Training and Doctrine
Command
7 September 2004
Training
SYSTEMS
APPROACH TO TRAINING
ANALYSIS
Summary |
This pamphlet provides guidance on conducting the
five types of training analyses:
needs, mission, collective task, job, and individual task
analysis. It explains the role of
analysis within the overall Systems Approach to Training (SAT) process, and
provides detailed procedures for conducting analyses. |
Applicability |
This pamphlet applies to U.S. Army Training and
Doctrine Command (TRADOC) activities and The Army School System (TASS)
Training Battalions responsible for managing or performing Training
Development (TD) or TD-related functions, including evaluation/quality
assurance of the training, products, and institutions that present the
training. It also applies to
non-TRADOC agencies/organizations having Memorandums of Understanding,
Memorandums of Agreement, and contracts for developing training or training
products for TRADOC and TASS agencies and organizations. |
Suggested Improve-ments |
The proponent for this regulation is the Deputy
Chief of Staff for Operations and Training (DCSOPS&T). Send comments and suggested improvements on
DA Form 2028 (Recommended Changes to Publications and Blank Forms) through
channels to Commander, TRADOC (ATTG‑CD), |
Availability |
This publication is distributed solely through the
TRADOC Homepage at http://www.tradoc.army.mil/tpubs/pamndx.htm. It is also available on the Training
Development and Delivery Directorate (TDADD) homepage at http://www-dcst.monroe.army.mil/tdaa. |
Contents
Paragraph Page
Purpose.................................................................................................................... 1-1 6
References............................................................................................................... 1-2 6
Contents (cont)
Paragraph Page
Systems Approach to Training overview............................................................... 1-4 6
Regulation, pamphlet, and job aid relationships.................................................. 1-5 7
Training analysis process overview....................................................................... 1-6 7
The analysis team ................................................................................................... 1-7 12
Analysis information management......................................................................... 1-8 14
Quality control criteria.............................................................................................. 1-9 16
Needs analysis introduction.................................................................................... 2-1 16
Needs analysis administrative information........................................................... 2-2 16
Needs analysis process ......................................................................................... 2-3 16
Needs analysis team roles and responsibilities................................................... 2-4 18
Getting started.......................................................................................................... 2-5 20
Clarify cause of identified performance deficiency(ies)...................................... 2-7 24
Identify solutions to the performance deficiency(ies)........................................... 2-8 24
Recommend solution(s) to the performance deficiency(ies).............................. 2-9 25
Establish the TD/training requirement................................................................... 2-10 26
Improve education/training efficiency and effectiveness..................................... 2-11 26
Needs analysis QC.................................................................................................. 2-12 27
Mission analysis process ....................................................................................... 3-3 29
Mission analysis team roles and responsibilities ................................................ 3-4 30
Identify type unit to analyze ..................................................................................... 3-5 32
Conduct detailed unit research ............................................................................. 3-6 33
Identify type unit missions ...................................................................................... 3-7 37
Identify critical collective tasks ............................................................................... 3-8 38
Assign a unique collective task number................................................................ 3-9 40
Obtain approval for the collective critical tasks.................................................... 3-10 41
Mission analysis QC................................................................................................ 3-12 43
Collective Task Analysis
Collective task analysis introduction ..................................................................... 4-1 43
Collective task analysis administrative information............................................. 4-2 44
Collective task analysis team roles and responsibilities .................................... 4-3 44
Contents (cont)
Paragraph Page
The collective task analysis process overview..................................................... 4-4 47
Identify the collective task performance specifications........................................ 4-5 48
Develop the task condition statement................................................................... 4-6 49
Identify collective task performance steps............................................................ 4-7 53
Identify supported joint universal tasks.................................................................. 4-8 55
Identify the references required by title, publication number, date, and
paragraph number................................................................................................. 4-9 56
Identify the equipment/end items/materials required........................................... 4-10 57
Develop a collective task standard that measures task performance............... 4-11 58
Establish collective task performance measures................................................. 4-12 61
Cue, condition, and standard for each collective task performance step.......... 4-13 66
Identify supporting and supported tasks................................................................ 4-14 66
Prepare/update the individual-to-collective task matrix....................................... 4-15 67
Obtain collective task analysis approval............................................................... 4-16 67
Distribute approved collective task analysis......................................................... 4-17 68
Update collective task analysis.............................................................................. 4-18 68
Collective task analysis report................................................................................ 4-19 69
Collective task analysis QC.................................................................................... 4-20 69
Job analysis introduction ........................................................................................ 5-1 71
Job analysis administrative information................................................................ 5-2 71
Job analysis team roles and responsibilities........................................................ 5-3 71
The job analysis process........................................................................................ 5-4 73
Create the total task inventory................................................................................ 5-5 78
Conduct a job analysis survey................................................................................ 5-6 81
Selecting critical individual tasks........................................................................... 5-7 90
Obtain approval for the individual critical tasks.................................................... 5-8 108
Automation support for job analysis....................................................................... 5-9 110
Job analysis QC....................................................................................................... 5-10 110
Individual Task Analysis
Individual task analysis introduction....................................................................... 6-1 110
Individual task analysis administrative information.............................................. 6-2 111
Individual task analysis team roles and responsibilities...................................... 6-3 111
The individual task analysis process overview..................................................... 6-4 114
Identify the individual task performance specifications....................................... 6-5 115
Individual task condition statements...................................................................... 6-6 118
Identify individual task performance steps............................................................ 6-7 121
Identify the skills and knowledge required to perform each step........................ 6-8 123
Identify the references required.............................................................................. 6-9 126
Contents (cont)
Paragraph Page
Develop an individual task standard that measures task performance............. 6-11 128
Establish individual task performance measures................................................ 6-12 131
Cue, condition, and standard for each individual task performance step......... 6-13 135
Relationship of supporting and supported tasks.................................................. 6-14 135
Assign a permanent individual task number......................................................... 6-15 136
The individual-to-collective task matrix.................................................................. 6-16 137
Develop a task-to-skill/knowledge matrix.............................................................. 6-17 137
Individual task analysis approval............................................................................ 6-18 137
Distribute approved individual task analysis........................................................ 6-19 139
Update individual task analysis.............................................................................. 6-20 139
Compile the STP task summary data.................................................................... 6-21 139
Individual task analysis report................................................................................. 6-22 140
Automation support for individual task analysis................................................... 6-23 140
Individual task analysis data use............................................................................ 6-24 142
Individual task analysis QC..................................................................................... 6-25 143
Appendixes:
A. References......................................................................................................... 143
B. Sample Individual Task Analysis...................................................................... 147
C. Templates........................................................................................................... 164
Table 2-1: Triggering circumstances for identifying
performance problems
Table 2-2: Problem statement example
Table 2-3: Scope of performance problem
Table 3-1: Collective task titles
Table 4-1: Performance steps and performance measures
differences
Table 4-2: Criteria writing aid
Table 5-1: Examples of task titles
Table 5-2: Survey advantages/disadvantages
Table 5-3: Sample survey results
Table 6-1: Task performance criteria
Table 6-2: Performance steps/measures
Table 6-3: Individual task sample
Table 6-4: Skill/knowledge matrix
Figure List
Figure 1-1: TD policy and guidance
Figure 1-2: Pamphlet organization
Figure 1-3: Task hierarchy between tasks and supporting
skills/knowledge
Figure 1-4: Mission/task continuum
Contents (cont)
Figure 1-5: Analysis data/information flow
Figure 2-1: Top-level data flow
Figure 2-2: Needs analysis data flow
Figure 3-1: Mission
analysis relationship
Figure 3-2: Flow of information
Figure 3-3: Sample type unit organization chart
Figure 3-4: Task hierarchy
Figure 3-5: Collective task number format
Figure 3-6: Sample collective task numbers
Figure
3-7: Critical collective tasks
approval memorandum
Figure 4-1: Collective task analysis data flow
Figure
4-2: Sample condition statements
Figure 4-3: Task performance steps format
Figure 4-4: Excerpts from CJCSM 3500.04C
Figure 4-5: UJTL/AUTL linkage
Figure 4-6: An example of a task standard
Figure 4-7: Performance measure format
Figure 4-8: Examples to assist in writing performance
measures
Figure 4-9: Hierarchy between missions and tasks
Figure 4-10: The collective task analysis report
Figure 5-1: Job analysis process
Figure 5-2: Building a total task inventory
Figure 5-3: Filling the job analysis survey template
Figure 5-4: Compile task performance data
Figure 5-5: Calculate the percent performing
Figure 5-6: Compile the percent performing
Figure 5-7: Training emphasis scale application
Figure 5-8: Sample task selection board memorandum with attachments
Figure 5-9: Sample critical task selection board SOP
Figure 5-10: Sample critical task approval memorandum
Figure 6-1: SAT flow diagram
Figure 6-2: Task performance specifications relationships
Figure 6-3: Examples of individual task condition
statements
Figure 6-4: Skill/knowledge relationship
Figure 6-5: Performance measure format
Figure 6-6: Examples of performance measures
Figure 6-7: Individual task number
Figure 6-8: The individual task analysis report
Figure 6-9: The TKCAM concept
Introduction |
|
1-1.
|
Purpose.
|
|
a. This pamphlet provides
guidance to training developers, subject matter experts (SMEs), and training
development managers for conducting analysis in developing training
products. It describes how to conduct
the five types of analyses in the Systems Approach to Training (SAT) and
manage analysis information. |
b. To assist training developers with the
duty of performing analysis, this pamphlet provides detailed procedures; examples, samples, and
worksheets; quality control (QC) criteria; training analysis job aids; links
to training analysis information; and samples of correspondence needed to perform
and support the analysis process. |
|
1-2. |
References. The references for this pamphlet appear in appendix A. |
1-3. |
Explanations of abbreviations and terms. Abbreviations and terms used in this pamphlet appear in the glossary. A knowledge of the |
|
definition of the following terms is necessary for
this chapter: needs analysis, mission
analysis, collective task analysis, job analysis, individual task analysis,
table of organization and equipment (TOE), and table of distribution and
allowance (TDA). |
1-4. |
Systems Approach to Training overview.
|
a. In accordance with AR 350-1, the Army's
training development (TD) process is the SAT process. The SAT process is a systematic, iterative,
spiral approach to making collective, individual, and self-development
education/training decisions for the Army.
It determines whether or not training is needed; what is trained; who
needs the training; how, how well, and where the training is presented; and
the training support/resources required to produce, distribute, implement,
and evaluate the required education/training products. |
|
b.
Training development is a vital component of TRADOC’s mission to
prepare the Army for war. As such, it
is the responsibility of every civilian and soldier in management and
training-related roles in the TRADOC headquarters, schools, field units, and
supporting contractor offices. Management, at all levels, needs to have
a working knowledge of the
process, and ensure its efficient implementation. Doing so will save scarce resources: personnel, time, process, and unnecessary
product development dollars. The context for producing successful TD projects
is found in the overview in TRADOC Pamphlet
(Pam) 350-70-4, paragraph 1-4. |
|
c. Additional SAT information
is available in the: (1)
SAT
Fact sheet[CW1]. (Online at http://www-dcst.monroe.army.mil/tdaa/SAT/Job_Aids/Point_Info_Fact/FactSheet_SAT(10May04).rtf.) (2)
SAT White Papers. (Online at http://www-dcst.monroe.army.mil/tdaa/SAT/Job_Aids/WhitePaper_SAT/WhitePaper_SAT.html.) |
1-5.
|
Regulation, pamphlet, and job aid
relationships.
|
Supporting products |
a. This pamphlet supports and provides procedural guidance for the policy established in Army Regulation (AR) 350-1 and TRADOC Regulation (Reg) 350-70. TRADOC Reg 350-70 directs the use of this pamphlet in the planning and conduct of analyses. Refer to the glossary of that regulation for standard Army education and training definition of terms. Job aids, product templates, product samples, information papers, and other supporting documents/products support this pamphlet. The pamphlet and job aids may be printed as individual files or as a single document. |
Relationship to TRADOC Reg 350-70 |
b. Figure 1-1 depicts the relationship of this pamphlet and supporting documents/products with TRADOC Reg 350-70. |
Pamphlet organization |
c. Figure 1-2 shows how this pamphlet is organized. Some chapters are supported by guidance provided in other chapters. Refer to each of these to accomplish the evaluation. The procedural job aids, product templates, product samples, and information papers also contain helpful information. |
1-6. |
Training analysis process overview. |
Introduction |
a. The analysis process
provides information for the design and development of education/training
that, in turn, is used to produce units that can accomplish their missions,
and soldiers capable of performing their tasks and duties. Training analysis— |
(1)
Identifies valid training and nontraining solutions to unit and individual
performance deficiencies. |
|
(2)
Determines what is trained in the form of
critical, collective, and individual tasks, and supporting skills and
knowledge. |
|
|
|
|
Figure
1-1. TD policy and guidance |
(3) Provides an accurate description of
identified critical tasks—data that is the basis for all subsequent TD
activities. |
|
(4) Provides a definitive performance
standard that describes what constitutes successful unit and individual
performance of the task. |
|
(5) Establishes TD requirements. |
|
Analysis phase |
b. Analysis is one of the five
phases in the TD process. Analysis
provides information used to determine— |
(1) If training is
required. |
|
(2) Who (soldiers/units)
needs training. |
|
(3) The critical tasks
and supporting skills and knowledge soldiers are required to perform for
survival on the battlefield. |
|
(4) The identification of
standards, conditions, performance measures, and other specifications needed
to perform each task. |
|
Determines |
c. Analysis determines
the nature and content of the training requirement, identifies the target
audience, and provides information to facilitate rational decisions
concerning development of training programs.
Analysis involves
observation, research, data/materials collection, weighing variables, and
making decisions. |
(1)
A top-down analysis ensures the identification of unit missions, based
on the unit TOE or TDA, task force organization, and other considerations. Analysis should consider both stated and
implied missions, and collective tasks necessary for units to accomplish
their missions. |
|
(2)
Analysis is partly a linear process, but it is also an iterative,
spiral process—that is: |
|
|
(a)
It is applied prior to other phases of the SAT process, but the
analysis is updated and adjusted as the need is identified. Identify this need at any time. For example, an SME may identify a changed
procedure when designing the product, and the analysis is updated. |
|
(b) Evaluation, as well as change, both drive
analysis. For example, deficiencies
noted during an evaluation are indicators to review the analysis. |
|
(3)
Quality analysis ensures the Army identifies what really needs
training and ensures training programs provide education and training that
will produce— |
|
(a) Soldiers
capable of performing their tasks and duties. |
|
(b) Units
that can successfully accomplish their mission. |
Task continuum |
f. There is some difficulty in the precision of identifying a specific part of this hierarchy. Even though they have some rather definitive definitions, there are some "shades of gray." For example, an individual task may be a performance step for a collective task. The main point is that this is a continuum (see fig 1-4), and all of the parts lead to the performance of the supported mission. |
|
|
|
Figure 1-4. Mission/task continuum |
Analysis data flow |
|
|
|
|
Figure
1-5. Analysis data/information flow |
1-7. |
The analysis team. |
Introduction |
a. Analysis should be a
team effort, which the training developer—the project leader—guides. Analysis is successful when the needed input
from SMEs, soldiers in units, instructors, task performers, and their
supervisors is obtained. |
|
(1)
The analysis team primarily consists of a training developer and
experts in the subject under analysis.
An evaluator is also involved with the team. |
|
Note: See the glossary for definitions of
Department of the Army (DA) Career Program (CP) 32
education/training job series. |
|
(a) The training developer, a General Schedule
(GS) 1750 Instructional Systems Specialist (ISS), is normally in charge of
the project. This is the individual
trained in the conduct of training analysis, and the TD SME. |
|
(b) Ensure the SMEs are master experts in the
subject under analysis. Analysis of a
tank company requires a SME that is a master in company-level armor
operations. |
|
(c) The evaluator is an independent observer
that provides guidance and assistance in ensuring the quality of the process
applied and products produced. |
|
(2) A
difficulty encountered when setting up this team is selecting the master
SME. There are three levels of SMEs,
determined by the level of knowledge and expertise: apprentice,
journeyman, and master. Ensure there
are master TD and content area SMEs on this team. |
|
(3)
The analysis team is responsible for ensuring the analysis— |
|
(a) Identifies all of the critical performance needs/requirements of the
Army, as they provide the foundation for its education/training. |
|
(b) Is thorough/comprehensive. |
|
(c) Is technically correct. |
|
(d) Results in a quality product by applying QC
measures. |
|
(e) Complies with TRADOC TD guidance and
policy. |
|
(f) Meets milestone requirements. |
Training developer |
b. The training
developer (GS-1750) is a key player on the analysis team. The training developer— |
|
(1)
Leads and manages the analysis effort, which includes: |
|
(a) Keeping all participants in the analysis
process informed of progress, problems encountered, developments, changes,
and constraints. |
|
(b) Being responsive and providing results in a
timely manner. |
|
(c) Keeping the project management plan
updated, as appropriate. |
|
(2)
Provides guidance to the SMEs concerning how they are to perform their
responsibilities. |
|
(3)
Provides analysis training to the assigned SMEs. |
|
(4)
Provides quality assurance of the process and products produced. |
c. The SME
is the content, or technical, expert. A
SME is categorized as an apprentice, journeyman, or master, depending on the
level of knowledge and expertise possessed.
This SME is the master performer
of the action/activity you are analyzing (no matter what the job—as an
operations research or performance analyst, a training developer, a
combat/doctrine developer, or an instructor).
The SME is responsible for technical content of the analysis being
conducted, and is specifically responsible for the: |
|
(1)
Comprehensiveness of the analysis. |
|
(2)
Accuracy of the technical content. |
|
(3)
Completeness of the technical content. |
|
Note: If not using master level SMEs, take this
fact into consideration when making task selection decisions. |
|
d. The proponent commander is responsible for ensuring— |
|
|
(1) The analysis is conducted in accordance with (IAW) TRADOC Reg 350-70. |
|
(2) Current analysis data is maintained. |
|
(3) Critical collective and individual tasks are approved. |
Evaluator |
e. The
evaluator is responsible for identifying efficiencies and deficiencies in the
application process, and the production of the analysis products. Specifically, the evaluator— |
|
(1)
Informs the team of actual and potential problems, and recommends
solutions. |
|
(2)
Identifies efficiencies developed, and informs the appropriate command
authorities. |
a. Managing information outputs in the analysis process is crucial. The information acquired during the analysis process provides the foundation for training design and development. The outputs of the analysis process provide raw data on which to base decisions in the TD process, especially during the design and development of education/training and quality assurance. |
|
Automated support |
b. The collection (capturing) of analysis data in an Army education/TD database is the preferred method of conducting the analysis. The proponent systems administrator controls the access to the data and information in the database. This individual provides the appropriate read and write authority to the proponent users. |
|
c. Automated education/TD systems provide some concrete outputs for several types of analysis—most notably mission analysis—and help in the maintenance of those outputs. Throughout this pamphlet, there are cues incorporated in the guidance to assist in cross-referencing specific steps with automation implementation (for example, “Automated Systems Approach to Training (ASAT) provides the ability to perform this step. The Automated Survey Generator (AUTOGEN) helps in conducting a survey.”). |
|
Note: The programming of a database is always behind the identification of requirements, thus there are analysis requirements that the database will not meet at any given time. However, the proponent must still meet those requirements. For example, ASAT does not allow for building of a Task Hierarchy Diagram or a skill/knowledge matrix TRADOC Reg 350-70 requires. The capabilities of automated programs are constantly updated. Keep current on these capabilities, and enter analysis data appropriately. |
AUTOGEN |
d. In job analysis, the Army Research Institute (ARI) can assist in providing concrete analysis outputs, and management of the information, through the AUTOGEN program. Gaining this assistance is addressed in paragraph 5-6, below.
|
Analysis distribution |
e.
If the created analysis data is not provided to the user, it is of no
value. Make the completed and approved analysis data and information
available to the appropriate users and organizations, for use in designing
and developing training and training products. The proponent’s final approval of
the analysis product makes that product available for distribution. The
following options are available for the distribution process: |
|
(1) Database
accessibility. Distribution of data
via electronic means is the most efficient method for sharing
proponent-approved data external to the organization, and unapproved data
internal to the organization. The
proponent controls access rights. |
|
(2) Army education and training digital library. Army education and training digital library is the primary means for the distribution of approved education/training data and information across the Internet. This is a distributed library with education/training proponents controlling their own data and information. The proponent loads their education/training material, and grants access to that material. |
|
(3) Manual distribution. Manual distribution is still an option, and will remain so for a number of years. It is the most labor-intensive distribution means; use only when absolutely necessary. |
1-9. |
Quality control criteria. Each chapter in this pamphlet includes quality
assurance and QC criteria for the analysis products and processes. |
Needs
Analysis
|
|
2-1. |
Needs analysis introduction. |
|
a. Conduct needs analysis to identify valid TD and training requirements. Applying this process identifies valid TD requirements and nontraining solutions to performance deficiencies. The needs analysis process does NOT drive or ensure the procurement of required resources. A needs analysis addresses soldier performance deficiencies and future capabilities that require changes in the way the |
|
Army does business.
This chapter provides how-to guidance on performing needs analysis, to
include needs analysis description,
needs analysis requirements, and identifying TD/training requirements. |
|
b. Needs analysis is a vital process required for analyzing performance deficiencies. No TD effort should begin without a needs analysis. |
2-2. |
Needs analysis administrative information. The reference for this chapter is TRADOC Reg 350-70, chapter
IV-1. Additional TD-related terms
are in the glossary of TRADOC Reg 350-70. |
|
|
|
2-4. |
Needs analysis team
roles and responsibilities. |
Team responsi-bilities |
|
|
(1) Diligently work at the analysis. |
|
(2) Coordinate actions and activities, internal and external to the needs analysis team, so work is efficiently accomplished. |
|
(3) Communicate findings, suggestions, and recommendations with other team members. |
TD manager |
b. The TD manager has the overall management responsibility for ensuring the conduct of thorough, efficient, and effective needs analysis. The manager is reactive (that is, identifies deficiencies between what exists now and what is required), or proactive (identifies capabilities required to meet future contingencies that may result in changes in the DOTMLPF). The manager is responsible for ensuring the needs |
|
analysis team: |
|
(1) Identifies the performance problem (gap between the desired and actual performance). |
||
(2) Identifies all major causes of performance problems. |
||
(3) Documents the identified deficiency(ies). |
||
(4) Identifies those responsible for correcting the identified deficiency. |
||
|
(5) Identifies possible solutions to the performance deficiency(ies). |
|
(6) Analyzes identified courses of action. |
||
(7) Identifies the triggering circumstances. |
||
(8) Collects supporting performance deficiency data. |
||
(9) Recommends the best alternative solution(s). |
||
Training developer |
c. As the SME for needs analysis, the training developer: |
|
(1) Prepares all documentation required to conduct the needs analysis. |
||
(2) Provides needs analysis guidance to the SMEs and managers. |
||
(3) Presents a briefing concerning the needs analysis project, which details what to do during the analysis process. |
||
(4) Maintains needs analysis documentation. |
||
SME |
d. Subject matter experts also play a role in the conduct of a needs analysis. Different individuals normally fulfill these roles, but in a few rare instances, the same individual(s) fulfills these roles. The SMEs: |
|
(1) Provide information relative to technical expertise. |
||
(2) Provide supporting data for training deficiencies. |
||
(3) Recommend possible alternatives, including nontraining solutions. |
||
Commander |
e. The proponent commander is the approving authority for the needs analysis, and signs the prepared document. |
|
Evaluator |
f. The evaluator serves as an independent observer, providing quality assurance/QC of the process and work. The evaluator: |
|
(1) Determines if the needs analysis was properly conducted, and makes comments/recommendations, as appropriate, to the team and the commander, when further action is needed. |
||
(2) Ensures the needs analysis addresses the soldier and unit performance in the Active Component (AC), Reserve Component (RC), and National Guard (NG) component, when appropriate. |
||
2-5. |
Getting
started.
|
|
Initiation |
a. A needs analysis is usually initiated (or triggered) when the proponent receives notification of an actual or perceived performance deficiency. The training developer then determines what initiated the unacceptable performance, or what cue is missing that hinders performance of the required action. The triggering circumstance (see table 2-1) may originate from a wide variety of sources, such as: |
|
|
||
(5) Doctrine changes. |
||
(6) Training improvements/constraints. |
||
(7) Leadership deficiencies. |
||
(8) Organizational changes. |
||
(9) New or improved equipment/system. |
||
(10) Law or regulation changes. |
||
(11) Lessons learned data from the Center for
Army Lessons Learned (CALL) or |
||
|
b. To ensure the Army provides the right education/training to its soldiers, conduct a new, or update an existing, needs analysis before the development of individual education/training products. |
|
Triggering circumstances for identifying performance problems |
|
|
Formal Reports |
·
Requirements
determination process capability requirements (Army Modernization Plan). ·
New equipment
fielding. ·
Battle Lab
initiatives. ·
Unit materiel
readiness reports. ·
Memorandums/E-mails
from units/soldiers. ·
Audits,
inspections, and evaluations (internal and external). ·
Safety reports. ·
Lessons learned
reports (CTC/CALL reports). ·
Introduction or
restructuring of military occupational specialty (MOS)/area of concentration
(AOC). ·
Training
effectiveness analysis (TEA) – four reports (old post fielding training
effectiveness report). |
|
Informal Reports |
·
Commander’s
verbal comments. ·
Personal
observation. ·
Learner
comments. ·
Telephonic
comments, followed up with documentation. ·
After Action
Reviews (AARs). |
|
Note: Consider the reliability of the information and all factors when assessing both formal and informal performance reports. |
|
|
|
|
Advance
preparation |
c. Before performing a needs analysis, obtain a thorough knowledge of all factors that impact on the performance problem, or that the solution to the performance deficiency could affect. Acquire and thoroughly study the existing literature and performance data, which should provide the knowledge required to enable isolating the real problem(s) from the apparent or assumed problem(s). Locate and obtain any additional copies of documentation that provides information or data useful in the definition/clarification of the performance deficiency(ies). Collate the information into a logical order or groupings before continuing the study. Review all appropriate literature, including: |
|
|
(1) Operational concepts. |
|
|
(2) Capability issues. |
|
|
(3) Threat/doctrine. |
|
|
(4) Materiel acquisition. |
|
|
(5) TOE/TDA. |
|
|
(6) Lessons learned (including CALL data). |
|
|
(7) Regulations and how-to pamphlets. (8) Evaluation reports. (9) Command directives and documents. (10) Education/training products and materials. |
|
|
Note: Check the Army Publishing Directorate (APD) list of electronic DA-level publications (http://www.apd.army.mil/) to verify the currency of references. |
|
(2)
Talk to individuals directly involved in the performance. |
|
(3)
Talk to observer/controllers from training centers about their
observations of performance. |
||
|
c.
Immediately follow up on all problems regarding safety, security, or
environmental issues. |
|
Table 2-3Scope of performance problem |
||
Extent |
||
|
Gravity |
(Seriousness.) Identify the safety, environmental, or
security impact of the problem. |
Impact |
Identify the specific impact on
individual and unit performance. Check
to see if there are mission consequences; if none, there may be no need to
pursue the matter further. |
|
|
||
2-7. |
Clarify cause of identified performance deficiency(ies). Identify the actual cause or combination of causes for the identified performance deficiency, and: |
|
|
a. Compile the actual and required performance data. |
|
|
b. Collate and show the required and actual performance data in a manner that enhances the capability to identify the real cause of the deficiency. |
|
|
c. Compare that data so the true cause(s) of the performance deficiency and other influences on that performance are identifiable. |
|
2-8. |
Identify solutions to the performance deficiency(ies). |
|
Identify solutions |
a. The solution to a performance deficiency is not always a TD/training solution (see fig 2-2, above). It is essential to precisely define and clarify the identified performance deficiency(ies), in order to develop ideas for solutions to the verified deficiency(ies). Implementation of nontraining solutions may be cheaper than a training solution. Incorrectly applying a training solution to a deficiency will not correct the deficiency, but will waste time and money. |
Identify nontraining solutions |
b. Identify nontraining solutions, as well as TD/training solutions. Nontraining solutions are in the doctrine, organizational, training, leadership and education, materiel, facilities, or personnel areas of the DOTMLPF. Although these are not necessarily your area of expertise, a thorough study of the problem will reveal deficiencies in these areas.
|
|
|
(1) Provide recommendation(s) for nontraining solution(s) to the performance deficiency to the appropriate office or agency. Although others develop nontraining solutions, document and justify the determination and turn the information over to the appropriate command authority. These nontraining solutions are tentative solutions, until the appropriate command organization works the issue. Involve doctrine and combat developers in the needs analysis process from the beginning if the deficiency appears to cross DOTMLPF. |
|
|
(2) Examples of nontraining solutions: |
|
|
(a) Provide spare parts needed to conduct the repairs. |
|
|
(b) Assign personnel trained to perform the required ASI to the unit. |
|
(c) Revise doctrine. |
|
(d) Have command leadership motivate subordinates to perform tasks to prescribed standard. |
|
(e) Restructure organization to improve workflow. |
Combina-tion solutions |
c. Rather than identifying only one solution to a performance deficiency, fixing the problem may require a combination of actions (that is, a leadership and a material solution to the deficiency. A solution consists of one or more training solutions (for example, soldier and unit); multiple nontraining solution(s) (for example, leadership and material); or a combination of the two). |
|
(1) A nontraining solution to a performance
deficiency may or may not create a new performance deficiency itself, and
result in the need for education/training.
For example, the need to change doctrine to correct a deficiency will
result in a need to provide education/ |
|
(2) Identify partial training solution(s) to the deficiency(ies). |
2-9. |
Recommend solution(s) to the performance deficiency(ies). Failure to implement or communicate a solution will result in a continued performance deficiency. To get the solution implemented, communicate that solution to the appropriate command authority. |
|
a. The first step is to create documents in a manner that the viewer can easily grasp. These documents will outline training solutions where the viewer can readily see the effect of a solution that is not implemented. Depict the cost of failing to correct the performance deficiency, and articulate the strengths and weaknesses of each possible solution. |
|
b. Obtain appropriate command authority approving the recommended training solution(s) and/or TD requirement(s). |
|
c. Determine which office has the authority and responsibility for implementing the nontraining performance deficiency(ies) solution(s), and provide the recommendation to that office or agency. This solution is a complete solution to the deficiency, or may only provide a partial solution. Note: Retain a copy of needs analysis documentation for future use. |
2-10. |
Establish the TD/training requirement. The TD/training requirement forms the basis for the accomplishment of the proponent’s TD workload. When a training or partial training solution to a performance deficiency is identified and approved, establish the specific TD requirement(s) to achieve. |
|
a. Identify and document the education/TD requirement. Determine the actual products and materials to create or update to implement the approved training/partial training solution to the performance deficiency. This includes identifying the name and number of the product (if it exists), specifying what to accomplish, and the processes to employ or modify. The specific requirement could involve simply modifying a lesson, or it may involve conducting a job analysis, updating individual tasks analyses, and redesigning a course. |
|
b. Provide the approved TD requirement to the proponent agency responsible for the products and materials needing creating or updating, to implement the approved training/partial training solution to the performance deficiency. |
2-11. |
Improve education/training efficiency and
effectiveness. One aspect of needs analysis
that is commonly overlooked is the continuing requirement to improve
development and implementation of education and training. Remain constantly alert to identify means
of improving the training efficiency, and cost effectiveness due to
new/improved training or TD technologies, processes, procedures, or
management techniques. Look for and
identify improvements in: |
a. Technology, that when applied to education/training, has the capability to improve education/training efficiency and effectiveness. Ensure that the technology does not become the driving force for the change, rather than the improved TD/training efficiency. In other words, do not implement technology for technology sake, but because it improves efficiency. |
|
|
b. Process application, that when applied to education/training, has the capability to improve education/training efficiency and effectiveness. |
|
c. Procedures, that when applied to education/training, have the capability to improve education/training efficiency and effectiveness. |
|
d. Improvements in training/TD management techniques, that when applied to education/training, have the capability to improve education/training efficiency and effectiveness. |
2-12. |
Needs analysis QC. |
QC |
a.
To maintain the quality of the needs analysis products, it is
essential to continuously apply QC procedures. |
|
|
QC checklist |
b. Use needs analysis Job
Aid 350-70-6.1, which itemizes critical points in the application of the
needs analysis process and production of the mission and collective task
lists. |
|
|
3-1. |
|
|
a. Use the mission analysis process to identify all the specified, implied, and supporting missions that a unit and its subordinate units, direct support units, and habitually attached units should perform; and the collective tasks to perform to accomplish those missions. Conduct a mission analysis on all proponent-type units. These are primarily TOE units, but may be conducted for TDA units as well, to ensure mission accomplishment.
|
|
b. This chapter provides how-to guidance on performing mission analysis, to include: |
|
(1) Identification of unit organizational and functional structure. |
|
(2) Identification of all the specified, implied, and supporting missions. |
|
(3) Creating a mission matrix. |
|
(4) Creating a mission-by-echelon list. |
|
(5) Identification of critical collective tasks. |
|
(6) Identification of individual (leader) tasks performed in direct support of the identified missions. |
|
c. Figure 3-1 shows how this analysis relates to follow-on collective TD processes. When performing mission analysis, remember that task proponents should develop follow-on collective training for critical tasks to ensure accomplishment of wartime missions, mission essential task list (METL), and the full range of military operations. |
|
|
|
Figure 3-1.
|
3-2. |
|
|
(1) Diligently works at the analysis. |
|||
|
(2) Coordinates actions and activities, internal and external to the mission analysis team, so work is efficiently accomplished. |
|||
|
(3) Communicates findings, suggestions, and recommendations with other team members. |
|||
|
b. The TD manager has the overall management responsibility for ensuring that a thorough, efficient, and effective mission analysis is conducted and valid critical tasks are identified. The TD manager: |
|||
|
(1) Sets up the analysis team. |
|||
|
(2) Dedicates the team to the mission analysis process. |
|||
|
(3) Prepares/updates the mission analysis project management plan. |
|||
|
(4) Ensures the team accomplishes their work efficiently and effectively and produces quality results. |
|||
|
(5) Keeps command informed on mission analysis status. |
|||
|
(6) Provides assurance to the command that the mission analysis outputs are valid. |
|||
|
c. The training developer provides the following mission analysis guidance to the SMEs: |
|||
|
(1) Prepares all documentation required to conduct the mission analysis. |
|||
|
(2) Communicates with and interviews personnel in command positions of the type unit being analyzed, and of the senior command, to determine the real experts (master performers). |
|||
|
(3) Trains the SMEs in writing missions and collective tasks. |
|||
|
(4) Establishes the critical collective task selection criteria. |
|||
|
(5) Presents briefing concerning the mission analysis project. |
|||
(6) Constructs, administers, and analyzes mission analysis surveys. |
||||
|
(7) Sets up the critical task selection board. |
|||
|
(8) Obtains command approval of the critical tasks. |
|||
|
(9) Ensures the quality of the application of the mission analysis process, and the products produced. |
|||
|
d. Subject matter experts are crucial to the compilation of the mission and collective task lists. Ensure the SMEs selected as part of the mission analysis team are knowledgeable (master performers) of how the type unit being analyzed performs its missions and conducts operations. These SMEs should work as a part of the mission analysis team and: |
|||
|
(1) Identify all missions (specified and implied) that the specific type unit being analyzed must accomplish. |
|||
|
(2) Identify all collective tasks to perform to accomplish the identified type unit missions. |
|||
|
(3) Ensure the quality of the technical (subject matter) content of the mission analysis products. |
|||
|
e. The proponent commander/commandant is the approving authority and signs the document identifying the missions and critical collective tasks for the type unit being analyzed. Do not change the missions and critical collective tasks without an updated approval document. |
|||
|
f. The evaluator serves as an independent observer, providing quality assurance/QC of the mission analysis. This includes, but is not limited to: |
|||
|
(1) Determining if the mission analysis was properly conducted and providing comments/recommendation, as appropriate, to the team and to the commander. |
|||
|
(2) Ensuring that the training developer and SMEs were master performers. |
|||
|
(3) Ensuring the SME target audience included appropriate representation from the AC, RC, and NG components. |
|||
3-5. |
Identify type unit
to analyze. |
|||
a. Specifically identify the type unit to analyze. Document the name, TOEs, TDAs, identification number, the current address and location, and a point of contact (POC) in the unit. |
||||
|
(1) Select the type unit to analyze. |
|||
|
(2) Conduct detailed unit research. |
|||
|
(3) Develop organization charts to show type unit structure and relationship to other units. See figure 3-3 for a sample type unit organization chart. |
|||
|
(4) Identify all type unit echelons/elements. |
|||
|
(5) Review the mission list from the next higher echelon, which will help identify supporting units and elements. It will also help later when identifying missions for supporting units and element. |
|||
|
(6)
Compile a mission list for the unit’s highest echelon and then each
succeeding subordinate echelon. |
|||
|
Figure 3-3.
Sample type unit organization chart |
|||
3-6. |
Conduct detailed
unit research. |
|||
|
a.
The mission analysis team researches the literature/documentation/ |
|||
|
(1) Compiles all available literature,
documentation, and resources that guide, direct, or explain the activities of
the unit(s). Check the APD list of electronic DA-level publications at www.apd.army.mil to verify the currency
of references. |
|||
|
(a) Task data and missions are found on the local ASAT database. |
|||
|
(b) References are located on the Reimer Digital Library. |
|||
|
(2) Acquires a copy of all of the documentation related to or describing how the specified unit operates, and/or assigns missions or tasks to the unit.
|
|||
|
(3) Acquires the appropriate TOEs, TDAs, and TOE narratives for the unit being analyzed, the next higher-level unit, and other units the unit being analyzed supports. Army TOEs are available on U.S. Army Force Management Support Agency’s Requirements Documentation web site (https://www.usafmsardd.army.mil/home.cfm).
|
|||
|
(4) Acquires regulatory documents (paper or electronic) providing policy, guidance, rules, and/or laws directly affecting unit operations. Requisition hard copy documents through appropriate channels. Documents include, but are not limited to, ARs, DA pamphlets and circulars, Joint publications, United States Code, and Federal regulations. These documents are accessible electronically on the following web sites: |
|||
|
(a) The military
education and research library network (MERLN) (http://merln.ndu.edu/). |
|||
|
(b) The Joint Electronic Library web site (http://www.dtic.mil/doctrine/doctrine.htm)
provides access to Joint Doctrine. |
|||
|
(c) The Department of Defense (DOD) Washington Headquarters Services web site (http://www.dtic.mil/whs/directives) makes issuances available. Issuances include DOD instructions, directives, and publications. |
|||
|
(d) The National Archives and Records
Administration provides access to the Federal Register (http://www.archives.gov/federal_register/publications/government_manual.html),
allowing inspection of the record of government
actions and access to essential evidence that documents government actions. |
|||
|
(e) The Pentagon Library (http://www.hqda.army.mil/library/) provides access to many military references. |
|||
|
(f) The Library of Congress web site (http://lcweb.loc.gov/) provides access to civilian publications. |
|||
|
(g) The Army Publishing Directorate web site (http://www.apd.army.mil/) provides access to Army publications, such as Army regulations and DA pamphlets. |
|||
|
(h) The TRADOC web site provides access to TRADOC administrative publications (http://www.tradoc.army.mil/adminpubs.htm). |
|||
|
(5) Acquires feedback from operational units and soldiers in the field and training centers pertaining to the unit to analyze. This information includes, but is not limited to, Basic Leader Training Reports, DA Forms 2028, command directives/taskers, and lessons learned reports. The CALL web site can assist in this effort (http://call.leavenworth.army.mil). |
|||
|
(6) Acquires the CALL data, |
|||
|
(7)
Acquires and studies new, approved doctrine. |
|||
|
(8)
Acquires information on new/improved systems/equipment that will be
assigned to the unit you are analyzing. |
|||
|
(9)
Acquires and accounts for evaluation feedback. |
|||
|
(10) Acquires the evaluation reports that apply directly to the unit being analyzed. |
|||
|
(11) Acquires a copy of, or access to, the current Standard Operating Procedures (SOP) for the type unit being analyzed. |
|||
|
(12) Acquires a copy of After Action Reports that directly pertain to the unit being analyzed, or other similar reports. These reports are sanitized before receipt (all evidence of the specific unit mentioned is removed). |
|
b. The team looks beyond what the existing unit is required to accomplish, and looks at documents reflecting current and planned changes to the doctrine, equipment, or manning of the type unit being analyzed. Acquire a copy of, or electronic access to, documentation that describes or implies that the missions of the unit being analyzed will or may change. This documentation includes, but is not limited to: |
|
(1) Operational Concepts, for example, Operational and Organizational Plan, and Concept and Evaluation Plan. |
|
(2) Base Development Plan/Mission Area Analysis/Mission Area Development Plan and capabilities issues. |
|
(3) Military occupational restructures, that is, AR 611-series and job analysis data. |
|
(4) Department of the Army Pam 611-21.
|
|
(5) Armywide studies and reports, that is, AR 5-5 studies and ARI/Human Resources Research Organization. |
|
(6) Equipment documentation/publications such as: |
|
(a) Army Modernization Plan. |
|
(b) |
|
(c) Basis Of Issue Plan (BOIP). |
|
(d) System Training Plan. |
|
(e) New Equipment Training Plan/Displaced Equipment Training Plan. |
|
(f) Technical manuals (TMs). |
|
(g) Integrated logistics support (ILS). |
|
(h) Training effectiveness analysis. |
|
(i) Appropriate field manuals (FMs)/doctrinal publications. |
|
(j) Appropriate threat studies and analysis. |
|
(k) Combat developer’s database. Note: Coordinate with combat developers for database results. |
|
(l) Nuclear, biological, and chemical (NBC) reports, chemical/nuclear environment reports, and videos. |
|
c. While conducting the mission analysis, identify and include safety hazards that are encountered or will likely be encountered when performing the missions and collective tasks identified. The team documents all safety hazards or issues to take into consideration when performing the collective tasks. This includes acquiring pertinent safety reports, regulations, etc., and coordinating with the branch safety office. Useful information is available on the Army Safety Program web site (http://safety.army.mil/home.html). |
|
d. When conducting the mission analysis, identify and document all environmental factors that are likely to be encountered or can be affected while performing the missions and collective tasks. The team must acquire pertinent environmental documentation (reports, regulations, etc.,) and coordinate with the environmental protection office. This information is especially important when creating the follow-on training. |
|
e. The need to record information and data of potential use when conducting the analysis was mentioned several times. This documentation may be a detailed list, or simply a reference to a specific document. The important point is that the data is retrievable. That is, the data is located so it is available when needed. Therefore, keep recordkeeping simple, but accurate. Also make sure all analysis team members use the same documentation procedure. |
3-7. |
Identify type unit
missions. |
|
a. Identify all missions (specified and implied) that the specific type unit selected to work on must be capable of performing. Work directly with the master SME to identify these missions. This includes: |
|
(1) Identifying all of the echelons and elements of the unit being analyzed. |
|
(2) Compiling a mission list for the unit’s highest echelon, and each succeeding subordinate echelon, in the type unit being analyzed. Identify all unit missions the next lower echelons perform to support each mission of the next higher echelon (from highest to lowest echelon unit). |
|
d. Before conducting interviews: |
|
(1) To prepare to ask the right questions, conduct a detailed review of all available information. Perform the interviews via electronic media (video teleconference (VTC) or Internet), telephonically, or in person, if resources allow. Obtain data from the following individuals that currently or recently served in the type unit being analyzed: |
|
(a) AC and RC soldiers. |
|
(b) Civilian job incumbents. |
|
(c) Job incumbent supervisors. |
|
(2) Prepare to conduct an interview. Establish the content of an interview before conducting the mission analysis. Review TRADOC Pam 350-70-4, chapter 4. The process for preparing to conduct interviews is detailed in paragraph 4-2. Job Aids 350-704.4a and 4c may also help. Document information the SME provides when conducting an interview and observations made during a unit’s performance of the mission. |
|
e. Write the task titles to the task standard per TRADOC Reg 350-70, chapter V-1. A well-written collective task title is in a standard format, using title case (except for articles, prepositions, and conjunctions). A collective task title has one action verb, an object, and a qualifier that identifies unit type and level (see table 3-1 for examples). The collective task title— |
|
(1) Should be completely understandable when read. |
|
(2) Begins with an observable, measurable, and reliable verb. |
|
(3) Tells the soldiers/trainers precisely what the type unit must do to accomplish the mission. |
Collective
task titles |
||||
Example |
Action verb |
Object |
Qualifier (By a/an) |
|
|
1 |
Breach |
Obstacle |
Mechanized Infantry Company |
|
2 |
Prepare |
Chemical Attack |
Armor Platoon |
|
3 |
Conduct |
Dismounted Attack |
Mechanized Infantry Battalion |
|
|
|||
|
(4)
Use standard verbs when writing task titles. See |
|||
|
(a) Provide/promote clarity. |
|||
|
(b) Allow analysts, trainers, and soldiers to understand the scope of the collective task title. |
|||
|
(c) Promote application of sound training principles. |
|||
|
||||
Assign a unique
collective task number. |
||||
|
a. It is essential to assign a unique critical collective task number to each command-approved critical collective task. |
|||
|
b. The format is standardized—it is a combination of the proponent code, the echelon code, and a proponent-assigned number. In combination, they uniquely identify the collective task. |
|||
|
(1) Identify and assign the appropriate training/TD (task) proponent’s identification. Note: This identification is based on the series numbers listed in DA Pam 25-40, table 13-1. |
|||
|
(2) Assign a number designating the echelon that performs the collective
task. Note: For a shared collective task multiple
echelons within a proponency perform, assign the number representing the
highest echelon. |
|||
|
(3) Assign a unique number, of up to 5 digits, for each critical collective task.
|
|||
|
c. See figure 3-5 for the format for collective task numbers and figure 3-6 for samples. |
|
(1) Provide a copy to the organization responsible for the conduct of the collective tasks analysis of the approved critical tasks. |
|
(2) Provide a copy to the individual training analysis office or equivalent. |
|
(3) Notify offices responsible for producing training materials and products, based on this collective task list, of its approval. It is the responsibility of the task proponent to keep this approved collective task list current. Minor changes to the critical task list (deleting or adding a critical collective task) require a commander/commandant-signed memorandum detailing the change. |
|
e. Coordinate shared collective tasks with the proponent of those tasks. |
|
(1) TRADOC Reg 350-70, appendix C, contains a list of TD/training task proponents.
|
|
(2) Provide information concerning identified shared collective tasks to the appropriate training/TD (task) proponent for follow-on individual analysis. |
3-11. |
|
3-12. |
|
|
a. To maintain the quality of the mission analysis products, apply QC procedures continuously. All individuals involved in the conduct of the mission analysis are responsible for, and exercise QC over, the process and products produced. |
|
b. Use the mission analysis Job Aid 350-70-6-2 that itemizes critical points in the application of the mission analysis process and production of the mission and collective task lists. |
Collective Task Analysis |
|
4-1. |
Collective task
analysis introduction. |
Collective task analysis process |
a.
Critical collective task analysis is the process used to provide the
task performance detail needed to develop efficient and effective unit
training. A task analysis is conducted
for each critical collective task to identify all task performance specifications
for that specific task. These
specifications are concerned with how the task is actually performed, under
what conditions it is performed, or how well the unit must perform it. Task analysis data for critical tasks serve
as the foundation for development of all subsequent collective training
products. It provides the detail to
design and develop efficient and effective training. Task proponents should conduct a collective
task analysis for critical collective tasks only. |
|
b. This chapter provides how-to guidance on performing collective task analysis, to include, but not limited to: |
|
(1) Identification of collective task performance specifications. |
|
(2) Writing collective task standards and conditions. |
|
(3) Preparing the collective task analysis report. |
|
(4) Preparing the individual-to-collective task matrix. |
|
(5) Preparing the collective-task to reference matrix. |
|
(6) Compiling the |
Collective task
analysis administrative information. Knowledge of the following terms is
necessary for this chapter: task standard, task condition, performance
measure, task performance step, task performance specifications, UJTL,
AUTL, and collective task analysis report. |
|
4-3. |
Collective task
analysis team roles and responsibilities. |
Task analysis team |
a. The collective task analysis team, as a whole, is responsible for the identification of all task performance specifications for all critical tasks for a specific unit. Each team member: |
|
(1)
Works diligently at the analysis. |
|
(2) Coordinates actions and activities, internal and external to the task analysis team, so work is efficiently accomplished. |
|
(3) Communicates findings, suggestions, and recommendations with other team members. |
TD manager |
b.
The TD manager, the first line supervisor, has the overall management
responsibility for ensuring that a thorough, efficient, and effective
collective task analysis is conducted and all task performance specifications
are identified. The first line
supervisor: |
|
(1)
Sets up the collective task analysis team. |
|
(2)
Dedicates the team to the collective task analysis process. |
|
(3)
Prepares/updates the collective task analysis project management plan. |
|
(4) Ensures the team accomplishes their work efficiently and effectively. |
|
(5)
Keeps command informed on collective task analysis status. |
|
(6) Assigns/selects an SME to analyze each task, and an SME to independently review each collective task analysis. |
|
(7)
Coordinates with National Guard Bureau (NGB), Training Division, and
Headquarters (HQ), U.S. Army Reserve Command (USARC), Individual Training,
through the Deputy Assistant Commandant (Army National Guard (ARNG) or U.S.
Army Reserve (USAR)), or Total Force Integration Officer, requirements for RC
SME support for task analysis.
Includes The Army School System (TASS) training battalion coordination
for SME support. If onsite SMEs are
not available, attempt “distance TD” when automation capabilities permit. |
Training developer |
c.
As the collective task analysis SME, the training developer provides
the collective task analysis guidance to the SMEs. |
|
(1) Prepares all documentation required to conduct the collective task analysis. |
|
(2)
Trains the SMEs in conducting a collective task analysis. |
|
(3)
Coordinates with SMEs conducting the collective task analysis. |
|
(4)
Presents briefing concerning the collective task analysis project. |
|
(5) Verifies completeness and comprehensiveness of each collective task analysis. |
|
(6) Obtains appropriate command approval of the task analysis for each collective critical task. |
|
(7) Ensures the quality of the application of the collective task analysis process and the products produced. |
SME |
d. Subject matter experts are crucial to the conduct of the collective task analysis. A SME is an individual that has a thorough knowledge of a job—both the duties of the job and the tasks that comprise them—and the collective tasks the unit performs. This knowledge makes the SME a vital participant in the analysis process as it relates to consultation, review, and providing an extensive description of how a critical task is performed. (NOTE: Select SMEs with the highest level of expertise. If not using master-level SMEs, take this fact into consideration when making task analysis decisions. (See para 1-7a(2), above, for the levels of SMEs.) Subject matter experts play three major roles in the conduct of |
|
a collective task analysis. Different individuals normally fill these roles, but in a few rare instances, the same individuals may perform all three: |
(1) Identify all collective task performance specifications for assigned critical tasks. |
|
(2) Independently conduct a critical review of all assigned critical task analysis. |
|
(3) Ensure the quality and completeness of the technical (subject matter) content of the collective task analysis products. |
|
Commander |
e.
The proponent commander/commandant is responsible for: (1) Ensuring a task analysis is conducted on all proponent collective critical tasks. |
|
(2) Maintaining a current collective critical task analysis of all proponent critical tasks, including shared and branch-specific tasks. |
|
(3)
Retaining collective task analysis data (using the Army Records
Information Management System). |
|
(4) Providing using organizations with the task analysis for proponent shared collective tasks. |
Evaluator |
f.
The evaluator serves as an independent observer, providing quality
assurance/QC of the process and work. |
|
(1) Determines if the collective task analysis was properly conducted, and makes comments/recommendation, as appropriate, to the team and the commander. |
|
(2) Ensures that a qualified SME conducts an independent, critical review of each collective task analysis. |
4-4. |
The collective task
analysis process overview. |
Need for the collective task analysis |
|
|
(1)
Perform a new collective task analysis if there are new critical tasks
identified or there is a change in how a collective task is performed. This requirement is indicated by such
factors as: |
|
(a) Publication of a new/updated collective critical task. |
|
(b) New/updated unit TOE/TDA. |
|
(c) New revised task reference material, for
example, FMs, safety/environmental notices. |
|
(d) Evaluation feedback. |
|
(e) Any other sources of data. |
|
(2)
Review and update mission analysis when needs analysis identifies a
change in the tasks a unit performs, resulting from such items as: (a) Unit feedback. (b) New/revised doctrine (for example, tactics,
techniques, and procedures (TTP)). (c) New/improved systems/equipment operation
procedures. (d) Lessons learned data from the CALL. (e) Evaluation feedback. |
Collective task
analysis process |
b.
Following a set procedure when conducting any analysis helps ensure
that all important information and data is identified and documented. The amount of work involved will vary,
depending upon whether a new analysis is conducted or an existing collective
task analysis is updated. The task
analysis team should use the following process when conducting their
work: |
(1)
Identify collective task performance specifications. |
|
(2)
Prepare the mission-to-collective task matrix. |
|
(3)
Prepare the mission to UJTL matrix. |
|
(4)
Obtain collective task analysis approval. |
|
(5)
Distribute approved collective task analysis. |
|
(6)
Maintain current collective task analysis. |
|
c. Figure 4-1 depicts the relationship between collective task analysis and the design and development phases. |
|
|
|
4-5. |
Identify the collective task performance
specifications. |
|
Description |
a.
The task performance specifications describe precisely how a specific
collective critical task is actually performed, under what conditions the
task is performed, and how well a unit must perform the task. These specifications are the task
performance details needed to |
|
|
establish the
collective training strategy and design and develop follow- on unit
training. Identify all of these
specifications in order that the follow-on training is effective, efficient,
and economical. The specifications
are: |
|
|
(1)
Task title. |
|
|
(2)
Task number. |
|
|
(3)
Task performance standard. |
|
|
(4)
Task performance condition. |
|
|
(5)
Task performance steps. Each
identified step includes: |
|
|
(a) References required for the performance
step. |
|
|
(b) Safety factors, hazards, and considerations
associated with the performance step. |
|
|
(c) Environmental factors and considerations
associated with the performance step. |
|
|
(d) Equipment and materials required to perform
the performance step. |
|
|
(e) Supporting individual task(s) performed as
part of, or in support of, the collective task being analyzed. |
|
|
(6)
Task performance measures. |
|
|
(7)
Supported collective task(s). |
|
|
(8)
Supporting collective task(s). |
|
|
(9)
Universal Joint Task List supported task. |
|
Write the task title |
b.
Chapter 3 contains details concerning how to write a task title (see para 3-8e, above) and task number (see para 3-9, above).
How to write each of the other specifications is presented in the
following paragraphs. |
|
4-6. |
Develop the task condition statement. |
|
Description |
a. The collective task condition statement describes the field (on-the-job) conditions under which the task is performed. It expands on information in the task title. Ensure it is well written and fully understandable to the individuals who perform the task (that is, written in the language of the performer). |
|
Condition
statement function |
b.
The condition statement: (1)
Sets the stage for task performance. (2)
Identifies the boundaries for task performance. (3)
Identifies all pertinent influences on task performance. |
|
Parts of a condition statement |
c.
A condition statement has two parts— (1)
Cue—A word, situation, or other signal for action. An initiating cue is a signal to begin
performing a task or task performance step.
An internal cue is a signal to go from one element of a task to
another. A terminating cue indicates
task completion. |
|
|
(2)
Descriptive data—Information identifying: |
|
|
(a) When, why, and where the task is performed. |
|
|
(b) The resources (materials, personnel, and equipment) required for performing the task. Note:
Some of these data
items are “understood” and may not require specific identification in the
condition statement. Make this
decision depending on the task being analyzed. |
|
Task condition format |
d.
The collective task condition statement is written in standard
paragraph format, containing one or more sentences. |
|
Writing guidelines |
e.
Following are some guidelines and tips for writing a task condition
statement: |
|
|
(1)
Identifying the cue. |
|
|
(a) The cue may be very evident or
"understood" when writing a conditions statement and may not
require detail. |
|
|
(b) If the cue is not evident, specifically identify it. To identify the cue, study such items as— |
|
|
·
Organizational
diagrams. ·
·
Threat
information. ·
Actions
outside units, soldiers, leaders, or events perform. ·
Procedural
manuals. |
|
|
(Example: A
unit leader receives a unit movement order.
Once the soldier receives a movement order, the soldier performs the
task.) |
|
|
(2) Identifying/describing the physical setting
or the site of task performance. The
amount of detail provided varies, based on the effect that the setting has on
task performance. Note:
Remember, not all critical tasks are performed on the battlefield or
during wartime. |
|
|
(a) Do not: ·
Make
the setting too generic. ·
Make
the setting too specific. · Refer to a training environment. (A task condition is written to field performance, NOT training performance. There is a difference.) ·
Simply
use a phrase like "in a combat environment." |
|
|
(b) When the task is performed at multiple performance sites, describe all sites, as practicable. |
|
Example condition statements |
|
(1)
A unit must cross a river to continue its mission, and this body of
water is too deep to ford. The unit
receives the mission to construct a Bailey Bridge, capable of carrying
military load classification (MLC) 70 wheeled and tracked vehicles in a
normal crossing. A site reconnaissance
has been completed, and the bridge location has been selected. The gap to be crossed has prepared
abutments, and is 23.8 meters to 26.8 meters wide. Enemy direct fire has been suppressed from
the bridge site, and internal communications have been established. Site security is provided. The unit has one Bailey Bridge and one
erection site. |
|
Discussion:
In this example— |
|
(a) When is—On order. |
|
(b) Where is—The
erection site. |
|
Figure
4-2. Sample condition statements |
|
(c) Why is—Unit must
cross the river to continue its mission, and the bridge must support MLC 70
wheeled and track vehicles. |
|
(d) Resources required
are—Bailey Bridge (all associated equipment required for erecting the
structure was not identified). |
|
(2)
The follow-on forces are preparing to move forward over a designated
main supply route (MSR). The maneuver
commander directs a route minesweeping operation. The element is directed to perform the
sweep along a route containing enemy mines.
The area is secure, but enemy contact with squad-size or smaller
elements is possible. The security
team is provided. Digital units have
performed functionality checks, and systems are operational. |
|
Discussion:
In this example— |
|
(a) When is—On order
(not specified, but understood). |
|
(b) Where is—Element is
to travel over a designated MSR. |
|
(c) Why is—To secure an
area that could contain enemy mines. |
|
(d) Resources required
are—Resource requirements are not identified (minesweeping equipment used
should be identified). |
|
(3)
A unit has been contaminated and must conduct a hasty
decontamination. To support the hasty
decontamination, the contaminated unit has organic equipment, battalion
power-driven decontaminating equipment, crews, supplies, and decontaminates. |
|
Discussion: In this example— |
|
(a) When is—Now. |
|
(b) Where is—Wherever the contaminated
unit is. |
|
(c) Why is—It is a life-threatening
situation. |
|
(d) Resources required are—Identified. (Battalion power-driven decontaminating
equipment, crew, supplies, and decontaminates). |
|
(4) The unit receives the
mission to mark a friendly obstacle being emplaced, or already in place. Unit members determine the location of the
obstacle from the emplacing party personnel, DA Form 1355, DA Form |
|
Discussion: In this example— |
|
(a) When is—On order. |
|
Figure 4-2. Sample
condition statements (cont) |
|
(b) Where is—The location of the
obstacle. |
|
(c) Why is—To prevent harm or damage to
friendly forces coming into the area (understood). |
|
(d) Resources required are—DA Form 1355, DA
Form 1355-1R, or a mine record and report, as well as the necessary material
to mark the minefield. (The necessary
materials have not been positively identified.) |
|
Figure 4-2. Sample
condition statements (cont) |
|
|
Special condition |
g. A special
condition is a performance
condition that occasionally occurs and affects a soldiers’ ability to perform
the critical task to the established standard. These special conditions include, but are
not limited to, wearing of mission-oriented protective posture (MOPP) 4, night vision devices (NVD),
oxygen breathing apparatus (OBA), or self-contained underwater breathing
apparatus (SCUBA) when performing the task.
They are identified as a separate data item when conducting the
collective task analysis. Once a
special condition is identified, document the change to the task performance
standard that results when performing the task under a special condition. |
Writing guidelines |
d.
Some guidelines and tips for writing task performance steps
follow. Remember the soldiers in the
unit, the task performers, need to understand precisely what they are to
do. When writing performance steps— |
|
(1) Start with a verb. Use present tense. Write as if the soldiers are being personally told what they are to do.
|
|
(2) Write each step in language appropriate for the task performer. |
|
(3)
Sequence steps in a logical, sensible order. There is not always a mandatory performance
sequence. |
|
(a) If there is a mandatory sequence, list the
steps in the order in which they are performed. |
|
(b) If there is no mandatory sequence, list the
steps in a logical order for efficiently accomplishing the task. |
|
(4)
Identify all safety factors, hazards, and considerations associated
with the performance step (includes hazardous communication considerations). |
|
(5)
Identify all environmental factors and considerations associated with
the performance step. |
4-8. |
Identify supported joint universal tasks. |
Importance |
a. The importance of, and emphasis on, joint operations and supporting training has increased during the last decade. One result of this is the development and publication of Chairman of the Joint Chiefs of Staff Manual (CJCSM) 3500.04C. Figure 4-4 provides extracts from this publication that show the importance of the UJTL to this work. |
|
|
|
Figure 4-4. Excerpts from
CJCSM 3500.04C
|
|
b. The Army’s tactical level supplement to the UJTL is called the Army Universal Task List. The UJTL provides: |
|
(1) A means to focus joint training on what units need to perform, to accomplish joint missions and conduct joint operations. |
|
(2) Common definition of terms to improve communication between members of the different services. |
|
c. Identify and link the
critical collective tasks for which you are proponent to the UJTL tasks that
it supports. The majority of the tasks
will provide direct support to the AUTL; however, some of the tasks will link
at the higher levels. See figure 4-5. |
Criteria writing aid |
|||
If criteria is in the form
of ... |
Then: |
||
|
Completeness |
||
|
Accuracy |
||
|
Speed |
Identify
how fast the action of the performance measure must be performed. |
|
|
Duration |
Establish
the length of time the performer has to complete the action. |
|
|
Sequence |
Identify
the performance sequence if there is a required sequence. (a)
Sequence may apply to multiple performance steps or be internal to one
performance measure. (b)
If the order of performance does not affect the soldier's ability to
meet the task standard, insert a note indicating that the performance steps
can be performed in any order. (c)
When the order of performance is critical, then performance of the
steps in the correct sequence is one of the performance measures. |
|
Format |
Identify
the required form for the type of product being produced. Provide the format specifications. |
||
Number of errors |
Establish
the upper limit of errors that the task performer can have when performing
the action. |
||
|
Quantity |
Identify
the number of products that must be produced per specified time unit. |
|
|
Tolerance |
Identify
the acceptable amount of deviation or margin of error from a standard. |
|
|
Note: This criteria list is not inclusive. |
||
|
(3) Adequate—Provide sufficient information for the— (a) Performer to perform the action. (b) Trainer to train the action. (c)
Evaluator to assess the action. |
|
(4)
Consistent. (a) Present criteria that all successful task performers meet each time they perform the task. |
|
(b) Ensure it is clear enough that both performers and evaluators agree on the requirements. |
|
(c) Include a note indicating that the user makes a choice if there is a performance measure where the performer must choose the correct alternative for the situation. |
Examples |
h.
Use the examples in figure 4-8 as guides in writing your performance
measures. Discussion points are
provided for each example to stimulate your thinking. |
4-14. |
Identify supporting
and supported tasks. |
Description |
a.
There is a hierarchical relationship between missions and
tasks. The training analysis
establishes this relationship by identifying the supporting/supported
relationships. This task hierarchy is
critical for determining the structure and sequencing of the
education/training that supports the identified critical tasks (see fig 4-9). This figure shows the supported/supporting relationship between
missions, collective, and individual tasks. |
|
Supporting individual tasks |
||
|
Supported Collective Task |
Supporting Individual Task |
|
|
1. |
Construct/repair a bridge
abutment. |
Direct the assembly of a
Bailey Bridge. |
2. |
Conduct
engineer intelligence collection. |
Direct
the reduction of complex obstacles. |
|
|
|
||
Supported collective task(s) |
c. By definition, a supported collective task is a critical task that cannot be performed to standard unless the collective critical task being analyzed is performed first, or as part of the collective task performance. The collective task being analyzed is completed prior to, or as part of, the performance of the collective task for designation of that collective task as a supported task. |
||
|
(1) There may be more than one supported collective task. (2) Identify all the collective tasks that the collective critical task you are analyzing supports. |
||
Prepare/update the
individual-to-collective task matrix. |
|||
Description |
|||
Matrix function |
b. The members of the unit must perform the individual tasks that support the performance of that collective task, in order to perform the collective task to standard. It is therefore necessary to identify the collective task(s) the individual task being analyzed supports, and prepare or update the individual-to-collective task matrix. Note: If
the TD database is used to capture individual task performance
specifications, and the collective tasks are already entered into the TD
database, then identify and select the collective tasks it supports. |
||
4-16. |
Obtain collective
task analysis approval. |
||
Description |
a. Obtain approval from appropriate command authority for new and revised task analysis. The collective task analysis does not require the approval of the commander/commandant, but does require the approval of the individual or organization leader the commander/commandant delegated with this approval authority. |
||
Command approval |
b. The command approval signifies that the task analysis data and information is correct, comprehensive, and available for distribution to all users. Do not release task analysis data that the appropriate command authority did not approve. |
||
Final review |
c.
Once the collective task analysis is completed by the first SME, have another
SME review it to ensure content accuracy and completeness. Additionally— |
||
|
(1) The SME is responsible for ensuring that
the content of the analysis is consistent with current doctrine. |
||
(2) The training developer is responsible for
ensuring the task analysis is complete and in compliance with TRADOC policy
and guidance. The training developer
should review the task analysis prior to obtaining final approval. |
|||
d. When conducting a collective critical task
analysis, the analyst occasionally determines that either the identified task
is not a task or it is really two critical tasks. When this occurs, the analyst: |
|||
|
(1) Submits to the approving authority any
changes to the mission or critical task list identified while conducting a
task analysis. (2) Implements changes after receiving approval
(see chap 3). |
||
Distribute approved collective task
analysis. Make the completed and approved
collective task analysis data and information available to the appropriate
users and organizations, for use in designing and developing training and
training products. See paragraph 1-8, above, for additional information on
available automation support. |
|||
4-18. |
Update collective
task analysis. |
||
a.
Current, complete, and comprehensive collective task analysis is
critical for designing education and training. It is the responsibility of the
education/training TD (task) proponent to keep their collective task analysis
data current. Changes
in materiel, organization, and doctrine may initiate revisions of the
analysis. |
|||
Review period |
b. No mandatory period of time is designated for the review and update of a collective task analysis, as this procedure proved inefficient, and a waste of time. Update task analysis when there is a change in how that task is performed. Reviewing and artificially updating a task analysis because of a dictated time fails to provide the proponent with the flexibility needed to plan and organize the TD workload. |
||
Revision steps |
c. The critical task analysis revision/update workload depends totally upon the degree of change in how the task is performed. A major change would include a complete revision of the task performance specifications. A minor change may only affect one step and one performance measure, or just add a safety note or caution to the task performance specification. |
4-19. |
Collective task
analysis report. |
a.
The task analysis report is a means for displaying the collective task
performance specifications. |
|
Collective task analysis report template |
b.
Figure 4-10 provides the report format. The Army education/ |
4-20. |
Collective task
analysis QC. |
|
a. To maintain the quality of the collective task analysis products, it is essential to continuously apply QC procedures. All individuals involved in the conduct of the collective task analysis are responsible for and must exercise QC over the process and products produced. |
Collective task analysis QC checklist |
b. Use collective task analysis Job Aid 350-70-6-3, which itemizes critical points in the application of the collective task analysis process. |
|
COLLECTIVE TASK ANALYSIS REPORT (Effective date) TASK NUMBER: TASK TITLE: CONDITION: SPECIAL CONDITIONS: STANDARD: REFERENCES: PERFORMANCE STEPS: 1. a. b – n. References: Title: Date: Paragraph/pages: Supporting
Individual Tasks: (Number,
Title) Safety
Factors/Hazards: Environmental
Considerations: 2-n. (Same
format as above) PEFRORMANCE
MEASURES GO NO GO 1. ___ ______ 2. ___ ______ a. ___ ______ b. ___ ______ 3-n. ___ ______ TASKS
SUPPORTED – Collective
tasks: (list number(s), title(s)) Joint
tasks: (list number(s), title(s)) COLLECTIVE TASK DERIVED FROM: (list document source number(s), title(s)) TASK(S) SUPERSEDED: (list number(s),
title(s)) ADMINISTRATIVE
INFORMATION: POCs: Name Address Phone No. E-mail Analyst: SME
reviewer(s): TD
reviewer: Approved by: Date: |
|
|
|
|
Job
Analysis
|
|
5-1. |
Job analysis
introduction. |
(1) Identifying a job or a duty position. |
|
(2) Developing the target audience description. |
|
(3) Conducting job familiarization. |
|
(4) Preparing a total task inventory. |
|
(5) Collecting task performance data. |
|
(6) Selecting critical individual tasks. |
|
b.
When performing job analysis, remember that task proponents should
develop follow-on education/training for critical tasks only, not for
noncritical tasks, to ensure accomplishment of wartime missions, METL, and the
full range of military operations. |
|
5-2. |
Job analysis administrative information. Additional information on job analysis is
available in TRADOC Reg 350-70, chapter
VI-1. An understanding of the following
terms is necessary for this chapter:
job or duty position, individual task, shared task, common skill level
task, common soldier task, critical individual task, SME, critical task list,
and collective-to-individual task matrix. |
5-3. |
Job analysis team roles and responsibilities. |
a. The job analysis team, as a whole, is responsible for the identification of valid individual critical tasks for a specific job or to identify a group of critical tasks, such as for an entire MOS/AOC. To accomplish this, each team member: |
|
(1) Diligently works at the analysis. |
|
|
(2) Coordinates actions and activities, internal and external to the job analysis team, so work is efficiently accomplished. |
(3) Communicates findings, suggestions, and recommendations with other team members. |
|
TD manager |
b. The TD manager has the overall management responsibility for ensuring that a thorough, efficient, and effective job analysis is conducted and that valid critical tasks are identified. |
(1) Set up the analysis team. |
|
(2) Dedicate the team to the job analysis process. |
|
(3) Prepare/update the job analysis project management plan. |
|
(4) Ensure the team accomplishes their work efficiently and effectively, and produces quality results. |
|
(5) Keep command informed on job analysis status. |
|
(6) Support the conduct of the Critical Task and Site Selection Board (CTSSB). |
|
(7) Provide assurance to the command that the analysis outputs are valid.
|
|
Training developer |
c. The training developer, the job analysis SME, provides the job analysis guidance to the SMEs. The training developer: |
(1) Prepares all documentation required to conduct the job analysis. |
|
|
(2) Trains the SMEs in writing tasks. |
|
(3) Establishes the critical task selection criteria. |
|
(4) Presents a briefing concerning the job analysis project. |
(5) Constructs, administers, and analyzes job analysis surveys. |
|
|
(6) Sets up the CTSSB. |
|
(7) Obtains command approval of the critical tasks. |
(8) Ensures the quality of the application of the job analysis process and the products produced. |
|
SME |
d. The SME plays three major roles in the conduct of a job analysis. Different individuals normally fulfill these roles, but in a few rare instances, the same individuals may do all three. The SMEs: |
(1) Identify all tasks that are performed to accomplish the job/duty position. |
|
(2) Provide input to the job analysis survey. |
|
|
(3) Serve as a voting member or chairman of the CTSSB, provided the SME comes from a unit performing the tasks being reviewed. |
|
(4) Ensure the quality of the technical (subject matter) content of the job analysis products. |
Commander |
e. The proponent commander is the approving authority for, and signs, the document identifying the critical tasks for the job/jobs being analyzed. The critical tasks cannot be changed without an updated approval document. |
Evaluator |
f. The evaluator serves as an independent observer, providing quality assurance/QC of the process and work. The evaluator: |
(1) Determines if the job analysis was properly conducted and makes comments/recommendations, as appropriate, to the team and the commander. |
|
(2) Ensures the surveyed target audience included appropriate representation from the AC, RC, and NG components. |
|
(3) Ensures the CTSSB included appropriate representation from the AC, RC and NG components. |
|
(4) Serves as a nonvoting member of the CTSSB. |
|
The job analysis
process. |
|
a. To ensure that the Army is providing the right education/training to the soldiers, conduct a new or update an existing job analysis before the development of individual education/training products. |
|
(1)
Perform a new job analysis if there are major changes in the job
structure or content of the tasks performed as part of the job, indicated by: |
|
(a) New/updated mission and collective task
analysis data. |
|
|
(b) New/updated contractor-produced analysis
data/information. (c) A new job initiated by reorganization or
consolidation. |
|
(d) Evaluation feedback. (e) Any other sources of data. |
|
(2)
Review and update job analysis when needs analysis identifies a change
in the tasks performed in a job resulting from: (a) Unit feedback. (b) New doctrine. (c) New/improved systems/equipment. (d) Lessons learned data from the CALL. (e) Evaluation feedback. |
Process |
b. The job analysis team should follow the process listed below when conducting their work. The level of detail will vary, depending whether a new job analysis is conducted or an existing critical task list is updated. |
|
(1) Identify/select the job to analyze. |
|
(2) Develop/update the target audience description. |
|
(3) Compile the total task inventory. |
|
(4) Collect task performance data. |
|
(5) Nominate critical individual tasks. |
|
(6) Identify critical individual shared tasks. |
|
(7) Obtain critical individual task approval. |
|
(8) Distribute the approved critical task list. |
(9) Update task list based on individual task findings. |
|
Process flow |
c.
Figure 5-1 presents a pictorial view of the job analysis process. |
|
|
Figure 5-1. Job
analysis process |
|
Job definition |
d.
Before selecting a job to analyze, know what a job is. The glossary of TRADOC Reg 350-70 defines a
job as: “Job (or duty position):
A collection of unique, specific, related set of activities (tasks)
performed by a unique, defined set of personnel. For TD and training purposes, it is an MOS
by skill level; branch code and AOC by rank; warrant officer Military
Occupational Specialty (MOS) by skill level; Additional Skill Identifier
(ASI); Skill Qualification Identifier (SQI); Skill Identifier (SI); Language
Identifier Code; or other special category.
Special categories include, but are not limited to, common tasks (for
a specific skill level), additional duty assignments, and civilian jobs the
Army is required to train.” |
|
|
|
(2)
Defining a job this way provides a relatively standardized workload for
conducting a job analysis. |
Target audience
description |
|
(1)
The target audience description describes the jobholders—the
individuals that perform all the tasks associated with the specific job you
are analyzing. It identifies the
number, and qualifications, of the personnel that operate, maintain, and
support a system or equipment. It
describes the range of individual qualification, and all relevant physical,
mental, physiological, biographical, and motivational dimensions. |
|
|
(2)
In the target audience description, be as comprehensive as
possible. Ensure that information is
included that describes jobholders from across the ability spectrum. This information will later assist in the
collection of data when compiling the total task inventory, as well as assist
in the education/training design process. |
|
(3)
Among the information included in the description, the analyst
identifies: |
|
(a) Skill and knowledge level. As skill is the ability to perform a job
related activity—which contributes to the effective performance of a task
performance step—knowledge is information or facts required to perform
skills, or supported tasks. The level
of skills and knowledge directly impact whether a jobholder can successfully
perform the specified work. |
|
(b) Reading grade level. This is the establishment of the average
reading grade level for the job incumbents.
Note: The average daily newspaper is written on the ninth grade reading
level. In an analysis of the target
audience, although the predominant number of jobholders will be a high school
graduate, at a minimum, the ideal reading level remains at ninth grade for
soldiers. |
(c) Previous training received. This is the determination of what previous
education/training the average job incumbent received. An understanding of previous and/or
prerequisite training received provides further insight into a jobholder’s
level of understanding, and expertise needed to perform the mission. |
|
(d) Math skill level. This is the establishment of the minimal math skill a job incumbent must possess in order to successfully perform the job. Some occupations require more quantitative (numeric-based) knowledge and skill than others, hence the need for an indication of a math skill level description. Having knowledge of what the average job incumbent possesses at the next lowest skill level is valuable for designing follow-on education/training. |
|
|
(e) Armed Services Vocational
Aptitude |
|
(f) Civilian education level. |
|
(g) Time in grade/service. |
|
(h) Time in duty position. |
Note: See the AR 611
Series for additional target audience information. |
|
Job research |
f. Learn as much as possible about the job/duty position in order to determine the tasks required for job performance. This first step researches all available resources to determine the tasks of a job. It includes locating and studying literature, viewing equipment, and interviewing knowledgeable people. After this preliminary information gathering, the analyst should be ready to commence compiling the total task inventory. |
(1) When studying required literature, identify, collect, and study all available information to successfully analyze a job/duty position. A sample listing of research sources follows: |
|
|
(a) AR 611-1 and DA Pam 611-21
(enlisted). (b) TOE, TDA, and MTOE information. (c) DA Pam 351-4. (d) Proponent school information. (e) Adjutant General's Office material.
(f) (g) CALL. |
|
Note: Verify the currency of references by checking them against the list of electronic DA-level publications at www.apd.army.mil. |
|
(2) Locate task data in the local ASAT database, and references in the Reimer Digital Library found on the Army’s new online training system and library at http://www.train.army.mil. Access requires an Army Knowledge Online (AKO) password. |
|
(3)
When reviewing equipment, analyze equipment the job incumbent used,
maintained, or repaired. The analyst
(TD/SME): (a) Identifies the equipment used, operated,
maintained, or repaired. (b) Reviews System Manpower and Personnel
Integration (MANPRINT) Management Plan (SMMP). (c) Locate the equipment. (d)
View the equipment. (e) Study the use, operation, maintenance, or
repair of the equipment. (f) Provide task analysis expertise to emerging systems, in support of instructor and key personnel training for new equipment training.
|
5-5. |
Create the total
task inventory. |
Compile the total task inventory |
a. After conducting the job familiarization and identifying tasks from SME interviews, the analyst is ready to compile the actual inventory. The total task inventory is a comprehensive listing of all individual tasks a job incumbent may have to perform. No decision is made concerning whether or not the task is critical; just list all tasks that the incumbent may perform on the job or while serving in the duty position that the job analysis covers. |
|
(1) Only list the task titles written to the task standard per TRADOC Reg 350-70, paragraph VI-1-4. See table 5-1 for examples of task titles. |
|
(2) Extract the tasks from the references, for example, mission analysis data, collective task analysis data, FMs, and TMs. Include the tasks the SMEs identified. |
|
Examples of task titles
|
|||||||||||||||||
|
|
|||||||||||||||||
|
(3) Source of references: |
|||||||||||||||||
|
(a) Army Publishing
Directorate, to verify currency of electronic DA-level publications (http://www.apd.army.mil). |
|||||||||||||||||
|
(b) The Reimer Digital Library (http://www.train.army.mil). (Access requires AKO password.) |
|||||||||||||||||
|
(c) Electronic TMs: · U.S. Army Materiel Command Logistics Support Activity (http://www.logsa.army.mil). · U.S. Army Corps of Engineers (http://www.usace.army.mil/usace.docs). · The Surgeon General/Medical Command (http://www.armymedicine.army.mil). |
|||||||||||||||||
|
(4) Figure 5-2 depicts the process of compiling a total task inventory. |
|||||||||||||||||
Task item number |
b. As the tasks are compiled, the analyst should assign a unique, temporary task identification number (not a critical task number) to each item listed. These numbers identify each task item on the survey and provide the capability to track and associate collected task performance data. |
|||||||||||||||||
|
(1) These numbers are a 4-digit number. They are assigned to a specific task that remains with that task until the total task inventory is completely revised. This revision should be a relatively rare occurrence, as this list should be kept current by adding tasks as they are identified. This number provides a means of tracking tasks. |
|||||||||||||||||
|
(2) A reason that may not be apparent for use of item numbers is the subliminal effect of using a critical task number on the survey and on the individuals building the total task inventory. |
|||||||||||||||||
|
||||||||||||||||||
|
Figure 5-2. Building a total
task inventory
|
|||||||||||||||||
|
(a) If an individual sees a task item with a critical task number listed, the viewer assumes it is critical and marks the survey accordingly, thus giving undetectable, invalid input. (b) With nondescript numbers assigned, the survey taker does not readily make the assumption and the survey data collected has increased validity. |
|||||||||||||||||
Interviewing SMEs |
c. When interviewing knowledgeable people, the analyst conducts a detailed review of all available information prior to performing the interview, in an effort to frame questions. The interviews may be performed via electronic media (VTC or internet), telephonically, or in person, if resources allow. The analyst should include these possible sources of information and obtain job performance data from the following individuals that are currently, or have recently, served in the job or duty being analyzed: |
|||||||||||||||||
|
(1) Active and RC soldiers. (2) Civilians job incumbents. (3) Job incumbent supervisors. |
|||||||||||||||||
SME input |
d. Subject matter experts are crucial to the compilation of the total task inventory. A SME is an individual that has a thorough knowledge of a job—both the duties of the job and the tasks that make them up. This |
|||||||||||||||||
|
knowledge makes the SME a vital participant in the analysis process as it relates to consultation, review, and providing an extensive understanding of all primary and associated functions of that job. |
|||||||||||||||||
|
(1) A SME can be further categorized as an apprentice, journeyman, or master, depending on the level of knowledge and expertise possessed. |
|||||||||||||||||
|
(2) Select SMEs with the highest level of
expertise. If master-level SMEs are
not used, take this fact into consideration when making task selection
decisions. |
|||||||||||||||||
Conduct a job
analysis survey. |
||||||||||||||||||
Build the survey |
a.
Selecting critical tasks is a judgmental process which requires using
criteria as a guide. Individual tasks
are considered critical when the individual must
perform them to accomplish their mission and duties and survive in the full
range of Army operations. Critical
tasks are trained. |
|||||||||||||||||
|
b.
Conducting a survey and collecting task performance data from actual
task performers provides an objective means for determining the critical
tasks individuals perform in jobs and duty positions across the Army. The first step in conducting this survey is
to establish the criteria used to help make this vital decision. The criteria used essentially dictates what
data is collected and which task selection models are used. |
|||||||||||||||||
Select the model |
c. Models are used to apply statistically valid task selection data to identify critical individual tasks. Although there are a variety of models available for use (including the Eight- and Four-Factor Models, and the Probability of Task Criticality Model), this pamphlet will primarily present the Training Emphasis (TE) Model. |
|||||||||||||||||
(1) The TE Model is the most efficient and effective means for collecting valid statistical data to help in identifying critical individual tasks. It is an individual critical task selection model that uses the training emphasis factor to determine whether or not a task is critical. The TE factor is collected from supervisors and/or jobholders. It reflects the job incumbent’s and their supervisor’s judgment concerning how much emphasis to give the task in training. The TE is the most useful single training factor for critical task selection. |
||||||||||||||||||
|
(2) The percent-performing factor is also valuable. Use it to determine the: |
|||||||||||||||||
|
(a) Percent actually performing a task for a specific job. |
|||||||||||||||||
|
(b) Skill/organization level to assign to a specific task when conducting a multiple skill level job analysis, such as when simultaneously conducting a job analysis for an entire MOS/AOC. Normally a task is assigned to the lowest skill level performing the task, but be careful when making this decision. There is a natural inclination for tasks to creep down to lower skill levels. There may well be a small percentage of soldiers in a lower skill level performing a task when it should be assigned to the next higher skill level. |
|||||||||||||||||
d.
Prepare/update the project management plan (see TRADOC Reg 350-70, chap
II-2). In addition to the normal
plan requirements, include a data collection plan to collect task performance
data. The plan identifies: |
||||||||||||||||||
|
(1) Those responsible for: (a) Constructing the survey. (b) Conducting the survey (that is, ARI,
proponent, or contractor). (c) Taking the survey. (d) Analyzing the survey results. |
|||||||||||||||||
|
(2) Method of conducting the survey, to include— (a) How the surveys are distributed. (b) How the surveys are returned. (c) How the returned data is consolidated. |
|||||||||||||||||
|
(3) Optimum
survey site(s). (a) An optimum site is one where the most
representative data of what the jobholder’s job/duty position entails is
gathered. (b) Sites selected should represent a
cross-section of the specified jobholders in AC, RC, and NG units, to help
ensure accurate representation and analysis. (c) Multiple sites provide a better
cross-section of information, leading to increased data validity. |
|||||||||||||||||
Note: Training Development and Delivery Directorate (TDADD) and ARI, in coordination, built a personal computer-based computer-assisted survey tool to help compile and conduct automated job analysis surveys, using 3.5-inch disks, E-mail, Internet, or local area network (LAN). This survey tool is available through the local Director of Training Development. This AUTOGEN software is designed to give each TRADOC school their own capability to develop surveys and collect and analyze data. It currently consists of job analysis and external survey modules. The AUTOGEN can capture job analysis data (training emphasis and percent performing data) from active and RC soldiers and their supervisors and makes it easier to collect data directly from field units. |
||||||||||||||||||
Select the type
of survey to conduct |
e. Use the following descriptions of the different surveys to help in determining which type to conduct: (1) Army Research Institute AUTOGEN Program. A job analysis survey built using the ARI AUTOGEN survey. See Job Aid 350-70-6.4a. |
|||||||||||||||||
|
(2) Field survey. This is a school- or agency-prepared survey (not an occupational survey under AR 611-3) conducted to collect task performance data to identify critical tasks. Field surveys assist in validating task lists and/or obtaining additional data for job and task analysis. (When the survey is intercommand, ARI approves it and assigns a Survey Control Number. The “360 degree” survey is an example of this type survey). |
|||||||||||||||||
|
(3) Local survey. This is a school- or agency-prepared and conducted job analysis survey that is not an intercommand survey. Recommend use of the AUTOGEN analysis module to build and conduct this survey. |
|||||||||||||||||
Construct the
survey |
f.
Constructing a survey is a critical part of the process. The purpose of a job analysis survey is to
collect statistically valid data on tasks a job performer performs. This information helps determine whether a
task is critical to the job. The job
analysis survey is a relatively simple survey. It requires the respondent to only answer
questions directly related to performance of the tasks listed in the total
task inventory for the job being surveyed.
Any other questions distract from the purpose of the job analysis
survey. TRADOC
Pam 350-70-4, chapter 4, provides details of constructing surveys in
general. The following guidance
specifically applies to conducting a job analysis survey. |
|||||||||||||||||
(1)
Prepare survey administration instructions. These instructions are crucial to the respondents
knowing what they are to do. (a) Ensure that the directions are to the
point, clear, and easy to understand, since a person is not there to clarify
any information. (b) Include POC information in case there are
questions. (c) Include confidentiality/anonymous
information. |
||||||||||||||||||
(2)
Figure 5-3 shows how to incorporate the total task inventory into a
prepared job analysis survey template (included in AUTOGEN analysis module). A well-constructed total task inventory
should only require a simple copy and paste activity. Ensure the template includes the required
task performance factors. If not,
modify the template and save it for future use. |
||||||||||||||||||
(3)
Forms design. (a) If conducting SME interviews, review TRADOC
Pam |
||||||||||||||||||
(b) If conducting observation of job
performance survey, design the observation forms. |
||||||||||||||||||
|
||||||||||||||||||
Figure 5-3. Filling the job analysis survey template |
||||||||||||||||||
Determine how to
administer the survey |
g. Decide how the job analysis survey is
administered if a field or local survey is conducted. Table 5-2 lists the different techniques
for administering a survey. In many
cases, a budget will dictate how the survey is conducted. The analyst obtains valid statistical
data. |
|
Survey advantages/disadvantages |
||||
|
This survey... Has these |
advantages: |
and these disadvantages: |
||
|
Electronic
web-based surveys (preferred
method): ·
Target audience size can be large. ·
More cost effective than other types. |
·
Returns can be nearly instantaneous. ·
Can link automatically to data collection
and analysis software. ·
Data can be continuously collected for
current data. ·
Soldiers can complete surveys at digital
facilities. |
·
Some soldiers do not have access to digital
facilities. ·
Respondent must have access to a networked
computer. ·
Respondent’s knowledge of computer use. |
||
|
Mail
survey: ·
Target audience size can be large. ·
More cost effective than other types, except the web-based survey. |
·
All surveys are not returned. ·
Returned surveys are incomplete, or filled out improperly. |
·
Mail time of surveys. ·
Lack of individual contact. |
||
|
On-site
(temporary duty (TDY)): ·
Direct contact with individuals taking survey. ·
Answer questions about the survey. |
·
Ensure survey is filled out completely and accurately. ·
TDY cost. |
·
Travel time of individual conducting the survey. ·
Time consuming to monitor the survey. |
||
|
Observation of
job performance: ·
Direct observation of job performance. ·
More reliable than other types of surveys. |
·
Analyst is able to probe performer about decisionmaking process
immediately. ·
May be difficult to schedule. |
·
Time consuming to observe performance. ·
Data collection becomes more important than
observance of the job performance. |
||
|
SME interview: ·
Direct observation of job performance. ·
More reliable than other types of surveys. |
·
Analyst is able to probe performer about decisionmaking process
immediately. ·
Not as reliable as observation of job performance. |
·
May receive biased information. ·
Time consuming. |
||
Note: Surveys and interviews can be
administered to jobholders and job SMEs in attendance at the proponent
school, if TDY is not possible. There
are major problems in acquiring valid data associated with this approach that
must be recognized and accounted for to the maximum degree possible. |
|||||
|
|
||||
Administer the survey |
h.
Administering a survey involves distributing the survey (mailing, Note: Collect data from job incumbents performing or that have recently performed the tasks, and their supervisors. |
||||
|
(1)
Pack the correspondence, administrative instructions, and
surveys. (a) Make packaging user friendly, as well as
protective, so that surveys are not subject to damage. (b) Include return mail and prestamped
envelopes if the respondent is to mail the completed form back. (c) Include directions to web site if the
survey is online, along with access directions. |
||||
|
(2)
Mail the surveys. Depending on
the mailing distance, allow up to 2 weeks for receipt of surveys, prior to
any inquiries to the Postal Service.
Surveys are perceived as “Official Government Business,” so no
out-of-pocket expense is involved. (a) Obtain list of unit addresses for the
target audience. Check local and
online directories for current information. (b)
Obtain home addresses for individuals receiving their surveys at home.
Note: The
number of returned surveys increases when an individual's unit is directly
involved in the conduct of the survey. |
||||
|
(3)
Coordinate all TDY trips with the unit through the appropriate major
Army command (MACOM). Coordination of
travel, lodging, classroom space, and calendars (for onsite commanders and
training departments) is important in the development of an agenda prior to
leaving for the survey site. Depending
on time and resources, plan for 2-4 days onsite. |
||||
|
(a) Provide an in-brief to the onsite
commanders. This sets the stage for
how well you are received at the survey site.
Provide an overview of the purpose, how the survey will be conducted,
and what the outcome of the data collection involves. Their full support and coordination is
required. |
||||
|
(b) Provide the onsite commanders an
out-brief. Thank them for
participating and ensure them of forthcoming follow-up materials. Remember, you want to return; and you want
them to know that they have contributed to Army education/training. |
||||
|
(4)
Administer the job analysis survey.
Allocate time for presenting directions, giving explanations, and
answering questions. (a) Incorporate as much information in the
guidance document as possible, but keep it short and to the point. |
||||
|
(b) It is feasible to brief a group of
identified respondents, then let the individuals complete their own survey
forms. |
||||
|
(c) Consider asking the group for suggested
tasks. This is an opportunity to
obtain first-hand data from individuals performing the tasks, as well as
"getting their fingerprints" on the outcomes. |
||||
|
(d) Answer frequently asked questions during
the briefing or in the guidance paper. |
||||
|
(5)
Record/capture data collected. (a) Retain the original or an electronic copy
of every survey completed. (b) Determine the number of returns and
nonreturns. (c) Respond to any and all questions the
respondents ask. (d) List all tasks that the respondents
suggested should be added. |
||||
Compile the task
survey data |
i.
A critical step in the job analysis process is analyzing the job
analysis survey data and preparing reports that management and especially
members of the CTSSB can readily decipher.
The analyst:
|
||||
|
(1)
Reviews all of the task survey data received. |
||||
|
(a) Reviews external survey results. |
||||
|
(b) Reviews local survey results. |
||||
|
(2)
Compiles and consolidates task survey data obtained from the
surveys. The AUTOGEN analysis module
accomplishes some calculations and analysis.
More extensive analysis requires moving the job analysis data into a Statistical Performance Support System and
using it to perform statistical analysis. |
||||
|
(c) Advises board on procedural matters. (d) Is a SME. |
|
(2) Training
developers (nonvoting members).
Advise board on educational,
analysis, and procedural matters, to include explaining the— (a)
Training development process, especially the job analysis. (b) Task and critical task definitions. (c) Task performance data. (d) Task selection model. |
|
(3)
Subject matter experts (voting
members): (a) Recommend changes, that is, rewording, combining, additions, or deletions of tasks to the total task inventory. (b) Provide technical information and advice to the board. (c) Determine criticality of each task based on the task selection model. (d) Recommend (rate) each task as critical or noncritical. |
|
Note: To serve on this board, SMEs should be one skill level higher than the job for which the tasks are being recommended. |
|
(4) Evaluator (nonvoting member): (a) Ensures recommendation of tasks as
critical/noncritical based on an appropriate task selection model. (b) Ensures task title meets the requirements in this chapter. |
|
(5) Reserve Component representative(s) (voting member(s)): (a)
Ensures RC requirements are included in the decision. (b) Functions as a SME. |
|
Sample survey results |
||
|
Task Item: |
Task Title |
TE Total |
|
50 |
Supervise Camouflaging of Fighting Positions |
4.09 |
|
35 |
Review Unit Standing Operating Procedure (SOP) |
4.09 |
|
167 |
Administer First Aid for Heat Injuries |
4.09 |
|
570 |
Report Enemy Information |
4.07 |
|
96 |
Report Unit Status |
4.07 |
|
37 |
Supervise Unit Key Control Procedures |
4.07 |
|
|
(items omitted) |
|
|
859 |
Maintain a M4 Carbine |
3.14 |
|
320 |
Install M18A1 Antipersonnel Mines |
3.12 |
|
120 |
React to an Approaching Noncommissioned Officer (NCO) |
3.12 |
|
|
(items omitted) |
|
|
53 |
Bury Remains (After Receiving Authorization) |
2.39 |
|
9 |
Distribute Mail in the Field |
2.29 |
|
14 |
Formulate Input for a Unit Historical Report |
1.89 |
|
|
(items omitted) |
|
|
278 |
Conduct Equipment Replacement Operations |
0.00 |
|
279 |
Conduct Personnel Replacement Operations |
0.00 |
|
280 |
Conduct Service Station Resupply |
0.00 |
|
281 |
Conduct Supply Operations |
0.00 |
|
|
||
|
(d) Annotate with the source of the task. (e) Annotate with the percent performing. |
||
|
(2)
Prepare a list of tasks the survey respondents suggested. The board must consider these tasks. |
||
|
(3) Prepare documentation that explains how the data was collected and how validity was achieved. For example: “The 1999 USASMA common task survey collected data from over 19,000 AC, RC, and USNG soldiers.” |
||
|
(4)
Prepare a crosswalk between supported collective and individual
tasks. This may or may not be needed,
depending on whether the board requires clarification. |
||
Select board members |
d.
It is very important to make up the board with master performers of
the tasks being considered, as their recommendations determine whether or not
the tasks are critical. |
||
|
(1)
Select board members from across the AC, RC, and NG components in
which job incumbents serve. (2)
Select board members that are one rank/pay grade higher than the job
incumbents. |
||
|
(3)
Include MACOM representation on the CTSSB. |
(4)
Use instructors as a last resort.
Use soldiers from operational units as the primary board member
choice. Experience shows that personnel from the
field, who were once thought of as SME, are quickly immersed in instruction
and want to teach the Task. This skews
the task board results. |
|
Prepare the board
assignment letters |
e.
Provide each board member a memorandum the proponent commandant or
other appropriate officials signed.
This memorandum emphasizes the importance of the board, and: |
|
(1)
Assigns individuals to the board and explains their duties. |
|
(2)
Provides guidance and identifies responsibilities for board members. |
|
(3)
Identifies all board members and their duties to other board members. |
(4)
Identifies time and location for the board meeting. Note: The
board can be held via electronic means, such as a broadcast VTC or desktop
VTC. |
|
(5)
Provides the annotated total task inventory documents. |
|
|
(6)
Includes general instructions, such as: (a) Uniform for the board, for example, Battle Dress Uniform or Class B. (b) Times and dates the board will convene and adjourn. (The board will convene at __ (time) on __ (date). The board will adjourn NLT __ (time) on __ (date).) (c) Location of meeting. (Meeting room is room (number)__ in building __(number, name), at ___(post, state).) (d) Daily agenda (provided on the first day of the meeting). |
Sample CTSSB
memo |
f. Figure 5-8 shows a sample CTSSB memorandum, with attachment to use as a template. (This is a modified version of the memorandum that was used to set up the CTSSB for the common soldier and common skill level 1 through skill level 4 conducted in 1999.) |
Provide board SOP guidance |
g.
Any board functions more efficiently if a set of rules and procedures are
established at the onset, and those rules and procedures are followed. Prepare a SOP document to include: |
|
(1) Board composition. |
|
(2)
Preparation procedures. |
|
(3)
Job analysis team actions. |
|
(4)
Onsite board procedures. |
|
(5)
Post board actions. |
|
Letterhead
Subject: Individual Critical Task and Site Selection
Board (CTSSB) for common Soldier and common skill level 1 through skill level
4. 1. Congratulations on your selection as a
voting member of the Individual CTSSB for common Soldier and common skill
levels 1 through 4. This board must
study provided task survey information and recommend to the Deputy Chief of
Staff for Operations and Training those tasks that are critical to Soldier
performance and successful performance of unit missions. This is a very important action, and what
you and your fellow board members decide will affect the Army for many years. A listing of your fellow board members, and
other personnel involved in this action, are identified in attachment 1. 2. First, you need to study the definitions of
terms and purpose of the board provided in attachment 2. Then, you need to comply with the procedure
delineated therein. 3. If you have any questions concerning this
action, contact Mr. Stephen Smith, DSN xxx-xxxx; (xxx) xxx-xxxx,
(individual’s E-mail address). 1. Personnel involved 2. Board organization and procedures |
|
|
Attachment 1 PERSONNEL INVOLVED
DEVELOPMENT TEAM:
Proponent: ARI: HQ
TRADOC: BOARD MEMBERS: NAME PHONE DSN NO. E-MAIL ADDRESS
Chairman:
Training Development Advisor: Voting
members:
Quality Assurance/Quality Control member: Board
Support Personnel: Minute
recorder:
Coordinator: |
|
Figure 5-8. Sample CTSSB memorandum with attachments (cont) |
|
Attachment 2
BOARD ORGANIZATION AND PROCEDURES 1. Background: The Army’s peacetime mission is to prepare
for war, and a large part of the preparation is training. Our Soldiers are our greatest assets. They must be the best-trained Soldiers in
the world -- trained to fight and win on the Battlefield of Tomorrow. The Army uses a tried and proven systematic
process to insure the quality of individual training. This process is called the Systems Approach
to Training (SAT). Due to your unique
qualifications, you are now part of this process, and will be involved in
applying the critical task selection step required in SAT. You are involved in the conduct of an
analysis, to identify the individual common critical tasks (skill levels 1-4)
that Soldiers must be able to perform to successfully do their jobs. 2. Definitions: You must know the following definitions to
fully accomplish your job as a board member. Individual task - The lowest behavioral level in a job or duty that
is performed for its own sake.
Individual tasks include common skill level and soldier tasks. Common skill level task is an individual task performed by every Soldier in
a specific skill level, regardless of MOS or branch, for example, a task
performed by all captains. Common soldier task is an individual task performed by all
Soldiers, regardless of rank. Note: There
are common soldier tasks that apply to all Army civilian employees as well,
for example, Maintain Security of Classified Information and Material. Critical individual task is a task an individual must perform to
accomplish his/her mission and duties and to survive in the full range of
Army operations. Critical tasks must
be trained. Types of tasks that can be
identified as critical include common skill level and common soldier tasks. Note: A
critical task is usually assigned (listed) at the lowest skill level
performing the task. Shared task - An individual task performed by soldiers from different jobs
and/or different skill or organizational levels. Shared tasks are usually identified when
conducting an analysis of a specific job. |
|
Figure 5-8. Sample CTSSB memorandum with attachments (cont) |
|
BOARD
ORGANIZATION AND PROCEDURES (cont) 3. How we got to where we
are: a.
The USASMA-led development team compiled total task inventories
showing all the individual tasks that all soldiers at skill levels 1 through
4 perform. The inventories were
derived from various sources, including existing task lists, references, and
soldiers. b. Next, Army Research Institute (ARI) team
members conducted a survey. This
survey was created using the total task inventory, and task performance
survey data was collected from soldiers on each task. Of the 25,000 survey forms mailed, over
19,000 were completed. The survey
collected TE and Frequency of Performance data that was analyzed and provided
to the development team. The TE scale
used was c. The team established task selection
criteria and applied those criteria to the analyzed survey data. If a task received a TE rating greater than
5, it was listed as ‘probably’ a critical task; if less than 2, it was listed
as ‘probably not’ a critical task.
Board members looked at those tasks rated between 2 and 5 closely.
d. We must now convene a critical task
selection board. 4. Board
makeup: a. The purpose of the board is to identify and
nominate individual tasks as critical, and submit those decisions to the
approving authority. b. Board organization: 2 |
|
Figure 5-8. Sample CTSSB memorandum with attachments
(cont) |
|
BOARD
ORGANIZATION AND PROCEDURES (cont) (1)
Chairman. (a) Nonvoting member, except in cases of tie
vote. (b) Convenes and controls the CTSSB. (c) Ensures adequate Active Component (AC) and
Reserve Component (RC) representation. (d) Selects board members with the development
team. (e) Leads the discussions on critical task
selection. (f) Advises board on procedural matters. (2)
Subject Matter Experts (must include AC and RC members). (a) Voting members. (b) Recommend changes (that is, rewording,
combining, additions, or deletions of tasks to the total task inventory). (c) Provide technical information and advice to
the board. (d) Determine criticality of each task based on
the task selection criteria. (3)
Training Developer. (a)
Nonvoting member. (b) Advise board on educational, analysis, and
procedural matters, to include explaining the TD process, especially task
selection process, task and critical task definitions, task performance data,
and task selection criteria. (4)
Evaluator. (a) Nonvoting member. (b) Ensures recommendation of tasks as critical
or noncritical, based on appropriate task selection criteria. (c) Ensures task title meets the established
standards. (d) Ensures the critical task selection board
complies with policy. 3 |
|
Figure 5-8. Sample CTSSB memorandum with attachments (cont) |
|
BOARD
ORGANIZATION AND PROCEDURES (cont) 5. Your preparation procedures. As a board
member, you must now study the task list and survey data, apply critical task
selection criteria to the tasks on the total task inventory, and determine
which tasks on that list are critical.
Before you come to the meeting: a.
Study the provided annotated task list. b.
If, in your opinion, the tasks that have a TE < n are not critical
tasks, submit your NO (N) vote. These
are the tasks that are categorized as ‘probably not’ critical tasks because
of their LOW TE rating. You should
submit a YES (Y) vote for those you think are critical, even though they
received a low TE. Prepare your
rationale for discussion at the board. c.
Submit your Y/N vote on all tasks with a TE > n or <nn. d.
If, in your opinion, the tasks that have a TE > nn are critical
tasks, submit your Y vote. These are
the tasks that are categorized as ‘probably’ tasks because of their HIGH TE
rating. Submit an N vote for those you
think are not critical, even though they received a high TE. Prepare your rationale for discussion at
the board. e. Submit any recommendations for title
changes or additions, to Mr. Stephen Smith, DSN xxx-xxxx; (xxx) xxx-xxxx, smiths@post.army.mil, at least two
weeks prior to the board meeting date.
Your recommendation must be IAW task writing guidance defined in
TRADOC Regulation 350-70, chapter VI-1, Job Analysis. This regulation is available on the TRADOC
homepage at http://www.tradoc.army.mil/Publications.htm. f. Be fully prepared to discuss any points or
issues you want to raise at the board.
We are striving to complete the onsite board actions in 4 hours. In the past, these boards have taken 4-5
days because of raising previously resolved issues, trying to change task
titles to unacceptable titles, and not having the task list categorized. 6. Team actions prior to board meeting: a.
Tabulate board member votes. b.
Prepare documents. 7. Onsite
board procedures: a. Chair will:
(1) Call for acceptance of all
tasks with a TE greater than n to be accepted as critical tasks. Discussion on any N votes received will be
conducted. 4 |
|
Figure 5-8. Sample CTSSB memorandum with attachments
(cont) |
|
BOARD
ORGANIZATION AND PROCEDURES (cont)
(2) Chair will call for
rejection of all tasks that has a TE less than nn. Discussion on any N votes received will be
conducted. (3)
Lead discussion on tasks with TE less than n, but greater than nn. b.
Board members must:
(1) Remain focused and
concentrate on issues. (2)
Provide appropriate, definitive comments. 8. Team actions after board adjourns: a.
Prepare documentation. Prepare
approving memorandum with complete recommended task list to the Training/TD
(Task) Proponent commander/commandant for approval. b.
Obtain approval of the task list from the DCSOPS&T. c.
Inform board members of final results. 5 |
|
Figure 5-8. Sample CTSSB memorandum with attachments
(cont) |
Sample SOP |
h. Figure 5-9 shows a sample CTSSB SOP document. Modify this template as required for
specific needs, but do not stray from the basic guidance. |
|
STANDARD OPERATING PROCEDURES
(Sample) 1. Board Composition: a.
Chairman. (1)
Nonvoting member, except in cases of tie vote. (2)
Convenes and controls the CTSSB. (3)
Ensures adequate Active Component (AC) and Reserve Component (RC)
representation. (4)
Selects board members with development team. (5)
Leads the discussion on critical task selection. (6)
Advises the board on procedural matters. b.
Subject Matter Experts (must include both AC and RC members). (1)
Voting members. (2)
Recommend changes (that is, rewording, combining, additions, or
deletions of tasks to the total task inventory). (3)
Provide technical information and advice to the board. (4)
Determine criticality of each task based on task selection criteria. c.
Training Developer. (1)
Non-voting member. (2)
Advise board on educational, analysis, and procedural matters, to
include explaining the TD process, especially task selection process, task
and critical task definitions, task performance data, and task selection
criteria. d.
Evaluator. (1)
Nonvoting member. |
|
|
|
STANDARD OPERATING PROCEDURES
(Sample) (cont) (2)
Ensures recommendation of tasks as critical or noncritical, based on
appropriate task selection criteria. (3)
Ensures task title meets the established standards. (4)
Ensures the critical task selection board complies with policy. 2. Preparation procedures. As a board member, you must now study
the task list and survey data contained in enclosure 4, apply critical task
selection criteria to the tasks on the total task inventory, and determine
which tasks on that list are critical.
Before coming to the meeting: a.
Study the provided annotated task list at enclosure 4. b.
Record your votes as instructed in paragraph 6, below. Prepare your rationale for discussion at
the board. c.
Prepare any recommendations for title changes or additions. Your recommendation must be IAW task
writing guidance defined in TRADOC Regulation 350-70, chapter VI-1, Job
Analysis. This regulation is available
on the TRADOC homepage at
http://www.tradoc.army.mil/tpubs/regs/r350-70/index.html. A brief summary of this guidance is in
enclosure 2. 3. Team actions prior to board meeting: a.
Prepare documents and distribute to board members. b.
Prepare meeting site. c.
Handle board member inquiries before and during the board meeting. 4. Onsite board procedures: a.
Chair will: (1)
Convene and adjourn the meeting. (2)
Poll the voting members on each task. (3)
Lead discussion and debate when necessary. (4)
Limit discussion to time available. 2 |
|
Figure 5-9. Sample CTSSB SOP (cont) |
|
STANDARD OPERATING PROCEDURES
(Sample) (cont) b.
Training developer will: (1)
Explain the total task inventory. Specifically, explain the – (a) Item No. This is an administrative number used for
survey and analysis tracking purposes.
The number is used to quickly locate additional task data if we need
it during the board meeting and for follow-on work. A proper task number is assigned before the
tasks are published. (b) Task Title. This is exactly how the task was presented
to the surveyed soldiers in the field.
Some are excellent examples of properly written tasks, and some are
not. In any case, the board members
must make judgments based on the data, and recommend rewording at the board
meeting. (c) Task Performance Factor. ·
Performance
Training Emphasis (TE). The tasks are
listed in order of highest Act TE rating, to lowest, for each skill
level. This will give you an idea of
the order of importance of each task to the supervisors in the field. Those at the top are ‘probably’ critical –
those at the bottom are ‘probably not.’
However, look at all tasks with a low TE as still being a critical
task. ·
Percent performing. The data in this column tells how many of the
soldiers in the field are actually performing the task. (d) Critical task. Make the decision as to whether or not a
specific task is critical. Remember, a
critical individual task is "An individual task an individual must perform to accomplish their mission and duties and
to survive in the full range of Army operations.” Note: You are NOT
deciding where a task will be trained.
A critical task must be trained somewhere, somehow. The training may take place in the unit, in
the institution, or through self-development.
A vote of “YES” does not automatically mean that the task will
be taught in the school. Only tasks
that are too difficult, or too important to train in the unit, are taught in
our schools. (e) Level decision. (Include if this analysis covers more than
one skill level.) Determine the
appropriate skill level where the task should be performed. 3 |
|
Figure 5-9. Sample CTSSB SOP (cont) |
|
STANDARD OPERATING PROCEDURES
(Sample) (cont) (2)
Provide guidance as appropriate throughout the board proceedings. c.
Board members must: (1)
Remain focused and concentrate on issues. (2)
Provide appropriate, definitive comments. (3)
Vote on each task listed. (4)
Nominate new tasks. If there
are any tasks missing from the data, nominate them before, or at, the board
meeting. d.
Voting procedures: (1)
Each board member should bring their previously assigned votes for all
tasks listed in the total task inventory. (2)
A majority vote is required to nominate a task as critical. (3)
If board members’ votes result in a tie, the chairman casts the
tie-breaking vote. 5. Job Analysis Team actions after board
adjourns: a.
Prepare approving memorandum with complete recommended task list for
the Training/TD (Task) Proponent commander/commandant approval. b.
Obtain approval of the task list from the commander/commandant. c.
Inform board members of final results. d.
Publish the approved critical task list. 4 |
|
Figure 5-9. Sample CTSSB SOP (cont) |
Coordinate/ acquire site |
g.
Acquire the use of a location or facility to hold the critical task
selection board meetings. Consider the
following factors when selecting the site: |
|
(1)
A location convenient to conducting the board. |
|
(2)
A room large enough to hold all the required attendees at the same
time. |
|
(3)
Availability of facilities, bachelor officer/enlisted quarters, dining
facilities, restrooms, etc. |
|
(4)
Technological support, computers, video projector, etc. |
5-9. |
Automation support for job analysis. Make the approved individual critical tasks available, to the appropriate users and organizations, for use in conducting the individual task analysis and building the short-range individual training strategy. See paragraph 1-8 for additional information on available automation support. |
|
5-10. |
Job analysis QC. |
|
a. To maintain the quality of the job analysis products, it is essential to continuously apply QC procedures when applying the process. |
||
QC checklist for job analysis |
b. Use the job analysis Job Aid 350-70-6-4 that itemizes critical points in the application of the job analysis process and production of the individual critical task lists. |
Individual
Task Analysis
|
||
6-1. |
Individual task
analysis introduction. |
|
a. Use the critical individual task analysis process to provide the task performance detail needed to develop efficient and effective individual training. An individual task analysis is conducted for each critical individual task to identify all task performance specifications for that specific task. These specifications are concerned with how the task is actually performed, under what conditions it is performed, or how well the soldier should perform it. Task analysis data for critical tasks serve as the foundation for development of all subsequent individual education/training products. It provides the detail to design and develop efficient and effective education/training. |
||
|
b. This chapter provides how-to guidance on performing individual task analysis, to include, but not limited to: |
|
|
(1) Identification of individual task performance specifications. |
|
|
(2) Writing individual task standards. |
|
|
(3) Writing individual task conditions. |
|
|
(4) Preparing the task analysis report. |
|
|
(5) Preparing the individual-to-collective task matrix. |
|
|
(6) Preparing the individual-to-skill/knowledge matrix. |
|
|
(7) Compiling the Soldier Training Publication (STP) task summary. |
c. The details concerning how to write a task title and task number were addressed in chapter 5, above. How to write each of the other individual task performance specifications are presented in the following paragraphs. |
|
6-6. |
Individual task
condition statements. |
|
a. The individual task condition statement describes the field (on-the-job) conditions under which the individual critical task is performed. It expands on information in the task title. Ensure it is well written and fully understandable to the individuals performing the task. This is accomplished by writing in the language of the performer. |
b. The individual task condition statement: (1) Sets the stage for task performance. (2) Identifies the boundaries for task performance. (3) Identifies all pertinent influences on task performance. |
|
c. A condition statement has two parts-- (1) Cue - A word, situation, or other signal for action. An initiating cue is a signal for an individual to begin performing an individual task or task performance step. An internal cue is a signal to go from one element of a task to another. A terminating cue indicates individual task completion. (2) Descriptive data - Information that identifies— (a) When the individual task is performed. (b) Why the individual task is performed. (c) Where the individual task is performed. (d) What resources (materials, personnel, and equipment) are required to perform the individual task. |
|
Note: Some of these data items are “understood,” and may not require specific identification in the condition statement. Make this decision depending on the individual task being analyzed. |
|
|
d. Write the individual task condition statement in standard paragraph format, containing one or more sentences. |
|
e. Use the following guidelines and tips for writing an individual task condition statement. |
|
(1) Identify the cue. |
|
|
|
|
|
· Organizational diagrams. ·
· Threat information. · Actions performed by outside units, soldiers, leaders, or events. · Procedural manuals. |
|
(c) Example: A unit leader receives a unit movement order. Once the soldier receives a movement order, the soldier performs the individual task. |
(2) Identify/describe the physical setting, or the site of individual task performance. The amount of detail provided varies, based on the effect that the setting has on task performance. Note: Remember, not all individual critical tasks are performed on the battlefield, or during wartime. |
|
|
(a) Do not— · Make the setting too generic. · Make the setting too specific. · Refer to a training environment. (A task condition is written to field performance, NOT training performance. There is a difference.) · Simply use a phrase like "in a combat environment." |
|
|
f. Figure 6-3 shows examples of individual task condition statements. Write your individual task condition statements in a similar manner. Each example provides discussion points. |
|
(1) Given a constructed defensive position, entrenching tool, and camouflage nets. |
|
Discussion: In this example— |
|
(a) When is— anytime a Soldier or the Soldier's unit is in danger of attack. |
|
(b) Where is—anywhere a Soldier or the Soldier's unit is in danger of attack. |
|
(c) Why is—because there is a threat to the Soldier and/or the Soldier's unit. |
|
(d) Resources required are—an entrenching tool and camouflage nets. |
|
(2) The Soldier is in an area where chemical agents have been used. The Soldier is wearing protective overgarments and mask, or they are immediately available. The Soldier encounters a casualty who is breathing and lying on the ground. The casualty is partially dressed in protective clothing and is wearing the protective mask carrier with mask. |
|
Discussion: In this example— |
|
(a) When is—anytime a Soldier finds a casualty under these conditions. |
|
(b) Where is—any area contaminated by chemical agents. |
|
(c) Why is—because this is a life threatening situation to the casualty and to the Soldier. |
|
(d) Resources required are—protective overgarments and mask. |
|
(3) A postal clerk has a customer desiring to purchase a domestic postal money order at a postal finance window and access to DOD 4525.6-M, Department of Defense Postal Manual; the United States Postal Service (USPS) Domestic Mail Manual; blank postal money order sets; money order imprinter; and standard USPS supplies and equipment. |
|
Figure 6-3. Examples of individual task condition
statements |
|
Discussion: In this example— |
|
(a) When is—anytime a post office customer wants to purchase a domestic postal money order. |
|
(b) Where is—a postal finance window (geographical location of this window does not matter). |
|
(c) Why is—to meet the customer’s need. |
|
(d) Resources required are—DOD 4525.6-M, the USPS Domestic Mail Manual, blank postal money order sets, money order imprinter, and standard USPS supplies and equipment. |
|
(4) You have a casualty who is suffering from a burn. The casualty has no other serious wounds or condition that were not treated. A canteen and first aid packet are available. |
|
Discussion: In this example— |
|
(a) When is—upon finding a burned casualty. |
|
(b) Where is—wherever there is a burned casualty. |
|
(c) Why is—the burn is the most serious injury and controls the boundary of the task. |
|
(d) Resources required are—limited to the resources on hand, which includes a canteen and first aid packet. |
|
Figure 6-3. Examples of individual task condition statements (cont) |
6-7. |
Identify individual task performance steps. |
|
a. An individual task performance step is a single, discrete operation, movement, or action that comprises part of a task. It is your responsibility to identify and list all individual task performance steps in performance sequence order. An individual performance step is a major action an individual must accomplish, in order to perform an individual critical task to standard. They— |
(1) Describe the action the task performer must take to perform the task in operational conditions. |
|
|
(2) Provide sufficient information for a task performer to perform the action. The accuracy and completeness of your decomposition (analysis) of the task and performance steps establish the content quality of the follow-on education/training. |
|
Note 1: The first step is usually the triggering circumstance initiating task performance. It may be the cue, for example, “receive an order to . . .” |
|
Note 2: One of the first performance steps may be to conduct a risk assessment. |
|
b. The performance steps and supporting steps, as a whole entity, identify all the actions that an individual must take to perform the task. This decomposition provides the detail needed to design and develop the follow-on education/training. |
|
c. The task performance steps are written in an outline format. The level of decomposition depends upon the complexity of the performance step. See figure 4-3 for a graphic display of the standard outline numbering format. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
(6) Ensure no performance gaps exist between performance steps. |
6-8. |
Identify the skills
and knowledge required to perform each step. |
|
a. It is critical, detailed work to identify all of the skills and knowledge required to perform the individual task step you are analyzing, since the task performer must possess these skills and knowledge. |
||
|
b. To accomplish this work, you must have a thorough knowledge of exactly what the terms “skill” and “knowledge” represent. This is especially important since the term “skill” is used in a number of different ways, with different meanings. |
|
|
(1) Skill: The ability to perform a job related activity, which contributes to the effective performance of a task performance step. These are physical (psychomotor), mental (cognitive), and affective domain skills. Examples: |
|
|
(a) Solder two pieces of copper wire together. |
|
|
(b) Clean the barrel of a rifle. |
|
|
(c) Select a defensive position. |
|
|
(d) Select a course of action. (e) Treat people equally. |
|
|
(2) Knowledge: Information, or fact, required to perform a skill or performance step. Examples: |
|
(a) Know the composition of solder. (b) Know what a clean rifle barrel looks like. (c) Know the factors that provide for a good defensive position. |
||
c. The identified skills and knowledge provide: |
||
|
(1) The foundation for the education/training
design (for example, generic or competency-based education/training). There is much discussion concerning
competency-based training. The Army’s education/training task-based
system is a competency-based system. (See
the glossary for a definition of ”competency.”) |
|
|
(2) The link to the various learning theories, taxonomies/learning hierarchies, such as Bloom’s Taxonomy of Educational Objectives, and Gagne’s Nine Events of Instruction. (3) The means to restructure jobs (for example, consolidate MOS, initiate a new ASI). |
|
|
d. There is an important relationship between performance steps, skills, and knowledge (see fig 6-4). This relationship is the foundation for the task performance. See figure 1-3 for the relationship to individual tasks. (1) To perform a skill, the performer must possess the knowledge required to perform that skill. (2) To perform a performance step, the performer must have the ability to perform the skills and possess the requisite knowledge. |
|
|
Figure 6-4. Skill/knowledge
relationship
|
|
e. Following are some guidelines and tips for writing a skill or knowledge. Remember the soldier, the task performer, must understand precisely what to do or know.
|
||
|
(1) Write the skill in the same format as an individual task. Start the skill with an action verb, and provide an object and a qualifier that describes the physical or mental action. Identify the skills needed to perform the individual task, step by step, keeping in mind everything the performer is required to do to perform the step you are analyzing. Multiple skills may be required to perform each task step. Examples: |
|
|
(a) Solder aluminum wire together. |
|
|
(b) Discriminate between red and pink colors. |
|
|
(c) Differentiate between an individual task and a skill. |
|
|
(d) Determine a course of action. |
|
|
(e) Identify references on a specific subject. |
|
|
(f) Locate a specific subject in a reference document. |
|
|
(g) Build a Microsoft Word table. |
|
|
(h) Build a matrix in a word processing computer program. |
|
|
(2) Write the knowledge as a fact or piece of information that an individual must know in order to perform a skill. Examples: |
|
|
(a) Know what the color red is. |
|
|
(b) Know what aluminum is. |
|
|
(c) Know the physical properties of aluminum. |
|
|
(d) Know how to acquire references on a specific subject. |
|
|
(e) Know what a word processing table is. |
|
|
(f) Know the purpose for a matrix. |
|
|
f. Assign a unique skill or knowledge number to the skills and knowledge identified. The exact same skill or knowledge may be used in different performance steps. This unique number provides the capability to identify each identified skill or knowledge, independent of the task you are analyzing, and will reduce the workload when compiling comprehensive proponent skill and knowledge lists. |
|
Universal skills/ knowledge |
g. By identifying the skills and knowledge required to perform these tasks steps, you are part of an ongoing effort to compile universal skill and knowledge listings, identified by categories. These lists will be accessible through the Internet and available for conducting task analysis. |
|
6-9. |
Identify the
references required. |
|
a. The precise identification of the references (those required to perform the task or that provide details concerning how the individual task is performed) includes title, publication number, date, and paragraph number. These references may be military or civilian documents; paper or electronic in form. |
||
|
b. Identify the reference in detail to ensure the task performer can positively identify and obtain a copy of the reference. Identify the reference to the lowest structural part possible (for example, chapter, paragraph, and subparagraph) to help make it easier for the user to find the information, and to make your job easier when the reference changes. The automated training development system notifies users when a reference that is used in an individual task analysis is changed, to include the specific paragraph that changed. |
|
|
(1) For military references, list the publication: (a) Title. (b) Date. (c) Number. (d) Service/organization proponent (for example, USAF, FAA). (e) Paragraph number. (f) Web site where accessible (if applicable). |
|
(2) For civilian publications, the data required is more complex. List all of the publication data required to positively identify the publication. This includes, but is not limited to: |
||
(a) Title (if an article, also include the publication title). |
||
(b) Author. |
||
|
(c) Publication date. (d) Publisher. (e) International Standard Book Number. (f) Copyright release (link to copyright information/guidance). (g) Publication number (if applicable). (h) Chapter and paragraph number (identify the reference to the lowest level possible). |
|
(1) For military equipment, list the: (a) LIN. (c) Nomenclature, using standard military notation. (d) Quantity required. |
|
(2) For civilian equipment,
listing the information is more complex.
List all of the equipment data that is required to positively identify
it. |
|
(a) Nomenclature, using standard military
notation. |
|
|
|
(c) LIN (if the supply office assigns one). |
|
(d) Quantity required. |
|
b. The Army training development automation support includes the capability to select equipment items from a “pick list.” The training/TD (task) proponent should maintain this list of equipment items, used in the performance of proponent individual tasks, in a database table. Note: If an item of equipment is not listed in this database pick-list, provide the details to the database administrator, and arrange for its inclusion. Ensure that you provide complete and accurate information. |
6-11. |
Develop an
individual task standard that measures task performance. |
|
a.
The individual task standard defines the ultimate
outcome criteria for performing the individual task. It is
the prescriptive measuring stick against which an individual's task
performance is measured. It describes
the criteria to which the task must be performed, in the field, to successfully accomplish the supported
mission. The function of an individual
task standard statement is to describe how well, completely, and/or
accurately the task must be performed under the prescribed conditions. The individual task standard— |
|
|
(1) Describes the minimum acceptable level of performance required of a soldier to ensure successful completion of the individual task. |
|
|
(2) Is used to measure individual task performance. |
|
|
(3) Must be— |
|
|
(a) Objective. |
|
|
(b) Valid. |
|
|
(c) Reliable. |
|
|
(d) Usable. |
|
|
(e) Comprehensive. |
|
|
(f) Discriminating. |
|
|
(4) May include, but is not limited to— |
|
|
(a) Accuracy. |
|
|
(b) Quantity. |
|
|
(c) Speed. (d) Quality. |
|
|
b. The soldier, trainer, evaluator, and commander uses this information to: |
|
(1) Train subordinates in the unit. (2) Evaluate subordinate task performance. (3) Sustain task performance. |
||
|
c. A standard statement has two parts— (1) A verb phrase that identifies what the standard will evaluate (that is, the process the soldier performs, the product produced, or both). (2) The performance criteria that establish how well a task must be performed in the field. |
|
d. Write the individual task standard statement in standard paragraph format. The paragraph may contain one or more sentences, and may include subparagraphs and/or bullets. |
||
|
e. There are three types of individual task standards: |
|
|
(1)
A product standard describes the end result of individual task
performance. Training developers should use product standards when the
process it takes to perform the task is not important, as long as the product
(end result) is correct. |
|
|
(2)
A process standard describes the critical task
elements necessary for adequate task performance. |
|
|
(3)
A combination of a process and product standard. |
|
f. The following guidelines and tips will help
you write individual task standards. First, review the
condition statement to determine the parameters for the standard. The standard cannot address anything
outside the parameters set by the condition statement. You may find that after writing the
standard, the condition statement requires revision. |
||
|
(1) The first decision is to decide which type(s) of standard(s) is (are) appropriate for each task. |
|
|
(a) When task performance produces a product, describe the standard in terms of that product. |
|
|
(b) When task performance produces a process, describe the standard in terms of that process. |
|
|
(c) When task performance produces both product and process, describe the standard in terms of both the product and the process. |
|
(2) Identify all applicable standards. One individual task may—in fact probably will—require more than one criteria to measure the performance of the entire task. |
||
|
(3) Detail all of the criteria by which individual task performance is evaluated. See table 6-1 for recommended criteria, based upon the performance standard. |
|
|
(4) Write the standard in the task performer's language. |
|
Task performance criteria |
|
|
Criteria to Use |
|
|
Product Standard |
Accuracy,
tolerances, completeness, format, clarity, number of errors, and quantity. |
|
Process Standard |
Sequence,
completeness, accuracy, and speed of performance. |
|
Combination Standard |
Accuracy,
tolerances, completeness, format, clarity, number of errors, quantity,
sequence, and speed of performance. |
b. Write task standards in a manner similar to the following examples: |
|
|
(1) Camouflage a defensive position so that it is not visually detected from 35 meters forward. |
|
(2) Calibrate the altimeter in accordance with TM nn-nnnn-nnn-nn, paragraph n-nn. Note: It is preferred not to use a standard that refers to another document, but in the case of aircraft maintenance, it is mandatory to use the TM. Duplicating the TM causes extra work and serves no value, since the TM is used when the task is performed. |
(3) Install the Claymore, facing the center of mass of a kill zone. Perform circuit test and install firing wire and blasting cap. |
|
|
(4) Determine the 6-digit grid coordinates of an identified target within 250 meters of the actual target location. |
6-12. |
Establish
individual task performance measures. |
|
|
a. Performance steps and performance measures ARE NOT the same thing. Performance measures are used to determine if a soldier performed the individual critical task to the established standard. Performance measures— |
|
|
(1) Are actions (behaviors, products, and characteristics) objectively observed and measured to determine if a task performer performed the task to the prescribed standard. |
|
|
(2) Are derived from the task performance steps during task analysis and may cover one step, more than one step, or part of a step. |
|
|
(3) Start with a past tense verb. |
|
|
(4) Are measured as “GO” or “NO GO.” This is an absolute measure. The task performer either– (a) Performed or did not perform the action described in the performance measure. (b) Met or did not meet the performance measure criteria. |
|
|
(5)
Serve as a checklist to determine if the soldier actually performed
the task to the established standard. |
|
|
(a) Specify how well each included step is performed. (b) Ensure it is understandable without the reference. (c) Deal with the actions of the task performer only. |
|
|
(7) Support the individual task standard. |
|
b. Performance measures provide a useful and efficient tool for soldiers, unit trainers, evaluators, and commanders to determine who can/cannot perform a task and form the basis for evaluating task performance. |
||
|
|
Performance |
Definition
|
Example
|
|
Step |
A single discrete operation,
movement, or action that comprises part of a task (action). |
|
|
Measure |
Conducted a training meeting that: a. Identified the training to be conducted. b. Assigned responsibilities to assistant
trainers, combat lifesavers, and observer/ |
|
|
|
(a) In language appropriate for the performers and clear enough that both performers and evaluators agree on the requirements. |
|
|
|
|
|
|
(a) Completeness - Establish either how thoroughly the action is performed or what the product produced should contain. |
|
|
(b) Accuracy - Identify the ratio between the correct, incorrect, and total response to meet. One hundred percent accuracy is appropriate only in life-threatening situations. |
(c) Speed - Identify how fast to perform the action of the performance measure. |
|
|
(d) Duration - Establish the length of time the performer has to complete the action. |
|
(e) Sequence - Identify the performance sequence, if there is a required sequence. |
|
· Sequence may apply to multiple performance steps or internal to one performance measure. · If the order of performance does not affect the soldier's ability to meet the task standard, insert a note indicating that the soldier can perform the steps in any order. · When the order of performance is critical, then performance of the steps in the correct sequence is one of the performance measures. |
(f) Format - Identify the required form for the type of product to produce. Provide the format specifications. |
|
|
(g) Number of errors - Establish the upper limit of errors that the task performer can have when performing the action. |
|
(h) Quantity - Identify the number of products the soldier must produce per specified time unit. |
|
(i) Tolerance - Identify the acceptable amount of deviation, or margin of error, from a standard. |
|
Note: The criteria list above is not inclusive. |
|
(4) Ensure usability. Ensure each performance measure is— |
|
(a) Relevant - Contains information important for task completion. Note: It must not include information that is not critical to the performance of the action. |
|
(b) Clear - Is easy to read, written in the language of the performer, and allows all readers to have the same understanding of the requirement. Note: Words like "correctly" or "properly" are not sufficient to satisfy the clarity requirement. |
|
g. Use the examples in figure 6-6 to write performance measures. Discussion points are provided for each example. |
|
Cue, condition, and standard for each individual task performance step. The analyst may have to update the individual task analysis for any task or task performance steps trained using IMI/CBI program or a simulation. Provide a performance step condition, with cue, and a standard for each performance step included, to obtain the detail required for accomplishing this design. Follow the guidance provided for writing a condition statement and standard for a task. |
|
Example 1: Use at least
four ties (two above and two below the fracture) to secure the splints. Discussion: The evaluator can observe the soldier tying the
ties, the ties themselves, and their placement, to confirm that the right
numbers of ties are in place and secure the splints. Would it be correct to put three above and
one below the fracture? |
|
|
Example 2: Adjust the
R35 control to set the time-off circuit for a 5-second sweep with a ±
0.5-second tolerance. Discussion: This performance measure is relevant to
calibrating a programmable suction pump.
The performance measure is clear and it provides adequate information
for an evaluator to determine if the soldier is performing the action
correctly. The soldier must adjust
this control each time the task is performed; therefore, the example provides
for consistency. The action is
critical for performance of the task.
The performance measure uses the language of the soldier performing
the task. |
|
|
Example 3: Performance
steps 3 through 8 are performed in the listed order. Discussion: This performance measure points out the
mandatory requirement to perform specified performance steps in a prescribed
sequence. |
|
|
||
|
6-14. |
Relationship of
supporting and supported tasks. |
||
|
a. There is a hierarchical relationship between tasks and supporting skills and knowledge. The analyst (TD/SME) establishes this relationship by identifying the supporting/supported relationships. This task hierarchy is critical for determining the structure and sequencing of the education/training that supports the identified critical tasks. See figure 1-3 for this hierarchical relationship.
|
||
|
b. By definition, a supporting individual task is a critical task that is performed in order to perform the supported task. These tasks are completed prior to, or as part of, the performance of the task you are analyzing. An individual other than the performer of the task you are analyzing may perform the supporting individual task, including tasks performed by leaders. There may be more than one supporting task. An example of a supporting individual task is shown in table 6-3. |
||
|
|||
|
Supported
|
Supporting
|
|
|
Plan convoy operations. |
Conduct a route reconnaissance. |
|
|
|
||
6-15. |
Assign a permanent individual task number. |
||
|
a. The critical individual task number positively identifies an individual task. Assign every individual task a unique number following the individual task numbering guidance.
|
||
b. The standardized number format for all Army individual critical tasks includes enlisted, warrant officer, commissioned officer, and DA civilian tasks. This format is shown in figure 6-7. |
|||
|
Figure 6-7. Individual task number |
||
|
c. The DA Deputy Chief of Staff, G-1, assigns
the proponent school codes that are used for the identification of the
proponent education/ |
||
|
(1) See TRADOC Reg 350-70, appendix C, for a list of the task proponent school codes. |
||
|
(2) A complete list of the school codes is found in the Army Training Requirements and Resources System. |
||
6-16. |
The individual-to-collective task matrix. This
matrix shows all of the individual tasks that support a specific collective
task. These are the individual tasks
the individuals in the unit must be able to perform in order to perform the
identified supported collective task to the prescribed standard. The unit trainers/leaders use this
information for planning their unit training.
This matrix is initially constructed when conducting the collective
task analysis. See paragraph
4-15, above, for information on preparing and updating the
individual-to-collective task matrix. |
6-17. |
Develop a task-to-skill/knowledge matrix. |
|
a. A skill/knowledge matrix shows the skills and knowledge performed as part of different tasks or task performance steps. The data used is derived directly from the task analysis. |
b. The graphic depiction of the duplicate requirements for skills and knowledge enhances the capability to structure sequential and progressive training, compare tasks from different jobs, identify similarities between task performances, consolidate jobs, and determine the feasibility of joint training. |
|
|
c. The matrix lists the tasks or the performance step along the side or top of the matrix, and the skills and/or knowledge required to perform those tasks or steps along the other. Table 6-4 shows examples of skill and knowledge matrixes, listing the steps and tasks on the left side of the matrix. |
6-18. |
Individual task
analysis approval. The approval for individual tasks
analysis is the same as collective task analysis. |
|
a. Obtain approval from appropriate command
authority for new and revised individual task analysis. The individual task analysis does not
require the approval of the commander/commandant, but does require the
approval of the individual or organization leader the commander/ |
|
b. The command approval signifies that the individual task analysis data and information is correct, comprehensive, and available for distribution to all users. Do not release task analysis data that is not approved by the appropriate command authority. |
|
c.
Once the task analysis is completed for each individual task, another
SME and the training developer should review it prior to obtaining final
approval. |
|
(1) The SME is responsible for ensuring that
the content of the analysis is consistent with current doctrine. |
|
(2) The training developer is responsible for ensuring the task analysis is complete and in compliance with TRADOC policy and guidance. |
|
Skill/knowledge
matrix |
|||||||||||||||||||
|
Example 1:
Performance step to skill/knowledge
matrix for a single task. |
|||||||||||||||||||
|
Performance Step |
Skills |
Knowledge |
|||||||||||||||||
|
SK 1 |
SK 2 |
SK 3 |
SK 4 |
K 1 |
K 2 |
K 3 |
K 4 |
K 5 |
|||||||||||
|
1 |
X |
X |
|
|
X |
|
X |
|
X |
||||||||||
|
2 |
|
|
X |
|
|
X |
X |
|
|
||||||||||
|
3 |
|
X |
|
|
|
|
X |
|
|
||||||||||
|
4 |
X |
|
|
|
X |
|
|
|
X |
||||||||||
|
5 |
X |
X |
X |
X |
|
|
|
|
|
||||||||||
|
||||||||||||||||||||
|
Example 2: Tasks to skill/knowledge matrix. |
|||||||||||||||||||
|
Task |
Skills |
Knowledge |
|||||||||||||||||
|
|
SK 23 |
SK 32 |
SK 33 |
SK 55 |
K 18 |
K 22 |
K 23 |
K 44 |
K 45 |
||||||||||
|
nnn-nnn-0001 |
|
X |
|
|
X |
|
|
|
X |
||||||||||
|
nnn-nnn-0002 |
X |
X |
|
X |
|
X |
X |
|
|
||||||||||
|
nnn-nnn-0003 |
|
|
X |
|
|
X |
|
|
X |
||||||||||
|
nnn-nnn-0004 |
X |
X |
|
X |
X |
|
X |
X |
|
||||||||||
|
nnn-nnn-0005 |
|
X |
|
X |
|
|
X |
|
|
||||||||||
|
|
|||||||||||||||||||
|
Example 3: Tasks and performance steps to
skill/knowledge matrix. |
||||||||||||
|
Tasks |
Skills |
Knowledge |
||||||||||
|
SK 23 |
SK 32 |
SK 33 |
SK 55 |
K 18 |
K 22 |
K 23 |
K 44 |
K 45 |
||||
|
nnn-nnn-0001 |
|
|
|
|
|
|
|
|
|
|||
|
Step 1 |
|
|
|
|
X |
|
|
|
|
|||
|
Step 2 |
|
X |
|
|
|
|
|
|
X |
|||
|
nnn-nnn-0002 |
|
|
|
|
|
|
|
|
|
|||
|
Step 1 |
|
|
|
|
|
X |
|
|
X |
|||
|
Step 2 |
X |
X |
|
X |
|
|
X |
X |
|
|||
|
Step 3 |
|
X |
|
X |
|
|
X |
|
|
|||
|
d.
When conducting an individual critical task analysis, the analyst
occasionally determines that either the identified task is not a task or is
really two critical tasks. When this
occurs, the analyst must: |
|
(1) Submit the changes to the approving
authority. |
|
(2) Implement changes to the critical task list after receiving approval. |
6-19. |
Distribute approved individual task analysis. Make the completed and approved individual task analysis available to the appropriate users and organizations for use in compiling the STP, designing education/training, and for use in conducting unit training. See paragraph 1-8, above, for additional information on distribution. |
6-20. |
Update individual task analysis. Current, complete, and comprehensive individual task analysis is
critical for designing education and training. It is the responsibility of the
education/training TD (task) proponent to keep their individual task analysis
data current. Changes in materiel, organization, and doctrine may initiate revisions
of the individual task analysis. |
6-21. |
Compile the STP
task summary data. |
|
a. A STP task summary is a direct copy of the data created when conducting the individual task analysis. Good, up-to-date task analysis is required to produce a good task summary. |
b. A STP task summary contains the condition statement, standard, performance steps, and performance measures. It does not contain sufficient information to design efficient and effective education/training. |
|
6-22. |
Individual task
analysis report. |
Description |
|
Individual task analysis report template |
b. The report format is shown in figure 6-8. The Army education/TD database, where all of the required data is input, produces this report. Examples of individual task analysis reports are found in appendix B. |
6-23. |
Automation support for individual task analysis. The TD database provides the means to capture most of the individual task analysis data. You should enter the data the system will capture into this database. See paragraph 1-8, above, for additional information on available automation support. |
6-25. |
Individual task
analysis QC. |
Description |
a. To maintain the quality of the individual task analysis products, it is essential to continuously apply QC procedures. All individuals involved in the conduct of the individual task analysis are responsible for, and must exercise, QC over the process and products produced. |
QC checklist for individual task analysis |
b. An individual task analysis checklist, Job Aid 350-70-6-5, itemizes critical points in the application of the process and production of the products. |
Section I
Required Publications
AR 611-1
Military Occupational Classification Structure Development and Implementation
AR 611-3
Army Occupational Survey Program (AOSP)
AR 614-200
Enlisted Assignments
and Utilization Management
Chairman of the Joint Chiefs of Staff Manual (CJCSM) 3500.04C
Universal Joint Task List (UJTL)
DA Pam 351-4
DA Pam 600-3
Commissioned Officer Development and Career Management
DA Pam 611-21
Military Occupational Classification and Structure
Joint Pub 1-02
DOD Dictionary of
Military and Associated Terms
TRADOC Pam
350-70-4
Systems Approach
to Training: Evaluation
TRADOC Reg 350-18
The
TRADOC Reg 350-70
Systems Approach
To Training Management, Processes, and Products
Section II
Related Publications
AR 5-5
Army Studies and Analyses
AR 5-9
Area Support Responsibilities
AR 5-13
Training Ammunition Management System
AR 10-87
Major Army Commands in the Continental
AR 25-30
The Army Publishing Program
AR 25-55
The Department of the Army Freedom of Information Act Program
AR 25-400-2
The Army Records Information Management System (ARIMS)
AR 27-60
Intellectual Property
AR 34-1
Multinational Force Compatibility
AR 40-10
Health Hazard Assessment Program in Support of the Army Materiel Acquisition Decision Process
AR 71-9
Materiel Requirements
AR 200-1
Environmental Protection and Enhancement
AR 200-2
Environmental Effects of Army Actions
AR 200-3
Natural Resources - Land,
AR 310-25
Dictionary of
AR 310-50
Authorized Abbreviations, Brevity Codes, and Acronyms
AR 340-21
The Army Privacy Program
AR 350-1
Army Training and Education
AR 350-2
Opposing Force (OPFOR) Program
AR 350-10
Management of Army Individual Training Requirements and Resources
AR 350-50
Combat
Training Center Program
AR 351-9
Interservice Training
AR 380-5
Department of the Army Information Security Program
AR 380-10
Foreign Disclosure and Contacts with Foreign Representatives
AR 385-10
Army Safety Program
AR 385-16
System Safety Engineering and Management
AR 385-55
Prevention of Motor Vehicle Accidents
AR 415-28
Real Property Category Codes
AR 600-3
The Army Personnel Proponent System
AR 600-46
Attitude and Opinion Survey Program
AR 602-2
Manpower and Personnel Integration (MANPRINT) in the System Acquisition Process
AR 611‑5
Army Personnel Selection and Classification Testing
Chairman of the Joint Chiefs of Staff Instructions (CJCSI) 3500.01B
Joint Training Policy for the Armed Forces of the
Joint Training Master Plan 2002 for the Armed Forces of the
DA Pam 25-40
Army Publishing: Action Officers Guide
DA Pam 600-11
Warrant Officer Professional Development
FM 3-0
Operations
FM 3-07
Stability Operations and Support Operations
FM 7-0
Training the Force
FM 7-1
FM 100-14
Risk Management
FM 101-5-1
Operational Terms and Graphics
TRADOC Reg 11-8
TRADOC Studies and Analyses
TRADOC Reg 350-32
The TRADOC Training Effectiveness Analysis (TEA) System
TRADOC Reg 385-2
TRADOC Safety Program
Training Circular (TC) 25-20
A Leader’s Guide to After Action Reviews
Preparing Hazardous Material for Military Air Shipments
______________________________________________________________________
TASK NUMBER: 152-020-0007
TASK TITLE: Train a team
CONDITION: You are scheduled to deploy to an operational area. You have full access to reference materials, training aids, training areas, ranges, and all required equipment. You have access to leader guidance and direction.
STANDARD: Train the team to perform all tasks selected for training to standard during the specified time period. Select tasks for training that support the platoon training plan and the commander’s intent. Plan training to include—
· Identification of personnel to be trained.
· Selection of appropriate training activities.
· Identification of resources required for conducting the training.
· Conduct of a training meeting in which the plan was clearly described.
· Inclusion of team input.
· Assignments for Observer/Controllers (OCs) and assistant trainers.
· Conduct training of selected tasks to include --
· Identification and management of all risks and safety hazards.
· Conduct of appropriate Preventive Maintenance Checks and Services (PMCS) on all equipment and training aids, devices, simulators, and simulations (TADSS).
· Conduct of pre- and post-operation checks.
· Use of appropriate motivation and team building techniques.
· Conduct of After Action Reviews (AARs).
· Conduct appropriate retraining activities until all tasks are performed to standard and the environment is protected.
· Update all assessment reports to reflect the team’s post-training status on completion of training.
REFERENCES:
*FM 7-0, Training the Force, October 2002.
*FM 7-1,
TC 25-10, A Leader’s Guide to Lane Training, August 1996.
*TC 25-20, A Leader’s Guide to After Action Reviews,
September 1993.
*TC 25-30, A Leader’s Guide to Company Training Meetings, April 1994.
*References did not use paragraph numbers.
PERFORMANCE STEPS:
1. Assess team performance to determine level of proficiency using feedback from—
a. AARs.
b. Previous assessments in the Leader’s Book.
c. Personal observations.
d. Formal and Informal evaluations.
e. Other records that provide insight on the squad’s ability to perform the tasks being assessed.
Skills the soldier must have:
S-1: Selecting evaluation measures.
S-2: Using an
S-3: Making assessments.
S-4: Using other records.
Knowledge
the soldier must have:
K-1: How to assess team performance.
K-2: Why an assessment is needed.
K-3: What is an
K-4: What are the references that list tasks:
-
-Standard Army Training System (SATS).
-Soldier Training Publications (STP).
K-5: What is a leader’s book.
K-6: What other records may be used to assess performance.
Reference:
Title: FM 7-1,
Date: September 2003.
Pages: 6-1 through 6-30.
Supporting Individual Task: None.
Safety Factors/Hazards: None.
Environmental Considerations: None.
2. Select tasks to be trained.
a. Identify the impact of the commander’s intent on the team.
b. Determine which portions of the platoon’s training plan apply to the team.
c. Determine which tasks to train:
(1) Identify collective tasks.
(2) Identify individual tasks.
Skills the
soldier must have:
S-5: Relating previous assessments to current mission.
S-6: Understanding the commander’s intent.
S-7: Selecting tasks based on the commander’s intent and unit training plan.
Knowledge the soldier must have:
K-7: What is a training plan.
K-8: What is the unit’s training plan.
K-9: How to use assessments.
K-10: How to select tasks for training.
K-11: What is the commander’s intent.
K-12: What is an individual task.
K-13: What is a collective task.
Reference:
Title: FM 7-1,
Date: September 2003.
Page: Page 5-1 through 5-68
Supporting Individual Task: None
Safety Factors/Hazards: None
Environmental Considerations: None
3. Plan near-term training.
a. Plan training execution:
(1) Who will be involved in training?
(2) What method of instruction to use?
(3) Where will the training take place; for example—
(a) Range.
(b) TADSS.
(c) Training area requirements.
(4) When will the training occur?
(5) How long will the training take?
b. List required resources and support; for example—
(1) TADSS.
(2) Weapons and ammunition.
(3) Training areas.
(4) OCs.
(5) Assistant trainers.
(6) Opposing force (OPFOR).
(7) Communication equipment.
(8) Logistic support; for example—
(a) Meals.
(b) Medics.
(c) Maintenance support.
(d) Transportation.
(e) Fuel.
c. Coordinate for required resources and support.
d. Establish rules of engagement (ROE).
e. Brief platoon leader on the training plan.
f. Adjust plan based on platoon leader’s guidance.
Skills the soldier must have:
S-8: Selecting appropriate training area for specific tasks.
S-9: Determining the appropriate training period.
S-10: Selecting the proper resources and support.
S-11: Coordinating for resources and support.
S-12: Selecting assistant trainers.
S-13: Developing a team training plan.
S-14: Conducting map and area reconnaissance for desired training area.
S-15: Determining how much fuel is needed.
S-16: Identifying TADSS.
Knowledge the soldier must have:
K-14: Who will be involved in training.
K-15: What are the methods of instruction.
K-16: When can training occur.
K-17: Where can training be conducted.
K-18: What are range/training area requirements.
K-19: How much time is available for training.
K-20: How to estimate required training time.
K-21: How to identify resources and support requirements.
K-22: What are planning techniques.
K-23: How to coordinate for resources and support.
K-24: How to use OCs and assistant trainers.
K-25: How to use TADSS and equipment.
K-26: What are ROE.
K-27: How to determine what range/training areas are available and their capabilities and limitations.
References:
Title: FM 7-1,
Date: September 2003.
Pages: 4-71 through 4-47
Supporting Individual Task: 101-92Y-0001, Supervise Supply Activities.
Safety Factors/Hazards: None.
Environmental Considerations: None.
4. Conduct team training meeting.
a. Review the level of soldier proficiency; for example—
(1) Assessment of training conducted.
(2) Reasons planned training was not conducted.
(3) Current training proficiency.
(4) Impact of key soldier changes.
b. Discuss near-term training (out to 6 weeks).
(1) New command guidance.
(2) Pre-execution checks for training scheduled.
(3) Additional training requirements (planned and opportunity) based on:
(a) Company training.
(b) Platoon training.
(c) Team training:
· Leader training.
· Individual training.
· Collective training.
(4) Additional team recommendations.
(a) Resource requirements (equipment/materials/supplies/logistic support).
(b) Length of time required for training activities.
(c) Personnel assignments:
· OCs.
· Assistant trainers.
· Certified Combat Lifesaver.
· Unit medics.
(d) Equipment/uniform requirements for training activities.
(e) Rules of engagement.
c. Have assistant trainer back brief.
References:
Title: FM 7-1,
Date: September 2003.
Pages: 4-75 through 4-78.
Title: TC 25-30, A Leader’s Guide to Company Training Meetings.
Date: April 1994.
Pages: Entire manual.
Skills the
soldier must have:
S-17: Identifying the current level of proficiency.
S-18: Planning for future training.
S-19: Enforcing training schedules.
S-20: Communicating effectively.
S-21: Clarifying roles of team members.
Knowledge the soldier must have:
K-28: What is the team’s proficiency level.
K-29: What is the commander’s intent.
K-30: What are pre-execution checks.
K-31:
What is the plan for training.
K-32: Why are backbriefs conducted.
K-33: What tasks are to be trained.
K-34: Why it is important to disseminate resource requirements to the team.
K-35: Why it is important to brief training plan to all team members.
K-36: How to conduct coordination.
Supporting
Individual Tasks:
101-92Y-0001, Supervise Supply Activities.
158-200-1000, Coordinate Activities with Staffs.
158-100-1140, Communicate Effectively in a Given Situation.
158-100-1150, Apply the Essential Elements of Army Leadership Doctrine to a Given Situation.
Safety Factors/Hazards: None.
Environmental Considerations: None.
5. Arrange for training resources.
a. Update requirements for resources and
support.
b. Obtain publications; for example, MTPs, STPs,
FMs, TCs, TMs, TSPs.
c. Coordinate for required resources and
support.
d. Collect resources.
e. Transport resources to training site.
Reference: None.
Skills the
soldier must have:
S-22: Acquiring training materials, equipment, and support.
S-23: Inspecting training materials and equipment for serviceability.
S-24: Processing hand receipts.
Knowledge
the soldier must have:
K-37: What training materials to gather.
K-38: Which references will be needed.
K-39: How to acquire training material.
K-40: How to fill out a hand receipt.
K-41: How to issue equipment to soldiers.
K-42: How to inspect training material and equipment for serviceability.
K-43: How to fill out a DA Form 2404.
K-44: How to perform Before Operations Checks.
K-45: What are your personal responsibilities for property accountability.
K-46: How to conduct coordination.
Supporting Individual Tasks:
101-92Y-0001, Supervise Supply Activities.
091-257-0002, Conduct Preventive Maintenance Checks and Services.
158-200-1000, Coordinate Activities with Staffs.
158-100-1140, Communicate Effectively in a Given Situation.
Safety
Factors/Hazards: None.
Environmental Considerations: None.
6. Train assistant trainers.
a. Verify that assistant trainer is proficient in the task.
b. Train assistant trainer if not already proficient in the task.
References:
Title: FM 7-1,
Date: September 2003.
Pages: 5-13 through 5-14.
Skills the soldier must have:
S-25: Motivating subordinates.
S-26: Developing small units.
Knowledge
the soldier must have:
K-47: How to motivate subordinates.
K-48: How to train the assistant trainers on required tasks.
K-49: How to conduct training.
K-50: How to verify task performance proficiency.
Supporting Individual Tasks:
158-100-1170, Apply Team Development Techniques to Enhance Unit Performance.
158-100-1250, Motivate Subordinates to Improve Performance.
Safety Factors/Hazards: None.
Environmental Considerations: None.
7. Conduct Pre-Combat Checks.
a. Ensure soldiers know mission and mission requirement.
b. Ensure that vehicles are fully fueled.
c. Check for operational readiness of vehicles and equipment.
d. Ensure that all mission essential equipment is present as required; for example—
(1) Binoculars.
(2) Night Observation Devices.
(3) Crew-served weapons.
(4) Personal weapons.
(5) Maps.
(6) Compasses.
(7) Mission Oriented Protective Posture (MOPP) clothing and equipment.
(8) Vehicle dispatches.
(9) Vehicles.
(10) Military drivers licenses.
(11) TA 50.
(12) Ear plugs.
(13) Eye protection.
(14) Gloves.
References:
Title: FM 7-1,
Date: September 2003.
Page: 5-15 and 5-63 through 5-64.
Title: TC 25-10, A Leader’s Guide to Lane Training.
Date: August 1996.
Page: 84.
Skills the
soldier must have:
S-27: Using checklists to confirm operational readiness.
S-28: Ensuring that vehicles are fully mission capable.
S-29: Using a compass for land navigation.
S-30: Conducting PMCS on equipment.
Knowledge the soldier must have:
K-51: How to determine what equipment is needed.
K-52: How to check optical equipment.
K-53: How to check personal and crew-served weapons.
K-54: How to use back briefs to ensure soldiers know mission and mission requirements.
K-55: How to wear and use MOPP clothing and equipment.
K-56: How to dispatch vehicles.
Supporting Individual Tasks:
101-92Y-0001, Supervise Supply Activities.
091-257-0002, Conduct Preventive Maintenance Checks and Services.
031-503-1035, Protect Yourself from Chemical/Biological Contamination Using Your Assigned Protective Mask.
031-503-1015, Protect Yourself from NBC
Injury/Contamination with the Appropriate
Safety Factors/Hazards: None.
Environmental Considerations: None.
8. Conduct risk management.
a. Planning phase activities.
(1) Decide which type of risk assessment will be performed; for example, hasty or deliberate.
(2) Conduct an operations assessment.
b. Execution phase activities.
(1) Supervise implementation of controls throughout the operation or training execution.
(2) Implement or follow controls.
(3) Monitor controls.
(4) Assess the effectiveness of controls.
c. Assessment phase activities.
(1) Assess the effectiveness of risk management during both planning and execution; for example--
(a) Were there any damages or injuries during execution?
(b) Were controls implemented as planned?
(c) Were participants informed of the hazards and controls?
(d) Were improper procedures or practices observed?
(a) Provide feedback to managers
and participants; for example,
(b) Revise SOPs.
(3) Repeat risk management planning process.
References:
Title: FM 7-1,
Date: September 2003.
Page: Appendix H, page H-1 through H-3.
Title: TC 25-10, A Leader’s Guide to Lane Training.
Date: August 1996.
Page: 129 - 137.
Skills the
soldier must have:
S-31: Practicing safety at all times.
S-32: Recognizing risks and hazards.
Knowledge
the soldier must have:
K-57: How to conduct risk management.
K-58: How to identify risks and hazards.
K-59: How to reduce unnecessary risks.
K-60: What are the guidelines and requirements for risk management.
K-61: What is the leader’s role in risk management.
Supporting Individual Task:
154-111-2225, Employ Accident
Prevention Measures and Risk Management Process.
Safety Factors/Hazards: None.
Environmental Considerations: None.
Supporting Individual Tasks:
158-200-1000, Coordinate Activities with Staffs.
121-010-8001, Report Casualties.
081-831-0101, Request Medical Evacuation.
081-831-1000, Evaluate a Casualty.
113-305-1001, Communicate by Tactical Radio.
158-100-1140, Communicate Effectively in a Given Situation.
158-100-1110, Apply the Essential Elements of Army Leadership Doctrine to a Given Situation.
158-100-1170, Apply Team Development Techniques to Enhance Unit Performance.
154-111-2225, Employ Accident Prevention Measures and Risk Management Process.
158-100-1250, Motivate Subordinates to Improve Performance.
Safety Factors/Hazards: None.
Environmental Considerations: None.
9. Conduct training.
a. Conduct initial training.
(1) Explain why the training is being conducted.
(2) State the training objective (task, conditions, and standards).
(3) Demonstrate and talk soldiers through each step of the task (“crawl”).
(4) Coach soldiers as they perform the task (“walk”).
(5) Practice until soldiers perform task to standard (“run”).
(6) Assess performance.
(7) Retrain task if necessary.
(8) Allow them to continue performing task.
b. Conduct refresher training.
(1) Explain why the training is being conducted.
(2) State the training objective (task, conditions, and standards).
(3) Practice tasks while adding more realistic conditions.
(4) Practice to training objective standards.
(5) Link task with other tasks.
(6) Participate as leader of crew of small units.
(7) Coach subordinates.
c. Conduct sustainment training.
(1) Explain why the training is being conducted.
(2) State the training objective (task, conditions, and standards).
(3) Soldiers and leaders perform collective tasks under simulated combat conditions.
(4) Add realism and complexity.
(5) Optimize time and resources.
(6) Coach subordinates.
Skills the
soldier must have:
S-33: Conducting a lecture.
S-34: Conducting a conference.
S-35: Conducting a demonstration.
S-36: Using “crawl,” “walk,” “run.”
S-37: Conducting practice.
S-38: Evaluating performance.
S-39: Coaching performance.
Knowledge
the soldier must have:
K-62: When a lecture is used.
K-63: When a conference is used.
K-64: When a demonstration is used.
Reference:
Title: FM 7-1,
Date: September 2003.
Pages: 5-62 through 5-68.
Supporting Individual Task: None.
Safety Factors/Hazards: None.
Environmental
Considerations: None.
a. Plan an
(1) When and where will the
(2) Who will attend the
(3) Who will observe the training?
(4) Who will conduct the
(5) What training aids will be used during the
(a) Maps and overlays?
(b) Terrain models?
(c) Equipment and personnel models?
(d) Charts?
(e) Slides?
(f) Viewgraphs?
(g) Video or voice recordings?
(h) Include formats for charts, slides, and viewgraphs?
(6) How long will the
(7) What is the format of the
b. Prepare
(1) Review the training objectives, training and evaluation outlines (T&EOs), scenario, mission, orders, and doctrine.
(2) Review the unit’s plans and standard operating procedures (SOPs).
(3) Prepare the selected sites.
(4) Observe the training and take notes.
(5) Evaluate task proficiency.
(a) Identify the T&EO for the task.
(b) Use the T&EO standard to evaluate the unit’s performance of the task.
(c) Record on the T&EO a “GO” for each task step performed to standard (performance measure) and a “NO GO” for each task step not performed to standard. Annotate reasons for “NO GO” evaluations.
(6)
Develop a discussion outline to guide the
c. Conduct
(1) Assemble and organize
(2) Provide introduction, AAR guidelines, and
basic
(3) Review training objectives.
(4) Review what was supposed to happen.
(5) Establish what happened.
(a) Solicit discussion of recent events; for example—what, when, and where. Address the time frame before, during, and after each event.
(b) Focus on task steps.
(6) Determine what was right or wrong with what happened. Guide discussion to—
(a) Solicit views and reasons.
(b) Relate events to subsequent results.
(7) Identify how it happened.
(a) Prompt soldiers to reveal key facts that led up to the event.
(b) Encourage participants to relate prior events to subsequent results or consequences.
(8) Identify why it happened.
(a) Encourage soldiers to suggest probable causes for the event.
(b) Surface key performance issues, actions, or factors.
(9) Determine how the task should be done differently the next time. Guide the discussion to—
(a) Solicit ideas on how tasks could have been performed better.
(b) Reveal alternative courses of action.
(c) Identify advantages and disadvantages for each course of action.
(d) Achieve consensus on the best course of action.
(e) Discover important lessons from the training event.
(10) Create an opportunity for general discussion of other important issues.
References:
Title: TC 25-20, A Leader’s Guide to After Action Reviews.
Date:
Pages: Entire manual.
Title: TC 25-10, A Leader’s Guide to Lane Training.
Date: August 1996.
Pages: 62-63 and 91-94.
Skills the
soldier must have:
S-40: Establishing a unit climate that promotes learning.
S-41: Determining when task standards are achieved.
S-42: Identifying strengths and deficiencies.
S-43: Motivating subordinates.
S-44: Eliciting feedback.
S-45: Providing positive feedback.
S-46: Identifying ways to improve task performance.
S-47: Motivating subordinates.
Knowledge the soldier must have:
K-65: How to plan an
K-66: How to prepare an
K-67: How to conduct an
K-68: How to follow-up.
K-69: What is the value of an
K-70: How to improve task performance.
K-71: How to provide feedback to soldiers.
K-72: Why feedback is important.
K-73: What is the Army’s training doctrine.
K-74: How to motivate.
Supporting
Individual Tasks:
152-010-0010, Maintain Personal Task Performance.
158-100-1110, Apply the Essential Elements of Army Leadership Doctrine to a Given Situation.
158-100-1170, Apply Team Development Techniques to Enhance Unit Performance.
158-100-1250, Motivate Subordinates to Improve Performance.
Safety Factors/Hazards: None.
Environmental Considerations: None.
11. Conduct retraining.
a. Address individual and collective
deficiencies discussed during
b. Reaffirm the standard.
c. Perform task.
d. Assess performance.
e. Conduct
Reference:
Title: TC 25-20, A Leader’s Guide to After Action Reviews.
Date: September 1993.
Pages: 4-6 and 5-2.
Skills the soldier must have:
S-48: Making training interesting so soldiers will be motivated to conduct training again.
S-49: Identifying task performance.
S-50: Motivating subordinates.
S-51: Providing positive feedback.
S-52: Evaluating training using current doctrine.
Knowledge
the soldier must have:
K-75: How to get soldiers to discuss in their own words what went wrong.
K-76: What went wrong with training so that corrections can be made.
K-77: How to choose the right references to make training successful.
K-78: What is the task standard.
K-79: How to properly conduct retraining.
K-80: What tasks need to be retrained.
K-81: How to motivate.
K-82: What is the value of positive feedback.
K-83: What factors foster learning.
Supporting Individual Tasks:
158-100-1170, Apply Team Development Techniques to Enhance Unit Performance.
158-100-1250, Motivate Subordinates to Improve Performance.
Safety Factors/Hazards: None.
Environmental Considerations: None.
12. Conduct post
operations checks.
a. Conduct soldier accountability.
b. Conduct sensitive item accountability.
c. Turn in unused ammunition.
d. Conduct maintenance checks of vehicles, weapons, and equipment.
e. Police training area.
f. Complete closing report.
Skills the
soldier must have:
S-51: Inspecting soldiers and equipment.
S-52: Motivating subordinates.
Knowledge
the soldier must have:
K-84: What are the requirements for post operation checks.
K-85: How to inspect soldiers.
K-86: How to verify accountability of sensitive items and equipment.
K-87: How to perform after operational maintenance.
K-88: How to conduct police call.
K-89: How to conduct closing report.
K-90: How to turn in ammunition.
Supporting Individual Task: None.
Safety Factors/Hazards: None.
Environmental Considerations: None.
13. Assess squad training proficiency at the completion of training.
a. Assess task performance as “GO” or “NO-GO.”
b. Record assessment in leader book.
c. Include any other information that provides insight on the squad’s ability to perform the task being assessed.
d. Develop a strategy to improve soldier and team task performance.
e. Provide feedback to squad leader; for example—assessments, lessons learned.
f. Identify ways to improve conduct of future training.
g. Identify corrective action; for example--update SOPs and references.
Reference:
Title: TC 25-10, A Leader’s Guide to Lane Training.
Date: August 1996.
Pages: 96 - 97.
Skills the
soldier must have:
S-53: Providing insight on team’s ability to perform task including other information.
S-54: Providing positive feedback.
S-55: Identifying corrective action.
Knowledge
the soldier must have:
K-91: How to perform assessment.
K-92: How to use the problem solving process.
Supporting Individual Task: None.
Safety Factors/Hazards: None.
Environmental Considerations: None.
PERFORMANCE MEASURES GO NO-GO
1. Categorized the tasks as: GO NO-GO
a. GO.
b. NO-GO.
2. Selected tasks for training based on:
a. Commander’s intent. GO NO-GO
c. The team’s inability to perform the tasks. GO NO-GO
3. Identified the following for each task selected for training:
a. Personnel to be trained. GO NO-GO
b. Type of training to be conducted. GO NO-GO
c. Training sites. GO NO-GO
d. Training schedule. GO NO-GO
4. Identified the resources needed to conduct training
to include the following requirements:
a. Training area/range. GO NO-GO
b. OPFOR (if required). GO NO-GO
c. Equipment, supplies, and materials. GO NO-GO
d. TADSS. GO NO-GO
e. Weapons and ammunition (if required). GO NO-GO
f. Logistical support. GO NO-GO
g. Logistical coordination. GO NO-GO
h. Observer/Controllers. GO NO-GO
i. Assistant trainers (if required). GO NO-GO
j. Maintenance support. GO NO-GO
5. Identified the resources required to support the soldiers:
a. Meals. GO NO-GO
b. Medical support. GO NO-GO
c. Transportation. GO NO-GO
6. Conducted a training meeting that:
a. Reviewed the level of soldier proficiency GO NO-GO
during the previous quarter.
b. Identified any new guidance that impacts GO NO-GO
planned training.
c. Identified any additional training required. GO NO-GO
d. Identified the training to be conducted. GO NO-GO
e. Identified all resources required to conduct the training. GO NO-GO
f. Identified the coordination required. GO NO-GO
g. Identified uniform requirements. GO NO-GO
h. Assigned responsibilities to assistant trainers, GO NO-GO
combat lifesavers, and Observer/Controllers.
i. Established ROE. GO NO-GO
j. Confirmed that all guidance was understood by having GO NO-GO
an assistant trainer back brief the team leader.
7. Ensured all required training materials are collected. GO NO-GO
8. Ensured that assistant trainers are trained. GO NO-GO
9. Conducted Pre-Combat Checks that ensured readiness of:
a. Equipment. GO NO-GO
10. Identified all risks associated with the training. GO NO-GO
11. Conducted training during which:
a. All soldiers performed the tasks to standard. GO NO-GO
b. All safety requirements were observed. GO NO-GO
c. The environment was protected. GO NO-GO
12. Conducted
a. Provided immediate feedback to the soldiers. GO NO-GO
b. Covered the entire training activity. GO NO-GO
c. Discussed both what went right and what went wrong. GO NO-GO
d. Recommended ways to improve training. GO NO-GO
13. Conducted retraining that met a need identified during GO NO-GO
either training or the
14. Conducted post operations checks that:
a. Ensured all sensitive items and personnel were GO NO-GO
accounted for.
b. Identified maintenance requirements. GO NO-GO
c. Ensured that the training area was policed. GO NO-GO
15. Assessed team proficiency upon completion of training.
a. Updated all records to reflect the new training status
of the team. GO NO-GO
b. Identified additional training requirements (if
appropriate). GO NO-GO
c. Identified sustainment training requirements. GO NO-GO
TASKS SUPPORTED:
Collective Tasks: None.
BOS: Combat Service Support, Man the Force, 7.4.
TASK CERTIFICATION REQUIREMENTS: None.
ADMINISTRATIVE INFORMATION:
POC:
DSN:
E-mail:
_____________________________________________________________________
Templates
C-1. Format for TOE/TDA
TOE/TDA
TOE/TDA No. |
TOE/TDA Title |
Missions |
|
|
|
|
||
|
||
|
||
|
|
|
|
||
|
||
|
||
|
|
|
|
||
|
||
|
C-2. Format for Critical
Collective Task List for TOE/TDA.
Critical Collective Task List for TOE/TDA ________
Collective Task |
|
Number |
Title |
|
|
|
|
|
|
|
|
|
|
|
C-3. Format for
|
Collective Task |
|
Number |
Title |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Collective-to-Individual Task Matrix (Lists supporting individual tasks)
Collective Task |
Individual Task |
||
Number |
Title |
Number |
Title |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
C-5. Format for Collective Task-to-Reference
Matrix.
Collective Task-to-Reference Matrix
Collective Task |
Reference |
||
Number |
Title |
Number |
Title |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Section I
Abbreviations
AC Active
Component
AKO Army
Knowledge Online
AOC area
of concentration
APD Army
Publishing Directorate
AR Army
Regulation
ARI Army
Research Institute
ARNG Army
National Guard
ASAT Automated
Systems Approach to Training
ASI additional skill identifier
AUTL Army Universal Task List
AUTOGEN Automated Survey Generator
BOIP Basis of Issue Plan
CALL Center for Army Lessons Learned
CBI computer-based instruction
CJCSM Chairman, Joint
Chiefs of Staff Manual
CP Career Program
CTC
CTSSB Critical Task and Site Selection Board
DA Department of the Army
DOD Department of Defense
DOTMLPF Doctrine, Organizations, Training, Materiel, Leadership and Education,
Personnel, and Facilities
FAA Federal
Aviation Administration
FM field manual
GS General Schedule
HQ headquarters
IAW in accordance with
ILS Integrated Logistics Support
IMI Interactive Multimedia Instruction
ISS Instructional Systems Specialist (GS-1750)
LAN Local Area Network
LIN Line Item Number
MACOM major Army command
MANPRINT Manpower and Personnel Integration
MERLN military education and research library network
METL
MLC military load classification
MOPP mission-oriented protective posture
MOS Military Occupational Specialty
MSR main supply route
MTP
N no
NBC nuclear,
biological, and chemical
NCO noncommissioned
officer
NG National Guard
NGB National Guard Bureau
NVD Night Vision Device
OBA oxygen breathing apparatus
OC Observer/Controller
OPFOR opposing force
pam pamphlet
PMCS Preventive Maintenance Checks and Services
POC point of contact
POI program of instruction
QC quality control
RC Reserve Component
reg regulation
ROE rules of engagement
SAT Systems Approach to Training
SCUBA self-contained underwater breathing apparatus
SI skill identifier
SME subject matter expert
SMMP System MANPRINT Management Plan
SOP Standard Operating Procedure
SQI skill qualification identifier
STP Soldier Training Publication
TADSS Training Aids, Devices, Simulations and Simulators
T&EO Training and Evaluation Outline
TASS The Army School System (formerly Total Army
School System)
TC training
circular
TD training development
TDA Table of Distribution and Allowance
TDADD Training Development and Delivery Directorate
TDY temporary duty
TE Training Emphasis
TEA training effectiveness analysis
TKCAM Task Knowledge Commonality Analysis Method
TM technical manual
TTP tactics, techniques, and procedures
TOE Table of Organization and Equipment
TRADOC
TSP Training Support Package
UJTL Universal Joint Task List
USAF United States Air
Force
USAR
USARC
USASMA
USPS United States Postal Service
Section II
Additional skill identifier (ASI) or officer
skill identifier (SI)
Identification of
specialized skills that are closely related to, and are in addition to, those
required by MOS or AOC (officers).
Specialized skills administrative systems and subsystems, computer
programming, procedures, and installation management, identified by the ASI or
officer SI, include operation and maintenance of specific weapons systems and
equipment, analytic methods, animal handling techniques, and other required
skills that are too restricted in scope to comprise MOS or AOC. (See AR 614-200 and DA Pam 611-21.)
After Action Review (
A professional
discussion of an event, focused on performance standards, that enables soldiers
to discover for themselves what happened, why it happened, and how to sustain
strengths and improve on weaknesses. It
is a tool leaders, trainers, and units can use to get maximum benefit from every
mission or task.
Armed Services Vocational Aptitude
A series of tests,
designed under DOD sponsorship, that measure potential for training in general
occupational areas.
Army Universal Task List (AUTL)
A common reference
system that is a comprehensive, but not all-inclusive, hierarchical listing of
Army tasks on or in support of the battlefield.
The AUTL is architecturally linked to the UJTL. The AUTL collectively includes tasks at each
level of war, that is, strategic, operational, and tactical. It may serve as a tool for METL development
for field commanders, combat developers, analysts, trainers, and planners for
analyzing and integrating operations.
Automated Systems Approach to Training
(ASAT)
The HQ TRADOC
training development automation system under development as a tool for training
developers to develop doctrine and training products.
Basis of Issue Plan (BOIP)
A planning document
that lists specific elements (TOE-level 1, TDA, common table of allowances,
joint table of allowances, and Allied Ordnance Publication) in which a new item
of material may be placed, the quantity of item proposed for each organization
element, and other equipment and personnel required as a result of the
introduction of the new item. The BOIP
is not an authorization document.
branch codes
Numerical codes
assigned to represent the branches of the Army in which all officers are
commissioned or transferred, trained, developed, and promoted. (See DA Pam 600-3.)
Career Program 32 (training) jobs
CP-32 covers DA positions in the following occupational series:
· 301 - Training Support Manager. (Less than 50 percent of duties in training, new equipment training, instructional systems, or other support functions.)
·
1701 - General Education and Training. (Advise, administer, supervise, or perform
research in education and training.)
·
1702 - Education and Training Support. (Nonprofessional technical, specialized, or
support work. Some semiprofessional
training management.)
·
1710 - Educational Specialist. (Renumbered 1750, and education requirements
added.)
·
1712 - Training
Instructor/Administrator/Specialist.
(MOS/branch skills—develop POIs. Note: A POI
is a direct output of course design.
1712s have no analysis/design skills.)
·
1750 - Instructional Systems Specialist. (Performs professional work in education and
vocational training. Instructs,
supervises, and administers. Applies
SAT/Instructional Systems Development to education/training programs/products.)
Combined Arms Training Strategy
The Combined Arms
Training Strategy is the Army's overarching strategy for the current and future
training of the force. These training
strategies—
·
Describe how the Army will train the total force to standard.
·
Consist of unit, individual, and self-development training
strategies.
·
Identify, quantify, and justify the training resources required to
execute the training.
A cluster of related knowledge and skills that affect a major part of one’s job (a role or responsibility), that correlates with performance on the job, measured against well accepted standards, and improved via training and development.
computer-based instruction (CBI)
A type of IMI. Computer-based instruction usually refers to
computer-presented or controlled course materials that use multiple
requirements for student responses as a primary means of facilitating learning.
Critical Task and Site Selection Board
(CTSSB)
A management device
which serves a QC function in critical task selection. The board, composed mainly of SMEs, reviews
the total task inventory and job performance data, and recommends tasks for
approval to the appropriate authority as critical tasks.
A DA publication
that contains doctrine that prescribes how the Army and its organizations
function on the battlefield in terms of missions, organizations, personnel, and
equipment. The level of detail should
facilitate an understanding of "what" and "how" commanders
and staffs execute their missions and tasks.
Field manuals may also contain informational or reverence material
relative to conducting military operations and training.
immediacy of
performance
A statistical
rating (task performance data) collected when conducting a job analysis survey
which indicates the time between job entry and job performance. The critical task selection board may use
this factor.
integrated logistics support (ILS)
A composite of all
the support considerations necessary to ensure the effective and economical
support of a system or item of equipment for its life cycle. The elements of ILS are design influence,
maintenance, manpower and personnel, supply support, support equipment
(including test, measurement, and diagnostic equipment), training and training
devices, technical data, computer resources support, packaging handling and
storage, transportation and transportability, facilities, and standardization
and interoperability. (See Joint Pub 1-02.)
knowledge
Information or fact
required to perform a skill or supported task.
local area network (LAN)
A LAN is the
fundamental building block for the computer network. It is used to interconnect hosts within a
small geographic area and provide high bandwidths with low delays. It is the user connection to the computer,
and the means by which data is loaded to or downloaded from the network. The user is connected to the computer network
via the personal computer, which is connected to the LAN, the on-off ramp for
data.
Manpower and Personnel Integration
(MANPRINT)
The entire process
of integrating manpower, personnel, training, human factors engineering, health
hazard assessment, and system safety into a system, through the materiel
development and acquisition process. It
uses analytical models to help soldier-machine systems reach maximum
performance. The models help predict
manpower, personnel, and training needs, by considering human factors,
engineering, manpower, personnel, training, safety, and health hazards.
minimum essential requirement
Actions, processes,
or products that are essential to the SAT process to ensure mission-focused,
task-based, efficient, and effective training.
Provides
comprehensive training and evaluation outline and exercise concepts and related
training management aids to assist field commanders in the planning and
execution of effective unit training. It
provides units a clear description of "what" and "how" to
train, to achieve wartime mission proficiency.
New Equipment Training Plan
A document that
outlines milestones and other key data elements for training to support new
equipment training.
Occupational Data, Analysis, Requirements,
and Structure Program
A comprehensive
system for collecting, processing, storing, and analyzing training and
occupational information provided by job incumbents, and their supervisors,
through the administration of survey questionnaires. The Occupational Data, Analysis,
Requirements, and Structure Program provides imperial data for identifying
individual critical tasks to training proponents.
probability of deficient performance
Tasks selection
criterion that ensures training is given in those essential job skills in which
job incumbents frequently perform poorly.
This training identifies those tasks that are easier to perform
incorrectly or more difficult to accomplish.
skill
The ability to
perform a job-related activity that contributes to the effective performance of
a task performance step.
Soldier Training Publication (STP)
Publications that
contain critical tasks and other training information used to train
soldiers. They serve to standardize
individual training for the whole Army; provide information and guidance in
conducting individual training in the unit; and aid the soldier, officer, NCO,
and commander in training critical tasks.
They consist of Soldier’s Manuals and Soldier’s Manuals/Trainers Guides.
subject matter expert (SME)
An individual with
a thorough knowledge of a job (duties and tasks). This knowledge qualifies the individual to
assist in the training development process (that is, consultation, review,
analysis, etc.). Normally, SMEs instruct
in their area of expertise.
System MANPRINT Management Plan (SMMP)
A management plan
to ensure the combat developer/materiel developer takes the six MANPRINT
domains into account during the development of all materiel items.
System Training Plan
The master training
plan for a new system, which outlines the development of the total training
strategy for integrating the item into the training base and gaining
units. It also plans for all necessary
training support, training products, and courses; and sets milestones to ensure
the accomplishment of the training strategy.
Systems Approach to Training (SAT)
The Army’s training
development process. It is a systematic,
spiral approach to making collective, individual, and self-development training
decisions for the total Army. It determines
whether or not training is needed; what is trained; who gets the training; how,
how well, and where the training is presented; and the training
support/resources required to produce, distribute, implement, and evaluate
those products. The process involves
five training related phases: analysis,
design, development, implementation, and evaluation. See "training
development (TD).”
task delay tolerance
An individual
critical task selection factor. A
measure of how much delay is tolerated, between the time the need for task performance
becomes evident and the time actual performance begins.
task Iearning difficulty
An individual
critical task selection factor. A
statistical rating collected when conducting job analysis that indicates the
time, effort, and assistance required by a student to achieve performance
proficiency.
A model used to
apply statistically valid task selection data to identify critical individual
tasks. There are a variety of models
available for use. Those commonly used
are:
·
Difficulty-Importance-Frequency
Model - An individual
critical task selection model that uses difficulty, importance, and frequency
factors.
·
Eight-Factor
Model - An individual
critical task selection model that uses percent performing, percent time spent
performing, consequence of inadequate performance, task delay tolerance,
frequency of performance, task learning difficulty, probability of deficient
performance, and immediacy of performance.
·
Four-Factor
Model - An individual
critical task selection model that uses percent performance and task learning
difficulty.
·
Probability
of Task Criticality Model -
An individual critical task selection model used by the Occupational Data,
Analysis, Requirements, and Structure Program.
·
Training
Emphasis (TE) Model - An
individual critical task selection model that uses the training emphasis factor
to determine if a task is critical or not.
The TE factor is collected from supervisors of jobholders. It reflects how much emphasis the task is
given in training for a specific task.
The TE is the most useful single training factor for critical task
selection.
technical manual (TM)
A publication that
describes equipment, weapons, or weapons systems, with instructions for
effective use. It may include sections
for instructions covering initial preparation for use and operational
maintenance and overhaul.
The
A composite school
system comprised of the AC, ARNG, and USAR institutional training systems. The TASS, through the Army’s training
proponents, provides standard training courses to
training
developer
·
The individual whose function is to analyze, design, develop, and
evaluate training and training products, to include development of training
strategies, plans, and products, to support resident, nonresident, and unit
training. Any individual functioning in
this capacity is a training developer, regardless of job or position title.
·
In developing systems, the command or agency responsible for the
development and conduct of training which provides the tasks necessary to
operate and logistically support the new materiel system.
The Army's training
development process is the SAT (see “Systems Approach to
Training (SAT)”). Note: Do
not confuse the overall TD process with the particular SAT phase called
"development" which is related specifically to the development of
training and training products, following analysis and design.
training effectiveness analysis (TEA)
A general category
of studies for assessing the cost and/or effectiveness of TRADOC's training
strategies, programs, and products.
Training Emphasis (TE) Model
See “task selection model.”
Universal Joint Task
List (UJTL)
A menu of capabilities (mission-derived tasks, with associated conditions and standards, that is, the tools) a joint force commander selects to accomplish the assigned mission. Once identified as essential to mission accomplishment, the tasks are reflected within the command joint METL.
FOR THE COMMANDER:
OFFICIAL: ANTHONY R. JONES
Deputy Commanding General/
Chief of Staff
/signed/
JANE F. MALISZEWSI
Colonel, GS
Chief Information Officer
[CW1] The web site is not accessible. Would it be better to post them on the TRADOC homepage server to ensure users can always access them?