HFM 11.1.2 Implementation Boot Camp Instructor Notes

Course Overview:

This course is designed to give students an introduction to most administrative topics of Oracle Hyperion Financial Management, Fusion Edition (HFM). The course has multiple components:

  • A manual with the detail on the topics. The manual is distributed only in paper form and may not be shared with others not taking the course.
  • Powerpoint deck with the highlights of the manual.
  • These teach notes for the instructor
  • Assessment
  • Exercise files

The course is meant to be taught first from the manual, then by the instructor demonstrating the topic (students should be encouraged to follow along or at least watch), and then the students performing an exercise. The exercises, for the most part, are not laid out step by step: the student must work through and experiment with the material to complete the exercise.

The use of the Powerpoint deck is at the discretion of the instructor. It can be used at the beginning, before starting the manual, to introduce the key topics or between the manual and the exercise to summarize the key topics.

Students should have an understanding of accounting, whether US GAAP, IFRS, etc. While not required, this knowledge is strongly suggested as HFM implementations are always accounting oriented. Students can get through the class without accounting knowledge; however,the reason for many concepts will not be as apparent and the instructor will need to spend more time with them.

The course is designed to be taught by an experienced, lead level HFM consultant. Client examples should be interspersed with the topics. Students are encouraged to ask questions regarding software usage to address client issues. For example, “How would a client handle calculations for discontinued operations?” The answer could be “At PQR Company we used an entity UD field along with a consolidation rule to, on and after the effective date, collapse and reclassify the balance sheet and profit and loss accounts to the appropriate summary accounts so that the entity was complete for reporting and consolidated correctly.”

HFM Training Environment

The training class is designed to go over all components of HFM required by developers.

These include the following software:

  1. HFM
  2. EPMA
  3. Workspace
  4. Shared Services
  5. Smart View client

Class exercises are based upon the BIC2G: EPM Image (formerly known at the Hyperion Demo Image). Refer to HFM 11.1.2 _Boot_Camp_Datasheet.pdffor information on obtaining the image. The image allows users to run in standalone mode (either as a Virtual server or locally). If that is the case, you will only need to load the exercise files to the VM Images. You will want to become familiar w/ all the product startups.

The class is designed to develop a simple application which will be created from scratch – one for each student. These applications are generally small so that they do not take up a lot of resources while still providing real-world examples. You should become familiar enough with the application after having run through the exercises.

Instructor Preparation

All instructors should plan on auditing a delivery of a class, taking notes, and getting familiar w/ all exercises. In addition, the manual is used mostly as a reference. Instructors should have been involved with several implementations in order to present the material and to add examples and answer questions. The class generally follows the flow of the manual but it does not go page for page. For this reason, we recommend all instructors to become familiar w/ the contents of the manual and to plan on referencing at least a few times in each section that is being covered.

  • Read the manual before the class and make references to it in every Chapter of the book. Make some notes on areas that you want to point out.
  • Go through the teach notes and do all the exercises. Make your own notes to fill these in w/ your experiences/comments. Help improve this by later sharing some of your additions/changes.
  • Learn all the topics for the software version you are teaching.

Some course planning is required due to deciding between Classic and EPMA or both. One idea to do both is to start with Classic and then upgrade to EPMA. Also depending on the students the instructor may want to spend more or less time in various areas.

The instructor should see that the facilities are adequate. Each student will need a computer with access to the HFM environment. This environment can be an installation on server(s) on a network, a local VMware image, etc. The manual was written for version 11.1.2 but an experienced instructor should be able to teach the course on newer or prior versions as needed.

The room should have a whiteboard with working markers. During the discussions the instructor should diagram items that are unclear. Also, if questions are asked that the instructor does not know these questions should be written down (either to the side of the whiteboard or on a separate flipchart, sheet of paper, etc.) and researched/followed up by the instructor. The next day the instructor should address any question for which information has been received.

Usually the course will start at 9am and finish at 5pm. Some days may be longer or shorter depending on the progress of the class. It is usually better to end early than to start a “heavy” topic at the end of a day. Breaks should be given as well as time for lunch. A “working lunch” is not usually recommended as students need time to check email, return calls, etc. The teach notes indicate when breaks and lunches should fit in; however, the instructor should use their judgment.

After each break and lunch and at the beginning of each day the instructor should review the material that was presented before the break/lunch or on the previous day and ask students if there are any questions.

Exercise Files

There are several files that are included to support the exercises. The files can be provided at various stages if someone misses a section or a day. Some of the files are best provided in printed form so that the students do not copy/paste.

  • 2008data.dat – provides some data for the class – use as part of chapter 3
  • Admin class metadata.xls – has multiple tabs to provide metadata and rule exercises. The Accounts and Entities/C1 tabs should be completed during chapter 2. The remaining tabs are for chapter 4 and, as noted, chapter 5. See Metadata – beginning.app/xml and Rules.rle for the intended results.
  • Lists.rle – use as part of chapter 5.
  • Metadata – after pop quiz and security.app/xml – use after chapter 6 if a user is not sure of their application or had to leave
  • Metadata – after pop quiz.app/xml – use after the pop quiz before chapter 6 if a user is not sure of their application or had to leave
  • Metadata – beginning.app/xml – use after chapter 2 if a user is not sure of their application or had to leave
  • ADS files for each metadata file above are available for those teaching with EPMA.
  • Pop quiz.doc – give to users after chapter 5, preferably on day 3
  • Profile.per – used when building with Classic and a student is not sure of their application or had to leave
  • Rules after pop quiz.rle – Contains the rules after the pop quiz
  • Rules.rle – Contains the completed rules after chapters 4 and 5
  • Security.sec – contains security as noted in the metadata tabs in the Excel file.

Day 1

Before starting, ensure all environments are working and the facility is adequate.

When students have arrived, do class introductions and address logistics (restrooms, lunch, etc.).

Chapter 1 – Overview

This chapter gives an introduction to HFM. There are no exercises here. The key part of this chapter is covering the dimensions. Spend time walking through the Value dimension – use the picture in the book or PPT and/or draw if needed.

At the end of this chapter is a good time for a quick break but being the first day students will probably want to continue.

Chapter 2 – Metadata

With metadata there are a couple of directions that can be followed. The course could focus strictly on Classic or EPMA or both. If wanting a blend between Classic and EPMA a good approach would be to create the application in Classic and then upgrade to and review/modify in EPMA. The direction can be determined based on what the consultants will be doing with the product immediately after the class.

Note that some detailed material on dimensions is only in the Classic chapter but should be covered for both directions. This material is design and performance oriented and must be covered.

Either direction, the focus is on creating an application and setting up metadata. Performance considerations, such as no parents with just a single child, should be discussed. If the direction is EPMA, then refer to the Classic chapter for dimension detail. Also if EPMA is the direction then there is more material to cover (app library, dimension library, syncing, upgrading).

Lunch should be given around noon. Cover the material first and then do the exercise. The exercise is to create an application and set up metadata as outlined on the two tabs in the Excel file. Can break up and cover the accounts, then work on account metadata, then the entities, then the entity metadata, etc.

Once metadata is loaded students should log into their application and go to a data grid and see the point of view and their members in each dimension. There is no material on data grids here, so some teaching will be required on how to log in and create a grid. Refer to chapter 8 as needed.

With the metadata there are security classes assigned. Instruct the students to ignore those for now as they will add them during chapter 6.

With the exercises after a while the work becomes redundant. If appropriate, distribute the appropriate metadata file and have the students load up. This will ensure they have the correct metadata for the rest of the course.

If EPMA is the direction then metadata may take a few hours the next day. The time can be made up on day 4, but should not go more than a few hours into day 2.

Day 2

Chapter 3 – Data Loading

This chapter focuses on the native load format and getting data in and out. Also talk about the different tools to get data in and out and why/pros/cons.

The exercise here is for students to go to a data grid, enter data, extract it, change in Notepad (ie, change an entity), and then load. The load can then be verified back in the grid. They should also load the exercise data file to have data for various places later on.

Break at the end.

Chapter 4 – Rules

Rules can be complicated for some students as they are usually accountants and not programmers. If people have worked with MS Office macros then they’ll have something to which to relate. Go slow through this chapter, demonstrating bit by bit in between chapter sections vs. going through the whole chapter and then demonstrating all at one time.

The rule exercise has some of the work done for them but they still need to enter it. If the students are grasping the concepts add things for them to do: dynamic account, function, etc. Students should open a grid, calculate/consolidate and see the effect of the rules on the data.

Take lunch whenever needed.

Chapter 5 – Member Lists

Member lists should go fairly quick after the rules. If everyone is tired after rules then this chapter can be done on day 3.

Students should set up the lists as shown in lists.rle and then complete the part 2 rules tab.

Day 3

Pop Quiz

Start day 3 with the pop quiz. This will see what they remember and reinforces the relationship between metadata and rules. In reviewing the work of the students discuss why they made the choices on setup. For example, if they did not flag Headcount and Units Sold as Balance and Flow respectively discuss why these are the best choices.

Chapter 6 – Shared Services

The focus here is on security. Provisioning, roles, and classes should all be covered. With Lifecycle Management, as there is not another application to which to migrate artifacts this part could be either instructor demo only or review the manual only.

The discussion on end user security should focus on what is appropriate for Sarbanes-Oxley: users cannot change forms, users cannot write back in grids, separation of journal creation and posting, etc.

For the exercise users should add security classes and then assign to their metadata. Refer to the metadata tabs in the Excel file for the classes. Also provision other users to their application. If time allows and in Classic then have students create a new EPMA application and migrate items over to practice Lifecycle Management.

Break afterwards.

Chapter 7 – Administrative Stuff

This chapter focuses on various topics. The best approach is to take them one at a time (cover, then exercise). Some topics, like the Copy App utility, may not be available for all students to use and may have to be an instructor demo/review of the manual.

On the exercises here, there is no preset “thing to do.” For example, for a data form, have the students create one for whatever rows and columns they want. The approach is that they see how the process of form creation works, not that they have a particular account in the right spot.

Lunch and break whenever appropriate.

Day 4

Chapters 8-10 – End User Topics

These will usually fall on day 4 but can be started early if needed. These chapters focus on HFM from what an end user will typically see. With data grids, the topic would have already been introduced by now but cover as there is more information on point of view selection that may not have been covered.

The exercises here are free form. If the student does not have an intercompany account, plug account, etc. have them create it, input data via grid or load, and then set up and run the matching report. At this point they should be able to set things up to support the material. For Smart View, have them do a function and some ad hoc analysis.

Lunch and break whenever appropriate.

Chapters 11-12 – Financial Reporting

Chapter 11 covers various features of building reports in Financial Reporting Studio and Chapter 12 covers the Workspace features for report developers, mainly books and batches.

There are no specific exercises for this day. Have the users follow along and use the features either as you do or after watching. The report content can be anything: the key is to practice using the features.

Depending on the speed of the class there may be more content that can be covered in the day. Use your best judgment to select what users should practice with you there and what they can read about and practice on their own. Make sure to switch to chapter 12 in time to cover books and batches.

Lunch and break whenever appropriate.