HR270 en SAP Learning Solution Overview Participant Handbook 2006

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HR270SAP Learning Solution

Overview

mySAP Human Resources

Date

Training Center

Instructors

Education Website

Participant HandbookCourse Version: 2006/Q2

Course Duration: 5 Days

Material Number: 50083139

An SAP course - use it to learn, reference it for work



Copyright

Copyright © 2006 SAP AG. All rights reserved.

No part of this publication may be reproduced or transmitted in any form or for any purpose

without the express permission of SAP AG. The information contained herein may be changed

without prior notice.

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About This Handbook

This handbook is intended to complement the instructor-led presentation of this

course, and serve as a source of reference. It is not suitable for self-study.

Typographic Conventions

American English is the standard used in this handbook. The following

typographic conventions are also used.

Type Style Description

Example text Words or characters that appear on the screen. Theseinclude field names, screen titles, pushbuttons as well

as menu names, paths, and options.

Also used for cross-references to other documentation

both internal (in this documentation) and external (in

other locations, such as SAPNet).

Example text Emphasized words or phrases in body text, titles of

graphics, and tables

EXAMPLE TEXT Names of elements in the system. These include

report names, program names, transaction codes, tablenames, and individual key words of a programming

language, when surrounded by body text, for example

SELECT and INCLUDE.

Example text Screen output. This includes file and directory names

and their paths, messages, names of variables and

parameters, and passages of the source text of a

program.

Example text Exact user entry. These are words and characters that

you enter in the system exactly as they appear in the

documentation.

<Example text> Variable user entry. Pointed brackets indicate that you

replace these words and characters with appropriate

entries.

2006/Q2 © 2006 SAP AG. All rights reserved. iii



About This Handbook HR270

Icons in Body Text

The following icons are used in this handbook.

Icon Meaning

For more information, tips, or background

Note or further explanation of previous point

Exception or caution

Procedures

Indicates that the item is displayed in the instructor's

presentation.

iv © 2006 SAP AG. All rights reserved. 2006/Q2



Contents

Course Overview ....... ....... ....... ....... ....... ...... ....... ....... .. vii

Course Goals ....... ........ ........ ........ ........ ....... ........ .....viiCourse Objectives ... .... ... .... .... .... .... .... .... ... .... ... .... .... .vii

Unit 1: Introduction to SAP Learning Solution.. .. .. .. .. .. .. .. .. .. .. 1

Introduction to the SAP Learning Solution........................... 2

Unit 2: Technical Essentials............................................11

System Architecture of the SAP Learning Solution 600 ......... 12System Landscape of the SAP Learning Solution................ 22Integrating Separate SAP HR Systems – ALE.................... 25

Unit 3: SAP Learning Portal ... .... ... .... ... .... ... ... .... ... .... ... .. 35

Learning Portal General Information .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 37Navigation.............. ........ ....... ........ ........ ....... ........ .. 46

Booking and Cancellation in the Learning Portal ................. 56Complete Training . .... ... .... .... .... ... .... ... .... ... .... ... .... .... 72

Learner Account....................................................... 77

Online Content Player .... .... .... .... ... .... ... .... .... .... ... .... ... 85

Offline Content Player .... .... .... .... ... .... ... .... ... .... ... .... .... 92

Unit 4: Organizational Management ... .. .. ... .. .. .. ... .. .. ... .. .. .. 105

Organizational Management General Information. .. . . . .. . . .. . . .106Enterprise Structure in Organizational Management.. . . . . .. . .. . 114

Organizational Management and Workflow .. .. .. .. .. .. .. .. .. .. . 118

Unit 5: Personnel Development ..................................... 127

SAP Personnel Development ... .. ... ... .. ... .. ... ... .. ... .. ... ... .128

Creating Scales/Qualifications Catalog ...........................132

Assigning Qualifications to a Person ... . . .. . .. . . . .. . . . .. . .. . . . . .. .136

Unit 6: Training Management ........................................ 145

Training Management General Information .. .. .. .. .. .. .. .. .. .. .. 146

Creating a Course Catalog .........................................156Creating Courses and Curricula ...................................170Day-To-Day Activities and Other Activities .. .. .. .. .. .. .. .. .. .. .. .175

Unit 7: Collaboration ... .... ... ... .... ... .... ... .... ... .... ... .... ... ... 189

Collaboration in the SAP Learning Portal.........................190

2006/Q2 © 2006 SAP AG. All rights reserved. v

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Contents HR270

Collaboration in SAP LS Training Management ................. 195

Unit 8: SAP LS Authoring Environment – Basics ............... 211Creating Content with the SAP Authoring Environment –

Basics.............................................................. 213

Structure of the Authoring Environment........................... 223User Interface for the SAP Authoring Environment ............. 228

Configuration .........................................................235

Unit 9: SAP LS Authoring Environment – Content Editing.. .. 257

Designing a Learning Net...........................................259

Integrating Your Own Content. .. ... .. ... ... .. .. ... ... .. ... .. ... ... .285Templates Manager .... ... .... ... .... ... .... ... .... .... .... ... .... .. 292

Learning Objectives Manager .. .. ... .. ... ... .. ... .. ... ... .. .. ... .. .305Test Editor............. ........ ....... ........ ....... ........ ........ ..314

Unit 10: SAP LS Authoring Environment – RepositoryExplorer ................................................................... 345

Playing Online/Offline ...............................................346

Repository Explorer..... ... .... .... .... .... ... .... ... .... .... .... ... .349

Unit 11: Additional Information...................................... 371

Reporting with Business Intelligence .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 372

Correspondence in the SAP Learning Solution .. .. .. .. .. .. .. .. .. 381

vi © 2006 SAP AG. All rights reserved. 2006/Q2

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Course Overview

Target Audience

This course is intended for the following audiences:

• Training managers, training administrators

• Employees and consultants in HR departments that focus on Human Capital

Management (HCM) and are responsible for talent management, knowledge

management and personnel development.

• Authors and content owners

• Training administrators

Course Prerequisites

Required Knowledge

• HR050 Business Processes in Human Capital Management or HR100 Basics

of Personnel Administration and HR120 Essentials of Personnel Planning

• HR130 Essentials of SAP Enterprise Portal in HCM

Recommended Knowledge• HR515 Training and Event Management

Course Goals

This course will prepare you to:

• Gain an overview of the tasks and applications of the employee subgroups

involved in the learning cycle in the SAP Learning Solution

• Use the graphic illustration of the system landscape to outline the data flows

of the SAP Learning Solution

• Acquaint yourself with the functions of the Learning Portal, includingcollaboration, and the SAP Content Player

• Model the various delivery methods of blended training in SAP Training

Management

• Learn about the most important processes in content management and

creation with the SAP Authoring Environment

2006/Q2 © 2006 SAP AG. All rights reserved. vii



Course Overview HR270

Course Objectives

After completing this course, you will be able to:

• Describe the business processes of (Blended) Training Management, the

Learning Portal and the Authoring Environment

• Define the structure of the SAP Learning Solution and the interplay between

the various components

viii © 2006 SAP AG. All rights reserved. 2006/Q2



Unit 1Introduction to SAP Learning Solution

Unit Overview

Introduction to SAP Learning Solution

You will receive a general overview of the topics covered in the course.

Unit Objectives

After completing this unit, you will be able to:

• Place the functions of the SAP Learning Solution in an overall context.

Unit Contents

Lesson: Introduction to the SAP Learning Solution ...........................2Exercise 1: Blended Learning for SAP LS? (Optional) .. .. .. .. .. .. .. .. .. .7

2006/Q2 © 2006 SAP AG. All rights reserved. 1

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Unit 1: Introduction to SAP Learning Solution HR270

Lesson: Introduction to the SAP Learning Solution

Lesson Overview

Participants receive a general overview of the SAP Learning Solution.

Lesson Objectives

After completing this lesson, you will be able to:


Business Example

The management want to offer the employees in your company training andeducation opportunities on an integrated learning platform with a blended learning

offering. It is your job to evaluate the advantages of such a learning platform.

Introducing the SAP Learning Solution

The SAP Learning Solution offers an all-round training and education solution

to satisfy customers' demands for a complete system structure. By establishing

e-learning as an integral part of the modern training catalog, the SAP Learning

Solution has shown itself to be a logical, extensive enhancement to the previous

SAP Training and Event Management functions. SAP worked on developing an

all-round solution right from the start: Learning (Content) Management System

(LMS or LCMS), learning platform, learning portal, … – however you choose

to define these terms and whatever solutions they include, the SAP Learning

Solution incorporates all their functions.

In this respect, SAP stands out from other providers, who have developed their

solutions gradually out of one application (e.g. CMS or content providers). This is

probably one of the main reasons why SAP was one of the first ERP providers to

decide to develop its own solution in full. The advantages of this for customers

of the SAP Learning Solution are two-fold: the high quality SAP development

standards of the entire product suite are guaranteed in the SAP Learning Solution

as well, and customers are ensured global 24/7 support. To facilitate participants'

understanding of the overview course, there is a brief explanation of the core

e-learning terminology. In addition, the introduction gives a short explanation of

the roles used in SAP Learning Solution.

E-Learning

E-Learning – that is, learning using interactive instructional material that can

be accessed on the Internet or intranet. Modern e-learning is accompanied by

tutorials (e-mails, discussion groups, ...) and is combined with traditional teaching

2 © 2006 SAP AG. All rights reserved. 2006/Q2



HR270 Lesson: Introduction to the SAP Learning Solution

forms (“Blended Learning”). It has not revolutionized the training sector, but

it is assuming an ever more important role in large enterprises thanks to the

increasingly high quality of the e-learning content on offer.

From the multitude of new terms that has emerged in the world of e-learning,

we will define only the most important here (see list). Please note that the term

curriculum is used in the Learning Solution to refer to a collection of courses,

that is, a course package. A curriculum in the Learning Solution represents a

Blended Solution.

• [E-Learning]

A blanket term for computer-aided instructional programs made available

via public networks, intranet and Internet.

• [Blended Learning]

Combination of traditional“ face-to-face” courses and e-learning units.

• [CBT], [WBT]

– Computer Based Training with the help of special (interactive or

multimedia) learning software.

– Web Based Training calls these learning units via Internet or intranet,

and is also supported by collaboration (e-mail, discussion groups), if

necessary.

Implemented in the right way, e-learning can help achieve increased sales

(“time-to-market ”= “time-to-revenue”), reduce costs (travel and administrativecosts, opportunity costs), provide more efficient training and education, and





enhance the image of a company. Its implementation needs to be well-planned

and supported so that inexperienced learners in particular are not overwhelmed by

having to take on too much responsiblilty for their own professional development.

• Increased sales

– “Know-how” as a commodity

– Enhancement of the service offering

– Swifter and better-targeted knowledge transfer

• Cost reduction

– Travel and administration costs

– Opportunity costs

• More efficient internal education and training

– Flexible learning

– Integration of learning and working

• Image enhancement

– Innovation through new technologies

– Hybrid teaching and learning concepts

Roles in the SAP Learning Solution

The SAP Learning Solution offers an all-round “problem-free” solution in contrast

to the stand-alone products commonly implemented as e-learning pilot projectsin many companies. The integration of training administration and personnel

development in particular constitutes a definite success factor in the area of

e-learning.

Role Component: SAP LS

Learner Learning Portal

Training administrator Training Management

Personnel development manager Personnel Development, Organizational

Management

Author Authoring Environment

Trainer Learning Portal





Practically every role profits from the SAP Learning Solution:

• Users: have direct access to their training activities and a widerangingcourse offering that is tailored exactly to their specific qualification gaps

(based on their job requirements). Users can register for courses themselves,

submit participation requests for approval, and most importantly work on

e-learning courses directly for this single-point-of-entry.

• The Training Administrator: can manage and administer all courses and

participants in SAP TEM and take account of combination options with

e-learning measures and collaboration tools.

• Personnel Development Manager: Skills management has direct access to

an up-to-date database that is automatically maintained. Training measures

can be implemented swiftly and target group-oriented to support the

systematic development of personnel resources.• Trainers (teletutors): The deployment of instructors can be optimized in

Training Administration - for example, checking availability and potential

replacements. The possibility of assessing courses and participants

automatically and online significantly reduces the administrative effort

required. Teletutors can provide constant assistance by supporting the course

participants in the collaboration room.

• Learning software designers: The Authoring Environment can be used to

design and create learning objects that can be reused and updated as required.

Version management functions prevent version conflicts. External content

offerings can be integrated according to recognized standards.





Exercise 1: Blended Learning for SAP LS?

(Optional)Exercise Objectives

After completing this exercise, you will be able to:

• Discuss various aspects of e-learning as a component of blended learning,

based on a specific example.

Business Example

You want your employees to get to know the SAP Learning Solution in a blended

learning course and are considering whether or not the animations that you have

received from SAP Sales are suitable for this purpose.

Task 1:

1. Start the corresponding Sales demo (Information Kit under the SAP Learning

Solution program) and briefly discuss the roles shown in the product

demonstration. For testing purposes, working with sound is not important

to you.

Task 2:

You are an e-learning specialist who is responsible for setting up course HR270 -

SAP Learning Solution Overview Course - as a blended learning course for your

company. One of your colleagues proposes that the exercise you just performed

can be used as an e-learning component exactly the way it is.

1. Discuss this approach with the other course participants.





Solution 1: Blended Learning for SAP LS?

(Optional)Task 1:

1. Start the corresponding Sales demo (Information Kit under the SAP Learning

Solution program) and briefly discuss the roles shown in the product

demonstration. For testing purposes, working with sound is not important

to you.

a) Start the program with Start - Programs - SAP Learning Solution -

Information Kit. If you use the WTS, sound will not be available; click

"No" when prompted to do so.

In the next menu, you will find the various roles of the SAP Learning

Solution in the Product Demonstration tab, and can also navigate

through this information.

Task 2:

You are an e-learning specialist who is responsible for setting up course HR270 -

SAP Learning Solution Overview Course - as a blended learning course for your

company. One of your colleagues proposes that the exercise you just performed

can be used as an e-learning component exactly the way it is.

1. Discuss this approach with the other course participants.

a) Points that could be mentioned in a discussion:

• A sales demo is not a (good) CBT. There is precious little

interaction, nor are there any learning progress checks for the

learner.

• Does it make sense to go through the e-learning unit in the

classroom at a fixed time when using a blended approach? This

approach will probably be much less effective than offering it to

the participants beforehand as a self-learning unit in a learning

portal.

• A common benefit of e-learning is that content is kept up to

date thanks to centralized administration. You should therefore

consider updating the demo to release LSO 600.

• Learners should be given an opportunity to check their learning

progress.

• ...





Lesson Summary

You should now be able to:• Place the functions of the SAP Learning Solution in an overall context.




Unit Summary HR270

Unit Summary

You should now be able to:





Unit 2 Technical Essentials

Unit Overview

Participants receive an overview of the different system units that are affected by

the SAP Learning Solution installation.

Unit Objectives


• Describe the system architecture of the SAP Learning Solution

• Explain how and why the individual components of the SAP Learning

Solution communicate with one another

• Identify and describe the system landscape options for the SAP Learning

Solution

• Explain the integration options for older SAP HR Systems with the SAP

Learning Solution by means of ALE.

Unit Contents

Lesson: System Architecture of the SAP Learning Solution 600 ... .. . . . .. 12Lesson: System Landscape of the SAP Learning Solution ................ 22

Lesson: Integrating Separate SAP HR Systems – ALE . .. .. .. .. .. .. .. .. .. . 25Exercise 2: The Relationship Between a Portal User and the

Corresponding SAP HR Employee Master Data (User Mapping)..... 27


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Unit 2: Technical Essentials HR270

Lesson: System Architecture of the SAP Learning

Solution 600

Lesson Overview

In this lesson, you learn about the system architecture of the SAP Learning

Solution and about the components that the solution contains.

Lesson Objectives



• Explain how and why the individual components of the SAP LearningSolution communicate with one another

Business Example

You are a training administrator involved in evaluating a Learning Management

System. In this context, you have to understand the system architecture and how it

can be integrated with your existing system landscape.

The System Architecture of the SAP Learning Solution

Figure 1: The SAP Learning Solution in mySAP ERP




HR270 Lesson: System Architecture of the SAP Learning Solution 600

The architecture of the SAP Learning Solution is comprised of the following

components:

• SAP Learning Portal

• SAP ERP 2005 Backend + Web Application Server (WAS)

• SAP LS Authoring Environment (LSOAE 600)

• Content Management System (CMS EP)

• SAP LS Content Player (LSOCP 600)

The releases for LSO 600 are shown in the above diagram.

Hint: Please note: In LSO 600 and later, the SAP Learning Solution no

longer appears as an add-on for Training Management; instead, it can

be activated as an extension set.

Figure 2: Architecture – SAP Learning Solution

The data transfer between these two components plays a decisive role.

Specifically, these components are linked by standard connections. Each of these

components is introduced below.





SAP Learning Portal

Figure 3: The Learning Portal in the Overall Scenario

The Learning Portal for the SAP Learning Solution is usually a “view” of an

enterprise portal in a company's intranet.

Portals (General)





Figure 4: Portal

Portals make data from multiple sources (databases, systems) available

dynamically in user-specific form. Access to the data is usually controlled by

one-time authentication of the user.

The corporate learning offering is accessible to all employees – and possibly to

external course participants as well – through the Learning Portal for the SAPLearning Solution.

Note to the instructor:

The following display and accessibility options are available:

• Embedding in the corporate intranet

• As a component (iView) of the SAP Enterprise Portal





The learner's personalized data (Learner Account) is displayed in the Learning

Portal. The following self-service applications are available for the SAP Learning

Solution:

• Search the entire course catalog

• Book courses

• Cancel course bookings

• Launch e-learning courses

• Call training history

• View personal qualifications profile

• Run personal profile matchup

• Use collaboration options such as discussion forums, chat rooms, and virtual

team roomsThe Learning Portal transfers the data from the back end and, if necessary, starts

the Content Player to play the electronic content

SAP ERP2005 Back End

Figure 5: ERP2005 Back End in the Overall Scenario





The ERP2005 back end is the workplace of the training administrator or

coordinator. It is the physical repository for the data that is displayed in the

Learning Portal. It contains:

• The course catalog and its environment data

• Course schedule and booking management functions

• The complete training history of the learner

• Data from Personnel Development and Personnel Administration (where

implemented)

• Data from the Enterprise and Process Organization (where implemented)

The role of the following components in the ERP2005 back end is important to

enable this data to be mapped in the SAP Learning Solution:

• Organizational Management

• Personnel Administration

• Personnel Development

• Training Management

If a company already uses SAP Training and Event Management to manage its

classroom training, the data from this system can be transferred to the Learning

Solution. You can transfer:

• The course catalog containing classroom training courses

• The training history

• Resources (e.g. instructors/trainers, rooms and so on) and other data in theenvironment

• External persons attending classroom training (persons without personnel

numbers in Personnel Administration)

• External training providers (companies)

• External instructors

When you use the SAP Learning Solution, it does not make sense to continue

using SAP Training and Event Management. You are recommended not to do so.





SAP LS Authoring Environment

Figure 6: The Authoring Environment in the Overall Scenario

The Authoring Environment is the most important application in the SAP Learning

Solution for authors and instructional designers.

The Authoring Environment is a locally installed tool on the author's clients that

can be used to create structured e-learning content with metadata appended.

Content of external providers (such as Digital Think, English Town, NetG or

Skillsoft) can be integrated in the Authoring Environment, provided the content

is SCORM 1.1 or SCORM 1.2 compliant. Proprietary formats and standards

can be implemented manually.

Authors can configure the local Authoring Environment to allow them to integrate

external content creation tools such as Toolbook or Dreamweaver for use in the

Authoring Environment.

The Authoring Environment includes an editor for creating online tests.When content has been created, it can be stored centrally in the Content

Management System. Other authors have access to content stored in the CMS,

which they can use and modify as required.

Before content can be released for Training Management, it must be published.

Then it is also available in the Publisher Database in the ERP2005 back end,

where it can be linked with a course type.





As soon as content has been linked with a course type, the course (WBT) is

available to the learner in the Learning Portal. The course can be started using the

Content Player (display medium for e-learning in the SAP Learning Solution).

Content Management System

Figure 7: The Content Management System in the Overall Scenario

A Content Managment System (CMS) is a central repository for finished

e-learning course content.

The following systems can be used as CMS:

• Any “state of the art” content management system, such as CM for the SAP

Enterprise Portal (standard component)

• A Web server that is WEBDav Level 2-enabled, for example, an Apache

server

The training administrator can link content that is published in the CMS with acourse type. Linking is done in the ERP2005 back end in the Publisher Database.

This is a database table which displays all learning content published in the CMS.





SAP LS Content Player

Figure 8: The Content Player in the Overall Scenario

The SAP LS Content Player is a tool for displaying and playing e-learning content

that has been transferred to and published in the Content Management System.

When a learner launches a Web Based Training in the SAP Learning Portal, the

content is displayed in the Content Player.

The Content Player provides multiple navigation options for course content. It

is responsible for writing the learner's progress to the Learner Account in the

back end on completion of the course.

In turn, this data is taken directly from the portal, so that users know at all times

what percentage of the WBTs they have already completed and how much time

they spent doing so. This guarantees that when the Content Player is opened, the

course is resumed at the exact point at which the learner left off last time.





Lesson Summary

You should now be able to:• Describe the system architecture of the SAP Learning Solution







Lesson: System Landscape of the SAP Learning

Solution

Lesson Overview

The participants are given an overview of the system landscape of the SAP

Learning Solution.

Lesson Objectives



Solution

Business Example


System. As part of your job, you also want to learn about how a system landscape

for a Learning Management System (LMS) could look that makes full use of the

existing data in your ERP HR system.

System Landscape

The SAP Learning Solution allows customers to set up a system landscape to suit

their requirements. Generally speaking, SAP recommends customers to install theEnterprise Portal and/or the Content Management System on a separate machine.

For this reason, this system is not included in the following sections dealing with

installation options.




HR270 Lesson: System Landscape of the SAP Learning Solution

Figure 9: System Landscape – SAP Learning Solution

• Option 1:

With this option, all components are installed on one specific machine. The

advantage of this is that it reduces initial costs. Such a system landscape is

particularly suitable for test systems or smaller installations. An important

security aspect here is the question of whether sensitive data is being storedor whether the system can be accessed from the Internet.

• Option 2:

A second option is to install the Content Player and the LSO front end

component on a separate WebAS (Web Application Server) on a separate

machine. The LSO back-end system is installed separately. The advantage

of this is that there are two machines to carry the burden, which means

improved system performance. This type of installation lets you set up a

firewall between the two systems for increased security.

• Option 3:

With option 3, the Content Player, the LSO front-end component and theLSO back end are each installed on separate machines. Security aspects

play a role here and, more importantly, performance improves thanks to the

further distribution of tasks.

Ultimately, however, each administrator will have to optimize the three major

aspects of security, performance, and costs. The final decision will depend mainly

on the enterprise's specific requirements.





Lesson Summary

You should now be able to:• Identify and describe the system landscape options for the SAP Learning

Solution




HR270 Lesson: Integrating Separate SAP HR Systems – ALE

Lesson: Integrating Separate SAP HR Systems – ALE

Lesson Overview

The participants are given a brief overview of the integration options for older HR

Systems with the SAP Learning Solution.

Lesson Objectives




Business Example


System. For this reason, you want to find out what options there are for integrating

SAP HR systems from other releases or secure areas with the SAP Learning

Solution.

Differences Between Releases – ALE

Figure 10: Integrating an SAP HR System with ALE

If your enterprise already uses an SAP HR system and you do not plan to upgrade

to Release ERP 2005, you can still integrate existing HR data (such as HR master

data and organizational data) with the SAP Learning Solution. In this case, the

required data is regularly transferred from the HR system to the SAP Learning

Solution system using ALE (Application Link Enabling). Data, such as a learner's





acquired qualifications, can also be written back to the HR system with ALE. For

the sake of consistency, it must be absolutely clear which system is the leading one.

You should enter the original data, such as HR master data entries, in this system.

ALE (Application Link Enabling) is the standard connection for transferring data

between SAP systems. It is used at many companies, for example, to exchange

data between the FI/CO systems and the HR system, which is often installed

separately for security reasons.





Exercise 2: The Relationship Between a

Portal User and the Corresponding SAPHR Employee Master Data (User Mapping)

Exercise Objectives


• Explain from a technical perspective how the Learning Portal manages to

dynamically display the correct employee data from the ERP2005 back end

when a user logs on to the portal, purely on the basis of the user-specific

logon.

Business Example

Hint: To carry out this exercise, log on to the portal , the “Learning

Solution front end”. Use your browser and the URL provided by the

instructor in order to log on.

In the exercises, use “##” as your user number, that is, the digits that

appear after “HR270-”.

Caution: You will learn about the functions available in the Learning

Portal in the next unit. To perform the exercises without difficulty, it isimportant that you perform one action only, namely to click on the link as

shown in the graphic.

Hint: You carry out this exercise in the ERP2005 back end of the IDES

training system, the “Learning Solution back end”. To log on, choose

Start/Programs/SAP Logon.

In the exercises, use “##” as your user number, that is, the digits that

appear after “HR270-”.

Make sure that you log on to the back end in the language of your choice.

As the project manager for system administration, you are responsible for your

portal's user interfaces and directory. You want to understand the consequences

of implementing SAP LS. As well as the required workplace equipment, you are

particularly interested in the interaction between the portal users and the personnel

data. The latter is stored in the familiar SAP HR module at your company.





Task 1:

Which software/interface do the following roles use primarily to access the

applications of the SAP Learning Solution?

1. Web-Based Training authors

2. Training administrators

3. Learners

Task 2:

Optional: You are trying to understand the interface between the portal user and

the employee that is maintained in Personnel Administration (PA) in mySAP HR.

1.

Figure 11: Follow the link to the detailed view of the course

After you have logged on, open the Learning Portal from the “Learner” tab. By

clicking on the Product Training activity (you can see your portal user in the

top left corner of the screen) as shown in the illustration, you can see a list

of the employees (object type Person in PA) who are booked on “your”

Product Training course. It is easy to guess which employee is assigned to

your portal user.

Continued on next page





You know from your HR basics course that you can use transaction PA20

to display the persons in Personnel Administration. Check the infotype 105

“Communication” for the corresponding person.

Name:

First Name:

Personnel Number:

Caution: You have just identified “yourself” as the employee. It

is safe to assume that you will need your personnel number on a

number of occasions throughout this course.

2. You now know that the person in SAP HR who is assigned to your system

user is already booked on the above course.

Does this mean that if you use the same user to book yourself on a different

course in the next lesson, the same person appears in the back end with an

additional course participation entry?





Solution 2: The Relationship Between a

Portal User and the Corresponding SAPHR Employee Master Data (User Mapping)

Task 1:

Which software/interface do the following roles use primarily to access the

applications of the SAP Learning Solution?

1. Web-Based Training authors

a) SAP Authoring Environment

2. Training administrators

a) SAP GUI

3. Learners

a) Browser

Task 2:

Optional: You are trying to understand the interface between the portal user and

the employee that is maintained in Personnel Administration (PA) in mySAP HR.

1.






Figure 12: Follow the link to the detailed view of the course

After you have logged on, open the Learning Portal from the “Learner” tab. By

clicking on the Product Training activity (you can see your portal user in the

top left corner of the screen) as shown in the illustration, you can see a listof the employees (object type Person in PA) who are booked on “your”

Product Training course. It is easy to guess which employee is assigned to

your portal user.

You know from your HR basics course that you can use transaction PA20

to display the persons in Personnel Administration. Check the infotype 105

“Communication” for the corresponding person.

Name:

First Name:

Personnel Number:






Caution: You have just identified “yourself” as the employee. It

is safe to assume that you will need your personnel number on anumber of occasions throughout this course.

a) User Mapping – Personnel Administration

Log on to the portal and click on the Product Training link. A “Cancel

Participation” button appears next to the name of a participant in the

list of participants. You assume that you can only cancel your own

participation in a course in the Learning Portal. You immediately

recognize that this participant is the one who is assigned to your portal

user in the SAP HR back end.

Transaction PA20

Click on the F4 search help and enter the name of the participant

against which the “Cancel Participation” button appears.

Enter “Communication” as the infotype and choose “Display” (icon

or press F7). Check whether your system user is actually assigned to

this “personnel number”. If so, note the person's master data. If not, try

again with a different last name.

2. You now know that the person in SAP HR who is assigned to your system

user is already booked on the above course.

Does this mean that if you use the same user to book yourself on a different

course in the next lesson, the same person appears in the back end with anadditional course participation entry?

a) Yes!

In Training Management, employees (the persons) are usually booked

for courses.

The user mapping is then exact and unique across the chain you just

verified: portal user = back end user = person (infotype 105).





Lesson Summary

You should now be able to:• Explain the integration options for older SAP HR Systems with the SAP





Unit Summary HR270

Unit Summary






Solution






Unit 3 SAP Learning Portal

Unit Overview

Participants receive an overview of the Portal iView of the SAP Learning Solutionand its functions.

Unit Objectives


• Explain and execute the business process of the Learning Portal

• Describe data exchange with back end components

• Execute a simple search

• Execute an extended search

• Navigate through the course catalog overview

• Find more detailed information and find courses covering a particular subject

area

• Add a subject area to your favorites

• Add a course to your favorites

• Find the exact dates scheduled for a course

• Make a prebooking for a course

• Book a curriculum

• Book a course (classroom training, e-learning unit)

• Cancel a course booking• Cancel a curriculum booking

• Submit a participation request

• Submit a booking cancellation request

• Appraise a course

• Electronically confirm participation (FDA signature)

• Book courses in the SAP Learning Portal and cancel bookings

• Describe how booking or canceling a curriculum affects the individual

courses




Unit 3: SAP Learning Portal HR270

• Explain how standard workflows support an approval process for bookings

and cancellations

• Differentiate between workflows on the basis of different course types

• Name at least two important course follow-up activities for learners

• Describe how the Learning Portal makes these follow-up activities easier

• Display and delete learner-specific prebookings

• Display and delete learner favorites

• Display learner's qualification profile


• Save learner-specific settings, for example, for a learning strategy or search

options

• Start a booked Web Based Training (WBT) online

• Navigate to the Content Player

• Display a table of contents or defined learning path for a WBT

• Complete processing of a WBT and check your learning progress in the protal

• Start a booked online test

• Define the cycle that the Offline Player enables, and how it makes it possible

to download content for offline learning, yet still notify the central LMS of

the learning progress.

Unit Contents

Lesson: Learning Portal General Information. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 37Lesson: Navigation .............................................................. 46

Lesson: Booking and Cancellation in the Learning Portal.................. 56Lesson: Complete Training .... .... .... ... .... ... .... .... .... ... .... ... .... ... .. 72

Lesson: Learner Account .. .... .... .... ... .... ... .... .... .... ... .... .... .... .... 77Lesson: Online Content Player ................................................ 85

Lesson: Offline Content Player.... .. ... ... .. ... .. ... ... .. ... .. ... ... .. .. ... ... . 92Exercise 3: The SAP Learning Solution for End Users................. 95


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HR270 Lesson: Learning Portal General Information

Lesson: Learning Portal General Information

Lesson Overview

Introduction to the Learning Portal of the SAP Learning Solution

Lesson Objectives




Business ExampleYou are a learner who wants to get an initial, basic impression of the new mode of

access to Corporate University offerings. You want to find out about the structure

of the portal and what functions it offers learners.

Learning Portal General Information

The Learning Portal is literally the face of the Learning Solution. It represents that

part of the SAP LS with which the learner or employee in a company comes into

contact. It offers a wide variety of options for all aspects of training and further

education, tailored to the needs and requirements of the respective learner.





The Learning Portal in the SAP Learning Solution /Data Exchange with the ERP 2005 Back End

Figure 13: The Learning Portal in the Overall Scenario

As explained in the chapter Technical Essentials, companies can use the Learning

Portal in the following ways:

1. The Learning Portal can be integrated in an SAP Enterprise Portal 6.0 or

higher.

2. The Learning Portal can operate as a standalone solution, for example,

within the respective intranet.

In both cases, the learner must identify him- or herself by means of a user ID

and a password at logon. The user is presented with a personalized view of

all information relating to training and education. Personalized means that, in

addition to general training information, users also have access to information





about their own training activities and about courses they need to take. When the

user logs on, the system retrieves personal information about the learner from

the ERP2005 back end. This includes:

• Learners' personal data (last name, first name and so on) - SAP Personnel

Administration

• Learners' organizational assignment data (position, job) - SAP Organizational

Management

• Learners' special authorizations (to view course catalog) - SAP Structural

Authorizations

• Training Activities - Learner Account/ SAP Training Management

• Learner's Prebookings - Learner Account/ SAP Training Management

• My Favorites - Learner Account/ SAP Training Management

• Learner's Qualifications Profile - SAP Personnel Development

• Requirements of Learner's Position or Job - SAP Personnel Development

• Learner's Personal Settings - Learner Account/ SAP Training Management

• Learning Progress - Learner Account/ SAP Training Management

• Courses Prescribed as Mandatory for the Learner – SAP Training

Management

• Essential requirements/qualifications of the learner's position that are

missing, expiring, or whose proficiency is inadequate - SAP Personnel

Development

All of this information is retrieved from various components of the ERP2005 back

end and displayed to the learner in the personalized Learning Portal or included in

the Learner Account.





Self-Services in the Learning Portal

Depending upon the defaults and settings made, there are a number of self-service

applications available to the learner in the Learning Portal:

• Use search functions for the course catalog

• Identify prescribed courses

• Book courses (classroom training, WBT, curriculum and so on)

• Cancel course bookings

• Make prebookings

• Create personal favorites

• Appraise courses

• Call WBT content

• Specify learning strategy for playing WBT

• Play content offline and online

• View personal qualification profile


• Identify qualification deficits

• Store personal settings for learning strategy and search options

• View current training activities

• View completed courses (history)

The following chapters deal with these components and data in more detail and

explain how to maintain this data.





Structure of Learning Portal

Figure 14: View of Learning Portal

From a user perspective, the Learning Portal comprises two areas:

1. The left frame serves as a navigation bar for orientation purposes. Its

appearance remains constant. The links it contains call information, which is

then displayed in the area to the right.

2. In the center frame, information or applications are displayed when called

using the links in the navigation frame.

These two areas interact directly with one another. They are discussed in detail

in the next lesson, “Navigation”, using the individual functions available in the

navigation bar as a basis. For now, concentrate on what learners see when they

start the Learning Portal.

Training Home

The Training Homepage is the initial screen of the Learning Portal. To return to

this start page from anywhere in the portal, learners simply click the “TrainingHome” link in the Navigation area of the Learning Portal. The display area

contains the most important information for the user:

• Messages and notes that are relevant for the learner

• The learner's current training activities





Figure 15: Messages and Notes

In the Messages and Notes area, important Personnel Development data is

displayed. In the standard system, such data includes courses prescribed for the

learner and missing qualifications.

In the Mandatory Courses area, learners are shown all courses that are prescribed

as mandatory for them. This is purely for information purposes. It is the learner's

responsibility to book the course. As soon as a mandatory course has been booked,

it is no longer displayed in this area. It then appears under the current training

activities. The display of mandatory courses is derived from relationships that are

maintained in Training Management and that access the employee's assignment in

Organizational Management.





Figure 16: Missing or Expiring Mandatory Qualifications

In the standard system, the Qualifications area lists all the essential qualifications

…

• ... that are lacking completely

• ... that are only partially represented

• ... that will expire in the near future.

Figure 17: Current Training Activities





In the current training activities area, the learner can find all the relevant

information about:

• Booked time-dependent courses (such as classroom training, curricula)

– Course name

– Start date

– Start time

– End date

– End time

– Course location

– Whether a course is part of a curriculum

• Requests for participation in time-dependent courses

– Course name

– Start date

– Start time

– End date

– End time

– Course location


– Information about the request

• Booked time-independent courses (such as Web-Based Training, online test)

– Course name

– License period

– Number of allowed accesses

– Progress in %

– Completion time

– If already available, a link to start the course


• Requests for participation in time-independent courses

– Course name

– License period

– Number of allowed accesses

– Progress in %

– Completion time


– Information about the request





Lesson Summary

You should now be able to:• Explain and execute the business process of the Learning Portal






Lesson: Navigation

Lesson Overview

Participants learn how to navigate the Learning Portal.

Lesson Objectives





• Find more detailed information and find courses covering a particular subjectarea







• Cancel a course booking

• Cancel a curriculum booking





Business Example

You are a learner and have just logged onto your personalized Learning Portal.

You are interested in the entire upper left screen area, the navigation area.

As a learner, you want to find out what processes are supported in the navigation

area and what information it contains. You want to get to know the various searchoptions in the Learning Portal and learn more about the booking and canceling

operations.




HR270 Lesson: Navigation

Navigation

Figure 18: Navigation

The Navigation screen area is divided up as follows:

1. Training Home

2. Find

3. Top 3 List (BAdI)

4. Course Catalog

5. Learner-specific Learner Account

These areas are described in detail in the following sections.





Find

Figure 19: Search Course Catalog

Learners can use the search functions in the Navigation area to search the course

catalog for courses using keywords or specific attributes as search criteria. The

system returns the hit list based on these search criteria. The learner can branch to

the details page of a course directly from the hit list to display further information.The search functions offer:

• A simple search (keyword search):

With the simple/keyword search option in the Learning Portal, the learner

can enter a keyword to search the course catalog for suitable courses. The

keyword can be contained in the course title or description.

• Extended search

The extended search function can be accessed via the link displayed below

the simple search. This option offers multiple course attributes that the

learner can specify as search criteria.





Figure 20: Extended search

1. The learner can execute a keyword search on both the course title and the

title and associated description texts (such as content, objectives, notes and

so on). These attributes are maintained and stored in the ERP2005 Training

Management at course groups and course types level.

2. Option to display all training measures from a given subject area. Subjectareas are also defined in Training Management for the the ERP2005 back

end system at course group level.

3. Learners can display all possible courses offered with their preferred delivery

method (classroom training, Web-Based Training or Virtual Classroom).

Delivery methods are defined in Customizing for Training Management

in the ERP2005 back end system.

4. In Training Management for the ERP2005 back end system, qualifications

can be defined as prerequisites for participation in a course at course type

level. Learners can display a list of all possible or bookable courses that have

a given prerequisite qualification.

5. A learner that needs to acquire a given qualification can display a list of all

courses that impart the qualification. This relationship is also defined in

Training Management (see explanation 4).

6. Learners can display all courses that are intended for a given target audience.

This assignment is created in Training Management in the ERP2005 back

end system using the optional relationships “planned for job” …

7. …and “is mandatory for job / position / organization”.





BAdI

The third navigation frame usually contains the Top Three list of most frequently

booked courses. However, it can easily be filled with other information by means

of a standard interface (BAdI).

Course Catalog (General)

Figure 21: Course Catalog Overview

In the Course Catalog area, learners can view all of the courses offered by the

Training Department.

You maintain and store the course catalog in the Training Management master data

catalog in the back end system. Here you also select and flag the subject areas that

should be displayed in the Navigation area of the portal. As a rule, this is a very

general categorization, for example, Languages, IT, Business, or Personal Skills.

If you do not flag any course groups as subject areas, the system automatically

displays all the course groups at the uppermost level of the catalog hierarchy.





Figure 22: Display of Course Catalog

Course Catalog

When you click the Course Catalog link, an overview of the entire catalog

appears, in which you can choose the individual subject areas. From the

perspective of the back end system, a hierarchy of the various course groups is

presented. The learner can access the complete course catalog by clicking the

subject area links displayed. Alternatively, the learner can go directly to the toplevel list, which shows the entire catalog.

Subject Areas

The subject area link gives the learner access to the corresponding details page.

As well as a general description of the subject area, the details page provides

information about subject areas assigned at a lower level, and about the courses

that are included in this subject area. It also contains information about the

delivery methods (e.g. classroom training, Web-Based Training, online test, or

curriculum) offered for the course.

Learners can add a subject area to their favorites by clicking “Add Subject Area

to Favorites” (see Learner Account unit). The learner can navigate through thecatalog by clicking on the underlying subject areas and courses.





Figure 23: Detail Screen of a Subject Area

You can click on a subject area to display detailed information for that area. This

information generally includes:

• A brief description of the area

• A list of the subordinate subject areas (with links)

• A list of courses and their delivery methods (with links)

Courses in the Learning Portal

The learner accesses specific course offerings using the search function or by

navigating through the subject areas. These are categorized according to delivery

method, either time-dependent or time-independent:

Time-dependent Time-independent

Classroom training Web-Based Training

Curriculum (Blended Learning) Online test

Virtual Classroom Session CBT (e.g. via CD ROM)

The detailed data displayed for each course depends on whether it is a

time-dependent or a time-independent course. WBTs contain information about

the minimum or maximum completion time, while classroom training courses

contain location information.

The following information is displayed:

• Time-independent course:





– Status messages about current operations (bookings, prebookings,

and so on)

– Course content

– Notes

– Course duration

– Target group

– Prerequisites (qualifications required or prerequisite courses taken)

– Attainable qualifications

– Follow-up courses

– Fees (participation price)

– Languages offered (languages in which the course is available)

– Training provider – Course owner (The name of the course owner is displayed. If the

e-mail address is stored in HR Personnel Administration, the mail

application opens when you click the name and you can send the course

owner a mail.)

– References to further sources of information (e.g. link to a homepage)

– Knowledge Links (to documents or information stored in the

Knowledge Warehouse component)

• Time-dependent course:

– Status messages about current operations and course content

– Notes – Course duration

– Target group

– Prerequisites

– Attainable qualifications

– Follow-up courses

– Fee

– Course owner

– Training provider

– Course dates – Schedule

– Language

– Location

– Participants

– Trainer

– Room

– Course dates





– Links to further information

– Knowledge Link

Training administrators determine which information – and how much – learners

can see on the detail screen of the course when they maintain this data in ERP2005

Training Management.





Lesson Summary

You should now be able to:• Execute a simple search




area

















Lesson: Booking and Cancellation in the Learning Portal

Lesson Overview

Of course, a major benefit of the new Learning Portal is that it greatly reduces the

administrative effort associated with course bookings and cancellations. This

section deals with the respective self-service scenarios in the Learning Portal.

Lesson Objectives


• Book courses in the SAP Learning Portal and cancel bookings


courses


and cancellations


Business Example

Your company wants to reduce the administrative effort required for course

booking and cancellation, as well as improve transparency in further education

and training. For this reason, employees are to be given the opportunity to

book and cancel training courses in the intranet themselves. Workflows will be

implemented so that the managers' approval is automatically requested whenexpensive courses are involved, for example.




HR270 Lesson: Booking and Cancellation in the Learning Portal

Booking Courses

Figure 24: Booking a Course in the Learning Portal

One of the most important functions for the learner in the Learning Portal is

the ability to book (and cancel) courses independently. This frees up Training

Administration staff but they can still monitor participation bookings and training

activities.

Using self-service applications in their personalized Learning Portal, learners can

independently register or at least submit participation requests for all courses

with a variety of delivery methods. Whether to use of approval workflows in this

process is an important question. The following section explains how the standard

workflows in the SAP Learning Solution support the processes of booking and

canceling participation.

But first, there is a brief explanation of the independent booking (and cancellation)

procedure. The rules and regulations that apply (such as deadlines or staggered

fees) are stored in Training Management. These rules can also be applied when

you use workflow. The default setting in the standard SAP Learning Solutionallows courses to be booked up to the first day of the course: cancellation of a

WBT is allowed as long as it has not been launched in the Content Player.

Course Registration

The detail screen of a time-independent course (e.g. WBT) displays information

about the results of the prerequisites check that is performed (authorization,

existing qualifications and so on) and about whether the learner is allowed to





book the course. If the booking is authorized, a link is displayed that leads to the

booking screen after a confirmation prompt “Do you want to book this course?”.

This usually means that the course can also be started immediately.

The details screen of time-dependent courses first displays the dates scheduled.

The link “To registration” then takes the user to the details page of a specific

scheduled course. From this point on, the booking procedure is the same as for

time-independent courses. In addition to a prerequisites check, the system can

also check time availability.

A special note about curricula when booking time-dependent courses: A

curriculum is a group of individual courses that are combined as a package for

learners. This represents a Blended Learning offering in the system. Courses with

multiple delivery methods can be combined to form a curriculum.

Figure 25: Booking a Curriculum in the Learning Portal – Step 1

When you book a curriculum, you are simultaneously booking multiple courses.

The learner can branch to a date selection screen from the details page thatcontains information about the single course dates and the delivery methods

available. The date selection screen lists the possible dates scheduled for the

time-dependent courses (curriculum elements).





Figure 26: Booking a Curriculum in the Learning Portal – Step 2

The learner can select and immediately book the most suitable date in each case.

When the curriculum is being created by the administrator, checks are performed

automatically to prevent errors in the sequence of the different elements.

Figure 27: Display of Booked Curriculum in the Learning Portal





When a participant has been booked for a curriculum, the curriculum and its

elements (courses) are displayed in the learner's Current Training Activities. The

curriculum elements are flagged accordingly. From this area, the learner can uselinks to access more information, and to launch WBT and online tests directly if

they have been released.

Canceling Course Bookings

From the personalized Learning Portal, learners can not only book courses, but

also cancel their own bookings. Since the date selection dialog is not required

in the case of e-learning courses, there is no real need to differentiate between

time-dependent and time-independent courses. Of course, there are also course

type-specific settings that can be configured in Customizing for Training

Management.

For example, in the standard system, bookings for classroom courses can be

canceled in the portal up until the first day of the course, while a WBT or online

test can only be canceled if it has not been started in the Content Player. A course

that has been launched once has, to all intents and purposes, been taken.

The “Cancel” area is on the details page of the booked course. In the standard

system, when the learner clicks the link “Cancel participation in this course”, a

brief confirmation prompt appears in an alert window. The system checks whether

the cancellation is allowed under the circumstances and notifies the learner of the

cancellation fees levied.

Figure 28: Canceling a Curriculum in the Learning Portal – Step 1





Figure 29: Canceling a Curriculum in the Learning Portal – Step 2

Curricula can be canceled too from the Learning Portal in spite of the fact that

they are made up of multiple single courses. The training administrator can make

the following specification in the case of curricula:

• Cancellation only for the curriculum as a whole

• Cancellation of the individual curriculum elements

In both cases, the cancellation and deadline rules that apply to the individual

courses are valid. Before the cancellation is executed, the learner is informed of

the total cancellation fees involved. These derive from the sum of the cancellation

fees for the individual courses. When the learner clicks on the curriculum to be

canceled in the Current Training Activities, he accesses the details page of the

curriculum. Here you can see the individual curriculum elements (courses) that

make up the curriculum. Click “Participation” to view the booked dates.

Booking and Canceling with Workflows

SAP Business Workflow enables you to define business processes quickly and

simply. You can define simple procedures such as release or approval processes

or more complex ones. Workflows can be most efficiently implemented for

recurring work processes such as the “request – approve – book course” process.

The standard system contains a number of workflows that map predefined

business processes. These standard workflows are easy to implement. The

existing transactions and functions of the SAP System are used for this. The

organizational structure mapped in the Organizational Management component is

used to determine the employee's supervisor.





Figure 30: Workflows in the SAP Learning Solution

The SAP Learning Solution offers standard workflows for when the learner

requests a booking or a cancellation in the Learning Portal. In Customizing on the

back end, the training administrator can activate the workflows across the board

for each delivery method for the entire catalog, or for individual course types.

Figure 31: Workflow – Booking Course Participation





Figure 32: Workflow – Canceling Course Participation

We distinguish the following four cases:

1. Booking participation in a time-dependent course

2. Booking participation in a time-independent course

3. Canceling participation in a time-dependent course

4. Canceling participation in a time-independent course

Figure 33: Learner View – Booking with Workflow Active





If an approval workflow has been defined for a course booking (e.g. classroom

training, curriculum), the link “submit participation request” is displayed under

“Book” on the details page of the course instead of the link “book this course”.

Figure 34: Overview: Booking a Time-Dependent Course

Figure 35: Booking a Time-Dependent Course – Step 1







Case 1

In the case of a time-dependent course, a booking is created provisionally for the

course when a request is submitted. The workflow is triggered at the same time.

The learner's supervisor receives a workflow item containing the request data,

for example, the learner's name, the course requested, the course date, and the

participation fee. Information about the supervisor is determined by the workflow





from ERP2005 Organizational Management. The workflow item is routed to the

supervisor's workflow inbox or is sent by mail. The supervisor can decide to

approve or reject the request. If the supervisor rejects the request, the provisional booking is canceled. In R/3 Training Management, the training administrator can

define a deadline by which the supervisor must process the item. If the deadline

elapses without the participation having been approved or rejected, the course is

automatically considered approved and the booking is retained.

Figure 38: Booking a Time-Independent Course

The learner is notified of the outcome of the request by mail. In the Learning

Portal, the status of the workflow is indicated as follows:

• When participation has been requested: the course is displayed under Current

Training Activities with the status “participation requested”

• When the supervisor has approved participation (or approval deadline has

been exceeded): the status “participation requested” is deleted

• If the supervisor rejects participation: the course is no longer displayed

under Current Training Activities





Figure 39: Booking a Time-Independent Course – Step 1







Case 2

You can also implement approval workflows when time-independent courses

(such as WBT, online test) are booked. In this case, no provisional booking is

made in the background. The booking is made when the request is approved. This

is because no reservation of (possibly scarce) places is required. What is required

in this case is the release of the course, which usually signifies its immediate

launch. The learner is notified of the outcome of the workflow by mail and the

status of the course is displayed in the Learning Portal.

Figure 42: Canceling a Time-Dependent Course





Case 3

You can also implement approval workflows when time-dependent courses are

canceled. The link “request cancellation” is displayed on the details page under

“Cancel” instead of the link “cancel this booking”.

When the workflow is triggered, the course remains booked in the back end until

the supervisor approves the cancellation. Only then does it disappear from the

Current Training Activities area. The status in the Learning Portal is as follows:

• When cancellation has been requested: the course is displayed under Current

Training Activities with the status “cancellation requested”

• If the supervisor rejects cancellation: the course is no longer displayed under

Current Training Activities

• If the supervisor rejects cancellation: the status “cancellation requested

”disappears

Figure 43: Canceling a Time-Independent Course

Case 4





In the standard SAP Learning Solution, the default deadline set for canceling a

time-independent course is until it has been launched in the Content Player.

The learner is notified by mail about whether the request has been “approved” or “rejected”. This information is also displayed in the Learning Portal as follows:

• When cancellation has been requested: the course is displayed under Current

Training Activities with the status “cancellation requested”

• If the supervisor approves cancellation: the course is no longer displayed

under Current Training Activities

• If the supervisor rejects cancellation: the status “cancellation requested”

disappears and the course remains visible under Current Training Activities





Lesson Summary

You should now be able to:• Book courses in the SAP Learning Portal and cancel bookings


courses


and cancellations


Related Information

• Use a URL or cross-reference tag to point out additional information that

the participants may find useful, such as Web sites or white papers. Deletethis if not applicable.





Lesson: Complete Training

Lesson Overview

In this section, you will learn how to accompany a course in the Portal. During a

booked course, you can provide assistance in course-specific collaboration rooms.

At the conclusion of a course, learners can evaluate the course and confirm their

attendance in the Portal.

Lesson Objectives




Business Example

Even after a course is complete, the employees should continue to help training

administration by entering various information in the Learning Portal.

Course Appraisal in the Learning Portal

Online appraisals greatly facilitate the course evaluation process. Rating values

are collected and assigned automatically and the data collected is stored directly

for use in reporting. If an appraisal sheet is available online, for example, in theLearning Portal, the sheet was created in the back end component “Management

by Objectives”. Here, the Performance Management function provides the training

administrator with the following support functions:

• Create sample forms for example, for WBTs, trainers, classroom courses

and so on.

• Status management for appraisals (not released, released, archived)




HR270 Lesson: Complete Training

Figure 44: Course Appraisal in the Learning Portal

You can edit appraisal templates and display archived templates in the Learning

Portal. This is possible for all appraisals, whether course appraisals or trainer

appraisals. Since appraisals are always course-specific, they are displayed on the

course details page under “course appraisal”.

Depending on the training administrator's specifications, feedback can be given

in free-text form or on a scale. Appraisals need not be completed at one sitting,

you can store a temporary version, change it as required and complete it when

ready. The relevant links are displayed at the top of the online form and, like the

form itself, are intuitive and easy to use.





Participation Confirmation and FDA

Figure 45: Electronic Confirmation of Participation / Signature (FDA)

There are two ways of confirming participation in the Learning Portal:

• Simple electronic confirmation of participation

• Electronic signature according to FDA guidelines (Food and DrugAdministration)

In the standard SAP Learning Solution, electronic confirmation of participation

is not active. The training administrator decides whether and for which courses

electronic confirmation of participation is required. First, in Customizing on

the back end, the administrator can define generally whether simple electronic

confirmation or confirmation according to the FDA requirements is to be used.

These settings then apply to the entire course catalog, but can also be made at

individual course level.

Simple electronic confirmation of participation:

If simple electronic confirmation of participation is active, the link “set courseto completed/confirm participation” is displayed for time-independent courses

(WBTs, online tests) on the course details page. Clicking this link sets the course

to completed and triggers automatic follow-up processing for the course. This

action also confirms participation.

In the case of time-dependent courses (classroom training, curriculum), the link

“confirm participation” is displayed in the detailed information. Clicking this

link confirms participation in the course. In Training Management, attainable

qualifications may then be transferred to the learner and the table entry

“confirmed” is created.




HR270 Lesson: Complete Training

This information can be evaluated in the standard reports “Bookings per

Participant” and “Bookings per Course” in ERP2005 Training Management.

Electronic Signature According to FDA Requirements

Compliance with FDA requirements is an important aspect when software is

implemented in the USA. The FDA requires that course participation is explicitly

confirmed by entering a user ID and a password in the Learning Portal. The

procedure from that point is the same as for simple confirmation.





Lesson Summary

You should now be able to:• Name at least two important course follow-up activities for learners





HR270 Lesson: Learner Account

Lesson: Learner Account

Lesson Overview

You will learn about the structure and functions of the Learner Account.

Lesson Objectives





• Run personal profile matchup• Save learner-specific settings, for example, for a learning strategy or search

options

Business Example

You are a learner and have just logged onto your personalized Learning Portal.

You are interested in the entire lower left screen area, the Learner Account.

As a learner, you want to know what processes are supported by the Learner

Account and what information it displays for you.

You want to display your qualification profile and then run a profile matchup

with the position you currently hold.





Learner Account

Figure 46: Personalized Learner Account

The learner account contains the following learner-specific data:

• Training activities

• Course prebookings• Favorites

• Qualifications profile

• Profile matchup

• My Settings

Training Activities

Under the link “Training Activities”, you can find information about your current

and completed training courses. Learners can view their complete training

history, that is, all of the classroom courses, WBTs, or virtual classroom sessions

they have participated in. Prerequisites for moving a course to the “Completed

Courses” area:

• The learner has set a WBT course to 'completed' on the course details screen

on completion.

• The training administrator has finished follow-up processing of a classroom

training course.





Prebookings

Prebookings are used in Training Management to register demand for further

courses of a course type. Prebooking data is taken into consideration in the

planning phase. Enabling learners to register interest in courses by making

prebookings for them in the Portal means that training administrators can plan

future courses more effectively and demand-oriented.

As a rule, learners make prebookings for courses when they cannot find a suitable

course scheduled in the Date Selection dialog. They are offered the option of

making a prebooking at the date selection stage.

Attributes that the learner can store as preferences include:

• Prebooking start and end dates

• Language• Location

Based on these preferences, the training administrator can schedule new courses

in the R/3 Back End to satisfy demand and then book learners on the prebooking

list for the new courses. Learners can delete their prebookings for course types

until the training administrator converts the prebookings into bookings. When a

prebooking is converted into a booking, the booked course and not the prebooking

is listed under Training Activities. The training administrator usually notifies the

learner of this - for example, by e-mail.

Hint: The “Add to Favorites” function is also available under DateSelection. Unlike prebookings, which are then registered in the back end,

learners use the favorites list to bookmark courses “for their own interest”.

Favorites

This function enables learners to compile a list of courses and subject areas that

interest them. Since the course catalog can be somewhat large and complex,

learners can use the favorites to have quick access to specific courses and topics

that particularly interest them.

The training administrator cannot see the learner's favorites on the personalized

Learning Portal. They are only visible to the learner. In practise, this is a “favoritesfunction” for the course offering in the catalog. Entries added to the favorites

can be just as easily deleted.





Qualifications Profile

Figure 47: Learner Account: Qualifications Profile

Learners can click the relevant link to access their personal qualifications profile,

which is stored in the back end.

Hint: A complete qualifications catalog containing all qualifications

categorized into groups is stored in ERP2005. Each qualification has

a scale appended, which defines the various proficiencies possible for

the qualification. The learner's profile contains details of his or her

qualifications including proficiency. For more information, see the

“Personnel Development” unit.





Figure 48: Attaining Qualifications

If learners identify deficits in the qualifications required for their jobs, they can

click the relevant link to check whether there are courses available that would

close these gaps, and the book the course immediately, where appropriate.

On successful completion of the course, the qualifications profile is adjusted

accordingly and this is then visible in the Learning Portal. One major advantage

of this transparency is that it enables learners to be “proactive” in ensuring that

their personnel development data is kept up-to-date.





Profile matchup

Figure 49: Profile matchup

The system uses the following user-specific data for a profile matchup:

• Which position does the user hold? (Organizational Management)• Which qualifications does the person have? (Personnel Development)

• Which requirements are related with the position/describing job? (Personnel

Development)

In the Profile Matchup, the proficiencies of the job requirements are matched

against the person's qualification proficiencies and the result is displayed.

Required qualifications that the person does not have are flagged with a red

warning triangle. By placing the cursor over the icon, the user will find

explanations of the information displayed.





My Settings

Figure 50: Personal Settings (Learning Strategy and Search Options)

Under “My Settings”, the learner can configure settings pertaining to the preferred

learning strategy, catalog view, search options in his or her Learning Portal. The

learning strategies available are defined in Customizing for Training Management.

As explained in detail in the Authoring Environment unit, learning strategies areused by the Content Player to determine the sequence in which WBT content is

presented to the individual learner. Catalog views were introduced in the previous

lesson, “Navigation”.

If the learner specifies preferred search options in this area of the Learning Portal,

they are used in the search for courses. For example, if the preferred language is

“German”, the hit list contains any courses in German at the top. The same applies

to city and time period.

Moreover, you can delete the cookie for the Learning Portal in this area of the

Learner Account. You do so to shorten response times. so the information does

not have to be retrieved from the back end each time. As a result, however,changes may not be visible immediately in the Learning Portal in rare cases. In

such cases, you may want to use the features described here.





Lesson Summary

You should now be able to:• Display and delete learner-specific prebookings





options




HR270 Lesson: Online Content Player

Lesson: Online Content Player

Lesson Overview

Participants learn how to use the Content Player, play courses with the player

and navigate through courses.

Lesson Objectives







Business Example

You are a learner. You have logged on to your personalized Learning Portal and

booked a WBT from there. You now want to begin processing it.

Launching the Content Player

The Content Player is the tool for playing content in the SAP Learning Solution.

You launch and work through all time-independent courses, such as WBTs and

online tests, from the Learning Portal using this player.

Figure 51: Launching the Online Content Player





Before you can play the Web-based content for a course, you must make a booking

for the course. This booking triggers release of the content and a link is displayed

with which you can start the course. You can start the Content Player and thecourse content from the details page of the course. As a rule, however, you start it

on the Training Homepage under Current Training Activities.

When you click the link “Start Now”, a window appears in which the Online

Content Player and the WBT content is launched. The Content Player opens

the WBT at the point at which it was last interrupted, based on the data stored

in the LMS.

Navigation / Learning Path / Table of Contents in theContent Player

The Content Player has functions that enable the learner to navigate through thecontent, as well as other functions that serve as orientation aids for the learner.

Figure 52: Content Player - Navigation

As in most WBT offerings, the learner can use the functions “next step” and“previous step” to navigate in linear fashion through the content. To proceed

step-by-step through a course, the learner simply chooses “next step” every time.





Figure 53: Content Player - Table of Contents

The table of contents provides the learner with an orientation guide, pinpointing

where he or she currently is in the course. The table of contents lists the course

content. The learner can easily see which content has already been completed,

how much is still to come, and the current position.

In most cases, the learner can click the respective unit to go directly to the

corresponding learning object.

Hint: This does not invalidate the rules for the processing sequence,

however. The Content Player retains the prerequisites and “next object to

process” in accordance with the author's definition.





Figure 54: Content Player - Learning Path

The learning path gives the learner a preview of the content still to be completed

in the correct sequence. The learning path is set up on the basis of the learner's

learning strategy and the learning objectives achieved to date.

Example: If a placement test showed that the learner already had certain learning

objectives prior to taking the course, the relevant units are skipped in the course.

Figure 55: Content Player - Help





The learner can call the Content Player help function, which explains the functions

described in the lesson in detail.

Closing the Content Player

Figure 56: Closing the Content Player

When the learner finishes working on content, completes an online test, or interrupts a course to resume it later, it is important that he or she logs off

and closes the Content Player properly, and does not just exit the player. The

Content Player must be closed down properly for it to save and write all of the

necessary data about progress to the Learning Management System. Progress data

is displayed in the learner's current training activities. This area displays details

about the number of times the content was accessed, the completion time, and the

progress (what % of the content was completed). The details page of the course

contains more information, such as the date of first access, date of last access and

so on. After logoff when content has not been completed 100%, if the learner

restarts the Content Player using the link “Start Now”, the Content Player opens

the course at the point at which it was interrupted.





Playing Online Tests

Figure 57: Online Test in the Learning Portal

One feature to note with online tests: The navigation functions are not relevant

for test objects. The only function offered by the player for online tests is the

log off function. The test-specific functions that are important, such as display

introduction, start test, end test, form part of the test object itself.

An online test is a stand-alone test created in the SAP Authoring Environment

that learners can take online. Once the learner has registered for the test, it can

be launched directly and played from the Learning Portal. When the learner has

completed the test, he or she is given feedback on the results.





Lesson Summary

You should now be able to:• Start a booked Web Based Training (WBT) online









Lesson: Offline Content Player

Lesson Overview

In this lesson, you learn how to use the functions of the Offline Content Player.

Lesson Objectives





Business Example

You are a field sales employee at a company, and want to process a WBT you have

booked during your business trips. At the same time, you want to ensure that the

time you spend studying the material is registered by Training Management.

Offline Content Player

Figure 58: Learning Offline

The SAP Learning Solution offers opportunities for playing courses offline to

learners that want or need to do so outside of office hours.

Learners can download course content and work through it offline if they have

the offline version of the Content Player, the Offline Player, installed on their

local client.




HR270 Lesson: Offline Content Player

Content can be downloaded from the details page of a course by means of a link.

This option to play the course offline is described on this page. The functions and

navigation options in the Offline Content Player are the same as in the OnlineContent Player. However, the Online Player communicates directly with the back

end and stores progress data directly. To ensure a smooth transition to online

playing, the learner must synchronize the progress made offline with the data in

the back end the next time he or she logs on to the Learning Portal.

In the Learning Portal, the course is displayed as being played offline until the

synchronization has been completed successfully.





Exercise 3: The SAP Learning Solution for

End UsersExercise Objectives


• Find specific course offerings in the SAP Learning Portal

• Book and prebook business events in the SAP Learning Portal

• Describe the features of the SAP Content Player

Business Example

As an employee in an innovative company, you want to familiarize yourself withthe new Learning Portal. You start by maintaining your training activities in the

Learning Portal and launching a Web Based Training (WBT).

Hint: In this exercise, you will be working in the Learning Portal of the

IDES Training System. The design of the portal is usually the Corporate

Design, but it can be personalized.

Task 1:

Familiarize yourself with the options available in the SAP Learning Portal.

1. Log on again with your user name to the IDES Learning Portal. Use the

personalize function in the top level navigation area and synchronize the

language of the Learning Portal with the language set for your browser or

select “English”.

2. Can you book yourself for a WBT to improve your business English? Note:

the course need not necessarily be called “Business English”.

If no booking is possible, when is the next scheduled date?

3. “Blended Solutions” are referred to as curricula in the SAP Learning

Solution. How many curricula are currently on offer in the Learning Portal?

4. You have rudimentary knowledge of SAP HR and want to gain an overviewof the SAP Learning Solution.

Book the English-language WBT “SAP Learning Solution”, which is listed

as a “mandatory” course.

5. Compare your mandatory courses and the catalog list to the left of Maria

Jordan with your own (demonstration by your instructor). What differences

do you notice and why?






6. Start the WBT you have just booked from your Learning Portal. Start the test

and answer a few questions before navigating through the first steps.

Compare the data displayed in the “Table of Contents” and in the “Path”.

What differences are there in the two displays?

Log off again and examine your learning progress.

7. Book the WBT “Outlook Express”.

8. Book yourself on your mandatory curriculum “Electronics Blended

Learning” for whatever dates suit you.

9. Check your booking under Training Activities. Can you start the WBT

immediately? Why (not)?

10. After careful consideration, you have decided to apply for a transfer to

Lisbon. Your boss does not return from vacation for another two weeks,

however. Add the course “Portuguese for Beginners” to your favorites.

Imagine it is 2 weeks later and your boss has convinced you that some

project in the back of beyond is far more important. Check whether your

favorites are still up to date.

Task 2:

To support the continuous feedback process on your company's course offering,

you want to give feedback about the Outlook Express WBT and rate it.

1. Start the appraisal for the Outlook Express WBT.2. Make your entries and save temporarily.

3. Open the appraisal again, make some more entries, and finish.





Solution 3: The SAP Learning Solution for

End UsersTask 1:

Familiarize yourself with the options available in the SAP Learning Portal.

1. Log on again with your user name to the IDES Learning Portal. Use the

personalize function in the top level navigation area and synchronize the

language of the Learning Portal with the language set for your browser or

select “English”.

a) Launching the Learning Portal

In the upper right screen, click on Personalize. In the “Detailed

Navigation” view, select the “User Profile” menu item and click on

“Change”. Now choose English as the language and click on “Save”.

2. Can you book yourself for a WBT to improve your business English? Note:

the course need not necessarily be called “Business English”.

If no booking is possible, when is the next scheduled date?

a) Use the search function (upper left) to search for “Bus” or “Engl*” or

“English”. You find “Business English”. Click the link to discover that

this is only available as a classroom course and the next scheduled

course is _______.

The alternative solution would have been to search for special WBTs.Opening the language group is a reasonable approach too, however,

this does not guarantee you a complete overview of the entire catalog.

3. “Blended Solutions” are referred to as curricula in the SAP Learning

Solution. How many curricula are currently on offer in the Learning Portal?

a) Choose Extended Search. Select the delivery method “Curriculum” and

start the search. 20 hits are displayed (in the upper right window).

4. You have rudimentary knowledge of SAP HR and want to gain an overview

of the SAP Learning Solution.

Book the English-language WBT “SAP Learning Solution”, which is listedas a “mandatory” course.

a) Enter “Learning Sol”, for example, in the search box after restricting

the search to WBT. Click the link to display the detail page for the

“SAP Learning Solution”. You are pleased to discover that your

knowledge of SAP HR is sufficient to fulfill the prerequisites for

attending the course, and book yourself on the course. You confirm

your intention to book the course in the additional dialog box.






5. Compare your mandatory courses and the catalog list to the left of Maria

Jordan with your own (demonstration by your instructor). What differences

do you notice and why?

a) The catalog in the left bar is basically the same for all employees. You

function within the company means that you have to attend different

mandatory courses (Training Home - top middle) and and require

different qualifications than Maria Jordan. The right frame is the same

for all employees (default), while the frame in the center is always

personalized.

6. Start the WBT you have just booked from your Learning Portal. Start the test

and answer a few questions before navigating through the first steps.

Compare the data displayed in the “Table of Contents” and in the “Path”.

What differences are there in the two displays?

Log off again and examine your learning progress.

a) Click the “Start Course Now” link in the detail view of the WBT

“Learning Solution” or from within the training activities. The Content

Player launches and begins the course with a test. You can take the test

or complete it directly. You then click “Continue” several times, until

you reach the links to the index and the path.

In the table of contents, you can view a general overview of the course

content. In the dialog box Table of Contents, the topics are displayed in

the sequence in which the author created them. This display sequence

is not affected by the learning strategy you selected. In the Table of Contents, entries that are highlighted in color take you directly to the

relevant topic when you click them. The entries displayed in this way

depend on the learner's completion status and on the selected learning

strategy (see the Authoring Environment unit).

The learning path provides you with a means of orientation within a

course. The dialog box Learning Path presents an overview of the

course depending on the learning strategy selected. In the header, you

see the content of the topic currently open. In the lower part, the system

displays the other topics in the context of the learning path (as elements

on a dark background). As in the upper part, elements that have already

been completed or displayed are indicated. The current learning objectis indicated by a green checkmark or an open tab.

Hint: The existence of certain test sections can mean that you

no longer have to process the corresponding content.

Click Log Off and close the window. Refresh your training activities.

You can now see the completion time of the course.






7. Book the WBT “Outlook Express”.

a) Proceed in the same manner as described in point 4.

8. Book yourself on your mandatory curriculum “Electronics Blended

Learning” for whatever dates suit you.

a) Follow the link from your mandatory course to the detailed view and

select a curriculum. Change the number of days for the preview, if

necessary. Choose “To Date Selection” and choose your dates by

selecting the corresponding rows. Once you have selected all the

necessary components (lecture, workshop and WBT) you can book

your attendance.

9. Check your booking under Training Activities. Can you start the WBT

immediately? Why (not)?

a) Go to your Learner Account - Training Activities. You will see your

new courses and your assignment to the curriculum. You cannot start

the WBT right now because the curriculum has not started yet.

10. After careful consideration, you have decided to apply for a transfer to

Lisbon. Your boss does not return from vacation for another two weeks,

however. Add the course “Portuguese for Beginners” to your favorites.

Imagine it is 2 weeks later and your boss has convinced you that some

project in the back of beyond is far more important. Check whether your

favorites are still up to date.

a) Enter “Port”, for example, as a term in the search.

Select Portuguese for Beginners and go to the detail view. Choose

Add Course to Favorites.

You can check this favorites list under Learner Account / Favorites and

either delete the entry or save it for another occasion, as you wish.

Task 2:

To support the continuous feedback process on your company's course offering,

you want to give feedback about the Outlook Express WBT and rate it.

1. Start the appraisal for the Outlook Express WBT.

a) Appraising a course

Under Training Activities, click the course name to access the detail

view for the WBT. Click the link “Call course appraisal” (bottom) to

appraise the course.






2. Make your entries and save temporarily.

a) Answer some of the questions and click Save / Exit. Close the window.

Hint: You have now saved the data temporarily. You submit it

(irrevocably) for appraisal in the next step.

3. Open the appraisal again, make some more entries, and finish.

a) As in step 1, open the appraisal again, make some more entries and

choose Complete.





Lesson Summary

You should now be able to:• Define the cycle that the Offline Player enables, and how it makes it possible






Unit Summary HR270

Unit Summary








area












• Electronically confirm participation (FDA signature)• Book courses in the SAP Learning Portal and cancel bookings


courses


and cancellations









options







HR270 Unit Summary









Unit Summary HR270




Unit 4 Organizational Management

Unit Overview

This unit briefly outlines the purpose of SAP Organizational Management, its

intersection points with the SAP Learning Solution, and the data you have to

maintain in OM to be able to use all the functions in the SAP Learning Solution.

Unit Objectives


• Name the business activities involved in Organizational Management

• List intersections with other SAP modules

• Explain the Organizational Management data model

• Create organizational units

• Create jobs• Create positions for the individual organizational units

• Specify the chief position

• Store positions with jobs

• Staff positions with persons

• Configure and implement standard workflows

Unit Contents

Lesson: Organizational Management General Information . . .. . . .. . . . . .. .106

Lesson: Enterprise Structure in Organizational Management ............ 114

Lesson: Organizational Management and Workflow .. .. .. .. .. .. .. .. .. .. .. 118Exercise 4: Jobs, Positions, Persons, Relationships ..................121


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Unit 4: Organizational Management HR270

Lesson: Organizational Management General

Information

Lesson Overview

Participants receive an overview of Organizational Management with particular

reference to the SAP Learning Solution.

Lesson Objectives



• List intersections with other SAP modules• Explain the Organizational Management data model

Business Example

You are responsible for your enterprise's organizational plan and you want to find

out what options are offered by SAP Organizational Management to enable you

to map this structure.

Background

Figure 59: Organizational Structure




HR270 Lesson: Organizational Management General Information

Enterprises need to be able to map their organizational plans, that is, the

task-specific functional structure of the company, to assist the various business

and human resource processes. An often important aspect is the representation of a hierarchy, or the assignment of organizational units to superior units.

Data Model

Figure 60: Data Model (1)

SAP HR Organizational Management is founded on object-oriented design. This

means that Organizational Management is based on the concept that each element

in an organization is represented as an independent object with its own attributes

and properties. These objects are created and maintained individually with the

corresponding records (called “infotypes”). They are then related with one another

by means of relationships (see graphic) to form a flexible network that can be used

for personnel planning, forecasts and reporting.





Objects

Figure 61: Objects

You can create an organizational plan using multiple different object types. The

following five object types typically form the basis of the organizational plan:

Organizational units O

Jobs C

Positions S

Cost centers K

Persons P

Persons are the holders of positions. Positions are defined by jobs and are assigned

to organizational units and cost centers.





Organizational Unit

Figure 62: Organizational Unit

Organizational units represent the functional units of the enterprise. Depending on

how tasks are structured within the enterprise, an organizational unit could be a

department, a group, or a project team, for example.

An example of an organizational unit might be the Controlling Department, which

incorporates employees directly along with other organizational structures, such

as the Accounts Department.

You create an organizational structure by assigning organizational units to one

another. The uppermost organizational unit in the organizational structure is the

root organizational unit.

Caution: The organizational units do not always correspond to other

enterprise units such as personnel areas, company codes, or business

areas. These are used to map structures such as Personnel Administration

or Accounting in the relevant components.





Positions

Figure 63: Positions

A position represents a vacancy that is to be occupied by a person (employee).

Positions are used to map the existing or required headcount in an organizational

unit. Positions are created in an organizational unit depending on its existing

headcount and future personnel demand. These form the basis of the staff

assignment plan. When you have created positions, you can complete your staff

assignments plan by assigning persons to them.

Jobs

Figure 64: Jobs





Jobs are used as a tool for creating positions. Positions are the individual,

specific posts in the enterprise held by persons (such as Secretary of Purchasing

Department), while jobs are general classifications of the functions that have to be performed in the enterprise (such as secretary). Jobs are defined in detail by

attributes. By assigning attributes to jobs you create job descriptions that can be

valid for multiple positions with comparable tasks and characteristics.

The jobs you create together form the job index, that is, the list of jobs performed

in the enterprise.

When you create a new position (such as Secretary of the Sales Department), you

can relate it with an existing job (Secretary). The position automatically inherits

the tasks and attributes associated with the job.

If no such job already exists, it is created automatically and the tasks and attributes

are assigned to it. This job is then available for other new positions.

The possibility to relate similar or identical positions to jobs greatly facilitates

personnel work since it means that you do not have to assign the same tasks and

attributes to each individual position. In addition, where necessary you have the

possibility of assigning specific tasks and attributes directly to a position.

Cost Center

Figure 65: Cost Center

The costs incurred by an organizational unit are generally posted to the cost center

(master cost center) that is assigned directly to the organizational unit itself or

indirectly inherited from a higher-level unit.

Cost distribution is passed on to lower-level positions and organizational units

if they have been assigned no specific cost distribution or master cost center

themselves.





Person

Figure 66: Person

Object type Person corresponds to a natural person who is managed as an

employee in Personnel Administration.

The assignment of a person (employee) to a position maps the following

information:

• Where the employee is (functionally) assigned in the enterprise

• What tasks the employee has





Lesson Summary

You should now be able to:• Name the business activities involved in Organizational Management







Lesson: Enterprise Structure in Organizational

Management

Lesson Overview

Participants learn how to define an organizational structure and map it in

the system. Participants learn about the basic object types in Organizational

Management.

Lesson Objectives


• Create organizational units• Create jobs

• Create positions for the individual organizational units




Business Example

In your HR department, the demands for evaluations that reflect the hierarchical

structure of the company are increasing. Likewise, IT requires the capability

to determine the relevant manager so that workflows can be mapped for each

employee.

You should map the organizational structure of your company in your HR system

accordingly. To do this, you must set up a hierarchy of departments and areas

and assign positions to them.

User Interface in Organizational Management

Organizational Management contains multiple interfaces where you can create

and edit your organizational plans.

• Organization and Staffing• General Structures

• Matrix

• View Infotype Maintenance

• Simple Maintenance

• Structural Graphics




HR270 Lesson: Enterprise Structure in Organizational Management

The following section only deals with the Organization and Staffing view. This

provides a user interface for creating and editing organizational plans. On this

interface, you can set up the organizational structure in easy steps.

The understanding needed for this course is developed mainly in the exercise for

this lesson. An overview of SAP HR Organizational Management is available in

the separate SAP course of the same name.

Organization and Staffing

The user interface of the Organization and Staffing view is used for creating,

displaying, and editing organizational plans.

Transaction PPOME is composed of a number of screen frames, each incorporating

specific functions:

Figure 67: Organization and Staffing

You can use the search functions in the left screen Search Area to search for

specific organizational objects. The search results are displayed in the selection

area.

These organizational objects can be transferred from here to the center screen area,

the overview area. There they are displayed in their organizational context.

In the lower screen area, the detail area, information is displayed about the

different objects (tab pages usually correspond to the relevant infotypes). The

information can be edited here.





Validity Concept

Organizational plans in companies are subject to frequent change. For this reason,

Organizational Management enables keydate- and time period-specific editing of

the organizational structure, the staff assignments plan and the various objects.

This is why you specify a validity period when you create or assign objects and

their attributes. You steer the display of objects by specifying a keydate and a

preview period. Data changes are represented by means of time periods.




HR270 Lesson: Enterprise Structure in Organizational Management

Lesson Summary

You should now be able to:• Create organizational units

• Create jobs









Lesson: Organizational Management and Workflow

Lesson Overview

Participants receive an overview of the standard workflows in the SAP Learning

Solution

Lesson Objectives



Business Example

In your company, you need the approval of your manager and the training

department before you can attend a course. You want to represent the

corresponding process in the system across the whole of the company.

Integration

Organizational Management forms the basis for using other HR components and

functions, for Authorization Management, and for SAP Business Workflow.

The SAP Learning Solution requires the Organizational Management component

to map the following:

• Position staffing – integration between Personnel Administration and

Organizational Management

• Assignment of supervisors (for example, for Workflow)

• Identification of requirements profiles (in connection with the profile

matchup function of Personnel Development)

• Responsibilities within Training Management

• Access authorizations for training administrators, coordinators, learners,

their mentors and supervisors

Organizational Management is also the basis for SAP Business Workflow. The

current organizational plan stored in the system serves as the basis of the routingstructure along which SAP Business Workflow routes tasks to the relevant persons.




HR270 Lesson: Organizational Management and Workflow

The Relevance of Organizational Management for Workflows in the SAP Learning Solution

Figure 68: The Relevance of Organizational Management for the Workflow

The integration of Organizational Management in SAP Business Workflow enables

you to link tasks with agents within the organization. This relationship enables the

system to determine the “right” supervisor. The Workflow Management System

enables active release of an employee's booking.

The release process and the persons involved in it are made as transparent as

possible. Changes in the organizational structure (new supervisor) can be taken

into account in the workflow thanks to the Organizational Management design.

SAP Business Workflow separates the organizational aspects of the control logic

from the application logic.





Exercise 4: Jobs, Positions, Persons,

RelationshipsExercise Objectives


• Check the connections (relationships) between the different objects in SAP

HR using a standard transaction

• Check the position held by an employee within the company hierarchy

Business Example

As a personnel planning specialist, you are interested in exactly how muchinformation you can find out from the employee data in Personnel Administration

with regard to their actual activities, or how to determine their superiors.

Task 1:

Once again, you use the Easy Access menu on the back end. You want to find out

your own position and job as an example. To do this, you first use a standard

transaction from SAP HR PA (Personnel Administration).

1. You should know your user name from exercise 2. Using transaction PA20,

you can find out the organizational assignment of your position, job, and

organizational unit.

Position

Job

Organizational unit

Task 2:

You now want to display your position in the organizational structure hierarchy

of your company. You remember transaction PPOME from previous HR basics

courses.

1. Find your Person in the overall structure.

2. Check the data you have found out. Do you hold the same postion?

3. Who will most likely approve your workflow requests for course

participation submitted in the Learning Portal?





Solution 4: Jobs, Positions, Persons,

RelationshipsTask 1:

Once again, you use the Easy Access menu on the back end. You want to find out

your own position and job as an example. To do this, you first use a standard

transaction from SAP HR PA (Personnel Administration).

1. You should know your user name from exercise 2. Using transaction PA20,

you can find out the organizational assignment of your position, job, and

organizational unit.

PositionJob

Organizational unit

a) Organizational Assignment 0001

Transaction PA 20

Enter your personnel number from exercise 2 “Technical Essentials”

and confirm by pressing Enter.

Choose the infotype Organizational Assignment and then Display,

or select the overview directly.

Task 2:

You now want to display your position in the organizational structure hierarchy

of your company. You remember transaction PPOME from previous HR basics

courses.

1. Find your Person in the overall structure.

a) Organizational structure

Transaction PPOME

Choose Person (top left), enter your Person in the search field, confirmand then double-click the Person that then appears (bottom left). The

system takes you back to the right of the organizational structure. If

necessary, click the Goto icon in the upper left corner of the main frame

to get to the Organizational Assignment view.






2. Check the data you have found out. Do you hold the same postion?

a) In fact, the data matches the data from exercise 1 “Organizational

Management”.

Hint: This is a result of the active integration between SAP

HR Personnel Administration and SAP HR Organizational

Management.

3. Who will most likely approve your workflow requests for course

participation submitted in the Learning Portal?

a) Double-click on your organizational unit, Network and

Telecommunications - Int , and set Staff Assignments Plan (Structure)

as the view. You can recognize your department head, Mr. WilliamChristiansen, because he is “wearing the hat”, or because the “Head of

own organizational unit” indicator is set in the infotype for his position.





Lesson Summary

You should now be able to:• Configure and implement standard workflows




HR270 Unit Summary

Unit Summary





• Create organizational units

• Create jobs









Unit Summary HR270




Unit 5 Personnel Development

Unit Overview

You will learn about the basic features of the SAP HR Personnel Development

component and its relevance for the SAP Learning Solution.

Unit Objectives


• Define the business process of Personnel Development

• Describe the integration with other SAP modules through the corresponding

interfaces

• Explain the Personnel Development data model based on object type

"Qualifications"

• Create scales with corresponding proficiencies

• Create qualification groups

• Create qualifications

• Maintain additional data for qualifications

• Display the qualifications profile (requirements profile) for persons (jobs)

• Create qualifications (requirements) for persons (jobs)

• Assign proficiencies to qualifications (requirements)

Unit Contents

Lesson: SAP Personnel Development ... .. ... ... .. ... .. ... ... .. .. ... .. .. ... .128

Lesson: Creating Scales/Qualifications Catalog............................132Lesson: Assigning Qualifications to a Person... .. .. .. .. .. .. .. .. .. .. .. .. .. ..136

Exercise 5: SAP Personnel Development: Interaction with the LearningPortal......................................................................... 139


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Unit 5: Personnel Development HR270

Lesson: SAP Personnel Development

Lesson Overview

This section will provide you with an overview of SAP Personnel Development,

particularly with regard to its use within the SAP Learning Solution.

Lesson Objectives




interfaces


"Qualifications"

Business Example

You work in the Personnel Development department at your company and want

to focus your further education and training measures on your company's future

requirements. Accordingly, you plan to collect and maintain the corresponding

data regarding employee qualification profiles at your company.

SAP HR Personnel Development

Figure 69: Components of Personnel Development




HR270 Lesson: SAP Personnel Development

The Personnel Development component enables you to identify, promote, and

make the best use of your employees' potential. The application also has functions

to support the planning of specific development measures.

The components of Personnel Development are:

• Skills Management (qualifications profiles and competency profiles,

employee profiles and requirements profiles)

• Individual Development (drawing up and using development plans)

• Career and Succession Planning (finding profiles and qualifications)

• Appraisal Systems or Management by Objectives (MbO)

They are called qualifications when they are assigned to employees or applicants.

As such they define the skills, know-how, knowledge and abilities of persons.

They are called requirements when they are assigned to jobs and positions.Aptitude or suitability for a job is determined by comparing qualifications with

requirements.

Accordingly, it is essential to the SAP data model that it be possible to link the

same objects (such as Q = Business Spanish) to both people as qualifications

and to jobs as requirements.

Figure 70: Profile Matchup Data Model

Among other things, this enables the simple, direct comparison of qualifications

profiles and requirements profiles. This can help screen suitable candidates for

staffing a new job, or ensure that qualification deficits lead to direct prebooking

of the corresponding courses.





SAP Personnel Development in the SAP LearningSolution

Figure 71: Personnel Development Functions in the SAP Learning Solution

The Skills Management functions are particularly relevant for the SAP Learning

Solution in the context of Personnel Development. This involves the relationship

between employee/requirements profile on the one hand and the course offeringson the other:

The “course imparts qualification” relationship lets you preselect courses that an

employee needs (urgently) from the course catalog directly in the SAP Learning

Portal. In addition, successful participation an (e-learning) course automatically

adds the corresponding qualifications to the employee's qualifications profile

in SAP HR Personnel Development.




HR270 Lesson: SAP Personnel Development

Lesson Summary

You should now be able to:• Define the business process of Personnel Development


interfaces


"Qualifications"





Lesson: Creating Scales/Qualifications Catalog

Lesson Overview

Participants learn how to create and structure a qualifications catalog.

Lesson Objectives






Business Example

You work in the Personnel Development department of your company and you

want to set up a comprehensive skills catalog that can be used by employees

globally.

You must familiarize yourself with the terminology used by SAP in the context

of personnel development. You must define globally-applicable rating scales

and assign them to the hierarchy of qualification groups and qualifications you

have set up.

Structure of the Qualifications Catalog

The application SAP ERP HR Personnel Development is also based on

object-oriented design.

The most important aspect of Personnel Development is the qualifications catalog.

The objects used in this context are qualification groups [object type QK] and

qualifications [object type Q]. These are used to structure and manage the catalog.

As described, qualifications are used when you define qualifications profiles and

requirements profiles. They can also be used when you define prerequisites for

course participation and objectives.




HR270 Lesson: Creating Scales/Qualifications Catalog

Figure 72: Structure of the Qualifications Catalog

All of the skills, knowledge, and abilities that are of interest to a company can

be stored and managed as qualifications and requirements in the qualifications

catalog.

Skills and qualifications that logically belong together are combined to form

qualification groups. Qualification groups lend structure to the catalog.

Qualification groups can contain other subordinated qualification groups as well

as qualifications. Qualifications, in turn, can incorporate other qualifications.

The qualifications stored in the catalog are assigned to persons, jobs, positions,

courses, and development plans.

Hint: Qualification groups cannot be assigned to persons.

Defining Proficiency Scales

In many cases, it is not only relevant whether a job has “English” as a requirement,

for example, but also how good the applicant's English skills have to be in order

to meet the requirements for that job.

Proficiencies define qualifications in more detail. They are represented by

scales in SAP Personnel Development. Before you can create qualifications and

qualification groups, you must define at least one proficiency scale.

Sometimes it makes sense to have different scales for different qualifications.





Figure 73: Editing Scales

When you maintain a qualification catalog, an appropriate scale is assigned to

each qualification, and you can adjust the descriptions of the proficiency levels as

needed.

Hint:

• The proficiency 0 is not supported for rating qualifications and

requirements.

• Quality scales are assigned to qualification groups, not to

qualifications. You must assign a proficiency scale to each

qualification group, which is then inherited initially by the

qualifications in the group.

• In hierarchically nested qualification groups, if there are different

scales defined, the scale that applies to the single qualifications is the

one defined for the qualification group on the next higher level.

• Scales are not inherited from one qualification group to another.

You can assign a validity period to qualifications. Validity periods allow you

to specify that certain qualifications, such as licences, can expire and must be

renewed at regular intervals.

For more detailed information goes beyond the scope of this overview, as well

as other features of SAP Personnel Development, we recommend attending the

course “SAP Personnel Development”.




HR270 Lesson: Creating Scales/Qualifications Catalog

Lesson Summary

You should now be able to:• Create scales with corresponding proficiencies








Lesson: Assigning Qualifications to a Person

Lesson Overview

Participants receive an overview of employee profiles from the Personnel

Development component.

Lesson Objectives


• Display the qualifications profile (requirements profile) for persons (jobs)



Business Example

You are an employee in the Personnel Development department and you want to

store qualifications with proficiencies in the employee profiles of the employees

in your company.

You need to know where to do this in the system and what points to be aware of.

You also have to know how this impacts the person's Learning Portal.

Maintaining Qualifications for a Person

Figure 74: Assigning Qualifications to a Person




HR270 Lesson: Assigning Qualifications to a Person

Based on the qualifications catalog and the organizational structure, you can create

profiles to manage, compare, and report on specific characteristics and data of

personnel planning objects (persons, positions, courses and so on).

Figure 75: Qualifications Subprofile

You can create profiles for employees containing data such as name, personnel

number, position, potentials, interests, appraisals received and created, and

development plans. The Qualifications subprofile is of particular relevance for theSAP Learning Solution.

Structure

You can assign qualifications from the qualifications catalog to the subprofile

Qualifications.

For each qualification, you can specify the degree of proficiency of the person.

Some qualifications are not rated.

Each qualification you assign has a validity period appended. Qualifications with

limited validity are stored in the subprofile for the duration of their validity.

Validity is calculated for each qualification individually, depending on the

relationship period.

Hint: There are also various ways of taking limited quality losses for

qualifications (such as “forgotten due to non-participation”) into account.

You can also enter a note for each qualification you assign.





Maintaining Requirements for Jobs/Positions

Figure 76: Defining Position/Job Requirements

Qualifications stored in the Qualifications Catalog can be assigned equally to jobs

or positions. Requirements can be mapped in this way.

Figure 77: Requirements Subprofile

You can create a profile for jobs and positions, just as you do for employees.

In the case of jobs or positions, it is called a requirements profile. In the SAP

Learning Solution, the requirements profile is used to derive training proposals

for a learner as a result of a profile matchup between the learner's position and

current qualifications.





Exercise 5: SAP Personnel Development:

Interaction with the Learning PortalExercise Objectives


• Check the impact of data from SAP HR Personnel Development on the

personalized display in the Learning Portal of the SAP Learning Solution.

Business Example

As a personnel development specialist you want to investigate how to make

requirements, qualifications, and corresponding training measures transparent in

the Learning Portal. You do this by comparing views in the portal before and after

you make settings in the ERP2005 back end system.

Hint: Make sure that you always use the current plan version 01, language

English, and a planning period of at least January 1 of this year to the end

of next year. These should already be the default settings.

Task 1:

In the Learning Portal, certain courses are listed as mandatory for you. You

suspect this has something to do with the Personnel Development (PE) component

in mySAP HR. Select curriculum type “Electronics Blended Learning” and check

how it is linked to your person.

1. Use transaction PP01 to search for relationships of curriculum type

“Electronics Blended Learning”. Is this blended learning prescribed as

mandatory for you based on your person or your job…?

Task 2:

You want to identify the connection between the back-end settings and the profile

matchup in the Learning Portal.

1. Run a profile matchup in the Learning Portal. Which qualification do youfail to meet sufficiently?

2. What course imparts this qualification?

3. Do the relationships stored for this qualification, Diode Skills help you to

see how the components interplay (requirement of your job, course type that

imparts it, your current assignment)? (Transaction PP01)





Solution 5: SAP Personnel Development:

Interaction with the Learning PortalTask 1:

In the Learning Portal, certain courses are listed as mandatory for you. You

suspect this has something to do with the Personnel Development (PE) component

in mySAP HR. Select curriculum type “Electronics Blended Learning” and check

how it is linked to your person.

1. Use transaction PP01 to search for relationships of curriculum type

“Electronics Blended Learning”. Is this blended learning prescribed as

mandatory for you based on your person or your job…?

a) Relationship Person-Mandatory courses

Start transaction PP01.

Select the object type “Curriculum Type” and use F4 to find the ID of

the course prescribed for you in the Learning Portal. You can search for

all course types that have “Elec” in their name, for example. Confirm

your choice by pressing Enter and select the “Relationships” infotype

and display the overview (by pressing shift and F8, for example).

Alternatively, you can click on the “Next Record” icon in the single

item view. This takes you to the “is mandatory for” relationships.

You see that Electronics Blended Learning is not mandatory for

you as a person, but it is for your organizational unit “Network andTelecommunication - Int”.






Task 2:

You want to identify the connection between the back-end settings and the profile

matchup in the Learning Portal.

1. Run a profile matchup in the Learning Portal. Which qualification do you

fail to meet sufficiently?

a) Qualifications link persons, jobs, and courses.

Click on Profile Matchup in the lower left. According to the explanation

of the red exclamation mark icon, the “Diode Skills” qualification is

mandatory for you and is assessed as of low importance.

Hint: The Personnel Development data should not be

considered to be “absolute”; it is merely for assistance. Youmay already know everything there is to know about diodes,

but you have not informed Personnel Development of this

fact, nor have you proven it with the corresponding courses.

Accordingly, this transparency in the Learning Portal will urge

employees to update their PD data.

2. What course imparts this qualification?

a) Click on qualification Diode Skills. The courses that impart these skills

will appear. make a note of them.

• Diode course (English)• Electronics Blended Learning

3. Do the relationships stored for this qualification, Diode Skills help you to

see how the components interplay (requirement of your job, course type that

imparts it, your current assignment)? (Transaction PP01)

a) As in exercise 1, call transaction PP01 and open the relationships of

the qualification you have been investigating, Diode Skills. Scroll to

the is imparted by relationships. You will see exactly the same courses

you noted above.

Now scroll to is met by – you will see that there is no relation to your

person (yet).

Ultimately, the is required by relation shows the link to your job

Technical Engineer I .

As you see, the personalized displays ultimately depend on the

corresponding relations in the back end system.





Lesson Summary

You should now be able to:• Display the qualifications profile (requirements profile) for persons (jobs)






HR270 Unit Summary

Unit Summary




interfaces


"Qualifications"





• Display the qualifications profile (requirements profile) for persons (jobs)• Create qualifications (requirements) for persons (jobs)





Unit Summary HR270




Unit 6 Training Management

Unit Overview

You will be given an overview of the functions and options offered by the Training

Management System. You will learn how to navigate and work in the dynamic

menus, create a course catalog, update the course offering, and perform bookingactivities.

Unit Objectives


• Describe the business processes in SAP Training Management

• Define the interfaces to other SAP modules

• Explain and maintain the various objects used in Training Management

• Design and set up a course catalog

• Implement “Blended Learning” in SAP Training Management

• Create courses with different delivery methods

• Group various courses together to form a curriculum (Blended Learning)

• Book, prebook, replace, rebook, and cancel participation in Training

Management

• Follow up on courses and describe the options for creating correspondence

in SAP Training Management

Unit Contents

Lesson: Training Management General Information .. .. .. .. .. .. .. .. .. .. .. .146Lesson: Creating a Course Catalog .. ... .. .. ... .. .. ... .. ... ... .. .. ... ... .. ... 156

Lesson: Creating Courses and Curricula .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..170Lesson: Day-To-Day Activities and Other Activities .. .. .. .. .. .. .. .. .. .. .. .. 175

Exercise 6: SAP Training Management: New Options in the SAP

Learning Solution...........................................................181


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Unit 6: Training Management HR270

Lesson: Training Management General Information

Lesson Overview

This lesson provides you with an overview of Training Management and its

functions.

Lesson Objectives




Business Example

You are a training manager and want to plan your courses in future to optimize

the necessary logistical activities and scheduling, as well as keep informed of

current courses and the training history of your employees at all times, through

appropriate data management. This also means defining the basics for ongoing

operations, such as schedules and resources.

Training Management Overview

The Training Management component in the SAP Learning Solution serves as the

administrative area, on the one hand, where the organizational data for the courseoffering is managed, and the administration and work area for central booking

operations and all associated functions, on the other.

Training Management in the SAP Learning Solution is comprised of two main

processes, each of which contains two sub-processes.




HR270 Lesson: Training Management General Information

Figure 78: Processes in Training Management

Course Offering

Creating the course offering involves the course preparation phase (data in the

training environment) and the course offering itself, the so-called course catalog.

Training Administration

Once the course offering has been set up and made available to learners in the

Learning Portal, booking activities and courses can be administered and updated

in Training Management on the back end.

To facilitate these processes, Training Management provides the technical working

environment in dynamic menus.

There are seven dynamic menus:





• Dynamic Course Menu

This contains all of the functions required for creating and editing

courses.

• Dynamic Participation Menu

This contains all of the functions that are associated with bookings

(book, prebook, cancel, and so on), as well as functions for the manual

output of correspondence, and reports for correspondence histories

and participant appraisals.

• Dynamic Information Menu

Here you can conduct analyses for participation, resources and courses,

as well as generate the corresponding reports.

• Dynamic Planning Menu

Lets you determine training requirements and schedule/create the

corresponding course dates.

• Dynamic Tool Menu

Here you can create and edit the core objects used in Training

Management: course groups, course types, courses, and participants by

means of the individual infotypes.

• Dynamic resource menu

Here you can manage the resources and resource types used in Training

Management.

• Master Data Catalog

Here you can create and maintain the type and content of courses used

in Training Management working from the course hierarchy structure.





Figure 79: Working in Dynamic Menus

The advantage of working in these menus is that the structural display provides

you with a means of orientation and transparency while you are editing. Most of

the functions can be called from the context menu. To do so, you simply right-click

the object you want to edit (resource, course, booking) in the structure to display

the context menu with the functions that are active for the object. Training

coordinators and administrators have the additional option of personalizing the

menu views to suit their requirements.

Data in the Training Management Environment

General

Training Management master data for the SAP Learning Solution includes all

organizational data that is required for creating a course offering. Before you can

create a course offering, you must collect and catalog the data upon which it is

based. This data is accessed when you set up the catalog.

You maintain the master data under Current Settings as a preparation for setting

up the course offering.

Hint: You generally set up the initial master data in Customizing for

Training Management. Master data creation is not a one-off activity only

performed during the catalog preparation phase. For this reason, you have

the possibility of updating master data at any time from the application

itself under the menu option “Current Settings”.

Master Data / Data in the Training Management Environment





Figure 80: Examples of Environment Data

Integration with other components allows access to resources through data that

has been maintained there. Instructors may already be maintained in Personnel

Administration, for example. Time schedules, on the other hand, can only be

created in Training Management.

Environment data includes:

• Cost elements

• Day segments

• Course locations and their addresses

• Building addresses

• Training providers

• Rooms

• Instructors

• Reusable resources, such as room equipment, and so on

Cost elements

The costs of a course are calculated and modeled as cost items in TrainingManagement. You need cost items if you want to use the functions for cost transfer

posting, internal activity allocation, and price proposal determination.

You use cost items to store costs for resources, resource types, courses, and course

types.





Time Schedules

The time schedule defines the complete time plan for a course. A time schedule

can span several days and each day can contain up to three time blocks or time

segments.

Figure 81: Course Schedules

You must define the start and finish times and give them a unique name before

you can assign time schedules to courses.

The following procedure applies when creating a time schedule:

• As a rule, every course time block that exists in the company is entered in the

system, for example, some course days start at 9:00 a.m. and end at 5:00 p.m.

• A time schedule is then defined as a combination, such as a 3-day workshop.

• A time block is assigned to the schedule for each course day.

• The time schedule is then assigned to a course.

Course Locations

It is not mandatory to create locations. If you only use one location for all your

courses, you can deactivate the location switch altogether.

If you use locations, you must specify a location when you plan or create courses

that are location-dependent. In this case, a check is performed when you reserve

location-specific resources, such as rooms, for a course. The system only proposes

resources that are related with the location concerned.





For this reason, location-dependent resources must be related with locations when

the location switch is active.

Figure 82: Locations and Resources

Creating Building Addresses

Building addresses specify where rooms are located. They can also be used in

connection with course locations.

Building addresses are required, for example, when there are training rooms in

multiple buildings on a campus.

In this case, when a room is created, the room address is recorded with referenceto a building address.

Training providers

Training providers can be external companies or internal departments/divisions.

Accordingly, they may already be defined in the systems as companies, suppliers,

or organizational units. The information associated with these objects may be

important for the correspondence with course participants (addresses and the like)

or for the organizational assignment of participants and instructors.





Figure 83: Resource Types

Specific resources – such as rooms, instructors, or projectors – are classified into

categories to facilitate and simplify their administration. These categories are

referred to as resource types. The resource types available are Room, Instructor,

Material, and Other Resource.

Resource type is the abstract designation for the physical resource. Resource types

are allocated to course types. An important step when you create resource types

is maintaining the availability indicators for it. Availability indicators define the

attributes of resource types and their resources.

When you create a course, the system automatically proposes resources of a given

type, which you can then reserve for it depending on availability.The data you store for a resource type can be overridden by any you store for

the individual resources.





Resources

You can create resources in the following categories, corresponding to the

resource types:

• Rooms:

Rooms can contain other resources as equipment, such as PCs. You also

store capacity information for rooms using the Capacity infotype if this

information is not already inherited from the resource type. The system

compares the capacity of the room with that specified for the course to be

held in the room, and thus calculates the allowed number of bookings. If you

use rooms, you must create a relationship between a location and a room.

• Instructors:

You can create the relationship belongs to company for external instructors.

Otherwise, you store an address specifically for the instructor. Internal

instructors ( Persons) are defined in the personnel master data (that is, they

are already configured as employees).

• Material

If you use Material type resources, in other words, you use Materials

Management (integration), then you use the materials defined as material

masters.

• Other resources

Other resources include any resources that do not fall into the categoriesInstructor, Room, or Material from the material master.





Lesson Summary

You should now be able to:• Describe the business processes in SAP Training Management






Lesson: Creating a Course Catalog

Lesson Overview

You will receive an overview of the concepts behind setting up training catalogs

and learn what objects are required for setting up the catalog. You will learn which

objects and training methods you can use in Training Management, where to

maintain attributes and information, and how to display and use this information

and these attributes in the SAP Learning Portal.

Lesson Objectives


• Explain and maintain the various objects used in Training Management• Design and set up a course catalog


Business Example

As a training administrator, you have - together with Personnel Development and

their instructors - developed a new training concept and new course offerings

that include e-learning as a component. It is your responsibility with setting up

an appropriate course catalog.

Creating a Course Catalog

Before the training administrator can create and make bookings for actual courses,

a course catalog must be set up. This involves defining and assigning the different

courses. This results of this task are reflected in the SAP Training Management

master data catalog. A course hierarchy can be set up in the relevant dynamic

menu. This hierarchy is used throughout Training Management . Course types

are created in the dynamic menu. They represent a “blueprint” for the actual

courses that are held.




HR270 Lesson: Creating a Course Catalog

Figure 84: Master Data Catalog (Hierarchy)

The hierarchical structure of the master data catalog (and of all dynamic menus)

displays course groups at the highest level of the structure. Other course groups

and the corresponding course types can be added below these. As illustrated

in the graphic, course groups represent subjects, topics, or subject areas (see

Learning Portal).

Training Management Data Model

The data model of Training Management helps you to understand the

enhancements offered by the SAP Learning Solution.





Figure 85: Training Management Data Model

The existing data model of Training and Event Management has basically been

retained for Training Management of the SAP Learning Solution. In other words,

the definition: “a course is a specialization of a course type, which in turn belongs

to a course group” still describes the exact chain of objects and their relationships.

The SAP Learning Solution has additional objects, infotypes and relationships.

These additional objects are required to map the major changes to processes

resulting from the shift from conventional training to e-learning.

Hint: The SAP HR PD data model, together with its objects and relations,

was already presented in the “Organizational Management” unit.

New Objects in Training Management: E-Learning

The e-learning (ET) object type exists in the Extension Set HR LSO 600 of the

SAP Learning Solution for courses that are not time-dependent.. The purpose of

these “virtual courses” is to enable bookings for e-learning courses.





Figure 86: Data model “Classroom Training”

In the previous version of Training and Event Management, persons were

prebooked for course types and then booked on the actual courses.

Figure 87: Data model “Web-Based Training (WBT)”

This concept does not really have much relevance anymore given that you do not

have to assign a time and location to a course. In principle, “participation” in aWBT takes place at the time the learner calls the WBT in the portal. In Training

Management, this is reflected by the fact that the portal user registers for a course





type, for example, WBT or Online Test. This triggers automatic generation of an

object type E-Learning (ET), which in turn enables participant assignment in

Training Management.

Hint: This ensures that these delivery methods are also displayed

dynamically in the catalog hierarchy in the participation and information

menus in Training Management.

New Objects in SAP Training Management: Curriculumand Curriculum Type

Figure 88: Blended Learning with the SAP Learning Solution

A curriculum type represents a structured training program that is designed to

impart a coherent set of skills and knowledge. The elements of a curriculum

build upon one another. This could be a trainee program, for example, or an

instructor-led course for SAP HR Essentials that has the prerequisite WBT course

ERP2005 Navigation including an online test.

The special characteristic of this course type is that it contains other course typesas elements (curriculum type elements). The elements can have different delivery

methods. They complement or build upon one another.

Caution: No nesting is possible, in other words, curriculum types cannot

contain other curriculum types as elements.





Technically speaking: a curriculum type (DC) consists of elements with the object

type Course Type (D), either

• with a predefined sequence (one element follows another)

or

• with no specific sequence (an element can occur anywhere in the curriculum).

The curriculum type specifies the structure and sequence of its courses. Other

features include:

• A consistency check: when you create a curriculum type, the system checks

the logic of the relationships between its elements. For example, it is

illogical if the third element in the curriculum imparts a qualification that is

a prerequisite for the first element.

• Definition of alternatives for curriculum type elements, so that one course

type can be replaced by another (equivalent) type.

Figure 89: Data Model for New Object Types

Similar to the course type-course concept, a curriculum type is the “blueprint” for a curriculum (which has time specifications appended). The delivery method is

naturally taken into account here. A curriculum is therefore made up of bookable

elements, that is, either courses (E) or, as in the case of WBTs, course types (D).

A special feature is the fact that when the curriculum type specifies classroom

training, you can select several course dates for the curriculum. In the Learning

Portal, selection options can be offered for date selection.





Setting Up a Course Catalog Hierarchy

The course catalog is comprised of course groups, course types (or curriculum

types), and courses (or curricula). Course groups together with course types,

courses, and the relationships that exist between them form a hierarchical

structure. You generally maintain these relationships when you create a new

object. The hierarchy itself is formed by the course groups alone, which can

have other subsidiary course groups: Languages-English-Business English could

represent one branch of course groups with “Business English for Managers” as

the course type at the end. You set up this hierarchy by restructuring the groups in

the master data catalog. To do this, you right-click the highest-level course group

and create the relevant assignment for it.

Hint: In the Learning Portal of the SAP Learning Solution, the learner canselect these course groups as “subject areas”when searching for courses.

You can specify whether a course group appears as a subject area in the

portal's navigation frame or not.

Creating Course Types

Figure 90: Creating a New Course Type - Delivery Methods

A course type is the grouping of courses that have the same objective, content, and

form. You can store all time-independent attributes of a course for the course type.





Using course types facilitates your work: all of the data stored for a course type

is proposed as default data when courses are planned or created. This data is

also displayed on the detail screen of the course in the SAP LS Portal and can bedisplayed by learners interested in finding out more information.

One of the most significant enhancements appears at precisely this point in the

SAP Learning Solution back end. We have referred several times to the different

delivery methods that are possible.

You must enter this information when you create a course type. The standard

system contains the following delivery methods:

• Classroom training

• Virtual classroom

• Web-Based Training

• Online test

• Static Web-Based Training

• External Web-Based Training

The delivery method determines what kind of information and which relationships

may be stored for a course type (D): location and time for classroom training,

assigned learning net from the repository for a WBT.





Depending on whether the delivery method is time-dependent or -independent, the

following infotypes may be proposed when you create a course type:

• Description: The Description infotype enables you to store descriptive

texts for a course type that can be included in the course brochure or in

the Learning Portal of the SAP Learning Solution on the course detail

screen. The infotype consists of the subtypes Extended Course Type, Course

Contents and Notes.

• Main schedule pattern (schedule model): You can define a time schedule

here that can be transferred (copied) automatically when course dates are

created or planned.

• Capacity: In the Capacity infotype, you specify the minimum, optimum, and

a maximum capacity for a course type. The capacity value you store for

the course type is used as the default value for the number of participants

for the actual course.

• Prices: In the Prices infotype, you can store an internal and an external price

for the course type. The internal price is used for internal activity allocation

purposes, while the external price is used for billing purposes.

• Course Type Info: In the Course Type Info infotype, you can determine

whether the course type will be added to the Course Brochure or not. When

you start the report to generate the course brochure, you can select the option

Selected course types only. The selection referred to is the one you make

when you set this indicator for the course type.

• Relationships: You can use the Relationships infotype to store links to a

number of other objects, such as course groups or organizational units, for the course type.

• Validity Period: Here you could, for example, specify in days and months

the period of time during which participation in a course event is valid as a

prerequisite for participating in a follow-up event.

• Additional Information

On this tab page, you can maintain the following additional infotypes:

– Course Demand

– Billing/Allocation Info

– Costs

– Procedure

– Web Link

– Knowledge Link





Caution: The SAP Learning Solution does not support convention

functions. If you do not want courses of this course type displayed in theLearning Portal of the SAP Learning Solution, select the No Intranet

indicator.

Hint: Most of the above data is optional. It is only mandatory to specify

the validity period, and the long and short name of a course.

However, the more information you store for the course type when you

create it, the less work you have with each of the individual courses

based on it.

Figure 91: No Web-Based Training Without Content

You should pay special attention to the Completion Specifications that can be

made for a WBT with reference to learning nets:

• Duration specifications (minimum, optimum, maximum)

• License period: how many days or months is the WBT accessible to learners?

• Date of last availability

Hint: Compare the options here with the information displayed on the

detail screen of the course in the Learning Portal.





Creating a Curriculum Type

Figure 92: Creating a Curriculum Type

Course types can be assigned to a curriculum type as curriculum type elements with

or without sequence rules. Elements with sequence rules must be completed in a

specified order in the curriculum, from the bottom position up. Elements without

sequence rules can be taken at any time during completion of the curriculum.

When you create a curriculum, you must first specify courses for the elements

with sequence rules. Then you select courses for the elements without sequence

rules. You can position elements without sequence rules between two elements

with sequence rules if you want.

You create a curriculum type with curriculum type elements in two steps:

1. Create the curriculum type

2. Add curriculum type elements





When you create a curriculum type, you maintain the required infotypes and

relationships, which are for the most part similar to those of the course types.

This also includes:

• Curriculum Type Info: Here you can specify guidelines for follow-up

processing and for system reactions to booking cancellations. Note:

Remember that in contrast to the similarities that otherwise exist, the

function of the Curriculum Type Info infotype is very different to that of the

Course Type Info infotype.

• Further Information: On this tab page, you can maintain the following

information:

– Procedure: In the Procedure infotype, you instruct the system how

to react during checks for double bookings, double prebookings,

participation prerequisites, and qualifications. After all, a curriculumelement may already have been booked as an individual course. In

addition, you also specify what follow-up actions are to be executed

during follow-up processing.

– Web Link

– Delivery Method

– Workflow Settings

Figure 93: Arranging Elements in Curriculum Types





In a second step, you select the curriculum type elements (also with a right-click

in the master data catalog). Course types that must be completed in a specific

sequence are displayed in the upper field. The position specifies the sequence.If elements have the same position, the learner can decide the order in which

to complete them.

Elements with no specified sequence are displayed in the lower field. These

elements can be taken at any time in any order.





Lesson Summary

You should now be able to:• Explain and maintain the various objects used in Training Management







Lesson: Creating Courses and Curricula

Lesson Overview

You will learn how to maintain and offer course dates (classroom training), as well

as how to compose “Blended Learning” offerings.

Lesson Objectives




Business Example

Now that you have implemented the new training concept in a course catalog,

you will now begin the detailed planning of the individual courses. In particular,

this means defining the dates.

Course

Figure 94: Creating a Course

As explained previously, a course is a specific “instance” of a course type with a

start date and an end date. This attribute itself indicates that the object Course is

used exclusively for time-dependent courses. Courses are created in such a way

that the sum of their individual capacities can satisfy the number of prebookings

made for the course type. The training administrator must consider a number of

other important aspects as well: the time frame in which the courses are offered,

the technical requirements at the course location and so on.




HR270 Lesson: Creating Courses and Curricula

For example, you can create classroom training courses with or without

resources. It is always possible to reserve resources for courses at a later date.

You usually work in the dynamic course menu when you want to create specificcourses (transaction LSO_PSV2). In the course hierarchy, you create courses for

course types by right-clicking the course type concerned.

On the data screen that then appears, you can enter data such as start and end date,

time schedule, location, capacity, and (internal and external) prices.

You do not specify location data for courses with the delivery method virtual

classroom training (you select the course type in the SAP Learning Solution).

Once a course has been created, bookings can be made for it both by learners in

the Learning Portal and by the training administrator.

Hint: Remember that the training administrator cannot create courseswith the delivery method WBT. E-Learning courses are generated when

these courses are booked in the Learning Portal.

If any of the other information fields are not self-explanatory, you can display the

online help for them or visit the specific Training and Event Management course

by SAP Education.

Curriculum

Features

• You create curricula by arranging courses in a specific sequence.

• The sequence is specified by the curriculum type.

• Possible course dates are automatically proposed to the training

administrator.

• You can propose multiple alternative courses for course types. These

can be integrated in a curriculum and offered for selection later.

• You book a curriculum in one step!

The curriculum type represents the basis for the blended learning concept. When

you create a curriculum, the important thing is to design a suitable training

package. This may involve specifying dates for classroom training courses.However, you might create two curricula parallel for the same time period to

enable “ classroom instruction” for a given course.





Figure 95: Creating a Curriculum

A curriculum is created on the basis of its curriculum type. The planned

time frame and language of the courses are important attributes that are often

overlooked. These attributes determine what courses are proposed for the course

types in the curriculum.

Hint: We recommend that you first create the courses for the

time-dependent course types. These can then be selected when a

curriculum is being created.

Once you have set up the general conditions surrounding the curriculum, the

actual curriculum can be created. You start with the course type paying attention

to the sequence (compare Creating a Curriculum Type). The course types appear

one after another in sequence at the top left. The corresponding courses for the

selected period are displayed for selection on the right.

Hint: Only courses that are scheduled after the last date of the previous course are offered, for example. This excludes the possibility of

inconsistencies with the sequence rules.

You select the required courses (press STRG/CTRL when selecting) and transfer

them to the curriculum. This is the trigger for the next course type to appear

in the top left.




HR270 Lesson: Creating Courses and Curricula

When you have edited all course types with and without sequence rules, you can

save the curriculum. You can only save the curriculum as active after all courses

have been entered in the curriculum for all course types in the curriculum type.

When you select several courses for a course type, multiple dates are offered as

alternatives and integrated in the curriculum. This is where the possible courses

for selection in the SAP Learning Portal are derived.

Figure 96: Book a Participant for a Curriculum (Back End)

The training administrator can book participants on a curriculum as for other

time-dependent course too in the dynamic participation menu in the back end. The

advantage of doing so is that when you book a curriculum, the individual courses

are booked at the same time. The administrator can select specific courses as

alternatives for individual participants.





Lesson Summary

You should now be able to:• Create courses with different delivery methods





HR270 Lesson: Day-To-Day Activities and Other Activities

Lesson: Day-To-Day Activities and Other Activities

Lesson Overview

You will learn about the various booking activities and possible follow-up

activities in Training Management. You will also receive a brief overview of

correspondence in SAP Training Management.

Lesson Objectives



Management

• Follow up on courses and describe the options for creating correspondencein SAP Training Management

Business Example

We will now examine a normal day in the business life of a training administrator:

the courses are planned and you now only have to organize the participants.

Day-To-Day Activities

The day-to-day activities in Training Management include all booking activities

performed in the back-end system of the SAP Learning Solution and follow-upactivities for completed courses.

• Prebooking participants for classroom training and curricula

• Booking participants for classroom training and curricula

• Rebooking participation in classroom training and curricula

• Canceling participation in classroom training and curricula

• Replacing participation in classroom training and curricula

Prebooking Participation

Prebookings are made when there are no suitable dates scheduled for a course a participant wants to take.

You can specify a preferred language, location, and time period for the required

course.

Prebooking data can be used to support short-term planning of courses and also

for yearly or half-yearly demand analyses if this is included in the company's

business processes.





Booking Participation

Learners make bookings for time- and location-dependent courses directly in the

Learning Portal.

Classroom training and curricula bookings can be made both in the Learning

Portal of the SAP Learning Solution and in Training Management.

• Persons

• Contact persons

• Applicants

• External persons

• Users

• Organizational units• Companies

• Customers

• Interested parties

The various participant types can be booked for courses individually or from a

list in a group booking.

You can set up Training Management to recognize and report whether prebookings

already exist when bookings are made.

You can generally check when booking participation whether there is a prebooking

list for the course type. These prebookings can be converted into bookings.When you book participation, you can specify a booking priority for the

participant. The priority indicates how urgent participation is.

Booking Priorities

0-9 Essential booking Default value is 9

10-89 Normal booking Default value is 50

90-99 Waiting-list booking Default value is 90

You can change the priorities during editing.

In the standard system, bookings made in the Learning Portal are assigned priority

of 51. The training administrator/coordinator can usually see immediately from

the priority value which bookings were made in the SAP Learning Portal and

which ones came from the back end.





Rebookings

You can change the date of a booking, when requested. The participant can be

rebooked for the same course type on a different date or for a completely different

course.

A prebooking check is performed here too.

Caution: Of course, you cannot rebook participants from the user-specific

Learning Portal.

Cancellations

You can cancel a booking if the participant requires it. You can also specify

a cancellation reason.

Caution: You cannot cancel participation from the Learning Portal.

Replacing Participants

If a participant is unable to attend a course on a given date, a replacement

participant can be found and booked instead. The cancellation of the original

participant and the new booking of the replacement is performed in one step.

A prebooking check is performed here too.

You cannot replace participants from the Learning Portal.





Correspondence in SAP Training Management

The various activities in Training Management can trigger output of accompanying

correspondence.

Hint: With the LSO 600 you have the option of using completely new

technology for the correspondence. This will be explained at the end of

the course.

• Numerous templates for notifications

– Participation confirmation

– Provisional confirmation of place

– Course cancellations – etc.

• Standard letter function

• Download into Microsoft® Word (RTF Format)

• Output via all standard media (fax, Internet mail, etc.)

• Workflow for errors in automatic correspondence

• Correspondence history

Whenever an activity in Training Management requires a notification, the

corresponding correspondence can be output automatically or manually.

Different forms of output media are possible: printer, Internet mail, telefax,onscreen, etc. With manual output, you also have the option of using Microsoft®

Word standard letter function and of downloading the notification into Microsoft®

Word.

Automatic correspondence is triggered by activities in the SAP Learning Solution

that you define as correspondence-relevant, such as booking participation.

An error workflow for automatic correspondence informs administrators of any

errors that might occur in output.

Notification output is documented in the Correspondence History function.

This enables you, for example, to report on what documents were output to a

participant in a given time period or whether a participant has already received a booking confirmation or not.

As mentioned above, templates are available for the various types of

training-related correspondence. These can be customized as required.





Recurring Activities

Figure 97: Recurring Activities - Overview

Recurring activities are all activities that can be carried out periodically. These

include firmly booking, canceling and following up courses, and creating

appraisals for courses and participants.Firmly book courses

You firmly book a course when you have decided that it should definitely take

place and you want to record all of the data stored for it.

When you firmly book a course, its status changes from planned to active.

The system proposes a definitive participant list. Depending on the

number of bookings, participants on the waiting list are moved up until the

optimum/maximum course capacity is reached.

You then have the option of swapping participants on the waiting list with

participants on the participant list.You can either create rebooking proposals for waiting list candidates or leave them

on the waiting list; (referred to as the rebooking list). The rebooking list can be

handled like a prebooking list.

You do not need to firmly book e-learning courses. They are created with firmly

booked status from the start.

Caution: Firmly booking a course is irrevocable, it cannot be undone.





Course cancellations

When a course is canceled, resources reserved for it are released. Participants

booked for the course can be rebooked for other courses. The system displays

suitable alternatives where available.

A delete flag is appended to the course.

Caution: Canceling a course is irrevocable, it cannot be undone.

Hint: You cannot cancel e-learning courses.

Following Up Courses

When a course has been held, you can flag it accordingly.

During follow-up processing, the qualification it imparts can be awarded to the

participants. You can also issue participation certificates within Correspondence.

You can also record the course data historically, which ultimately means changing

its status. You can set view options in the dynamic menus to hide courses that have

historical record flags and courses that have been completed.

Appraising Courses

Appraisals in the SAP Learning Solution

• Appraisals of participants and courses

• Anonymous appraisals

• Generating a 'to do' list (appraisal preparation)

• Multiple appraisal models per form of appraisal (course or participant

appraisal)

• Qualifications as appraisal criteria

• Transfer of qualifications as a result of appraisals (on completion of the

appraisal)

• Access to appraisals during follow-up processing

• Search for objects not yet appraised

The SAP Learning Solution uses the Management by Objectives component

(MbO) to enable appraisal functions.





Exercise 6: SAP Training Management:

New Options in the SAP Learning SolutionExercise Objectives


• List the functions of SAP Training Management

• Create course types with various delivery methods

• Create a blended learning concept

• Set up a curriculum

Business ExampleAs training administrator for your enterprise, you want to use the enhanced options

offered by SAP Training Management to integrate WBT courses in Training and

Event Management and offer employees a blended learning solution.

Hint: Make sure that you have configured the current plan version 01,

language English (or all languages), and a planning period of at least

January 1 of this year to the end of next year.

Task 1:

You want to use courses with various delivery methods when putting together anew curriculum in your Training Management system.

1. In the SAP Learning Solution master data catalog, create a course group

“SAPLS##” (long and short name) under the course group “HR270 core

group”. Enter as the general description “New Employee Orientation ##”.

The course group should not appear as a subject area in its own right in the

portal.

2. Create a course type “WS ##”(long text “Workshop ##”) under this course

group. Use the delivery method Classroom Training.

Description: This is an “introductory seminar” (Extended Course Text),

enter as a note “Use public transport to get here!”. As main schedule pattern“without pattern”, enter a duration of a 5-hour day. Optimum capacity is 15

participants, with a tolerance of ±5. The price is 1000 euros, or 2000 euros

for external participants.

3. Create another course type “WBT ##” (long and short text) under this course

group. Use the delivery method WBT. Enter “Getting Started with the

SAP System” (or another learning net specified by your instructor) as the

content of the learning net.






Description: enter an intuitive descriptive text for your WBT. Under

Completion Specifications, specify completion time of 10 ± 5 minutes and a

license period of 20 days.

4. In the dynamic course menu, create 2 course dates for the introductory

seminar “Workshop ##” (right-click/“without resources”) for December of

this year. Create them in firmly booked status. You specify the dates with

the start of the planning period, which you select as today. Select Berlin and

Zurich as course locations. Note that the dates should not occur after the

3rd of Advent.

Task 2:

Your company wants to be offer a blended learning solution for new employees in

the new Learning Portal. You are asked to make the administrative preparations.1. Create a curriculum type called “BL_Intro_##” under course group “HR270”

in the master data catalog.

As description/content, enter “Blended Learning Solution for New Hire

Orientation”. When you save, take the opportunity of creating the curriculum

elements at the same time. Your blended learning solution is made up

of the two course types you created. You will add to this the course

“Get_Together”, which already exists. The workshop should of course take

place before this final event. The WBT can be completed by participants any

time during the curriculum.

2. In the Course Menu, create a curriculum of the type “Blended_Int##” that isvalid from today until December 31 of this year.

Task 3:

Check your settings from the user's perspective in the Learning Portal and in

the Participation Menu.

1. Find the curriculum you created in the Learning Portal under “HR270”.

2. Make a booking for this curriculum for dates of your choice.

3. Check the training activities.

4. Start your WBT and browse through a few pages.

5. Check your participation data and your “learning progress” in the WBT in

the relevant menus in the back end.





Solution 6: SAP Training Management:

New Options in the SAP Learning SolutionTask 1:

You want to use courses with various delivery methods when putting together a

new curriculum in your Training Management system.

1. In the SAP Learning Solution master data catalog, create a course group

“SAPLS##” (long and short name) under the course group “HR270 core

group”. Enter as the general description “New Employee Orientation ##”.

The course group should not appear as a subject area in its own right in the

portal.

a) Working in the Master Data Catalog of the SAP Learning Solution

SAP Easy Access: Human Resources→ SAP Learning Solution→

Settings→ Current Settings→ Master Data Catalog

Note the settings under “Current Plan” at the top. Use the corresponding

icon to find course group HR270 or open the path SAP Courses -

HR - HR270 core group.

Right-click the course group HR270 core group, choose Create Level

Lower, Course Group. Before you save, enter a short text (such as

“Courses for New Employees” in tab page Description.

Hint: Deactivate the “subject area” option under Info Course

Group to prevent its display in the portal's navigation frame.

2. Create a course type “WS ##”(long text “Workshop ##”) under this course

group. Use the delivery method Classroom Training.

Description: This is an “introductory seminar” (Extended Course Text),

enter as a note “Use public transport to get here!”. As main schedule pattern

“without pattern”, enter a duration of a 5-hour day. Optimum capacity is 15

participants, with a tolerance of ±5. The price is 1000 euros, or 2000 euros

for external participants.

a) Right-click your course group, choose Create Level Lower.

Double-click incorporates course group and then Classroom Training.

Choose the different tab pages to make the required entries for the

course type. On the Main Schedule Model tab page, ensure to choose

the “Schedule without pattern” tab page.






3. Create another course type “WBT ##” (long and short text) under this course

group. Use the delivery method WBT. Enter “Getting Started with the

SAP System” (or another learning net specified by your instructor) as thecontent of the learning net.

Description: enter an intuitive descriptive text for your WBT. Under

Completion Specifications, specify completion time of 10 ± 5 minutes and a

license period of 20 days.

a) Proceed as for 6-1-2 and select Web-Based Training as the delivery

method. When you specify the name and code and press “Enter”, you

automatically branch to the required entry field for the content type

(learning net). You can select one using F4 possible entries help.

If you do not enter a price, the WBT remains free of charge.

4. In the dynamic course menu, create 2 course dates for the introductory

seminar “Workshop ##” (right-click/“without resources”) for December of

this year. Create them in firmly booked status. You specify the dates with

the start of the planning period, which you select as today. Select Berlin and

Zurich as course locations. Note that the dates should not occur after the

3rd of Advent.

a) SAP Easy Access: Human Resources→ SAP Learning Solution→

Courses→ Course Menu

Open your course group (double-click on SAPLS## and right-click

your workshop ##, then click “Create Without Resources”. Select a

start date in December of this year and enter “Berlin” under Location.You are offered a list of possible locations in Berlin for selection. Save.

Repeat the process for another date, with Zurich as the location.

Task 2:

Your company wants to be offer a blended learning solution for new employees in

the new Learning Portal. You are asked to make the administrative preparations.

1. Create a curriculum type called “BL_Intro_##” under course group “HR270”

in the master data catalog.

As description/content, enter “Blended Learning Solution for New Hire

Orientation”. When you save, take the opportunity of creating the curriculum

elements at the same time. Your blended learning solution is made up

of the two course types you created. You will add to this the course






“Get_Together”, which already exists. The workshop should of course take

place before this final event. The WBT can be completed by participants any

time during the curriculum.

a) Create a curriculum type

SAP Easy Access: Human Resources→ SAP Learning Solution→

Settings→ Current Settings→ Master Data Catalog

Right-click “HR270”, choose Create Level Lower, double-click

Curriculum Type and make the required entries. Choose Save. Choose

Create New in the dialog box that appears to query whether you want

to create curriculum elements. Click on the plus icon at the right of

“include sequence rules” frame. This takes you to the search menu

where you can first add the workshop and then the get-together seminar.

In the lower frame, add your WBT in the same way. Choose Save.

2. In the Course Menu, create a curriculum of the type “Blended_Int##” that is

valid from today until December 31 of this year.


Courses→ Course Menu

Right-click your curriculum type and choose “Create Curriculum”.

Select “today” as the start date and “English” as the language. In the

upper right frame, select the top workshop date, hold down the shift

key and select the last workshop so that both are highlighted. Choose

“Next” to assign both course dates to your curriculum. Do the same

with the next two courses as well. Choose Save.

Task 3:

Check your settings from the user's perspective in the Learning Portal and in

the Participation Menu.

1. Find the curriculum you created in the Learning Portal under “HR270”.

a) Connection between Portal, Participation Menu and Information Menu

(first steps as in exercises “Learning Portals” - see solutions)

Search for your curriculum in the Portal by clicking on “HR270” in the

navigation frame. Of course, you can also search for all curricula in theextended search function, and so on.

2. Make a booking for this curriculum for dates of your choice.

a) Book it via Date Selection, for example, the course scheduled for

Berlin.

3. Check the training activities.

a) In the Portal, choose Training Activities.






4. Start your WBT and browse through a few pages.

a) Start the WBT for your curriculum (assignment is visible in the portal).

You can skip the test with Complete.

Click “Continue” several times before you click “Complete”.

5. Check your participation data and your “learning progress” in the WBT in

the relevant menus in the back end.


Participation→ Participation Menu

Refresh your training activities in the Learning Portal before you

record your progress.

Open your curriculum and your courses in sequence in the participation

menu under Human Resources → SAP Learning Solution→

Participation. You will see your participation (your user from exercise

2 “Technical Essentials” appears as booked). Choose “Goto” in

the Information Menu, right-click your WBT, choose Participation

and execute the report “Participant List”. As administrator, you can

see in the back end how many minutes you spent on exercise step 4.

This figure should agree with the learning progress displayed in the

Learning Portal.





Lesson Summary

You should now be able to:• Book, prebook, replace, rebook, and cancel participation in Training

Management

• Follow up on courses and describe the options for creating correspondence

in SAP Training Management




Unit Summary HR270

Unit Summary




• Explain and maintain the various objects used in Training Management






Management

• Follow up on courses and describe the options for creating correspondencein SAP Training Management




Unit 7 Collaboration

Unit Overview

You will learn the basics of collaboration with SAP NetWeaver and its relevance

for the SAP Learning Solution – and particularly the SAP Learning Portal.

Unit Objectives


• Explain how the collaboration rooms in the SAP Enterprise Portal can be

and are important for the SAP Learning Solution

• List the collaboration options that SAP Netweaver could provide for the SAP

Learning Portal too.

• Explain how collaboration in the SAP Enterprise Portal is linked directly

with the SAP Learning Portal

• List the steps in SAP LS Training Management that can or need to be used

in order to link collaboration rooms directly with the courses offered in the

SAP Learning Portal.

• Set up a new collaboration room automatically when you configure a course,

making all the course participants members of the room

Unit Contents

Lesson: Collaboration in the SAP Learning Portal .........................190Lesson: Collaboration in SAP LS Training Management.. . . .. . . . .. . .. . . . .195

Exercise 7: Collaboration in the SAP Learning Solution ..............203


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Unit 7: Collaboration HR270

Lesson: Collaboration in the SAP Learning Portal

Lesson Overview

This lesson will teach you about the interesting benefits that arise from using the

modern collaboration features in the SAP Learning Portal.

Lesson Objectives








Business Example

You are a teletutor who wants to find out about the collaboration options in your

enterprise portal and how they can be used in the Learning Portal framework.

Motivation

Figure 98: The KM Platform as the Integration Basis for Collaboration




HR270 Lesson: Collaboration in the SAP Learning Portal

An important tool for overcoming a learner's isolation in e-learning scenarios is

the use of modern collaboration technology, such as e-mail and chat rooms, to

create something like a "virtual classroom". In the SAP LS, we recommend usingthe collaboration tools of the SAP Enterprise Portal for this purpose, and integrate

it directly in training management in the SAP Learning Solution. In the following,

the collaboration concept in SAP NetWeaver is introduced in general, before going

on to its specific implementation in the SAP Learning Solution.

Collaboration with SAP NetWeaver

Figure 99: Collaboration with SAP NetWeaver

As you can see in the above diagram, SAP NetWeaver collaboration consists of

several components. In addition to the usual discussion groups and file sharing

options, external products such as WebEx can also be used for synchronized

collaboration. The HR overview course "Introduction to the SAP Portal" provides

you with an initial impression.





Figure 100: Structure of Collaboration Rooms

The (collaboration) portal administrator decides whether and how the different

options – news board, membership lists, to-do lists with progress displays, and so

on – are available in these virtual collaboration rooms. The first step is usually

the creation of appropriate templates. The users are then assigned to the specific

collaboration room itself, given roles, and granted authorizations. The most

important roles are usually "room owner" and "room member".

Collaboration in the SAP Learning Portal

As mentioned above, collaboration rooms are particularly useful as virtual

classrooms for modern Blended Learning courses. The teletutor performs the

role of the room owner in this case, and supports the learning process by asking

specific follow-up questions and moderating the discussion groups.




HR270 Lesson: Collaboration in the SAP Learning Portal

Figure 101: Collaboration Rooms in the Training Activities Overview

To make sure learners can still keep track of their training activities, the SAP

Learning Portal makes it possible to navigate directly from the training activities

to the corresponding collaboration rooms. The links appear directly below the

respective courses.

Figure 102: A Collaboration Room in the Learning Portal

By clicking on this link you will see a selection of suitable collaboration rooms.

This supports the creation of a kind of "classroom" for exchanging useful

information between the participants.





Lesson Summary

You should now be able to:• Explain how the collaboration rooms in the SAP Enterprise Portal can be









HR270 Lesson: Collaboration in SAP LS Training Management

Lesson: Collaboration in SAP LS Training Management

Lesson Overview

In this lesson, you will learn about the steps required to use collaboration in

Training Management within the SAP Learning Solution.

Lesson Objectives





• Set up a new collaboration room automatically when you configure a course,making all the course participants members of the room

Business Example

You are the training administrator in your company and want to include modern

collaboration tools in your Blended Learning and integrate them in the Learning

Portal.

Concept and Functions

Figure 103: Learner and Collaboration Rooms in Training Administration

A training administrator has two basic options for linking a course to a

collaboration room. If the collaboration room already exists, you simply link it

to the course in question. Frequently, however, collaboration rooms need to be

created for specific courses. In this case, you can configure the settings to trigger a





new collaboration room automatically whenever a course is set up. To do so, a

template for the SAP Enterprise Portal has to be defined in Customizing for the

SAP Learning Solution.

Figure 104: Assigning Collaboration

In general, all object types in the SAP Learning Solution's master data catalog can

be equipped with collaboration options. In accordance with the structure of SAPHR, you do this using relationships too. You can maintain these relationships

directly in PP01, for example. The object types in the master data catalog are then

linked to the corresponding collaboration infotype, and are divided into 5045

Collaboration Room and 5046 Template for Collaboration Room. The respective

uses for each type should be obvious: The first is used to link with specific

collaboration rooms that already exist. The latter is used to define which type of

collaboration room will be used for a specific course.





Figure 105: Inheritance of Collaboration

The crux of relationships with specific object types is that they are inherited to

all other object types that appear in lower levels of the hierarchy. If you create a

relationship between a collaboration room and the Business English course group,

all the participants on the assigned courses “Business English for Beginners”,

“Business English Advanced Level” and “Business English for Distant Learners

(WBT)” would be assigned to this collaboration room by default, for example.

This could be a practical way of reaching the “critical mass” of participants to

keep the room exciting and up to date.

Figure 106: Involved Training Administration Processes





For the training administrator, the direct link to courses (and course types) also

link similar activities for participant management of collaboration rooms, as it

would do for classroom training. The list of activities in the above diagram istherefore identical to the processes introduced in the “Training Management” unit.

Figure 107: Infotype 5045 User Interface

For infotype 5045 specifically, this means the following functions are listed:

• Assign an existing room

• Create a new room

• Create a where-used list for the room

• Manage the attributes of the room (such as viewing options)

• Specify procedure instructions for typical Training Management processes

(bookings, cancellations)





Figure 108: Infotype 5046: Collaboration Room Template

A collaboration room template includes all the information that is required to

create a collaboration room. The purpose of this infotype is to enable collaboration

for ETs that have not yet been created. When the ET is created, the system creates

an infotype 5045 for this ID with its own ID.

Maintaining the Collaboration Room Infotype

Figure 109: Assignment of a Collaboration Room

When a course is assigned to a specific room, the familiar F4 help is available.

Although this is not readily apparent to the training administrator, this involves

accessing the connected SAP Portal to retrieve the current list.





Figure 110: Creating a Collaboration Room

When a new collaboration room is created, the template is selected first from

Customizing. The necessary attributes are then maintained before the actual room

is created in the portal (system).

Figure 111: Procedure Instructions

As you can see in the above diagram, the settings for the procedure instructions

are largely intuitive:

Display





You can control the display of the collaboration room assigned to a course in the

Learning Portal. The following display options apply:

Display in portal: If there are no participants booked for a course, you specify in

Customizing (IMG activity: Maintain Default Values) whether the collaboration

room assigned should be displayed in the Learning Portal or not.

If there are participants booked for a course, all the collaboration rooms assigned

to it are always displayed in the Learning Portal.

Use exclusively: The collaboration room may only be used by this course in the

Learning Portal. This enables you to protect a collaboration room from being used

by other courses. If you flag a collaboration room for exclusive use, it is not

offered for selection in the room search. You cannot use the exclusive room ID

to create a new room.

Sorting priority: With the sorting priority you specify the position of the

collaboration room in the list of available collaboration rooms.

Post

Book participation: You specify whether a learner is automatically registered as

participant of the collaboration room when he or she is booked for a course. If

learners are automatically included as collaboration room members on booking,

the learner is registered as a member from the booking date.

You must also assign a role profile and specify which roles the participant

should be given in the collaboration room. The participant is registered in the

collaboration room with the roles entered in the role profile.

You can specify if a participant should be informed by e-mail when he or she is

registered as a new member of a collaboration room.

Do not book participation: You specify that when a learner is booked for a

course, he or she is not automatically registered as a member of the collaboration

room. You can change the collaboration room participation later for a participant

from the dynamic participation menu or using the Participant List report

(RHTEILNO_LSO).

Cancel Participation/Course

You specify the system reactions when a course or course participation is canceled.

You can choose from the following options:

Leave participation unchanged: You can leave collaboration room participation

unchanged when a booking or a course is canceled. No change should be made,

in other words, the collaboration room is retained and the participant retains the

role assigned in the collaboration room.

Delete participation in a collaboration room: When a participant cancels a

course, you can delete the associated collaboration room membership and/or the

collaboration room itself. This means that participation in a collaboration room is





deleted when a course booking is canceled. When the course itself is canceled, the

associated collaboration room is deleted if it is not being used by other objects.

All room memberships are also deleted.

Change role: You can retain collaboration room participation when a booking or a

course is canceled but delete the role assignments and the role profile.

Follow Up Participation/Course

You specify system reactions when a course or a participation record is followed

up. The options here are largely the same as for canceling a course.





Exercise 7: Collaboration in the SAP

Learning SolutionExercise Objectives


• Use the operations for collaboration in the SAP Portal

• Create a link between a course in the SAP back end and a collaboration in

the SAP (Learning) Portal

Business Example

You are a potential teletutor at your company and want to find out about theoptions for collaboration available within the SAP Learning Solution.

Task 1:

Use the collaboration tools in the portal. Go to the “Collaboration” tab in your

Learning Portal. Use the synchronous and asynchronous communication options

there.

1. Open the appropriate collaboration room.

2. Check the tasks. Is there a task that has already been completed? Have tasks

been assigned specifically to you? If so, what are these tasks?

3. Read a FAQ. Make a new FAQ available to the other participants. To do this,

use an Internet link, such as one to the homepage of your company.

4. Post a message in the discussion forum for HR270.

5. In the HR270 folder, open a Success Story for the Learning Solution that

has been stored here.

Task 2:

You want to add a collaboration room to the blended learning course you just

created.

1. Create a collaboration room called Training in the back end system for thecurriculum you just created.

Choose the SAP standard template and set your portal user to “room

administrator”. Keep the other settings and enter the name “Virtual

Classroom” for the room.






Task 3:

You are a teletutor who uses several different communication tools.

1. Log on to the portal again and open “your” room

2. Invite another course participant (your number + 1, for example) to become

a member of your room.

3. Create a subfolder “HR270”.

4. Copy a file of your choice from your desktop (simply create a Word or

PowerPoint document and save it there) to the folder and add a personal

remark.





Solution 7: Collaboration in the SAP

Learning SolutionTask 1:

Use the collaboration tools in the portal. Go to the “Collaboration” tab in your

Learning Portal. Use the synchronous and asynchronous communication options

there.

1. Open the appropriate collaboration room.

a) Click the “Collaboration” tab next to your “Learner” tab and then click

the link “HR270-EN”. The collaboration room is opened. Use the

navigation bar to the left to navigate your way through the various

components.

2. Check the tasks. Is there a task that has already been completed? Have tasks

been assigned specifically to you? If so, what are these tasks?

a) Use the “next page” icon under the task overview to find a teletutor

task that has been 100% completed.

Click on the “Assigned Tasks” tab page. There you can see a task that

has been assigned to you personally. Click on the link for details. It

will come as no surprise that this task is linked to the task you have to

solve in HR270 at the moment.

3. Read a FAQ. Make a new FAQ available to the other participants. To do this,use an Internet link, such as one to the homepage of your company.

a) Under “Room News”, click on one of the messages and then click on

“New Frequently Asked Questions” at the top. Use the fields provided

in the new window and then click on the “Save” button at the bottom

left when you have finished. Check the result under Room News.

4. Post a message in the discussion forum for HR270.

a) Click “Discussion” in the left navigation frame. Then click on the topic

HR270 Target Group and further in the discussion, if necessary. “New

Post”. Edit your post and click Save to submit it.

5. In the HR270 folder, open a Success Story for the Learning Solution thathas been stored here.

a) Click on “Documents” in the left navigation frame. Click on the folder

“HR270” and then on one of the two documents.






Task 2:

You want to add a collaboration room to the blended learning course you just

created.

1. Create a collaboration room called Training in the back end system for the

curriculum you just created.

Choose the SAP standard template and set your portal user to “room

administrator”. Keep the other settings and enter the name “Virtual

Classroom” for the room.

a) Open the course menu under your folder, SAPLS##. Choose the

training workshop## on which you have booked yourself. Right mouse

click on this course (not the coursetype, even though this would be

possible) and then Display. In the dialog box that appears, choose

curriculum instead of elements. Click on the pencil icon to switch to

change mode.

Under Overview, select the “Collaboration Room” infotype (scroll to

the bottom of the list) and click Create. In the next screen, click on

“Create Room”. With F4, choose “00000002” as the template profile

and enter owner HR270-## with role Administrator.

Enter “Virtual Classroom” as the description and confirm.

Leave the other settings the way they are.

Save your entries.

Task 3:

You are a teletutor who uses several different communication tools.

1. Log on to the portal again and open “your” room

a) You can click the collaboration tab of the SAP Portal directly and open

your room in the Overview.

2. Invite another course participant (your number + 1, for example) to become

a member of your room.

a) Click Member Administration. Enter HR270 in the search field and

click “Find”. Select a user of your choice (HR270-(##+1)) and click

the “>” icon. Choose “OK” to confirm.

b) Assign role “Member” to the new room member by setting the field

in the appropriate column. Save your entries.






3. Create a subfolder “HR270”.

a) Click Documents and Links in the left navigation frame.

b) Click the “context menu” next to “Documents ” → New→ Folder.

c) Enter HR270 as the name and a description of your choice. Then

“save” your entries.

4. Copy a file of your choice from your desktop (simply create a Word or

PowerPoint document and save it there) to the folder and add a personal

remark.

a) Click the link to your folder HR270 (created above).

b) Click the “context menu” next to “HR270 ” → New→ Upload.

c) Click “Browse” to select your file.

d) Enter a name and a comment, then click “Upload” to confirm.





Lesson Summary

You should now be able to:• List the steps in SAP LS Training Management that can or need to be used








HR270 Unit Summary

Unit Summary
















Unit Summary HR270




Unit 8 SAP LS Authoring Environment –

Basics

Unit Overview

You will receive an overview of the basics of content creation, as well as thecomponents of the Authoring Environment in the SAP Learning Solution.

You will learn about the various options available for configuring the SAP LS


Unit Objectives


• Name the benefits and most important properties of SCORM

• Explain how the SAP-specific attributes relate to the various learning

strategies

• Describe the main components of the Authoring Environment in the SAP

Learning Solution

• Describe the structure of the user interface for the SAP Authoring

Environment

• Sketch the basic layout of the learning structure

• Edit learning nets in the user interface for the SAP Authoring Environment

by drag&drop and other methods

• Name the tasks of the most important fields of the dialog area

• Carry out the general, online, and relationship configuration

• Configure the repository and Content Player settings

Unit Contents

Lesson: Creating Content with the SAP Authoring Environment –Basics............................................................................. 213

Lesson: Structure of the Authoring Environment ...........................223Lesson: User Interface for the SAP Authoring Environment .. . . . .. . .. . . . .228

Lesson: Configuration. .... ... .... ... .... ... .... ... .... .... .... ... .... .... .... ..235

Procedure: Specify Associations for Editing .. .. .. .. .. .. .. .. .. .. .. .. .. .. 241Procedure: Specify Associations for Displaying Data .................244


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Unit 8: SAP LS Authoring Environment – Basics HR270

Exercise 8: First Steps in the SAP Authoring Environment. . .. . .. . . . .249




HR270 Lesson: Creating Content with the SAP Authoring Environment – Basics

Lesson: Creating Content with the SAP Authoring

Environment – Basics

Lesson Overview

In this section, you will learn the theoretical foundations of structuring Web

Based Training. You need to understand the theory in order to work with the

SAP Authoring Environment. This involves SCORM as the general, recognized

standard for learning software, as well as the specific foundations for the

application of learning strategies.

Lesson Objectives




strategies

Business Example

You are a content author. Before you begin implementing the actual objects, you

want to find out which standards you need to follow and how you can cater to the

varied, individual learning strategies of your target audience.

SCORM and the SAP Learning Solution

Figure 112: Requirements of Content





Modern electronic learning material has to meet several specific requirements

independently of the SAP Learning Solution. The motivation is clear: If this

content is to be deployable in different Learning Management Systems, or if certain contents and modules are to be implemented in other networks, then

content providers and LMS vendors have to agree on a common standard.

Several past initiatives have contributed to the current situation; we will only

discuss them briefly here:

• AICC - www.aicc.org: Although the CBT committee was originally founded

by the aviation sector to standardize training material for airplane builders

and customers, its standard framework can be used by a wide range of

industries.

• IMS - www.imsproject.org: IMS Global Learning Consortium, Inc. (IMS)

supports and develops open specifications, for example, for metadata or guidelines for tests. These specifications are intended to support typical

learning activities such as localization and use of learning content, tracking

and reporting learning progress, and data exchange between different

administrative systems. IMS has two key goals:

1. Defining the technical specifications for interoperability of applications

and services in a distributed learning framework

2. Establishing IMS specifications in products and services around the

world

IMS strives to promote widespread acceptance of its specifications and

permit collaboration between a number of authors, even in distributedlearning environments with different content. IMS is a global association that

counts educational institutions, commercial entities, and public organizations

amongst its members. IMS metadata was recently integrated in the IEEE

and ISO standardization processes.

• SCORM - www.adlnet.org: The Sharable Content Object Reference

Model (SCORM) builds on the work of AICC, IMS, and others to create

a standardized "content model". These specifications enable the reuse of

WBT content, even when multiple learning environments and products are

involved. SCORM currently consists of three main sections: eXtensible

Markup Language (XML)-based specifications to represent the course

structures (enabling courses to be moved from one server to another), aset of specifications for the runtime environment – including an API and a

content-LMS data model – and a specification for recording metadata for

courses, content, and pure media elements.





Figure 113: SCORM Course Structure Model

The SAP Learning Solution is SCORM compliant. How does SCORM

subdivide learning content to make it "universally" usable and recognizable? The

starting point is media data in its raw form – for example, an HTML page with

two images and a link to a Shockwave animation. This data – called "assets" –

is grouped together to form self-contained learning units that cannot contain any

links to other assets outside the specific Sharable Content Object (SCO). SCOs

form the smallest exchangable unit of the electronic learning objects. They can begrouped together to form blocks for better structuring, These blocks could then be

used as units of a complete WBT (content).





Figure 114: Comparison of Structures – SAP LS and SCORM

The subdivisions in the above diagram exist in similar form in the Authoring

Environment of the SAP Learning Solution. You may have noticed that the

SAP Learning Solution makes it possible to insert an additional level between

assets and SCOs. In addition to improved structuring for the content authors,

this option makes it possible to offer learning content that adapts to the users'

learning strategies.

Learning Strategies

Learners do not all learn the same way – or at least, not in the way that would

be the most effective for them. Some learners work better with exercises, for

example, while others can relate better to examples. Compared to conventional

learning methods, e-learning has the advantage of adaptivity, so that content can

be presented in a way that suits a learner's individual preferences.





Figure 115: Learning Strategies

The SAP Learning Solution has a special feature here, the result of the L3

research project. (The L³ project “Lifelong Learning as a Basic Requirement”

ran from 01.01.1999 to 12.31.2002 under the leadership of the Campus-Based

Engineering Center (CEC) Karlsruhe, SAP AG's European research center. (A

total of approximately EUR 20.5 million was invested in the L³ project.) Learning

elements can be defined or linked with specific metadata in the SAP LS AuthoringEnvironment. The SAP LS Content Player then selects the available learning units

based on this metadata, and presents them to learners in a selection and sequence

that corresponds in the best possible way with their individual learning strategies.

Generally, learners work through the individual learning objects of a WBT in a

specific sequence, by clicking the “Continue” button.





Figure 116: Static Learning Path

Of course, content authors in the SAP Learning Solution can also specify

relationships ("appears in") to determine specific sequences, so that these

correspond to the typically linear learning path.

Figure 117: Dynamic Learning Paths

Content authors can also provide (the Content Player) a certain amount of leeway

with other relationships and attributes, so that the presentation can be adapted to

the individual learner's needs.





This feature – composing learning paths dynamically according to the attributes

of the instructional elements – sets the SAP Learning Solution apart from the

competition. This future-oriented option will play an increasingly important rolewhen an increasing amount of potentially alternative learning content becomes

available.

Although this goes largely unnoticed by the learner, a learning strategy actually

consists of two strategies: micro strategy and macro strategy. Accordingly, the

structures of the learning contents are differentiated by micro structures and

macro structures.

Figure 118: Macro Strategy

The macro structure of a learning net is described by the relationships between

the individual learning objects that comprise it. These relationships are defined by

the content author in the SAP LS Authoring Environment. Most of them are listed

in the diagram above. The two major macro strategies:

• Deductive (top down)

• Inductive (bottom up)





Figure 119: Micro Strategy

While the macro strategy determines the selection and sequence of the learning

objects, the micro strategy decides which instructional elements are presented to

the learner, as well as their sequence within the individual learning objects.

Figure 120: Preferences Do Not Imply Excluding Other Types...

If a learner prefers an "example-oriented" learning strategy, for example, this does

not mean that the learner only sees examples. Instead, the selection and sequence

of the instructional elements within the learning objects focus on example-oriented

objects.

The Content Player makes these decisions based on the knowledge types that the

author has assigned to the individual instructional elements.





Figure 121: Dynamic Learning Path Determination

The crux is therefore the Content Player algorithm, which adapts the content

presentation to the learner's selected learning strategy based on the relationships

between the learning objects and knowledge types in the instructional elements.





Lesson Summary

You should now be able to:• Name the benefits and most important properties of SCORM


strategies




HR270 Lesson: Structure of the Authoring Environment

Lesson: Structure of the Authoring Environment

Lesson Overview

You will receive an initial overview of the Authoring Environment in the SAP

Learning Solution – in particular, of its different components and features.

Lesson Objectives



Learning Solution

Business Example

You are in charge of a pilot project in your training department and want to find

out about software for converting your content into a WBT that can be played in a

SCORM-compliant Learning Management System. In the process, you also want

to take a look at the big picture and examine other options for didactic design.

The Authoring Environment

Figure 122: The Authoring Environment in the Architecture of the SAP LS

The Authoring Environment combines several powerful tools that authors can use

to structure, edit, and test course content.





The following components support authors with the structuring of XML-based

content:

• Structure Editor to structure course content and tests

• Test Editor to edit tests and support the issuing of certificates

• Integrated, locally installed Content Player to test the contents

• Repository Explorer to communicate between the individual authors' local

repositories and the “master repository”, which contains the objects that all

authors can use for their learning objects

In addition, external authoring tools for editing the content of the electronic

training material can be integrated seamlessly.

Features of the SAP Authoring EnvironmentThe Authoring Environment component of the SAP Learning Solution supports

you in the following processes:

• You can format and structure new learning content.

• You can integrate learning content from external providers.

• When you develop learning materials, you are given methodical support

in the form of appropriate templates (knowledge categories) and default

relationships to help structure the learning content.

• You can create learning objects compliant with the internationally recognized

SCORM standard Web-based learning content model.

• You can reuse learning objects independently of one another, that is, switch

between xml-based authoring tools and edit them, since learning objects are

self-contained units according to SCORM.

• You can provide learners with learning content for which learning paths are

dynamically generated (Content Player).

• You can import SCORM-compliant courses. These courses are executable

and can be edited, for example, by specifying relationships and attributes

for using learning strategies.





Technical Essentials of the Authoring Environment

Figure 123: The Architecture of the Authoring Environment

The Authoring Environment is a Java application. It can be used locally on a PC

offline or online with direct data exchange with the Publisher Database in SAP R/3

and the central content repository [Content Management or Web DAV Server].

In the authoring process of creating courses, the author first creates content and

stores it in files in a local repository. The local repository of the Authoring

Environment must be configured accordingly.

The learning nets, learning objects, and instructional elements contain a metadatafile containing such details as status, author, GUID, and creation date. Courses

can be changed locally until they are checked into the master repository. Check-in

requires an online connection to the Content Management System or WebDAV

Server [HTTP].

When content is released for reuse, an entry is made in the Publisher Database

in SAP R/3 by means of an RFC. The user interface for the master repository is

provided by the Repository Explorer.

A WebDAV-compliant CMS, such as the Content Management System in the SAP

Portal, is required to store and manage content. Content Management also stores

data on the multiple attributes of the content files, which can be used to search for

content [TREX].

Learning objectives catalog

Learning objects can be linked with learning objectives, so the learning objective

can be considered achieved when the learner has processed the corresponding

objects. From a technical perspective, this means a learner does not have to

achieve the same, redundant learning objectives in different learning nets when

the objects are assigned to the same learning objective in a centralized catalog.





To create and maintain these relationships, the Authoring Environment regularly

synchronizes the learning objectives catalog with the central learning objectives

catalog. In the opposite direction, new, locally defined learning objectives areadded to the central catalog, where they are available to other authors.





Lesson Summary

You should now be able to:• Describe the main components of the Authoring Environment in the SAP

Learning Solution





Lesson: User Interface for the SAP Authoring

Environment

Lesson Overview

You will be given an introduction to the user interface for the SAP Authoring

Environment.

Lesson Objectives



Environment• Sketch the basic layout of the learning structure




Business Example

You are a course author/instructional designer responsible for creating e-learning

units that can be put together to form courses. To do this, you are now acquainting

yourself with the necessary software.




HR270 Lesson: User Interface for the SAP Authoring Environment

User Interface: Structure

Figure 124: The Authoring Environment Interface

The screen layout of the Authoring Environment is composed of the following

areas:

• Learning Net Overview

• Workspace

• Dialog Area

• Message Display

• Learning Strategy Preview

• Status Line





Learning Net Overview

Figure 125: Learning Net Overview

In the learning net overview, you can create learning nets, learning objects, and

instructional elements. These units are displayed in the sequence in which they

were created. A reference file is automatically created for each learning net and

learning object. Units of the same kind are displayed on the same level.

The connections between learning objects and instructional elements arerepresented by relationships.

Caution: No hierarchies are displayed. The tree structure in the learning

net overview does not reflect the course structure.

Learning net references, learning object references, and instructional elements

are color coded.

Figure 126: Color Coding in the Learning Net Overview





The buttons on the right side of the learning net overview enable you to move the

references around within a learning net and the instructional elements within

a learning object.

Hint: This is not a copy function.

You are simply changing the sequence of references and instructional elements.

This sequence is displayed in the Content Player as well if you do not create any

other relationships between the units.

If you do create relationships, the instructional elements in Content Player are

displayed according to the relationships and the sequence in the learning net

overview is ignored.

You can also move references and instructional elements using the Drag&Dropfunction.

Workspace

Figure 127: Workspace

The workspace (or work area) offers an alternative way of creating andediting learning nets, learning objects, and instructional elements and their

interrelationships in a graphical layout.

Above the workspace, there is a type of tab page system.

Color-coded tab pages are generated for each learning net and learning object. The

indicators correspond to those in the learning net overview (see graphic above).





Dialog Area

Figure 128: Dialog Area

In the dialog area, you edit learning nets, learning references, learning objects,

learning object references, and instructional elements, and store all of the relevant

data for them. Labelling renders the majority of fields self-explanatory.

Figure 129: Specifying LOM File for Learning Net

In addition, you can specify LOM files with metadata for learning nets, learning

references, learning objects, learning object references, and instructional elementson the “Extended” tab page. A typical example is the anticipated learning time for

a learning object. You can calculate the anticipated overall processing time for

learning nets from the total for the subordinate elements.





Message Display and Status Bar

Figure 130: Message Display and Status Bar

The “Message Display” area contains information messages, warnings, and

errors, as well as messages from the Repository Explorer about learning nets,

learning objects, their references, and instructional elements.

For each message, the display includes the message content (“short description”)

and the learning unit (“resource”) to which the message refers [for example,

learning net, learning object, or instructional element].

Hint: If you double-click the message, you can access the object to which

it refers in the learning net overview and edit it directly.

The status bar tells you the current status of the most important components of

the SAP Authoring Environment at a glance.

The status bar is divided into three parts. It displays the following status messages:

• Content Player

The system indicates whether the Content Player is running or has stopped.

• Learning Objectives Catalog

The system indicates whether the learning objectives catalog has been

synchronized or not [for example, if a learning objective was created offline].

• Online/Offline

The system indicates whether you are working online or offline.





Lesson Summary

You should now be able to:• Describe the structure of the user interface for the SAP Authoring

Environment








HR270 Lesson: Configuration

Lesson: Configuration

Lesson Overview

You will learn how to configure the Authoring Environment from the configuration

menu.

Lesson Objectives




Business Example


units that can be put together to form courses. Since authors use different tools

when creating content, they must be able to configure the Authoring Environment

to suit their individual needs.

You need to know how to configure your locally installed Authoring Environment

to best suit your working requirements.

Configuration of Working Environment

Figure 131: Configuration of the Authoring Environment





You generally configure the Authoring Environment the first time you start it. You

can make system settings under the following headings:

• General

• Online

• Relationships

• Repository

• Content Player

In the Authoring Environment, choose Tools→ Configuration.

General

Graphical Display

The options available for the “graphical display in the workspace” are:“grid”,

“directed” and “compact”.

Figure 132: Graphical Display

Hint: Where possible, you should use the display option “directed”

since this layout algorithm attempts to retain the arrow directions of therelationships.

Bear in mind that this display option requires more space than the

“compact” option.

You must restart the learning net for the changed display options to take effect.





Look and Feel

The options available for the look and feel of the interface are: “CDE / Motif”,

“Frog”, “Metal”, and “Windows”. This decision depends entirely on the author's

personal preferences. There are no functional differences between the different

skins.

Figure 133: Interface Layout 1

Figure 134: Interface Layout 2

You also have to restart the learning net for your changes to take effect.





The following indicators are set by default:

• Show Relationship Names

The relationship names are displayed beside the arrows in the graphical

workspace.

• Activate Graphics on Opening

The system branches directly to a referenced learning net on opening.

• Use Wizard for Creating New Instructional Elements

Deselect this indicator only if you do not want to use the wizard when

creating instructional elements without templates.

Message Types DisplayedUnder “Message Types Displayed”, you can display “information” and “warning

messages”. Deselect the indicator to hide some message types.

In the message display, you must then choose “Refresh” to delete the messages

from the display. Only error messages are displayed from then on.

To display all message types, select the relevant indicator.

Refresh Graphic Automatically if...

Under “Refresh Graphic Automatically if...” there are several options for

displaying objects in the graphical workspace.

Figure 135: “Refresh Graphic Automatically if:” in Configuration

The more automatic refresh options you select, the more up-to-date the graphic

will be. The fewer actions you select, the more coherent the display.

Show Hidden Dialogs

You can suppress various messages by selecting the indicator “Do not display this

message again” in the Message dialog box. No further messages are displayed

about this object. To reactivate the display, select the indicator Show Hidden

Dialogs.





Accordingly, this indicator enables you to reactivate the display of messages that

have been hidden. Example:

Save the learning net MS Outlook . The message output is: The following learning

net/object was saved: MS Outlook.

Online

Figure 136: “Online” in the Authoring Environment

Start Online

If you select the indicator “Start Online”, when the Authoring Environment is

launched, a connection is automatically set up to the SAP back end system and

the master repository.

Automatically Synchronize Objectives Catalog

If you select the “Automatically Synchronize Objectives Catalog” indicator, the

learning objectives catalog is synchronized automatically when the connection

to the SAP back end system is set up using File→ Offline or in the Repository

Explorer using “Connect”.

Caution: Bear in mind that this process may take some time to complete.





Associations

Figure 137: Associations

Here you specify associations to be used for editing and displaying content files

and source files.

To keep the familiar system associations as default value, set the “Use System

Associations for Non-Associated Extensions” indicator.

If this indicator is selected, the system associations that are stored by the system as

file extensions for programs are applied.





Specify Associations for Editing

1. Use

You use this function to specify what system associations you want to use for

editing media objects.

1. Choose Tools→ Configuration→ Associations. The Configuration

dialog box appears.

In the top half of the dialog box, you make settings relating to associations

used for editing files.

2. Choose “New”.

The “Create New Association” dialog box appears.






Figure 138: Create New Association for Editing Data

• Enter a name of your choice.• Select one of the options:

– Use system associations at startup / start using system

associations

Select this option if you want to use the application registered in

the Windows Explorer for this file extension.

– Application

Select this option if you want to specify an application yourself.

• Choose Find Application to invoke a search for the root file of the

application. Then choose Select .

• Enter the file extension in the Extension field and choose Add .

• Set the This editor can be used to create tests indicator if the application

is suitable for creating tests.

• The indicator This editor can be used to create instructional elements is

set by default. If necessary, deselect it.

• This editor has a different source and read-only format

Select this indicator if the application offers different formats for

editing and displaying files.

If you select MS Word as the application, the source format .docand the display format .html are available.

• Select one of the options:

– Create empty file if no file exists

Select this indicator if you want a new empty file automatically

created at editor startup if no file already exists.

– Copy of file

Select this option if you want to use a specific template for the

files [via Find File].

• Choose OK .

3. You return to the Configuration dialog box.

4. Choose OK .

5. Repeat this procedure until you have specified all the system associations

you require.

Result






You have specified the system associations for editing tests and media

objects.





Specify Associations for Displaying Data

1. Use

You use this function to specify what system associations you want to use

for displaying media objects.

2. Choose Tools→ Configuration→ Associations. The Configuration

dialog box appears. In the top half of the dialog box, you make settings

relating to associations used for displaying files.

2. Choose New.

The Create New Association dialog box appears.






Figure 139: Create New Association for Displaying Data

• Enter a name of your choice.

• Select one of the options:

– Use system associations at startup

Select this option if you want to use the application registered in

the Windows Explorer for this file extension.

– Application

Select this option if you want to specify an application yourself.

• Choose Find Application to invoke a search for the root file of the

application. Then choose Select .

• Enter the file extension in the Extension field and choose Add .

• Select the option Access Files via Content Player if you want content to

be loaded from the Content Player rather than from the file system.

• Choose OK.

3. The Configuration dialog box appears.

4. Choose OK .

5. Repeat this procedure until you have specified all the system associations

you require.

Result

You have specified the system associations for displaying media objects.

Repository

On the tab page “Repository”, you can configure the local repository, the master

repository, and the search engine.





Figure 140: Repositories

• Local Repository

The local repository is the directory structure on your local hard drive or on a

server where all locally created objects (learning nets, learning objects and

instructional elements) are stored. If necessary, you can select a different

“root folder” for the local repository. Note that no objects may be open in the

Authoring Environment at this point.

• Master Repository

The master repository is the central storage location for all of the learning

nets, learning objects and media objects accessible to authors. The Server

URL of the master repository is displayed. This parameter is set in

Customizing for the SAP Learning Solution HR Extension Set .

• Search Engine

Use of a search engine is optional. Using a search engine enables you to

search for objects you have created and stored in the master repository. (SAP

Search Engine: TREX – Text Retrieval and Information Extraction).

The following parameters are required for installation of the search engine:

– Server URL of the HTTP Server where the search engine is located

– Name of the search index that is exclusively available to the SAP

Learning Solution

– URL prefix for communication between the Content ManagementSystem and the master repository

These parameter are also set in Customizing for the SAP Learning

Solution HR Extension Set .

• Use Proxy for HTTP Connections

Here you specify the Server URL for the proxy server you use to access the

master repository if this is located before a firewall.





Content Player

Figure 141: Content Player

The Content Player in the SAP Learning Solution is the tool used for playing

time-independent courses, such as Web-based Training [WBT].

Auto Start Content Player at Editor Startup

The indicator “Auto Start Content Player at Editor Startup” is set by default.

As a result, the Content Player is automatically started when the Authoring

Environment is started.

Strategy Selection: Macro Strategy and Micro Strategy

The “macro strategy” and “micro strategy” you set here are applied when the

Content Player plays a learning net or learning object. The micro strategies

offered for selection depend on the macro strategy you select. Your selection

here basically corresponds to the setting made by the user for his or her learning

account in the Learning Portal.

Show Strategy Selection at Browser Start

The indicator “Display Strategy Selection at Browser Start” is set by default.

When you launch the Content Player , the predefined learning strategy selection is

displayed in a dialog box. You can change it here if necessary.Use Knowledge Type for Instructional Element Display

You select the indicator “Use Knowledge Type for Instructional Element Display”

if you want the Content Player to show the knowledge type of an instructional

element instead of its name in the table of contents.





Exercise 8: First Steps in the SAP

Authoring EnvironmentExercise Objectives


• Unpack a learning net in the local repository and trace the learning strategies

based on knowledge types

Business Example

You are a content author and want to take your first steps in the SAP Authoring

Environment, using a sample course.

Task 1:

This exercise covers the first steps for working with the SAP Authoring

Environment. Work through the following steps sequentially.

Hint: You carry out this exercise in your locally installed SAP Authoring

Environment (Start → Programs→ SAP Learning Solution→ Authoring

Tool ) in the ERP2005 back end of the IDES Training System, “Learning

Solution Back End” and in the IDES Learning Portal. “##” stands for your

user number in the exercises. The logon data for the Learning Portal and

the SAP ERP2005 back end are the same as in the previous exercises.

Caution: Be sure to initialize the system before you launch the actual

Authoring Environment under Windows. The initialization path is

practically the same as the one for the Authoring Environment. Follow

the instructions there. This initialization is only required for SAP course

HR270.

1. Start the Authoring Environment and enter the path to the local repository

named during initialization.

Hint: It may take a few minutes for it to start up.

2. Unpack package HR270_1 as a group of learning nets into a new folder,

“Teams”.

3. Open the learning net (the course) that you just unpacked (introduction).






4. Compare the data displayed in the learning net overview with the data in

your work area. What differences are there?

5. Open both learning objects

6. Change the subjects of the learning objects in the dialog area as desired (to

correspond to the names of the references).

7. Save all learning objects.

8. Open learning object “Teams”.

9. Compare the different instructional elements with one another from the point

of view of the knowledge types assigned.

10. Define instructional element “Welcome” as the “Start Node for Layout of

Graphical Display or Top Item ...” (“Extended” tab in the dialog area for

the element).

11. Choose “Refresh Graphic” and check the result.

Task 2:

Relationships and knowledge types. The use of relationships and knowledge types

influences the sequence in which instructional elements and learning objects in a

learning net are played in the Content Player.

1. Play the learning net in the Content Player. Select the strategy for playing

the learning net.

Macro strategy: Inductive

Micro strategy: Example-oriented

2. Navigate through the course using “Continue” and “Back”. Pay attention to

how you navigate through the course.

3. Exit the learning net and the Content Player by choosing “Log Off”

4. Start the Content Player again.

This time, select the strategy:


Micro strategy: Task-oriented

5. What difference do you notice from the micro strategy example you selected

previously?

6. Close all the open objects.





Solution 8: First Steps in the SAP

Authoring EnvironmentTask 1:

This exercise covers the first steps for working with the SAP Authoring

Environment. Work through the following steps sequentially.

Hint: You carry out this exercise in your locally installed SAP Authoring

Environment (Start → Programs→ SAP Learning Solution→ Authoring

Tool ) in the ERP2005 back end of the IDES Training System, “Learning

Solution Back End” and in the IDES Learning Portal. “##” stands for your

user number in the exercises. The logon data for the Learning Portal andthe SAP ERP2005 back end are the same as in the previous exercises.

Caution: Be sure to initialize the system before you launch the actual

Authoring Environment under Windows. The initialization path is

practically the same as the one for the Authoring Environment. Follow

the instructions there. This initialization is only required for SAP course

HR270.

1. Start the Authoring Environment and enter the path to the local repository

named during initialization.

Hint: It may take a few minutes for it to start up.

a) Start → Programs→ SAP Learning Solution→ Authoring Environment

2. Unpack package HR270_1 as a group of learning nets into a new folder,

“Teams”.

a) Tools→ Packaging→ Unpack

b) Find HR270_1.lnp on the L drive and click Select to confirm.

c) Unpack Package.

Under “Select a Folder”, enter your own folder, Teams##, and select it.

d) Select the fourth option, “Groups of Learning Nets ...”, and click OK

to confirm.

e) The process is now complete. Click Close.






3. Open the learning net (the course) that you just unpacked (introduction).

a) File→ Open→ Learning Net .

Double-click on Teams## and open the learning net.

4. Compare the data displayed in the learning net overview with the data in

your work area. What differences are there?

a) The learning net overview (top left) lists the instructional elements and

learning object references; the work area (top right) displays detailed

information such as knowledge types and it displays relationships

graphically.

5. Open both learning objects

a) Double-click the objects “Teams” and “Distributed Environment” one

after another. Each object appears in the dialog area (bottom left).

6. Change the subjects of the learning objects in the dialog area as desired (to

correspond to the names of the references).

a) Change the entry under “Subject”.

7. Save all learning objects.

a) File→ Save All . We recommend that you deactivate the permanent

display of confirmation messages by setting the relevant indicator.

8. Open learning object “Teams”.

a) Double-click on learning object “Teams” in the learning nets overview.

9. Compare the different instructional elements with one another from the point

of view of the knowledge types assigned.

a) The knowledge types of the instructional elements are indicated by the

first term in parenthesis, as you will see by comparing with the data

in the dialog area.

10. Define instructional element “Welcome” as the “Start Node for Layout of

Graphical Display or Top Item ...” (“Extended” tab in the dialog area for

the element).

a) Click the learning object and in the dialog area (bottom left) choose thetab page “Extended”. Activate field “Root node ...”.

11. Choose “Refresh Graphic” and check the result.

a) Icon or View→ Graphic→ Refresh.






Task 2:

Relationships and knowledge types. The use of relationships and knowledge types

influences the sequence in which instructional elements and learning objects in a

learning net are played in the Content Player.

1. Play the learning net in the Content Player. Select the strategy for playing

the learning net.


Micro strategy: Example-oriented

a) Tools→ Play Learning Net/Object

You are prompted to select a strategy. You select the listed attributes

and either keep or omit “Free Strategy Selection” under TM Strategy.

Confirm your selection by choosing "Confirm".

2. Navigate through the course using “Continue” and “Back”. Pay attention to

how you navigate through the course.

a) As in the exercises for the Learning Portal. From the user's perspective,

there is no difference between the local Content Player and the Content

Player that you start from the Learning Portal. Click “Table of

Contents” and regularly check your position in the course, based on the

processed (green checkmark) and current (yellow flag) steps.

3. Exit the learning net and the Content Player by choosing “Log Off”

a) “Log off” bottom left in the Content Player browser.

4. Start the Content Player again.

This time, select the strategy:


Micro strategy: Task-oriented

a) As above: Tools→ Play Learning Net/Object with “Task-oriented” as

the micro strategy.

b) Confirm your selection by choosing “Confirm”.






5. What difference do you notice from the micro strategy example you selected

previously?

a) The sequence of the instructional elements has changed, particularly

the instructional element taken from the teams.

Hint: The objective of the exercise is to illustrate the potential

consequences of the attributes and relationships. The author,

who has direct control of the path in the AU interface, can

always dictate a certain sequence – for example, with “Before”.

Also select the various attributes, to show the differences

between the different display forms.

6. Close all the open objects.

a) File→ Close All.





Lesson Summary

You should now be able to:• Carry out the general, online, and relationship configuration





Unit Summary HR270

Unit Summary




strategies


Learning Solution


Environment










Unit 9SAP LS Authoring Environment –

Content Editing

Unit Overview

You will acquire an overview of the functions and options contained in theAuthoring Environment of the SAP Learning Solution. You will learn how to

structure courses and create the various content types.

Unit Objectives


• Create a learning net

• Maintain the attributes of a learning net

• Create a learning object

• Maintain the attributes of a learning object

• Create an instructional element

• Maintain the attributes of an instructional element

• Import existing content to the local repository

• Link existing content with an instructional element

• Create new content in the Authoring Environment

• Outline the advantages of using the Templates Manager

• Create a template for a learning net

• Create a template for a learning object

• Create a template for an instructional element• Create a template for a test

• Explain how the Learning Objectives Manager manages learning objectives

and synchronizes them with a centralized catalog

• Work with learning objectives (create, import, relate) within the SAP

Authoring Environment

• Distinguish between the different types of tests in the SAP Learning Solution

• Create different types of tests (multiple choice, gap test/fill-in, and so on)

• Prepare tests for learners: Provide with feedback, generate, play




Unit 9: SAP LS Authoring Environment – Content Editing HR270

Unit Contents

Lesson: Designing a Learning Net ... ... .. ... .. ... ... .. .. ... ... .. ... .. ... ... .259Procedure: Creating a Learning Net .. ... .. ... ... .. .. ... ... .. ... .. ... ... .262

Procedure: Editing Learning Nets.. .. .. ... ... .. ... .. ... ... .. ... .. ... ... ..263Procedure: Creating Learning Objects .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..267

Procedure: Maintaining Metadata.. .. ... .. ... .. ... ... .. ... ... .. ... .. ... ..269Procedure: Editing Learning Objects ....................................271

Procedure: Creating Instructional Elements ............................275

Procedure: Editing Instructional Elements .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..276Procedure: Creating Tests ................................................280Procedure: Editing Tests ..................................................281

Lesson: Integrating Your Own Content ......................................285Procedure: Importing Content to Local Repository . .. .. .. .. .. .. .. .. .. .287

Procedure: Linking Content with an Instructional Element.. . .. . .. . . . .289Procedure: Creating New Content in the Authoring Environment . . .290

Lesson: Templates Manager .. ... ... .. ... .. ... ... .. ... .. ... ... .. ... .. .. ... .. .292

Procedure: Learning Net Template ......................................294Procedure: Learning Object Template...................................295

Procedure: Instructional Element Template ............................296Procedure: Creating an Instructional Element Template Using the

Templates Manager ... ... .... ... .... .... .... ... .... .... .... .... .... .... ... .297Procedure: Test Template .. ... .. ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ..301

Procedure: Creating a Test Template Using the Templates

Manager .....................................................................302Lesson: Learning Objectives Manager.......................................305

Procedure: Automatic Synchronization. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .307Procedure: Creating Learning Objectives. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..308Procedure: Learning Objectives at the Level of Learning Nets ......310

Procedure: Learning Objectives in Placement Tests ..................312

Lesson: Test Editor ... .... ... .... .... .... ... .... .... .... .... .... .... ... .... ... ..314Procedure: Creating a Placement Test or Final Test ..................317

Procedure: Creating an Online Test .....................................319Procedure: Creating the Test Structure... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .320

Procedure: Creating Sections . ... .. ... ... .. .. ... ... .. ... .. ... ... .. ... .. ..321Procedure: Importing Learning Objectives from the Learning Net to the

Test ........ ........ ........ ........ ....... ........ ........ ....... ........ .....322

Procedure: Creating Item Groups ... .. ... .. ... ... .. .. ... ... .. ... .. ... ... .323Procedure: Creating Items ................................................324

Procedure: Inserting an Existing Item into a Test . .. .. .. .. .. .. .. .. .. .. .326Procedure: Editing Items ..................................................327

Procedure: Generating Tests .... .. .. ... ... .. ... .. ... ... .. ... ... .. .. ... .. .328Exercise 9: Creating Web Based Courses with the SAP Authoring

Environment... ....... ........ ........ ....... ........ ........ ....... ........ .331


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HR270 Lesson: Designing a Learning Net

Lesson: Designing a Learning Net

Lesson Overview

You will learn how to create a learning net in the Authoring Environment. You

will learn about the objects in a learning net and the possible attributes you can

maintain, with the associated dependencies in setting up learning paths.

Lesson Objectives








Business Example

You are a course author or instructional designer responsible for creating

web-based learning content, which can then be assigned to courses. You want to

develop new course content and have to create the appropriate structures to do so.





Setting Up a Learning Net Structure

Figure 142: Structure of a Learning Net

In the Authoring Environment, you structure knowledge in a learning net using

the “top-down” method.

This involves the following steps:

• You create learning nets and learning objects

• You create instructional elements

• You interlink instructional elements

• You interlink learning objects

You can create learning nets, learning objects, and instructional elements in the

learning net overview using either the context menus or the menu functions.

Hint: The graphical workspace of the context menus offers you a very

comfortable way of creating learning nets and learning objects.

The advantage of working in the workspace is that you can create

relationships between learning objects using easy Drag & Drop functions.

You create instructional elements in the learning net overview. You can use the

context menu for this too.

Caution: You should be aware that you as the author have a limited

influence on how learning content is presented to the learner.





Based on the micro and macro strategies selected by the learner, the

Content Player uses algorithms to determine the sequence of learning

objects offered in the browser. This ensures that the learner can navigatethrough the course according to his or her personal learning style.

Creating a Learning Net

Definition

A learning net is a set of learning objects that can be used as course content.

Learning objects deal with a broad, self-contained topic. Learning objects are

linked with one another by means of relationships of a functional or didactic

nature [such as “hierarchical”, “before”, or “belongs to”].

StructureA typical learning net consists of learning objects, instructional elements, and tests.

Learning nets should not only contain instructional elements. Rather, learning nets

are intended to be “containers ”for learning objects. Complex learning nets can

contain a number of learning subnets in addition to learning objects.

A learning object, in turn, can contain multiple instructional elements. It treats a

smaller, self-contained subject or knowledge chunk.

Instructional elements are not subdivided any further. They represent “atoms”

of a learning net.

The “Create Learning Net” function lets you create both elementary and complexlearning nets.

You create a reference for a learning net that forms part of another learning net.

The purpose of a reference is to integrate the learning net in the “higher-level”

learning net.

Templates

To create a learning net using a template, you must first create the learning net

template. To create a template, open the learning net you want to use as a template

and choose File→ Save As Template. The name of the learning net is used initially

for the learning net template.





Creating a Learning Net

1. Procedure

To create a new learning net from scratch in the learning net overview:

A dialog box appears where you can select the folder in which you want to

store the learning net. You can use folders to store learning nets according to

specific structural criteria.

1. Choose New Learning Net .

2. Select a folder.

The Create New Learning Net dialog box appears.

3. Under Name, enter a short name for the learning net. This is thetechnical name of the learning net from the authoring perspective.

4. Select a content language for the learning net.

5. If necessary, you can click the relevant icon to switch storage folders.

6. Select a template for the learning net if you want to use one.

7. Choose OK .

8. Save your entries.

Result

• You have created a new learning net.

• The higher-level learning net is inserted into the learning net overview.

• In the case of learning subnets, a reference is also inserted.





Editing Learning Nets

1. Use

When you create a learning net, the dialog box “Edit Learning Net” opens in

the dialog area. Here you can store all of the relevant information for the

learning net on tab pages.

Prerequisite

You must create a learning net before you can edit it.

Procedure

To edit a learning net:

2. Tab page “General”

1. Under Name, the name you assigned to the learning net is displayed. If

necessary, you can change this name.

2. Under Subject , you enter a long text for the learning net.

3. As source file, enter the editable content of an overview page. You

can edit this if required.

4. Under Overview, you can use the function Find Overview File to store

a different start page for your course, for example, one you created

yourself. If there is an overview file available, you can display or edit

this using the relevant icons. If you do not use an overview, the default

folder is automatically generated for the course.5. The root folder is the directory that contains all of the objects of a

learning net. You cannot edit this field since you may not change the

root folder.

Caution: When you want to transfer a file to the root folder,

you may only use the function Tools→ Import Resources

→ To Learning Net / Object to do so. Do not do this from

the Explorer. This is the only way to ensure that you can use

the files in the learning net.

3. Tab page “Extended”






Figure 143: Tab page “Extended”

1. You cannot edit the learning time field. The time is determined

automatically for each learning object based on the learning time

defined for the media objects used.

2. The metadata (LOM) file contains the learning object metadata. The

file you reference should comply with the IEEE P1484.12 Standard.

The Authoring Environment does not check this, nor is it a prerequisite.

This step is optional.

3. Choose Find Placement Test to enter a placement test for the learning

net. You can edit this if required with the Edit Placement Test function.

This function opens the SAP Test Author of the Authoring Environment.

4. Choose Find Final Test to enter a final test for the learning net. You

can edit this if required with the Edit Final Test function. This function

opens the SAP Test Author of the Authoring Environment.5. You can display a preview of media objects in various file formats (such

as *.gif, *.jpg, or *.jpeg) by selecting the option Display Thumbnail

Image for Objects. This thumbnail image is displayed in the work area

instead of the name of the instructional element.

4. Tab Page “Learning Objectives”






Figure 144: Tab Page “Learning Objectives”

1. You can adopt existing learning objectives if a learning objectives

catalog is already available.

2. You can create new learning objectives. [Lesson; Learning Objectives

Manager].

3. Checkbox: Attainable If a learning objective is flagged as attainable, oncompletion of a learning net, it is awarded in the form of a qualification

to the learner account. Learning objectives not flagged as attainable

are only used for filtering and searching for learning objects. Changed

learning objectives are flagged with an asterisk by the system.

5. Tab page “Annotations”

Figure 145: Tab page “Annotations”

You can store a long text of your choice. The purpose of this free-text

field is to provide collaborating authors with additional information about

the learning object.

6. Tab page “Keywords”

Figure 146: Tab page “Keywords”






You can store keywords for the object search in the repository.

Hint: Use keywords taken from a commonly agreed controlled

vocabulary to ensure consistent use of terminology.

Result

You have stored all of the relevant information for the learning net in the system.

Creating Learning Objects

Definition

A learning object is the self-contained treatment of a subject aimed at imparting

and possibly testing [test] knowledge and skills. A learning object isself-contained, independent, and reusable.

Structure

A learning object consists of one or more instructional elements dealing with the

same subject. Thus, a learning object forms a kind of container for thematically

related instructional elements.

Learning objects and their interrelationships form a learning object net, generally

known as a learning net.

The structure and arrangement of learning objects form the macro structure of the

learning environment.

Hint: To make best use of the strategy concept, a learning object should

ideally contain several instructional elements with different knowledge

types.

Typical knowledge types are:

• Orientation

• Explanation

• Practical instruction/action

Instructional elements may be available in various forms, that is, in different

media representations [media types].

If a learning object is linked to a learning objective that is flagged as attainable, it

should, as a rule, also contain the instructional element Final Test .





Creating Learning Objects

Figure 147: Structure of a Learning Object

1. To create a learning object :

Select the learning net and choose New Learning Object .

The Create New Learning Object dialog box appears.

Figure 148: Dialog box “Create New Learning Object”

2. Under Name, enter a short name for the learning object. This is the technical

name of the learning object from the authoring perspective.






3. Select a content language for the learning object.

4. Use the search icon to search for the storage folder in which the object

should be stored.

You can use folders to store learning objects according to specific structural

criteria.

5. Select a template for the learning object if you want to use one. [See also

lesson: Template Manager]

6. Choose OK .


Result

You have created a new learning object. In the learning net overview, the learning

object is inserted as an object and as a reference.

When you have created a learning object, the dialog box Edit Learning Object

opens in the dialog area.

Here you can store all of the relevant information for the learning object.





Maintaining Metadata

Use

You can assign "metadata" to each learning net. This metadata describes the

learning net more accurately and, above all, can be evaluated when searching in

the master repository. With the full text search, authors can search through all the

learning nets and learning objects in the master repository for this metadata. This

is particularly helpful when it comes to using the content again at a later stage.

Prerequisites

You have to define the necessary metadata in Customizing.

Procedure

Figure 149: Edit metadata.

1. If a learning net has been selected, you can call the metadata editor byclicking on Edit Metadata. Here you can enter the values for the mandatory

values defined in Customizing for LSO 600.

Figure 150: Mandatory Fields

Metadata that has been flagged as mandatory in Customizing for the

SAP Learning Solution has to be added by the author in the Authoring

Environment. Either this, or it is metadata that is automatically determined

by the system as it had already been maintained or generated elsewhere. This

includes "language", "last changed on/by", "learning time", and "author", for

example. Of all this metadata, only the "author" can be changed at a later

stage. The author's user ID, which is proposed automatically, can also be

changed to a name.






Data that is not automatically assigned by the system must be maintained,

providing it has been flagged as "mandatory" in Customizing and therefore

appears in the "Mandatory Fields" tab page. If it is not maintained, an error message appears in the "Message" area of the Authoring Environment.

Figure 151: "Optional Fields"

2. You do not have to maintain the optional fields, however, they do improve

the quality of the description of the learning nets and learning objects, so

that you can identify and assign them more accurately using the full text

search at a later stage.





Editing Learning Objects


Figure 152: Tab page “General”

1. Under Name, the name you assigned to the learning object is displayed.

If necessary, you can change this name.

The Content Player displays the name in the table of contents of the

course.

2. Under Subject , you enter a long text for the learning object.

3. The root folder is the directory that contains all of the objects of a

learning net. You cannot edit this field since you may not change the

root folder.

Caution: When you want to transfer a file to the root folder,

you may only use the function Tools→ Import Resources

→ To Learning Net / Object to do so. Do not do this from

the Explorer. This is the only way to ensure that you can use

the files in the learning net.

Result

You have stored all of the relevant information for the learning object in the system.





Creating Instructional Elements

Figure 153: Creating an Instructional Element

Definition

Within the Authoring Environment, you can flag a specific type of instructionalelements, to distinguish between instructional elements and test (elements)

subsequently.

Flagging Instructional Element and Test

Instructional element

An instructional element is the smallest didactical unit in a learning net that serves

to impart the content of a learning object.

It can be of varying didactic character (knowledge type) such as overview,

procedure, definition and so on and have different media types such as text,

image, or simulation.

Test (elements)

A test [element] is a special type of instructional element.

Tests are used only to check knowledge and skills.

You cannot store results or assign learning objectives, however.





Test elements can be created for learning objects and learning nets. Depending on

the test type [placement test, final test, self-test, or exercise], tests are offered at

different times in the course [learning strategy].

Instructional Element – Structure

Instructional elements have the attributes knowledge type and media type.

The following knowledge types and their instances are available:

The following knowledge types and their instances are available:

Orientation Practical in-

struction/action

Explanation Reference

material

History Rule Why Explanation

Business Scenario Procedure What Explanation

Facts Checklist Definition

Summary Principle Example

Overview Strategy

The following media types and their instances are available:

Media Types and Their Occurrences

Presentation InteractiveText Simulation

Graphic Compound/Form

Image

Animation

Audio

Film/Video

An instructional element that is available in electronic form consists of read-only

content and editable content, if the format of the read-only content differs from theformat of the editable content.

The source file contains the content in editable format such as .ppt.

The media object contains the content in read-only format, such as .html.





Test – Structure

There are various test types, which can influence the course process flow,

depending on the results:

• Placement tests

Checking existing knowledge:

A placement test is always offered prior to taking a learning net or learning

object. As soon as a placement test has been taken, it is considered to have

been completed. If the participant passes a placement test, the learning net or

object that contains the test is skipped. Failing a placement test has no effect

on the course completion process.

• Self-assessment tests

Checking one’s own existing knowledge:

As soon as a self-assessment test has been taken, it is considered to have

been completed regardless of the test result. Passing or failing such tests

has no effect on the course process.

• Exercises

Checking the learning content to be imparted:

Exercises are considered to have been completed only when they have been

passed. In other words, the participant cannot navigate further until he or she

has successfully passed the exercise.

• Final tests

Testing knowledge acquired on completion of a course:

A final test is always offered at the end of a learning net or learning object. If

the participant does not pass the final test, the learning net or learning object

is reset to the status of not completed.

In this case, the participant must complete the learning net or learning object

again.

If the participant passes the test, the whole learning net or learning object is

considered to have been completed.





Creating Instructional Elements

1. Use

There are two ways to create an instructional element: with or without

a template.

Prerequisite

To create an instructional element using a template, you must first create the

instructional element template. To do this, open the instructional element

you want to use as a template and choose File→ Save As Template.

Procedure

2. Right click the required learning object or learning net. Choose New Element

→ Instructional Element . The Create New Instructional Element dialog

box appears.

Figure 154: Creating Instructional Elements

3. Enter a name for the learning objective in the subject field.

4. Select an instructional element template where necessary.

5. Transfer your entries by choosing OK .


Result

You have created a new instructional element (possibly using an instructional

element template) and inserted it in the learning net overview or in the graphic inthe relevant position.





Editing Instructional Elements

1. Use

When you have created an instructional element, the dialog box Edit

Instructional Element opens in the dialog area:

Here you can store all of the relevant information for the instructional

element.


Figure 155: Edit Instructional Element - Tab page “General”

1. The knowledge type specifies the type of content you want to store.

2. The media type specifies how the content of the instructional element is

presented.

3. Under Name, the system displays the name under which the

instructional element was created.

4. Under Source, you enter the content of the instructional element in

editable format.

5. Under Content , you enter the reference to the content in read-only

format. This could be any content that can be displayed in the browser

such as an HTML page, a text, a graphic, or an audio/video file.

Hint: For example, if the instructional element represents an image,

you can display a preview of it using the function Display media

object .







Figure 156: Edit Instructional Element - Tab page “Extended”

1. Under Learning Time, you enter the expected completion time for themedia object used.

2. The metadata (LOM) file contains the learning object metadata

(optional entry). The file you reference should comply with the IEEE

P1484.12 Standard. The Authoring Environment does not check this,

nor is it a prerequisite.

3. Under Thumbnail , you specify the thumbnail image for an instructional

element.

Caution: This thumbnail image is displayed in the work area

if you selected Display Thumbnail Image for Objects for the

object in question.

4. To specify an object as root node for the graphical display, select the

indicator Start Node for Layout of Graphical Display or Top Item ....

Hint: Note that this option only applies to the graphical

overview of the learning net in the work area of the Authoring

Environment.

5. The same notes and keywords apply as in the previous procedures.

Result

Here you can store all of the relevant information for the instructional element.





Testing in the SAP Authoring Environment

Figure 157: Testing in the Authoring Environment

“Testing” is, of course, a major part of many blended learning scenarios.

Moreover, online testing can reduce administrative significantly compared to

conventional “paper & pencil” tests of existing knowledge. Unfortunately, the

current SCO standard and test SCOs still allow for many liberties. While they

cannot be discussed fully at this juncture, the practical result is that practically,an LMS can primarily grade SCOs as tests for which he or she has defined the

corresponding (optional) parameters him/herself. Accordingly, the SAP LS

Authoring Environment has its own Test Editor.





Figure 158: Test Types

The Test Author of the SAP Learning Solution is a tool you use to create tests and

online tests. Authors, instructional designers, trainers and course owners can

design and create tests with the help of the functions in the test environment.

The differentiated results storage option allows tracking of learning progress.

Evaluations and appraisals enable authors to modify tests to suit the needs of the

test participants and to measure course success.





Creating Tests

1. Use

There are two ways to create a test: with or without a template.

Prerequisite

To create a test using a template, you should have already created a test

template. To do this, select the test and choose File→ Save As Template

→ Test .

[See also lesson: Template Manager]

2. Procedure

Right click the required learning object or learning net. Choose New Element → Test .

The Create New Test dialog box appears.

Figure 159: Creating a New Test

3. Enter a name for the test in the subject field.

4. Select a test template where necessary.



Result

A new test has been created, if necessary by using a test template, and is inserted

in the learning net overview or in the graphic in the relevant position.





Editing Tests

1. Use

When you have created a test, the dialog box Edit Test opens in the dialog

area. Here you can store all of the relevant information for the test.


Figure 160: Edit Test - Tab page “General”

1. Under Test Type, you can choose between placement test, exercise,

self-assessment test, and final test to indicate the purpose of the test.

2. Under Name, the name you assigned to the test is displayed.

3. Under Source, you enter the content of the test in editable format.

4. Under Content , you enter the reference to the content in read-only

format.







Figure 161: Edit Test - Tab page “Extended”

1. Under Learning Time, you enter the expected completion time for the

media object used.

2. The metadata (LOM) file contains the learning object metadata

(optional entry). The file you reference should comply with the IEEE

P1484.12 Standard. The Authoring Environment does not check this,

nor is it a prerequisite.

3. Under Thumbnail you specify the thumbnail image for a test. This

thumbnail image is displayed in the work area if you selected Display

Thumbnail Image for Objects for the object in question.

4. To specify an object as root node for the graphical display, select the

indicator Start Node for Layout of Graphical Display or Top Item ....

Hint: Note that this option only applies to the graphical

overview of the learning net in the workspace of the Authoring

Environment.

4. Tab page “Annotations”

Figure 162: Edit Test - "Annotations" Tab Page






You can store a long text of your choice. The purpose of this free-text

field is to provide collaborating authors with additional information about

the learning object.

5. Tab page “Keywords”

Figure 163: Edit Test - Tab page “Keywords”

You can store keywords for the search for instructional elements in the

repository.

Hint: Use keywords taken from a commonly agreed controlled

vocabulary to ensure consistent use of terminology.

Result

Here you can store all of the relevant information for the test.





Lesson Summary

You should now be able to:• Create a learning net









HR270 Lesson: Integrating Your Own Content

Lesson: Integrating Your Own Content

Lesson Overview

You will learn how to assign (instructional) content to instructional elements. In

particular, you will find out about the content conversion options that enable you

to make external content available in the SAP Authoring Environment.

Lesson Objectives





Business Example

You are a course author or instructional designer responsible for creating content,

which can then be assigned to courses. Mainly, this involves linking the actual

content of your course, which may be available in widespread file formats (such as

Word, for example), with the learning objects in the structure of your course. Of

course, you want to be able to optimize the individual files in future, as necessary,

and maybe even use these changes to update the course automatically.

Content

The files containing the actual content – texts, images, tables, animations, and so

on – are referred to as “media objects” in the SAP Authoring Environment. The

handling of these media objects is described in the procedures below.





Figure 164: Importing Content to Local Repository

To link local content with your learning nets and learning objects, it has to be

published in the SAP Authoring Environment. Of course, it also has to be

physically present in the local repository to become part of the learning nets.





Importing Content to Local Repository

1. There are two ways of importing existing content into the local repository:

1. You can copy a non-reusable file (such as a *.jpg file) that you want

to have available in a learning net or object to the local repository and

automatically to the root directory of this object.

Hint: Files in the root directory of a learning net can only be

used in this specific learning net or object.

2. You can copy files as reusable media objects to the local repository.

PrerequisiteYou must first open the learning net into whose root directory you want

to copy the file.

2. Importing a Resource to a Learning Net/Learning Object

1. Open the learning net into whose root directory you want to copy files.

2. Choose Tools→ Import Resources→ To Learning Net / Object . The

dialog box Import Resources into Learning Net / Object appears.

3. Select the files you want to transfer.

4. Choose Import.

Result

The files are now stored in the root directory of the learning net and can

be used in this learning net.






3. Importing Resource as Reusable Media Object

1. Choose Tools→ Import Resources→ As Reusable Media Object .

2. The dialog box Copy Media Object to Repository appears.

3. Select the files you want to transfer.

4. Choose Import .

The Create New Reusable Object dialog box appears.

5. Select an object type [learning net or learning object, single or

compound media object (reusable), group of learning nets and learning

objects].

• When you select the object type learning net/object , all of the

files you select are stored in exactly one new learning net/object.

The anchor file must point to the learning net/object file.

• When you select the object type single media object , exactly

one of the selected files is imported. It is created as a reusable

media object.

• When you select the object type compound media object , all of

the selected files are imported. They are created as a reusable

media object. The anchor file must point to the access file of

the compound resource.

• When you select the object type group of learning nets/objects, a

search is made of the selected files for (reusable) learning nets or

learning objects and media objects. Each of the objects found is

imported as a separate object.

Select this option, for example, if you want to import a package

containing learning nets and learning objects.

6. Enter the relevant data depending on the object type.

7. Choose OK .

Result

The files are copied to the local repository or created as reusable objects. They can

be referenced from any learning net or learning object.





Linking Content with an Instructional Element

1. You can link existing content with an instructional element.

Prerequisite

To assign content to an instructional element, you must first create a learning

net, or create and insert an instructional element in a learning net structure.

In addition, the existing content must be transferred to the repository.

2. Procedure

1. Select the required instructional element in the Authoring Environment.

2. In the dialog area of the instructional element on the “General” tab

page, choose “Source” Find Source File.

The Select Source File dialog box appears.

3. Select the content you require and choose Select . The file appears

in the Source field.

4. If the file is already in HTML format, select the corresponding HTML

file in the Content field. If it is not available in HTML format, you

must save the content first as a HTML page.






Creating New Content in the Authoring Environment

1. You can create new content for instructional elements in the Authoring

Environment. You can use the same system assignments that you use to edit

content resources. For example, you can create a corresponding source file

directly with Microsoft Word that could then be displayed in the Content

Player and in HTML.

Prerequisites

To create new content in the Authoring Environment, you should have

already created a learning net or created and inserted an instructional

element in a learning net structure. You should already have created the

system assignments you want to use for editing media objects under Tools→

Configuration.

2. Procedure

1. Select the required instructional element in the Authoring Environment.

2. In the dialog area of the instructional element on the General tab page,

choose Edit Media Object .

The Create New Content dialog box appears.

Select the application you want to use to create content.

3. The name proposed for the media object is the name of the instructional

element from the Authoring Environment . You can accept or change

this.

4. Instructional elements are stored in a subdirectory. If you do not want

to create a subdirectory, deselect the indicator.


6. The application you selected opens.

7. Create the content and save it as a Web page. The content is

automatically saved to the right directory. The HTML file appears in

the Content field on the General tab page.


ResultYou have created content for an instructional element from the Authoring

Environment and saved it as a HTML file. The instructional element can now be

played in the Content Player.





Lesson Summary

You should now be able to:• Import existing content to the local repository







Lesson: Templates Manager

Lesson Overview

You will receive an overview of the options available for implementing and

managing templates within the SAP Authoring Environment.

Lesson Objectives





• Create a template for an instructional element

• Create a template for a test

Business Example

You are the member of a team of course authors. To ensure the uniform appearance

of your WBTs, you want to develop them based on templates that provide the

framework for the structure of the courses and learning objects.

You need to learn about the creation process and how templates are managed in

the Templates Manager of the SAP Authoring Environment.




HR270 Lesson: Templates Manager

Templates Manager

Figure 165: Templates Manager

Use

This function enables to you to save, edit, and delete learning nets, learning

objects, instructional elements, and tests as templates. You can assign a specific

name to each template.

You can only use files that are in the same learning object or learning net as

templates.

Hint: Templates are not used for reusable media objects within the SAP


When you create an instructional element or test template, you can edit these

directly and enter information about any other objects that are available for the

instructional elements and tests themselves.

Hint: Bear in mind that any additional files you enter for instructional

element templates and test templates must be stored in the repository.

To edit learning net templates and learning object templates, or to delete

templates, choose Tools→ Templates Manager .





Learning Net Template

1. This function lets you create a learning net template:

Prerequisite

The learning net you want to use as a template must be open in the editor.

2. Procedure

Select the required learning net.

3. Choose File→ Save As Template→ Learning Net .

Hint: If you are navigating in an instructional element or test

element when you call the function Save As Template, you can savethe learning object or learning net to which the current instructional

element or test element belongs as a template.

Result

You have created a learning net template, which you can use and further edit in

the Templates Manager.





Learning Object Template

1. This function lets you create a learning object template.

Prerequisite

The learning object you want to use as a template must be open in the editor.

2. Procedure

Select the required learning object.

3. Choose File→ Save As Template→ Learning Object .


element when you call the function Save As Template, you can savethe learning object or learning net to which the current instructional


Result

You have created a learning object template, which you can use and further edit in

the Templates Manager.





Instructional Element Template

1. This function lets you create an instructional element template.

Prerequisite

The instructional element you want to use as a template must be open in

the editor.

2. Procedure

Select the required instructional element.

3. Choose File→ Save As Template→ Instructional Element .

Hint: If you are navigating in an instructional element or testelement when you call the function Save As Template, you can save

the learning object or learning net to which the current instructional


Result

You have created an instructional element template, which you can use and further

edit in the Templates Manager.





Creating an Instructional Element Template Using theTemplates Manager

1. Procedure

Choose Tools→ Templates Manager .

The Templates Manager dialog box appears.

2. Choose Instructional Element Templates.

Figure 166: Instructional Element Template

3. To create a new template, choose New. The Edit Instructional Element

Template dialog box appears.

Figure 167: Edit Instructional Element Template - “Annotations”






4. Enter the following data on the General tab page:

• Select the knowledge type you require.

• Select the media type you require.

• Enter a name for the template.

• Select a source file where necessary.

Hint: All of the files for templates must be stored outside the

local repository; they are copied to the local repository when

you create an instance of the template.

• Select a media object where necessary.

5. Choose the Extended tab page.

Figure 168: Edit Instructional Element Template - Extended

• You can specify the learning time for the instructional element template.

• You can specify a metadata (LOM) file. The file you reference should

comply with the IEEE P1484.12 Standard. This entry is optional.

• You can specify a thumbnail image for the instructional element

template that will be displayed in the work area of the editor instead of

a graphical image.6. Choose the Annotations (Remarks) tab page.






Figure 169: Edit Instructional Element Template - Annotations

You can enter free text notes for the template.

7. Choose the Keywords tab page.

Figure 170: Edit Instructional Element Template - Keywords

Enter keywords for the template if required.

8. Choose Additional Files if there are other files integrated in the content file

(such as a *.gif file that is contained on a HTML page).






Figure 171: Edit Instructional Element Template - Additional Files

• Choose Add.

• The Select Additional Files dialog box appears.

Figure 172: Selecting Additional Files

• Select the file you require.

• The selected file is transferred to the Edit Template for Instructional

Element dialog box.

• Confirm your entries with OK. The Templates Manager dialog box

appears.

• Choose OK.

Result

The instructional element template has been created with the relevant files and

information.





Test Template

1. This function lets you create a test template.

Prerequisite

The test you want to use as a template must be open in the editor.

2. Procedure

1. Select the test you require.

2. Choose File→ Save As Template→ Test .


element when you call the function Save As Template, you cansave the learning object or learning net to which the current

instructional element or test element belongs as a template.

Result

You have created a test template, which you can use and further edit in the

Templates Manager.





Creating a Test Template Using the Templates Manager

1. Procedure

1. Choose Tools→ Templates Manager . The Templates Manager dialog

box appears.

2. Choose Test Templates.

Figure 173: Templates Manager - Test Templates

3. To create a new template, choose New.

The Edit Test Template dialog box appears.

Figure 174: Edit Test Template - General






4. Enter the following data under the option General:

• Select the test type to determine how the test can be used [for example,

as a placement test].

• Enter a name for the template.

• Select a source file where necessary.

Hint: All template files must be located outside of the local

repository. They are copied to the local repository when a new

instance of the template is generated.

• Select a media object where necessary.

5. Choose the Extended tab page.

• You can specify the learning time for the instructional element template.

• You can specify a LOM file (optional).

The file you reference should comply with the IEEE P1484.12 Standard.

• You can specify the thumbnail image for the instructional element

template.

This thumbnail image is displayed in the work area instead of the

graphic display of the learning object.

6. Choose the Annotations (Remarks) tab page.

You can enter free text notes for the template.

7. Choose the Keywords tab page.

Enter keywords for the template if required.

8. Choose Additional Files if there are other files integrated in the content file

(such as a *.gif file that is contained on a HTML page).

• Choose Add .

The Select Additional Files dialog box appears.

• Select the file you require.

• The selected file is transferred to the Edit Test Template dialog box.

• Confirm your entries with OK.

The Templates Manager dialog box appears.

• Choose OK.

Result

The test template has been created with the relevant files and information.





Lesson Summary

You should now be able to:• Outline the advantages of using the Templates Manager








HR270 Lesson: Learning Objectives Manager

Lesson: Learning Objectives Manager

Lesson Overview

You will now learn about how to use learning objectives within the SAP Authoring

Environment. In particular, this involves learning how to use the Learning

Objectives Manager.

Lesson Objectives




• Work with learning objectives (create, import, relate) within the SAPAuthoring Environment

Business Example

You are a content author/instructional designer and want to use learning objectives

to create the content for the learners, together with the other authors. Accordingly,

you not only need to access other authors' content in the master repository, but also

want to set up and maintain a shared learning objectives catalog. Of course, you

also want to assign your learning objects to the learning objectives in this catalog.

Learning Objectives Manager

Figure 175: Learning Objectives Manager





General

The Learning Objectives Manager provides support when you use existing

learning objectives from the learning objectives catalog or when you create new

learning objectives for learning objects and learning nets, and export them to

the central learning objectives catalog.

Definition

Learning objectives characterize skills and knowledge that a learner can attain by

successfully working through course content. Learning objectives are used in the

SAP Authoring Environment to learners' skills or learning progress, by linking

the successful processing of a learning object with the achievement of a learning

objective. Learning objectives can be created for both learning networks and

learning objects.

When the learner runs a course, the Content Player uses the individually entered

learning objectives to adapt the course to the already recorded learning objectives,

and thus to the learner's level of knowledge. If a learning net or learning object

has learning objectives assigned, you can check whether the learner already has

the associated learning objective (acquired in another course, for example). The

Content Player reacts accordingly:

• If the learner already has all of the learning objectives, the learning net or

object is considered completed and is skipped.

• If the learner does not have all of the learning objectives, the learning net or

object must be completed as normal.

When the learning net or learning object has been completed, the learner's Learner

Account is credited with all of the learning objectives that are flagged as attainable.

Learning Objectives Catalog

From the content author's perspective, the learning objectives are saved in two

learning objectives catalogs. The master learning objectives catalog is located

in the R/3 back-end system.

There is also a local learning objectives catalog located in the Authoring

Environment. If new learning objectives are created offline, these are stored in the

local learning objectives catalog in the Authoring Environment. The locally stored

objectives must be written to the R/3 System. There are two ways of doing this:

• With the automatic refresh function, the learning objectives catalog is

automatically synchronized when the Authoring Environment is started.

• Alternatively, you can trigger catalog synchronisation manually.





Automatic Synchronization

1. Procedure

Choose Tools→ Configuration.

On the Offline tab page, you will find the option Automatically Synchronize

Learning Objectives Catalog . Select this indicator.

Hint: This process may take some time since the whole local

repository must be searched during synchronization.

2. In the Learning Objectives Manager, choose Synchronize Learning

Objectives Catalog .

Using Learning Objectives in the SAP AuthoringEnvironment

To implement the learning concept optimally, you have to create well-defined

learning objectives in the SAP Authoring Environment. In addition, the learning

objects that impart these learning objectives should be linked directly wherever

possible.

The technical procedures are described below.





Creating Learning Objectives

1. Use

You create new learning objectives that you want to be able to assign to

learning nets and learning objects.

Figure 176: Creating a new learning objective

2. Procedure1. To call the Learning Objectives Manager, choose Tools→ Choose

Learning Objectives Manager .

2. Choose New.

3. Enter a name for the learning objective in the learning objectives

workspace.

4. Since the language of the editor determines the language in which you

edit the descriptive text for the learning objective, you cannot change

the default language.

5. In the Performance Description field, you can enter a descriptive text

for the learning objective.6. In the Condition field, you can specify how the acquired knowledge

should be later demonstrated or applied.

7. Choose OK.






Result

You have created a new learning objective.

Hint: If you create a new objective when working online, it is written

directly to the catalog in the R/3 back-end system as well. If you create

an objective when working offline, it is only stored in the local learning

objectives catalog in the Authoring Environment.





Learning Objectives at the Level of Learning Nets

Use

You can assign existing learning objectives to learning nets. You can create new

learning objectives and assign them immediately to learning nets.

Procedure

1. Select the learning net to which you want to assign a learning objective.

2. In the Edit Learning Net dialog area, choose the Add Learning

Objectives tab page.

3. The Select More Learning Objectives dialog box appears. In the

catalog, select the learning objective you want to assign to the learning

net, or create a new one.4. The objective is transferred to the Edit Learning Net dialog box. The

Attainable indicator is set by default.

Hint: This means that the learner will be credited with the

learning objective when he or she has completed the learning

net in the Content Player.

Caution: If a learning objective is not attainable, the Content

Player only checks whether the learner already has the learning

objective so that it can skip the learning net. Objectives that arenot flagged as attainable cannot be attained by working through

the learning net to which they are assigned.


Result

You have assigned a learning objective in the learning objective catalog to the

corresponding learning net.

Learning Objectives and the Different Objects in theSAP Authoring Environment

The previous section described how to create and assign learning objectives, based

on learning nets. The procedure for assigning learning objectives to learning

objects is similar.





As you will see in the next lesson, learning objectives are particularly important

for tests – after all, the tests are intended to verify that the learning objectives have

been achieved. Of course, a placement test can also be aligned to the learningobjectives of the learning net which references the test.

Hint: You cannot assign leaarning objectives to tests in learning nets /

objects.





Learning Objectives in Placement Tests

Prerequisites

You have defined learning objectives and assigned them to a learning net.

Procedure

1. Select a section in the test structure.

2. Choose Extras→ Import Objectives. A message is displayed that item

groups have been created with learning objectives assigned.

3. All learning objectives have been imported from the learning net.

4. Group the item groups together under the relevant sections per

Drag&Drop.

Result

You have created item groups with learning objectives assigned and grouped them

into sections where relevant.

Learning Objectives in Final Tests / Online Tests

Final tests and online tests can be aligned to the learning objectives of the learning

net which references the tests.

The procedure is the same as for placement tests.





Lesson Summary

You should now be able to:• Explain how the Learning Objectives Manager manages learning objectives








Lesson: Test Editor

Lesson Overview

You gain an overview of the functions and options offered by the Test Editor in

the Authoring Environment.

Lesson Objectives





Business Example

You are an instructional designer/author and want to add tests to your courses or

create so-called online tests as standalone learning units.

Tests in the SAP Learning Solution

Integrated criterion-referenced testing accompanies the learning process. Tests are

one of the best ways of swiftly identifying knowledge gaps. They help pinpoint

effective learning measures that can close knowledge gaps through achievement

of defined learning objectives.

The test environment of the SAP Learning Solution enables you to develop,

manage, and implement Web-based test strategies. The test environment provides

a variety of test types and formats. It includes a test editor, the “Test Author” for

creating test items and tests.




HR270 Lesson: Test Editor

Figure 177: Test Editor in the SAP Learning Solution

With the help of the Test Editor tool, trainers, course authors, instructional

designers, and test administrators can plan, design, create and manage tests

and feedback measures efficiently. By determining the learner’s skills and

knowledge, the test environment allows individual adaptation of the learning

process, monitoring of learning progress, and evaluation of the training process

and its effectiveness.

You can use the Test Author to:

• Create and edit tests

• Create and edit test items

• Create and edit test pools and item pools

The Test Author includes the following functions:

• Templates for creating test items

• Configurable scoring models for items and answers

• Configuration of test conditions, such as the test duration• Configuration of differentiated scoring methods at the level of learning

objectives and sections

• Configuration of tests and differentiated feedback





Tests as Instructional Elements – Placement Tests andFinal Tests

Placement tests, the results of which are stored, are taken prior to a course.

They are criterion-referenced tests whose purpose is to adapt the course to the

individual needs of the learner.

Results at the level of the learning objectives are stored in the Learner Account in

the SAP Learning Solution. The test results are also saved at test item level in the

results database, to enable empirical analyses.

Final tests, the results of which are stored, are taken on conclusion of a course.

They are criterion-referenced tests used to evaluate progress. Results at the level

of the learning objectives are stored in the Learner Account in the SAP Learning

Solution. If the results storage feature has been activated for the test, the learner’s

results are stored in the results database for reporting purposes here too.

The final test is generally helpful for learners to assess their own knowledge – in

addition to its motivational effects as self-confirmation.





Creating a Placement Test or Final Test

Prerequisites

You have already created a learning net in the structure editor of the Authoring

Environment. You call the structure editor from the learning net structure of the

SAP Learning Solution.

Procedure

1. Procedure

1. In the Authoring Environment, in the learning net dialog area, choose

Extended .

2. Choose Edit Placement Test Edit Final Test to create content for the

placement test in the Test Author . The Create New Test dialog boxappears.

3. If you want to save the placement or final test as a reusable object,

set the relevant indicator.

4. The name of the learning net from the Authoring Environment is

proposed as the title of the test file. You can either change or accept

this name.

5. If you want to save the placement or final test as a reusable object,

set the relevant indicator.

6. Select a folder in which to store the test file.

7. Confirm your entries with OK.8. The Test Author editor appears. The title of the placement or final test

is inserted beside the test icon.


Result

You have created a placement test or final test in the Test Author . You can now

edit the test attributes.

Online Tests

An online test is a standalone test that is independent of a learning net. It can be

used for various purposes and taken at different times. Unlike placement tests or

final tests, which are placed directly before or after a course, an online test is

standalone and can be taken independently of a course.





Figure 178: Online Test

You create online tests in the Authoring Environment of the SAP Learning Solution

and create content for them in the Test Author.





Creating an Online Test

Prerequisites

You have created an online test in the structure editor of the Authoring

Environment.

Procedure

1. In the Authoring Environment , in the online test dialog area, choose Edit Test .

The Create New Test dialog box appears.

2. The name of the online test from the Authoring Environment is proposed as

the title of the test file. You can either change or accept this name.

3. If you want to save the online test as a reusable object, set the relevantindicator.

4. Select a folder in which to store the test file.

5. Confirm your entries with OK.

6. The Test Author editor appears. The title of the online test is inserted beside

the test icon.


Result

You have created an online test in the Test Author . You can now edit the testattributes.

Structuring Tests

The procedure for creating and editing tests is the same, regardless of the test type.

In the Test Author , you can create tests as you see fit for a variety of instructional

and testing purposes. To do so, you create the entire test “top-down”. The

corresponding procedures follow in the same order:

1. Creating the Test Structure

2. Creating Sections

3. Import objectives from the learning net (if possible)

4. Creating Item Groups

5. Create items





Creating the Test Structure

Prerequisites

You have created a test in the SAP Authoring Environment and opened it in the

Test Author.

Procedure

1. You enter the required test attributes.

2. You create the sections you require (see next procedure).

3. You enter the section attributes.

4. You import the objectives of the learning net (see procedure after next). You

create item groups with corresponding learning objectives. You combineitem groups that belong together into a section.

5. If necessary, you create more item groups (see next to last procedure in this

section). Item groups let you structure items thematically.

6. You enter the item group attributes.

7. You create the items (see last procedure in this section).

Result

You have created a test. You have created a test that you can display for checking

purposes in the Content Player .





Creating Sections

Use

Sections are located one level below the test node in the test structure. They

combine item groups.

The following functions are available for sections:

• Test results can be determined at section level.

• You can provide feedback per section for the test participant regarding how

the items were answered.

Procedure

1. Select the test node and choose New Section.A dialog box appears.

2. Enter the title of the section and choose Transfer.

3. Repeat these steps until you have created all the sections you require.

4. Specify the section attributes.


Result

You have created a section whose title is displayed beside the relevant icon. You

can further structure the test content into item groups and create test items.





Importing Learning Objectives from the Learning Netto the Test

Use

When you define learning objectives, you consider the correlation between

instruction and tests. This enables you to determine knowledge acquisition swiftly

and flexibly. Progress is determined and recorded by means of tests and quizzes.

You can align a test to the learning objectives of the learning net on which the

test is based. In the test structure, a learning objective is always assigned to an

item group.

Prerequisites

This function is not available for tests in learning nets or learning objects because

there is no possibility to assign learning objectives at that point. You have definedlearning objectives and assigned them to learning nets.

Procedure

1. Select a section in the test structure.

2. To start the import, choose Extras→ Import Learning Objectives.

A message is displayed that item groups have been created with learning

objectives assigned.

Hint: You can only import all learning objectives together out of a

learning net.

3. Group the item groups together under the relevant sections per Drag&Drop.

The item groups you move are then displayed under the sections.

Result

You have created item groups with learning objectives assigned and grouped them

into sections where relevant.





Creating Item Groups

Use

Item groups are located one level below sections in the test structure. They group

test items thematically. The following functions are available for item groups:

• Test results can be determined at item group level.

• You can provide feedback per item group for the test participant regarding

how the items were answered.

Prerequisites

You have created a section in the test structure.

Procedure1. Select the relevant section and choose New Item Group. A dialog box

appears.

2. Enter the title of the item group and choose Transfer.

3. Repeat these steps until you have created all the item groups you require.

4. Specify the item attributes.


Result

You have created a new item group.

Its title is displayed beside the corresponding icon.

You can now create items for the item group.





Creating Items

Use

Items represent the actual test content for the test participant. Test items enable

you to test the skills and knowledge imparted by a course.

You can select from different item types. The Test Author provides a special

item format template for each item type.

Prerequisites

You have created an item group in the Test Author.

Procedure

1. Procedure

In your test structure, select the item group under which the item should

be created.

2. Choose New Item.

The Create Item dialog box appears.

3. Select the item type you require and choose Continue. The SAP Item Editor

appears. The item format template belonging to the item type is opened.

4. Edit the required texts, scale values, and weighting.

5. Specify the item attributes.

6. Repeat this procedure until you have created as many items as you require.


Result

You have created items and assigned them to the corresponding item groups. You

can now generate the test and view the test preview.





Editing and Generating Tests

Regardless of the test design, it is important that you now specify the following

test attributes:

• The minimum pass score is the percentage score that must be reached to

pass a test. If you do not require this criterion, enter 0 (zero).

• A test value range contains a value range from the maximum achievable

value to the minimum achievable value. You can store a text for each of the

test value ranges. If you select the corresponding option, the feedback text is

displayed along with the test value achieved by the participant.

• Feedback can be given for each test, section, item group, item or answer

.Feedback for items is recorded as an attribute in the item editor. If you want

to give participants a chance to compare their answers with the right answers,

you must select the attribute Answer . You create feedback at test level usingthe attributes Feedback for Test Passed, Feedback for Test Failed and Web

Link (URL) in Feedback. Feedback details are displayed to the participant

on completion of the test in HTML.

Now that you have structured the test, there are numerous features available for

formatting it attractively and using varied types of questions. The various item

types are explained briefly in the next section. You can then do the following

at test level:

• insert existing items into the test

• edit items

• before you then generate and display the test.

The corresponding procedures are explained later.





Inserting an Existing Item into a Test

Use

Test items are the individual elements that make up a test. You can create new

items or insert existing items in a test.

Prerequisites

You have created an item using the Test Author in the local repository or copied

an item from the master repository of the Authoring Environment to the local

repository.

Procedure

1. In your test structure, select the item group under which the item should

be inserted.

2. Right-click the item group and in the context menu choose Insert Item. The

Open File dialog box appears.

3. In the file selection dialog, navigate to the item file you want to insert in the

test. Select the required item file and choose Select .

4. The selected item and its attributes are inserted under the selected test node.


Result

You have inserted the item in the required position in the test structure. You can

now edit the item where necessary.





Editing Items

Use

Of course, you can also edit an item or a reference item after you have created

it in the test.

Prerequisites

You have created an item in the local repository using the Test Author or copied

an item from the master repository of the Authoring Environment to the local

repository.

Procedure

1. Choose File→ Open Item.

The Open File dialog box appears.

2. Select the required item file and choose Select .

The selected item is opened in the SAP Item Editor .

3. Edit the required texts, values, and attributes.


5. Editing an Item Referenced in a Test

1. Select the item to be edited in the test structure.

2. Right-click the item and in the context menu choose Edit Item.The selected item is opened in the SAP Item Editor .

3. Edit the required texts, values, and attributes.


Result

You have changed or edited the texts and values for the item.





Generating Tests

Use

You can generate a test created in the Test Author and display the generated test

content in the Internet browser.

Hint: Checks are performed when you generate the test content. A

message informs you if errors occurred during the generation.

Prerequisites

• You have saved the test and the test structure is valid.

• A referenced introduction file and all referenced items, including referenced

media objects are available in the local repository.• You have installed Microsoft Internet Explorer 5.x or 6.x for the display.

Procedure

1. To start generation of the test content, choose Extras→ Generate Test .

2. A progress display appears that informs you about the progress of the test

content generation.

3. To display the test content, choose Extras→ Test Preview.

4. The test is displayed in the Internet Explorer. If you included an introduction,

this is also displayed.

5. Choose Start Test to start the test. Choose Finish Test to end the test.

Result

• Playable test content compliant with SCORM1.1 has been created.

• You can display, check, and print out the current test.





Item Types

The Test Editor allows you create the following conventional item types with ease:

• MC items are multiple choice questions that have one right answer. There

may be any number of possible answers, from which the participant must

select one right answer. The MC item can be weighted variably in the test.

You can integrate a graphic in the question.

• Die MR items require the test participant to select all of the right answers

from a set of possible answers > 1. The MR item can be analyzed according

to different models. You can integrate a graphic in the question.

• Free text questions (also called gap tests or fill-in items) require the

participants to type in the right answer themselves. The participant's answer

is matched against the right answer and multiple synonyms. If a match is

found, the item is answered correctly.

You can normally integrate graphics in these questions and weight them variably.

This type of item is typically used in instructional tests and performance tests;

fill-in items are typically used to test the participant's ability to reproduce facts.

Scaling questions or evaluations are not test items. They are used in surveys. The

survey participant must rate a given object (course, trainer and so on) on a scale.

The verbal anchors of the answer scale are freely definable and can be assigned

values of your choice. You can integrate a graphic in the question.





When you create items, you must enter the following information:

• Title

You enter a descriptive text for the item content.

• Question

You formulate the text of the actual question or statement.

• Note

Enter an instruction for the test participant regarding how to edit the item.

In an MC item, you can specify whether the participant must select one

or more answers.

• Alternative answersFormulate the alternative answers. In MC items, you flag only one answer as

correct. In MR items, you flag at least two answers as correct.

• Answer weighting

You can assign a number of points for each alternative answer. At least one

of the answers must be assigned a score of > 0.

You assign right answers a score of 1 and wrong answers a score of 0. In

this case, the test participant can achieve the maximum number of points for

the item by selecting all possible answers. The participant is awarded all

of the points for the right answers.

In contrast to this, you can assign a score of 1 for both right and wrong

answers. In this case, a positive score is attained if the participant selects the

right answers and does not select the wrong answers.

• Solution

You enter possible solutions for a fill-in item, which the participant must

complete. You can enter synonyms that are also accepted as right.

For example, you specify that both the text four and the digit 4 are allowed.

• Scale texts

In evaluations or ratings, you specify a value scale with individual textsfor each value.





Exercise 9: Creating Web Based Courses

with the SAP Authoring EnvironmentExercise Objectives


• List the functions of the SAP Authoring Environment

• Create new learning nets, learning objects, and instructional elements

• Create HTML content for your instructional element

Business Example

As the training administrator in your enterprise, you want to create a WBTor convert a course purchased from an external training provider and make it

available to employees in the Learning Portal.

Task 1:

Start by creating a Web Based Training that introduces the SAP Learning Solution.

1. First create an empty learning net, SAP_LS_##, in a new folder, “SAPLS##”.

2. Create the following references according to the structure described here.

First, create three higher-level learning objects. Once you create the

instructional elements, save the structure you have created so far.

Figure 179: Creating Your Own Learning Net






3. Create content files for the individual instructional elements that you can edit

with standard Microsoft products.

Hint: Because you have not configured any other settings, you

have simply used the Windows settings so far to display and edit

the content files. Each file is automatically associated with the

corresponding edit program through its three-character “extension”.

For these simple cases, we will neither assume that the objects will be reused

nor use a separate folder.

4. Before you close the learning objects, create relationships between them

as described below.

Figure 180: Learning objects

Task 2:

Configuration of the Authoring Environment

Before you assign content to the instructional elements or create content yourself,

you must make a few basic settings in the Authoring Environment for professional

content authors.

Initially, however, you can associate content editors and the browser (HTMLviewer) with different types of files for display and editing.

1. Start the Authoring Environment again and save your Word source files

in HTML format in the same folder. Select this file for display in the

appropriate instructional element.

Caution: However, keep the Word file as your basis for later edits.






2. Another situation is when the course author wants to use different tools for

display and editing, but the same source file. Assume, for example, that you

want to use Word files exclusively, but you want to use the user's displaysoftware – that is, the browser – to display the files.

Accordingly, you want to use the Microsoft “Internet Explorer” to display

files with extension “.doc”.

Task 3:

Using Learning Objectives

1. Start the Learning Objectives Manager

2. Add a new learning objective to the catalog:

Objective_01_## (## is your group number).

3. Synchronize the learning objectives catalog.

4. Assign your learning objective to the second learning objectives as an

“attainable” learning objective. Assign this learning objective to the first and

third learning objects as well, but not as “attainable”.

5. Start the Content Player and open the table of contents to enable you to track

navigation in the course. Navigate through the course. What happens in the

table of contents when you close/complete a learning object?

Task 4:

Test Author

1. Create a new instructional element of the type “Test” in the learning object

“Authoring Environment”.

2. Use the Test Author to create the following multiple choice item for the

test you just created.

Figure 181: Test Author

3. Create feedback of your choice for the item group and check the results of

your work.






Task 5:

(Optional) Level of detail in the learning objects

1. Enter any information you feel is sensible in the dialog boxes.





Solution 9: Creating Web Based Courses

with the SAP Authoring EnvironmentTask 1:

Start by creating a Web Based Training that introduces the SAP Learning Solution.

1. First create an empty learning net, SAP_LS_##, in a new folder, “SAPLS##”.

a) Choose File→ New→ Learning Net to start the appropriate wizard.

Name your learning net SAP_LS_## and click Continue. Now click the

folder icon and create a new folder under “Select Folder” by clicking

the icon on the upper right. Enter “SAPLS##” as the name and in the

next dialog box, choose “Select”.

b) When you click “Accept Current List”, you go directly to the “Finish.”

2. Create the following references according to the structure described here.

First, create three higher-level learning objects. Once you create the

instructional elements, save the structure you have created so far.






Figure 182: Creating Your Own Learning Net

a) Right-click on your learning net in the learning net overview and

choose “New Learning Object”. Another wizard starts. Enter the first

default name, “Learning Portal”.

Click “Create no Template” and “Empty (no template)” and then

“Finish”.

Hint: Of course, in a genuine environment, you would havetemplates with the appropriate enterprise guidelines here.

Repeat the process for the learning objects for the “Authoring

Environment” and “Training Management”.

b) Right-click on learning object “Learning Portal” in the learning net

overview and choose “New - Instructional Element” to create a new

instructional element. Enter “Functions available” (the later name of

the element) as the name. Then choose “Continue” twice and then

“Finish” to reach the selection of the corresponding knowledge type.

Select “Orientation-Overview”, for example, as the “Knowledge Type”.

c) Repeat the process for the additional instructional elements for at least

the first learning net object, and one each for the others.

d) File→ Save All .






3. Create content files for the individual instructional elements that you can edit

with standard Microsoft products.

Hint: Because you have not configured any other settings, you

have simply used the Windows settings so far to display and edit

the content files. Each file is automatically associated with the

corresponding edit program through its three-character “extension”.

For these simple cases, we will neither assume that the objects will be reused

nor use a separate folder.

a) In the learning net overview, click on instructional element “Functions

available”.

b) You can now click the icon to edit the media object in the frame below.

You can enter “doc”, for example, under “Extension”.

Aside from this, leave all the fields as they are and deactivate the two

options for reusability and separate folder before you click “OK” to

confirm.

c) Because you defined extension "doc", Word is launched automatically

to generate the corresponding file. You can now enter the actual texts

and images that the learner will see later in the browser.

d) Exit the application (Word), save the file, and confirm any prompts

regarding text formats with “Yes”. Then return to the AuthoringEnvironment and click "Cancel" to close the warning from the external

application.

e) You can repeat this process for other instructional elements. Of course,

you can also use other extensions that you know about. If you are

familiar with HTML, for example, you can use “htm” to create the

source text.

4. Before you close the learning objects, create relationships between them

as described below.






Figure 183: Learning objects

a) Double-click the learning net so that your three objects are displayed

in the workspace. Select the relationship “Before”. Click the object

“Learning Portal” and drag and drop the relationship to Training

Management or the Authoring Environment.

b) File→ Save All .

c) File→ Close All.

Task 2:

Configuration of the Authoring Environment

Before you assign content to the instructional elements or create content yourself,

you must make a few basic settings in the Authoring Environment for professional

content authors.

Initially, however, you can associate content editors and the browser (HTML

viewer) with different types of files for display and editing.

1. Start the Authoring Environment again and save your Word source files

in HTML format in the same folder. Select this file for display in the

appropriate instructional element.






Caution: However, keep the Word file as your basis for later edits.

a) Start → Programs→ SAP Learning Solution→ Authoring Environment

b) Open your learning net, SAP_LS_##, open the objects in the learning

net overview, and select instructional element “Functions available”.

c) Again, click the “Edit Media Object” icon to launch Word. Now save

this file in HTML format in Word ( File→ Save As→ Save as type)

and close Word.

d) In the Authoring Environment, close the warning from the external

applications with “Cancel” before you enter the source file for display

and the source file for editing.

e) Now choose the saved HTML file as the source file for display bychoosing the appropriate folder icon.

f) Clicking the different icons will now launch different applications to

display and edit the instructional element.

2. Another situation is when the course author wants to use different tools for

display and editing, but the same source file. Assume, for example, that you

want to use Word files exclusively, but you want to use the user's display

software – that is, the browser – to display the files.

Accordingly, you want to use the Microsoft “Internet Explorer” to display

files with extension “.doc”.

a) Tools→ Configuration→ Associations

Click “New” under “For Displaying Content”. A wizard starts.

b) Displaying Content → Select Application Manually →

c:\Programme\Internet Explorer\iexplore.exe -Name (such as) Browse,

and then enter “doc” as the extension with “Add” in step 5 of the wizard.

You can deactivate the content player for this display before you click

“Finish” to close the wizard and “OK” to exit the configuration.

c) Now open one of your instructional elements with one Word source file

and click “Display Media Object”. The Internet Explorer is launched

without the content player and calls the Word document.

Task 3:

Using Learning Objectives

1. Start the Learning Objectives Manager

a) Tools→ Learning Objectives Manager

2. Add a new learning objective to the catalog:






Objective_01_## (## is your group number).

a) Choose “New”, make the entries you require (instructional designers

use common learning objective classifications), choose “Apply” and

“OK”.

3. Synchronize the learning objectives catalog.

a) File→Work Online (your instructor will help you)

b) Open the Learning Objectives Manager again and click “Online

Catalog - Synchronize ...”. Your learning object now appears in the

online catalog.

c) Click the Offline tab to make sure that your local learning objective

catalog has been supplemented.

4. Assign your learning objective to the second learning objectives as an

“attainable” learning objective. Assign this learning objective to the first and

third learning objects as well, but not as “attainable”.

a) In the learning net overview, select the relevant object and, in the dialog

area, choose the “Learning Objectives” tab page. Choose “Add”,

Select, “Add” to assign the new learning objective to the respective

learning object. For the first and third learning objects, deactivate the

“attainable” field in the top right dialog area.

5. Start the Content Player and open the table of contents to enable you to track

navigation in the course. Navigate through the course. What happens in the

table of contents when you close/complete a learning object?

a) Choose File→ Save All and Tools→ Play Learning Net. Open the

table of contents. When you work through the first learning object

completely, you have not yet achieved the learning objective associated

with it. When you work through the second learning object completely,

however, the last object is also flagged as “Processed” (“Content

Known” would be better) – and skipped.

Task 4:

Test Author

1. Create a new instructional element of the type “Test” in the learning object

“Authoring Environment”.

a) Right-click on “Authoring Environment” and choose New Element →

Test . Enter “Test_##” as the name in the wizard. The familiar closing

window appears, where you can leave “Self-Assessment Test” as the

test type.






2. Use the Test Author to create the following multiple choice item for the

test you just created.

Figure 184: Test Author

a) Select the test you just created in the learning net overview. Go to

“Edit Media Object” in the dialog area, confirm the Test Author, and

click OK.

b) Right-click the item group under Test__## / Section and choose “New

Item”. Choose am MC item.

c) Enter a title (such as “Editor”), question, and the first possible answer

“SAP Tutor” in the appropriate fields.

You see a message in the message box indicating that the correct

answer is still missing.

d) Click the “Add a New Answer” icon next to the first answer to create

additional answers.

Choose “Test Editor” as the correct answer by clicking the field next to

it. A green checkmark appears.

e) Item→ Save

Item→ Exit

3. Create feedback of your choice for the item group and check the results of

your work.

a) Select the item group and create feedback of your choice. To do so,

click the icons in the appropriate fields, enter texts, and click OK to

confirm.

Remember that you can also submit feedback at the “Test” and “Item”

levels.

b) Choose Extras→ Test Preview and check whether you are satisfied

with the result.

c) File→ Save

File→ Exit






Task 5:

(Optional) Level of detail in the learning objects

1. Enter any information you feel is sensible in the dialog boxes.

a) Select an instructional element in the learning net overview.

b) Enter the planned completion time under tab “Extended”. Enter

remarks and keywords in the corresponding tabs.

c) Repeat the above steps for all the instructional elements.

d) Check the planned completion time of the learning objects and enter

topic descriptions for them under “Subject”.





Lesson Summary

You should now be able to:• Distinguish between the different types of tests in the SAP Learning Solution






Unit Summary HR270

Unit Summary


























Unit 10 SAP LS Authoring Environment –

Repository Explorer

Unit Overview

You will acquire an overview of the functions and options contained in theRepository Explorer of the SAP Learning Solution. You will learn how to check

courses in, release them, and assign them attributes for Training Management.

Unit Objectives


• Explain the process-related difference between online and offline working

• Distinguish between the procedure for working online and offline

• Define the purpose of a local repository

• Create a local repository• List the tasks of the master repository

Unit Contents

Lesson: Playing Online/Offline................................................346Lesson: Repository Explorer ..................................................349

Procedure: Check In .... .... .... .... ... .... ... .... .... .... ... .... .... .... ..354Procedure: Copying........................................................358

Procedure: Managing Content.... ... .. .. ... .. .. ... .. ... ... .. .. ... ... .. ... 359

Procedure: Content Search...............................................361

Procedure: Content Versioning ... ... .. .. ... ... .. ... .. ... ... .. ... .. ... ... .363Exercise 10: Publishing with the Repository Explorer .. . .. . . . .. . . .. . . .365


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Unit 10: SAP LS Authoring Environment – Repository Explorer HR270

Lesson: Playing Online/Offline

Lesson Overview

You will learn the differences between working online and offline in the SAP


Lesson Objectives




Business Example

You are a subject matter expert/instructional designer responsible for creating

e-learning units that can be put together to form courses. You do not always have

the opportunity to work online in your Authoring Environment. Accordingly, you

want to find out which activities require you to have a connection between your PC

and your company network, and how you can configure the corresponding settings.

As a content author, you need to know which functions are available when you

work online and which ones are available when you work offline.

Offline PlayingWhen you work offline, you only have access to learning nets that are stored on

your local hard disk or in the local repository.

You cannot read an objective from the catalog and you cannot access learning nets

and objects in the master repository.

Choose File→ Work Offline.

Online Playing

Figure 185: Working Online

When you work online, you are simultaneously logged on to the ERP2005 system

and the master repository.




HR270 Lesson: Playing Online/Offline

You can do the following:

• Use the learning objectives catalog and synchronize learning objectives that

you created offline (locally) to make them available in all learning nets. To

do so, you save the learning objectives to the ERP2005 system using the

Synchronize function.

• Transfer data between local and master repository

• Check objects in and out

• Copy objects [new version of objects, administration of master repository]

• Release objects

• Publish learning nets

• Preview objects

• Search for objectsChoose File→ Work Offline.

Hint: You will find other online editing settings in the menu under Tools

→ Configuration. In the dialog box that appears, choose Online.





Lesson Summary

You should now be able to:• Explain the process-related difference between online and offline working





HR270 Lesson: Repository Explorer

Lesson: Repository Explorer

Lesson Overview

You will receive an overview of how learning objects are exchanged between the

course authors' local repositories and the master repository in the SAP Learning

Solution.

Lesson Objectives



• Create a local repository

• List the tasks of the master repository

Business Example


units that can be put together to form courses, or that can be reused by other

authors.

Introduction

Figure 186: Terminology

The purpose of the Repository Explorer is to administer course content. The main

function of the Repository Explorer is the exchange of data between the local

and master repositories.





Content can be displayed and edited in the local repository. During installation,

you have to set up the path to the directory in which the local repository is to be

created (for example: “C:/Programme/SAP/Local Rep/default”).

The master repository is the central content repository that can be accessed by all

authors. It is located in the Content Management System of the Portal server, for

example. The functions available in the Explorer are for learning nets, learning

objects, and reusable media objects.

Figure 187: The Training Content Cycle

Training contents run through the following statuses during the authoring process:

1. Objects can be edited locally by creating them locally or importing them.

2. The “check-in” process transports the objects to the master repository, where

they are visible to other course authors.

Caution: No Change Function in Master Repository

Objects that are checked into the master repository cannot be

changed. If you want to change the content, you must edit it in

order to create a new version. Consequently, when other content

authors reuse external objects, they can be sure that these objects

will not change.

3. If the objects are “released”, other authors can reuse them or reference them

in their learning nets.

4. If the objects are “published”, this information is incorporated into the

course catalog. They are now available in Training Administration (for WBT

creation, for example), where booked learners can play them. Obsolete

publications can be overwritten in the process.





In general, this cycle starts over from the beginning when an object is copied

from the master repository to a local repository – for example, to improve it or

modify it for new courses.

Figure 188: Data Transfer of Repositories

Note that every change to an object that has been checked into the master

repository creates a new version of that object there. Once an object version has

been checked in, it cannot be changed. The versioning concept ensures that a

learner who interrupts a course is always provided with the same version of

the course on reentry, even if a new version of the course has appeared in the

meantime. Versioning is also important in the context of reusability. You can

decide what version of an object should be referenced in a given context (learning

net) and you can be sure that the version referenced cannot be changed by the

author. Version management is largely automated by means of corresponding

appendices to the object names. Only one version of an object can exist locally,

even without active involvement on the part of the author.

Caution: Dual Name Range

The namespaces in both the local and master repositories are arranged inthe same hierarchy. This means that an object stored in the local repository

will be transferred to the same namespace in the master repository and

vice versa. Consequently, you must pay particular attention to the storage

location of an object when you create it since you cannot change this

afterwards.





Working with the SAP Repository Explorer

Figure 189: Starting the Repository Explorer

You can either start the Repository Explorer from within the Authoring

Environment or call it directly as an independent program. The left frame contains

the local repository and the right frame the master repository (assuming you are

online).

You may find it useful to Display New Versions. You use this function in the

master repository to find new versions of objects selected locally. You may do

this, for example, if you want to know if the author has updated an object you are

using locally. New versions are highlighted in bold font in the master repository.

New versions that have been released can be reused. You can display a preview of

the new version in the browser. Possible version conflicts can be resolved You can

return to the normal view via the master repository view.





Figure 190: Icon Functions

As a course author or administrator who knows how to use the Repository

Explorer, you recognize all the important information for repository objects at a

glance. There is a separate icon for practically all the objects in the Learning

Solution.

Figure 191: Icon Functions

In turn, their status is indicated by various small flags (see diagram).





Check In

Use

Check-in allows data transfer from the local repository to the master repository.

Data is stored in the master repository and can be displayed by other authors

when it is released.

When you execute the function, a check-in wizard guides you through the process.

The check-in wizard lets you automatically add all dependent objects to the

check-in list.

Before checking the objects in, you should ensure that all object dependencies

have been maintained correctly. All files belonging to an object are checked in,

even unchanged files.

The check-in wizard provides a consistency check on cross-references betweenobjects and their dependencies.

At check-in, you also have the option of creating a copy of the check-in object

in the local repository.

Prerequisites

To be able to check in an object, you must be working online and have set up a

connection to the master repository. To do this, choose Connect in the master

repository.






Procedure

1. In the local repository, select one or more objects for check-in.

2. Choose Check in.

The dialog box Check-In Wizard appears.

3. If you want cross-references checked for consistency, set the

appropriate indicator.

4. Choose Continue.

Caution: In rare cases, the system may identify a version

conflict during the check-in. Such a conflict occurs when the

objects you want to check in indirectly reference different

versions of an object. When this is the case, you must choose

the version that you want to use for the objects you wantto check in.

5. A dialog box may appear indicating structure errors in the objects to be

checked in. You can ignore these errors and proceed with the check-in.

However, you may not be able to release the objects later on if you do

so. Alternatively, you can cancel the check-in and correct the errors.

6. In the dialog box that appears, you have the following options:

• Check the list of objects for transport. Check, in particular,

whether all dependent objects are included in the list. If this is not

the case, leave the check-in wizard and edit the dependencies in

the local repository by choosing Edit Attributes→ Dependencies.

• If you want to keep a copy in the local repository of the objects to

be checked in, select the relevant indicator.

7. Choose Start .

Result

The selected objects are checked into the master repository with their dependent

objects. The objects are flagged with the relevant icons.

System Feedback During Check-In

There are a number of messages that can be displayed on check-in.





The following message types are possible:

• Learning objective error

• Empty learning net

• Learning object

• Instructional elements

• Obsolete content

• Dependency error

• Missing anchor file

• Cross-reference error

Learning objective error

The learning net / learning object contains invalid learning objectives or an invalidsystem ID.

You cannot continue the check-in when this error message appears.

To correct the error, you must open the object in the Authoring Environment.

Empty learning net/object

The learning net/learning object contains no subordinate learning nets, learning

objects or instructional elements.

Obsolete content

The content generated for the object (for example, for a test) is obsolete. To

correct the error, you must open the object in the Authoring Environment and

generate the content again.

Dependency error

The object uses media objects that have not been registered explicitly. To correct

the error, add the dependencies to the object. To do so, select the object in the local

repository and choose Edit Attributes→ Dependencies.

Missing anchor file

No anchor file exists for an object. This means that the object cannot be referenced by other objects.

This error usually only occurs when you have deleted the anchor file manually,

that is, outside of the Authoring Environment. To correct the error, you must

either delete the object completely and create it again, or create the anchor file

again manually.

Cross-reference error

The object contains references to unknown or invalid objects.





To correct the error, edit the object and adjust the cross-reference accordingly.

Caution: Cross references are only checked for SAP LS AE proprietaryfile types. Thus, an error-free check-in is no guarantee that all of the

cross-references in the objects are correct.





Copying

Use

Copying enables the transfer of data from the master repository to the local

repository. An exact copy of each object is generated. This can be read locally but

not changed or checked in to the master repository.

When you execute the function, a copy wizard guides you through the process.

Like the check-in wizard , the copy wizard lets you automatically add all dependent

objects to the copy list.

Prerequisites

To be able to copy an object, you must be working online or have set up a

connection to the master repository. To do this, choose Connect in the master

repository.

Procedure

1. In the master repository, select one or more objects for copying.

2. Choose Copy.

The dialog box Copy Wizard appears.

3. If you want dependent objects automatically added to the copy list,

select the relevant indicator.

4. Choose Continue.

5. Check, and where relevant, modify the list of objects for transport inthe dialog box that appears.

6. Choose Start.

Caution: During the copying process, the system may detect

a version conflict. Such a conflict occurs when you copy an

object for which there is another version stored locally. In this

case, you must select the version that you want to use in the

course you are editing locally.

Result

The objects to be transported have been copied in read-only format to the localrepository.





Managing Content

Prerequisites

Checked in, usually older versions of learning nets should be excluded from

reuse, so that the learners who start courses affected in this way do not access the

obsolete courses.

Procedure

Figure 192: Preventing Objects from Being Reused

1. By flagging the outdated course as "obsolete" in the master repository, you

prevent it from being re-booked in the future: Select the learning net –>

right click –>"Mark as obsolete (XX)" .

Figure 193: Renewing the Validity of Excluded Objects

2. Objects that have previously been excluded from reuse can be allowed for

reuse at a later stage by clicking on Mark as valid (see graphic above).






Result

Marking an object as “obsolete” has a number of consequences, particularly

technical ones.

• The courses are not "deleted", they are simply not offered as content for

a course. From a technical point of view, they remain as versions in the

Content Management System, but are not displayed as possible learning

nets for assignment to course types.

• Courses that have already been booked in the Learning Portal still link to

this learning net.

• This content is no longer available when you create new course types or

change existing ones.

If you permit objects to be used again, users on the Learning Portal can access

them again.





Content Search

Prerequisites

The full text index search must be installed. You can then search in the master

repository not only in texts but also using metadata for the respective learning nets.

Figure 194: Full Text Search in the Master Repository Using the Repository

Explorer

You have to define the type for this metadata (author, keywords, validity, and so

on) and their classification asmandatory fields and optional fields beforehand in

SAP ERP2005 HR Customizing for the Authoring Environment, so that authors

can use it when creating content.

Procedure

Figure 195: Full Text Search in the Repository Explorer - Metadata

1. The author maintains the metadata when creating learning nets. Mandatoryfields must always be filled. If they have not been maintained, this leads to

error messages when checking in.

2. In the second tab page of the search you can also find all the learning nets

and objects that contain a particular keyword (where-used-list). On the third

tab page you can search for learning objectives.






Result

You can further restrict the results of the search for learning nets and objects.

For example, you can base your search on a particular language, for objects

that have already been published, or for the object type (learning nets, reusable

content sources). You can branch from the hitlist directly to the objects found in

the Repository Explorer.

Figure 196: Metadata Search Results





Content Versioning

Use

If an administrator changes a learning net in the Authoring Environment, the

administrator can indicate whether the changes are minor changes (layout,

spelling) or important changes (content, tests) after checking in the net.

Procedure

Figure 197: Type of Change to the Learning Net

1. You can view or change the attributes of the learning objects in the local or

master repository from within the repository explorer. You can store the

change information under Publishing data.

Result

This information plays a central role if you want to provide the learner with an

updated version of a web-based training course in the Learning Portal. Depending

on the Customizing settings in the SAP system and the learning net, the changes

made can have different effects and require different responses, for example:

• The learner is automatically provided with the latest version. The previous

version and the learner's learning progress is deleted! In this case, learners

receive a message in the Learning Portal telling them about the change.

• Learners can decide for themselves whether they want to continue with

the older version and exit the web-based training course they have started.

This option is useful if only minor changes to the content have been made

by the administrator.

• Furthermore, the learner can decide whether the changes represent value

for money. This means that in the event of a course update, for example, an

increased charge is also due for the latest version.

Figure 198: SAP Customizing – Possible System Responses to Changed

Content Versions





Exercise 10: Publishing with the

Repository Explorer Exercise Objectives


• Differentiate between your local repository and the master repository and

between “releasing” and “publishing” a WBT.

Business Example

You are a course author and want to ensure that your content appears in the

Learning Portal, and is also available to other content authors.

Task:

You now want to make the learning net you created available as a WBT in the

learning portal. To do so, you have to publish your learning net in the master

repository.

1. Start the Repository Explorer and log on to the main repository with your

ERP2005 logon data.

2. Check your learning net into the master repository. Enter your own name

as the author. Note the calculated learning time.

3. Release the learning net. Note the change to the icon for your learning net inthe master repository.

4. Open the master data catalog on the back end system and start creating a new

WBT. Can you already create a relationship to your new learning net? Do not

close the transaction; instead, go back directly to the Repository Explorer.

5. Publish your learning net and create a WBT in the back end system with

your learning net as content. Be creative when you enter the descriptions

and other values.

6. Find and book your WBT in the Learning Portal. Start it in the Content

Player.





Solution 10: Publishing with the

Repository Explorer Task:

You now want to make the learning net you created available as a WBT in the

learning portal. To do so, you have to publish your learning net in the master

repository.

1. Start the Repository Explorer and log on to the main repository with your

ERP2005 logon data.

a) Start the Repository Explorer either with Windows→ Programs→

SAP Learning Solution or directly from the Authoring Environment

→ Tools→ Start.

Click “Connect” in the right-hand frame. You are prompted to enter

the data to log on to the back end system. After you have logged on

successfully, the learning objects from the master repository appear

in the right-hand frame.

2. Check your learning net into the master repository. Enter your own name

as the author. Note the calculated learning time.

a) Select the anchor file for your learning net (extension .crs) in the

left-hand frame of the Explorer and click the Check In button. A

prompt appears asking whether you want to define additional attributes

for the learning net. The learning time is calculated automatically basedon the metadata maintained for the objects.

3. Release the learning net. Note the change to the icon for your learning net in

the master repository.

a) Right-click the anchor file you just checked in (it is located under the

same path is in the local repository). Choose “Release”.

4. Open the master data catalog on the back end system and start creating a new

WBT. Can you already create a relationship to your new learning net? Do not

close the transaction; instead, go back directly to the Repository Explorer.

a) No. A release merely enables the other authors to access the checked-inobjects.






5. Publish your learning net and create a WBT in the back end system with

your learning net as content. Be creative when you enter the descriptions

and other values.

a) The publication process is similar to the release process – you can see

the corresponding indicators in the icon for the learning net.

b) You can now create the desired relationship in the transaction you

started for creating a WBT. Make the usual entries, like you learned

in unit 6, and save your entries.

6. Find and book your WBT in the Learning Portal. Start it in the Content

Player.

a) You hopefully remember what you called your new WBT and can find

it in the HR270 folder. Continue as usual.

Caution: Congratulations! You have now created a learning

net as a content author published the content internally,

and created a new WBT for this content as a training

administrator. You then booked it as a learner in your new

Learning Portal and processed it.





Lesson Summary

You should now be able to:• Define the purpose of a local repository






HR270 Unit Summary

Unit Summary










Unit Summary HR270




Unit 11Additional Information

Unit Overview

You will receive a general overview of the topics covered in the course.

Unit Objectives


• Explain the fundamental principle on which the SAP Business Information

Warehouse (BIW) works

• Describe the visual representation of reporting in the SAP BIW

• Name the features of the new correspondence concept.

Unit Contents

Lesson: Reporting with Business Intelligence ..............................372Lesson: Correspondence in the SAP Learning Solution...................381


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Unit 11: Additional Information HR270

Lesson: Reporting with Business Intelligence

Lesson Overview

This lesson provides a brief overview of the options and modes of representation

for the SAP Learning Solution using the Business Information Warehouse in the

standard system.

Lesson Objectives





Business Example

As a training administrator you are already experienced in dealing with the

standard reporting tools in your Learning Management system.

It is your task to take a closer look at a solution that also allows occasional users,

in particular managers, to compare existing training data and derive correlations

from it that could provide the basis for strategic decisions.

A visually appealing representation of the evaluation in the standard browser

is particularly important here.




HR270 Lesson: Reporting with Business Intelligence

Structure of the Application

Figure 199: Structure of a BI Application in the LSO

In the Business Information Warehouse, data exists in the form of InfoCubes. TheInfoCubes themselves are structured in such a way that they hold information

ready for specific queries that can be started from the browser. One particular

aspect of these InfoCubes is that they enable you to derive relationships between

various sets of data.





Figure 200: Holding Data in InfoCubes

Each InfoCube holds key figures in such a way that they can be read in aggregated

form in accordance with particular characteristics. Each part of the InfoCube

stands for a key figure-characteristic combination.

The queries are processed by the Business Warehouse Server and the results are

converted to HTML format, for example, so that they can be viewed in the browser.





Possible Data Output

Figure 201: Queries as a Form of Data Request

The data the user can call depends on which queries were previously defined and published. 18 queries are included in the standard SAP Learning Solution. You

can use the Business Explorer to create additional queries, if required.





Figure 202: Queries in the SAP Learning Solution

Within the SAP Learning Solution you can acquire detailed information about

learning behavior, success rates and more using the interface to the Business

Information Warehouse (see graphic above).





Figure 203: Attendance Statistics

A few examples are illustrated in the following section. An entire course could be

devoted to the topic of reporting using the BIW, just for HCM alone.





Figure 204:

Figure 205:





Figure 206:





Lesson Summary

You should now be able to:• Explain the fundamental principle on which the SAP Business Information






HR270 Lesson: Correspondence in the SAP Learning Solution

Lesson: Correspondence in the SAP Learning Solution

Lesson Overview

Prospects - new correspondence options with the LSO 600.

Lesson Objectives



Business Example

As a training administrator you know how to send standard letters with MS Word,for example, in order to send invitations to participants. Until now, you have

chosen to do using standard e-mail, also because you could control the layout

better. As part of the process of implementing a new LMS, you are considering

whether technical advances might offer you other options.

The New Correspondence Concept

Correspondence covers a very large area in Training Administration and is dealt

with in the relevant course. Attendance bookings and confirmations, course

cancellations, rebookings, date changes for bookings and so on normally go hand

in hand with a specific form of notification. LSO 600 offers a new correspondence

concept that can be implemented as an alternative to the normal correspondence

concept. As part of the new “request based correspondence”, special settings allow

users the option of correcting and supplementing the content of correspondence

before it is created.

Figure 207:





Correspondence can either be triggered manually by a training administrator, or

a learner triggers automatic correspondence by way of a self service action. In

both cases, you can define in Customizing whether additional information is to beadded and the data checked, or whether the document should be created without

additional, external assistance.

If the correspondence is to be edited by another employee, the correspondence

data is arranged in a worklist that the employee in question can then process.

After checking the date, the employee then triggers the creation of the message.

Various output media options are available:

• E-mail

• Fax

• SAP Mail

• Text message

• Printed document

Hint: As well as “Queuing and Editing”, the obvious advantage of the

new correspondence options is the standard use of e-mails with pdf

attachments.

Delimitation of SAPscript

Note that request-based correspondence in the SAP Learning Solution is a new

function based on a different data model and a different data store to that of theSAPscript.based correspondence from the previous versions of Training and Event

Management.

Request-based correspondence and SAPscript-based correspondence are two

independent applications in the SAP Learning Solution. This means:

• They have no shared Customizing

• They have no shared forms

• They have no shared output logs, logs of correspondence to be output, or

error logs.




HR270 Lesson: Correspondence in the SAP Learning Solution

Lesson Summary

You should now be able to:• Name the features of the new correspondence concept.




Unit Summary HR270

Unit Summary









HR270 Course Summary

Course Summary


• Describe the business processes of (Blended) Training Management, the

Learning Portal and the Authoring Environment

• Define the structure of the SAP Learning Solution and the interplay between

the various components

Related Information

• Use a URL or cross-reference tag to point out additional information that

the participants may find useful, such as Web sites or white papers. Delete

this if not applicable.




Course Summary HR270

HR270 en SAP Learning Solution Overview Participant Handbook 2006

Documents

Transcript of HR270 en SAP Learning Solution Overview Participant Handbook 2006