Identify Lessons Learned Coordinators/Managers

Lessons Learned Handbook:

DOE-HDBK-7502-95

include discussion of resource needs (e.g., required personnel, office space,

equipment/computer hardware and software). It is helpful to supplement the text in

the Management Plan with graphical presentations such as logic diagrams or key

activities diagrams (Gantt charts). Gantt charts graphically present the start and end

dates of planned tasks as well as task dependencies (tasks that must be completed

before dependent tasks can begin). A description of logic diagram development and

a sample logic diagram are provided in Figure 1. An example of a gantt chart is

presented in Figure 2.

Identify Lessons Learned Coordinators/Managers

It is suggested that Lessons Learned Coordinators and Managers be identified early in

the planning process. These individuals should contribute to the development of the

program and related documentation. Newly established Lessons Learned Coordinators

should also contact Lessons Learned Coordinators at other DOE sites and access

available documentation from existing lessons learned programs (some examples are

provided in Volume II of this Handbook). One of the early responsibilities of the

Lessons Learned Coordinators and Managers should be to define the responsibilities

and actions that will be required to implement the lessons learned program. It is

suggested that these responsibilities be assigned to appropriate personnel. (See

Volume II, Appendix III for an example of a Management Requirements and

Procedures document that defines responsibilities.)

Develop a Promotional/Communications Plan

Lessons Learned promotional material and communication plans are developed to

reach a broad audience with program information. These plans should be used to

encourage participation and to ensure that all employees are aware of their own roles

and responsibilities as well as those of others. These plans should be used to

reinforce program benefits and to highlight opportunities for employees to contribute

and receive information. Promotion/communication objectives should be tied to

employee orientation and training. The communications plan should include several

different vehicles for spreading information about the program. These may include

articles and publications (e.g., a schedule for submitting articles to a site-level

publication, a permanent feature section in an established publication, or a publication

dedicated exclusively to lessons learned); distribution of pamphlets or flyers (See

Volume II, Appendix IV for examples of communications material); workshops and

training programs; presentations at staff meetings; use of bulletin boards for

presenting promotional material; and a series of computer messages introducing

special aspects of the program. It is important to maintain a steady and continuous

flow of information about the program. It is also important to develop customer

feedback mechanisms such as questionnaires, telephone surveys, and focus group

meetings.

Page 4