Running head: DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Department of the Navy - Research and Development Activity:

Case Study of an Organizations Learning and Development Level and Maturity

Kay L. Venteicher
University of Maryland University College
DETT 621
October 19, 2014

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Table of Contents
Table of Contents............................................................................................................. 2
Description of Organization................................................................................................ 3
Mission and Vision........................................................................................................ 3
Organizational Goals/Objectives....................................................................................... 4
Geographical Context.................................................................................................... 5
Size/Types/Demographics of Employees............................................................................. 5
Case Study Data.............................................................................................................. 8
ASTD Competency....................................................................................................... 8
Tools/Technology Used.................................................................................................. 9
Analytics.................................................................................................................. 10
Competencies............................................................................................................ 11
Future Planning.......................................................................................................... 13
Conclusions.............................................................................................................. 13
References................................................................................................................... 15

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Department of the Navy Research and Development Activity:

Case Study of an Organizations Learning and Development Level and Maturity
The Research and Development Activity is a typical research and development
organization charged with the mission of research and development by the Department of the
Navy and the Department of Defense. This report documents the development and maturity
level of the Research and Development Activity learning and development program. The case
study review evaluates the key learning and development areas for the Research and
Development Activity in (a) technology used, (b) analytics, (c) competencies, (d) jobs and roles,
and (e) future planning. These key areas will be assessed to determine how the learning and
development program aligns with the organization strategies and culture.
Description of Organization
The Research and Development Activity is a Department of the Navy organization
manned with U.S. Navy government civilians and military service members. The organization
sponsors research and development efforts that produce capabilities to enabling future
operational concepts for the Department of Defense and the Department of the Navy. The
Department of Defense and the Department of the Navy strategic documents provide the
foundation for the organization with a defined investment portfolio consistent with research and
development focus areas. The Research and Development Activity provides the project
management and oversight for select research and development initiatives as directed by the
Department of the Navy (Office of Naval Research, 2011, p. 1; Laboratory Research, n.d.b;
National Naval Responsibility Initiative, n.d.c).
Mission and Vision
The mission of the Research and Development Activity is to plan, foster, and capitalize
on the combined research and development strengths of future naval power and preservation of
national security for the Department of the Navy. The activity is charged with ensuring that
advancements in and applications of technology continue in the area of research and
development. The activity facilitates achievement of the vision and goals, outlined below, by
providing guidance to Department of the Navy leaders, program managers, and the research
community regarding planning and implementation of research and development investments
and activities (Naval Science and Technology Strategic Plan, n.d.d; Office of Naval Research,
2011, pp. 1-2).
The vision of the Research and Development Activity is to sponsor research and
development to (a) pursue revolutionary capabilities, (b) develop and transition research and
development advances, (c) respond quickly to force and fleet needs, and (d) maintain broad
research and development investments, which lead to advancements in technology and industry.
The organization provides integration and assessments, which address identified capability gaps
and eliminate duplication of effort (Naval Science and Technology Strategic Plan, n.d.d; Office
of Naval Research, 2011, pp. 2-3).

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Organizational Goals/Objectives
The Research and Development Activity expedites the discovery, development, and
deployment of cutting-edge science, engineering, and technology products to acquisition
managers within a three- to five-year timeframe. Once delivered, these products will address
gaps that will serve the acquisition sponsor and the Department of the Navy through a program
of coordinated research and development aligned with the missions of participating agencies. In
order to realize the Research and Development Activity vision, the organization works
collectively with partner organizations toward the following four goals:
Goal 1: Advance research and development programs for the Department of the Navy.
The Research and Development Activity enables the Department of the Navy in research
and development through discovery and innovation while investing in many disciplines,
including engineering, materials science, oceanography, and physics. The interest in research
and development affects numerous disciplines, including environmental, information technology,
homeland security, national defense, and global transportation systems (Future Naval
Capabilities, n.d.a; Laboratory Research, n.d.b; Naval Science and Technology Strategic Plan,
n.d.d; Office of Naval Research, 2011, pp. 4-6).
Goal 2: Foster the transfer of new technologies into products for the Department of the Navy.
The Research and Development Activity contributes to the Department of the Navy by
advancing national security interests by improving existing products and processes and by
creating new ones based on understanding the fundamental science and responsibly translating
this knowledge into practical applications (Future Naval Capabilities, n.d.a; Naval Science and
Technology Strategic Plan, n.d.d; Office of Naval Research, 2011, pp. 4-6).
Goal 3: Develop and sustain educational resources, a skilled workforce, and a dynamic
infrastructure and toolset to advance research and development for the Department of the Navy.
The Research and Development Activity develops a skilled science and engineering
workforce housed within state-of-the-art facilities specifically designed for research and
development. These facilities are essential to advancing technology for the Department of the
Navy. Continuing educational programs and resources are necessary to advance workforce skills
ensuring personnel are prepared to take on the challenges of next generation research and
development. The work force skills focus on engineering and manufacturing through innovation,
invention, and research (Future Naval Capabilities, n.d.a.; Naval Science and Technology
Strategic Plan, n.d.; Office of Naval Research, 2011, pp. 4-6).
Goal 4: Support responsible research and development for the Department of the Navy.
The Research and Development Activity contributes to the pursuit of research, education,
collaboration, and communication focused on the environment, information technology,
homeland security, national defense, and global transportation systems. Responsible
development requires the Research and Development Activity to pursue engagement and
collaboration with universities, industry, government agencies (local, regional, state, and
Federal), and other communities on behalf of the Department of the Navy (Future Naval

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Capabilities, n.d.a; Naval Science and Technology Strategic Plan, n.d.d; Office of Naval
Research, 2011, pp. 4-6).
Geographical Context
The Research and Development Activity is located within the Washington, DC
metropolitan area conducting activities in multiple research facilities operated by the Department
of the Navy. Leadership is centrally located in the Pentagon with satellite offices at research
facilities. The Research and Development Activity has requested future budgeting cycles
accommodate planning, budgeting, and execution of a dedicated facility within the Washington,
DC area (Office of Naval Research, 2011, pp. 4-7; Office of Research, n.d.e).
Size/Types/Demographics of Employees
The Research and Development Activity is composed of a permanently assigned cadre of
50 U.S. Navy federal civilians and military service members. The U.S. Navy civilians are naval
science advisors who are scientists, engineers, and technology specialists. Civilians are
permanent members of the organization after a two-year probation period, Table 1 (Science
Advisors to the Fleet, n.d.f).
Table 1
U.S. Navy Civilian Occupational Specialty

Note. Adapted from OPM, (2009, May). Handbook of occupational groups and families.
Retrieved from http://www.opm.gov/policy-data-oversight/classificationqualifications/classifying-general-schedule-positions/occupationalhandbook.pdf

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

The U.S. Navy military service members are engineering and technology specialists. Military
service members stationed with the organization for a three-year period with a possible extension
of one year, Table 2 and Table 3.
Table 2
U.S. Navy Officer Occupational Specialty

Note. Adapted from NAVPERS, (2010, January). Navy officer manpower and personnel
classifications volume 1 major code structures. Retrieved from
http://navynavadmin.files.wordpress.com/2010/03/nocvol1.pdf
Table 3
U.S. Navy Enlisted Occupational Specialty

Note. Adapted from NAVPERS, (2004, January). Manual of navy enlisted manpower and
personnel classifications and occupations standards Volume I navy enlisted occupational
standards. Retrieved from http://deckplateleader.files.wordpress.com/2007/12/navpers18068f.pdf.

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

7
The organization is structured in a typical project management matrix, Table 4. The organization is not self-supporting and requires support from
external military organizations/units and commercial contractors. The military units provide support that is required by law to be performed by
government personnel. The commercial contractors provide systems engineering and integration personnel who have established relationships in
academia and commercial technology application and integration facilities. Each of these provides the specialized capabilities required to support a
research and development effort.
Table 4
Research and Development Activity Matrix

Note. Adapted from personal knowledge of organizational matrix to reflect Research and Development Activity Matrix minus organic military
organizations/units and commercial contractors/systems engineering and integrations personnel.

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Case Study Data

The data gathered to support this case study review was gained through discussions each
morning from 8:00 to 9:00 a.m. on 14, 15, 16, and 17 October 2014, with Mr. Jack Wilson, the
Senior Acquisition Executive, and from my personal knowledge as an employee of the
organization. Each discussion ended with consensus on all topic areas due to free sharing of
information in the assessment and rationale. Mr. Wilson and I have each been with the
organization for eight years. Topic areas and questions used in the case study interview were
from the document, Stages of Learning and Development Capability/Maturity (Case Study,
2013). Mr. Wilson advises on staff learning and development needs due to his position as Senior
Acquisition Executive. I fulfill the Training Officer duties as manager of the training budget.
Mr. Wilson and I are in agreement with the writing incorporated in the entirety of the document.
R

Table 6
ASTD - Areas of Expertise
Areas of Expertise
Present or Future Need Level of Importance AOE
Performance Improvement
P
4
Instructional Design
F
1
Training
P
2
Learning Technologies
P
3
Evaluating Learning Impact
P
4
Managing Learning Programs
P
4
Integrated Talent Management
P
3
Coaching
P
2
Knowledge Management
P
3
Change Management
F
2
Note: Need is denoted as: P = present; F = future. Level is denoted as: 0 = not applicable; 1 =
no importance/need; 2 = somewhat important/some need; 3 = important/need; 4 = very
important/much need. Adapted from "ASTD Competency Study: The Training &
Development Profession Redefined," by J. Arneson, W.J. Rothwell, and J. Naughton, 2013,
Alexandria, VA: ASTD Press.
Background employee demographics for the activity include:
(a)
(b)
(c)
(d)

90% of personnel hold a bachelor degree,

75% of personnel hold a professional degree,
15% of personnel hold a PhD,
75% of personnel hold a Department of Defense or commercial certification (e.g.,
Defense Acquisition Workforce, Information Technology),
(e) 50% of civilian employees have previous military experience, and
(f) The personnel age range is from 25 to 72 years.

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

Tools/Technology Used
The Research and Development Activity utilizes an internal network where employees
receive training related information from the organization. Workstation computers are provided
for each employee that utilizes Windows 7 and Microsoft Office 2010. Information on training
includes email updates for required Department of the Navy online training (i.e., mandatory
annual training) and classroom training opportunities. This network is currently being evaluated
for the future knowledge management system.
The Research and Development Activity utilizes an external network for access to
external training related to the organization. The activity provides desk terminals to
approximately fifty percent of employees and several computer rooms with workstations are
available for the remaining employees. Since many of the employees work in specialized
community/lab areas, this physical arrangement provides the best accommodation for access at a
reasonable cost. The external network computers use Microsoft Office 2010 and Windows 7.
The external network is managed by the Department of the Navy and has access to external
learning providers. Bandwidth limitations imposed by the Department of the Navy does cause
network non-availability when a significant number of computers are accessing the external
network simultaneously. This network has access to external training partner information.
Access to partner online learning dashboards has been requested for employees through a
training dashboard accessed by the Training Officer and Human Resources. Currently, the
request is pending approval at one of the organizations military support units.
Social media is not supported on either the internal or the external network and is blocked
by the Department of the Navy policy. The Training Officer is responsible for all training
notifications. Monthly training notifications are emailed to all employees in advance of the
mandatory completion dates. Reminders are sent to the employees a week prior to mandatory
completion deadlines. Schedules are posted to the training page of the organizations internal
network web page.
Analytics
The majority of training currently consists of online training courses. The employees
provide completion certificates, which are recorded for reporting of completion rates. Normally,
the organization achieves a 75% response rate unless it is for mandatory training. The activitys
policy for mandatory training is a zero tolerance for failure to complete due to a higher-level
organizational policy and reporting requirements (e.g., Sexual Assault Prevention and Response
[SAPR] Training).
Other training provided includes commercial vendor training (i.e., retirement seminars,
contracting officers representative, and targeted industry courses), Department of Defense
training (i.e., Defense Acquisition University), college classes, and targeted industry sponsored
conferences. Difficulty in attending face-to-face courses that extend beyond two days in
duration limits the number of training courses employees attend. If courses are in excess of two
days, the rate of training missed is approximately 50% of all days minus the initial two days.
Lengthy training courses continue to be problematic and will require an alternate solution.
Rosenberg (2006) advocates creating a learning environment for the different generations in the
workforce where the individual can take ownership and responsibility of learning and

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

10

professional development beyond training. While the organizational culture offers potential of
growth, the individual must take responsibility for where they desire to grow professionally
through an active role. This could involve alternative type training programs such as hybrid
courses.
Training is included in the performance management system when the civilian employee
self-reports on the annual performance evaluation. The statement is normally included in an area
on the performance evaluation such as technical expertise. If the perceived value of the training
can be stated as a metric value using the SMART model of specific, measurable, attainable,
relevant, and time-bound, the employee may be rated higher in the evaluation area it pertains to.
All civilian employees participate in the same pay pool for annual performance evaluations,
which is tied to financial rewards or annual bonuses. The military members use a similar model
for the annual U.S. Navy officer and enlisted evaluation. The military evaluations do not have a
monetary financial reward tied to it but it does factor into promotion board actions.
Competencies
The organization advertises for new employees through USAJOBS, the centralized
government job listing repository. The announcements include the education required and a
general description of the position. Applications are screened for experience within the specific
competencies as it relates to research and development for the Department of the Navy or
marine-based activities. The Department of Defense uses a similar model to the ASTD
competencies for the elements of the performance management system. For purposes of this
document, the elements will be considered interchangeable with the ASTD model. The ASTD
foundational competencies are the primary areas considered with equal emphasis for potential
employees when going through the interview process. The ASTD foundational competencies are
to be addressed in the resume and are included in the interview process.
Once hired by the organization, the new employee goes through in processing. The
employee is provided with an initial training interview and a short skills assessment. Possible
training options are provided that corresponds with the employees research and development
team they are assigned to. The new hire employee should complete an individual development
plan within 60 days. The individual development plan is updated annually within 30 days of the
annual closeout appraisal. The individual development plan should contain both short- and longterm goals. Copies of the plan are maintained by the Training Officer upon approval by the
employees supervisor for use in budget forecasting. The organization achieves an annual turn-in
rate for individual development plans of no more than 25% with the bulk coming from junior
employees with less than three years in the organization. The focus of most individual training
plans is organizational requirements with employee competency being secondary.
Jobs/Roles
The jobs and roles that the civilian employees and military members fill are
interchangeable depending on the employees education and background. Primary education
disciplines are engineering, materials science, marine-based science, oceanography, physics, and
information technology. A component of application screening process is to look for applicants
with prior U.S. Navy experience, especially prior service members with the desired education
and training. This approach fosters an employee pool that has the potential of not only providing

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

11

the desired education but also having practical subject matter knowledge and expertise in the
focus areas of the organization.
While most applicants have the education requirements, the previous work experience
may not translate to research and development. The individuals must have project management
experience, be effective in team environments, have self-initiative, and a strong motivation for
self-guidance. While traditional learning concept of pushing content (p. 84) was used in
previous education environments, Rosenberg (2006) notes that specific training may be
necessary to achieve an organizational need or goal. In this case, the employee must learn the
new role in research and development. The employee will need to spend time performing new
tasks to learn nuances that have not been taught. This may involve the employee developing new
skills and becoming more comfortable to begin to pull content (Rosenberg, 2006, p. 85) from
source material to support the learning and development needs. The day-to-day activities assist
to refine and hone skills to the next level. The formal education and training provides a
knowledge base for the learner to move forward while adding the informal training to achieving
the organization goals (Van Dam, 2012, para. 8-12).
Currently, a knowledge management system is not maintained. This makes it difficult for
new employees to learn from previous projects or historical references. Unless the employee can
develop a relationship with one of the other team members, they may struggle for longer than
normal nine to twelve month ramp up learning time. Knowledge translates to power, which does
not promote a positive environment. Mentoring and coaching are conducted primarily among
the military members. The organizations environment makes it difficult for newer, junior
employees, which leads to a high rate of turnover with most new employees only staying two to
three years.
Multigenerational challenges with the workforce include aversion to information
technology advancements. While electronic components may be used in all areas of research and
development, the use of information technology is still relegated to email and video
conferencing. The current environment does not allow for personal-use technology to be
introduced into the work environment so there is push-back on adoption of many current
technologies. Ideally, the baby boomers will adopt more technology applications and record
their contributions before they are lost. The Generation X employees are documenting their
actions but are not sharing. Most histories and knowledge is verbally shared with the baby
boomers and Generation X employees. The Generation Y employees are lost within an
organization that has not embraced technology for communications. While the Generation Yrs
find the research and development projects stimulating, the lack of technology and
communications drives them away.
This environment inhibits any type of informal learning such as career-driven learning to
move employees through the on-the-job learning process to be able to assume new positions and
jobs. To support informal training, the organizational culture must be one of collaboration and
not hierarchical. The collaborative environment fosters the sharing of knowledge from mentors
and practitioners. This environment is one that could benefit from a mentoring/reversementoring activity such as suggested by Cross (2012) where the digital natives and digital
immigrants can both benefit from sharing of knowledge (p. 7). These relationships could include
participation in team building through live online discussions, wikis and forums, and preparation
of materials for content archives (p. 8).

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

12

Concerns are coming to the forefront of the Human Resource Managers quarterly
projects of workforce discussions. Current projects show the baby boomers, which make up
25% of the civilian workforce, retiring within the next 5 to 10 years. The Generation Yrs are
not staying and growing into the future replacements as Generation Xrs prepare to move up.
This will leave voids in the workforce in many positions. Without knowledgeable mentors,
Emelo explains that social and informal learning may not fulfill the need of the workforce.
Mentors that share accurate and organizational-focused knowledge must support competencybased learning (p. 70). This void will be amplified as the potential knowledgeable mentors in the
organization depart.
Future Planning
Design discussions with management on a knowledge management system have been
completed. The structure of the knowledge management system will mirror the current
organizational structure with space in each area for training and development documentation.
Current regulations, instructions, and materials on the intranet will be cataloged as a library asset
to start each directorates web page.
Management has directed that projects previously documented in hard copy will be
digitized and incorporated into the knowledge management system. Commercial contractor
support specializing in records management and knowledge management systems will be utilized
to facilitate this effort. An assessment of the organizations internal information technology
infrastructure has been completed with upgrades required to support the knowledge management
system scheduled to begin in the first quarter of calendar year 2015, January 2015. The
infrastructure upgrades and installation of the records and knowledge management systems is
anticipated to be completed the end of the second quarter for calendar year 2015, June 2015.
In addition to supporting training and knowledge management, the system will be utilized
to comply with Department of Defense mandated audit compliance procedures, which are
required to be in place and operating by December 2016 for all acquisition and finance activities
within research and development activities. A secondary benefit but one that is likely more
important is that the systems will mitigate if not eliminate the multigenerational challenges
currently being experienced by the organization. The organizations leadership recognizes the
significant impacts, both positive and negative, the new automated records and knowledge
management systems are likely to have on the organization. To foster an orderly positive
transition to the new systems the organization is developing and instituting a change
management process that will be implemented prior to the system coming on line next year.
Conclusions
Current Department of Defense regulations require organizational personnel assigned to
research and development activities involved in the procurement of services, which this activity
is, to be certified as a member of the acquisition workforce. Failure to comply with this
requirement will result in loss of acquisition authority, a fundamental requirement to achieve
organizational goals.
The proposed learning and development plan ensures personnel achieve acquisition
workforce certification and continue educational development, which directly supports

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

13

achievement of organizational goals. The organizations commitment to this effort is evident

through the expenditure of funds to achieve a records and knowledge management system
structured to support Department level audits. This is especially significant in the budgetconstrained environment of sequestration. Additionally, the organizations leadership made it a
requirement to institute real time interactive dashboards for both the employee and management
so that the current state of learning and development in the organization is available to all.
Table 7 indicates the current stage the organization is in, Stage 1, from a learning and
development capability/maturity perspective. The implementation of the knowledge
management system and the increased authority the Training Officer has been given are the first
steps to move to Stage 2 and beyond. The organizations learning and development will be
evaluated on a semi-annual basis. Further evidence of the organizations commitment to
institutionalizing this learning and development process is by the organizations management
authoring and implementing organizational directives and operating procedures (e.g., semiannual review) in support of the effort. These directives and procedures are coordination
intensive and require the legal departments review and approval before being instituted.
Table 7
Stages of Organizational Learning and Development Capability/Maturity Matrix
Stage 1:

Stage 2

Ad Hoc,
Consistent L&D
Sporadic Training Events

Stage 3

Stage 4

Institutionalized
L&D

Enterprise
Learning

Performance &
Knowledge
Management

Enterprise
Learning Model
& Performance
Support

Competencybased Talent
Management

Net Worth

Organization LMS
Main Tools/
Technology

Department LMS eLearning

Competency model

Jobs/Roles/
Competencies

Incidental
Training

T&D Excellence

Talent and
Performance
Improvement

Primary Analytics

Predictable costs

Quantitative &
Qualitative

ROI, ROE

Primary Drivers

Reduce Risks
Change Readiness Business Results Learning Aligned
with Business
Strategy and

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

14

Execution

Learning Process

Reactive

Planned

Strategic

Agile Learning

Business Structure
Departments
Focus

Consolidation of
Operations

Learning Culture

Rapid
Reconfiguration

Decision Support

Information

Knowledge

Wisdom

Data

Note: Adapted from Case study: Stages of learning and development capability/maturity. (2013,
August 27). Assignment 2 - Case Study Report [Online conference post or comment]. Submitted
to: University of Maryland University College, Online Learning and Development in the
Workplace, Fall, 2014.

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

15

References
Arneson, J., Rothwell, W. J., and Naughton, J. (2013). ASTD competency study: The training &
development profession redefined. Alexandria, VA. ASTD Press.
Case study: Stages of learning and development capability/maturity. (2013, August 27).
Assignment 2 - Case Study Report [Online conference post or comment]. Submitted to:
University of Maryland University College, Online Learning and Development in the
Workplace, Fall, 2014.
Cross, J. (2012, Fall). Transform corporate learning for the era of collaboration. [White paper].
Internet Time Lab. Retrieved from http://jaycross.com/samples/Sample%20white
%20paper.pdf
Emelo, R. (2012, June). Informal learning: Accidental vs. intentional. Chief Learning Officer,
11(6): pp. 68-71. Retrieved from http://www.cedma-europe.org/newsletter
%20articles/Clomedia/Informal%20Learning%20-%20Accidental%20versus
%20Intentional%20%28Jun%2012%29.pdf
NAVPERS, (2004, January). Manual of navy enlisted manpower and personnel classifications
and occupations standards Volume I navy enlisted occupational standards. Retrieved
from http://deckplateleader.files.wordpress.com/2007/12/navpers-18068f.pdf
NAVPERS, (2010, January). Navy officer manpower and personnel classifications Volume I
major code structures. Retrieved from
http://navynavadmin.files.wordpress.com/2010/03/nocvol1.pdf

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

16

Office of Naval Research. (2011, September 01). Naval s&t strategic plan. Retrieved from
http://www.onr.navy.mil/en/About-ONR/~/media/Files/About-ONR/Naval-StrategicPlan.ashx
Office of Naval Research, (n.d.a). Future naval capabilities [Web page]. Retrieved from
http://www.onr.navy.mil/Science-Technology/Directorates/Transition/Future-NavalCapabilities-FNC.aspx
Office of Naval Research, (n.d.b). Laboratory research [Web page]. Retrieved from
http://www.onr.navy.mil/Science-Technology/Directorates/office-research-discoveryinvention/Laboratory-Research.aspx
Office of Naval Research, (n.d.c). National naval responsibility initiative [Web page]. Retrieved
from http://www.onr.navy.mil/Science-Technology/Directorates/office-researchdiscovery-invention/National-Naval-Responsibility.aspx
Office of Naval Research, (n.d.d). Naval science and technology strategic plan [Web page].
Retrieved from http://www.onr.navy.mil/About-ONR/science-technology-strategicplan.aspx
Office of Naval Research, (n.d.e). Office of research [Web page]. Retrieved from
http://www.onr.navy.mil/Science-Technology/Directorates/office-research-discoveryinvention.aspx
Office of Naval Research, (n.d.f). Science advisors to the fleet [Web page]. Retrieved from
http://www.onr.navy.mil/Science-Technology/ONR-Global/Science-Advisors.aspx

DEPARTMENT OF THE NAVY RESEARCH AND DEVELOPMENT

17

OPM, (2009, May). Handbook of occupational groups and families. Retrieved from
http://www.opm.gov/policy-data-oversight/classification-qualifications/classifyinggeneral-schedule-positions/occupationalhandbook.pdf
Rosenberg, M. J. (2006). Beyond e-learning: Approaches and technologies to enhance
organizational knowledge, learning, and performance. San Francisco, CA: Pfeiffer.
Van Dam, N. (2012, April). Designing learning for a 21st century workforce. T+D, 66 (4): 49-53.
Retrieved from http://www.astd.org/Publications/Magazines/TD/TDArchive/2012/04/Designing-Learning-for-a-21ST-Century-Workforce