Conducting+an+Analysis+(Based+on+the+Work)

Information Sheet Conducting an Analysis (Based on the Work)

Introduction: While it has been stated that the JDTA is the foundation of the E2E Process and that data gathered will impact all later stages of development. This is true, but if the needs assessment and needs analysis (Training Situation Analysis) is done correctly and combined with the JDTA (defined work requirements) a plan starts forming that will answer many of the blanks later in the design and development process. The E2E Process is all about conducting analysis.
 * The Needs Assessment
 * Defines the problem(s)
 * Creates a problem statement to
 * Needs Analysis
 * defines the mission / scenarios
 * the work being performed
 * builds learning approaches / strategies that training can be built around
 * The JDTA remains focused on the work requirements.
 * starts transitioning the work requirements to training requirements using the NETC Toolsets

Reference: (Review DID's 81517B, 81518B and 81519B - see descriptions below) (Review NAVEDTRA 137)

Information: Getting ready to conduct a Job, Duty, Task Analysis (JDTA) is made up parts 1. Study the trigger - If it is a HPRR (or any human generated requirement) make sure to capture the data.

2. Determine instructional need: Just because someone (even a requirements sponsor) says they have a problem, doesn't mean that problem is clearly defined or even the root cause of the issue that needs to get fixed. That’s why we conduct analysis. To fix a problem, you need to understand all of the problems so they can be addressed. The first activity before entering the ISD/SAT process is to determine whether there is an instructional need. The application of a needs assessment and needs analysis makes certain that the critical performance requirements of an organization establish the content of training. Training is not the solution for all performance deficiencies. It is neither efficient nor cost effective to produce training without valid justification. Needs assessment and needs analysis should not be performed in a cursory manner. Cursory analyses drive the design and development processes and consequently influence training programs that must be constantly changed. Measures must be in place and time/resources allotted to conduct a needs assessment and needs analysis. Needs assessment and needs analysis are only successful if supported by all levels of management and command (that’s why in the JDTA - Initiating the JDTA process we talked about the Learning Center meeting). An audit trail of the process and decisions made during the process must be maintained (this will be in the IMP/IMS that was discussed). The following are items that should be included in the audit trail:
 * Command directives and tasking documents.
 * A copy of the problem statement.
 * A record of literature search results.
 * Documented possible solutions/corrective actions.
 * A copy of the analysis statement document (Requirements Sponsor Request for Analysis).

3. Conduct needs assessment: (read 29612 vol2, 5.2.1 Needs assessment, page 20-25). Start performing DID 81517B Training Situation Document (TSD) and 81518B Instructional Performance Requirements Document (IPRD).
 * TSD - Is used to document the existing training status (good and bad), this data will be used during the JDTA to answer the questions about the status of existing training and KSATR. It will also be used to define the "As-Is" state of the FEA. Use this time to define the problem.
 * IPRD - Is related to the JDTA effort, it ask the questions to complete the analysis. This analysis defines mission, work task information, and the most important factored added is Training Task Data (see 81518B, item numbers 2.4; Specifically 2.4.1 to 2.4.3)

4. Conduct needs analysis: (read 29612 vol2, 5.2.1 Needs assessment, page 25-26). At this stage the planning can begin as well as the preliminary JDTA data (continue performing 17B and 18B), as things get more defined DID 81519B Instructional Media Requirements Document (IMRD) may be conducted. The analysis is built around the 18B DID (focuses on the work / mission) and preliminary work with preparing for a JDTA by preparing not only the data but the plan (IMP) and schedule (IMS). The projects evaluation plan will also be started. During this step the analysis of the data is the goal. IPRD: the steps associated with mission and work analysis should be performed and used to create preliminary JDTA data. IMRD: this analysis should be on Technical Training Equipment (TTE) and/or other training equipment. The purpose of this analysis is to ensure that equipment capability meet requirements. Since TTE takes time to acquire and install, this step should be performed as early in the process as possible. 5. Perform the JDTA: (review NAVEDTRA 137). When you have access to the SME’s try to answer these questions, they will help speed up the design and development process and provide more realistic training. Based on the Duties and Task (ask SME’s about): Scenario’s, problem’s faced, most common problems or task performed, key performance indicators / lessons learned, and having the SME’s walk through the processes expected to be performed. Based on 17B DID (IPRD) - An important step in planning future training design and development is looking at the following: (use this data during the JDTA to define the “Status of Training” and existing interventions)
 * Existing training
 * Classroom material
 * Student / instructor feedback
 * Evaluations
 * Fleet feedback
 * Test-item analysis
 * TCCD