Attachment 6_NAVEDTRA 130 series.pdf

Naval Education and Training Command

NAVEDTRA 130B

September 2009

NAVEDTRA M- 130B CH-1

NOVEMBER 2014

Support Manual for

MIL-HDBK-29612-2A

TASK BASED

CURRICULUM DEVELOPMENT MANUAL

DISTRIBUTION STATEMENT A: Approved for public release;

distribution is unlimited.

NAVEDTRA 130B

DEPARTMENT OF THE NAVY

NAVAL EDUCATION ANO TRAINING COMMAND

250 OAUAS STREET

PENSACOLA. FL 32&08

Ser NOO/ 3'?>'7

AUG 13 2009

LETTER OF PROMULGATION FOR NA VEDTRA 130B

1. This gu idance manuaJ has been extem,ively rcvi:-ed. Most of the revi~1ons arc in response Lo user comments and renect a continuing effort to increase the manual's utjlity to the training field.

NAVEDTRA 130B, Volumei; 1-fll, supen,edes and replaces NAVEDTRA 130A, dated July 1997.

2. The procedure:- in Lhis manual follow a Task Based Curriculum Development method. TI1is manuaJ i~ intended for use by military, civil service, and contractor personnel engaged in Nav) training materials development and modtlication.

3. Procedural guidance for development of train.ing materials foUowing a Pcro;;onnel Performance Profile ha'icd method is publbhed in NAVEDTRA 131 (Series ).

4. This publicauon is uvailublc clectronkally at: Navy Knowledge Online (NKO) - NETC N74 Leaming Standards Homepage: and Navy Marine Corps fntranel's (NMCJ) TotaJ Records and lnformatton Management (TRIM).

5. Corrections and comments concerning ttm, manual arc invited and should be addressed co the Naval Education and Training Command, attention: N7.

6 Reviewed and approved.

G. R. JONES

NAVEDTRA M- 130B CH-1

NOVEMBER 2014

TASK BASED CURRICULUM DEVELOPMENT

MANUAL

PUBLISHED BY DIRECTION OF COMMANDER NAVAL EDUCATION AND TRAINING

FOREWORD

NAVEDTRA M-130B CH-1

NOVEMBER 2014

POLICY: New content development, revision, or maintenance within the Naval Education and Training Command (NETC) training domain, and training systems developed for NETC shall use the Authoring Instructional Materials (AIM) Content Planning Module (CPM), and Learning Object Module (LOM), unless waived by NETC

N7 in formal correspondence. NAVEDTRA 136 is the reference document for content development, revision, or maintenance using

AIM CPM/LOM.

NAVEDTRA SERIES MANUALS: The following is a current listing of NAVEDTRA series of manuals:

• NAVEDTRA

• NAVEDTRA

,. NAVEDTRA

• NAVEDTRA

• NAVEDTRA

• NAVEDTRA

• NAVEDTRA

130:

131:

132:

133:

134:

135:

136:

Task Based Curriculum Development Manual Personnel Performance Profile Based Curriculum Development Manual Navy School House Testing Management Manual Navy Human Performance Requirements Review Management Manual Navy Instructor Manual Navy School Management Manual Naval Education and Training Command Integrated Learning Environment Course Development and Life - Cycle Maintenance Manual

• NAVEDTRA 137: Job Duty Task Analysis Management Manual

• NAVEDTRA 138: Front End Analysis Management Manual

• NAVEDTRA 140: Training Support Management Manual

The NAVEDTRA series of manuals provide fundamental direction within the NETC training domain for the development of curricula, the delivery of instruction, and the management and evaluation of training programs.

These manuals do not supersede the directive policy established by Commander, NETC Instructions (NETCINSTs) in these subject areas. Rather, they supplement the NETCINSTs in two important ways. First, they reflect the philosophical principles underlying NETC policy for curriculum, instruction, and evaluation and second, they provide procedures for carrying out that policy.

Each of the NAVEDTRA series of manuals is designed as a stand alone document to serve a specific user group such as curriculum ii

NOVEMBER 2014

developers, instructors, training managers, or evaluators of training. The manual are, however interrelated and cross referenced to one another.

SCOPE: The NAVEDTRA 130 (series), Task Based Curriculum Development Manual, provides guidance for developing training materials. This manual is a revision of the July 1997 issue.

While the overall process of curriculum development remains unchanged, this revision incorporates changes and updates based on the experiences and feedback from NETC training activities.

The processes and illustrations found in NAVEDTRA 130 (series) reflect the experience of Subject Matter Experts {SMEs), curriculum developers, and decision makers who approve Navy training material developed by Navy curriculum developers and civilian contractors. NAVEDTRA 130 (series) describes and illustrates all facets of planning, analysis, design, and development of curricula. NAVEDTRA 130 (series) provides step by-step guidance to curriculum developers for developing job efficient and effective training material. NAVEDTRA 130 {series) consists of three volumes. The revisions comprising NAVEDTRA 130B include:

• Revised and updated references and instructions.

• Revised Volume II Sample Products.

• Revised development information for Visual Information and Instructional Media Materials.

• Revised Training Materials Modification Information.

Volume I is a Developer's Guide that contains procedural guidelines for the development of training programs. It is designed for use by the individual actually revising or developing training materials. Task based curriculum development, referencing this document, is performed in the AIM II curriculum authoring tool.

Volume II contains Sample Products of each of the management and curriculum documents in a format that is consistent with the standards and conventions discussed in Volume I.

Volume III is a Manager's Guide designed for the individual charged with the management of a course revision or development.

The guide describes approval points, approval authorities, and the manager's responsibilities in each of the six phases of Task Based Curriculum Development.

iii

RELATIONSHIP TO DEPARTMENT OF DEFENSE (DOD) STANDARDS/

SPECIFICATIONS AND AIM: Chapter titles in these manuals were derived from various DoD Standards and Specifications documents, which these manuals support. The name assigned to individual documents developed in accordance with these manuals must correspond with the document name used herein. Exceptions to this rule shall not be granted. AIM is a computer based training materials authoring tool developed by the Navy.

Training materials developed using AIM may be different in appearance than examples shown in these manuals. However, all training material developed using AIM is compatible with the concepts of these manuals. If any instance exists where the information in these manuals is in conflict or is not supported by the constraints of the AIM software, the information in these manuals takes precedence and must still be supported.

CONTRACTUAL USE OF MANUAL: NAVEDTRA 130 (series) sample documents may also be used as an exhibit in a contract as service-specific guidance for use by civilian contractors developing Navy training material.

HOW TO USE NAVEDTRA 130 (SERIES): NAVEDTRA 130 (series) provides guidance and illustrations for use in the planning, analysis, design, development, implementation, and evaluation of curricula.

Volume I: Contains step-by-step guidance for developing effective training materials. All chapters in Volume I were written so you can follow along with the corresponding sample document presented in Volume II. Open Volume I to the subject you wish to learn about. Open Volume II to the related sample document referenced in Volume I.

Volume II: Contains examples of all curriculum material that make up a Course of Instruction (COI) developed under the task based method. When you have located the sample document in Volume II that corresponds to the chapter you have selected in Volume I, follow along in Volume II as you read Volume I. For example, if you are developing a Course Training Task List (CTTL), turn to the sample CTTL in Volume II.

Volume III: Contains management information important to planning, analysis, design, development, implementation, and evaluation of curricula. The chapters in Volume III establish the requirements for the submission and review of the various products developed during the curriculum development process.

iv

CHANGE RECORD

Number and Description o! Change Entered By

V

NAVEDTRA M- 130B CH-1

NOVEMBER 2014

Date

NAVEDTRA M-130B

SEPTEMBER 2009

Naval Education and NAVEDTRA 130B Support Manual for Training Command August 2009 MIL-HDBK-29612-2A

TASK BASED

CURRICULUM DEVELOPMENT MANUAL

VOLUME I DEVELOPERS GUIDE

DISTRIBUTION STATEMENT A: Approved for public release;

distribution is unlimited.

NAVEDTRA 130B, Vol I

NOVEMBER 2014

TASK BASED CURRICULUM DEVELOPMENT

MANUAL

PROCEDURAL GUIDANCE

i

NAVEDTRA M-130B CH-l

NAVEDTRA 130B - TASK BASED CURRICULUM DEVLOPMENT MANUAL

VOLUME I - PROCEDURAL GUIDANCE

Title

Title Page Table of Contents

TABLE OF CONTENTS

Introduction i ii

Chapter 1 - Training Materials Development Plan Phase 1-1

Plan Phase Chapter 2 - Training Project Plan Analyze Phase 2-1

Analyze Phase Chapter 3 - Course Training Task List Design Phase 3-1

Design Phase Chapter 4 - Curriculum Outline of Instruction 4-1 Chapter 5 - Training Course Control Document Develop Phase 5-1

Chapter 6 - Lesson Plan Chapter 7 - Trainee Guide

Develop Phase

Chapter 8 - Tests for Measurement of Trainee Achievement Addendum 8-A - Performance/Knowledge Addendum 8-B - Knowledge Test Item Addendum 8-C - Grading Criteria for Performance Test Chapter 9 - Visual Information and Instructional Media

Material Addendum 9-A - On-the-Job Training Handbook

Pilot Course Develop Phase Chapter 10 - Pilot and Implementation Approval

Acronyms List of Acronyms

FIGURES

Figure 1-1 - Curriculum Development Process Figure 3-1 - Wheeled Vehicle Mechanic Figure 3-2 - Analysis Process ii

6-1 7-1 8-1 8-A-1

8-B-1 8-C-1

9-1 9-A-l

10-1

A-1

1-3 3-4 3-5

FIGURES (CON'T)

Figure 4-1 - Action Verbs Figure 4-2 - Criteria for Standards in Learning Objectives Figure 4-3 - Learning Objectives with Standards in Italics Figure 4-4 - Learning Objective Analysis Worksheet Figure 6-1 - Lesson Plan Organization Figure 7-1 - Trainee Guide Organization Figure 8-1 - Sample Performance Test Check List Figure 8-2 - Sample Performance Test Grading Criteria Figure 8-3 - Performance Test Rating Scale Figure 8-4 - Sample Grading Criteria for a Rating Scale Figure 8-5 - Sample Test Administrator's Guide Instruction

To The Trainee Figure 8-6 - Sample Instructions for the Administrator Figure 8-7 - Sample Instructions for the Administrator Figure 8-8 - Sample Knowledge Test Instructions to the

Trainee Figure 8-A-1 - Behavior Test Item Comparison

TABLES

Table 3-1 - Rules and Writing CTTL Statement Table 3-4 - Quality Assurance Check List

DIAGRAM

Diagram 8-1 - Intro to Testing iii

4-4 4-6 4-7 4-10 6-3 7-3 8-13 8-14 8-15 8-16

8-18 8-20 8-28

8-29 8-A-7

3-10 3-21

8-3

Introduction

Chapter 1

Training Materials Development Plan Phase

1-1

INTRODUCTION

The procedures for developing training materials following the Task Based Curriculum Development method are divided into six interrelated Phases — Plan, Analyze, Design, Develop, Implement and Evaluate (PADDIE).

• PLAN PHASE identifies resource requirements and the sequence of events in the development process.

• ANALYZE PHASE produces the job tasks, task sequence, level of performance, and the skills and knowledge which must be taught.

• DESIGN PHASE produces the course learning objectives and an instructional sequence.

• DEVELOP PHASE produces the instructional materials for the instructor and the trainee.

• IMPLEMENT PHASE begins when the Curriculum Control Authority (CCA) has approved a course for use and the Learning Center or Functional Commander authorizes the course to be taught.

• EVALUATE PHASE consists of the evaluation and revision of the training materials based on assessment of the training materials and the performance of the graduates in the Fleet.

This manual covers the PADDIE phases. In the volumes composing this manual the steps required and approval points for products developed in each of these phases are discussed. The Implement Phase is introduced as part of Chapter 10 of this volume.

Implementation and Evaluation are also addressed in NAVEDTRA 135(Series): Navy School Management Manual. The overall process is illustrated in Figure 1-1.

NAVEDTRA 130B: Task Based Curriculum Development Manual is designed to guide Navy training activity personnel (curriculum developers) in the development of accurate and effective training materials. This manual:

• Specifies the tasks necessary to develop and support training materials.

• Establishes the sequence of task performance.

• Assigns task performance responsibilities.

1-2

Figure 1-1: CURRICULUM DEVELOPMENT PROCESS

1-3

SECTION 1 - TRAINING MATERIALS

1. Training materials include management materials, curriculum materials, and support materials. The training materials produced by Navy in-house and contract developers follow the guidelines of this manual.

Recognizing the complexity of training materials development and the external factors which influence curriculum development projects. Waivers from the standard development standard may be authorized by the Curriculum Control Authority (CCA) ONLY.

AUTHORING INSTRUCTIONAL MATERIALS (AIM)

AIM is a computer based training materials authoring tool developed by the Navy. Training materials developed using AIM may be different in appearance than examples shown in this manual. However, all training materials developed using AIM is compatible with the concepts of this manual and is deemed to be correctly formatted. NETC Learning Centers or as designated shall use the AIM II application for the plan, analyze and design phases of curriculum development. The develop phase may also be used if applicable and achievable. AIM II is for Task Based development and AIM I for Personnel Performance Profile (PPP) Based Development which is discussed in detail in NAVEDTRA 131 Series.

1.1. Management Materials: Management materials define training requirements and provide an overall plan for the accomplishment of these requirements. The chapters of this manual provide guidelines for the development of management materials.

Management materials for training materials development include:

• Training Project Plan (TPP) — Discussed in Chapter 2.

• Course Training Task List (CTTL) — Discussed in Chapter 3.

• Training Course Control Document (TCCD) — Discussed in

Chapter 5.

• Test/Administrative Materials — Discussed in Chapter 8 and

NAVEDTRA 135(Series): Navy School Management Manual.

• Pilot Course Monitoring Report — Discussed in Chapter 10.

• Documentation required or appropriate for audit trail —

Discussed in NAVEDTRA 135(Series): Navy School Management Manual.

1-4

1.2. Curriculum Materials: Curriculum materials include all

materials required for the presentation of information and the development of skills in formal school training. Chapters in this manual contain development guidelines for curriculum materials. Under this definition, curriculum materials include:

• Lesson Plan (LP) — Discussed in Chapter 6.

• Trainee Guide (TG) (or Instruction Sheets) — Discussed in

Chapter 7.

• Test/Administrative Materials — Discussed in Chapter 8 and in NAVEDTRA 135(Series): Navy School Management Manual.

• Other material used for instruction (such as an Exercise

Controller Guide).

1.3. Support Materials: Support materials are instructional

materials and other devices used in support of formal instruction, informal instruction, or for independent study.

Chapter 9 of this manual provides more detail on Visual Information (VI) and Instructional Media Materials (IMM). The following are the most common support materials:

• VI includes:

Wall Charts (WC).

Films.

Digital and Video Tapes.

Transparencies.

Graphic Media Presentations.

• IMM includes: On-the-Job Training (OJT) Handbook.

• Textbooks:

Technical Manuals to include Interactive Electronic Technical Manuals (IETM).

Training Devices.

Other materials helpful in the preparation and presentation of Lesson Topics, such as a Fault Insertion Guide, or Instructor Utilization Handbook.

SECTION 2 - TRAINING MATERIALS SUPPORT

2. Training Materials Support: All training materials are maintained current and accurate by surveillance and change efforts.

1-5

2.1..Surveillance: Constant surveillance is required to detect changes in documentation, equipment, or procedures that impact training materials. Procedures for identifying training material deficiencies, for recommending changes, and for coordinating recommended changes are given in Volume III of this manual. Some triggers that may direct a surveillance action be taken are:

• Updated Occupational Standards.

• Job Duty Task Analysis.

• Rating Mergers / Consolidations.

• Rating Disestablishments.

• Requirements Sponsor Changes.

• Naval Training System Plan Revisions.

• Change to existing operating procedure or policy.

• Change in Technical Directives.

• Change in NMETLS.

2.2. Training Materials Modifications: There are four

categories of training materials modifications: Interim Change, Change, Technical Change, and Revision. The definition for each category is found in NAVEDTRA 135(Series) Chapter 4 Section 1.3 Procedures for incorporating training materials modifications are described in the sections for those materials in Volume III, Chapter 7 Section 5.0 of this manual.

SECTION 3 - PROGRAM PARTICIPANTS

3.1 Program Participants: The following participants have

vital roles in the development and support of training materials. Specific command assignments are addressed in Volume III, Chapter 1 of this manual.

3.2. Training Agency (TA): A TA is an office, bureau, command, or headquarters exercising command of and providing support to some major increment of the Department of the Navy's formal training effort. The Commander NETC is a TA.

3.3. Training Support Agency (TSA): An office, command, or

headquarters responsible for providing material and other forms of support to the TA. The TSA is normally a Systems Command (SYSCOM) responsible for providing training support to the TA for a piece of equipment, a subsystem, or a system.

1-6

3.4. Learning Centers (LS)/Functional Commander (FC): NETC has designated LCs/FC to plan, manage, and budget for training courses across broad functional areas.

3.5. Curriculum Control Authority (CCA): The CCA controls the course content and instructional methods by acting as approval authority for the curriculum. The CCA is also responsible for maintaining the curriculum through new development or revision of training materials. For courses conducted at schools under other FCs, the CCA will advise the other FC of curriculum development/revision efforts which result in additional resource requirements, new course lengths, and/or course convening schedule requirements. Volume I of NAVEDTRA 10500, Catalog of Navy Training Courses (CANTRAC) in the Corporate Enterprise Training Activity Resource System (CeTARS) identifies the CCA for existing courses. NETC LC Commanding Officers are designated as the CCA. Additionally, TYCOMs, Joint Weapons Training Command, and Operational units which develop, deliver and maintain training can also be designated as the CCA. The original intended functional control identification of the CIN’s single letter for the most part may not always be the case due to changes in the Navy Training organization by the Revolution in Training (RIT) and or LC stand-up, merge, and disestablishments. NAVEDTRA 135 Chapter 1 delineates the CCA duties and responsibilities that NETC has retained and is further amplified in NETC Chief Operating Officer (COO) Memorandum for distribution NETCNOTE 1500/N7 dated 23 Mar 09 concerning CCA duties retained by NETC.

3.6. Course Curriculum Model Manager (CCMM): A CCMM is assigned by the CCA with the responsibility for conducting and maintaining a specific course. The CCMM initiates curriculum development and training materials modification, conducts curriculum reviews and analysis of feedback, maintains course audit trail documentation, and develops and approves changes.

The CCMM normally functions as the developer for Navy in-house-developed courses. However, the CCA can also designate personnel, other than the assigned CCMM as required, to perform these functions. CCMM functions as the developer and 1st line of approval authority for in-house and contract developed curriculum.

3.7. Learning Site (LS): A Navy command which has a primary

mission of conducting or supporting training. A school or institutions that offer’s Navy courses. The LS has

1-7 responsibility for maintaining selected audit trail documents, annually reviewing training materials in the form of a Formal Course review, making recommendations to CCMM for changes/revisions, and maintaining training equipment and facilities.

SECTION 4 - APPLICABLE DOCUMENTS

The documents listed in Sections 5 and 6 are the primary resources to be used by activity developers in the design and development of training materials. Use of documents and manuals in effect on the date stated in the project plan is assumed.

Later issues of these specifications, standards, documents, and publications, or new specifications, standards, documents, and publications, may be used subject to joint agreement of the CCA and activity curriculum developers.

SECTION 5 - STANDARDS, GENERAL

5. In June 1994 the Secretary of Defense (SECDEF) directed that "Performance specifications will be used when purchasing new systems, major modifications, upgrades to current systems, and non-developmental and commercial items for programs in any acquisition category (in lieu of Military Specifications and Standards)." Source: SECDEF Memo, Subject: Specifications and standards - A New Way of Doing Business, dated 29 June 1994.

Consequently, references to Military Standards (MIL-STDS) have been deleted.

5.1. Department of Defense: DODDIR 5000.01 MIL-HDBK 502

SECTION 6 - PUBLICATIONS

6.1 Secretary of the Navy:

• SECNAVINST 5870.4(Series) Permission to Copy Material Subject to Copyright

• SECNAVINST 5510.30(Series) Department of the Navy Personnel Security Program Instruction

6.2 Chief of Naval Operations:

• OPNAVINST 1500.27(Series) Inter-service Training

• OPNAVINST 1500.47(Series) Navy Training Quota Management

1-8

• OPNAVINST 1500.74(Series) Utilization of Enlisted Occupational Standards for Training and Career Development

• OPNAVINST 1500.75(Series) Safety Policy and Procedures for Conducting High Risk Training

• OPNAVINST 1500.76(Series) Navy Training System Requirements, Acquisition, and Management

• OPNAVINST 3500.34(Series) Personnel Qualification Standards (PQS) Program

• OPNAVINST 3500.39(Series) Operational Risk Management

• OPNAVINST 5100.19(Series) Navy Occupational Safety and

Health (NAVOSH) Program Manual for Forces Afloat

• OPNAVINST 5100.23(Series) Navy Occupational Safety and

Health (NAVOSH) Program Manual

• OPNAVINST 3104.1(Series) Navy Visual Information (VI)

Production, Replication, distribution and Management Information System Policy, Responsibilities, and Procedures

• OPNAVINST 5513.1(Series) Department of the Navy Security Classification Guide

• OPNAVINST 5510.10(Series) Corporate enterprise Training Activity Resource System (CeTARS) Catalog of Navy Training Courses and Training Reporting Requirements

• OPNAVINST 11102.2(Series) Training System Installation and Transfer

• NAVPERS 18068(Series) VOL I and VOL II Manual of Navy Enlisted Manpower and Personnel Classifications and Occupational Standards (NEOCS)

6.3. Commander, Naval Education and Training

• NETCINST 5100.1 Occupational Safety and Health, Training Safety and Firefighting Training Certification Programs

• NAVEDTRA 130(Series) Task Based Curriculum Development Manual

• NAVEDTRA 131(Series) Personnel Performance Profile Based Curriculum Development Manual

• NAVEDTRA 134(Series) Navy Instructor Manual

• NAVEDTRA 135(Series) Navy School Management Manual

• NAVEDTRA 10052-AJ Bibliography for Advancement Study

• NAVEDTRA 10500 Catalog of Navy Courses (CANTRAC)

• NAVTRASYSCEN P-530 Naval Training Systems Center Guide

• NETCINST 1500.1 Catalog of Navy Training Courses (CANTRAC)

NAVEDTRA 10500)

• NETCINST 1500.3 Institutional Accreditation

• NETCINST 1500.4 Inter-service Training Review Organization

(ITRO)

1-9

• NETCINST 1510.1 Navy Training Management

• NETCINST 1543.4 Technical Training Equipment (TTE)

• NETCINST 3104.1 Visual Information (VI) Program Management

• NETCINST 7500.2 Technical Training Audit Program (TTAP)

• Training Requirements Data Base Annual Report - Naval

Education and Training Program Management Support Activity

6.4 OTHER

• MPT&E CIOSWIT-ILE-STD-1B Navy ILE Presentation Standards

• MPT&E CIOSWIT-ILE-GUID-3B Navy ILE Instructional Content

Style guide, Interactive Multimedia Instruction & Instructor Led Training

• DOD MILHDBK 29612.3A DOD HDBK Development of Interactive Multimedia Instruction (IMI) (Part 3 of 5)

• MIL-PRF-29612B Training Data Products

• MIL-HDBK 29612-1A Guidance for Acquisition of Training Data

Products and Services (Part 1 of 5)

• MIL-HDBK 29612-2A Instructional Systems Development/Systems

Approach to Training and Education (Part 5 of 5)

• MIL-HDBK 29612-4 Glossary for Training (Part 4 of 5)

• MIL-HDBK 29612-5 Advanced Distributed Learning (ADL)

Products and Systems (Part 5 of 5)

• NAVSEAINST 4790.8 (Series) Ships Maintenance and Material

Management (3-M) Manual (VOL 1-3)

SECTION 7 - SECURITY REQUIREMENTS

Classified information will be handled in accordance with the Department of the Navy Supplement to the DOD Information Security Program Regulation (OPNAVINST 5510.1 Series).

SECTION 8 - SAFETY REQUIREMENTS

Safety, occupational health, and hazard awareness information must be incorporated into the curricula of all appropriate training courses, as prescribed by NETCINST 5100.1 Series and in NAVEDTRA 135(Series).

SECTION 9 - SUMMARY

This chapter presented an overview of the Task Based Curriculum Development method. The Task Based method involves six interrelated phases - PADDIE. In the following chapters are development guidelines for the PADDIE phases.

1-10

PLAN PHASE

CHAPTER 2

TRAINING PROJECT PLAN

2-1

INTRODUCTION

A curriculum development project is a complex undertaking, bringing together a wide range of human and material resources for the goal of creating quality training. Curriculum development consists of six phases, beginning with the Plan Phase. This phase consists of gathering information and building the plan for training material revision or development.

The output product of this phase is a Training Project Plan (TPP). When approved, the TPP becomes the authorization to undertake a course revision or a new course development project and initiate resource requisitions.

SCOPE:

• Describe the factors to be considered when developing a TPP for new course development or course revision.

• Provide guidelines for the content and format of the TPP.

SECTION 1 - PLANNING FOR COURSE REVISION OR NEW COURSE

DEVELOPMENT

1 Planning For Course Revision Or New Course Development:

Most TPPs for in-house development will be for revisions to existing courses — reflecting the constant introduction of new equipment, processes, and technologies into the Fleet. Although fewer in number, new course development projects respond to new requirements that cannot be met by revising an existing course.

• The Plan Phase is the first of the six phases of training materials development process. The output, the TPP, provides the blueprint for revising an existing course or developing a new course.

• A TPP is required to document any of the six triggers. The triggers are a New Training Course, a Modified Training Course (Revision), a Change in Course Instructional Strategy or Delivery Method, a Change in Course Length, a Training Course Deletion, or a Training Course Transfer between CCAs.

• Other applications for the TPP are discussed in NETCINST

1510.1 (Series), NAVEDTRA 135(Series) COURSE REVISION:

Prior to starting the revision to an existing course or development of a new course, a TPP will be developed and approved in accordance with NETCINST 1510.1 (Series).

2-2

COURSE REVISION: A TPP will be developed and approved in accordance with NAVEDTRAs 135, 130 and 131 as well as supplemental guidance provided by as specified in NETCNOTE 1500/N7 dated 23 Mar.

NEW COURSE DEVELOPMENT: Completing a TPP for new course development requires establishing a Course Identification Number (CIN), CDP, initiating entries for the CANTRAC and CeTARS, identifying preliminary resource requirements, and possibly planning for facilities requirements. This entails careful research and documentation. See NAVEDTRA 135(Series) for specific guidance of establishing a new course.

COURSE DEACTIVATION: NETCINST 1510.1 (Series), NECTNOTE 1500/N7 Dated March 2009, and NAVEDTRA 135B contain procedures for initiating and documenting the deactivation of an existing course or training program. A TPP is required.

SECTION 2 - JUSTIFICATION FOR COURSE DEVELOPMENT OR REVISION,

AND DEACTIVATION

2. There must be a reason(s) to undertake the development of a new course, the revision of an existing course or the deactivation of a course. The justification may come from:

• Navy Training System Plan (NTSP), OPNAVINST 1500.76.

• Tasking by higher authority (Requirements Sponsor.)

• Internal course reviews and local command initiatives.

• External course reviews.

• Surveillance and external feedback.

• Training appraisal.

• Updated Occupational Standards.

• Enlisted Rating Mergers.

• Human Performance Requirement Review (HPRR).

2.1. TPP:

• The TPP presents a blueprint for curriculum development which contains course data, justification(s) for the course revision or new course development, or course deactivation, impact statements, milestones, and resource requirements.

2-3

• The TPP is generally viewed as a management document. You will find detailed TPP content descriptions in Volume III, Chapter 2.

Each TPP will be as unique as the project it describes.

The CCA, working with the FC and the TPP developer, shall designate mandatory TPP elements, and possibly call for additional data which will reinforce the project plan. All data should be researched, referenced, and as accurate as possible. However, the TPP is recognized as a planning document, subject to revision.

2.2. Purpose and Use of a TPP: The TPP describes all training and training support elements required to provide trained personnel to operate and maintain systems or equipment, or to perform tasks and functions.

• It provides a Plan of Action and Milestones (POA&M) to achieve a predetermined implementation date.

• It describes all the factors necessary to prepare and conduct a successful training program and attain optimum use of personnel, hardware, and funds.

• It should meet, and not exceed, the training requirement.

2.3. Categories of Resources: Course development and, often, course revisions require resources to develop or implement the proposed course. Resources fall into four broad categories: (1) facilities, (2) funding, (3) personnel, and (4) equipment. All four categories require long lead-time planning. An approved TPP is the authority to submit requests for resources. Whenever resources are affected (by unfunded requirement) OPNAV requirement per Memorandum for Distribution 7000 N1 127189 of 15 September 2008, requires that a TPP be routed to OPNAV N15 via NETC N7 for approval and resource allocation. In the case of a course deactivation, the TPP provides justification for the action and a blueprint for reallocation of resources.

2.4. Initiating a TPP: The decision to prepare a TPP can come from the commanding officer or officer in charge of the training activity or from higher authority.

• The CCMM will develop and submit the TPP for a course revision or deactivation.

• The CCA can designate an activity to be the CCMM for a new course and direct them to develop the TPP, or it may be developed by the CCA.

2-4

2.5. TPP Outline:

• The TPP shall contain all the data and information necessary to identify and justify resources required for the training course under consideration.

Volume II contains a sample TPP with typical entries. It must be emphasized that the entries selected, and the data presented, for your TPP will be determined by the requirements of the project. Volume III, Chapter 2 provides information on completing TPP entries.

• Specific elements of data and information shall include the following items where applicable:

Cover Page.

Table of Contents.

Justification.

Impact if the course development, revision, or deactivation is not undertaken.

Course Data Page.

Safety Risks and Hazardous Materials exposure.

Curriculum development method recommended.

Resource Requirements.

Milestones.

SECTION 3 - SUMMARY

The TPP is often developed by senior course supervisors in conjunction with the learning standards functional area. Since it describes the scope and intent of the curriculum revision or development and describes the Fleet need which generated the training requirement, the curriculum developer should review the document before developing any other management or curriculum materials.

2-5

ANALYZE PHASE

CHAPTER 3

COURSE TRAINING TASK LIST

3-1

INTRODUCTION

In the previous chapter you were told how to develop a plan to revise an existing course or develop a new one. The output of the chapter was a TPP. The TPP is the blueprint for the entire project. When the TPP is approved, you are authorized to begin work on the next step in the project, the Analyze Phase. Prior to a TPP input, a Front End Analysis (FEA) and a Business Case Analysis (BCA) will be accomplished. In developing a TPP, Learning Centers are directed to complete FEA and BCA prior or in conjunction with the TPP development and reference when reviewing submitted TPP for approval.

The purpose of the Analyze Phase is to determine what will be taught in the new or revised course. The analysis you will conduct is a continuation of the preliminary analysis completed during the Plan Phase. You will examine and analyze all available documents/data in order to determine what is necessary to do a job. The duties, tasks, and/or skills that you select for training will be organized in a Course Training Task List (CTTL). The CTTL is the output of the Analyze Phase and is the building block of the new/revised course. When developing the CTTL refer to OPNAVINST 1500.74 (Series).

In this chapter you will be given information and procedures that will help you develop a CTTL. Please read the following pages carefully before you begin.

SCOPE

• Provide an understanding of the Analyze Phase of curriculum development (or revision).

• Explain the terms which apply to the Analyze Phase.

• Describe the step-by-step procedures for developing a CTTL.

• Describe the guidelines for building the CTTL.

SECTION 1 - INFORMATION

1. With an approved TPP, you are now ready to begin the Analyze Phase of curriculum development. A CTTL is the output of this phase. Once developed, the CTTL is the building block of the course and will be used to develop the learning objectives and all other course materials.

3-2

1.1. A CTTL is: A list of Duties and Tasks to be trained in a course.

1.2. A CTTL describes:

• Duties/tasks that support the course mission.

• Job-related duties and tasks that will be performed by the end of the course.

• CTTL sample in VOLUME II, Tab A-2.

1.3. A CTTL is developed by analysis of the:

• Course Mission.

• Technical Documentation.

1.4. CTTL development requires:

• Subject Matter Experts (SMEs).

• Technical Documentation.

• Job Analysis Data/Courseware, if available.

Job analysis data/information, in electronic media format, compatible with your system, is the preferred source for development of a

CTTL.

1.5. CTTLs are used to develop:

• Learning objectives.

• Instructional strategies (Delivery Method. Pre-instructional Activities, Presentation, Participation, Testing).

• Techniques.

• Methodologies.

1.6. Basic terms: Before proceeding any further, please review the following terms.

• A Job: Is made up of duties/tasks and can be determined from either a top down approach or a bottom up approach where the tasks and duties are analyzed to determine what the job is. A listing of Enlisted Occupational jobs are contained within NAVPERS 18068(Series) which may provide some insight in your job selection criteria.

3-3

• A Duty:

• Is a major part of a job

• Collection of duties make up a job

• Occupies a major part of the work time

• Occurs often in the work cycle

• Clusters of tasks constitute a duty

• Must be observable and measurable

• Involves a group of closely-related tasks

• A Task:

• Is a major part of a duty (clusters of tasks make up a duty).

• Is performed in a relatively short period of time.

• Must be observable and measurable.

• Each task is an independent part of the job; it is independent of other tasks. Tasks are NOT components of a procedure. The above relationship between the job, duty, and task is outlined in Figure 3-1.

SECTION 2 PROCEDURES FOR DEVELOPING A CTTL

2. In-house development of a CTTL involves going through several steps and ending up with the finished CTTL. This CTTL will contain the duties/tasks necessary to perform the job in the area you have defined. There are several ways to identify

3-4 and record this information. The most direct way is to gather documents related to the job. Other methods include jury of experts, questionnaires, and on-site interviews. Each of these methods will help you identify most of the job data/information you will need to develop your course. These documents/data are then analyzed and the duties and tasks extracted and recorded.

This list is then organized into a smooth CTTL. A sample is found in Volume II, Tab A-2.

2.1. Developing your CTTL: You will be involved with revising existing courses or developing new ones. Find out what is available and use it. If part or all of the analysis has been completed, your job will be a lot easier and considerable time and money will be saved.

2.2. Be aware of a change that takes place as the CTTL is

developed. You start by analyzing a job and end with selecting duties and tasks that will be taught in a course. This change is shown in Figure 3-2.

2.3 CTTL development depends on the SME. For this reason it is important to select the most qualified SMEs available to do this development. You are now ready to begin. Many sources have been identified for your use. Be sure to follow the steps outlined on the following pages.

3-5

STEP 1: READ THE COURSE MISSION STATEMENT

• Located in the TPP.

• Provides the "who", "what job", "degree of qualification", the "where", and "conditions" for training.

STEP 2: GATHER JOB ANALYSIS DATA THAT SUPPORTS THE COURSE

MISSION STATEMENT

• Every job in the Navy has documents describing what to do and how to do it. The purpose of this step is to describe how to identify and obtain these documents. You will not necessarily need all of the types of documents listed.

Other methods of gathering job-related data/information are presented. Obtain/use only those documents/methods that support the course mission.

• Whenever possible, gather the job-related data/information in electronic media format. This will facilitate your CTTL development. Examples of job information available in electronic media include Logistics Support Analysis Reports. These are explained in the following paragraphs.

• CTTLs. CTTLs for existing courses provide duties and support for a variety of jobs. In addition, the references listed provide an excellent source of job analysis information. If the specific equipment, system, subsystem, procedure, operation, function, etc., is not available, you may be able to use the line items as generic statements and modify each to meet your needs.

• FEA Reports. Conduct FEAs in accordance with NETC tasking.

Skill and knowledge inventories are available for many Navy courses and ratings. These reports should be considered a primary source because they are based on many of the documents you will identify for analysis.

• Logistics Support Analysis Record (LSAR) Nos. 014, 015, 023, and 024. These documents provide very detailed sequential task descriptions for the operation and/or maintenance of equipment developed under contract.

Specific duties and tasks are listed along with supporting data and information. Most courses developed by a contractor should have these reports available for your analysis.

3-6

• Job Task Inventories (JTI). These documents list duties and tasks for a specific job or rating. Supporting data and information are also provided. Your CCA will help you obtain these documents.

• General Documentation. One of the primary source documents used to identify documentation is the Bibliography for Advancement Study (NAVEDTRA 10052-AJ). This document lists publications that support military requirements for all ratings and apprenticeship and technical requirements for all Navy ratings by paygrade. SMEs should review this document for all applicable Navy Ratings and begin a list of publications that apply.

• Formal Navy Course Curriculum Outlines/Training Course

Control Document (TCCD). Another source to identify documentation is those references that list formal Navy courses. Formal Navy courses which teach skills and knowledge pertinent to your area should be a part of your documentation. If an Navy Enlisted Classification (NEC) is involved, consult NAVPERS 18068(Series) dated July 2008, Manual of Navy Enlisted Manpower and Personnel Classification and Occupational Standards, Section II, which lists Navy courses supporting NECs. Also consult NAVEDTRA 10500 CANTRAC, Volume II, Course Descriptions and Convening Schedules, which is in CeTARS. "Key word" searches for course titles can be performed.

• Training Manuals and Non-Resident Training Courses.

Consult https://www.advancement.cnet.navy.mil for a listing of Training Manuals and Non-Resident Training Courses.

This lists all NAVEDTRA Training Manuals and Nonresident Training Courses, including training publications from additional Navy training agencies and other military services.

• Standards. Naval and Occupational Standards (OCCSTD), NEC descriptions and Navy Officer Billet Classification (NOBC) all list skills and knowledge and should be included on your documentation list, as appropriate. Consult NAVPERS 18068(Series) and NAVPERS 15839, Manual of Navy Officer Manpower and Personnel Classification. Personnel Qualification Standards (PQS) list skills and knowledge appropriate to your area. These PQS may be found in

NAVEDTRA 43100-6.

3-7 https://www.advancement.cnet.navy.mil/

• On-site Observation or Job Interview. Both are conducted by SMEs at the work site. SMEs observe personnel on the job and list duties and tasks required to complete the job.

Additional amplifying information, as required, should also be listed that includes duration, frequency, types of working conditions, tools required, etc. Prepare a list of questions in advance for the job interview to help standardize your job information.

Both the observation and interview methods involve considerable effort.

Because of the massive amounts of data/information that must be tabulated and summarized, you may not have the resources to implement these methods.

• Jury of Experts. With this method, SMEs from various commands are assembled to record and organize the required job information/data. The SMEs are selected for their experience and knowledge of the job. This method is particularly useful in collecting job data in the following situations:

• New jobs.

• Managerial and supervisory jobs where some behaviors are not directly observable.

• When time does not allow analysis by other methods.

• To supplement other methods, (questionnaire, interview, written survey, etc.).

Because of the personnel and travel funds involved, the jury-of-experts method can be very expensive, use of web meetings, video teleconference (VTC), and other distance support conferencing is recommended. Also, the SMEs should come from a number of different areas. If they all come from the schoolhouse, the decisions that are made tend to reflect what exists in training rather than what actually exists on the job.

• Technical Manuals and other Technical Publications. These documents give valuable job performance information on the operation and maintenance of equipment, weapons, and weapons systems. Every job task list should have duties and tasks taken from technical documents or a authorized requirements sponsor.

3-8

• Maintenance and Material Management (3-M) System. Consult the NAVSEAINST4790. 8 (Series) as these volumes provide detailed information on what is necessary to do a job.

• Personnel Performance Profile (PPP) Tables. PPPs provide:

• Lists of required skills and supporting knowledge’s.

• Support systems, subsystems and equipment.

• A PPP lists the minimum knowledge and skills required to operate and maintain a system, subsystem, or equipment.

Existing PPP tables are listed in the NETPDTC NCMR Database. NETC N74 is the PPP manager/owner.

• Others, such as, Navy Training Systems Plans (NTSP), Engineering Drawings, Service Manuals, etc. Sources not mentioned may contain valuable job analysis information.

All possible sources should be reviewed. Consult your CCA to ensure complete coverage.

Once you have secured all the documents, review their reference lists for additional publications, appropriate for your CTTL list. Continue this process until all available publications have been secured. At this point your list may contain Navy instructions, notices, manuals and other publications that list information or describe duties/tasks (skills) necessary to perform the work in your area.

STEP 3: REVIEW/COMPILE JOB ANALYSIS DATA/INFORMATION

In the previous step you gathered all the documents that contain job related data/information in the area you have defined. In this step you will systematically work your way through each of these documents, pulling out and recording each duty and task that supports the course mission statement. Be sure to annotate the source of each duty and task selected as you work through the document since you will use this information in Step 7. You will be reviewing many similar statements. In order to ensure complete coverage of the job, it is necessary to accept some extremely similar items at this point. Any duplication will be eliminated in later steps.

• Using the AIM II application vice Excel spread sheets will provide the linkage to the requirements and resources that you need for long term maintenance of your course. It is highly recommended that AIM II be used to create your CTTL.

3-9

• Experience in CTTL development has led to certain general rules for writing duty and task statements. These are shown in Table 3-1, Rules for Writing CTTL Statements.

When completed, each CTTL statement will:

• Support the COURSE MISSION STATEMENT.

• Be SHORT.

• Begin with a performance action VERB.

• End with an OBJECT.

• Be OBSERVABLE and MEASURABLE.

• Meet ALL the guidelines listed in Table 3-1.

Job analysis includes safety knowledge that is required prior to performing duty/task and safety procedures that must be followed while performing a duty/task. Safety will be included as a CTTL line item as appropriate.

TABLE 3-1: RULES FOR WRITING CTTL STATEMENTS

3-10

TABLE 3-1: RULES FOR WRITING CTTL STATEMENTS (CON’T)

3-11

NAVEDTRA 130B, Vol I

RUL E •CORRECT INCORRECT

.AC!'l.:Jtn;'Y'YlS crway be ,used., Prepare oetrr.se 1.ra::k11ng t.3ek llSt ~CTTL n°'""---.vw.r. 1n.ey l"nU&l c.- apefif!CI lCTTL) cw; o-te nrt&t: -=~ tney ,3_ppea.r vnJE'66 U'te)' a;e- a a.on)n-.s rn ~ COmrmotll us..!tg-Qo t11'131 lt"tey are 1no,,J~nt Of .:- ward • 6U::tr'I a5 Radar a nCII sona r:

er:~ are nonTualty ~_n 1n, ~Ul3.1' ftlNrl Ul"'leA, ttne Ct::.'{e.<:t& _ ,,..,,. n ·t:,,t• e- l-----=4n-

FUJ o u t Tra-... 'E'lt Cl~ l'b":rn Fl■ out Tra ve1 ClaJnll rcnns.

oo nat v.mt1;;, &ea1ernen1:r.. ,.,_11n Trace~ &p..""tre Pii!R Fo.YCW' r,."le ~ tbr' um teees- :ny 1,Am .. se.:s suct'l as ll'equJSIUcn a=on ~~~Sc~~!e pa.re ,-·onow·r.n• .. ,..:!Or' .-co ncL-f)req_-. DY Elr.ln<I Opl!r•n•-~ eis:?er.at.a ,\.0.-"C\St_..... ~s.

n ame- or- &,p:ECl'OC ncrnendl..~ ura P""Q"<L.., 4.0 WDrd iprooe,.S$1ng W 1tte ot:Ject ~ 'kt> 3 C:13.$.S. p:rog.r a n11 o t OD_)IK:-..& CO-und GB in~ a.na tr~ cautcr c.e ~ <CR .an..y c::,cre Cl '::!'lo!> otY,ects. In t!"fJ6.

C""'4.

v~ ,apecC)<t:ng putx1caucn.. or FlD out JOll'IC lllAeS&ag@ ,,corm P-11 out tonn D0-93

~~~~·:r~~~~~~~ IOD-93)

1tt• nu~ or ~.r.:uN! an - - -r------ ·-tr there ,are Jl'XJi.~ CC):eGrs fr"''O R U o u t SDa--.-.e- Pa..'T.S Raqi.--e-.sr Fla o m: ~ Pa."T:S ~Je.sr er m ore).. v.Tlt.e ai s.epa..ra':,e, (P."<-47'1) (PR-47'1,, Part..s.

r&.l3b!!'nliRl "'Of .eacn OOJ@(ft ~"'"" t.og ( PCL.J, ,mle-66 ttte cllJectli a re- r o..,n;;;(ly Flll OUI: ~ CO~ LD{f ana ~ sun.rna,,y ~ 1augh'I tog,s!l.ttra-. (P-C'L) ' ASL.I

Flll out .Acnl::ltt SLY'nrna-.ry l..O.r, -~-, USE! s."Y;rt ~ a r.c p..."t.fa.:se.s 1n v.rrt.te P .roc:lucu::n Ccntrol ~n~ p~entn.oa-co tong \'ifDttlr., or i.:-. gener.,m,,epon ,axpr,e5610r!l11 f~CI rn.. am;a nece.ssna:.ea o,· ... &e::1cl ac:ltl~ ::o. and m.31nlM!'lll:nc• or. Pf'O(lUCUon COTI'tro'.I --◄u·res

V.frtte .strn_p:le -51a.ten':en."'.& ta.1tttam. Flll oul sp..--=re- parts re<:Jl!-=!61. ff="la out ispa.re- parts f'!equt"'"-5,':

::ii~ ~;a-r.:i .. ~r~igr-trf: l"'"-47~) ~.Pflt_-471),0 ~$pan!'

:sta~r .t_ ~"'""'

RULE C ORRECT INCO RREC T

D o not write state men:s tha t are Complete S upply Action Fe rm Complete:

too detailed, s uch a s mino< (SAF-1) st eps of a procedure. ( 1 l Block 1, N ational

St o ck N um b er, of Supply Action Form

(SAF-1 )

(2) Block 2, It em Nante, of SU;,p ly Action Fo rm tSAF-1\

Do not use u-n.neoessary Co1nplete Jo i:n.t M essage Form Complete J oint Message ph rases such as "\-Alen (00-93) Form (0 0 -93) in accoroonce appropriate" or '"in accordance wi:h p rescribe d directives ••'\-'f'th orescribed d irectives ...

D o not s pecify conditions L.a1der Prepare Standard Navy L etter Prepare Standard N8"y which the action is perfom1ed L etter using W o:rd s ta r w o rd nor standards to •A:h ich it s h ould p rocess in g program and be p erformed. IAY.t N a'V'"_/ C orres_pon.dence

Manual (SE CNAVINST

521 6.SC)

Do not ,•,rite statemen:s that Prepare Automated SUpply Prepare Simulated refer to s chool training situations Order Form (ASF1) Automat e<! SU;,ply Order or devi.ces. Form (-"'.SF 1 J using

Automat e<! SU;,ply RequiS.tioning Train ing Devioe8A14

D o not…