Training Analysis User Guide - BNH Expert Soft€¦ · Training Needs Analysis (TNA) and Training...

Training Analysis User Guide

Who needs to be trained, on what and why? Mission Task Analysis Job Task Analysis Knowledge/Skill Gap Analysis

What is most effective and economical way to deliver training? Media Analysis Cost Analysis Generate Training Plans

How much money, personnel, and resources are needed? Forecast Budget, Personnel

and Resource Requirements Uncover Training Duplication

How training should be implemented? Generate Project Plans Track Progress in Real-Time Manage Personnel and Resources

How to improve performance and validate training? Performance Gap Analysis Root Cause Analysis Cost Benefit Analysis

ADVISOR Enterprise User's Guide © Copyright 1995 to 2014 BNH Expert Software Inc. Latest Update: July 26, 2013 All rights reserved. No part of this publication and/or software may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of BNH Expert Software Inc., 4000 Steinberg Street, Saint Laurent, Quebec, Canada, H4R 2G7. Printed in Canada

ADVISOR Enterprise ____________________________________________________________________________________________

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Forward Training Needs Analysis (TNA) and Training Systems Requirements Analysis (TSRA) are crucial to operational readiness and Mission success. Whether you are implementing new equipment, system or sub system, investigating the reasons behind a performance deficiency, or conducting manpower, personnel and training analysis, one of the first steps in the analysis process is to uncover who does what and why. In other words, identify tasks performed by each job/position, impact of tasks on missions/goals, and knowledge and skills needed to perform tasks to desired standard under prescribed conditions. Once the requirements have been articulated, performance gaps can be detected, knowledge/skill gaps identified and solutions prioritized.

Mission Analysis ♦ Job Task Analysis ♦ Knowledge/Skill Gap Analysis


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Challenges …

Training Analysis can, however, be complex, time consuming and costly, for the following reasons:

Involves multiple individuals for data collection, analyses and validation.

Results in thousands of data items. For example, 10 Tasks per Job/Position can translate into 100’s of Sub Tasks, Steps and Knowledge/Skills.

Difficulty in tracking redundancies. For example, similar Knowledge/Skills may be required by multiple Tasks – ignoring may lead to duplication/inefficiencies.

Difficulty in synchronizing and updating Tasks,

Sub Tasks and Steps that overlap multiple positions – once again, ignoring may lead to further duplication/inefficiency.

Difficulty in identifying Tasks and in-turn Knowledge and Skills with greatest impact – otherwise limited resources may not be allocated to most critical initiatives.

Difficulty in identifying and updating Tasks, Knowledge, Skills and Training Programs impacted by equipment and system redesign.

Meets the requirements of various standards.

Generates reports in desired format.


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ADVISOR Added Value …

Speeds Analysis ♦ Minimizes Duplication ♦ Improves Efficiency

Speed data collection. Tasks hierarchy including attributes, knowledge and skills can be collected offline through Excel and imported in a single click.

Facilitate collaboration, sharing and reuse of data. Store all data in a centralized database accessible anytime and from anywhere with a Browser.

Automatically store Mission Tasks in a single repository to facilitate management and reuse. Each Task can be assigned to multiple Missions/Jobs.

Automatically compile Knowledge/Skills (KSAs) under each Project and Job to minimize duplication as well as facilitate management and reuse. Each item can be assigned to multiple Tasks/Objectives.

Simplify Alignment between Mission and Job Tasks. Alert users as changes unfold and re-sync Mission and Job Tasks in a single click.

Configure each project in line with your needs. Start analysis with Mission Tasks or Job Tasks and assess priority based on Difficulty, Importance and Frequency.

Generate Master Task List (MTL), Master Training Task List (MTTL), Job Task List (JTAR), Training Plans (TP) and many more reports in a single click.

Quickly identify Tasks, Courses and Learning Objectives impacted by a change to policy, system or tool.


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Acknowledgement ADVISOR Enterprise is the result of over eighteen years of research and development. Dozens of organizations and hundreds of individuals have contributed to the development and evolution of ADVISOR and for this we are very appreciative. Our primary objective is to develop a practical, reliable and robust tool that simplifies and speeds training analysis, forecasts and optimizes training resources, improves resource allocation, generates audit trail to support recommendations, facilitates collaboration and sharing of data among team members, minimizes duplication as well as facilitates the upkeep of analysis over time to keep training programs effective, efficient and relevant. We believe that with the assistance and contribution of the following organizations and individuals, we have been able to accomplish this goal. Canadian National Defence Federal Deposit Insurance Agency Lockheed Martin National Security Agency Merck Company Nortel Networks Raytheon Systems Company Southern Steel Company United States Air Force United States Army United States Coast Guard United States Marine Corps United States Navy

Lisa Abramson – Merck & Company Larry Alberter – National Security Agency Cathi Billings – Sheppard AFB Ferrell Briggs – Naval Aviation Maintenance Training Group Tim Bothell – Franklin Covey Company Bruce Castle – Lockheed Martin Bryan Chapman – Brandon-Hall.com Rick Cheek – Keesler AFB Dr. Ed Chenette – Chief of Naval Education and Training Dr. Adelaide Cherry – Maxwell AFB Alex Cohoon – US Navy, Virginia Beach FCTCLANT Beverly Condon – Goodfellow AFB Dr. Dennis Duke – US Navy Naval Air Systems Command Dr. Bruce Eddy – Lockheed Martin Frederick Glover – Naval Aviation Maintenance Training Group Dr. Robert Guptill – Dynamic Research Corporation Richard Grahlman – Naval Postgraduate School Dr. Jo Ann Graves – Expeditionary Warfare Training Group, Pacific Janet Heins – Merck & Company Peter Hope – Canadian National Defence Betty Sue Jones – Maxwell AFB James Kalivoda – Naval Education and Training Professional David M Lorage – US Coast Guard


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Dr. Fred Madsen – Lockheed Martin Dr. Tim McLaughlin – Raytheon Professional Services Dr. Bill Melton, US Army – TRADOC Jesse Martinez – US Marine Corps Dr. Arlen Michaels – Nortel Networks Hector Moya – Goodfellow AFB Vangie Nix – Maxwell AFB Arlene Parker – Keesler AFB Dr. Albert Pruett – Naval Aviation Maintenance Training Group Peter Sabiston – Canadian National Defence Mike Sazma – Great Lakes Naval Training Center Fred Roberts – Federal Deposit Insurance Corporation Roger St. Pierre – Canadian National Defence William Schafer – Trident Training Facility Bangor Dr. Bill Shook – Boeing Company Robert Simmon – Naval Technical Training Center John Stacy – Kraft Foods Karl Stradley – Raytheon Professional Services Gary Troy – Goodfellow AFB Dr. Steve Ulosevich – Southern Steel Company Chris Winters – Raytheon Systems Company Dr. Kenneth Woolman – Lockheed Martin Thank you. J. Bahlis, Ph.D., P.Eng. President BNH Expert Software Inc.

Table of Contents ____________________________________________________________________________________________

TABLE OF CONTENTS 1. Getting Started ....................................................................... 1

1.1 Introduction ....................................................................................... 1 1.2 How Can ADVSOR Help You? ........................................................ 2 1.3 System Requirements ........................................................................ 2 1.4 Background Theory: ISD/SAT Processes ......................................... 3 1.5 Getting Started .................................................................................. 6 1.6 How is ADVISOR Organized ........................................................... 7 1.7 Learning ADVISOR.......................................................................... 8 1.8 References ......................................................................................... 8

2. Setup Missions/Goals ....................................................................... 9

2.1 Introduction ....................................................................................... 9 2.2 Setup New Project ............................................................................. 10 2.3 Organize Projects .............................................................................. 12 2.4 Setup Missions/Goals ........................................................................ 13

3. Identify Tasks Needed to Achieve Missions/Goals ................................. 15 3.1 Introduction ....................................................................................... 15

3.2 Divide Missions/Goals into Phases, Functions & Function Steps .... 16 3.3 Identify Mission/Goal Tasks ............................................................. 18

3.4 Determine Tasks Training Requirement/DIF Models ....................... 21 3.5 Identify Knowledge, Skills and Attitudes ......................................... 25 3.6 Define Job Aids, Policies and Tools ................................................. 27

3.7 References ......................................................................................... 28 4. Setup Jobs/Occupations and Identify Knowledge/Skill Gaps ............... 29 4.1 Introduction ....................................................................................... 29 4.2 Setup Jobs/Occupations .................................................................... 30 4.3 Assign Mission/Goal Tasks to Jobs/Occupations ............................. 32 4.4 Setup New Tasks (Core Competencies) ............................................ 33 4.5 Identify Knowledge, Skills and Attitudes ......................................... 34 4.6 Define Job Aids, Policies and Tools ................................................. 36 4.7 Define Performance and Enabling Objectives .................................. 38 4.8 Define POs/EOs Steps, Cues and Measures ...................................... 41 4.9 Identify POs/EOs Knowledge, Skills and Attitudes .......................... 42 4.10 Define POs/EOs Job Aids, Policies and Tools .................................. 44 4.11 Uncover Knowledge/Skill Gaps ........................................................ 46 4.12 Identify Training Requirements ........................................................ 47 4.13 Generate Job Reports ....................................................................... 49 4.14 Import Job Tasks, Objectives and Knowledge/Skills ........................ 50

Table of Contents ____________________________________________________________________________________________

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5. Setup Classification System ..................................................................... 51 5.1 Introduction ....................................................................................... 51 5.2 Master Knowledge/Skills Attributes List .......................................... 51 5.3 Master Reference List ....................................................................... 53 5.4 Master Competencies List ................................................................. 54 6. Reports ..................................................................... 55 6.1 Master Task List (MTL) Report ........................................................ 55 6.2 Master Training Task List (MTTL) Report ....................................... 55 6.3 Common KSA Report ....................................................................... 55 6.4 TNA Report ....................................................................................... 56

6.5 Goals Top Down View Report .......................................................... 57 6.6 Goals Bottom Up View Report ......................................................... 58

Appendix A. Job Aid for Selecting Action Verbs .......................................... 59

Chapter 1 – Getting Started ____________________________________________________________________________________________

Copyright © BNH Expert Software Inc. 1

Chapter 1

Getting Started

1.1 Introduction Training Needs Analysis (TNA) and Training Systems Requirements Analysis (TSRA) are crucial to operational readiness and Mission success. Whether you are implementing new equipment, system or sub system, investigating the reasons behind a performance deficiency, or conducting manpower, personnel and training analysis, one of the first steps in the analysis process is to uncover who does what and why. In other words, identify tasks performed by each job/position, impact of tasks on missions/goals, and knowledge and skills needed to perform tasks to desired standard under prescribed conditions. Once the requirements have been articulated, performance gaps can be detected, knowledge/skill gaps identified and solutions prioritized.



1.2 How Can ADVISOR Help You? ADVISOR Enterprise simplifies and speeds training needs analysis, forecasts and optimizes training resources, improves resource allocation, generates audit trail to support recommendations, and produces training plans that leverages existing training programs/resources. Moreover, ADVISOR is web based (i.e., users can access anytime and from anywhere with only a browser), stores all data in a centralized database, consists of 5 modules that can be used separately or in combination to meet various needs and customized in line with requirements. By storing all analysis in a centralized database, ADVISOR greatly facilitates collaboration and sharing of data among team members, minimizes duplication, and facilitates the upkeep of analysis over time - and in-turn keeps training programs effective, efficient and relevant. More specifically, ADVISOR “Training Analysis” module:

Speeds data collection. Tasks hierarchy including attributes, knowledge and skills can be collected offline through Excel and imported in a single click.

Facilitates collaboration, sharing and reuse of data. Store all data in a centralized database accessible anytime and from anywhere with a Browser.

Automatically stores Mission Tasks in a single repository to facilitate management and reuse. Each Task can be assigned to multiple Missions/Jobs.

Automatically compiles Knowledge/Skills (KSAs) under each Project and Job to minimize duplication as well as facilitates management and reuse. Each item can be assigned to multiple Tasks/Objectives.

Simplifies Alignment between Mission and Job Tasks. Alert users as changes unfold and re-sync Mission and Job Tasks in a single click.

Configures each project in line with your needs. Start analysis with Mission Tasks or Job Tasks and assess priority based on Difficulty, Importance and Frequency.

Generates Master Task List (MTL), Master Training Task List (MTTL), Job Task List (JTAR), Training Plans (TP) and many more reports in a single click.

Quickly identifies Tasks, Courses and Learning Objectives impacted by a change to policy, system or tool.

Supports and Documents Decisions. Based on extensive research, tested on thousands of projects and used by hundreds of organizations since 1995. The reasoning behind the recommendations is clearly presented and can be easily validated.

Develops Effective Presentations. Generates clear, simple to follow charts, tables and reports to effectively communicate the results to others.

1.3 System Requirements Pentium IV microprocessor or higher 512 MB random access memory or more SVGA Monitor, for best results screen resolution should be set to 1024 x 768 as a minimum Hard disk drive with 100 MB of free disk space Internet Explorer 6.0 or higher, Mozilla Firefox 3.0 or higher, Netscape, Chrome or Safari Ensure that Browser is configured to accept Java, Java Script and cookies and Pop-up Windows are

not blocked.



1.4 Background Theory: ISD/SAT Processes The Instructional Systems Development (ISD) and Systems Approach to Training (SAT) are based on the premise that learning should not occur in a haphazard manner, but should be developed in accordance with orderly processes, be specifically tailored to the target audience and have measurable outcomes (Gagné, Briggs, and Wager 1992; Smith and Ragan 1993; Gentry 1994; Kemp, Morrison, and Ross 1994; Seels and Glasgow 1998; United States Department of Defense 2001; Dick and Carey 2005). Both ISD and SAT use similar processes and techniques to conduct the analysis. The major difference between the two is the entry point. ISD is primarily used to develop individual instructional programs, while SAT is used to develop collective and individual instructional programs. Schematic representations of the ISD and SAT analysis processes are presented below. ISD Analysis Process SAT Analysis Process

Step 1.

Training Situation Analysis

Step 3.

Job Analysis

Step 4.

Individual Task Analysis

Step 5.

Training Task Analysis

Step 2.

Mission/Goal Analysis

Step 1.


Step 2.

Collective Task Analysis

Step 3.

Job Analysis

Step 4.


Step 5.




ADVISOR combines both processes to provide a comprehensive system for aligning training with organizational goals. A schematic diagram of the process and a brief description of each step are presented below. ADVISOR Analysis Process Step 1. Performance Analysis A number of events may trigger the need for conducting mission, job, task and/or training situation analysis. The trigger may result from existing deficiencies between current and desired performance, or anticipated deficiencies between current and future requirements as a result of changes in business environment, competition, policy (doctrine), organizational structure, leadership development, material and threat. The nature and scope of each project determines which analyses are needed. For example, a performance deficiency at the Job level would not require mission analysis. However, introducing a new system that impacts the way certain jobs are performed would require a complete analysis. Performance Analysis will not be discussed any further in the current User Guide. It is addressed in greater detail in “Performance Analysis” User Guide.

Step 5.

Job Analysis

Step 1.

Performance Analysis

Step 4.


Step 6.


Step 2.


Step 3.

Crew/Team Task Analysis

Step 4.




Step 2. Mission/Goal Analysis The primary objective of this step is to identify and prioritize the missions/goals of the project. For large scale projects, such as assessing the training efficiency of an organization, the project can be divided into multiple segments, and the impact of each segment on the project’s success can be defined. For example, if one of the primary objectives of the project is to "Retain 80% of clients", then one of the goals of the Marketing group (segment) could be to "Set-up a Customer Relationship Management system to identify and address potential problems". Step 3. Crew/Team Task Analysis Each mission/goal can be divided into phases and functions, and each phase or function that can be further subdivided into crew, team and individual tasks. Tasks that require more than one individual to complete with each individual performing a discrete part are referred to as either Crew or Team Tasks. Step 4. Individual Task Analysis Each task can be further divided into sub tasks and assigned various attributes including: desired level of performance, difficulty, importance and frequency. Steps needed to perform each task, as well as cues and measures may also be defined to provide a comprehensive assessment of all actions needed to achieve the mission/goal. Step 5. Job Analysis Multiple jobs (occupations/positions) can be defined. These may include as an example, "Executives", "Line Managers", "Customer Service Reps", "System Analysts", "Programmers", "Engineers", "Pilots", "Account Managers", etc. Tasks performed by each job, including standards and conditions may also be specified. Step 6. Training Task Analysis Knowledge, skills and attitudes as well as job aids, policies and tools needed to perform each Task are identified in this step. By clearly articulating the knowledge, skill and attitude requirements for each Task, the knowledge/skills of each job can be easily assessed to reveal gaps, as well as determine whether new/improved job-aids, policies, procedures and/or tools can improve performance and productivity.



1.5 Getting Started To log on to ADVISOR Enterprise, go to http://www.bnhadvisor.com, click on “ADVISOR Sign In”, input your User ID and Password and click [Submit]. A Popup Window with step by step instructions is presented to familiarize you with ADVISOR. You may change your User ID, password and preferences by clicking on the Preferences node under Personal tab, editing the required items and clicking [Save]. For example, you may hide or display the Popup Window under the Options tab under the Preferences node by placing or removing the checkmark next to the ADVISOR Tour field and clicking [Save]. Context sensitive online help is also available for each screen by clicking on the [Help] button.

To make the most out of ADVISOR Enterprise, Chapters 2 to 6 along with the ADVISOR Configuration Guide should be thoroughly reviewed to gain clear understanding of the system’s capabilities and how to setup ADVISOR to best meet your needs. For example: How to increase productivity and control quality by setting-up Project Tasks, Team Knowledge/

Skills, Project Tools, Master References, and so on.

Number of clients needed and who should be assigned the privilege to setup/manage clients.

Data to be collected, analysis to be performed and delivery options to be considered.

Privileges that should be assigned to each User and who should be given the privilege to setup/ manage user accounts.

Data needed by executives, managers and instructional designers to make better decisions – i.e., how the data/results should be presented.

How quality and consistency should be controlled?



1.6 How is ADVISOR Organized? ADVISOR has five main components organized within 3 windows (top, left and right – the sizes of the windows can be adjusted by dragging the border). Once you become familiar with these components, the system operation and navigation will become fairly simple. a) Buttons (top window) – Actions available to user are presented as a series of buttons at the top of the

screen. You can Add, Save, Copy, Delete, Merge, Diverge, add comments/assumptions to a screen (Notes), Print a screen, Return to previous level (Up), Restore previous values, request Help or Logout. Information is only saved when you click the [Save] button.

b) Path (top window) – Tracks your progress as you navigate through ADVISOR. c) Tree (left window) – Lists options (nodes) available to user. To expand an option (node), click on the

[+] sign. To view the contents of an option (node), click on corresponding node. d) Tabs (top of right window) – Data for some nodes are divided into several tabs. Click on a tab to

view its contents. e) Main Window (right window) – Content of each screen is presented in this window.

(b)

(c) (e)

(d)

(a)



1.7 Learning ADVISOR To use ADVISOR, you should know how to perform basic computer, Windows and Browser operations. For example, how to start and quit applications, selecting commands and dialog box options. To facilitate the learning process, ADVISOR comes with its own set of online tools. These include: Online Tour: a slide show that highlights ADVISOR’s main features. It is presented after User logs

on ADVISOR.

Video Clip: provides a better understanding of ADVISOR's main functions and features. To view, please visit the following URL: http://www.bnhexpertsoft.com/english/products/advent/tour.htm.

Step-by-Step Guides: for configuring ADVISOR, as well as conducting mission analysis, job task analysis, media analysis, cost analysis and performance analysis. To view and download, please visit the following URL: http://www.bnhexpertsoft.com/english/products/advent/guide.htm.

Answers to Frequently Asked Questions are available online at: http://www.bnhexpertsoft.com/english/resources/faq.htm

Context Sensitive Help: can be displayed for each screen by clicking on the [Help] button.

Technical Support: Available 8:00 am to 6:00 pm EST by calling 1 (514) 745-4010. You may also fax your questions to 1 (514) 745-4011 or E-mail to [email protected].

User-to-User Forum: You may also interact with other ADVISOR Enterprise users through our User-to-User Forum at: http://www.bnhadvisor.com/jforum/forums/list.page.

1.8 References Gagné, R. M., Briggs, L. J., and Wager, W. W. (1992). Principles of Instructional Design, Fourth Edition, Fort Worth, Texas, Harcourt, Brace Jovanovich College Publishers. Dick, Walter, Carey Lou, and Carey James O. (2005). The Systematic Design of Instruction, Sixth Edition, Allyn and Bacon. Gentry, C. G. (1994). Introduction to Instructional Development: Process and Technique. Belmont, California, Wadsworth Publishing Company. Kemp, J. E. Morrison, G. R. and Ross, S. M. (1994). Designing Effective Instruction, New York, Macmillan Publishing Company. Seels, B. and Glasgow, Z. (1998). Making Instructional Design Decisions, Second Edition, Upper Saddle River, New Jersey, Prentice-Hall, Inc. Smith P. L. and Ragan, T. J. (1993). Instructional Design, New York, Merrill/Macmillan College Publishing. United States, Department of Defense (2001), Instructional Systems Development/Systems Approach to Training and Education, Part 2 of 5, MIL-HDBK-29612-2A.

Chapter 2 – Setup Missions/Goals ____________________________________________________________________________________________


Chapter 2 Setup Missions/Goals

2.1 Introduction To increase training efficiency, maximize its impact as well as demonstrate its value, you should have a clear understanding of current/future needs – i.e., what we are trying to accomplish (missions/goals), tasks needed to achieve objectives, as well as the knowledge and skills needed to perform these tasks.

Step 5.

Job Analysis

Step 1.


Step 4.


Step 6.


Step 3.


Step 4.


Step 2.




2.2 Setup New Project To create a new Project, click on the Projects folder, and then click on the [Add] button. You will be prompted for the Project Title, Contact Name, Client and other info. Data required by ADVISOR is identified by a red asterisk (*). Of course, the more data you provide, the better the results.

Note: To facilitate data sharing and minimize the effort required to conduct Training Needs Analysis, the

analysis (i.e., Missions, Jobs, Tasks, Performance Objectives, etc.) can be made available to all Users or Users assigned to the Client by setting the Status to "Public". In this case, Users can make a copy of your analysis for personal use by clicking on the [Library] tab under the Projects folder, but cannot edit or delete your data. If the Status is set to “Private", the analysis will not be accessible through the [Library] tab.



Click on the [Defaults] tab to specify Annual Productive days, Working Hours per Day and Fringe Benefits Factor for this project. The Currency and Inflation Rate will follow the Client. Implication: Inflation Rates can greatly impact the cost of training programs (Courses) and Solutions over time. Other default values can improve consistency and speed the analysis by automatically filling corresponding values – such as financial data of newly created jobs under Job Analysis folder.

# of Employees in Division, Annual Payroll of Employees, # of Employees Trained [per year], # of Trainers as well as the Annual Training per Employee [hours] can be specified under [Benchmark Data] tab. Implication: Data is primarily used for generating ASTD equivalent benchmark reports. To facilitate and speed the analysis further, Users may also make Jobs (Occupations) under the Job Analysis folder available to all Users or Users assigned to the Client by setting their Status to "Public". Users may copy those Job Analyses under various Projects using the [Job Profiles] tab under the (project) node. Details on setting up Jobs (Occupations) under the Job Analysis folder are presented in Chapter 4. When the ready, the data can be saved by clicking on the [Save] button. Note: Once a Project analysis is completed or reaches a milestone, you can Archive the Project by

clicking on the [Archive] tab, specifying a title and clicking the [Save] button. This will create a duplicate copy of the analysis that cannot be edited and can only be viewed in read only mode. Of course, if the Project Analysis is deleted, all archived copies will also be deleted.



2.3 Organize Projects For large scale projects, such as assessing training efficiency within the Air Force, ADVISOR facilitates the analysis process by allowing Users to subdivide the project into various segments as well as define the relationships among them. For example, within the Air Force, Squadrons supports Wings, and Wings support Commands. In other words, the primary mission/goal of each unit/division is to support the parent unit/division in meeting its missions/goals. To set-up a segment for a Project, click on the Segments folder under the (project) node, and then click on the [Add] button. You will be prompted for the Project Title and other relevant data as indicated in the Section 4.2.

US Air Force

Command #1

Command #2

Command #3

Wing #1.1

Wing #1.2

Wing #2.1

Wing #3.1

Wing #3.2

Wing #3.3

Squadron #1.2.1

Squadron #1.2.2

Squadron #3.2.1

Squadron #3.2.3

Squadron #3.2.3



2.4 Setup Missions/Goals To identify and prioritize the missions/goals of a Project, as well as how the mission/goals of each Segment support parent objectives, click on the Mission Analysis folder under the (project or segment) node, and then click on the [Add] button. You will be prompted for the Mission, Importance, Standards as well as other relevant data. Input the required information and click the [Save] button.

Implications: The significance of each mission/goal is specified in the Importance field. The relative weight of

each mission/goal is assigned as follows: critical=4, very important=3, important=2 and somewhat important=1. In the absence of monitory measures, ADVISOR relies on these weights to identify the most critical missions/goals and in-turn where budget and resources should be allocated.

The performance criteria/standard for evaluating whether the mission/goal has successfully achieved is indicated in the Standards field. Therefore, the statement should be objective, observable, and measurable – i.e., it should include measures of accuracy, speed, quantity and quality. The standard should: Indicate how well the mission/goal must be performed. Include sufficient details to accurately communicate the requirement. Be measurable and objective. Describe an acceptable product, process or both. Product standards are generally described in

terms of quantity, accuracy, tolerances, completeness, format, errors and clarity. Process standards are generally described in terms of sequence, completeness, accuracy and speed of performance.

To facilitate the identification of Tasks needed to support a Mission/Goal, the Mission/Goal can be divided into Phases, Functions or Function Steps, which in-turn can be further subdivided into Crew, Team or Individual Tasks. For example to identify the Tasks needed to Transport Equipment, this Mission can be divided into the following Phases: Pre-Flight Duties, Pre-Departure Duties, Departure Duties, En-route Duties, Arrival Duties, etc.; and the Tasks within each Phase identified. For simple Missions/Goals, the analyst can of course divide the Mission/Goal directly into Tasks, by selecting the Tasks option in the Divide in field.



The impact of a Mission/Goal on the parent is indicated under the [Mission Impact] tab. Once again, the relative weight of each mission/goal is assigned as follows: critical=4, very important=3, important=2 and somewhat important=1.

Implications: ADVISOR relies on these weights to compute the relevant importance of each mission/goal and in-

turn where budget and resources should be allocated.

For example, if a Project Mission/Goal is critical (4), and the Mission/Goal is supported by two Missions/Goals within one or more Segments, the criticality of each of the Segment Mission/Goal is computed as follows:

Goal A = 4 x Weight of Goal A/ (Weight of Goal A + Weight of Goal B)

For illustration, if the impact of Goal A on the Project Mission Goal is critical (4) and the impact of Goal B on the Project Mission/Goals is somewhat important (1), then the criticality of Goals A and B is computed as follows:

Goal A = 4 x 4 / (4 + 1) = 3.2 Goal B = 4 x 1 / (4 + 1) = 0.8

In other words, Goal A is 4 times more important than Goal B.

Note: Computing the monetary values of missions/goals is addressed in ADVISOR Enterprise

“Performance Analysis” User Guide.

Chapter 3 – Identify Tasks Needed to Achieve Missions/Goals ____________________________________________________________________________________________


Chapter 3 Identify Tasks Needed to Achieve Missions/Goals

3.1 Introduction To facilitate the identification of Tasks needed to achieve Missions/Goals, each Mission/Goal can be divided into Phases, Functions, and Function Steps, which in-turn can be further subdivided into Crew, Team or Individual Tasks. Individual Tasks can in-turn be divided into Sub Tasks, Steps and Sub Steps to provide a clear indication of actions needed to achieve each Mission/Goal.

Step 5.

Job Analysis

Step 1.


Step 4.


Step 6.


Step 3.


Step 4.


Step 2.




3.2 Divide Missions/Goals into Phases, Functions & Function Steps Missions/Goals can be divided into Phases, Functions, Function Steps or Tasks by selecting the corresponding option in the Divide in field. For example to identify the Tasks needed to Transport Equipment, this Mission can be divided into the following Phases: Pre-Flight Duties, Pre-Departure Duties, Departure Duties, En-route Duties, Arrival Duties, etc.; and the Tasks within each Phase identified. For simple Missions/Goals, the analyst can of course divide the Mission/Goal directly into Tasks, by selecting the Tasks option in the Divide in field.

To add a new Phase, Function or Function Step, click on the Phase, Function or Function Steps folder under the (mission/goal) node, and then click on the [Add] button. You will be prompted for the Title, Sequence and Divide in attributes. Input the required fields and click the [Save] button.



For example, if the Mission/Goal is to Transport Equipment, the Mission/Goal can be divided into the following Phases: Pre-Flight Duties, Pre-Departure Duties, Departure Duties, En-route Duties, Arrival Duties, etc. Each Phase may then be subdivided into Tasks, Sub Tasks, etc. For example, the Pre-Departure Duties Phase may include the following Tasks: Conduct Flight Deck Setup Flow, Complete Pre-Departure Checklists and Conduct Ground Operations. Mission/Goal Phases Tasks Note: You are not required to divide Missions/Goals into Phases, Functions and Function Steps. A

Mission/Goal can be divided directly into Tasks.

Transport Equipment

Pre-Flight Duties

Departure Duties

Conduct Flight Deck Setup

Flow

Pre-Departure Duties

En-route Duties

Complete Pre-Departure

Checklists

Complete Pre-Departure

Checklists

Perform Visual En-route Flight

Procedures

Perform Visual En-route Flight

Procedures



3.3 Identify Mission/Goal Tasks Missions/Goals, Phases, Functions and Function Steps can be divided into Tasks by selecting the Tasks option in the Divide In field. To add a new Task, click on the Tasks folder under (mission/goal) node, for example, and then click the [Add] button. You will be prompted for the Task Title, Standards, Difficulty, Importance and Frequency as well as other attributes. Input the required fields and click the [Save] button.

Note: If Jobs have been defined under the Job Analysis folder (Chapter 4), the [Jobs] tab is displayed to

allow Users to indicate who will be performing the Task. Each of the top three Task levels can be assigned to multiple Jobs.

Three models are incorporated in ADVISOR to assess the training requirement for each Task as well

as its priority based on Task Difficulty, Importance and Frequency. Factors considered in each of the models including decision matrix are presented in Section 3.4

To facilitate data sharing and minimize the analysis effort, Users can search for and copy Tasks

including attributes and hierarchy using the [Search] tab under the Tasks folder. Once again, please note that this does not provide access to the original data.

To edit the attributes of multiple Tasks, the Edit All function may be used.



Each Task can be classified as Crew, Team, Individual, Sub Task or Step in Task Type field. Crew and Team Tasks are defined as tasks that require more than one individual to complete with each individual performing a discrete part. Although restrictions are not imposed by ADVISOR, Tasks should be organized as follows: In contrast to Crew and Team Tasks, Individual Tasks require only one individual to complete. For example, if “Develop marketing strategy” requires more than one individual to complete, it can be considered a Crew or Team Task. The Task, in-turn, can be divided into “Forecast market needs”, “Assess Strengths, Weaknesses, Opportunities and Threats” and so on. If these Tasks require one individual to complete, they can be classified as Individual Tasks. To sub divide the “Develop marketing strategy” Task, for example, select the “Yes” option under the Sub Divide field and click the [Save] button. There is no limit on the number of levels a Task can be divided into. In other words, a Crew Task can be divided into Team Tasks; Team Tasks can be divided into Individual Tasks; Individual Tasks into Sub Tasks; Sub Task into Steps; Steps into Sub Steps and so on. If the hierarchy of the Tasks requires modification, the [Edit Tree] function under the Tasks folder may be used to rearrange the Tasks, Sub Tasks, Steps and Sub Steps.

Crew Task

Team Task

Individual Task (Job 1)



Sub Task

Sub Task

Sub Task

Sub Task

Sub Task

Step Step Step



Each Time a Task is added under a Mission/Goal, Phase, Function or Function Step, it is automatically added to the Project Tasks repository under the Project Task folder.

Each Project Task can support multiple Missions/Goals, Functions and Function Steps. In other words, if the “Develop marketing strategy” Task is also needed by Services, than the same Task can be assigned to Services by clicking on the [select] tab, placing checkmark next to the desired Tasks and clicking [Save].

Notes: Linking a Project Task to multiple Missions/Goals, Functions and Function Steps does not duplicate

the Mission Task, it simply displays the same Mission Task where needed. In other words, if the attributes or the structure of a Mission Task is modified under a specific Mission/Goal, it is automatically modified under all Missions/Goals, Functions and Function Steps that the Task is linked to.

Only Primary Project Tasks can be linked to multiple Missions/Goals, Functions and Function Steps.

In other words, if the “Develop marketing strategy” Task is divided into “Forecast market needs”, and “Assess Strengths, Weaknesses, Opportunities and Threats”, only the “Develop marketing strategy” Task can be linked to multiple Missions/Goals, Functions and Function Steps . The children automatically follow the parent and cannot be assigned separately to other Missions/Goals, Functions and Function Steps.

A list of the Tasks including attributes can be exported by clicking on the Export tab, selecting the desired attributes to export and clicking the [Save] button. Similarly, Tasks including attributes can be imported using the [Import] tab.



3.4 Determine Tasks Training Requirements/DIF Models Three models are incorporated in ADVISOR to assess training requirement for each Task as well as its priority based on Task Difficulty, Importance, Frequency and other factors. The analysis for each Project follows the model specified under corresponding Client. For example, if Project 1 is assigned to Client A (Section 2.2), then the analysis for Project 1 will follow the Training Analysis Model specified for Client A (Configuration Guide Chapter 2). Factors considered in each of the models including decision matrix are presented below. 1. Florida State University (DIF) Model. This model is created by Florida State University and

published in military regulations and standards (United States Department of Defense 2001) over the past 30 years.

Based on Task’s Difficulty, Importance and Frequency, the DIF model indicates whether personnel require training in order to perform the Task. For example, if Difficulty is Medium, Importance/ Criticality is High, and Frequency is High, than Training (T) is recommended in chart above. NT refers to No Training and OT to Over Train – implying that practice beyond what is required for retention is needed.



Similarly, within ADVISOR once the Task Difficult, Importance and Frequency are specified, the results including reasoning are provided under the corresponding Training node. You may override ADVISOR’s recommendations by selecting the desired values and locking your choices.



2. Modified Ohio State SCID (Systematic Curriculum and Instructional Development) DIF Task Model. Similar to the Florida State DIF Model, but classifies training priorities in 5 versus 3 levels. Based on Task’s Difficulty, Importance and Frequency, the model indicates whether personnel require training in order to perform the Task. For example, if Difficulty is Medium, Importance/Criticality is High, and Frequency is High, than Training Level 3 is recommended in chart below. In this model, Level 1 refers to Very High Priority, Level 2 to High, Level 3 to Moderate, Level 4 to Low Priority and Level 5 to no formal training requirement. Similarly, within ADVISOR once the Task Difficult, Importance and Frequency are specified, the results including reasoning are provided under the corresponding Training node. You may override ADVISOR’s recommendations by selecting the desired value and locking your choice.



3. Criterion Model. Published in the Canadian Forces Individual Training & Education System 2003. In addition to Task’s Difficulty, Importance and Frequency, the model takes into consideration the requirement for immediate action, % of individuals performing the task and consequences of inadequate performance in making recommendations as indicated in chart below.

Factors Training Task Difficulty = Low Consequences of inadequate performance = Low % of individuals performing the task = Low Requirement for immediate action = Low

Not Required

Task Difficulty = Low Consequences of inadequate performance = Moderate % of individuals performing the task = Medium to High Requirement for immediate action = Medium or High

Moderate

Task Difficulty = Medium or High Consequences of inadequate performance = Moderate or High % of individuals performing the task = High Requirement for immediate action = Medium or High

High Priority

Similarly, within ADVISOR once the Task Difficult, Importance, Frequency, Requirements for Immediate Action, % of Individual Performing Task, Personnel/Environment Safety and Equipment/ Data Integrity are specified, the results including reasoning are provided under the corresponding Training node. You may override ADVISOR’s recommendations by selecting the desired value and locking your choices.



3.5 Identify Knowledge, Skills and Attitudes To identify Knowledge, Skills and Attitudes needed to perform each Task to the desired level, click on the Knowledge/Skills folder under the (task) and then click on the [Add] button. You will be prompted for the Knowledge/Skill Title, Learning Outcome, Classification, and desired Knowledge/Skill Level. Input the required information and click [Save].

Notes: Identifying the Knowledge, Skill and Attitude requirements for each Task will greatly simplify the

process of uncovering Knowledge/Skill gaps – i.e., training needed. To facilitate media analysis and training program design, the learning level of each Knowledge, Skill

or Attitude can be defined under the Classification field. The Classification is closely linked with the action verb used to define the Knowledge, Skill or Attitude. Job aid for selecting action verbs is provided in United States Department of Defense 2001, Instructional Systems Development/Systems Approach to Training and Education Handbook and included in Appendix A as a reference.



Each time a Knowledge, Skill or Attitude is added to a Task, it is automatically added to the Knowledge, Skill and Attitude repository under the Team Knowledge/Skills folder.

Each Knowledge, Skill or Attitude can support multiple Tasks. In other words, if the “Identify available budget and resources” Knowledge is also required by the “Assess Strengths, Weaknesses, Opportunities and Threats” Task, than the same Knowledge can be assigned to this Task by clicking on the [select] tab, placing checkmark next to the desired Knowledge, Skills and Attitudes and clicking [Save].

Notes: Linking a Knowledge, Skill or Attitude to multiple Tasks does not duplicate the Knowledge, Skill or

Attitude, it simply displays the same Knowledge, Skill or Attitude where needed. In other words, if the attributes of a Knowledge is modified under a specific Task, it is automatically modified under all Tasks that the Knowledge is linked to. In addition to minimizing duplication, identifying Knowledge, Skills and Attitudes common among various Jobs and Tasks can be greatly facilitated. Moreover, deleting a Knowledge under a Task does not delete the Knowledge from Team Knowledge/Skills folders. It simply unselects the Knowledge for this Task.

The Knowledge/Skill Level can be uniquely defined for each Task.



3.6 Define Job Aids, Polices and Tools In addition to Knowledge, Skills and Attitudes, Job Aids required or available when performing the Task, Policies/Procedures that impact how a Task should be performed, as well as Tools or Systems required to perform the Task can also be defined under the Job Aids, Policies/Procedures, and Tools folders respectively. To add a new Job Aid, Policy or Tool, click on the corresponding folder under the (task) and then click on the [Add] button. You will be prompted for Title. Input the required information and click [Save].

Similarly, each time a Job Aid, Policy or Tool is added to a Task, it is automatically added to the Job Aid, Policy or Tool repository under Project Job Aids, Project Policies, or Project Tools folders. Moreover, each Job Aid, Policy or Tool can support multiple Tasks. In other words, if the “Excel” Tool is also required by the “Assess Strengths, Weaknesses, Opportunities and Threats” Task, than “Excel” can be assigned to this Task by clicking on the [select] tab, placing checkmark next to Excel and clicking [Save].



Notes: Linking a Job Aid, Policy or Tool to multiple Tasks does not duplicate the Job Aid, Policy or Tool, it

simply displays the same Job Aid, Policy or Tool where needed. In other words, if the title of a Job Aid is modified under a specific Task, it is automatically modified under all Tasks that the Job Aid is linked to. In addition to minimizing duplication, identifying Tasks and Learning Objectives impacted by a change to a Job Aid, Policy or Tool can be greatly facilitated. Moreover, deleting a Job Aid, Policy or Tool under a Task does not delete the Job Aid, Policy or Tool from the Project Job Aids, Project Policies or Project Tools folders. It simply unselects the Job Aid, Policy or Tool for this Task.

3.7 References Canadian Forces Individual Training & Education System (2003), Analysis of Instructional Requirements, Volume 3 of 13, CFITES. United States, Department of Defense (2001), Instructional Systems Development/Systems Approach to Training and Education, Part 2 of 5, MIL-HDBK-29612-2A.

Chapter 4 – Setup Jobs/Occupations and Identify Knowledge/Skill Gaps ____________________________________________________________________________________________


Chapter 4

Setup Jobs/Occupations and Identify Knowledge/Skill Gaps

4.1 Introduction In this step, Jobs (Occupations) needed to achieve Missions/Goals are identified. The Tasks for each Job (Occupation) can be assembled from Tasks needed to achieve Missions/Goals (Section 3.3) as well as core competencies.

Step 5.

Job Analysis

Step 1.


Step 4.


Step 6.


Step 3.


Step 4.


Step 2.




4.2 Setup Jobs/Occupations Multiple Jobs (Occupations) can be set-up under each Project or Segment to identify who will be performing the Tasks needed to achieve Missions/Goals. To create a new Job (Occupation), click on the Job Analysis folder under the (project) node, and then click on the [Add] button. You will be prompted for the Position Title and a brief overview. Input the required information and click the [Save] button.

Implications: Status: The Status of each Job can be set to Public. This implies that in addition to making the Job

Analysis available to all Users to copy under [Job Profile] tab under the (project) node; Courses can also be assigned to this Job under the Target Audience folder under the Course Analysis folder under the Design tab (for Users with access to the Training Design Module). Once again, please note that this does not provide access to the original data. If the Status of a Job Analysis is set to “Private", the analysis will not be accessible through the [Job Profile] tab nor through the Target Audience folder.

Limit Access to Client: The visibility of the Job Analysis can be limited to Users and Courses

assigned to the same Client as the Job by selecting Yes under “Limit Access to Client”.



Next, the profile of each Job, including financial data, characteristics and attitudes (i.e., factors that impact of effectiveness of alternate delivery media) can be specified by clicking on the Financial Data, Characteristics, or Attitude nodes under the (job), completing relevant sections and clicking the [Save] button. [Note: These nodes only appear for users for Users with access to the Training Design, Resource management, Project Management and Performance Analysis Modules].

Implication: Once created, relevant data can be easily imported within multiple Courses by selecting the Job under

the Target Audience folder under the (course) node.

In addition to speeding course analysis, Job Financial Data and Characteristics improve the quality and accuracy of the analysis by providing high quality and consistent data to all analysts. Moreover, the data can also facilitate the re-computation of course costs as job (trainees) data changes. For example, to re-compute course costs if the salary of Account Managers increases from $80,000 to $85,000, for example, simply update the Financial Data of the Account Managers under Job Analysis and Import Audience Characteristics under relevant courses.



4.3 Assign Mission/Goal Tasks to Jobs/Occupations To assign Mission/Goal Tasks to a Job/Occupation, click on the Mission Tasks node, to display the top 3 Mission/Goal Tasks levels. Place checkmark next to the desired Tasks, and click the [Save] button. Selected Tasks will be displayed under the Tasks folder.

Since Mission Tasks can be assigned to multiple Jobs, to preserve data integrity, should the Mission Task attributes change, they automatically cascade to all corresponding Job Tasks when the cascade option is

turned on . You may of course turn cascade option off to make changes to a specific Job Task.

Similarly, if structure of the Mission Task changes, i.e., new Step added, a Refresh icon is displayed next to Mission Task under Mission Tasks node. User can click icon to realign Job Task with Mission.



4.4 Setup New Tasks (Core Competencies) To add a new Task (core competency) to a Job/Occupation, click on the Tasks folder under the (job) node, and then click on the [Add] button. You will be prompted for the Task Title, Standards, Difficulty, Importance and Frequency as well as other attributes. Input the required fields and click the [Save] button.

Implications: Based on Task’s Difficulty, Importance and Frequency, training requirements and priority are

assessed by the selected DIF model (Section 3.4) and the results including reasoning are provided under the corresponding Training node. You may override ADVISOR’s recommendations by selecting the desired values and locking your choices.

Sub Divide Tasks: A Task can also be divided into multiple levels. In other words, Task can be divided into Sub Tasks, Sub Tasks into Steps, Steps into Sub Steps, and so on. There is no limit on the number of levels a Task can be divided into. To sub divide a Task, select the “Yes” option under the Sub Divide field and click the [Save] button.

Note: To facilitate data sharing and minimize the analysis effort, Users can search for and copy Tasks

including attributes and hierarchy using the [Search] tab under the Tasks folder. Once again, please note that this does not provide access to the original data.

If References have been defined under the Master References List folder under Templates folder (Chapter 5), a [References] tab will also appears after the [Safety] tab. References may to be used to justify the need for the Task – i.e., link Task to specific mandate, requirement, manual, etc. By establishing this link, in addition to documenting the reasoning behind the Task, analysts can quickly identify which Tasks (including Knowledge, Skills, Attitudes and Learning Objectives) are affected by a change in a specific mandate, requirement or manual.



4.5 Identify Knowledge, Skills and Attitudes To identify Knowledge, Skills and Attitudes needed to perform each Task to the desired level, click on the Knowledge/Skills folder under the (task) and then click on the [Add] button. You will be prompted for the Knowledge/Skill Title, Learning Outcome, Classification, and desired Knowledge/Skill Level. Input the required information and click [Save].

Notes: Identifying the Knowledge, Skill and Attitude requirements for each Task will greatly simplify the

process of uncovering Knowledge/Skill gaps – i.e., training needed. To facilitate media analysis and training program design, the learning level of each Knowledge, Skill




Each time a Knowledge, Skill or Attitude is added to a Task, it is automatically added to the Knowledge, Skill and Attitude repository under the Job Knowledge/Skills and Team Knowledge/Skills folders.

Each Knowledge, Skill or Attitude can support multiple Tasks. In other words, if the “Identify available budget and resources” Knowledge is also required by the “Assess Strengths, Weaknesses, Opportunities and Threats” Task, then the same Knowledge can be assigned to this Task by clicking on the [select] tab, placing checkmark next to the desired Knowledge, Skills and Attitudes and clicking [Save].



Notes: Linking a Knowledge, Skill or Attitude to multiple Tasks does not duplicate the Knowledge, Skill or

Attitude, it simply displays the same Knowledge, Skill or Attitude where needed. In other words, if the attributes of a Knowledge is modified under a specific Task, it is automatically modified under all Tasks that the Knowledge is linked to. In addition to minimizing duplication, identifying Knowledge, Skills and Attitudes common among various Jobs and Tasks can be greatly facilitated. Moreover, deleting a Knowledge under a Task does not delete the Knowledge from the Job Knowledge/ Skills and Team Knowledge/Skills folders. It simply unselects the Knowledge for this Task.

The Knowledge/Skill Level can be uniquely defined for each Task by selecting the required level and

locking your choice.

4.6 Define Job Aids, Polices and Tools In addition to Knowledge, Skills and Attitudes, Job Aids required or available when performing the Task, Policies/Procedures that impact how a Task should be performed, as well as Tools or Systems required to perform the Task can also be defined under the Job Aids, Policies/Procedures, and Tools folders respectively. To add a new Job Aid, Policy or Tool, click on the corresponding folder under the (task) and then click on the [Add] button. You will be prompted for Title. Input the required information and click [Save].

Similarly, each time a Job Aid, Policy or Tool is added to a Task, it is automatically added to the Job Aid, Policy or Tool repository under Job Aids and Project Job Aids, Job Policies and Project Policies or Job Tools and Project Tools folders.



Moreover, each Job Aid, Policy or Tool can support multiple Tasks. In other words, if the “Excel” Tool is also required by the “Assess Strengths, Weaknesses, Opportunities and Threats” Task, than “Excel” can be assigned to this Task by clicking on the [select] tab, placing checkmark next to Excel and clicking [Save].


simply displays the same Job Aid, Policy or Tool where needed. In other words, if the title of a Job Aid is modified under a specific Task, it is automatically modified under all Tasks that the Job Aid is linked to. In addition to minimizing duplication, identifying Tasks and Learning Objectives impacted by a change to a Job Aid, Policy or Tool can be greatly facilitated. Moreover, deleting a Job Aid, Policy or Tool under a Task does not delete the Job Aid, Policy or Tool from the Job Aids, and

Project Job Aids, Job Policies and Project Policies or Job Tools and Project Tools folders. It simply unselects the Job Aid, Policy or Tool for this Task.



4.7 Define Performance and Enabling Objectives Tasks refer to activities that individuals are expected to perform on the job. Although individuals may require training on some Tasks in order to master, simpler Tasks with minimal impact may not require any training. In general, Performance Objectives can be viewed as Tasks that require training. To facilitate the creation of Performance and Enabling Objectives, Job Tasks are presented under the [Auto Generate] tab under the Performance Objectives folder. Place checkmarks next to Tasks that require training and click the [Save] button to generate the corresponding Performance Objectives under the Performance Objectives folder. Sub Tasks are in-turn translated into Enabling Objectives.

Once again, to preserve data integrity, should the Job Task attributes change, they automatically cascade

to all corresponding Performance Objective when the cascade option is turned on . You may of

course turn the cascade option off to allow you to make changes to the Performance Objective.



You may also add a Performance Objective by clicking on the Performance Objectives folder under the (job) node, and then click on the [Add] button. You will be prompted for the Objective Title, Standards, Impact of Objective on Goals, as well as other attributes. Input the required fields and click the [Save] button.

Implications: Objective Priority and Training Requirements are dictated by Tasks and Sub Tasks that the Objective

supports – i.e., linked to under the [Tasks] tab. They are presented under the Training node under each (Objective).

Status: To facilitate data sharing and minimize the analysis effort, Users can search for and copy

Performance Objectives including attributes and hierarchy using the [Search] tab under the Performance Objectives folder. To make the Performance Objective accessible to the Search function, set its Status to “Public”. Once again, please note that this does not provide access to the original data. If the Status of a Performance Objective is set to “Private", the Performance Objective will not be accessible by the [Search] tab.

Sub Divide Objectives: An Objective can be divided into multiple levels. In other words,

Performance Objective can be divided into Enabling Objectives, Enabling Objectives into Steps, Steps into Sub Steps and so on There is no limit on the number of levels a Performance Objective can be divided into. To sub divide a Performance Objective, select the “Yes” option under the Sub Divide field and click the [Save] button..



Impact on Goals fields indicate the significance of each Objective. The relative weight of each Objective is assigned as follows: critical=4, very important=3, important=2 and somewhat important=1.

ADVISOR relies on these weights to compute the relative impact of each Performance Objective

on Missions/Goals and, in-turn, where budgets and resources should be allocated.

If a Mission/Goal is very important (3), and two Performance Objectives impact the outcome of this Mission/Goal, then the impact of each Objective is computed as follows:

Objective A = 3 x Weight of Objective A/ (Weight of Objective A + Weight of Objective B) For example, if the impact of Performance Objective A on the Mission/Goal is very important (3) and the impact of Performance Objective B on the Mission/Goal is somewhat important (1), then the impacts of Performance Objectives A and B are computed as follows:

Performance Objective A = 3 x 3 / (3 + 1) = 2.25 Performance Objective B = 3 x 1 / (3 + 1) = 0.75

In other words, Performance Objective A is 3 times more critical than Performance Objective B.

Notes: If Performance and Enabling Objectives directly maps to Tasks and Sub Tasks, the analysis can be

greatly simplified by checking the Sync POs/EOs with Tasks/Sub Tasks field under the (project) node. By checking this field, POs/EOs will be automatically created from Tasks and Sub Tasks and their attributes synced.

If Performance and Enabling Objectives do not map to Tasks and Sub Tasks, the [Edit Tree] function

under the Performance Objectives folder may be used to rearrange POs and EOs. To facilitate data sharing and minimize the analysis effort, a [Search] tab is provided under the

Performance Objectives folder. You may search for Performance Objectives by Job or Keyword. To copy, place checkmark next to the desired Performance Objective and click the [Save] button. All Enabling Objectives, Steps and Sub Steps including attributes, Knowledge and Skills associated with the Performance Objective are copied.

If References have been defined under the Master References List folder under Templates folder (Chapter 5), a [References] tab will also appears after the [Certification] tab. References may to be used to justify the need for the Performance Objective – i.e., link Task to specific mandate, requirement, manual, etc. By establishing this link, in addition to documenting the reasoning behind the Task, analysts can quickly identify which Tasks (including Knowledge, Skills, Attitudes and Learning Objectives) are affected by a change in a specific mandate, requirement or manual.



4.8 Define POs/EOs Steps, Cues and Measures For each Performance and Enabling Objective, steps required to perform each Objective can be indicated under the Steps folder, events that prompt the need to perform can indicated under the Cues folder as well as observable behaviors and characteristics that indicate whether it is being correctly performed can be listed under Measures folder. To add a new Step, Cue or Measure for an Objective, click on the corresponding folder, Steps for example, and then click on the [Add] button, input the required fields and click [Save] button.



4.9 Identify POs/EOs Knowledge, Skills and Attitudes To identify Knowledge, Skills and Attitudes needed to perform each Objective to the desired level, click on the Knowledge/Skills folder under the (objective) and then click on the [Add] button. You will be prompted for the Knowledge/Skill Title, Learning Outcome, Classification, and desired Knowledge/ Skill Level. Input the required information and click [Save].

Notes: Identifying the Knowledge, Skill and Attitude requirements for each Objective will greatly simplify

the process of uncovering Knowledge/Skill gaps – i.e., training needed. To facilitate media analysis and training program design, the learning level of each Knowledge, Skill




Each time a Knowledge, Skill or Attitude is added to an Objective, it is automatically added to the Knowledge, Skill and Attitude repository under the Job Knowledge/Skills and Team Knowledge/ Skills folders.

Each Knowledge, Skill or Attitude can support multiple Tasks. In other words, if the “Identify available budget and resources” Knowledge is also required by the “Assess Strengths, Weaknesses, Opportunities and Threats” Objective, than the same Knowledge can be assigned to this Objective by clicking on the [select] tab, placing checkmark next to the desired Knowledge, Skills and Attitudes and clicking [Save].



Notes: Linking a Knowledge, Skill or Attitude to multiple Objectives does not duplicate the Knowledge,

Skill or Attitude, it simply displays the same Knowledge, Skill or Attitude where needed. In other words, if the attributes of a Knowledge is modified under a specific Objective, it is automatically modified under all Tasks and Objectives that the Knowledge is linked to. In addition to minimizing duplication, identifying Knowledge, Skills and Attitudes common among various Jobs and Objectives can be greatly facilitated. Moreover, deleting a Knowledge under an Objective does not delete the Knowledge from the Job Knowledge/Skills and Team Knowledge/Skills folders. It simply unselects the Knowledge for this Objective.

The Knowledge/Skill Level can be uniquely defined for each Objective by selecting the required level

and locking your choice.

4.10 Define POs/EOs Job Aids, Polices and Tools In addition to Knowledge, Skills and Attitudes, Job Aids required or available when performing the Task, Policies/Procedures that impact how a Task should be performed, as well as Tools or Systems required to perform the Task can also be defined under the Job Aids, Policies/Procedures, and Tools folders respectively. To add a new Job Aid, Policy or Tool, click on the corresponding folder under the (objective) and then click on the [Add] button. You will be prompted for Title. Input the required information and click [Save].

Similarly, each time a Job Aid, Policy or Tool is added to a Task, it is automatically added to the Job Aid, Policy or Tool repository under Job Aids and Project Job Aids, Job Policies and Project Policies or Job Tools and Project Tools folders.



Moreover, each Job Aid, Policy or Tool can support multiple Objectives. In other words, if the “Excel” Tool is also required by the “Develop Marketing Strategy” Objective, than “Excel” can be assigned to this Objective by clicking on the [select] tab, placing checkmark next to Excel and clicking [Save].


simply displays the same Job Aid, Policy or Tool where needed. In other words, if the title of a Job Aid is modified under a specific Objective, it is automatically modified under all Tasks and Objectives that the Job Aid is linked to. In addition to minimizing duplication, identifying Tasks and Learning Objectives impacted by a change to a Job Aid, Policy or Tool can be greatly facilitated. Moreover, deleting a Job Aid, Policy or Tool under an Objective does not delete the Job Aid, Policy or Tool from the Job Aids, and Project Job Aids, Job Policies and Project Policies or

Job Tools and Project Tools folders. It simply unselects the Job Aid, Policy or Tool for this Objective.



4.11 Uncover Knowledge/Skill Gaps To identify Knowledge and Skill gaps, click on the Knowledge/Skills Gap node and indicate the current levels of the prerequisite Knowledge and Skill. If the desired level exceeds the current level, Knowledge/Skill gap is identified; a Learning Objective is automatically created under the Learning Objective folder under the Training node, and the background of Knowledge or Skill changes to blue to indicate that a Learning Objective has been setup to address the gap.



4.12 Identify Training Requirements To indicate how Knowledge/Skills Gap will be addressed, click on the Training node, specify Formal Training, Workplace Training or Residual Training Gap and click the [Save] button.

Note: The Training Requirement and Priority of a Performance or Enabling Objective are dictated by the

corresponding Tasks that they support – i.e., linked to under the Tasks tab. If an Enabling Objective supports (i.e., linked to) multiple Tasks, then the Training Requirement and Priority of the Objective is set to the Task with highest Requirement/Priority. If on the other hand the Objective is not linked to any Task, then the Training Requirement is set to Train and Performance Priority to Medium.



To indicate the time needed to close a Knowledge/Skill Gap, click on the corresponding (learning objective) under the Learning Objectives folder, edit the Title, lock , input the Length and click [Save]. In general, the Learning Objective should specify a behavior (i.e., what individuals will be required to do to demonstrate that they have the required knowledge/skill), the conditions under which knowledge/skill should be exhibited, the standard to which it should be performed. You may create multiple Learning Objectives (Teaching Points) to address a single Knowledge/Skill Gap. To add a new Learning Objective, click on the Learning Objectives folder under the Training node, and then click on the [Add] button. Input the title, lock , the Length, specify the Knowledge/ Skill the Learning Objective supports under Align Attributes with Knowledge/Skill field and click [Save].

Note: To preserve data integrity, should Knowledge or Skill attributes change, they automatically cascade to

all corresponding Learning Objectives when the cascade option is turned on . You may of course

turn the cascade option off and in-turn make changes to the Learning Objective.

Implications: Learning Objectives can be assembled in courses/training programs. Defining Learning Objectives is

therefore critical for establishing clear links between courses/training programs, Objectives, Tasks and Missions/Goals, demonstrating the value of various courses/training programs and aligning training with Missions/Goals. [Note: Linking Learning Objectives to Courses can only be exercised by users with access to the “Training Design” module].



4.13 Generate Job Reports A concise list of Tasks and Performance Objectives for each Job/Occupation including priority, as well as Knowledge/Skills, and Learning Objectives (i.e., Training Requirements) can be generated to clicking on the Task Report or Performance Objective Report node under Job Reports folder.

You may export the report to MS Word, pdf or other files formats, or print by clicking on corresponding icon in the top left corner of the screen. To return to ADVISOR, close the Report window.



In addition: Training Requirements Analysis (TRA) Report that presents the Knowledge/Skill Entry and Desired

Levels for each Performance and Enabling Objective can be generated by clicking on Training Requirements Analysis Report node.

Three types of audit reports that indicate how each Learning Objective (Teaching Point) has been

derived, as well as where the requirements for each Task and Learning Objective have been addressed and how; can be generated by clicking on Align Tasks with Goals Report node.

Detailed report of Duties, Tasks, Performance and Enabling Objectives as well as Knowledge, Skills,

Attitudes and Training Requirements can be generated by clicking on Job Analysis Report node. Preliminary Training Plan that outlines the Performance and Enabling Objectives as well as Learning

Objectives including media, length can be generated by clicking on Training Plan Report node. [Note, this option is only available to users with access to Training Analysis module].

4.14 Import Job Tasks, Objectives and Knowledge/Skills To facilitate off line data collection, from Subject Matter Experts for example, Tasks and Performance Objectives hierarchy including attributes as well as Knowledge/Skills and Learning Objectives can be collected for a single Job/Occupation in Excel using the Sample Job Tasks Data Collection file and imported in ADVISOR a single click using the Import Job Tasks node.

Chapter 5 – Setup Classification System ____________________________________________________________________________________________


Chapter 5 Setup Classification Systems

5.1 Introduction To facilitate the identification of relevant Knowledge, Skills and Attitudes, minimize effort needed to document the rationale behind Tasks and Objectives, as well as link Duties to specific Competencies, three classification systems can be set-up within ADVISOR Enterprise as outlined in the following sections.

5.2 Master Knowledge/Skills Attributes List As the number of Knowledge, Skills and Attitudes increase, identifying relevant Knowledge and Skills for a specific Task or Objective from the Team Knowledge/Skill repository will become more difficult. To facilitate and speed the process, Meta Tags can be assigned to each Knowledge/Skill to quickly filter the Knowledge/Skill list. For example, Learning Outcomes Meta Tags can be created to only display Knowledge, Skills or Attitudes; Systems Media tags can also be created to only display Knowledge/Skills/Attitudes required by specific systems and so on. To create a new Meta Tag, click on the Master Knowledge/Skills Attributes List folder and then click on the [Add] button. You will be prompted for the Title, Sequence, and whether or not it should be sub divided. Input the required fields and click [Save] to save to create.



Once the Knowledge/Skills Attributes have been created, they can be assigned to any Knowledge, Skill or Attitude by clicking on the Attributes tab under (knowledge/skill) node.

To limit the display Knowledge, Skills and Attitudes within repository, place checkmarks next to the desired Meta tags and click Save. Only Knowledge, Skills and Attitudes that meet all selected tags will be displayed. The Select All option will, on the other hand, display all Knowledge, Skills and Attitudes in the repository.



Note: If the same Knowledge, Skill or Attitude is added a few times by mistake, duplicates can merged

under the Team Knowledge/Skill folder by placing checkmarks next to relevant Knowledge, Skills or Attitudes and clicking the [Merge] button. The Merge function will transfer the Knowledge/Skill links to Tasks and Objectives to the 1st item, and delete the remainder.

5.3 Master Reference List To minimize the effort required for documenting Tasks and Objectives, references that support various Tasks and Objectives can be set-up under the Master References List folder under the Templates folder. These may include Technical Manuals as well as organization specific documents such as the Joint Universal Task List or US Army Universal Task List. To add a new Reference, click on the Master References List folder and then click on the [Add] button. You will be prompted for the Reference Title, Reference Designator, and whether it should be sub divided. For example, a Technical Manual may be divided into Chapters, each Chapter can be divided into Sections and each Section can be further divided into Paragraphs, etc. Input the required fields and click the [Save] button.

Once created, Users can link Tasks and Performance/Enabling Objectives to specific Reference(s) under the [References] tab for each (task). Moreover, should a particular Section within a Reference change, analysts can quickly identify which Tasks (including Knowledge, Skills, Attitudes and Learning Objectives) are affected using the Identify Interventions Impacted by Change report under the [Reports] tab – available to users with access to “Resource Management” module.



5.4 Master Competencies List Competencies are integrated sets of Knowledge, Skills & Attitudes applied in certain context. It is defined as the ability to perform a particular skill or a range of skills to a prescribed standard under prescribed conditions – for example, managing change, strategic thinking & team leadership. Competencies are typically organized within various domains, such as Leadership, Finance, Marketing, Engineering Information Technology, and so on. To add a new Competency, click on the Master Competencies List folder and then click on the [Add] button. You will be prompted for the Competency Title whether it should be sub divided. Input the required fields and click the [Save] button.

Once created, users can assign specific competencies to each (job) using the [Competencies] tab under the Duties folder.

Chapter 6 – Reports ____________________________________________________________________________________________


Chapter 6 Reports

6.1 Master Task List (MTL) Report To generate a detailed breakdown of each Mission including Phase, Function and Function Steps as well as Mission Tasks, Sub Tasks, Steps and Sub Steps along with Standards, Conditions and who performs each for the Tasks, click on the Master Task List Report node under the Project Reports folder.

6.2 Master Training Task List (MTTL) Report To generate a detailed breakdown of each Mission including Phase, Function and Function Steps as well as Mission Tasks, Sub Tasks, Steps and Sub Steps along with Training Requirements, Priority, Difficult, Importance, Frequency, etc., as well as who performs each for the Tasks, click on Master Training Task List Report node under the Project Reports folder.

6.3 Common KSA Report To identify Knowledge and Skills required by various team members including those shared among multiple Jobs/Occupations. In addition to identifying Knowledge/Skill requirements for each Job/Occupation, the report minimizes training duplication by flagging overlaps in training requirements and in-turn the restructuring the training courses around common elements.

Chapter 6 – Reports ____________________________________________________________________________________________


6.4 TNA Report To generate a comprehensive report that outlines Project’s Mission/Goals, Tasks needed to achieve the Missions/Goals as well as who will be performing each Task along with Performance and Enabling Objectives, click on the TNA Report node under Project Reports folder, select items to be included and click the [Save] button to generate. Note: If the Segments option is selected, the Missions/ Goals, Jobs, Tasks as well as Performance and Enabling Objectives of all Project Segments will also be included.

The report in html format is presented in a new window. You may print or save the report using the corresponding functions in your Browser. Since the report is in html format, you can quickly advance to any section by clicking on the corresponding title under the Table of Contents. To return to ADVISOR, close the Report window.

Chapter 6 – Reports ____________________________________________________________________________________________


6.5 Goals Top Down View Report A concise view of how each Project Segment is supporting the Missions/Goals of the Project is generated when you click on the Goals Top Down View Report node under Project Reports folder.

To find out which Tasks support a specific mission/goal and who is performing the Tasks, click on Mission/Goal title.


Chapter 6 – Reports ____________________________________________________________________________________________


6.6 Goals Bottom Up View Report A concise view of how a Project Segment supports the Missions/Goals of the Project is generated when you click on the Goals Bottom Up View Report node under Project Reports folder.

To find out which Tasks support a specific Mission/Goal and who is performing the Tasks, click on Mission/Goal title.


Appendix A – Job Aid for Selecting Action Verbs ____________________________________________________________________________________________


Appendix A Job Aid for Selecting Action Verbs The following job aid for selecting action verbs is extracted from the United States Department of Defense 2001, Instructional Systems Development/Systems Approach to Training and Education Handbook.

Knowledge/Academic



Skills/Hands On/Practice



Attitudes/Behavioral

Date post:	19-Apr-2020
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