CPM+and+use+of+any+Analysis+and+Design+Tool

Information Sheet CPM and use of any Analysis and Design Tools

Introduction CPM and any Analysis and Design Tool in general are tools to assist you in the analysis, design, development, implementation and evaluation of training (which supports the PADDIE+M approach). Technology should make your life easier. Too many times the use of technology or a tool (like CPM) drives the perceived requirement (I have to fill out these fields, I have to enter all of this data, I can't go and update something because someone that wasn't involved in the Analysis approved it, or that doesn't understand the foundational shift in training direction created by the NETC E2E process) and when people run into trouble executing those requirements they blame the tool (not saying CPM doesn't have problems, saying if CPM was used correctly and this SOP, the process works). A poorly executed E2E process (discussed more below) is most often the root cause of these problems facing the Learning Center. The developer at the Learning Center must control and use the tool based on sound ISD principles based on captured data and analysis they conducted, the process does not work if you simply fill in all the blanks and hope the tool tells you something at the end. NETC does not desire nor was the E2E process created to cause more work, be un-executable and not improve training or to enter data into a system that has no value. The process is simply to ensure that Fleet work requirements are defined, resources provided to meet those requirements directed by the sponsor and that they support a performance based / evaluated learning model. When the process is properly executed by a trained person, following the NETC process using CPM / AIM LO Module the program goals, requirements and objectives set forth by NETC and OPNAV are achieved. Key take away here is you must use the tool or the tool will use you.

Reference

Information To use CPM effectively or any technology requires planning. Consider the following items before trying to build out data in CPM. 1. Review and organize your data

2. Determine Assessment Strategy, Grouping of Learning Material and Determine Content Type

3. Evaluate material to ensure that it supports your requirement and is optimized to support development. Optimized for development refers to the simple fact that when your completing a JDTA for example you can have 1 Duty, 4 Task, 8 Sub-task and numerious KSATR's or 1 Duty and 12 Task. Simple decisions like this can have an impact on how the course will be designed.

4. Complete the FEA

5. Complete the CPM Projects tab to include ISD Considerations.

1. Review and organize your data
 * Ensure the data is complete before creating it in CPM (completing or reviewing the DID's help)
 * While preparing and organizing your JDTA data, realize that the Task Level takes the most work to fully enter into CPM, but by using a JDTA Task - KSATR, Conditions and Standards gives you flexibility to build learning objectives later. But if you have multiple JDTA Task that have identical KSTAR, Conditions, Standards, TTA, existing interventions decide if the copy / paste approach or dropping related items to Sub-Task Level is the most effective approach.

NOTE: Learning Objectives can be built off Duty, Task, Sub-Task, Steps or KSATR's NOTE: JDTA Task / Sub-Task require the following fields:
 * Task require the following fields to be completed - Verb, Task Text, Task Level, Status of Training, Type of Training, Condition, Standard, Task Source, TTA Data - Safety Hazard, Criticality of Performance, Task Delay Tolerance, Frequency of Performance, Probability of Inadequate Performance, Difficulty of Performance, Task Learning Difficulty, Percent Performing, Percent of Time Spent on Performance, Immediacy of Performance, and KSATR - Knowledge's, Skills, Abilities, Tools, Resources
 * Sub-Task require the following fields to be completed - Verb, Task Text (we assume that all the items entered at the task level relate to the sub-task).


 * Review JDTA data for items that can be streamlined by using the Data Tab of CPM by populating Platform, System, Sub-System, Equipment / Component, Non-Equipment, Environment or changing the Learning Objectives Action Verb in the Projects Tab. An example of these concepts is list below or can be found here.
 * Operate Voyage Management System (VMS) can be modified in Learning Objectives to address any of the following change requirements to support training: Platform, System, Sub-System, Equipment / Component, Non-Equipment, Environment, Condition and/or Standard. So things like software versions, manufactures, model differences, ship / aircraft, and environment so NEVER be included as part of JDTA data.
 * Use the highest-level verbs to define the work. At the end of most Tasks a Sailor performs will be operate or maintain something. So an action verb of Maintain in the JDTA can be changed, duplicated or modified to meet a specific requirement. When building out Learning Objectives based on JDTA data they can be modified to support Troubleshoot, Repair, Test, Align, Perform, even Describe those higher level action verbs increases flexibility and reduces the need to redundant JDTA task. When combined with the previous bullet, things like Preventative and/or Corrective Maintenance increases this flexibility even more.

2. Determine Assessment Strategy, Grouping of Learning Material and Determine Content Type
 * Once you have JDTA's defined, and understand the construct used to build Learning Objectives, the Instructional Specialist can start determining the assessment strategy, what elements and the amount of data that needs to be covered as part of those elements, these factors will drive your selection of content types required to support that instructional delivery method.


 * While much of this information will not be used until step 7 of the FEA process, by defining it now it will assist in FEA Step 2 "As-Is", Step 3 "To-Be", Step 4 "Training Gap" and Step 5 "potential R3" by setting up a training hiearchy that you can compare existing training with the requirements defined in the JDTA.


 * Same as above for how it will be used, it is important to understand that actual training in AIM LO is developed at the section level.

3. Evaluate material

4. Complete the FEA

5. Complete the CPM Projects tab to include ISD Considerations.