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Lessons Learned Handbook:
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
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