Attachment 2 - Training Blueprint Sample.xlsx

XLSX spreadsheet 151 KB Posted Jul 17, 2024

Attached to: RFP 112-24 Training Manuals
Solicitation number: BD-24-1206-MBTA-MBTA-102607
Issued by: Suffolk County, Massachusetts

About this file

Written by GovTribe AI · Jul 31, 2024

This document is a Training Blueprint Sample for a state and local contract opportunity issued by the Massachusetts Department of Transportation. The contract requires the development and/or updating of formal training programs, including curricula, modules, instructor manuals, student guides, student workbooks, and tests/assessments/practicums for light rail, heavy rail, Operations Control Center (OCC), Bus Operations, Engineering & Maintenance, and Right-of-Way (ROW)/Roadway Worker Protection (RWP) Safety Training programs. The contract has detailed requirements for the training content, including safety measures, communication protocols, and procedures for special situations. The training program must be designed to an advanced level of difficulty and importance, with a focus on high-frequency tasks.

The contract opportunity does not provide pricing terms, set-asides, or funding information. However, it does outline the current environment, including recent near misses and the need to implement immediate safety measures and a pilot work ahead program. The training program is expected to address these issues and ensure the workforce has the necessary knowledge and skills to perform their duties safely and effectively.

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Other files

File	Type	Posted
Attachment 3 - Operations Training Curriculum Vendor Methodology.pptx	PPTX presentation	Jul 17, 2024
Attachment 4 - Insurance.docx	DOCX document	Jul 17, 2024
RFP 112-24 Training Manuals~1.docx	DOCX document	Jul 17, 2024
Attachment 1 - MBTA Ops Training.pdf	PDF	Jul 17, 2024

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FLL BP

Advanced Mobile Flagger

Training for People performing AMF and Track Crews

Blueprint: November 2023

Module

Lesson

Topic

Bloom's Taxonomy

Difficulty

Importance

Frequency

Terminal Objective

Enabling Objective

Time Allotted

Company Taxonomy

Related Standards

Safety Content

Instruction Strategy

Performance Support

Assessment Strategy

GUID

SME

Associated Topic Question 1

Associated Topic Question 2

Associated Topic Question 3

Comments

1: ROW Protection Roadmap

1: Evolution of changes

2. Comprehend

Working knowledge of ROW Roadmap

5 mins

Process

4. Analyze

Understand need to apply increasing layers of protection

Demonstrate high level knowledge of recent near misses and discuss root causes

2 min

Safety Near Miss Report

Lecturette

Knowledge Assessment

Process

1. Know

Implemented immediate safety measures and pilot work ahead program mon the green line

2 min

Lecturette

Knowledge Assessment

Process

4. Analyze

Understand recent near misses

Walk through list of near misses and explain

5 mins

Process

2. Comprehend

Explain root causes

2 min

Lecturette

Knowledge Assessment

Process

1. Know

Understand high level goals of AMF and why we are doing it

Walk through goals of AMF

2 min

Discussion - Neighbor

Lab/Field Activity

2. AMF Role Requirements

Definition of AMF Process

2. Comprehend

Understanding of what an AMF Role is

20 min

Responsibilities

1. Know

Detailed discussion of how AMF works

15 min

Discussion - Large Group

Knowledge Assessment

Responsibilities

1. Know

Detailed discussion of how AMF works with other roles (Track Crew, Flagger, OCC)

15 min

Discussion - Large Group

Knowledge Assessment

AMF Role Requirement

3. Apply

1 hr

Process

2. Comprehend

ROW/RAC Certification

Simulation

Knowledge Assessment

Process

1. Know

Minimum required PPE

Discussion - Large Group

Knowledge Assessment

Roles and Responsibilities

3. Apply

Responsibilities

1. Know

Knowledge Assessment

Responsibilities

1. Know

Detail each role responsibilities (ROW Flagger, Track Crew, OCC, Motorperson)

3.AMF Procedures

1. Special Orders Overview

2. Comprehend

Establish working knowledge of Special Orders recently released associate with ROW Protection changes

Process

2. Comprehend

Review individual special orders, discuss why introduced, Don't want people on tracks themselves

SO 23-181, SO 23-182, SO 23-188, SO 23-189, SO 23-231, SO 23-232, SO 23-233

Lecturette - Mind Mapping

Knowledge Assessment

Process

2. Comprehend

Understand elimination of Level 5

Lecturette

Knowledge Assessment

Communications and Standards

2. Comprehend

Understand change needed if switching problems

2. Understand communication protocols with ROW Crew, Flagger and OCC

3. Apply

Demonstrate understanding on how AMF works as part of the overall work crew

Process

Overview of AMF Process, detailing each role and expectations

Process

Overview of daily orders scheduling, ROW Checklist inclusion, Job Safety Briefing

Process

Overview of special situations

Communications and Standards

Overview of Scripts for communicating to Motorpersons and requirement for acknowledgment

Communications and Standards

Review of HR34- definition of restricted speed

HR 34

Process

Discuss examples (using graphics to describe configurations and requirements)

Process

Discuss Level 1 Procedure requirements

Communications and Standards

Overview of communications requirements and radio protocols

Communications and Standards

2. Comprehend

Overview of radio communication failure process

Overview of Requirements for reporting Defects, Hazards and other unusual occurrences

Gen 60

4 Special Locations

Demonstrate understanding of AMF procedures in areas with cross-overs, limited visibility, or other locations where extra precautions are needed

Process

2. Comprehend

Review of current special locations

Special Orders ad hoc

Process

2. Comprehend

Explain Cycle of updates to special Locations

Process

3. Apply

Demonstrate knowledge of how to access Special Locations

Bloom's Taxonomy

1. Know		2. Comprehend
Count	Read	Classify	Interpret
Define	Recall	Cite	Locate
Describe	Recite	Conclude	Make Sense Of
Enumerate	Record	Describe	Paraphrase
Find	Reproduce	Discuss	Predict
Identify	Select	Estimate	Report
Label	Sequence	Explain	Restate
List	State	Generalize	Review
Match	View	Give Examples	Summarize
Name	Write	Illustrate	Trace
3. Apply		4. Analyze
Assess	Instruct	Break down	Examine
Change	Predict	Characterize	Illustrate
Chart	Prepare	Classify	Infer
Choose	Produce	Compare	Limit
Compute	Relate	Contrast	Outline
Construct	Report	Correlate	Point Out
Demonstrate	Select	Diagram	Prioritize
Determine	Show	Differentiate	Relate
Develop	Solve	Discriminate	Separate
Establish	Use	Distinguish	Subdivide
5. Synthesize		6. Evaluate/Create
Adapt	Invent	Appraise	Interpret
Categorize	Modify	Argue	Judge
Compose	Organize	Assess	Justify
Construct	Perform	Choose	Predict
Create	Produce	Compare & Contrast	Prioritize
Design	Propose	Conclude	Prove
Formulate	Reinforce	Critique	Rank
Generate	Reorganize	Decide	Rate
Incorporate	Rewrite	Defend	Reframe
Integrate	Structure	Evaluate	Support

Evaluate

Synthesize

Analyze

Apply

Comprehend

Know

DIF

Level	Difficulty	Importance	Frequency
0	Straight forward, easy to pick up	If performed incorrectly, low likelihood of personal or public injury, low impact to system reliability or business (first aid, only – no hospitalization required)	Limited to once or several times a year (or multiple months break between)
1	Limited expertise – application of rules	If performed incorrectly, slightly more severe impact to personal or public injury (potential hospitalization), moderate impact to system reliability or business	Limited to once, or several times, each month
2	Complex decision making, analysis	If performed incorrectly, potential fatalities, severe impact to system reliability or business impact	Performed daily or several times each week

Methods

Main Method	Method Variation	Description
Lecturette	Lecturette	A structured oral presentation method in which the instructor delivers content in segments ranging from 5 to 20 minutes.
	Lecturette - Abbreviated	Learners list everything they know about a topic and the instructor provides the missing content.
	Lecturette - Graphic Association	The instructor shows a picture or symbol to represent a key idea/topic and then explains its significance.
	Lecturette - Mock Interview	A volunteer participant "interviews" the instructor using a list of questions or a script provided by the instructor.
	Lecturette - Multiple Choice	After the instructor has delivered a segment of content, learners respond to a series of multiple-choice questions.
	Lecturette - Search & Learn	Learners are given a series of questions and work in small groups to research content provided.
	Lecturette - Cartoon	The instructor shows a cartoon that illustrates to reinforce a key idea/topic.
	Lecturette - Fill-in-the-Blanks	Learners fill in words or short phrases on an outline of the key ideas covered in the lecturette.
	Lecturette - Cooperative	The instructor randomly distributes numbered topic cards to learners who are called upon to read them aloud.
	Lecturette - Examples/Exceptions	Learners, in small groups, are asked to create an example or an analogy of the content presented or identify exceptions to rules or procedures.
	Lecturette - Mind Mapping	Learners create freeform graphical representations (i.e. mind maps) of the content presented and exchange the maps with other participants.
	Lecturette - Key Words	The instructor writes a single key word on the flipchart as each content item is presented.
Discussion	Discussion - Neighbor	A quick method to create participation and activity by learners. They are asked to speak to the person beside them for a few minutes to discuss an issue, answer a question, or generate questions.
	Discussion - Large Group	An exchange of ideas among the whole group. It may be designed into the lesson, in which case it is typically structured and moderated by the instructor. It may also arise spontaneously as a result of participant concerns.
	Discussion - Action Maze	A variation of the case study in which learners solve a problem or case by making decisions. Their decisions determine what they will see next. The consequences of their decisions provide learners with insight and feedback.
	Discussion - Peer Tutoring	Participants help each other to learn under the guidance of a group leader. It is also used to give advanced participants an opportunity to help their less advanced peers.
	Discussion - Brainstorming	A freewheeling technique to generate ideas. Phase one requires a creative, spontaneous flow of suggestions without any judgment or evaluation of the suggestions. Phase two involves more careful analysis to explore the ideas and evaluate their usefulness.
	Discussion - Buzz Group	A large group is subdivided into smaller groups for a quick discussion. All groups meet simultaneously for 5 - 10 minutes to react to a topic, generate ideas or questions, discuss an issue, etc.
	Discussion - Fish Bowl	A modification of the discussion in which a large group is divided into two smaller groups. The "inner" circle discusses an issue or does an exercise while the "outer" circle observes and then offers observations or feedback.
Simulation	Simulation	The training environment is set up to allow the learners to practice a task under job-like conditions. The equipment and/or the situation may be used to make the training as "real life" as possible.
Practice Exercise	Practice Exercise	A method used to reinforce a skill. The learners practice the skill demonstrated by the instructor, either alone or in teams, using a performance checklist.
Peer Review	Peer Review	Learners work in small groups to review content previously presented. The purpose of a peer review is to check for understanding of knowledge and/or procedure.
Role Play	Role Play - Traditional Triad	Learners practice a new skill or apply knowledge by acting out specific roles in the context of a realistic situation. It is usually used to practice interpersonal and communication skills. Two learners interact to practice a skill while the third learner observes the interaction and gives feedback.
	Role Play - Doubling	Learners practice a new skill or apply knowledge by acting out specific roles in the context of a realistic situation. It is usually used to practice interpersonal and communication skills. Another learner sits or stands behind the role player and acts as an alter ego to expand upon or reveal feelings not expressed by the player.
	Role Play - Tag Team	Learners practice a new skill or apply knowledge by acting out specific roles in the context of a realistic situation. It is usually used to practice interpersonal and communication skills. A number of separate role plays occur at the same time in various parts of the room.
	Role Play - Role Reversal	Learners practice a new skill or apply knowledge by acting out specific roles in the context of a realistic situation. It is usually used to practice interpersonal and communication skills. Learners assume the roles of others they would normally interact with on the job.
	Role Play - Role Rotation	Learners practice a new skill or apply knowledge by acting out specific roles in the context of a realistic situation. It is usually used to practice interpersonal and communication skills. The role play is stopped briefly so that players can trade roles before continuing.
Demonstration	Demonstration	Learners observe the performance of a task or procedure. The demonstration may be live or pre-recorded.
	Demonstration - Behavior Modeling	A desirable behavior is shown to participants, either through live demonstration by the instructor or through a video tape. The behavior is then analyzed and studied. It is commonly used in interpersonal skills and communication skills training.
Case Study	Case Study - Large	Learners are given a written or oral account of a situation. They are asked, either individually or in groups, to analyze the case and present finding and/or recommendations. This method is usually used to practice analytical skills.
Case Study - Critical Incident	Case Study - Critical Incident	A variation of the case study in which learners are given incomplete data. By analyzing the case and asking the right questions, they are given the additional data needed to solve the case.
Case Study - Mini-Case	Case Study - Mini-Case	A modification of the case study in which a brief situation is described to the learners who discuss how the case should be handled. Characterized by only key facts being presented and by brevity in discussion. Often used to give examples of situations and procedures.
OJT	OJT - Task Experience	A task performed by the learner on the job.
	OJT - Important Conversation	A conversation between an expert and the learner about a specific topic.
CBT	CBT	Training provided via a CBT course in the LMS or OJT tool.
Third-Party	Third-Party Training	Training provided by an outside vendor.

Perf Support

Performance Support	Description
Animation	Non-interactive graphic animation. For example, gas flow through a pipe.
Cards	Double-sided flash cards or single-sided reference cards. For example, double-sided Q&A; single-sided AOCs.
Chart	For example, a chart of formulas; a chart of underground utilities.
Checklist	A list of specific actions for a given task; a list of required items. A checklist of actions identifies WHAT to do, but not HOW to do it. Items don't necessarily have to be in chronological order.
Decision Tool	If-Then reference assisting in decision-making. For example, emergency response.
Interactive Media	For example, drag and drop.
Job Aid - Misc	Other job aid type that does not fit in any other PS category. For example, Critical Thinking Tool, Mercury Exposure Symptoms.
Publication	Internal or external publication (not Gas Standards). For example, Operational Bulletins, National Fuel Gas Code.
Reference Image	For example, a cut-through image of a regulator with labels. Ergonomic stretches images (can contain multiple images).
Reference Table	For example, a list of codes and their descriptions.
Step-by-Step	A list of chronological actions for completing a task, including how to perform each action.
User Guide/Manual	For example, application software guide, equipment operation manual.
Video	A short video clip describing or reinforcing a concept or task.
Visual Process Map	Graphic representation of a process. For example, Establishing Gas Service.

Assessment Strategy

Assesment Strategy	Description
Knowledge Assessment	Knowledge-based written test in class
Lab/Field Activity	Performance-based activity in the field

PS 5MoN

When to Create Performance Support at each Moment of Need		Examples of Performance Support at each Moment of Need
	5 MoN	BEFORE	DURING	AFTER
	APPLY	Pre-Job Checklist

Safety Considerations PPE Required Related Standards Reporting Communication or Filing Completion Procedures QA/QC Checklist Documentation Requirements

		CHANGE	Notification of Standard Revisions	Tool Updates
		SOLVE	Pre-job Considerations
Related Lessons Learned	Troubleshooting Guide

FAQs

NEW	OQs Needed for Task
MORE		How-to Video

Procedures image1.png

File details come from the government source that posted it. Updated Jul 31, 2024.