U.S. DOD Form dod-opnavinst-1500-51b

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U.S. DOD Form dod-opnavinst-1500-51b
DEPARTMENT
OFFICE
OF
THE
OF
CHIEF
WASHINGTON,
THE
NAVY
OF
NAVAL
OPERATIONS
DC
20350-2000
TO
ol?t?A\?IhlsT
15tl~.
Sll?
OP-11
31 March 1989
IN
—-
REPL{
REFER
OPhJAVINSTRUCTION 15f10,51B
From:
Chief of Naval Operations
Subj :
TOTAL FORCE TRAINJIBJGSTRATEGY
Encl:
(1)
(2)
(3)
(4)
Training Objectives
Training Responsibilities
Total Force Fleet Training Strategy
Navy Training Oversight Committee (F?’I’OC)
Charter
Purpose. TO issue policy and assign responsibility for
implementing the Total Force Training Strategy. This instruction
has been extensively revised and should be read in its entirety.
1.
2. Cancellation. OPNAVINST 1500.51A and OPNA~71NST_
1540.50A,
Report Control Symbols OPPJAV1540-4 and OPNAV 154fl-5,and OPPAV
Form 1540/8 (4/79).
3. Background. Support of the Navy’s growth requires that our
overall plan for Total Force training be developed and implemented carefully. To that end, a training strategy has been developed which recognizes:
a. !Iaritimesuperiority as the fundamental goal in our
national maritime strategy;
b. The necessity for an effective framework within which to
plan, program, budget, train, and assess our diverse and conplex
Navy of the future;
c. That training methods must be responsive to technology
advances, yet remain affordable;
ble
d. That training and acquisition processes must be compatiwith and responsive to the needs of the operating fleet;
to
e. That hJavalReserve training requirements are ir?trinfi~c
each echelon of the Total Force from planning through execution;
and
f.
The spirit of the CNO’S program for personal excellence.
4. W212Q=
forces .
This instruction applies to both active and Reserve
llllllllllllllllllllllllllllllllll
OPNAVINS,T 1500.51B
3 ! MAR 1989
5. Discussion. The Total Force Training Strategy focuses on
seven major objectives and assigns responsibil.itiesfor implementation. These objectives are listed at enclosure (l).
6. Policv. Each echelon of command is responsible for the
assessment, quality, efficiency, and cost-effectiveness of
training. Reporting of training deficiencies must be timely and
standardized. The ove~all goal is to provide the Navy with the
best trained individuals, units, and forces possible.
7. Responsibilities. Responsibilities for implementation of
this instruction are outlined at enclosure (2). The Total Force
Fleet Training Strategy is discussed at enclosure (3). The Navy
Training Oversight Committee (~JTOC),which acts as a coordinating
mechanism for Navy training, is described at enclosure (4).
VJcEautwwmvumm
Distribution:
(Fleet Commanders in Chief)
SNDL
21A
23C3
(COMNAVRESFOR)
24
(TYPE COMMANDERS)
FJA1
(COMNAVMILPERSCOM) (5)
FKAIA (COMNAVAIRSYSCOM) (10)
FKAIB (COMSPAWARSYSCOM) (10)
FKAIG (COMNAVSEASYSCOM) (10)
FL1
(COMNAVDAC) (Code 813, only) (25)
FT1
(CNET) (10)
FT5
(CNTECHTRA) (5)
OPS 01 (10), 11 (25), 02 (2), 03 (2), 04 (2), 05 (2), 06, ~’7 (5)/
096, and 098 (2)
08 (3), 09B (2), 09G, 092, 093, 094, 095 (2),
Stocked:
CO, NAVPUBFORMCEN
5801 Tabor Avenue
Philadelphia, PA 19120-5099 (100 copies)
OPNAVINST 1500.51B
~! MAR 1999
TRAINING OBJECTIVES
Ref:
(a)
(b)
OPNAVINST 1500.2F (NOTAL)
OPNAVINST 11102.1 (NOTAL)
1.
Maintain an overall Navv-wide assessment of all levels of
traininq/P rovide effective feedback systems for quality control
of traininqo A comprehensive evaluation of how well training
supports the Navy mission is required on a continuing basis.
This effort must include an assessment of schoolhouse and fleet
training of active and Reserve forces. The training assessment
process must involve the entire chain of command and provide
~imely feedback to cognizant agencies. This process applies
equally to training for new system acquisitions as well as
existing systems.
2. Validate and upqrade the traininq resource base. The
training resource base must consist of funding for all planned or
ongoing training and training support within the operating fleet,
the Naval Education and Training Command (NAVEDTRACOM), the Naval
Reserve Force, and supporting agencies and commands. Identification and continuous validation of this base are the first steps
necessary to develop future requirements and priorities. Sponsor
validation of training requirements is the key step in ensuring
effective management control of resource planning and program-ming. The goal of these processes must be the continual sponsorsupported upgrade of our Navy-wide training facilities, ashore
and afloat, in order to meet future fleet readiness requirements.
3. Conserve traininq resources by identifying and capitalizing
on traininq efficiencies. Economy of training is mandatory.
Training agents afloat, ashore, active, and Reserve are responsible for maintaining quality of training while conserving
resources. Reduce the amount of training documentation required
in the schoolhouse by improving technical manuals for use as the
primary text. Regularly review fleet schoolhouse manuals for
accuracy and usability. Promote excellence in technical manuals
by early training in usage, maintenance, and management of the
various feedback systems available. Eliminate redundant and
excess training through the sponsor requirements validation
process. Pursue selected development of technologies for remote
site training such as video/satellite distance learning methods
and on board training packages to supplement, and in some cases,
replace schoolhouse training. Increase the capability to
receive, distribute, and use technical information in digital
form to aid curriculum and manual development.
4. Ensure the traininq community is capable of accommodating new
and existinq traininq requirements. Responsible agencies must
support existing guidance governing the introduction of new
Enclosure
(1)
OPNAVINST 1500.51B
systems into the Navy to ensure proper and timely support for
fleet introduction of new or redesigned equipment with the
requ ired traininq at the required time. Further, provide for
suppo:~ing this training over the life cycle of the equipment.
Particular attention to initial (factory) training, from contractor development t~ schoolhouse incorporation, is required to
ensure the Navy receives a quality product. Reference (a)
provides policy guidelines related to initial (factory) training.
Reference (b) provides policy guidelines related to trdining
equipment installations at schoolhouses.
5. Maintain a Prgper balance between shore-based and on board
traininq (OBT). Because of constrained resources, a proper
balance between shore-based training and OBT must be ensured; OBT
reinforces the individual skill and team training conducted
ashore. Planning for peacetime operational requirements must
give priority to the resources (including operating tempo (OPTEMPO)) necessary to conduct individual, unit, and battle
group/battle force training both in port and underway. With the
increasing emphasis on in-port training, shore-based trainers
must be made fully compatible with fleet systems both in configuration and design capability in order to fully support fleet
training requirements and sustain operational readiness.
6. Develo~ traininq polici~s which conform with standardized
fleet maintenance and operztinq
procedures. In order to be
——
effective, trainin~ nust conform to standardized fleet operating
and maintenance procedures. Training policies must be updated as
new procedures and equipment zre developed.
7. Inteqrat_e state-of-the-art simulation/stimulation techniques
into traininq and o~eration~~ activities and man-machine lj]terface requ irements intc wsapons systems ac auisition to enhance war
fiqhtinq effectiveness, eff~cisncv, and self-reliance. Unit
proficiency training/readiness requirements necessitate live
weapon expenditures and completion of underway/in-flight exercises which often exceed available OPTEMPO or other budgeted
resources. To minimize effects of these shortfalls and i.]crease
effectiveness of fleet training, aggressive exploration of new
training technology and techniques is necessary. Improvements in
operator and maintainer performance are possible with effective
hardware and software weapon system design solutions which reduce
training loads. Training self-reliance within individual platforms must consider, during the Instructional Systems Development
(ISD) analysis and evaluation process, the inclusion of embedded
training technology in the design of new or upgraded systems.
2
Enclosure (1)
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