Mts Pqs Domain 3 -Learning Management - Section D - Human Performance

Front 1

3.D.1 Describe the 4 Quadrants of the Human Performance System Model.

Back 1

Ref: MPT&ECIOSWIT-ILE-GUID-1B

Overall purpose: Result-based, systematic approach to identifying, assessing, and resolving performance issues within the framework of the organization as a system.

I. Define Requirements: Establish Performance Standards & Requirements
II. Define Solutions: Design Human Performance Solutions
III. Develop Components: Develop, Build, & Integrate Tools
IV. Execute & Measure: Implement& Test Intervention; Evaluate "Product of Plan"

Front 2

3.D2 In Quadrant I of the HPSM, who must validate all individual unit and group job/task requirements?

Back 2

Ref: MPT&ECIOSWIT-ILE-HDBK-1B & ERNT

Fleet Commanders-in-Chief (CINCs) (pg 44 ERNT)/ILE Project Managers

Front 3

3.D3 Describe the Navy’s new Learning Model that integrates technology and human performance requirements into a complete package.

Back 3

Ref: MPT&ECIOSWIT-ILE-INTR-1B
The Navy's implementation of the Advanced Distributed Learning's (ADL) Sharable Content Object Reference Model (SCORM) is the "Navy Content Object Model" (NCOM). NCOM builds on established SCORM principles and facilitates the implementation of SCORM because NCOM is a SCORM-based standard that facilitates content organization and SCORM supported behaviors through advanced aggregations of content. By default, learning content delivered according to the NCOM standard is SCORM conformant.

The Navy Learning Model pg. 42
The Navy Learning Model integrates technology, human performance requirements, and science of learning into a specific framework. See Figure 36 in the ERNT.

Front 4

3.D4 Who performs most of the functions in the Quadrant II and coordinates the activities of Quadrant III in the Human Performance System Model (HPSM)?

Back 4

Ref: MPT&ECIOSWIT-ILE-GUID-1B

The Government Program Manager, hereafter known as the PM, has overall
responsibility for managing the design process. Design plans influence the process for a
specific project; however, responsibilities and activities needed to define technical
requirements, documentation, and all necessary review and verification/validation
activities also need to be defined. Design changes are identified, documented,
reviewed, and approved by authorized personnel before their implementation and
configuration control is carried out and maintained. The PM reviews all data related to
the planning process, initiates appropriate corrective/preventive action, and provides
trend data and related recommendations to ILE implementation Team/Headquarters for
review and action.

Front 5

3.D5 Discuss the fundamentals of the Science of Learning.

Back 5

Ref: ERNT Document

Science of Learning
•Tailored instruction is more effective than group-paced instruction
•Building confidence in learners is an important outcome of training
•Building learner self-awareness aids the learning process
•Optimal instructional design requires a comprehensive Training Needs Analysis
•Measurement & feedback are paramount to sustaining effective learning
•Learning is a continual process
•Blended solutions

Front 6

3.D6 XQ-1 List the four major methods of learning in the Navy Learning Model.
(SUMMARY)

Back 6

Reference Based Learning
Computer Mediated Learning
Collaborative Learning
Instructor Led Training

Front 7

3.D6 EX-1 Describe the four major methods of learning in the Navy Learning Model.
(REFERENCE BASED LEARNING)

Back 7

Reference-Based Learning. Describes situations where the learner gains access to information and knowledge as needed. It is characterized by a one-way interaction between the learner and the knowledge. In its most common form, it is reading, that may or may not be mediated by technology. Understanding knowledge management (i.e., when and where knowledge is required) and database design are central issues in order to realize the potential of referenced-based learning. In addition, developing the appropriate human-computer interface is essential when technology is involved. Examples of referenced-based learning might include equipment/design manuals, CD-ROMs, tactical publications, Internet databases, reference matter, videos, and books.

Front 8

3.D6 EX-2 Describe the four major methods of learning in the Navy Learning Model.
(COMPUTER MEDIATED LEARNING)

Back 8

Computer-mediated Learning. In this category, the learner interacts with a computer, system, or other technology in order to learn. The system reacts to the learner by providing hints or cues, branching to new material, tailoring instruction, and/or providing feedback. Intelligent training technologies (e.g., automated performance assessment, diagnosis and feedback) are crucial to this type of training and will eventually, as technology develops, allow for individual tutoring. Examples of computer-mediated learning include: computer-based training, intelligent tutoring, simulations, games, scenario-based training (one learner), training devices/simulators/stimulators and interactive electronic technical manuals (IETMs).

Front 9

3.D6 EX-3 Describe the four major methods of learning in the Navy Learning Model.
(COLLABORATIVE LEARNING)

Back 9

Collaborative Learning. Learning in this category occurs when learners teach and guide one another. Often, but not always, learners’ interactions are computer-mediated because learners are physically dispersed. This type of training may or may not include a formal instructor or expert and often involves a scenario or exercise. Technologies necessary to provide and enable collaborative learning environments include those that allow distributed users to be networked together. Communication bandwidth is an important ingredient. Examples of this type of training include: chat rooms, multi-player games/simulations, peer-to-peer mentoring, computer-mediated mentoring, distributed team training, scenario-based training (multiple players), multi-platform exercises/team training and web-based study groups.

Front 10

3.D6 EX-4 Describe the four major methods of learning in the Navy Learning Model.
(INSTRUCTOR LED TRAINING)

Back 10

Instructor-led Learning. In this category, the learner interacts face-to-face with an instructor and other learners. This type of learning describes traditional, classroom-based learning as well as other techniques such as laboratories and role-playing. Electronic classroom technologies can improve this type of instruction, and instructors can lead dispersed students in “netted” classrooms. Other examples include traditional classrooms, electronic classrooms, laboratories, role-playing, and study groups.

Front 11

3.D7 XQ-1 Define CHANGE MANAGEMENT as used by Human Performance Professionals.

Back 11

a. Change Management – A structured approach to change in individuals, teams, organizations and societies.

Front 12

3.D7 XQ-2 Define CHANGE MANAGEMENT as used by Human Performance Professionals.

Back 12

b. Competencies – the knowledge, skills, and abilities (KSAs) that an individual brings to the job

Front 13

3.D7 XQ-3 Define the Executive Review of Navy Training (ERNT) as used by Human Performance Professionals.

Back 13

c. Executive Review of Navy Training (ERNT) – A comprehensive review of all aspects of Navy training resulting in the Navy's Revolutionin Training to improve effectiveness and efficiency of Navy training

Front 14

3.D7 XQ-4 Define the PERFORMANCE GAP as used by Human Performance Professionals.

Back 14

d. Performance Gap – A gap between desired performance and optimal performance usually caused by the lack of two or more factors.

Front 15

3.D7 XQ-5 Define INTERVENTION OPPORTUNITIES as used by Human Performance Professionals.

Back 15

e. Intervention Opportunities – can include traditional classroom instruction, e-learning; job performance aids; electronic performance support systems; manpower adjustments; on-the-job-training; integrated electronic technical manuals; simulations, stimulations, models or games; experience; job redesign/automation; etc.

Front 16

3.D7 XQ-6 Define KNOWLEDGE, SKILLS, ABILITIES, AND TASKS (KSAT) as used by Human Performance Professionals.

Back 16

f. Knowledge, Skills, Abilities, and Tasks (KSAT) – A person's competencies can be defined as the knowledge, skills, and abilities (KSAs) that he or she brings to the job. Knowledge in this case is defined as the underlying rules, facts, relationships, procedures and vocabulary that support effective performance. Skills are defined as the person's capability to execute an appropriate sequence of behaviors—essentially the ability to actually perform the task. Abilities typically refer to the person's propensities, that is, his or her innate preferences, talents, strengths, attributes and aptitudes.
Tasks – subdivision of duties which are in turn a subdivision of a Job (Ref: NAVEDTRA 130A Vol I)
Competencies can be expressed in terms of knowledge, skills, abilities and tasks(KSAT(s)).

Front 17

3.D7 XQ-1 Define MEASURE OF EFFECTIVENESS (MOE) as used by Human Performance Professionals.

Back 17

g. Measure of Effectiveness (MOE) – The first step in the process, found in quadrant one, is to define human performance requirements. Although human performance requirements can be defined by many organizations and commands, we recommend that the fleet Commanders-in-Chief (CINC(s)), the Chief of Naval Personnel, or Director of Naval approve all requirements. Operators, Sailors, trainers, performance consultants, senior commanders, and CINC(s) can better understand requirements and associated measures of effectiveness/performance if they define requirements in terms of tasks. This means breaking down jobs and job tasks into specific behaviors and competencies. Once these are defined, the CINC (or equivalent) must validate and prioritize them to determine specific job performance standards (we will talk more about the role of the CINC(s) later in this section). In addition, a dynamic component is essential—job performance requirements are appropriate for different stages of a career (apprentice, journeyman, or master levels of proficiency).

Front 18

3.D7 XQ-1 Define MEASURE OF PERFORMANCE (MOP) as used by Human Performance Professionals.

Back 18

h. Measure of Performance (MOP) – See Measure of Effectiveness

Front 19

3.D8 Discuss the Human Performance Improvement Process

Back 19

Ref: MPT&ECIOSWIT-ILE-GUID-1B

The Human Performance improvement (HPI) process model is the
Human Performance Center's recommended approach to applying the practice of
human performance technology. It is a results-based, systematic approach to
identifying, assessing, and resolving performance issues within the framework of the
organization as a system.

Front 20

3.D9 EX-1 Explain the roles and responsibilities of the Contracting Officer (CO.

Back 20

The Contracting Officer (CO) has the authority to enter, administer, and/or terminate contracts and make related determinations and findings.

Front 21

3.D9 EX-2 Explain the roles and responsibilities of the Contracting Officer’s Representative (COR.

Back 21

The Contracting Officer’s Representative (COR) is a certain authorized representative of the Contracting Officer acting within the limits of his/her authority as delegated by the Contracting Officer.

Front 22

3.D9 EX-3 Explain the roles and responsibilities of the Technical Points of Contact (TPOC).

Back 22

Technical Points of Contact (TPOC) provide technical direction regarding the specification and/or Statement of Work (SOW), and monitor contractor progress and performance. TPOCs are not Contracting Officers and do not have the authority to take any action, either directly or indirectly, that would change the pricing, quantity, quality, place of performance, delivery schedule, or any other terms and conditions of the contract.

Front 23

3.D9 EX-4 Explain the roles and responsibilities of the ILE Content Sponsor.

Back 23

ILE Content Sponsor, formerly the Curriculum Control Authority (CCA), serves as the approval authority for the ILE content and instructional methods employed. The ILE Content Sponsor is also responsible for maintaining the ILE content through new development or revision. For ILE content delivered at learning sites under other Functional Commanders on efforts resulting in:

Additions to resource requirements
-Revision to course lengths
-Revision to course convening schedules
-Revision to Navy Learning Objective Statements (NLOS)

The ILE Content Sponsor also oversees Job Task Analysis (JTA) data.

Front 24

3.D9 EX-5 Explain the roles and responsibilities of the ILE Project Manager.

Back 24

ILE Project Manager is that individual assigned by the ILE Content Sponsor responsible for developing and maintaining ILE content. The ILE Project Manager initiates training material development and modification, conducts reviews and analyzed feedback, maintains audit trail documentation, and develops and approves changes. Normally functions as the developer for Navy in-house developed ILE content. The ILE Project Manager may perform any of the following:

Front 25

3.D9 EX-6 Explain the roles and responsibilities of the ILE Content Developer.

Back 25

ILE Content Developer is responsible for developing, and sometimes for maintaining specified ILE content.

-Prepare and submit TPPs and other training support documents as specified in the contract, or as assigned by the ILE Project Manager.
-Develop or revise ILE content and training materials for the designated course curriculum.
-Distribute all cognizant ILE content.
-Work with Material Support Agency representatives or contractor personnel, when assigned, to produce training materials.
-Liaison with the Navy Integrated Training Resources and Administration System (NITRAS) Coordinator.
-Ensure developed and modified instructional materials address mission needs.
-Liaison with all training activities that will be teaching courses under development/revision to ensure site considerations are addressed in TPPs and other course documents.
-Ensure the ILE content is aligned with NLOS, and that NLOS are aligned with JTA data.
-Report progress on ILE content development and revision to the ILE Project Manager.