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The MANPRINT Program

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Training

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The instruction or education and on-the-job or unit training required to provide personnel their essential job skills, knowledge and attitudes.
  • The system must be designed so that the specified target population can be easily trained to perform to standard
  • General issue: how much and what kind of training do soldiers, with the required aptitudes, need to acquire the skills necessary to accomplish their tasks?
  • Note 1: Training generally cannot overcome poor system design
  • Note 2: Aptitude + Training = Skill, but training cannot always make up for soldier aptitude deficits
  • Kinds of training
    1. Individual
    2. Crew/team
    3. Unit Collective (e.g., platoon, company and higher echelons)
    4. Sustainment or refresher
  • Training Plans
  • How is training to be conducted
    1. Embedded
    2. Hands-on equipment
    3. Training aids devices, simulators, or simulations (TADSS), where simulations may be constructive (based on math or computer models), virtual using digital imagery, or live in the field.
  • Where is training to be given
    1. School
    2. Unit organization
    3. On-the-job (OJT)
    4. Home (i.e., correspondence courses)
    5. Training Centers (e.g., National Training Center, Fort Irwin, CA)
  • What is to be trained (specific system, or combat tasks)?
  • Who does the training?
  • Additional instructors needed?
  • Special skills required?
  • Who is to be trained (active, reserve, civilian): the Target Audience
  • When is training/how long is training and how is it distributed?
  • Are the training objectives reasonably achievable?
  • Are refresher courses needed
  • Various measures of skill and knowledge acquisition:
    1. % of tasks performed to standard
    2. Time required to achieve qualification
    3. Number of practice trials required to achieve qualification
    4. % failures to follow procedures
    5. % tasks not trained to standard
    6. % tasks inadequately trained
    7. % tasks incorrectly trained
    8. Inadequate reference materials, lack of reference materials, lack of training equipment, or lack of TADSS
    9. Who evaluates acquisition of targeted skills and knowledge?
  • Training Strategy Considerations:
    1. Is the target audience known and documented?
    2. Have the system's critical tasks been identified?
    3. Has the target audience and/or trainers participated in planning the training strategy
  • If training TADSS are required have plans been made for their development?
  • Does the system require New Equipment Training Teams (NETT)?
  • Has a Training Effectiveness Analysis (TEA) been conducted?
  • Has the training strategy’s validity been analyzed and checked?
  • Resources, funds, facilities, time and trainers:
    1. Has the total implementation of operators/maintainers/repairers and support personnel been considered in order to resource skill training and practice?
    2. Has personnel flow through the Trainees, Transients, Holdees and Students (TTHS) account been evaluated?
    3. Has the impact on personnel training or availability to work and on career progression been considered for officers/ warrant officers/enlisted personnel/ civilians?
  • Will the system have an impact on Common Task Training requirements?
  • How will the required training impact on total force readiness and on mobilization efficiency and speed?

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