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1
Q

Training Organization

A

Office of the Chief of Naval Operations (OPNAV)

Naval Education and Training Command (NETC)

Curriculum Control Authority (CCA)

Course Curriculum Model Manager (CCMM)

Learning Standards Officer (LSO)

Learning Center (LC)

Participating Activity (PA)

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2
Q

CANTRAC

A

Catalog of Navy Training Courses (CANTRAC)

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3
Q

CeTARS

A

Corporate Enterprise and Training Resource Activity System

Collects, compiles and provides training manager and higher echelons with
student and course information.

Course Supervisor ensures data within CeTARS is accurate.

Learning Center data is automatically updated and fed into CANTRAC.

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4
Q

CIN

A

Course Identification Number (CIN)

Consists of the Functional Commander, Skill Defense Group, Sequence
Identifier. (Format: X 999 9999 or X 9X 9999)

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5
Q

CDP

A

Course Data Processing (CDP)

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6
Q

Types of courses of instruction

A

“A” Schools Awards a Rating or Military Occupational Specialties

“C” Schools Awards Navy Enlisted Classification (NEC) or Billet Specialty
Training

“F” Schools Training as required by Fleet or Type Commander (No NEC)

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7
Q

PEVT

A

Person Event Code (PEVT)

Indicates student status in the Corporate Enterprise and Training Resource
Activity System ( CeTARS)
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8
Q

ARB

A

Academic Review Board (ARB)

Convened when all other means of academic counseling, remediation, and an
initial academic setback have failed to improve student performance.

Help students solve problems that may prevent successful completion of training.

Determine which students are able to complete training.

Determine which students are unable and or unwilling to complete training.

Make recommendations concerning their findings.

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9
Q

Reasons to convene an ARB

A

Student’s course average falls below minimum passing grade.

Student is unable to achieve the objectives after counseling, remediation, retesting, and
an initial academic setback.

Student’s performance is below expected academic progress.

Student fails to achieve the objectives after an academic setback on those same
objectives.

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10
Q

ARB recommendations

A

Continue with Class (CWC) Allows student to continue with or without remediation.

Set back Considered when remediation cannot be achieved any other way.

Drop from training Approved by Commanding Officer

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11
Q

Master Record Audit Trail

A

Course Curriculum Model Manager (CCMM) is responsible for maintaining the
course audit trail.

Contents

Summary of major events.

Correspondence leading to course development or revision.

Reports of trips, conferences, and meetings necessary for course development or revision.

Memos of conversations impacting course development or revision

Copies of all supporting documents.

Pilot Course Monitoring Report (PCMR)
School Management

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12
Q

FCR

A

Formal Course Reviews (FCRs)

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13
Q

Formal Course Reviews (FCRs)

A

Course Curriculum Model Manager (CCMM) will schedule, monitor, and regulate
the FCR.

Maintained in the course audit trail for the previous review cycles.

May be used to evaluate:

Course materials for accuracy

Conformance to existing standards and instructions

Areas for course improvements

Assist in the overall management of the course.

Conducted on an annual, biennial, or triennial cycle as determined by the Course
Curriculum Authority.

Fleet Anti Submarine Warfare Training Center conducts FCRs every two years.

Will be conducted within six months of a scheduled Training Requirement Review

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14
Q

TRR

A

Training Requirement Review (TRR)

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15
Q

Training Requirement Review (TRR)

A

Conducted on Learning Center Courses of Instruction within a 60 month cycle,
unless triggering event occurs requiring more frequency.

Policy and guidance for the review of individual training courses that incorporates
stakeholder and Subject Matter Expert (SME) participation.

A comprehensive review of an existing course(s) to ensure alignment to current
training requirements.

An opportunity to assess identified performance issues and/or trends to
determine if training needs to be updated.

A method to identify redundant or unnecessary training and eliminate it.

An opportunity to review and recommend updates to Occupational Standards
(OCCSTDS) and the Navy Enlisted Classification (NEC)
Training Requirement

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16
Q

Training Requirement Reviews (TRR) Triggers

A

Request by Requirement Sponsor

Fleet Feedback

Course Maintenance

New or Revised Occupational Standards

Curriculum Control Authority directed

Formal Course Review (FCR)

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17
Q

Training Requirement Review (TRR)

A

Assign Learning Center (LC) TRR Coordinator and TRR Site Coordinator for
geographically separated sites.

Identify the Course Identification Number(s) (CINs) that will be reviewed during
the TRR.

Draft and send a TRR Announcement Message a minimum of 90 days prior to
the TRR.

Conduct a LC TRR organization meeting to determine roles and responsibilities
for LC personnel.

Draft and send a TRR Agenda Message a minimum of 60 days prior to the TRR.

Coordinate security related issues with the Security Manager.

Prepare a TRR Plan of Action and Milestones.

Identify resources necessary to conduct the TRR. (Security Clearances,
Facilities, Lodging, etc.)

Collect and conduct a review of relevant course documentation.

Coordinate with Navy Manpower Analysis Center (NAVMAC) at least 30 days
prior to convening a TRR to collect valid source rating Navy Enlisted
Classification (NEC) Code data.

Collect TRR Action Chits for validation and preliminary review.
Training Requirement

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18
Q

Identify TRR participants which could include the following:

A

Office of the Chief of naval Operations (OPNAV)

U.S. Fleet Forces Command (USFFC)

Type Commander (TYCOM)

Enlisted Community Manager (ECM)

Officer Community Manager (OCM)

Systems Command (SYSCOM)

Naval Education and Training Command (NETC)

Navy Manpower Analysis Center

Class Squadron

Afloat Personnel

Learning Center Personnel

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19
Q

TRR Executive Steering Committee (ESC)

A

Learning Center Commanding Officer (Chair)

Learning Center Director of Training

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20
Q

TRR Working Group

A

Each working group will consist of a minimum of:

Three Subject Matter Experts (SMEs),

A facilitator

A Recorder

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21
Q

TRR Action Chits

A

Priorities:

Priority 1: Mission Critical or Safety

Priority 2: Required, but not critical

Priority 3: Desired, but not required

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22
Q

TRR Categories:

A

Category 1: Shall be formally submitted to Naval Education and Training Command (NETC). A
Training Project Plan (TPP) is required and must be approved by NETC for implementation.

Category 2: A training requirement that requires a revision that will not change course length or
resources. A TPP is required and is approved by the Course Curriculum Authority for
implementation.

Category 3: A training requirement that can be incorporated into an existing course without the
need to generate a TPP.

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23
Q

TRR conclusion

A

Draft and submit a TRR After Action Message for release within 30 days of TRR
Completion.

The Learning Center TRR Coordinator will post the TRR Action Chit Monthly Report to
the Learning Center TRR Community of Practice and update by the 15th day of each
month.

Learning Centers shall forward Navy Enlisted Occupational Standards (NEOCS)
proposals to the Requirement Sponsor(s) for review, validation and submission to Navy
Manpower Analysis Center (NAVMAC) within 30 days of TRR completion.

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24
Q

OCCSTDS

A

Occupational Standards (OCCSTDS)

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25
Q

Occupational Standards (OCCSTDS)

A

Statements of the minimum skills required of Navy enlisted ratings as
established by primary (resource/warfare) sponsors.

Basis for implementing and supporting actions for manning, distribution,
training, and advancement.

E 4 Occupational Standards not taught at an “A” school will be taught in
other training environments such as on board training (OBT), on the job
training (OJT), etc.

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26
Q

Duties and Responsibilities: Office of the Chief of Naval Operations (OPNAV)

A

Review and approve OCCSTDS

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27
Q

Duties and Responsibilities: Resource Sponsors

A

Review and approve the Training Task Analysis report.

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28
Q

Duties and Responsibilities: Fleet and Type Commanders

A

Ensure participation in the Navy Skills Management System (SMS).

Review proposed OCCSTDS for validity and pay grade responsibility.

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29
Q

Duties and Responsibilities: Navy Manpower Analysis Center (NAVMAC)

A

Ensure SMS surveys are conducted and OCCSTDS are issued in a timely manner

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30
Q

Duties and Responsibilities: Naval Education and Training Command

A

Develop and implement training to meet the needs of the warfare sponsors utilizing
OCCSTDS as training objectives.

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31
Q

Duties and Responsibilities: Navy Education Training Professional Development Technology Center

A

Utilize OCCSTDS as the training objectives in the development and preparation of:

Personal Advancement Requirements (PARS)

Navy wide rating examinations

Nonresident training packages and rate training manuals

32
Q

JDTA

A

Job Duty Task Analysis (JDTA)

33
Q

Job Duty Task Analysis (JDTA)

A

To establish a repeatable and defendable job analysis process for developing or
revising training content.

To provide a single uniform forum for decomposing and structuring work, and to
assigning attributes to that work

Roles and Responsibilities

Naval Education and Training Command (NETC) Headquarters:

NETC

Provides policy and guidance for the NETC JDTA Process.

Learning and Development Division (N7)

Provides oversight for the JDTA Process policy and guidance.

Enterprise Integration (N71)

Interfaces with the Learning Center (LC), Chief of Naval Operations (OPNAV) and
Requirements Sponsor(s) to validate training requirements.

Learning Standards Branch Head (N74)

Ensures JDTA Process policy and guidance is current.

Ensures NETC LCs are in compliance with the JDTA Process policy and guidance

34
Q

Job Duty Task Analysis (JDTA): CO Roles and Responsibilities:

A

Naval Education and Training Command (NETC) Learning Centers (LCs)

Commanding Officer

Serves as Curriculum Control Authority (CCA) unless otherwise designated.

Ensures LC compliance with NETC policy and guidance.

Ensures effectiveness of LC JDTA Process.

Signs and forwards JDTA Data Report to Requirement Sponsor(s) for review, validation,
and approval.

35
Q

Job Duty Task Analysis (JDTA): DOT Roles and Responsibilities:

A

Director of Training (DOT)

Provides JDTA oversight and guidance.

Approves release of JDTA messages.

Assigns JDTA Coordinator and Facilitator(s).

Reviews and forwards JDTA Data Reports.

Reviews and forwards JDTA Data Report Cover Letter to Requirement Sponsor(s).
Training Validation

36
Q

Job Duty Task Analysis (JDTA): LSO Roles and Responsibilities:

A

Learning Standards Officer (LSO)

Provides JDTA guidance and assistance.

Reviews JDTA Announcement, Agenda, and Completion Report Messages.

Reviews and forwards JDTA Data Reports.

Reviews and forwards JDTA Data Report Cover Letter to Director of Training.

37
Q

Job Duty Task Analysis (JDTA): JDTA Coordinator Roles and Responsibilities:

A

Drafts JDTA Announcement, Agenda, and Completion Report Messages.

Creates JDTA Data Report.

Liaisons with Requirement Sponsor(s) to identify Subject Matter Experts (SMEs).

Maintains documentation from all meetings and working groups associated with a JDTA.

Ensures JDTA technical documentation is available on the JDTA Community of Practice
page.

38
Q

Job Duty Task Analysis (JDTA): Stakeholders

A

Members of organizations that have a significant interest in the training outcome.

Stakeholder include:

Requirement Sponsor(s)

Resource Sponsor(s)

Warfare Sponsors(s)

Enlisted Community Managers (ECMs)

Subject Matter Experts (SMEs)

39
Q

Job Duty Task Analysis (JDTA): Roles

A

Provides technical documentation, as applicable.

Participates in the JDTA.

Nominates SMEs to participate in the JDTA.

Approves and validates JDTA data.

40
Q

There are two types of JDTA trigger events.

A

External trigger events occur outside Chief of Naval Operations (OPNAV) N1.

Naval Training Systems Plan (NTSP) Revision.

Operation Risk Management (ORM) Assessment.

Fleet Performance Assessment.

Direct Fleet Input.

Human Performance Requirements Review (HPRR)

Internal trigger events occur within OPNAV N1.

Revision to Enlisted Occupational Standards (OCCSTDS).

Rating Merger

Establishment of Revision of a Navy Enlisted Classification (NEC).
Training Validation

41
Q

Curriculum Control Authority (CCA) may

direct a JDTA when:

A

Insufficient course data exists to support a Human Performance Requirements Review

A mishap occurs during training that requires immediate action.

As directed by higher authority.

42
Q

Targeted JDTA

A

A targeted JDTA may be conducted if a baseline JDTA has been completed, the
data exists in Authoring Instructional Material (AIM) Content Planning Module
(CPM), and the Requirement Sponsor(s) has approved the

Encompasses a specific area of work within the occupation (i.e. a job, a duty, or a task)

43
Q

Job Duty Task Analysis (JDTA): Hierarchical Structure of Work

A

Occupation

A family of jobs that share a common set of skills.

Job

Composed of duties, tasks, sub tasks, and steps performed by an individual that constitute
their job.

Comprised of one or more duties and it may be associated with the appropriate Navy Enlisted
Classification (NEC) Code or watch station.

Duty

Comprised of one or more tasks, it occurs frequently, and occupies a significant amount of
time.

Task

A single unit of specific work behavior, with clear beginning and ending points.

Sub task

Comprised of one or more steps and fills a portion of the immediate purpose within a task.

Step

Most specific form of behavior, and is the smallest component defined in the process.

44
Q

Preparing for a JDTA by a Learning Center (LC)

A

Assign JDTA Coordinator.

Identify the Course Identification Number (CIN) that will be analyzed during the JDTA.

Prepare JDTA Plan of Action and Milestones (POA&M).

Collect and conduct a review of relevant reference documentation.

Develop preliminary work structure of job(s) and associated duties from available
reference material.

Identify JDTA stake holders and necessary participants which may include:

U.S. Fleet Forces Command (USFF)

Office of the Chief of Naval Operations (OPNAV)

Type Commander (TYCOM)

Enlisted Community Manager (ECM)

Naval System Command (SYSCOM)

Naval Education and Training Command

Navy Manpower Analysis Center (NAVMAC)

Subject Matter Experts (SMEs)

JDTA Announcement Message

Prepare the JDTA Announcement Message 60 calendar days prior to the scheduled date of the
JDTA.

At a minimum will include the following information:

Purpose of the JDTA.

JDTA Information (include Course Identification Number (CIN) if applicable):

Date of JDTA

Location of JDTA (full address)

Tentative agenda

Request Subject Matter Expert nomination.

Provide link to LC JDTA Community of Practice ( CoP

Request feedback on proposed preliminary work structure, consisting of job(s) and
duties.

45
Q

JDTA Agenda Message

A

Release a JDTA Agenda Message 30 calendar days prior to the scheduled date of the JDTA.

At a minimum will include the following information:

Purpose of the JDTA.

JDTA Information (include Course Identification Number (CIN) if applicable):

Date of JDTA

Location of JDTA (full address)

Agenda.

Provide link to LC JDTA Community of Practice ( CoP)

46
Q

FEA

A

Front End Analysis (FEA)

47
Q

Front End Analysis (FEA)

A

The purpose of the Naval Education and Training Command FEA is to
establish a repeatable, defendable, and standardized process that will
identify a training requirement gap, appropriate media type, and media
delivery modes to satisfy new training requirements or improve performance
of existing training.

48
Q

BCA

A

Business Case Analysis (BCA)

49
Q

Business Case Analysis (BCA) Purpose:

A

The BCA provides a structured, consistent methodology that presents all the
benefits and costs, both quantitative and qualitative, of each planned action over
time.

50
Q

Business Case Analysis (BCA) Executive Summary:

A

The Executive Summary provides a concise summary highlighting:

what the project is about, the role of the project in the department’s business
plan/direction.

The business justification of the project.

How the project improves the overall efficiency/effectiveness of the government.

51
Q

Business Case Analysis (BCA) Strategic Alignment:

A

Provides an understanding of how the initiative aligns with the overall business
plan of the Navy and how it may impact other initiatives.

Each initiative will be scored using the following guidelines based on its impact on
achieving the goal.

High Critical to the achievement of the goal.

Medium Directly impacts the goal but is not critical to its attainment.

Low Indirect impact to the achievement of the goal.

52
Q

Business Case Analysis (BCA) Analysis of Alternatives:

A

Provides the reader with:

An outline of possibilities that are available to address the problem/opportunity.

A rationale to why some have been eliminated as viable alternatives.

A detailed description of viable options that will address the problem/opportunity.

53
Q

Business Case Analysis (BCA) Risk Assessment:

A

Provides an understanding of the risks that are related to the initiative and how
these risks may vary by viable alternative.

Each risk is assigned a probably and impact factor.

Probability of risk:

High

Medium

Low

54
Q

Business Case Analysis (BCA) Cost/Benefit Analysis:

A

Allows the reader to understand and compare the initial and ongoing
expenditures to the expected financial and non financial benefits for each viable
alternative.

55
Q

Business Case Analysis (BCA) Benefits are categorized as:

A

Tangible Quantifiable and measurable in dollars, such as reduced cost, faster service
delivery, or improved productivity.

Intangible Can only be quantified and measured indirectly, such as improvements in
mission performance, decision making, and employee morale.

Generally not quantifiable or measurable in dollar units.

56
Q

Business Case Analysis (BCA) Cost are analyzed using:

A

Full Cost Analysis

Incremental Cost Analysis

57
Q

Business Case Analysis (BCA) Conclusions and Recommendations:

A

Provide a selected alternative based on an overall evaluation of alternatives in
terms of impact, risk, and cost/benefit.

Conclusion

Recap each of the alternatives based on:

Business and operational impact.

Project risk management.

Cost/benefit analysis.

Recommendation

Make specific recommendations on proceeding with the initiative.

Project Responsibility

Recommend who should be the Action Officer responsible for managing the
implementation.

Project Accountability

Recommend who should be the Initiative Champion overall accountable for insuring the
initiative in completed.

58
Q

Business Case Analysis (BCA) Implementation Strategy:

A

Provides the approvers an understanding of the resources they must allocate to
complete the recommended next steps of the initiative.

The strategy should include:

Major phases

High level work plan, deliverables, and target dates for completion

Monetary costs required to carry out the implementation plan

Personnel required

Assign responsibility for implementing and monitoring the risk mitigation strategies

59
Q

Business Case Analysis (BCA) Review and Approval:

A

Present the reader with whom and how the business case has been reviewed
and approved.

Contain the final outcome of the business case.
Business Case Analysis (BCA)

60
Q

Training Project Plan (TPP)

A

Consists of gathering information and building the plan for training material
revision or development.

When approved, the TPP becomes the authorization to undertake a course
revision or a new course development project and initiate resource
requisitions.

Describes all training and training support elements required to provide
trained personnel to operate and maintain systems or equipment, or to
perform tasks and functions.

It provides a Plan of Action and Milestones (POA&M)

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

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

61
Q

Training Project Plan (TPP) Specific elements of data and information shall include the following items
where applicable:

A

Cover Page

Table of Contents

Course Date Page

Justification

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

Safety Risks and Hazardous Material exposure

Curriculum development method recommended

Resource Requirement List (RRL)

Milestones

62
Q

Training Project Plan (TPP) Course Data Page:

A

Course Identification Number (CIN)

Course Data Processing (CDP)

Course Mission Statement (CMS)

Occupational Classification/Prerequisites

Course Overview

63
Q

Training Project Plan (TPP) Justification:

A

Reason for revision

Change directives

Summary of Differences

Impact if not approved

64
Q

Training Project Plan (TPP) Safety Risks and Hazardous Materials:

A

Discuss safety risks associated with the course.

List all Hazardous Materials required/used during the course.
Training Project Plan (TPP)

65
Q

Training Project Plan (TPP) Curriculum Development Method:

A

Identify which Naval Education and Training Manual will be utilized to create the
course.

List all documents that will be produced for the course.

Identify modes of instruction utilized for the course.

66
Q

Training Project Plan (TPP) Resource Requirement List (RRL):

A

Manpower

Training Equipment

Funding

Facilities

Equipment

67
Q

Training Project Plan (TPP) Milestones:

A

List each milestone with start dates and completion dates.

68
Q

Training Project Plan (TPP) Approval:

A

The Curriculum Control Authority (CCA) is the initial approver for the TPP.

69
Q

TBCD

A

Task Based Curriculum Development (TBCD)

70
Q

Task Based Curriculum Development (TBCD) Divided into six interrelated phases:

A

PADDIE

Plan Identifies resource requirements and the sequence of events in the development
process.

Analyze Produces the job tasks, task sequence, level of performance, and the skills and
knowledge which must be taught.

Design Produces the course learning objectives and an instructional sequence.

Develop Produces the instructional materials for the instructor and trainee.

Implement Begins when the Curriculum Control Authority (CCA) has approved a course for
use and the Learning Center (LC) or Functional Commander authorizes the course to be
taught.

Evaluate Consists of the evaluation and revision of the training materials based on
assessment of the training materials and the performance of the graduates in the fleet.

71
Q

Task Based Curriculum Development (TBCD) Plan Phase:

A

Produces the Training Project Plan (TPP) and routed to the Curriculum Control
Authority (CCA)/Functional Commander, Naval Education Training Command (NETC),
or the Office of the Chief of Naval Operations (OPNAV) for approval.

72
Q

Task Based Curriculum Development (TBCD) Analyze Phase:

A

Produces the Course Training Task List (CTTL).

Determines what will be taught in the new or revised course.

Duties, tasks, and/or skills that are selected for training will be organized in a CTTL.

73
Q

Task Based Curriculum Development (TBCD) Design Phase:

A

Produces the Training Course Control Document (TCCD)

Front Matter

Curriculum Outline of Instruction (COI)

Annexes

74
Q

Task Based Curriculum Development (TBCD) Design Phase FRONT MATTER:

A

Front Matter

Cover Page Will carry the original and revised publication dates as appropriate.

Letter of Promulgation Issued after successful course pilot.

Record of Changes.

Table of Contents.

Foreword Explains any unique aspects which may not be apparent from the basic data.

Course Data Page Reflect the course as will be taught from implementation onward. Most
times will be the same as the “planned” course data in the Training Project Plan.

Trainee Data

Personnel Physical Requirements.

Additional physical requirements may be imposed by specialty groups. (i.e. Aircrew,
Submarine, etc.)

Security Clearance Clearance requirement to attend a course or required by training site.

Prerequisites List prerequisites such as rate or rating, basic skills, or course specific.

Obligated Service

Navy Enlisted Classification (NEC) Code/Military Occupational Specialties (MOS) earned from
course.

75
Q

Task Based Curriculum Development (TBCD) Design Phase Curriculum Outline of Instruction (COI):

A 
All duties and tasks listed on the Course Training Task List (CTTL) will be developed into
Learning Objectives (LOs).

LOs tell exactly how the job duties and tasks will be performed in the schoolhouse.

LOs are made up of three elements.

Behavior What the trainee is expected to do.

Subject The trainee is always the subject.

Verb Action verb to state what the trainee is expected to do and must be
observable and measurable.

Object What the verb acts upon.

Condition Circumstances under which the behavior will be performed.

Standard How well the trainee is expected to do the behavior.

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