Attachment J.05 FAA-STD-028C.pdf

November 16, 2000 FAA-STD-028C Preface i

Preface

This document is provided as a standard to guide contractor training development efforts for FAA training. This standard meets the FAA's requirements for a systematic training development process and presents the procedures contractors are required to follow and the required contents of training deliverables. The standard is also intended to promote a productive dialog between the contractor and the government to ensure quality of training delivered to FAA personnel. Contractors are encouraged to seek clarification of the standards when necessary.

The contract, specifications document and Statement of Work (SOW) are the official documents that state the requirements for training deliverables. This standard may be referenced and included in whole or in part in the specifications document and/or SOW. The Data Item

Descriptions (DIDs) presented in this standard may be incorporated as written, or modified as appropriate to address specific contract requirements. When incorporated into the contract, the contractor is expected to comply with the DIDs as they are written. Where contract specifications are unclear or when there is no specific guidance, the procedures and requirements in this standard shall take precedence. While contractors may suggest alternate methods that have the potential to improve the quality of the training or reduce the cost without sacrificing quality, the decision to employ an alternate method will reside exclusively with the government.

FAA STD-028C has been revised and reorganized to conform to the technologies, methods and procedures used by FAA to develop and deliver training. While a few of the more significant changes are described below, overall the changes to the document are too numerous to include in the preface. Contractors and FAA personnel who are familiar with FAA Standard

028B or who have used FAA Standard 028B previously should take the time to thoroughly review this revised standard, as there are changes to both the number and type of deliverables and the specific requirements for these deliverables.

In this new standard, FAA considers the combination of instructional media and strategy to constitute a "training approach." Each approach is described in the chapter entitled, “Training

Approaches.” The procedures and requirements for developing deliverables for each approach are provided in associated DIDs. For example, if Computer-Based Instruction (CBI) is selected as the appropriate training approach, the development procedures and deliverable requirements are specified in the DID for CBI.

Another significant change is the requirement for a training development plan (TDP).

The TDP describes the contractor's proposed training approaches and plan for development of training materials. The plan is not produced until after the task and skills analysis has been completed. This enables the contractor and FAA to formulate training approaches and plans based on clear understanding of the job requirement. In the past, training plans were developed before the job requirement had been defined.

Finally, this document includes a new deliverable, the test plan, that reflects FAA's increased emphasis on mastery learning. Because of the significant safety and operational nature of many FAA jobs, training must be effective for all students. Knowledge and performance tests

SIR 693KA8-20-R-00008

Preface FAA-STD-028C November 16, 2000 ii will be required for many training efforts. The test plan provides a vehicle for formulating and clarifying the testing requirements for any given training program.

FAA Standard 028C has been developed in collaboration with Garry Long, AFZ-100, Cathie Mott, AHD-200, Sandra Scott, AMA-430, and Bob Welp, ATX-100.

At multiple stages, it was reviewed and coordinated for comment with Michael Bergan, AHD-200, Ellen Butler, AFS-31, Jackie Butler, AMA-405, Ann Craft, AFS-500, Phil Fitzhugh, ASU-10, Terry Goodwin, AMA-405, Mamie Harley, AFS-18B2, Lyn Hildebrandt, ABZ-200, Ruth Ann Hodges, AFS-210, Beverly Horne, AMA-521, Dave Hunter, AAM-240, Nora Leal, AMA-420, Minx Olsen, AFS-520, Mary Perkins, ASW18B1, Florence Potter, ACS-070, and

Mary Sand, AFZ-100.

Paul J. Longanbach

FAA Training Director, AHD-1

November 16, 2000 FAA-STD-028C Table of Contents iii

Table of Contents

Page

Preface ............................................................................................................................................. i

Chapter 1. Introduction ............................................................................................................ 1-1

Chapter 2. General Information ............................................................................................... 2-1

Chapter 3. Overview of Systematic Training Development .................................................... 3-1

Chapter 4. Analysis ................................................................................................................. 4-1

Chapter 5. Commercial-Off-the-Shelf Training Materials ...................................................... 5-1

Chapter 6. Training Approaches .............................................................................................. 6-1

Chapter 7. Design … ................................................................................................................ 7-1

Chapter 8. Development . ......................................................................................................... 8-1

Chapter 9. Delivery ................................................................................................................. 9-1

Chapter 10. Validation ............................................................................................................. 10-1

Chapter 11. Airway Facilities Maintenance Personnel Certification Program ....................... 11-1

Chapter 12. Web-Based Training ............................................................................................ 12-1

Appendix 1 DIDs ...................................................................................................... Appendix 1-1

Appendix 2 Glossary ................................................................................................ Appendix 2-1

Appendix 3 Acronyms .............................................................................................. Appendix 3-1

Continued on next page.

Table of Contents FAA-STD-028C November 16, 2000 iv

Appendix 1. Data Item Descriptions

Page

DID-1. Personnel Qualifications Report ....................................................................... DID-1-1

DID-2. Task and Skills Analysis Report ....................................................................... DID-2-1

DID-3. Cognitive Task Analysis Report ........................................................................ DID-3-1

DID-4. Commercial Off-The-Shelf Training Materials Report .................................... DID-4-1

DID-5. Training Development Plan .............................................................................. DID-5-1

DID-6. Course Design Guide ........................................................................................ DID-6-1

DID-7. Tests .......................................................................................................... DID-7-1

DID-8. Classroom Training ........................................................................................... DID-8-1

DID-9. Correspondence Study Training ....................................................................... DID-9-1

DID-10. Computer-Based Instruction (CBI) ................................................................. DID-10-1

DID-11. Video Training ................................................................................................ DID-11-1

DID-12. Interactive Video Teletraining (IVT) .............................................................. DID-12-1

DID-13. Web-Based Training ........................................................................................ DID-13-1

DID-14. Contractor’s Presentation ................................................................................ DID-14-1

DID-15. Operational Tryout .......................................................................................... DID-15-1

DID-16. First Course Conduct ...................................................................................... DID-16-1

DID-17. Theory-of-Operation Examination ................................................................. DID-17-1

DID-18. On-the-Job Training ........................................................................................ DID-18-1

DID-19. Performance Examinations ............................................................................. DID-19-1

List of Figures

November 16, 2000 FAA-STD-028C Table of Contents v

Figures in Chapters

Page

Figure 3-1. Phases in the Systematic Development Process and Major Activities/

Deliverables in Each Phase .................................................................................. 3-1

Figure 3-2. Phases in the Development Process and Their Relation to Validation ................ 3-2

Figure 7-1. Generalized Planning for Training Development. ............................................... 7-2

Figure 10-1. Phases in the Development Process and Their Relation to Validation .............. 10-1

Figure 10-2. Validation Process for Course Materials ........................................................... 10-2

Figure 11-1. Steps in the AF Maintenance Personnel Certification Program ........................ 11-1

Figures in DIDS

Figure 8-1. Sample Course Schedule.............................................................................. DID-8-6

End of Table of Contents.

Table of Contents FAA-STD-028C November 16, 2000 vi

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November 16, 2000 FAA-STD-028C Chapter 1—Introduction

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CHAPTER 1—INTRODUCTION

1-1. Purpose.

This Standard establishes procedures for contractor-developed and/or delivered training through the application of the principles and procedures of a systematic training development process. Deliverables shall be developed as specified in the Data Item

Descriptions (DIDs) or specifications that are part of the contract and shall be delivered in accordance with the contract. Anything that is not clearly specified in the contract, specifications or SOW should be queried for clarification of the government. This

Standard shall be applied to all training procurements when there is limited clarifying information in the contract, specifications or statement of work (SOW).

With this standard we hope to promote clear dialog between the contractor and the government. A contractor is encouraged to surface a query with the government representative of an approach that may be less costly and/or a more effective use of resources and efforts while providing quality systematic training products.

1-2. Distribution.

This Standard is distributed to the branch level in FAA Headquarters, the FAA Academy, regions, centers, air traffic en route centers, training departments of level 5 facilities, all field training offices and Sector Management Offices. It is designed to be applicable to all training design, development or delivery procurements.

1-3. Background.

Faced with increased responsibilities for monitoring, reviewing, and approving contractor training deliverables, communications of requirements and expectations is critical. The individual training divisions and/or the office procuring the training are responsible to monitor, review, and accept contractor training deliverables.

1-4. Systematic Development Process.

The application of a systematic development process, continuous validation activities, and the use of a job-centered training approach are the FAA’s greatest assurances that quality training deliverables will be submitted by a contractor to the FAA. The deliverables required by the Data Item Descriptions (DIDs) presented in the contract and this Standard further assures the FAA that a contractor is using a systematic training development process.

1-5. Description.

This Standard has been developed to accomplish the following:

a. Strengthen the specifications stated in the DIDs.

b. Ensure traceability between job tasks, training objectives and materials.

Continued on next page.

1-5. Description (continued).

Chapter 1—Introduction FAA-STD-028C November 16, 2000

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c. Develop a more rigorous review and approval process to ensure accountability.

d. Provide DIDs for development of a variety of training delivery approaches.

e. Ensure consistency between this Standard and the agency’s policy for training.

f. Emphasize selection of the most effective training approach.

g. Promote clear communications of requirements and expectations of both the contractor and the government.

h. Provide a vehicle to define and stabilize requirements.

1-6. Definitions/Acronyms.

Definitions for the terms used in this Standard are provided in the glossary, located in

Appendix 2. A list of acronyms used in this Standard is located in Appendix 3.

1-7. Requests for Information.

Requests for further information or clarification about this Standard should be directed to the Office of Human Resources, Federal Aviation Administration, AHD-200, 800

Independence Avenue, S.W., Washington, D.C. 20591.

1-8. Application of this Standard.

Questions concerning the application of this Standard to a specific contract shall be directed to the appropriate FAA Contracting Officer (CO) or designated representative, who oversees the contractual details of the contract. The FAA reserves the right to provide any supplemental guidance as deemed necessary.

1-9. Congressional Requirements:

Public law establishes general requirements and limitations on the funding of employee training. FAA policy further explains these requirements. All training shall meet the requirements of FAA policy as delineated in the Human Resource Personnel Manual

(HRPM).

The following basic requirements shall apply to all contractor-developed training.

Job relatedness. Training is based on a needs assessment that has determined that the training is needed to improve individual, occupational, or organizational performance and to accomplish official duties in support of the mission of the agency.

Continued on next page.

1-9. Congressional Requirements (continued).

November 16, 2000 FAA-STD-028C Chapter 1—Introduction

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Stress. The training will not contain content or methodology likely to produce high levels of emotional response or psychological stress in the training participants other than task-related stress equivalent to what may be encountered in performing work.

Prior notification. All employees will receive prior notification of the content and methods to be used in the training.

Written end-of-course evaluations. All employees will be given the opportunity to complete written end-of-course evaluations. A FAA training official will collect and maintain all evaluations.

Religious methods or content. The training will not contain methods associated with religious, quasi-religious, or “new age” belief systems.

Values and lifestyle. The training focuses on workplace knowledge, skills, and abilities. It does not include materials that could be viewed as attempts to change or influence an individual’s personal values or lifestyle outside the workplace.

HIV and AIDS. The training will not include content related to Human

Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS) other than that necessary to make employees more aware of the medical ramifications and the workplace rights of HIV-positive employees.

End of Chapter.

Chapter 1—Introduction FAA-STD-028C November 16, 2000

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November 16, 2000 FAA-STD-028C Chapter 2—General Information

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CHAPTER 2—GENERAL INFORMATION

2-1. Purpose.

The purpose of this chapter is to provide guidance regarding administrative aspects of all training.

2-2. Applicable DIDs.

DID-1, Personnel Qualifications Report

2-3. Environmental Occupational Safety and Health (EOSH).

All training developed or revised by a contractor shall meet or exceed the appropriate

Occupational Safety and Health Administration (OSHA) regulation (see OSHA

29CFR1910). OSHA safety regulations shall be integrated into course content, as appropriate.

All instruction developed for the FAA by a contractor using this standard shall emphasize each person’s accident prevention responsibilities, both as an individual and as a representative of the FAA. Safety precautions related to training on the operations, maintenance and/or troubleshooting of equipment must be a prominent part of the

2-4. Copyrighted Material.

All material required by this standard shall be free from all encumbrances which prohibit or limit their reproduction or use by the FAA for training purposes. These encumbrances include, but are not limited to, copyrighted materials, registered documentation, and software. All material developed for the FAA shall be the sole property of the FAA and shall not be used by the contractor for any purpose other than that in the contract. At final delivery, the contractor shall provide written verification that the above requirements have been met.

2-5. Development of Training Materials.

When training materials are developed, they must meet the requirements in this standard, which includes:

a. A systems approach to training development shall be used.

b. All validation requirements shall be met.

c. Traceability shall be maintained through all deliverables. Training outcomes and terminal objectives in the course design guide (CDG) shall be traceable to tasks selected for training in the task analysis. Terminal and enabling objectives in the

CDG shall be traceable to the training materials.

2-5. Development of Training Materials (continued).

Chapter 2—General Information FAA-STD-028C November 16, 2000

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d. Training materials may have flexibility in terms of form, but must be clear, understandable, and useable. The content must be complete, accurate, and effective in meeting stated outcomes and must be approved by the FAA representative prior to use.

e. Formats for training materials, if different from this standard, shall be approved by the FAA Training Technical Advisor (TTA), prior to use. Examples of current forms, such as lesson plans, class schedules, course design guides, etc., will be furnished by the FAA.

2-6. Roles of FAA Personnel.

The FAA personnel typically involved in contractor-developed training and their roles are described below.

Contracting Officer. The FAA Contracting Officer provides contractual approval of deliverables and authorizes modifications to the contract.

Contracting Officer’s Technical Representative (COTR). The COTR is appointed by the Contracting Officer and provides technical oversight of the contract for the

Contracting Officer.

Technical Training Advisor (TTA). For each service, a TTA will be designated by the line of business and provides for review and approval of course materials.

Instructional Systems Design (ISD) Specialist or Instructional Systems Specialist

(ISS). This FAA specialist provides guidance on the application of ISD processes and procedures in accordance with this Standard and other applicable training orders.

Subject Matter Expert (SME). Person(s) responsible for assessing the technical accuracy of the training materials and appropriateness of the training materials for the target population.

National Training Office. For all services, the Technical Training Advisor (TTA) submits comments to the national training office for approval; the national training office forwards the comments and/or approval to the Project/Program Office.

2-7. Personnel Qualifications Report.

DID-1, Personnel Qualifications Report, provides the qualifications of the training staff and their skills to be addressed in the report of all contractor personnel assigned to training development and delivery tasks. A resume is required for each person identified in the report and shall accompany the report.

2-7. Personnel Qualifications Report (continued).

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The FAA reserves the right to accept the individuals listed or request other more qualified personnel based on the resumes submitted. Further qualifying information may be submitted for consideration.

Each individual must bring special skills to the tasks of designing, developing, and delivering effective training. The titles of personnel are:

Instructional Systems Design (ISD) Project Manager

Instructional Designer

Subject Matter Expert

Instructional developer

Instructional technologist

Support staff, as required, such as graphic artist, programmer, etc.

Instructor.

If there is a change in any training personnel, the contractor must resubmit the changed portion of the Personnel Qualifications Report (PQR). The FAA reserves the right to approve proposed personnel changes for training development and delivery based on qualifications. For planned changes, the contractor shall submit the PQR thirty days prior to the Post-Award Training Conference, or for smaller contracts, within ten days of contract award unless otherwise specified in the contract. A PQR shall be submitted immediately for unexpected short notice changes.

2-8. Training/Course Schedule.

For classroom delivery, training shall be scheduled for eight hours per day for five workdays per week, unless otherwise specified. Federal holidays shall not be class days and shall not be absorbed in the overall course length. The FAA will establish class start and stop times and class days.

To meet urgent installation and fielding requirements, the FAA may direct a contractor to conduct a second shift or an accelerated training schedule. If so directed, the contractor shall conduct training to accomplish all instructional activities while maximizing use of the system or equipment.

The course schedule provides an overview of the course chronology. The course schedule is submitted concurrently with the CDG, and shows the major course segments as specified in the CDG. The course schedule is updated throughout the development process and is submitted to the FAA as required.

2-8. Training/Course Schedule (continued).

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Course schedules shall be prepared in accordance with the appropriate DID for the approach selected for training delivery. Schedules are required for the following training delivery approaches:

Classroom Training

Interactive Video Teletraining (IVT)

Laboratory Training, where appropriate.

2-9. Student-to-Instructor Ratio.

The student-instructor ratio shall be established by the FAA.

2-10. Student Reporting.

Only personnel designated by the FAA shall attend or participate in training programs procured under the provisions of this standard. The FAA is responsible for notifying students to report for training. The specific reporting procedure will depend on the training approach selected for training delivery:

a. Classroom and Simulation/Laboratory Training. For classroom training delivered by a contractor, the student shall be directed by the FAA to report to a designated individual at the training facility. The names of students authorized to attend the training course shall be provided to the contractor prior to the first day of the course. If a student who is authorized to attend the training course fails to arrive on the first day of the course or any day thereafter, the contractor shall immediately notify the FAA.

b. Interactive Video Teletraining. For IVT delivered by a contractor, the student shall be directed by the FAA to report to a designated training facility. The names of students authorized to attend the training course shall be provided to the contractor prior to the first day of the course. If a student who is authorized to attend the training course fails to arrive on the first day of the course or any day thereafter, the contractor shall immediately notify the FAA.

2-11. Training Equipment and Materials Required for Training.

Any contract for the development and/or delivery of training shall state whether training equipment is contractor-furnished or Government-furnished. Any system furnished for training development and/or delivery shall include all software, special tools, test equipment, simulators, and support equipment required to provide the end product or service (for example, an Airport Surveillance Radar System furnished for training shall include everything from the antenna to the air traffic controllers’ displays).

The system or equipment shall duplicate the actual function of the operating environment.

2-12. Government-Furnished Training Equipment and Materials.

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If required, the FAA shall deliver Government-furnished equipment (GFE) and materials to be used for the development and/or delivery of training. The equipment will be delivered in an operable and usable condition. Access to FAA systems/equipment for purposes of developing and testing training materials shall be coordinated through the program office.

If training is to be conducted at an FAA field site, the system or equipment to be used in the training course at the FAA site shall be made available to the contractor. Training equipment shall be maintained in an operable and usable condition during the training course except for planned disassembly and fault isolation training exercises. The contractor shall notify the FAA TTA immediately by telephone if the equipment is inoperable and/or unusable.

The FAA will make available to the contractor as GFE the FAA Computer Managed

Instruction (CMI) platform, which must be used for CBI training.

2-13. Contractor-Furnished Training Equipment and Materials.

Any special tools, test equipment, and support equipment (e.g., computers, workstations) necessary to develop and/or conduct training, but not furnished as part of a standard installation, shall be provided by the contractor. The contractor shall maintain all equipment in an operable and usable condition during training development and/or delivery of the course, except for planned disassembly and fault isolation training exercises.

All contractor-furnished equipment and materials, other than those specified in this standard, shall be developed and approved in accordance with the Acquisition

Management System process, to include FAA-approved requirements documentation and system specifications.

The contractor shall notify the FAA TTA immediately by telephone if the equipment is inoperable and/or unusable. If contractor-furnished equipment for development and/or delivery of training is to be returned to stock for subsequent delivery to the FAA, the contractor shall adhere to applicable configuration management requirements.

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2-14. Contractor-Furnished Training Site(s) and Facilities.

Any training sites and/or facilities that are furnished by a contractor are subject to inspection and approval by the FAA Contracting Officer, or designee, either before or during the contract period. The following site/facility conditions will be appraised and must be approved:

Space

Lighting

Noise

Heating and cooling

Safety of environment

Cleanliness and sanitation

Furniture.

Training aids such as chalkboards, overhead projectors, viewgraphs, etc., as identified in training documentation, shall be provided by the contractor.

The contractor shall correct any known deficiencies identified before the start of training.

If training is already in progress, the deficiencies shall be corrected within 10 days, or within the time period specified by the FAA Contracting Officer.

The contractor shall not be responsible for housing, dining facilities, or transportation.

However, for training courses conducted at other than FAA facilities, the contractor shall provide directions to the training facility and a list of housing, dining, and transportation facilities available in the vicinity of the training facility. This information shall be provided to the FAA Contracting Officer’s Technical Representative (COTR) at least six weeks prior to the scheduled first class of the course.

November 16, 2000 FAA-STD-028C Chapter 3—Systematic Training

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CHAPTER 3—OVERVIEW OF SYSTEMATIC TRAINING DEVELOPMENT

3-1. Purpose.

This Chapter provides an overview of the events that occur during a contractor’s systematic development and delivery of training for the FAA.

3-2. Phases in the Development Process.

After a training contract has been awarded to a contractor, the contractor applies a systematic development process to develop the training. The five phases of the development process are: analysis, design, development, delivery, and evaluation. Only the first four phases of the process are addressed in this standard. Phase 5, Evaluation, is an FAA function and is not addressed in this document.

Each of the phases of the development process has critical activities and deliverables associated with it. The deliverables provide evidence of the contractor’s application of the systematic development process. The major activities and deliverables that are associated with the first four phases of the process are shown in Figure 3-1.

Write COTS Report

(if required) Develop

Tests

Conduct Task and

Skills Analysis

Conduct Cognitive Task Analysis

(if required)

Write Training

Development Plan

Write Course

Design Guide

Develop Instructional

Materials

Contractor Presentation of Course

Conduct Operational

Tryout

Conduct First

Class

Deliver

Final Products

Figure 3-1. Phases in the Systematic Development Process and

Major Activities/Deliverables in Each Phase.

Chapter 3—Systematic Training FAA-STD-028C November 16, 2000

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3-3. Role of Validation.

Validation of training materials is performed by FAA and is an on-going process throughout the development process. It begins with the task analysis where tasks, skills, and the required extent of knowledge are validated. The process continues throughout the development of all instructional materials, including delivery of the first course conduct; see Figure 3-2.

Figure 3-2. Phases in Development Process and Their Relation to Validation.

3-4. Review and Approval Process.

The contractor shall incorporate a quality assurance process and apply it to all training deliverables.

a. Draft to FAA. For each training deliverable specified in a contract, the contractor submits a draft to the FAA for review.

b. Draft revised. Following the FAA review, the contractor incorporates the FAA’s comments into the deliverable and submits it as a revised draft. The contractor shall include methods for recognizing changes to the previous draft in revised deliverables. If the contractor does not agree or does not understand the comments, the contractor shall call a technical interchange meeting (TIM) or obtain clarification prior to making changes and resubmitting the deliverable(s).

c. Revised draft approval. The FAA’s approval of the revised draft signifies an acceptance of the deliverable for subsequent development and validation activities; it authorizes the contractor to proceed with development of the next deliverable(s). The approved revised draft TDP and CBI storyboards may be submitted as a final, presuming all revisions have been made.

d. Deliverables. The TASA and the CDG will be kept current and accurate throughout the training development process. The latest TASA and CDG will be delivered to the FAA 30 days prior to the First Course Conduct. All final deliverables will be submitted after the First Course Conduct.

3-5. Deliverable Specifications.

November 16, 2000 FAA-STD-028C Chapter 3—Systematic Training

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Deliverables shall be submitted on electronic media and/or paper documents as specified in the statement of work.

All deliverables submitted by the contractor shall be technically accurate and free of errors in punctuation, spelling, and grammar. All instructional materials, unless otherwise specified, shall be identified with numbers/labels that are consistent with the identification system of the FAA organization for which the training is developed.

3-6. FAA/Contractor Conferences.

There are three types of conferences that will be held during the course of a contract for training development and/or delivery: a post-award training conference, technical interchange meetings, and in-progress reviews. The contractor shall prepare agendas for the technical interchange meetings and in-progress reviews. The requirements for these meetings will be further clarified in the contractual agreement.

a. Post-Award Training Conference. A post-award conference shall be convened by the FAA Contracting Officer, or one designated by the CO, who shall serve as chairperson. The conference shall:

1. Establish a liaison between the contractor, FAA Contracting Officer, FAA

Technical Officer, FAA TTA, and other FAA personnel specified in the contract and charged with the responsibility for contract administration.

2. Permit inspection of the contractor’s facility and establish a working relationship with contractor personnel.

3. Discuss the proposed course development methods and the requirements associated with each deliverable required from the contractor.

4. Discuss the contractor’s plan for accomplishing the training.

5. Discuss the contractor’s Personnel Qualification Report.

b. Technical Interchange Meetings (TIMs). TIMs are checkpoints and opportunities to share information between the contractor and the Government. TIMs may occur at any point in the training development process.

c. In-Progress Reviews (IPRs). IPRs are formal presentations by the contractor to the Government concerning the progress that has been made on the training development or delivery effort to date. The frequency and scheduling of IPRs will be stated in the contract.

Chapter 3—Systematic Training FAA-STD-028C November 16, 2000

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November 16, 2000 FAA-STD-028C Chapter 4—Analysis

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CHAPTER 4—ANALYSIS

4-1. Purpose.

The purpose of this chapter is to describe the activities that comprise the analysis phase of systematic development.

4-2. Applicable DIDs.

DID-2, Task and Skills Analysis Report

DID-3, Cognitive Task Analysis Report

4-3. Description.

Analysis is the foundation for all desired training outcomes; it identifies the tasks that require training and the characteristics of each task. A task analysis provides specific information about job performance needed for the design and development of quality training. Analysis is also used in the design phase to determine the most effective manner of training personnel to achieve the desired job performance. The analysis phase has two parts: task and skills analysis and cognitive task analysis.

A task and skills analysis (TASA) analyzes and documents the components of accomplishing work; i.e., it is a process for determining the parts of a given task, identifying stimulus and response requirements for performing each task element, and identifying how the parts relate.

A cognitive task analysis (CTA) analyzes the components of learning required to achieve mastery, i.e., it is a process for determining how someone thinks and makes decisions.

By its nature, CTA procedures and products are an extension of a traditional TASA they are intended to supplement. As such, the analysis must be both flexible and tailored to the specific information needs of the tasks selected for analysis.

Both parts of the task analysis include the identification of job performance requirements.

These requirements are:

Tasks that a person must perform

Conditions under which these tasks must be accomplished

Standards of performance.

Chapter 4—Analysis FAA-STD-028C November 16, 2000

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4-4. Process.

A task analysis is conducted when there are changes in job requirements. The changes may result from:

installation/application of new technology installation of new equipment new versions of equipment already in use workforce expansion redistribution of job responsibilities need to improve workforce proficiency change in process/procedures.

The results of the TASA will help identify the type of training needed, such as: initial, advanced, transition, refresher, and/or on-the-job. A task analysis should be updated to incorporate current job information.

4-5. Key Factors.

The task analysis shall be kept current throughout the training development effort.

Revision of the task analysis will generally be required if one or more of the following occur:

Data collected is incorrect

New data is uncovered

Changes in the system/equipment cause a change in the tasks, subtasks, elements.

The CTA is performed only when expressly specified in the FAA Statement of Work

(SOW).

November 16, 2000 FAA-STD-028C Chapter 5—COTS

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CHAPTER 5—COMMERCIAL-OFF-THE-SHELF TRAINING MATERIALS

5-1. Purpose.

The purpose of this chapter is to describe how the contractor ensures that Commercial-

Off-The-Shelf (COTS) training materials, if proposed for use in meeting an FAA training requirement, will be comprehensive and effective in meeting that requirement.

5-2. Applicable DIDs.

DID-4, Commercial-Off-The-Shelf Training Materials Report

5-3. Description.

COTS training materials are existing, commercially available training materials that have been used previously; they are not “on-the-shelf technical documents.” When COTS materials are to be used for FAA training, the contractor must follow the same planning steps and the same validation steps as any other training developed for the FAA.

COTS training materials must match the FAA requirements as defined in the TASA. If the contents do not match the TASA exactly, the contractor must develop training to cover the portion of the required training that is not in the COTS materials, and delete any material that is unnecessary.

5-4. Process.

The contractor shall assess the suitability of the proposed COTS training materials against the TASA developed during the analysis phase. The findings of the assessment shall be compiled into a COTS report and submitted to the FAA for approval.

The contractor is encouraged to use commercial-off-the-shelf training materials where ever possible but only if they meet the specifications of the contract and are approved in advance. Clear communications with the government are critical to determine if the suggested COTS are acceptable to the process.

5-5. Key Factors.

The proposed COTS training materials shall be submitted to the FAA along with the

COTS Materials Report.

If additional training materials must be developed to supplement the proposed COTS, the contractor shall follow the training development process cited in this standard for the additional training materials.

Chapter 5—COTS FAA-STD-028C November 16, 2000

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November 16, 2000 FAA-STD-028C Chapter 6—Training Approach

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CHAPTER 6—TRAINING APPROACHES

6-1. Purpose.

The purpose of this chapter is to describe the various approaches to training that can be used to most effectively present the knowledge and skills identified in the task analysis.

6-2. Applicable DIDs.

None.

6-3. Description.

A training approach is a combination of an instructional delivery platform with complementary instructional methods (e.g., computer-based instruction with tutorials).

Approaches generally applied in the FAA are described below. One or more approach may be used dependent upon the nature of the training requirement. The training approach decision is documented in the training development plan (TDP).

Any of these training approaches may have the capability to present instruction via multiple media.

Training Approach Characteristics Classroom training Is useful when:

immediate instructor/student interaction is necessary group activity is planned hands-on equipment is required, and class size is small.

Note: Classroom delivery may include multimedia, such as video, simulations, and computer graphics.

Correspondence study training

Is useful when large numbers of students need to be trained at minimum cost. There are no travel costs, and instructional materials can be easily distributed. However, it can be difficult to assess student progress and arrangements must be made for examinations.

There is little or no instructor/student interaction.

Computer-based instruction (CBI)

Is useful when large numbers of students need training and when the infrastructure is in place. CBI may have color graphics, video, and audio that can become as realistic as “hands on” demonstrations and practice. There may be no travel costs involved. However, the cost of initial course development is high.

Interactive video teletraining (IVT)

Is useful when geographically dispersed students need to see (via video) and hear an instructor, and interact immediately. IVT can reach an unlimited number of students in one broadcast. Long courses may impact student retention and scheduling across various time zones may be a problem. Also, there may be some travel costs and a downlink site must be available.

6-3. Description (continued).

Chapter 6—Training Approach FAA-STD-028C November 16, 2000

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Training Approach Characteristic Simulation/Laboratory

Training

Is useful when students require practice and/or performance assessment on actual equipment or under realistic job conditions, but actual job conditions would be too costly or dangerous to use. This practice may be used to refine cognitive or motor skills or to integrate the performance of many tasks. Generally, the number of students that can be trained at one time is low. Costs are dependent on several factors:

Has the simulator or lab equipment been developed and fielded?

Will students have to travel to the simulator/lab location?

What are simulation scenario development costs?

How many instructors per student are required?

Video training Is useful when students:

need a brief overview have little time to spend in training, but need to know useful, critical information need to see and hear instruction that has strong visual and audio components, or need to see realistic movement or process, realistic sounds, and explanations.

Video training is most effective when limited to 20 minutes or less.

Longer videos can be used, but student attention decreases as the length increases.

Web-Based Training Is useful when large numbers of geographically dispersed individuals need training. The ability to use the Web depends on having appropriate equipment (computer/modem) to access the internet.

6-4. Process.

The FAA makes decisions about the training approach in two stages. In the first stage, the general approach to training is determined.

Once the approach has been determined and approved, individual media decisions are made. These choices, which include the use of graphics, photographs, schematics, flow charts, models, etc., are documented in the CDG.

Airway Facilities most often selects the training approach through its Curriculum

Modernization System (CMS) process. If the CMS process is not used, the contractor may recommend the training approach.

6-4. Process (continued).

Figure 6-1 shows the process for selecting a training approach. Note that the process may be a cycle and that the training approach is documented in the TDP.

November 16, 2000 FAA-STD-028C Chapter 6—Training Approach

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Training Logistics

Course Content

Cost Ok?

Document Decision in TDP

No

Yes

Training Approach Selection

Figure 6-1. Process of Selecting a Training Approach.

6-5. Key Factors.

Chapter 6—Training Approach FAA-STD-028C November 16, 2000

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November 16, 2000 FAA-STD-028C Chapter 7—Design

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CHAPTER 7—DESIGN

7-1. Purpose.

The purpose of this chapter is to describe the design phase of the systematic development process in which the training course structure is documented. The detailed design for the training course is based on the information gathered in the analysis phase.

7-2. Applicable DIDs.

DID-5, Training Development Plan

DID-6, Course Design Guide

DID-7, Tests

7-3. Description.

The design phase focuses on determining the most effective manner in which to train employees to achieve the desired level of job performance. In the design phase, plans for achieving the training are prepared, individual courses are designed, and test items that measure the objectives are developed.

The TDP recommends a plan to achieve the desired training and provides a record of the basic planning for training. Also, the TDP provides communication and agreement between the FAA and the contractor on how the training will be developed. The contractor’s TDP builds on the information that was gained in completing the task analysis and on the knowledge of the training approach selected for the training effort.

If COTS materials were selected, the TDP must address both the materials/content that must be developed and those that must be removed.

In the CDG, training outcomes and their associated objectives are developed and sequenced. For each enabling objective, the instructional methods and training media, testing activities, and specific technical content are identified. An existing, developed, or modified CDG must be provided for COTS materials.

Tests are used to measure and document a student’s knowledge, cognitive ability, and performance of job tasks and skills.

Chapter 7—Design FAA-STD-028C November 16, 2000

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7-3. Description (continued).

The specific type of test item to use should be determined by the behavior specified in the objective to be tested and the instructional delivery system used. Various types of test items may be used and are described below.

Test Item Type Characteristics Multiple-choice Useful for testing knowledge and cognitive abilities.

Consists of a stem and four responses.

Matching Useful for testing terms and labels.

Consists of two columns of related words, phrases, or symbols to be matched by the student.

True/False Useful for testing knowledge.

Consists of a single statement.

Completion or “fill in the blank” Useful for testing recall of knowledge committed to memory.

Consists of a statement from which a word(s) or short phrase has been omitted. The student must supply the missing word(s) or phrase in the blank(s) provided.

Performance Useful for testing job tasks and skills.

Consists of a checklist and a simulated or actual environment with certain conditions of performance and certain expected outcomes.

Physical response Useful for testing motor skills.

Consists of a device that requires the student to locate or identify an item or manipulate it in some manner.

7-4. Process.

The contractor shall perform an analysis of FAA training needs and validate the findings.

After the training approach(es) is selected, a meeting will be convened to discuss the analysis and selected training approach(es). The TDP is then submitted to the FAA for review, before the contractor develops the course design guide. The generalized sequence of planning for development of training is shown in Figure 7-1.

COTS or Training Approach

Meeting Task

Analysis

Training Development

Plan

Course Design Guide

Figure 7-1. Generalized Planning for Training Development.

November 16, 2000 FAA-STD-028C Chapter 7—Design

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7-4. Process (continued).

The contractor develops the CDG after FAA approves the TDP. The detailed design for the training course is based on the information gathered in the analysis phase.

The contractor shall develop a brief plan for the test, if required, outlining the approach to test development.

The contractor shall develop the required test items, and all required supplemental materials (e.g., instructions for the instructor, instructions for the student, scoring procedures, answer key, etc.). Delivery and review of test items will coincide with delivery of draft course materials.

The contractor shall take corrective action to revise the instruction or the test item(s), or both, if necessary.

7-5. Key Factors.

The detail and depth of the TDP will vary from service to service. Close coordination between the contractor and service is necessary to ensure each service’s requirements are met. The service may be able to provide examples of previous plans.

The CDG must be kept current throughout the development effort. Revision will generally be required if one or more of the following occur:

Information is incorrect

New information is uncovered

Changes in the new system/equipment cause a resultant change in the tasks

Validation identifies deficiencies.

Templates for the CDG will be available from the FAA.

Test item security is critical to ensure there is no compromise of the content and correct answers.

The number of test items shall be sufficient to adequately measure student mastery of each objective and to provide multiple versions of a test.

Chapter 7—Design FAA-STD-028C November 16, 2000

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November 16, 2000 FAA-STD-028C Chapter 8—Development

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CHAPTER 8—DEVELOPMENT

8-1. Purpose.

The purpose of this chapter is to describe the process for developing instructional materials.

8-2. Applicable DIDs.

DID-8, Classroom Training

DID-9, Correspondence Study Training

DID-10, Computer-Based Instruction

DID-11, Video Training

DID-12, Interactive Video Teletraining

DID-13, Web-Based Training

DID-14, Contractor’s Presentation

DID-15, Operational Tryout

8-3. Description.

In the development phase, the instructional materials for the course are developed, validated, and revised.

8-4. Process.

The instructional design stated in the CDG is translated into effective instructional materials.

Instructional materials are created that are traceable from the objectives in the CDG.

The contractor revises the instructional materials based upon the course material review(s), the contractor’s presentation, and the operational tryout.

8-5. Key Factors.

The contractor shall coordinate with the service for additional guidance and requirements for the development of simulation/laboratory training.

Target populations often differ from each other in terminology, environment, and demographics.

The contractor may be required to complete the operational tryout if the results are unsatisfactory.

Chapter 8—Development FAA-STD-028C November 16, 2000

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November 16, 2000 FAA-STD-028C Chapter 9—Delivery

9-1

CHAPTER 9—DELIVERY

9-1. Purpose.

The purpose of this chapter is to describe the activities associated with the delivery phase.

9-2. Applicable DIDs.

DID-16, First Course Conduct

9-3. Description.

In the delivery phase, the contractor presents training to the target population and delivers final products to the FAA.

9-4. Process.

The contractor conducts…