Attachment_7a_Systems_Approach_to_Training_NAVMC_1553.1_1.pdf

DEPARTMENT OF THE NAVY

HEADQUARTERS UNITED STATES MARINE CORPS

3000 MARINE CORPS PENTAGON

WASHINGTON, D.C. 20350-3000

NAVMC 1553 .1

From:

To:

Commandant of the Marine Corps Distribution List

NAVMC 1553.1

C 469

27 OCT 2010

SUbj: SYSTEMS APPROACH TO TRAINING USER'S GUIDE, (SHORT TITLE: SAT USERS

GUIDE)

Ref: (a) MCO 1553.2B

(b) MCO 1553.3A

1. Purpose. Per references (a) and (b), this user's guide establishes the procedures and business rules for the application of the SAT process to formal school curriculum development and unit training management for the operating forces. The SAT User's Guide has been prepared as an extension of Marine Corps Training and Readiness Manuals . Developed in support of instructional theory and the Department of Defense MIL- STD-1 379D (Military Training Programs), the SAT is the primary source of information for instructional program development and management for Marine Corps Formal Learning Centers (FLC) and formal courses of instruction collocated at other military service schools. It is also useful in assisting in the development of unit training programs in the Operating Forces.

2. Scope. The Systems Approach to Training, based on Inst ructional Systems Development (ISD) , was established to manage the process of analyzing, designing, developing, implementing, and evaluating instructional programs.

To illustrate the proc ess of instructional program development from start to finish, the five phases of SAT are presented sequentially in this Guide . In actuality these phases overlap and are interrelated, and some procedures of each phase may be performed at various times throughout the life of an instructional program. The SAT is a dynamic flexible system that, when applied, provides for effective and efficient instruction .

3. Changes . As a result of the 2 009 Formal School Management Symposium , this edition of the SAT has been significantly reduced in scope. Chapters on Adult Educ ation, Formal School Administration, and Appendixes have moved to different documents. Adult Education will be captured in a higher level doctrinal pUblication and school administration and the appendixes will be located in reference (a). Recommendations for further improvements to this publication are always encouraged from commands; recommendations should be submitted to the Training Management and Evaluation Branc h, Ground Training Division, TECOM.

4. Information. CG, TECOM will update the SAT as necessary to provide current and relevant procedures to commanders, and to ensure current best practices are available for use by Marine Corps FLCs. All questions pertaining to the Marine Corps Ground T&R Program, SAT process, and Unit Training Management should be directed to: Commanding General, TECOM (Ground Training Division, C 469 ) , 1019 Elliot Road, Quantico, VA 22134.

DISTRIBUTI ON STATEMENT A: Approved for public release; distribution is unlimited.

NAVMC 1553.1

5. Command. This Directive is applicable to the Marine Corps Total Force.

6. Certification. Reviewed and approved this date.

Distribution:

Copy to:

10001918500· 7000260 (2) 8145001 (1)

R. C. FOX

By direction

LOCATOR SHEET

27 Oct 2010

Subj: SYSTEMS APPROACH TO TRAINING USERS GUIDE, (SHORT TITLE: SAT USERS

GUIDE)

Location:

(Indicate location(s) of copy (ies) of this Manual.)

i

RECORD OF CHANGES

Log completed change action as indicated.

Change Date of Date Number Change Entered ii

Signature of Incorporated

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Person change

CHAPTER

·2

APPENDICES

A

B

C

SAT USERS GUIDE

TABLE OF CONTENTS

OVERVIEW

ANALYZE PHASE

DESIGN PHASE

DEVELOP PHASE

IMPLEMENT PHASE

EVALUATE PHASE

SAT Verb Usage

SAT Standard Verbs

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Verbs to use with Caution for T&R Task List and TLOs

D . . . . . . . . . . . . . . . . . . . Verbs to use with Caution for ELO or Learqing Analysis

E Verbs with Similar Definition

F Verbs not to be Used iii

SAT USERS·GUIDE

CHAPTER 1

OVERVIEW

INTRODUCTION.

GOAL OF INSTRUCTION

INTENT OF SAT

. BENEFIT OF SAT.

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PARAGRAPH PAGE

1000 1-2

1001 1-2

1002 1-2

1003 1-3

SAT USERS GUIDE

CHAPTER 1

OVERVIEW

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1000. INTRODUCTION. The mission of any instructional system is to determine instructional needs and priorities, develop effective and efficient solutions to meet these needs, implement these solutions in a competent manner,. and assess the degree to which the outcomes of the system meet the specified needs. To achieve this in the most effective way possible, a ;ystems approach to the process and procedures of instruction was developed. The reSUlting model, lSD, was later adopted by the Marine Corps as the Systems Approach to Training (SAT). Continued operations in Iraq and Afghanistan have caused all military services to advance their institutional approaches to training and education to better prepare Marines for the complex environment they find themselves operating in. In the future, the manual will be modified to be more inclusive of procedures that accommodate, and encourage, the cognitive and affective development of Marines, particularly as addressed in leader courses. The model, whether it is referred to as lSD, or SAT is a recognized standard governing the instructional process in the private sector and within the Department of Defense (DoD) and other government agencies.

1001. GOAL OF INSTRUCTION

a. The goal of Marine Corps instruction is to develop performance-based, criterion- referenced instruction that promotes student transfer of learning from the instructional setting to the job. For a learning objective to be achieved, instruction must be both effective and efficient. Instruction is effective when it teaches learning objectives based on job performance requirements and efficient when it makes the best use of resources.

b. SAT is a comprehensive yet flexible process that identifies what is performed on the job, what should be instructed, and how this instruction should be developed, implemented, and evaluated. This systematic approach ensures that what is being instructed are those tasks that are most critical to successful job performance. It also ensures that the instructional approach chosen is the most time and cost efficient. The SAT process further identifies standards of performance and learning objectives. This ensures that students are evaluated on their ability to meet these objectives and that instructional courses are evaluated based on whether or not they allow student ;mastery of these objectives. Finally, the SAT identifies needed revisions to instruction and allows these revisions to be made to improve instructional program effectiveness and efficiency.

1002. INTENT O~ SAT

a. The SAT was created to manage the instructional process for analyzing, designing, developing, implementing, and evaluating instruction.

The SAT serves as a blueprint for organizing or structuring the instructional

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process. The SAT is a set of comprehensive processes, guidelines, tools, and techniques needed to close the gap between current and desired job performance through instructional intervention.

b. The Marine Corps originally targeted the. SAT for initial job training in FLCs, but the comprehensive system can be applied to Managed On-the-Job

, Training in the operating forces and supporting establishment. SAT although slightly modified, is also used to manage Unit Training Management Programs.

Refer to MCRP 3-0A, Unit Training Management (UTM) Guide for specific guidance on applying SAT to UTM.

1003. BENEFIT OP SAT

a. The Systems Approach to Training is a dynamic, flexible system for developing and implementing effective and efficient instruction to meet current and projected needs. The SAT process is flexible in that it accounts for individual differences in ability, rate of learning, motivation, and achievement to capitalize on the opportunity for increasing the effectiveness and efficiency of instruction. The SAT process reduces the number of school management decisions that have to be made subjectively and, instead, allows decisions to be made based on reasonable conclusions which are based on carefully collected and analyzed data. More than one solution to an instructional problem may be identified through the SAT; however, the selection of the best solution is the goal.

I ANALYZE I

I

E ~ r V

I DESIGN ,-- ~ A

L

~ , u

I DEVELOP I - .. A

T

.. • E

I IMPLEMENT 1-- ~

b. The SAT model allows anyone of the five phases, and their associated processes, to occur at any time. In addition, each phase within SAT further builds upon the previous phase, providing a.system of checks and balances to

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27 Oct 2010 ensure all instructional data is accounted for and that revisions to instructional materials are identified and made.

c. It is not the intent of the SAT process to create an excessive amount of paperwork, forms, and reporting requirements that must be generated by each FLC conducting instruction. This would serve only to detract from the instructional program. The SAT process does not provide a specific procedure for every instructional situation that can be encountered. Instead, it presents a generalized approach that can be adapted to any instructional situation.

(I) SAT Phases. The SAT model simplifies and standardizes the instructional process into manageable subsets. The SAT process is made up of five distinct phases, each serving a specific purpose. The five phases are Analyze, Design, Develop, Implement, and Evaluate. Each of these phases involves inputs, processes, and outputs. The successive phases'of the SAT build upon the outputs of the previous phase(s}.

(a) Analyze. During the Analyze Phase of SAT, a particular job or Occupational Field/Military Occupational Specialty (OccFld/MOS) is analyzed by CG, TECOM (C46) to determine what job holders perform on the job, the order in which they perform it, and the standard of performance necessary to adequately perform the job. The result, or output, of the Analysis Phase is Individual Training Events (ITES)as part of a Training and Readiness (T&R) Manual. Training events are behavior statements that define job performance in the Marine Corps and serve as the basis for all Marine Corps instruction. The three main processes of the AnalysiS Phase are:

1. Job Analysis. Job or occupational analysis is performed to determine what the job holder must know or do on the job. Job analysis results in a verified list of all duties and tasks performed on the job.

~. Task Analysis. Task analysis (sometimes called Training Analysis) is performed to determine the job performance requirements requisite of each task performed on the job. Job performance requirements include a task statement, conditions, standard, performance steps, administrative instructions, and references. Job performance requirements in the Marine Corps are defined by ITEs. ITEs define the measures of performance that are to be 'used in diagnosing individual performance and evaluation of instruction.

3. Determine Instructional Setting. The third process in the Analysis Phase involves determining the instructional setting for each individual training standard task behavior. Instructional setting is important because it defines who is responsible for instructing the task and the level of proficiency the student must achieve when performing the task in an instructional environment. TECOM (C 469) is responsible for determining the organization responsible for conducting the instruction and the level of instruction assigned to each task. This is done after ITEs/T&R are developed. When determining instructional setting, two guiding factors must be used - effectiveness and efficiency. Seek the best program within acceptable costs while meeting the learning requirement.

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J INPUT 1. ..

New Doctrine ~ New Equipment Manpower Reqs II PROCESS I

OccFld Reorg ~

Job Analysis

Task Analysis

Determine Instructional

Setting·

I.

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ITS Order or

T8t.R Manual

(b) Design. During the Design Phase of SAT, FLC instructional developers equate task performance under job conditions to task performance within the instructional setting. The goal of this phase is to simulate as closely as possible the real-world job conditions within the instructional environment. The closer the instructional conditions are to the real world, the more likely it is that the student will transfer the learning to the job.

The Design Phase is made up of three separate processes, each of which has a specific purpose:

1. Write a Target Population Description (TPD). The TPD defines the student population entering a course.

~. Conduct Learning Analysis. The learning analysis is conducted to develop the learning objectives, test items, and methods/media.

The learning analysis describes what the students will do during instruction, what they will be tested on, and what methods and media are appropriate to maximize student learning and transfer of knowledge and skills to the job setting.

3. Sequence Learning Objectives. Learning objectives are sequenced to allow students to make logical transitions from one subject to the next. Sequenced learning objectives provide efficient instruction and serve as a draft course structure.

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.J I~T k--

WriteTPD

~ T&R Conduct Lp-aming AnalVlOis

SeqJence llOs

10UWOT)

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TPD

Learning Objectives

Test Items

Methods/ Media

Sequenced 1LOs

(c) Develop. The Develop Phase of SAT builds on the outcomes of the Analyze and Design Phases. The Analyze Phase identifies those tasks to be instructed and the desired standard to which those tasks must be performed. The Design Phase outlines how to reach the instructional goals determined in the Analyze Phase by converting job tasks to tasks taught in the instructional environment, and further builds the foundation for instruction. During the Develop Phase, instructional developers from the FLC produce Course Descriptive Data (CDD) , the Program of Instruction (POI) and the Master Lesson File (MLF). The processes of the Develop Phase are:

.!. Develop a Course Structure. ,The course structure is a detailed chronological document identifying the implementation plan for a course.

~. Develop Concept Cards. Academic and administrative concept cards are created to assign resources within the formal FLC to lessons, evaluation, and events.

l. Conduct an operational Risk Assessment (ORA). An ORA will be' conducted on each lesson/event within a POI. The associated ORA tools will be incorporated into the Master Lesson File (MLF).

4. Develop Lesson Material. Lesson plans, student materials supplemental student materials, (optional), media, the Instructor Preparation Guide (IPG) , are all lesson materials to be used during the Implement Phase.

5. Construct Tests. Constructing a test involves selecting and placing the test i'tems from the Learning Objective Worksheet (LOW) on the appropriate test. It also involves providing ample instructions to the student, instructions, to the evaluation, and developing the grading criteria for each test given in the course.

6. validate Instruction. The goal of validation is to determine the effectiveness of instructional material prior to implementation.

2. Develop Program of Instruction (POI). The CDD as section I of the POI provides an estimate of the resources required to administer a

1-6 course, and the remainder of the POI provides a detailed description of, the course. This document records the FLC's plan for satisfying the training requirements listed in the T&R Manual.

8. Assemble A Master Lesson File. One Master Lesson File (MLF) is compiled for EVERY class taught at the FLC in order to provide continuity of instruction.

~ 'I~:Jr-- ~

Develop Course Structure I ~

Develop Concept Cards

TPD . "

CondJctORA Learning Objectives

~ I OOr.oT~1 COO:I I Test Items Develop lesson Materials

Construct Tests , Metf1<?dsjMedia

Validate Tests Sequenced 1l0s

Uevelop cut) /J.l01

Assemble MLF ~'

(d) Implement. During the Implement Phase of SAT, instructors within the FLC prepare the class and deliver the instruction, test, and conduct after- lesson management. The purpose of the Implement Phase is the effective and efficient delivery of instruction to promote student understanding of ' 'material and to ensure the transfer of student knowledge and skills from the~instructional setting to the job. The processes of the Implement Phase are:

1.,~' Review Lesson Materials. Reviewing lesson material involves all those activities that instructors must perform before preparing and conducting instruction. Instructors must have a clear understanding of all aspects of the lesson. This is accomplished by reviewing the course/training schedule, the'MLF, and tests. By'reviewing these items the instructor can identify any conflicts, questions, or potential problems before the rehearsals begin. More importantly, the instructor can make required adjustments prior to delivering the instruction to the students.

The inst'ructor must ensure the lesson plan, student materials, and media all have'the same information.

2. Prepare for Instruction. The preparation portion of the Implement Phase involves all those activities that instructors and support personnel must perform to get ready for delivering the instruction. To maximize the transfer of knowledge and the development of skills by the learner, instructors must rehearse the lesson,' prepare instructional materials, and prepare the instructional environment.

3. Conduct Instruction. The effective and efficient delivery of instruction is a key point in ,the SAT process. Although the

1-7 curriculum developer may have designed and developed the material so that it would maximize the transfer of learning, it is crucial that the instructor present the lesson in a manner that ensures comprehension and on-the-job application. While comprehensive planning and preparation early in the Implement Phase is necessary, it does not guarantee success. The instructor must communicate effectively, conduct the lesson, and manage the classroom during and after the presentation.

4. Administer Tests. The primary purpose for administering tests is to determine if the learning objectives have been met, improve instruction, and thereby increase student learning. This is accomplished by having a well thought out evaluation process.

~. After-Lesson Management. The primary purpose for employing after-lesson management is to ensure the effective and efficient use of school resources. By ensuring the instructional environment is well maintained, the instructor is saving the school valuable resources. The secondary purpose is to capture specific lesson. related data for future use in the school's evaluation program.

J(~L Review Lesson Materials

• Deliveryof Instruction Prepare for Instruction \1\ w~ Conduct Instruction I OUll'VT Course Graduates

MLF I

Administer Tests '" Course Data

After Lesson Mgmt

(el Evaluate. The Evaluate Phase of SAT measures instructional program effectiveness and efficiency. Evaluation and revision drive the SAT model. Evaluation consists of formative and summative evaluation and management of data. Formative evaluation involves validating instruction before it is implemented and revising instruction to improve the instructional program prior to its implementation. Formative evaluation is ongoing at all times both within and between each phase of the SAT model.

Summative evaluation is conducted after a course of instruction has been implemented. Summative evaluation assesses the effectiveness of student performance, course materials, instructor performance, and/or the instructional environment. There are five main processes in the evaluation phase:

1. Plan Evaluation. Thorough and systematic planning is key to a successful evaluation. For an evaluation to provide the information required for making decisions concerning an instructional program, the evaluation must identify the critical evaluation issues and topics influencing the program. These topics will define the focus of the evaluation. Potential evaluation questions, criteria, and issues need to be identified and specific evaluation topics selected.

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2. Conduct Evaluation. This 'section provides how evaluation takes place within 'each phase of the SAT to provide checks and balances;

This section allows the user of this manual to address specific ways to conduct evaluation for each phase. of the SAT process.

3. Analyze Data. This section takes the evaluator through the steps of organizing, quantifying, interpreting, and summar~z~ng data so that information supporting changes can be presented in a Course Content Review Board (CCRB).

4. Manage Data. The next step in the evaluation process is to manage the documentation of evaluation results and recommendations for revising or refining an instructional program. These documents and reports are prepared to serve as a-historical record of the evaluation, provide an audit trail for the continuing development and improvement of instruction, and direct the activities for implementing changes to the instructional program. Efficient data management therefore requires. that the information presented in these documents be clear, concise, and accurate. This chapter provides guidance concerning the documentation of evaluation results.

5. Conduct CCRB. A CCRB functions to record information and make recommendations to improve the effectiveness and efficiency of an instructional program. The Record of Proceedings (ROP) must provide justification and recommended courses of action for implementing any revisions to the instructional program .

. J INPUT.L Plan Evaluation ..

Delivery of Instruction

Conduct Evaluation

Evaluation Summary

Analyze, Data orCCRBROP

Course Data

,Manage Data Course Revision Plan

Conduct CCRB

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ANAL VZE PHASE

-ANALYZE,

m

* Job Ana1ysis

* Task Analysis r <

* Determination DESIGN • ~ of Instructional Setting r-

C

DEVELOP .. ~ ,..

-I

, IMPLEMENT .. ~

m

2-1

In Chapter 2;

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200DJ..NTItODUc:noN ........ 2;.a .'

.::2:;:00:::;:1:..:P...:;U::..:.R:;;.Po..:;.· ·~$E;;;..· "_'" ~~_ .•... ~.

2002 JOB ANALYSIS

-$- Job Analysis

Requirements -$- Task Criteria -$- Functional Areas -$- Initial Task List

Development -$- Task list Verification -$- Refining the Task Ust -$- Identifying Tasks for

Instructfon

2003 TASK ANALYSIS

-$- The purpose of task analysis is to -$- Development of

T&R Events -$- Components of T&R

Event -$- T&R Staffing

2004 INSTRU~ONAL

SETTING

-$- ResponSibility for

Instruction -$- Instructional Settings

2005 REQUIREMENTS

AND RESPONSIBIUTIES

-$- TECOM responsibilities -$- Formal Learning Center

Responsibilities

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2-4 2-4 2-5

2-5 2-6 2-6

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2-8 2-9

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2-12 2~12

2-13 2-13

Chapter

2000. INTRODUCTION

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The Analyze Phase is a crucial phase in the Systems Approach to Training (SAT) process. During this phase, job performance data is collected, analyzed, and reported. The analysis is conducted through a process called Front End Analysis (FEA). The results of the FEA is a comprehensive list of tasks and performance requirements. In the Marine Corps, job performance requirements are defined by Individual and Collective Training Events (ITE/CTE) in Training and Readiness (T&R) Manuals. The Analyze Phase consists of three main processes: job analysis, task analYSiS, and determining Instructional setting.

This chapter has fourseparate5ections.' The fir'$tthree cover the three Analyze Phase processes andJhe foufth'·provlqe$the administrative responsibillti~s

1. lob Analysis: "What are the job requirements?"

2. Task ADalysis: "What are the tasks required to Perform the job?"

3. Determine Instructional setting: "Will the Marine receive job training In a Formal Learning Center (FLC), or through MOm"

4. Requirements and Responsibilities in the Ana'yze Phase: "What are the roles and responsibilities of each element in the training establishment?"

.J INPUT:L-

New Doctrine

New Equipment Manpower Reqs

OccFld Reorg

Figure 1-1

2-2

Job Analysis

Task AnalySis

Determine Instructional

Setting

ITE

T&R Manual

2001. PURPOSE

The purpose of the Analyze Phase is to accurately determine what the Marine must know and do on-the-job. Job Analysis Is don,e through a systematic research process called the Front-End Analysis (FEA) to collect, collate, and report job performance data. Task analysis Is accomplished by convening a Subject Matter Expert (SME) conference. This conference, attended by representatives from the Operating Forces, FLCs, and Marine Corps Center for Lessons Learned (MCCLL), along with the occupatlonal field sponsor and TECOM Task Analysts, review the results of the FEA (and MCCLLs material) and produce a draft T&R Manual to describe training events. The draft T&R Is then staffed and, when final changes are made, it is published in the NAVMC 3500 series.

The FLCs are responsible for reviewing the signed T&R to identify those events that they are responsible for teaching. The curriculum developers then enter the relevant tasks into MCTlMS Curriculum Management Module and begin the development of the Program of Instruction (POI). To accelerate the design and development phases of the SAT process, schools can begin the process of entering the tasks into MCTlMS from the draft T&R that is published immediately following the T&R conference. There is a risk however that If the T&R draft is ultimately rejected or changed during the CG level staffing that the developed curriculum will become obsolete.

As part of instruction, FLCs, develop, implement, and evaluate their curricula based on existing T&R events. The development of T&R events within the Analyze Phase is unique to TECOM, and is normally performed under the guidance of Ground Training Division (GTD) or Aviation Training Division (ATD).

FLCs, within the Marine Corps, should not develop T&R events Independently without prior approval ofTECOM (GTD/ATD). '

The results of this phase form the basis for the entire instructional process by clearly defining the target population, what Marines are actually performing on the job, what they will need to learn in the FLC, and what will be learned through managed on-the-job training (MOm. The Analyze Phase Is concerned with generating an Inventory of job tasks, selecting tasks for instruction, developing performance requirements, and analyzing tasks to determine Instructional setting.

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Section

Section

Job analysis involves finding out exactly what the Marine does on the job rather than what the Marine must know to perform the job.

2002. JOB ANALYSIS

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The first step In the Analyze Phase is the completion of a Job Analysis that is conducted thr~)Ugh the FEA process. TECOM (GTD)collects, examines, and synthesizes data regarding each Occupational Field/Military Occupational Specialty (OccFld/MOS). This data may include time in grade and MOS, career progreSSion, tasks performed on the job, instructional location, level of I~struction, etc. Job analysis is the collection and organization of data that results In a clearly defined description of duties, tasks, and Indicative behaviors that define that job. Job analysis involves finding out exactly what the Marine does on the job rather than what the Marine must know to perform the job. The product of job analysis Is a verified list of all duties and tasks performed on the job and the identification of those tasks that must be taught in the FLCs. Once the Job' Analysis is complete, an FEA Report is produced and serves as a key input to the T&R conference held to define the training events and determine instructional setting.

Job Analvsls RequIrements

Job analysis begins once a requirement fortraining has been identified and validated. Job analYSis requirements are typically generated by:

" => The introduction of new or better weapons/support systems.

'=> Organizational changes such as changes in MOS structure and career field realignments.

=> Doctrinal changes required by new laws, Department of Defense (000) reqUirements, and .Marine Corps needs.

=> Evaluations/Marine Corps Center for Lessons Learned indicating that a change In job requirements is required. .

=> Direction from higher headquarters, => FEAs are also conducted on a cyclical basis for most OccFlds.

Task Criteria

. A task is a behavior performed on the job. A task Is defined by specific criteria and must:

=> Be a logical and necessary unit of work.

=> Be observable and measurable or produce an observable and measurable result. .

=> Have one action verb and one object.

=> Be a specific act done for its own sake.

=> Be independent of other actions.

=> Have a specific beginning and ending ..

=> Occur over a short period of time.

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Functional Areas

To facilitate survey of job incumbents and correlation of survey data, closely related tasks within a task list are grouped by functional area for the purposes of job analysis. A functional area is an organizer of data consisting of one or more tasks performed. Functional areas are generally very broad categories. One or more functional areas make up a job. A functional area may be "defined by:

1. a system (e.g., Small Arms Weapons, Mines and Demolitions, Communication Equipment).

2. a function (e.g., Administrative Functions, Patrolling FunctIons).

3. a level of responsibility (e.g., Train logistics Personnel, Supervise Intelligence

Personnel).

Initial Task List Development

The first step In Job Analysis Is the development of an Initial task list and Is conducted by TECOM (GTD) and OccFld sponsor. This process can include the Initial Identification of functional areas in which the tasks will be organized. An initial task list is developed by a combination of the following means:

1. Reviewing technical documentation and references pertaining to the job.

This documentation might also be obtained from various sources outside the Marine Corps. These sources may address similar jobs and tasks and have generated materials that may be applicable for task list development. These sources include:

j] Other Service Schools. These indude Navy, Army, Air Force, or Coast Guard FlCS, such as U.S. Army Engineer School at Ft. leonard Wood, MO, U.S. Army Signal School at Ft. Gordon, GA, and Air Force Communications Technical School at Lowry Air Force Base, CO.

jjj Trade Organizations/Associations. Civilian or Industry trade organization/associations, such as Society for Applied Learning Technology (SALT) or Association of Naval AviatIon can provide additional resources and technical support.

Oi Defense Technicallnformatjon Center (oTic>. OTIC offers training studies, analyses, evaluations, technical articles and publications.

2. Convening a board of subject matter experts (SME) who can detail the requirements of a specific job.

3. Conducting Interviews with SMEs.

4. Reviewing Marine Corps Center for Lessons Leamed to identify timeless (environment, enemy, and conflict non-specific) changes to job and task requirements.

5. Soliciting Input from Marine Corps FLCs, and Centers of Excellence (COE).

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Develop an Initial task.

Verify thet:askllsffor accuraCy andcOmpleteness~

Refine and Consolidate the task list.

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Task List Verification

, The next step In Job Analysis involves verifying the task list in terms of accuracy and completeness. Verification ensures that the tasks on the list are actually those performed by members of the OccFld or MOS. Task list verification is normally conducted by TECOM (GTD) during the FEA by one or more of the following methods:

~ Administering survey questionnaires to job Incumbents.

~ Conducting Interviews with SMEs.

ltJ Observing actual job performance of tasks at the job site.

~ Convening a board of SMEs to review the task list.

Refining the Task List

After the data in the previous two steps have been collected, the task list Is refined and consolidated. A final review of the task list should be made to ensure all tasks meetthe criteria for a task discussed preciously in this Section.

Identifying Tasks for Instruction

Task recommendations are accomplished through administration of a survey questionnaire sent to job incumbents and SMEs. The data collected represent the judgments of a statistically-valid sample of job incumbents and SMEs who are familiar with the job. The responses to the survey are analyzed using statistical analysis procedures .. The following criteria may be conSidered when selecting tasks for Instruction and are included in the survey questionnaire administered by TECOM (GTD).

r···-·· ......... --_. - . • .. -.----... -... -.--- , .. _ .... ~ ___ PE!r.<:E!m_QUCl..!2.._t}9Jg~!:..~Q..e~ormjD9Jb~!..~_~~· ......... ______ ... __ .... _____ . __ J

.~ Percentage of time spent performing the task. I ~ Task difficulty. I

_~.~!!lount of training r~l!:ed tQ.'p'erf.g!.m .. tt!~J~K...... __ ~

Survey responses to each of these criteria are then analyzed and a Front End Analysis Report (FEAR) Is produced that will assist the task analyst in creation/revision of the T&R Manual

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2003. TASK ANALYSIS

The second step In the Analyze Phase is to conduct a Task Analysis that sequences and describes observable, measurable behaviors Involved in the performance of a task or job. Task analysis Is conducted by a T&R conference. It involves the systematic process of identifying specific tasks to be trained, and a detailed analysis of each of those tasks In terms of frequency, difficulty, and importance.

The purpose of task analysis Is to:

=> Refine the task list based on SME input.

=> Develop T&R events that Identify the conditions, standards, and performance steps necessary for the successful completion of a task .

• __ •. _.,._._._. __ ,._.,. __ J

=> Determine where the tasks will be instructed (FlC or via MOrr at the unit level). --_--!..._-----------------_ .. ,----'

=> Produce a target population description that will guide the ,FlC or unit In i 1 __ . the preparation of instruction/tralnlllik... ______________ . ____ , _____ . ____ -'

Below are questions to ask when performing a Task Analysis:

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SECTION

iii . How difficult or complex is the task?

!tI What behaviors are used in the performance of the job?

!tI How frequently is the task performed?

rtf How critical is the task to the performance of the job?

iii To what degree is the task performed individually, or to what degree is the task part of a set of collective tasks? .

o If a subset of a set of collective tasks, what is the relationship between the various tasks?

It! What Is the consequence if the task is performed incorrecttyor is not performed at all? .

It! To what extent can the task be trained on the job?

It! What level of task proficiency is expected following training?

It! How critical is the task?

!tI What information Is needed to perform the task? What is the source of information?

!tI What are the performance requirements? ..

iii Does execution of the task require coordination between other personnel or with other tasks?

[?J Are the demands (perceptual, cognitive, psychomotor or physical) imposed by the task excessive?

It! How often Is the task performed during a specified time-frame (i.e., daily, weekly, monthly, yearly)?

iii How much time is needed to perform this task?

[?J What prerequisite skills, knowledge, and abilities are required to perform the task?

iii What are the current criteria for acceptable performance?

iii What are the desired criteria?

iii What behaviors distinguish good performers from poor performers?

iii What behaviors are critical to the performance of the task?

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Deyelopment of T&R Events

Once tasks are verified and the task lists are refined, T&R events are developed. Refer to MCO P3SOO.72_ (Ground Training and Readiness

Program) for conduct of a T&R conference. Often, many elements of the ITE (e.g., performance steps, conditions, standards) are collected while the task list Is being refined. This enables a better understanding of the task and can serve as a check to ensure the tasks are actually performed on the job. A working group conference composed of subject matter experts (SME) Is particularly effective for examining how a task Is to be completed by Identifying the performance steps and the sequence of those performance steps, conditions, and standards necessary to successfully accomplish the task. \

Components of a T8r.R Event

A T&R event contains the following basic components. Refer to MCO .

P3S00.72A (Ground training and Readiness Program) for all components available for use In the MCTlMS T&R Development Module:

a. Eyent Code. The event code is a 4-4-4 character set. The first four characters indicate the MOS or community (e.g., 0321, 1812, MWT). The second four characters indicate the functional area (e.g., DEF, FSPT, MVMT). The third four characters indicate the level and sequence (1000 through 8000).

(1) Functional Area Grouping. Categorizing events with the use of a recognizable up to four-letter functional code makes the type of skill or capability being referenced easily Identifiable. Examples include DEF (defensive tactics), MAN (maneuver), CBRN (chemical, biological, radiological, and nuclear, etc.).

(2) Sequencing. A four digit numerical sequence is assigned to each training event. The higher the first number, the. more advanced the capability or skill being evaluated. For example, PAT·4QOl (patrolling) Is a designator for patrolling conducted at the squad level, PAT-S001 Is a designator for patrolling at the platoon-level, and PAT-70011s a deSignator patrolling at the battalion level. Each event should be given a unique four digit sequence number. Depending on the arrangement of the functional areas within the T&R Manual (alphabetical, logical sequencing) the numbering should proceed by "ones" starting with the number 1 until all events within a functional area are numbered. At that pOint, numbering should resume by adding one or two to the "tens" digit and again starting with "one," Numbering In this fashion will allow for new events to be added to the functional area, without having to number them out of sequence.

For example, if the last event in the AAAA functional area is numbered o300-AAAA-I007, then the next event will be 0300-8888- 1011.

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d. Sustainment Interval, This is the period, expressed in number of months, between evaluation or retraining requirements. Skills and capabilities acquired through the accomplishment of training events are refreshed at pre-determined intervals. It Is essential that these Intervals are adhered to In order to ensure Marines maintain profidency.

e. Event Description. A discretionary field that provides a description of the event purpose, objectives, goals, and reqUirements. It Is used when the event title needs to be enhanced to describe specific tasks within the' event.

f. IIbL Individual training events may contain a list of billets within the community that are responsible for performing that event. This ensures that the billet's expected tasks are dearly articulated and a Marine's readiness to perform in that billet is measured.

g. ~ Each IndiVidual training event will list the rank(s) at which Marines are required to learn and sustain the training ·event.

h. Initial Trainina Setting. For IndiVidual T&R events only, this specifies the location for Initial instruction of the training event In one of three categories (formal school, managed on the job training

'(MOJI), distance learning). Regardless of the specified Initial Training Setting, any T&R event may be Introduced and evaluated during MOIr. .

f. Condition. DesCribes the condition(s), under which tasks are performed. Conditions are based on a "Real World" operational environment. The conditions also Indicate what is provided (equipment, materials/manuals, aids;,etc.),'environmental constraints, conditions under which the task is performed, and any specific cues or indicators to which the performer must respond. When resources or safety requirements limit the conditions, a downgraded justification must be submitted . . , .

c E-Coded. This Is a "yes/no" category to Indicate whether or not the E-Coded event contributes toward the Combat Readiness Percentage (CRP) of the associated Mission Essential Task (MET).

g. Standard. The standard indicates the basis for judging effectiveness of the performance. It consists of a carefully worded statement that identifies the profidency level expected when the task Is performed.

The standard provides the minimum acceptable performance parameters and Is strictly adhered to. "In accordance with the reference" wlll.m be used as a stand-alone standard.

f. Performance StePS. Performance steps specify the actions required to accomplish a task.

Performance steps follow a logical progression, and should be followed sequentially, unless otherwise stated. Normally, performance steps are listed only for lOO-level individual T&R events (those that are taught in the entry-level·MOS school), but may be included In upper-level events when appropriate.

h. Prerequlslte(s). Prerequisites are the listing of academic training and/or T&R events that must be completed prior to attempting completion of the event.

'i. 8eferenceCs), References are the listing of doctrinal or reference publications that may assist the trainees In satisfying the performance standards and the trainer in evaluating the performance of the event.

b. . Event Title. The task behavior is used as the event title.

k. Ordnance. Each event will contain a listing of ordnance types and quantities required to complete the event..·

2-10

I. External SupPOrt Requirements. Each event will contain a listing of the external support requirements needed for event completion (e.g., range, support aircraft, targets, training devices, other personnel, and non-organic equipment). '

m. Combat Readiness Percentage (eRP). The ffiP is a numerical value used in calculating training readiness for collective events. Only E-Coded events listed in the appropriate T&R manual are used to determine a units CRP.

11.R Staffing

Draft T&R staffing involves soliCiting comments from affected individuals or organizations throughout the Marine Corps, and then integrating those comments into the T&R document. The Operating Forces, FLCs, and OccFld sponsors (and deSignated SMEs under special circumstances) will be included on the T&R staffing distribution list. TECOM (GTD/ATD) will coordinate final review, and will consolidate and reconcile all recommendations.

Upon completion of this process, necessary changes will be incorporated into the final T&R draft manual for signature. T&R Manuals are forwarded to CG, TECOM for approval and signature.

Once final approval and signature has been received, the training events are published as a T&R Manual in the NAVMC 3S00-serles and can then be distributed throughout the Marine COrps.

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2004. INSTRUCTIONAL SEmNG

The third process in the Analyze Phase involves determining the .Instructlonal setting for each individual training event (lTE) task behavior. Instructional setting is important because it defines who is responsible for instructing the task and the level of proficiency the student must achieve when performing the task in an Instructional environment. TECOM is responsible for determining the organization responsible for conducting the instruction and the level of instruction assigned to each task. This is done during the T&R Conference while T&R events are being developed. When determining instructional setting, two guiding factors must be used -- effectiveness and efficlency. The Marine Corps seeks the best training possible within acceptable, affordable costs while meeting the learning requirement.

Responsibility for Instruction

Once the job is defined and the T&R events are developed, the job structure can be broken down into organizations that will assume responsibility for instruction.

The tasks must be divided Into four groups:

1. Those that are to be Included in a formal learning center (level 1000).

2. Those that are to be included in a Managed On-the-Job-Trainlng (OJT) program (level 2000+).

3. Those that can be covered via computer-based instruction or via simulation.

4. Those for which no formal or OJT Is needed (i.e., can be learned by using job performance aids or self study packets).

Instructional Setting

The purpose of entry-level FLC Instruction is twofold: to teach the minimum skills necessary to make the Marine productive Immediately upon arrival at his first duty station; and to provide the Marine with the necessary prerequisites to continue instruction in an MOJT program. Instructional setting refers to the extent of instruction assigned to each Individual Training Event (ITE) task behavior. Instructional setting Is generally determined by convening a board of job incumbents and SMEs to discuss the extent of instruction required to adequately perform the task. This can be accomplished at a T&R .

Development/Review Conference or Operational Advisory Group {OAG} Conference. Instructional settings are published In the T&R Manual.

Instructional settings in T&R Manuals are designated for 1000/2000-Ievel events in the T&R Development Module

The Determination of the Instructlonilseitlng Ii the fihalprocess in the Analyze Phase. The Gutputof this phase is:

it:I Training and Readiness (TaR) Manual.

This output becomes the Input to the Develop Phase. The first step of

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NAVMC 1553.1

27 Oct 2010

SECTIO·N

the,DeSignPha$8 wilt be to write a Target popufatldrfDeSCription·(TPD) ...

for the~urse to be developed from the events ICtentified· during the .

Analyze Pl'lise

SECTION

2005. REQUIREMENTS AND RESPONSIBIUTIES

IN THE ANALYZE PHASE

Training and Education Command [neoM CGTDlATD11 Responsibilities

A systematic approach to the design of Instruction requires an identification of the tasks performed on the job. Job performance In the Marine Corps is defined and supported by training standards. Training standards published as individual events in T&R Manuals are the primary source for the development of all Marine Corps instruction. TECOM (GTDGTD/ATDATD) is responsible for coordinating all the steps in the Analyze Phase and for managing the FEA process. TECOM will coordinate the development ofT&R Manuals for military occupational fields (OccFld) and military occupational specialties (MOS). The culmination of the Analyze Phase is an approved set of training standards for an OccFld or MOS, published as a NAVMC 3500 series T&R Manual.

1. Job Analysis. As part of the FEA process, TECOM (GTO) is responsible for conducting job analyses. Additionally, TECOM (GTD) will collect supporting information that will assist in the identification and selection of tasks for instruction. TECOM (GTD) publishes the analysis results in a Front-End AnalYSis Report (FEAR). The process of conducting a FEA is directed by MCO 1200.13_

2. Task Analysis. TECOM (GTD/ATD) is responsible for convening the TaR conference. The conference conducts formal task analysis and produces the refined task list which TECOM publishes as a draft T&R.

3. Determination of Instrudional setting. The T&R conference also determines where the tasks should be taught, either at the FLC (for level 1000 entry-level), or in the Operating Forces/Supporting Establishment as Morr. The TECOM task analyst conducting the T&R conference will publish the Instructional setting in the T&R Manual.

FOrmal Learning Center Responsibilities

The FlCs playa supporting role during the Analyze Phase.

1. Task AnalYsis. Since task analysis involves determining the condition, standard, performance steps, etc., having the resident experts from the FLC participate in this process is beneficial. FLCS, will provide SMEs to aid in the development of the condition, standard, performance steps, and support requirements for T&R events.

Train the Trainer School, TRNGCMD will provide instruction on Individual Training Event Development as part of the Curriculum Development Course and Formal School Management Course.

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DESIGN PHASE

ANALYZE

DESIGN III • l

* Produce and

AnalyzeTPD

* conduct a LA

* Sequence LO

DEVELOP III •

IMPLEMENT III •

3-1 m r-c::

m

In Chapter 3;

NAVMC 1553.1

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3001 TARGET POPULATION

DESCRIPTION 3-3

.. Role of TPO in instruction ~.

~ 3-3 ~v~S_re~p~s~in~W~n~tl~ng~~~e~TP~D~ __ _

3002 LEARNING

ANALYSIS (LA)

.. Steps to conduct a LA .. Develop learning Objectives

(LO)

.. COmponents of lOs .. Record LOs .. Writing nOs .. Writing ELOs .. Develop Test Items .. Select Instructional Methods .. Select Instructional Media

3003 SEQUENCE

LEARNING OBJECTIVES (LO)

• Relationships between LOs .. Steps for sequencing lOs

3 .. 5 3-5 3-9

3-9 3-13 3-13 3-16 3-17 3-36 3-42 3-48

Chapter

3000. INTRODUCTION

NAVMC 1553.1

27 Oct 2010

The output of the Analysis Phase which is the T&R Manual, becomes the input to the Design Phase.

The Design· Phase consists Ofthreepr~~~;

, ,1. Write the Timet Popufatlon;DeSrilattonmDl:"Who Is coming for Instruction and what knoWledge; skills, andattltudeS(KSAs) must!wllithey bring With them?" ; .

2. Conduct I Learning Analysis: "What do I have to teach with?" and "What will be taught, evaluated, and how?" .

3. Sequence TLOs/ELOs: "In what order Will the InstrUction be taught to . maximize both resources and the transfer of learning?"

3 -,2

3001. WRITE THE TARGET POPULATION

DESCRIPTION

INTRODUCTION. The first process of the Design Phase Is to write the Target Population Description (TPD). A TPD Is a description of the knowledge, skills, and attitudes (KSAs) students are expected to bring to a course of instruction. It provides a general description of an average student and establishes the minimum administrative, phYSical, and academic prerequisites each student must possess prior to attending a course, During the Design Phase, the TPD will provide guidance for developing objectives and selecting instructional strategies that will meet the needs of the students.

ROLE OF TPD IN INSTRUCTION

The TPD provides the focus for designing instruction. For instruction to be effective and effiCient, it must build upon what students already know.

Considering the TPD allows the curriculum developer to focus on those Specific knowledge and skills a student must develop. For example, if knowing the nomenclature of the service rifle is required for the job, and the students entering the course already possess this knowledge, then teaching this specific information Is not…