can change the prices for entries within a price list manually or by formula. You can
simply make random changes to an existing price list, as in Price list 1 to Price list 2.
Alternatively, you can change the prices by copying some or all of the existing entries and
changing them by a fixed amount or percentage, as in Price list 1 to Price list 3.
See Changing Prices for Entries within a Price List in the online help.

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Pricing and Finance
Finance Headers

Finance Headers
A finance header holds generic information about a single customer or supplier, such as:
Customer or supplier name
Contact information
Address
Payment currency
You can create a finance header for each supplier or customer, including each internal
organization that you cross-charge. To record a monetary amount against an enrollment or a
resource booking, you must select the finance header. You can create the finance header when
you enter the enrollment or booking.
See Creating a Finance Header in the online help.

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Finance Header Types

Finance Header Types
OLM provides the following predefined finance header types:
Cost transfer: For transferring the cost of training fees or resources between organizations,
departments, or cost centers within your enterprise (also known as cross-charging)
Payable: For supplier payment finance lines
Receivable: (used only for legacy setups)
Cancellation: For superseding a previous header that the application has transferred to
your financial application
Note: Use the Cost Transfer Finance Headers html page to create a Cost Transfer finance
header. To create finance headers of the type Payable, Receivable, or Cancellation, use the
Finance Headers window.

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Practice - Creating a Finance Header
Overview
In this practice, you learn how to create a Payable (Type) Finance Header.
Assumption
Task
Creating a Finance Header
Vision Corporation has purchased computers from Agile Electronic Supplies. Create a finance
header to enter the financial transaction with the supplier in the application.
1. Create a finance header:
Raise the finance header in the name of Vision Corporation.
The finance header is of type Payable.
The supplier name is Agile Electronic Supplies.
The contact person is Li Wang.
Method of payment is Pre-Purchase Agreement.

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Solution - Creating a Finance Header
Creating a Finance Header
1. Using your US Learning Management Administrator responsibility, navigate to the Finance
Headers window:
(N) Finance > Finance Headers

2. In the Raised By field, select Vision Corporation from the Organization list of
values.
3. Select Payable in the Type list.
4. In the Name field, select Agile Electronic Supplies from the list of suppliers.
5. Select Li Wang in the Contacts list.
6. Select Pre-Purchase Agreement from the Method list of values
7. Select Awaiting Transfer in the Status field. The finance header is ready to be
transferred from OLM to your financial system.
8. Save your work.

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Pricing and Finance
Finance Lines

Finance Lines
Enter each financial transaction as a finance line. You can also set up automatic line creation
for self-service or cross-charging.
See Creating a Finance Line Manually in the online help.

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Pricing and Finance
Finance Line Types

Finance Line Types
OLM provides the following predefined types of finance lines:
Enrollment charge: An amount receivable from a customer for enrolling in a class
Prepurchase charge: (used only for legacy setups)
Supplier payment: An amount payable to a supplier

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Pricing and Finance
Managing Finance Headers and Lines

Managing Finance Headers and Lines
You can move finance lines to a new header, cancel or delete finance headers and lines and
restore deleted finance headers and lines depending on the transfer status. For example, you
cannot move finance lines from a header already transferred to your financial system.
If you cancel a header or line that has not transferred to your financial system, the application
marks it as cancelled. If you cancel a transferred header, the application creates a new header
of type Cancellation.
Before deleting a finance header, verify whether it has any finance lines. If any lines own the
status Not for Transfer, delete them before deleting the header.
Do not confuse deleting headers and lines with cancelling headers and lines. For example, you
may have enrolled a wrong learner in a class and created a finance header or line that you must
now delete. You cancel headers and lines if the class for which headers and lines exist does not
run.

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Pricing and Finance
Finance Transfer Capabilities

Finance Transfer Capabilities
You can transfer financial data between OLM and many financial software applications. OLM
delivers the interface to Oracle General Ledger, but unless you are using the Order
Management integration, Receivables and Payables require custom interfaces. Transfer statuses
are:
Not for Transfer
Awaiting Transfer
Successful Transfer
Unsuccessful Transfer

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Pricing and Finance
Finance Transfer Process

Finance Transfer Process
A new header gains a default status of Not for Transfer. If you want to transfer a header,
change its status to Awaiting Transfer. When you run the transfer process to General Ledger
(GL), it transfers all headers with this status and updates them either to Successful Transfer or
to Unsuccessful Transfer. The transfer process can return information to OLM, including:
External reference
Date
Message
Paid or unpaid
You can also set up other fields of information by using the descriptive flexfield.

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Transferring Headers and Lines to a Financial Application

Transferring Headers and Lines to a Financial Application
Remember the following points related to the finance transfer process:
When a header has transferred successfully, you cannot change it or its lines.
You can cancel a finance header or individual lines.
You can choose to cancel and re-create the header. The system creates a new finance
header of type Cancellation that supersedes the original header.

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Pricing and Finance
Finance Header and Currency

Finance Header and Currency
You can create headers for each customer and supplier in different currencies; for example,
you may need to schedule a class in U.S. dollars, but create headers in other currencies to pay
for resources. You cannot create finance headers in other currencies to pay for learner
enrollments. If you schedule a class in U.S. dollars, finance headers for customers enrolling
learners in the class must also be in U.S. dollars.

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Cross-Charge Training Fees and Resources

Cross-Charge Training Fees and Resources
You can transfer the cost of training fees or resources between organizations, departments, or
cost centers within your enterprise.
You can designate a receiving cost center and a paying cost center, at finance header level.
You can also summarize finance details for charges for each combination of approved finance
headers and lines.
See Cross-Charging in the online help.

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Chapter 15 - Page 1
Enrollments
Chapter 15

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Chapter 15 - Page 2
Enrollments

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Chapter 15 - Page 3
Overview

Overview
This topic covers the basic terms and the tasks used for managing enrollments and explains the
engine that drives the OLM enrollment processes: class and enrollment statuses, waiting list
management, and workflow notifications.

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Chapter 15 - Page 4
Customer and Worker Enrollments

Customer and Worker Enrollments
You can manage and track enrollments in classes through a combination of learner access, self-
enrollment permission, and approval options. Learners enroll in classes from the learner self-
service; you can then track and manage enrollments from the administrator interface.
You can enter enrollments for employees, contingent workers, and applicants you have
identified as people in Oracle HRMS or HRMS Foundation. You can also enter enrollments for
external customers, where a learner represents a contact for the customer.
Multiple Enrollments
Use the Multiple Enrollments page to enroll or subscribe multiple learners into classes,
learning paths, and learning certifications at one time. You can add learners according to a
range of search criteria, and you can copy learners from existing enrollment lists.
You can make multiple enrollments for a customer who specifies a number of anonymous
places. You can reserve multiple places in a class for a customer by increasing the number of
places beyond one, but these enrollments are always anonymous.
See Multiple Enrollments in the online help.

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Chapter 15 - Page 5
Practice - Entering Learner Enrollments
Overview
In this practice, you learn how to enter learner enrollments for a class.
Assumption
Task
Enter Learner Enrollments
The xxCultural Awareness Online Class is scheduled to start on January 20, 2005. The learner is
in a remote location and cannot enroll in the class himself; you must enroll the learner in the
class.
1. Enter a learner enrollment:
The class name is xxCultural Awareness Online Class.
The learner is David Lock.
The organization is Vision Corporation.

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Chapter 15 - Page 6
Solution - Entering Learner Enrollments
Enrollments and Subscriptions page:
US Learning Management Administrator > Learner Enrollments and Subscriptions

2. Click Add Enrollments.
3. Select Class as the catalog object.
4. Enter xxCultural Awareness Online Class as the name and click Go
5. Click Single Enroll.

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Chapter 15 - Page 7

6. Select Placed in the Enrollment Status list.
7. Enter 1 in the Places field.
8. Select the learner type as Internal and the organization as Vision Corporation.
9. Search and select David Lock from the learner list of values.
10. Select the address type as Internal
You have successfully enrolled the learner in the class.

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Chapter 15 - Page 8
Waiting List Management

Waiting List Management
You can enroll learners from waiting lists, allocating places as they become available. For
example, if you cancel an enrollment when the class status is Full and there is a waiting list for
the class, you can select a learner from the waiting list to fill the place, or let automatic
waitlisting (if enabled) do this for you.
Automatic Waitlist Enrollment
If you have implemented automatic waitlisting, OLM automatically moves the first eligible
waitlisted learner into the class when one of the following happens:
A learner has canceled an enrollment
You increase the maximum number of attendees for a class
To activate automatic waitlisting, you must:
Set several user profiles
Schedule the Cancel Enrollment concurrent program to run frequently
Define priority levels and enrollment justifications
See Automatic Waitlist Enrollment in the online help.

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Chapter 15 - Page 9
Class Statuses

Class Statuses
OLM provides five predefined class statuses. These statuses reflect typical stages in the class
life cycle:
Create a new class with the Planned status.
Update the class status to Normal when you have sufficient interest to meet the minimum
number required to run the class.
When the number of Placed enrollments equals the maximum number of places defined
for the class, the application automatically sets the class status to Full.
When you are ready to prevent any new enrollments, you can update the class status to
Closed. After you close (or cancel) a class, you cannot enter enrollments of any kind.
These statuses work together with the enrollment statuses to provide administrators with
control and visibility of the scheduling and enrollment process.

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Enrollment Statuses

Enrollment Statuses
OLM provides the following default enrollment statuses:
Requested: A learner expresses interest, but there is no approval or confirmation.
Waitlisted: Interest is approved or confirmed, but a place is not yet available. The class is
either Planned or Full.
Placed: An enrollment occupies a place in class.
Attended: The learner has attended the class.
Canceled: The administrator, learner, or manager has canceled the enrollment.
To help you track enrollments, you can view the status history of each enrollment.

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Combining Statuses

Combining Statuses
You can manage and track enrollments in classes using a combination of class and enrollment
statuses:
Create a new class with the Planned status, enter enrollments with Requested status.
Update the status of these enrollments to Waitlisted when the learners confirm their
interest or their attendance is approved or both.
Update the class status to Normal when there are a minimum number of Waitlisted
enrollments required to run the class and the required resources have been booked.
Update the status of the Waitlisted enrollments to Placed.
When the number of Placed enrollments equals the maximum number of places defined
for the class, the application automatically sets the class status to Full.
Continue entering Waitlisted enrollments, or close the class.
This is just one possible sequence of statuses. If you prefer, you can create a new class with the
status Normal and enter all enrollments as Placed (or Attended) until the class is Full.

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Practice - Creating Additional Enrollment Statuses
Overview
In this practice, you create additional enrollment statuses.
Assumption
Task
Creating Additional Enrollment Statuses
Currently, OLM provides the Cancelled status to represent any kind of enrollment cancellation.
Vision Corporation charges external customers a penalty fee for cancelling an enrollment in a
course. To distinguish between an ordinary enrollment cancellation and the enrollment
cancellation with penalty, you need to create an additional enrollment status.
1. Create an additional enrollment status xxCancelled With Penalty, where xx represents your
unique identifier.

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Solution - Creating Additional Enrollment Statuses
Creating Additional Enrollment Statuses
1. Using your US Learning Management Administrator responsibility, navigate to the Setup
page:
US Learning Management Administrator > Setup Administration

2. Click Enrollment Statuses.
3. Click Create Enrollment Status.

4. Enter xxCancelled With Penalty in the Enrollment Status field.

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5. Select Cancelled from the Enrollment Status Type list. You are creating an additional
enrollment status for the Cancelled status type.
6. Check Active.
Note: You cannot check Default since each type can have only one default status. In this
case, Cancelled is the default enrollment status.
7. Specify the description as Enrollment status for cancellation with penalty fee.

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Enrollment Updates

Enrollment Updates
You can make mass updates to enrollments using the priority levels you entered for the
enrollment. For example, you can search for all learners with a specific priority level, then
select the names you want to update. You can use the mass update feature to cancel multiple
enrollments at the same time.
You may want to delete or cancel a learner enrollment, for example, if you have enrolled a
learner wrongly or if a learner cancels attendance. You must delete any finance lines before
you can delete the enrollment. When you cancel a learner enrollment, OLM provides you the
option to select a learner from the waiting list to fill the new place
You can add the competencies and proficiency levels delivered by a class to a learners
competency profile. If a learner already possesses a competency but at a lower proficiency
level, OLM adds the competency at the new proficiency level from the start date of the class.
The previous proficiency level no longer applies. If the new proficiency level is lower than that
previously demonstrated by the learner, the automatic update does not occur.

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Enrollments
Practice - Updating a Competency Profile
Overview
In this practice, you learn how to update a competency profile.
Assumption
For this practice, log in as hrms/welcome and use the Training Administrator
responsibility.
Task
Updating a Competency Profile
Lydia Petersen has completed the xxCultural Awareness Online Class successfully. In the earlier
practice session, you added the Customer Orientation learner competency to the Cultural
Awareness course. You must assign Lydia Petersen the Customer Orientation competency.
1. Update the competency profile as follows:
Name of the learner is Lydia Petersen.
The class name is xxCultural Awareness Online Class.
The Organization is Vision Corporation.
The competency to be assigned is Customer Orientation.

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Solution - Updating a Competency Profile
Updating a Competency Profile
1. Using your Training Administrator responsibility, navigate to the Enrollment Details
window:
(N) Enrollments > Learner Enrollments

2. Select xxCultural Awareness Online Class from the Class list of values.
3. In the Status field, select Attended from the list of values.
4. Select Organization in the Type field.
5. Navigate to the field that is displayed next to the Type field. Select Vision
Corporation from the list of organizations.
6. In the Learner field, select Lydia Petersen from the Delegates list of values.
7. Click Functions.

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8. Select Update Learner Competencies from the Booking Functions list.
9. To view the competencies that the learner possesses, click Learner.
10. To assign the competency to the learner, select Customer Orientation and click Apply.
11. In the Caution dialog box, click Ok.
12. Save your work.

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External Learning

External Learning
External learning is any learning that does not appear as a class in the OLM catalog, such as an
external class or an internal class your enterprise has stored in another learning management
system. Use the External Learning pages to record details of classes attended by employees or
customers but not registered as classes in OLM. Learners can enter their own external learning,
with or without approval, from the learner self-service.

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Reporting on Enrollment

Reporting on Enrollment
The Attendance and Signature Sheet Report enables the instructor to walk into the classroom
with a ready-made roster of learners registered for the class. The report includes spaces for the
learners to sign in and for the instructor to record the names of walk-ins.
The Registration report lists all learners scheduled to attend a class. It provides learner names,
contact names, and phone numbers.
The Learner Sign-In Sheet report is virtually identical to the Attendance and Signature Sheet
report. Only the layout and sorting differ. Use this version to generate pages to send to
individual companies, or if you need learners to sign in for each day of the class, as some
companies and laws require.

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Chapter 16 - Page 1
Chapter 16

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Chapter 16 - Page 2

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Chapter 16 - Page 3
Overview

Overview
Workers and managers can set learning goals for themselves or their employees, so that they
become competent enough to take on new responsibilities and roles. The learner and manager
user interfaces enable a learner or a manager to define and track these learning needs. The
instructor interface enables instructors to manage their classes and bookings. This lesson
explains the three self-service interfaces in detail.

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Chapter 16 - Page 4
Learner Interface

Learner Interface
Using the learner interface, learners can view their classes, learning paths, and learning
certifications, track status of enrollments that are pending approval, play online courses, and
communicate with instructors and other learners using forums and chats.

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Chapter 16 - Page 5
Learner Home

Learner Home
Current Learning
Learners can view and access their current learning, including courses, learning paths, and
learning certifications. From here, learners can play online courses, search for and enroll into
courses, search for and subscribe to learning paths and learning certifications.
Requested Learning
Enrollment in some courses can require the approval of a learner manager or an approver.
Learners can track the status of courses that are pending enrollment approval or that have
enrollment waitlisted.
Forums and Chats
Learners can view their subscribed category forums and chats, post topics and messages to
forums, and launch chats to communicate with other learners online. Learners can also search
for and subscribe to category forums and chats. Learners can access their class forums and
chats using the Class Details page.

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Chapter 16 - Page 6
Learner Catalog

Learner Catalog
Learners can either search for or browse the catalog to locate courses, learning certifications,
learning paths, forums, and chats. Learners can find classes for a course and view detailed class
information, including location, schedule, instructors, prerequisites, forums and chats, and
other details. Based on availability, learners can enroll into or request enrollment in a class.

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Chapter 16 - Page 7
Learning History

Learning History
The learning history page displays up to four sections:
Enrollments: This section presents detailed information for all the past enrollments.
Learning Paths: This section lists the learning paths that have expired, those that the
learner has subscribed to and completed or unsubscribed from, and those that the learner
has moved from home to learning history.
Learning Certifications: This section displays information on expired certifications, those
that the learner has subscribed to and completed or unsubscribed from, and those that the
learner has moved to the Learning History page.
External Learning: This section shows learning taken externally such as from an outside
vendor.

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Chapter 16 - Page 8
Manager Interface

Manager Interface
When users log in to the manager interface, they can view the list of employees available to
them according to the HR security group. This usually includes direct reports and their reports.
Managers can:
Access their employees learning details, including the employees past, current, and
future learning
Enroll or unenroll their employees in a class
Enter or alter external learning records for their employees
Create learning path for their employees, for example, during the appraisal process or to
close competency gaps

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Chapter 16 - Page 9
Instructor Interface

Instructor Interface
Using the instructor interface, instructors can:
Access their classes and bookings, including supplemental and past bookings
Find class information concerning sessions, enrollments, resource bookings,
competencies, course prerequisites, and forums and chats.
Participate in and lead online discussions with learners enrolled in their classes.
Moderate category and class forums and chats.
Note: A resource must have a Person value to access the instructor interface. For example, if
you are creating a resource of the type Trainer and do not specify the Person value, this
resource cannot login to the instructor interface even if booked as an instructor for the class.

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R12 Oracle HRMS Learning Management Fundamentals

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