Federal Energy Management Program Training Guidance

Developing a FEMP training involves six steps including identifying training needs and the delivery method, acquiring supervisor approval, developing the training and its materials, delivering the training, evaluating the training, and an auditing process, which will lead back to the beginning of the cycle.

This page is designed to help Federal Energy Management Program (FEMP) federal, contractor, and national lab staff understand and access training templates, process guidance, and best practices. All FEMP program teams should regularly refer to this page for key updates.

Can't find what you need on this page? Want to make a request for something to be added? Email Maureen Alto and the FEMP Training Team.

On This Page

Why Is This Important?

FEMP's mission was codified by the Energy Act of 2020. (Sec. 543(i)(1)) directs FEMP to: "(i) develop and implement accredited training consistent with existing Federal programs and activities (I) relating to energy and water use, management, and resilience in Federal facilities, energy-related investment practices, and environmental stewardship; and (II) that includes in-person training, internet-based programs, and national in-person training events."

FEMP is accredited by the International Association for Continuing Education and Training (IACET) and awards IACET continuing education units (CEUs) upon the successful completion of select courses. The FEMP Training Program must follow strict protocols to ensure compliance with IACET standards for continuing education. FEMP reports annual progress towards a training hour goal for the Government Performance and Results Act (GPRA).

Key Training Team Members

For all general training questions, document submissions (training request forms), or any other requests, email the FEMP training team.

OrganizationTitleContactKey Responsibilities
FEMPTraining Program ManagerMaureen Alto;
FEMP training team		Final approval for all trainings 

Responsible for overall success of training program
National Renewable Energy Laboratory 
(NREL)		Training Approval CoordinatorCasey KiteManages FEMP Central contacts database 

Manages FEMP Central training approval process 

First line point of contact (POC) for Training Catalog support 

Supports data and reporting
NRELTraining Program SupportPardeep ToorServes as back up for Training Approval Coordinator 
Oak Ridge 
National Laboratory 
(ORNL)		Training Program SupportElena MeehanReviews training requests 

Serves as back up for Training Approval Coordinator
National Institute of Building Sciences 
(NIBS)		WBDG LMS SupportBrittany KitchensFirst line POC for Whole Building Design Guide (WBDG) support 

Runs Webex for trainings
NIBSWBDG Learning Management System (LMS) manager 

IACET Compliance Coordinator		Kyle BarryDevelopment and maintenance of WBDG 

IACET accreditation and compliance
NIBSWBDG LMS SupportBen NolanDevelops training pages on WBDG

Program Definitions

  • FEMP Central provides a central database to track training requests and approvals, training attendee contact information, and is FEMP's hub for submitting nominations for Federal Energy and Water Management Awards.

    More information about FEMP Central can be found in the FEMP Central Guide section below.

  • International Accreditors for Continuing Education and Training (IACET)

    In 1998, the "IACET CEU" designation was born as part of an Accredited Provider Program. The IACET CEU ensures that a standard of learning is in place. Only accredited providers who have been approved by the IACET Commission are allowed to award IACET CEUs.

    Because the ANSI/IACET Standard focuses on how continuing education and training programs are developed, not what they cover, it provides a framework of best practices that can be applied across disciplines and industries. 

    At the individual level, the CEU is an essential tool for professional development and certification or recertification. At the industry level, certification and licensing programs that use CEUs help industries strengthen their credibility, institutionalize their best practices, and cultivate the next generation of practitioners.

    Government Performance and Results Act (GPRA)

    Enacted in 1993, GPRA was designed to improve program management throughout the Federal government. Agencies are required to develop a five-year strategic plan outlining its mission, long-term goals for the agency's major functions, performance measures, and reporting results.

    One of FEMP's GPRA goals is the total number of training hours delivered to learners, calculated as the total number of attendees multiplied by course length for each course in a given year.

  • The FEMP training team is responsible for approving, publishing, promoting, hosting, and collecting data on FEMP trainings.

    FEMP program managers and their technical support staff are responsible for developing training plans, building training courses (including learning objectives and assessments), submitting trainings for approval, supporting promotional activities, conducting trainings, sending any desired follow-up with attendees, and reviewing course feedback for future improvements.

    FEMP supervisors are responsible for approving trainings.

  • The National Institute of Building Sciences (NIBS) developed the Whole Building Design Guide (WBDG) to foster communication and knowledge-sharing among federal, industry and academic partners to advance high-performing facilities.

    The WBDG serves as the learning management system (LMS) for all of FEMP's accredited courses. It is a full-service LMS customized for FEMP that includes hosting, registration, course assessments, and evaluations; providing downloadable certificates; and maintaining learner records including transcripts of enrollments and course completions.

    NIBS provides critical oversight of FEMP's accreditation. NIBS staff are responsible for ensuring that FEMP remains in compliance with the ANSI-IACET 1-2018 Standard, and for developing and maintaining all necessary policies, processes, and procedures associated with accreditation.

    FEMP strives to host registration for all trainings, whether or not they provide CEUs, on the WBDG.

Processes and Guidance

  • Guide To Developing an Effective Training Plan
    1. Conduct Needs Assessment
      Identify drivers (legislative, agency, administrative, etc.), existing resources, perform gap analysis, assess available data, and refer to management guidance to determine highest priority areas of need for training. Needs assessments should happen annually at minimum during fiscal year planning but can also be conducted as an ongoing practice.
    2. Identify Learning Outcomes and Training Needs
      Determine the specific assessable skills or knowledge that the training will address, decide if the training will offer CEUs, and identify the behavioral outcomes you wish to see (usually starts with define, explain, identify, demonstrate, etc). Is training the most appropriate approach, or would engagement, technical assistance or tool development be a better solution?
    3. Analyze Target Audience
      Understand their learning styles, drivers for attending training, preferences, job roles, and levels of experience, and factor in the specific requirement and constraints which might affect their learning.
    4. Identify Specific Training Courses To Meet Goals
      Prioritize courses based on identified needs and availability of resources (budget, staff, existing courses, etc.)
      • Define Course Overview and Learning Outcomes: Identify what learners will accomplish, how it will be measured, and what resources they will utilize.
        • Measurement options: standard assessment, learning output (report, plan, etc.), other.
      • Choose Appropriate Training Methods: Select the most appropriate delivery medium for the training, which can include in-person or online training, workshops or seminars, on-the-job training, hybrid approaches, etc.
      • Assign Trainers or Facilitators: Identify the best trainers or facilitators for the training, and identify the necessary knowledge and skills to deliver the content in an engaging and effective manner.
        • Focus on the fact that you want to engage your audience.
        • You want your attendees to remember, understand, be able to apply new knowledge, and evaluate an improved level of competency.
      • Get Training Approval: Write course description, identify target delivery date, identify recruitment and promotion channels, and submit the Training Request Form in FEMP Central.
      • Develop Training Materials: Create training materials and job aids that support the learning objectives, which can include videos, handouts, guides, and assessments. Trainings may use any number of systems to deliver content, the most common of which are MS PowerPoint for in-person, live and on-demand courses and Articulate for produced on-demand courses.
      • Determine the Training Timeline and Schedule: Determine how long the training should take and determine the ideal frequency for delivering the content.
      • Create Course Assessment: Determine a pre-training baseline to understand how much a learner knows before training starts. Create an assessment, or other measurement option, that accurately analyzes knowledge gained.
      • Execution: Deliver training.
      • Post-Engagement Plan: Recommend sending immediate post-event email with slides and other recommended trainings and resources.
    5. Evaluate Training Courses and Overall Program
      Use feedback, evaluation data, and your analysis of the outcomes to make improvements to the training program, including materials, delivery methods, trainers, or changes to learning objectives.

  • FEMP training request form is completed in FEMP Central, enters the Training Workflow and acquires approvals before being posted on the WBDG and in the FEMP Training Catalog.

    1) The FEMP program team creates and submits a training request form. 2) The FEMP program lead reviews the request and either returns it to the team for revisions or approves it. 3) The supervisor then reviews the request and either returns it to the program lead or approves it. 4) If approved, the FEMP training approval coordinator will review and either return it to the program lead or team for revisions. 5) If approved, the FEMP program team completes all the required fields in the training request form.
  • Learning Outcomes

    Courses should have learning outcomes that are specific, measurable, achievable, realistic, and time-based. There should be a clear relationship between needs analysis and planned learning outcomes. Instructional methods are appropriately matched to achieve the learning outcomes and to incorporate adult learning principles.

    Learning Assessments

    Assessment methods shall measure the achievement of learning outcomes. Most courses utilize question-based assessments. The WBDG can accommodate multiple choice and true/false questions. Other assessment methods should be discussed with the FEMP training program manager.

    Assessment Question Calculations
    • Zero to two hours: 10-question assessment
    • Two to seven hours: 15-question assessment
    • More than seven hours: 20-question assessment
    Continuing Education Units

    Instructional delivery shall include communicating learning outcomes and requirements to earn the IACET CEU at the beginning of the learning event.

    CEU Calculation
    • Contact Time (Hours) = ((Total Minutes for all Activities) – (Total Minutes Spent on Non-Allowable Activities)/60 
    • Number of CEUs = (Contact Time (Hours))/10

  • All FEMP trainings must comply with Section 508 of the Rehabilitation Act of 1973.

    Anyone developing training for FEMP is expected to be familiar with guidance on Section508.gov.

    For Live Webinars: If you would like to send out the recording to attendees, you will need to include a statement that a transcription will be provided upon request to accommodate any attendee with a disability.

  • Below is template language your team can use or adjust to send out a follow-up email message after a virtual training. Please reach out to WBDG LMS Support, Brittany Kitchens, for a Webex attendee list.

    Hello,

    Thank you for attending the FEMP training "[training title linked to its course page]" on [date]. I am sending this email to share the slides from the presentation with you.

    As a reminder, this session is eligible for CEUs. To earn CEUs, log into your WBDG account, visit the training page using the link above, and complete a short quiz.

    Visit the FEMP Training Catalog to register for another live training or access one of more than 150 free, on-demand courses. Subscribe to the FEMP Digest to stay up to date with the latest news on live and on-demand trainings.

    We hope to see you soon!

  • FEMP program managers can now access feedback and data on course attendees via their account on WBDG.org. Program managers should login to their WBDG account, select "My Account" from the top menu, and then select "Continuing Education" from the tabs. Course feedback can be accessed by selecting "Coordinator" from the sub-menu and selecting the desired training from the dropdowns. If you do not see the training you wish to view, please email Brittany Kitchens, cc Maureen Alto and the FEMP Training Team, and request Coordinator access for the specific course. Up to one year of reporting can be accessed at a time.

  • The audit process was designed to ensure continuous review and improvement, and incorporates content evaluation, attendee metrics, ease of use, and alignment with FEMP priorities and strategic goals.

    Training Catalog Clean Up

    To maintain the quality and relevancy of FEMP's training offerings, this phase establishes shared responsibility across the FEMP training team, FEMP program managers, and SMEs to ensure FEMP's offerings maintain quality and current content.

    • First, prioritizes and audit of on-demand trainings that went live during or before 2017.
    • Second, prioritizes and audit of on-demand trainings that went live after 2018-2022.
    Continuous Training Review

    Establishes a training audit cadence for every on-demand FEMP Training. When trainings are built and delivered for public posting, the development and program teams are required to acknowledge the review cadence and can suggest an alternative audit schedule if the subject matter has a shorter shelf life. This will be managed through the Training Request Form in FEMP Central.

    • Integrates training reviews into the training event publishing process.
    • Establishes a schedule for auditing for all trainings beginning in 2023.

  • Once a training is approved, the FEMP training team will highlight the training on the FEMP website, on FEMP's LinkedIn page, and will include it as part of the monthly FEMP Training Digest e-newsletter. Refer to FEMP Communications Processes and Templates for more information.

    FEMP program managers and their technical support teams are responsible for additional promotion or requesting additional promotional support. Staff are encouraged to repost trainings on their personal or group LinkedIn pages and share via email with stakeholders or relevant listservs.

    FEMP program managers and their support teams should identify and utilize pathways for additional promotion, such as sharing with working groups in meetings or via email or distributing to other specific stakeholders. They may also reach out to FEMP Communications to develop a targeted stakeholder email list based on agency, location, working group, or previous training interest.

  • If the training request form indicates a desire to convert a recording of a live webinar into an on-demand training, the Training Approval Coordinator will provide the webinar recording to the FEMP federal staff lead sponsoring the training. 

    The federal staff lead and technical team will review the recording for quality and send the timestamps of necessary video cuts to including any question-and-answer period (e.g., cut 0:00-0:25) to the FEMP Training Team. 

    The Training Approval Coordinator will edit the video, order a video transcript, and deliver both for posting to the WBDG. Once the on-demand course is live, the FEMP federal staff lead will receive an email with a link to the posted course on the WBDG.

    Example Video Cut Email:

    Training Title: FEMP Training 101

    Video Cuts:

    0:00-1:15 (waiting for webinar to start)

    1:45-2:01 (recording disclaimer)

    23:05-27:25 (polling)

    30:45-31:04 (background noise)

    46:19-end (Q&A)

     

 

Tips and Best Practices

  • Train the Trainer: Overview
    Video Url

    View Transcript

    Video courtesy of the U.S. Department of Energy

    Experts from Pacific Northwest National Laboratory (PNNL) delivered a recorded training for instructors developing trainings for FEMP in February 2024. Topics covered include an overview of adult learning styles and communication skills, and various tools and management applications to assist with planning FEMP trainings.

    Train the Trainer: Training Engagement
    Video Url

    View Transcript

    Video courtesy of the U.S. Department of Energy

    In this second Train the Trainer webinar, instructors provided an overview of training strategies to engage and influence attendees, strategies for managing disruptions in modern training environments, and how to use storytelling to enhance learning.

    Download the FEMP Storytelling Table. This supplementary resource provides tips to assist in building a captivating and educational story for your audience.

  • This section details some basic principles of designing and delivering training for adult learners. Become familiar with these tips and reach out to the FEMP Training team for questions and support.

    Keep it simple and straightforward (KISS). 

    • Don't overcomplicate the training and stay on topic.
    • Focus on the learning objectives/outcomes and what the learner should ultimately take away from the training.
    • Too much information can lead to a reduction in retention and understanding.

    The instructor sets the tone for the course. 

    • Instructors should bring a positive, calm energy and demonstrate the proper behaviors expected of learners. 

    Identify ground rules for respect and engagement early.

    • When can they ask questions? Will you call on people to answer questions?
    • Will they be expected to engage in the chat or another online tool?

    For longer trainings, reduce cognitive load.

    • Chunk information into 45 minute to 1-hour sections.
    • Ensure adequate breaks and built into the session, generally every 90 mins-2 hours.

    "Preview and review" topics before and after transitioning topics or sections. Repetitionis necessary for adult learners to strengthen synapses in the brain and ensure retention. A good model for each new section is to:

    • Tell them what you're going to tell them
    • Tell them
    • Tell them what you told them.

    Adult learning occurs best in state of disequilibrium. 

    • Learners should become aware of their shortcomings or gaps in knowledge, be slightly uncomfortable, and desire learning and growth.
    • Trainers need to watch out for "fight, flight, or freeze" responses in the audience. If these are recognized a good practice is to acknowledge it, then take a break or perform a new activity before jumping back into content.

  • Training is not always the best or most effective solution for an identified program. Tools, resources, or technical assistance may be better suited to meet a particular need or knowledge gap. Cathy Moore, a leader in training design, developed a basic action map that can be used as a general guide to determine whether or not training may be a good fit.

    If training appears to be a good approach to the identified need, FEMP teams should conduct a needs analysis that identifies the who, what, and why for the training event. Staff can refer to IACET's Training Needs Analysis: The Basics for an introduction and overview of the process.

  • A learning outcome is a measurable statement of the behaviors, skills, knowledge, or attitudes that participants are expected to demonstrate as a result of learning. What do you want learners to exhibit or demonstrate at the end of the training? 

    Review IACET's A Primer on Learning Outcomes for definitions and best practices.

    Bloom's Taxonomy provides a framework for categorizing educational goals. Refer to the hierarchy below when developing learning outcomes. Use active verbs that can accurately be assessed with available assessment methods.

    Examples:

    • Define, list, identify,and recognize can all be assessed in a regular post-course multiple choice and true/false exam.
    • Understand and learn are not strong verbs and cannot be accurately assessed.
    • Execute, demonstrate, and apply are strong outcomes but are challenging to assess without hands-on assessment activities.
     Cognitive LevelsExamples of Outcome VerbsExamples of Instructional and Assessment Methods
    Higher Order ThinkingCreating
    • Compose
    • Plan
    • Propose
    • Design
    • Formulate
    • Arrange
    • Collect
    • Construct
    • Create
    • Set-up
    • Organize
    • Manage
    • Prepare
    • Case studies
    • Capstone projects
    • Exercises
    • Critiques
    • Simulations
    • Storytelling
    • Appraisals
    • Performances
    • Art
    • e-book
    • Podcasts
    • Portfolios
     Evaluating
    • Judge
    • Appraise
    • Evaluate
    • Rate
    • Compare
    • Value
    • Revise
    • Score
    • Select
    • Choose
    • Assess
    • Estimate
    • Measure
    • Justify
    • Defend
    • Projects
    • Problems
    • Case studies
    • Creative exercises
    • Constructs
    • Simulations
    Analyzing
    • Distinguish
    • Analyze
    • Differentiate
    • Appraise
    • Relate
    • Calculate
    • Experiment
    • Test
    • Compare
    • Contrast
    • Criticize
    • Diagram
    • Inspect
    • Debate
    • Inventory
    • Question
    • Problems
    • Exercises
    • Case studies
    • Critical incidents
    • Discussion
    • Questions
    • Experiments
    • Scenario analysis
    Applying
    • Interpret
    • Apply
    • Employ
    • Use
    • Calculate
    • Estimate
    • Illustrate
    • Operate
    • Schedule
    • Sketch
    • Exercises
    • Practice
    • Micro teach
    • Simulations
    • Demonstrations
    • Projects
    • Sketches
    • Role play
    • Games
    Understanding
    • Relate
    • Discuss
    • Describe
    • Explain
    • Express
    • Identify
    • Questions
    • Discussion
    • Review
    • Reports
    • Assessment
    • Learner
    • Presentations
    • Writing
    • Test (true/false, fill in the blank, short answer, multiple choice)
    Lower Order ThinkingRemembering
    • Define
    • Repeat
    • Record
    • List
    • Recognize
    • Lecture
    • Visuals
    • Video
    • Audio
    • Examples
    • Instructions
    • Analogies

     

  • Learning outcomes must be assessed to offer Continuing Education Units (CEUs) and should be included as a best practice for all trainings. Please refer to IACET's A Guide to Assessments for definitions and an overview of assessments.

    FEMP training courses typically assess learning via a multiple choice and true/false exam at the end of the course (see above under Course Requirements for Offering CEUs).

    However, there are multiple other ways to evaluate learning before, during and after a training event.

    Assessment Types and Examples: Placement, Formative, Summative
    Placement or Pre-Assessment  →Formative  Assessment →Summative Assessment
    • Pre-test
    • Needs Analysis
    • Instructor Observation and Feedback
    • Knowledge Checks
    • Case Studies
    • Teach Backs/Return Demonstrations
    • Games
    • Objective Tests (multiple choice, true/false)
    • Essays
    • Projects
    • Seminar Presentation
    • Portfolios
    • Peer/Self Assessment

     

    Assessments should be evaluated for their validity (does it measure what it's supposed to measure) and their replicability (are the outcomes consistent and repeatable). To improve validity and replicability, instructors should ensure participants have clear learning outcomes, match questions directly to the learning outcomes, consider increasing the number of questions, have stakeholders and subject matter experts review, and revisit and analyze assessment performance data to make adjustments or changes as needed.

  • IACET's Instruction Design Document provides an overview and example of how to develop a design document for training that shows the direct relationship between identified needs, learning outcomes, types of instruction, appropriate learning styles, and assessment methods.

    Gagné's Nine Events of Instruction

    The excerpt below is taken directly from Northern Illinois University Center for Innovative Teaching and Learning's Instructional Guide for University Faculty and Teaching Assistants.

    1. Gain Attention of the Students

    Ensure the learners are ready to learn and participate in activities by presenting a stimulus to capture their attention.

    These are a few methods for capturing learners' attention:

    • Stimulate students with novelty, uncertainty, and surprise.
    • Pose thought-provoking questions to students.
    • Have students pose questions to be answered by other students.
    • Lead an ice breaker activity.
    2. Inform Students of the Objectives

    Inform students of the objectives or outcomes for the course and individual lessons to help them understand what they are expected to learn and do. Provide objectives before instruction begins. Here are some methods for stating the outcomes:

    • Describe required performance.
    • Describe criteria for standard performance.
    • Have learners establish criteria for standard performance.
    • Include course objectives on assessment prompts.
    3. Stimulate Recall of Prior Learning

    Help students make sense of new information by relating it to something they already know or something they have already experienced.

    There are numerous methods for stimulating recall:

    • Ask questions about previous experiences.
    • Ask students about their understanding of previous concepts.
    • Relate previous course information to the current topic.
    • Have students incorporate prior learning into current activities.
    4. Present the Content

    Use strategies to present and cue lesson content to provide more effective instruction. Organize and group content in meaningful ways and provide explanations after demonstrations.

    The following are ways to present and cue lesson content:

    • Present multiple versions of the same content (e.g. video, demonstration, lecture, podcast, group work, etc.).
    • Use a variety of media to engage students in learning.
    • Incorporate active learning strategies to keep students involved.
    • Provide access to content on Blackboard so students can access it outside of class.
    5. Provide Learning Guidance

    Advise students of strategies to aid them in learning content and of resources available. In other words, help students learn how to learn.

    The following are examples of methods for providing learning guidance:

    • Provide instructional support as needed—i.e. scaffolding that can be removed slowly as the student learns and masters the task or content.
    • Model varied learning strategies—e.g. mnemonics, concept mapping, role playing, visualizing.
    • Use examples and non-examples—examples help students see what to do, while non-examples help students see what not to do.
    • Provide case studies, visual images, analogies, and metaphors—Case studies provide real world application, visual images assist in making visual associations, and analogies and metaphors use familiar content to help students connect with new concepts.
    6. Elicit Performance (Practice)

    Have students apply what they have learned to reinforce new skills and knowledge and to confirm correct understanding of course concepts.

    Here are a few ways to activate learner processing:

    • Facilitate student activities—e.g. ask deep-learning questions, have students collaborate with their peers, facilitate practical laboratory exercises.
    • Provide formative assessment opportunities—e.g. written assignments, individual or group projects, presentations.
    • Design effective quizzes and test—i.e. test students in ways that allow them to demonstrate their comprehension and application of course concepts (as opposed to simply memorization and recall).
    7. Provide Feedback

    Provide timely feedback of students' performance to assess and facilitate learning and to allow students to identify gaps in understanding before it is too late.

    The following are some types of feedback you may provide to students:

    • Confirmatory feedback informs the student that they did what they were supposed to do. This type of feedback does not tell the student what she needs to improve, but it encourages the learner.
    • Evaluative feedback apprises the student of the accuracy of their performance or response but does not provide guidance on how to progress.
    • Remedial feedback directs students to find the correct answer but does not provide the correct answer.
    • Descriptive or analytic feedback provides the student with suggestions, directives, and information to help them improve their performance.
    • Peer-evaluation and self-evaluation help learners identify learning gaps and performance shortcomings in their own and peers' work.
    8. Assess Performance

    Test whether the expected learning outcomes have been achieved on previously stated course objectives.

    Some methods for testing learning include the following:

    • Administer pre- and post-tests to check for progression of competency in content or skills.
    • Embed formative assessment opportunities throughout instruction using oral questioning, short active learning activities, or quizzes.
    • Implement a variety of assessment methods to provide students with multiple opportunities to demonstrate proficiency.
    • Craft objective, effective rubrics to assess written assignments, projects, or presentations.
    9. Enhance Retention and Transfer

    Help learners retain more information by providing them opportunities to connect course concepts to potential real-world applications.

    The following are methods to help learners internalize new knowledge:

    • Avoid isolating course content. Associate course concepts with prior (and future) concepts and build upon prior (and preview future) learning to reinforce connections.
    • Continually incorporate questions from previous tests in subsequent examinations to reinforce course information.
    • Have students convert information learned in one format into another format (e.g. verbal or visuospatial). For instance, requiring students to create a concept map to represent connections between ideas.
    • To promote deep learning, clearly articulate the lesson goals, use specific goals to guide instructional design, and align learning activities to lesson goals.
  • Andragogy

    Andragogy, as defined by influential adult educator Malcom Knowles, is "the art and science of helping adults learn." There are many theories and approaches to andragogy, but below are a few key highlights from known leaders in the industry. These assumptions and principles should be considered when developing trainings.

    Knowles posited five basic assumptions for andragogy. Adult learners:

    • Have an independent self-concept and can direct their own learning.
    • Have accumulated reservoirs of life experiences that are rich resources for learning.
    • Have learning needs closely related to changing social roles.
    • Are problem-centered and interested in immediate application of knowledge.
    • Are motived to learn by internal rather than external factors.

    Source: Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory

    Five First Principles of Instruction

    M. David Merrill, a leading professor and educator, identified a set of Five First Principles of Instruction that are commonly used to develop and design training for adult learners:

    • "The demonstration principle: Learning is promoted when learners observe a demonstration.
    • The application principle: Learning is promoted when learners apply the new knowledge.
    • The task-centered principle: Learning is promoted when learners engage in a task-centered instructional strategy.
    • The activation principle: Learning is promoted when learners activate relevant prior knowledge or experience.
    • The integration principle: Learning is promoted when learners integrate their new knowledge into their everyday world."

  • There are a wide variety of strategies to engage leaners in the when teaching in person as well as in a virtual environment. Below are some potential strategies that may be helpful when delivering training. Incorporate some or all of these tactics based on your personal instruction style, the audience, and the goals of the training.

    • Ask for reflection from learners directly. One possible approach is to ask learners one new behavior or activity they will start, one they will stop, and one they will continue as a result of the training.
       
    • Incorporate a "pop quiz" or verbal question to the audience to break up instructor monologues. For in-person events, consider bringing small treats or prizes for correct answers.
       
    • Job aids, including signage and other "leave behinds," can help with retrieval. Develop these resources in advance and distribute them during the training so learners can refer back to lessons learned during their regular work.
       
    • Group brainstorming, mind-mapping, and survey tools can be useful to engage learners in a virtual setting. Mentimeter is a dynamic polling software that has been utilized successfully by FEMP teams. FEMP does not have an active license, but many labs do.
       
    • Small group discussions and activities allow for engaging more learners at once. When timing allows, consider sections of time dedicated to smaller breakout groups or virtual breakout rooms with clear discussion topics, activities, and time frames.

  • Course evaluation is critical to improving future training and development. FEMP standardizes course evaluation questions for training courses hosted on the WBDG. Please see above "Course Feedback Access on WBDG" for how to access course feedback. The training team also sends out biannual course feedback updates to FEMP program managers.

    In addition to this post-course evaluation, technical teams, and programs may seek out other types of evaluation for their training courses during or after a course. Donald Kirkpatrick developed an industry standard four-level framework for training evaluation, which is introduced in IACET's Kirkpatrick's Learning and Training Evaluation Theory.

  • Download the following resources aimed to help those developing FEMP trainings.

FEMP Central Guide

  • FEMP Central uses Google to authenticate your account and safeguard your password. It adds an extra layer of security to your FEMP Central account by adding a second step of verification when you sign in. Multi-factor authentication is an important security measure that protects your account in case your password is compromised.

    Step 1: Set up a Google Account
    Screenshot of the first name and last name fields when creating a Google account with your federal or business email address.
    • Visit Google's Sign In page.
    • Fill in the "First name" and "Last name" fields.
    • In the "Your email address" field, enter your federal or business email address (e.g., xxxx.xxxx@pnnl.gov; xxxx.xxxx@hq.doe.gov; xxxxx@nibs.org).
    • The system will send notifications to the email address used to create your FEMP Central account. It is important that you regularly check for these notifications otherwise you may miss communication regarding your training request.
    Note: Do not select the "Create a Gmail account instead" link.
    • Fill in the "Password" and "Confirm" fields.
    • Select "Next."
    • Add an extra level of security to your Google account by enabling 2-Step Verification.
    Step 2: Log into FEMP Central
    • Visit FEMP Central.
    • Select "Sign in with Google" in the log in box. Your federal email address will serve as your FEMP Central username.
    • Select the Google account associated with your federal or business email address. If this account isn't displayed, add it by selecting "Use another account" and enter the federal or business email address and password you used to set up your Google account in Step 1. Select "Next" and you will be routed to your dashboard within FEMP Central.

    New to FEMP Central?

    If you have never logged into FEMP Central before, you will have to fill out the FEMP Central account information form before you are routed to your dashboard within the system.

    • Review your account details at any time by clicking "My Account" in the top right navigation within FEMP Central.
  • Training Requestor

    Fills out the planning form (shortened version of the training request form), adds members of the Program Team, and submits for review and approval by the Program Lead.

    FEMP Program Team

    Is responsible for entering and reviewing the information in the planning form. Members may consist of instructors or subject matter experts involved in the training, or members of support staff that are not involved directly with the training. Anyone on the Program Team may edit the planning form while in Draft Planned or the training request form while in Draft Active.

    FEMP Program Lead

    Is the FEMP program manager of a defined FEMP program (e.g., Maureen Alto is the Training Program Manager). The Program Lead is responsible for reviewing the training request, requesting any additional changes from the Program Team, and submitting the training to their supervisor.

    FEMP Supervisor

    Is the FEMP supervisor of multiple FEMP program managers over various FEMP programs. The Supervisor is responsible for reviewing, making suggested changes, and approving the training request.

    Coordinator

    Is responsible for reviewing training requests, suggesting changes, or approving proposed dates, titles, descriptions, learning objectives, descriptions, and assessment questions. The Coordinator will work with the Program Team to ensure all content in the training request is correct and ready for delivery.

  • Screenshot of training tabs in FEMP Central: My Training Requests, Planned Requests, Active Requests, Completed Requests, and Instructors.

    FEMP Central's training tabs help you keep track of where your requests are in the process. 

    My Training Requests

    All training requests you enter can be found under My Training Requests, as well as any training requests entered by your Program Team (if they selected your name on the form). If your training request is in either Draft Planned or Draft Active and in your queue, you will be able to make changes. If your form is currently in Planned or Active and in someone else's queue, you will only be able to view the form.

    Planned Requests

    All training requests in the Planned workflow are viewable under the Planned Requests tab. You will be able to see what stage of the workflow, or in whose queue, your request is in.

    Screenshot of the Training Request timeline indicating that this request is in the planned stage.

    This example shows the process for training requests going through the Planned workflow.

    Active Requests

    All training requests in the Active workflow are viewable under Active Requests. You will be able to see what stage of the workflow, or in whose queue, your request is in. You will not be able to edit your training request once it has moved out of the Draft Active stage.

    Screenshot shows the active workflow process in FEMP Central.

    This example shows the process for training requests going through the Active workflow.

    Completed Requests

    All training requests that have completed the Training Request workflow are viewable under this tab.

    Instructors

    Instructors/subject matter experts bios and the list of trainings they assisted with are viewable under this tab.

  • The web training request form is like the original Word document training request form that FEMP used in past years except that it is more detailed, and approvals can be tracked easily.

    1. From the My Training Requests tab, select "+ New Training."
    2. Add the Program Lead, FEMP Supervisor, and all members of the Program Team (this could be one person or multiple people).
    3. Begin filling out as much training information as possible.
    4. "Submit" if you completed all information and the training request is ready for review and approval; "Save for Later" if you don’t have all information yet and it is not ready for review and approval.
    Screenshot showing where to create a new training in FEMP Central.

    You can start a new training request from the My Training Requests tab.

  • Approval Process

    The approval process is meant to be fluid until final approval from the Coordinator once submitted at the Draft Active stage. Refer to the Training Approval Process section under Processes and Guidance for more information.

    Activity Log/Notes

    In the comments section, enter feedback, change requests, and important details not captured in the form; either select "Submit" or "Save for Later." Once saved or submitted, comments will appear in the activity log and cannot be edited. It is recommended that you document as much as possible using this section, especially if you are sending a training request back with requested changes.

    Screenshot of a comment box and comments log in FEMP Central.

    An example of saved comments in a training request.

  • It is important to use your federal or business email address (e.g., xxxx.xxxx@pnnl.gov; xxxx.xxxx@hq.doe.gov; xxxxx@nibs.org) to create a FEMP Central account because the system will send notifications to the email address provided. It is vital that you regularly check for these notifications otherwise you may miss communication regarding your training request from your Program Team, Program Lead, or Coordinator. If the training request is sent back to you for edits, the person sending it back should leave detailed instructions about what changes are needed.

  • The below training types aren’t as common and require special attention if used.

    Agency Specific

    Select "Yes" for an Agency Specific training only under special circumstances (e.g., 50001 Ready, Treasure Hunt, ESPC Army Ft. Hood – 2 Day Series). Select the agency you are providing the training to; if you are serving multiple agencies, choose "Other Government Agency" at the bottom of the list.

    Similarly, if you held an ad hoc, non-accredited training for an agency, previously, it is important that you record that information in the system.

    • Select "Yes" for Agency Specific.
    • Identify the agency.
    • Select "Yes" for Did this training already occur?
    • Enter the date (in the past) the training occurred.
    Screenshot showing the fields to fill out in FEMP Central for agency-specific trainings.

    Future and past agency-specific trainings can be entered into FEMP Central through a new training request.

    Energy Exchange

    This option should only be used by the Energy Exchange Planning Team. If you are entering an Energy Exchange Pre-Event Workshop, you will use the "In-person (in-person workshops or trainings)" option under Training Type. If you accidentally choose this option, start a new form, and let the Training Team know so that it can be deleted from the system.