Information solicited from you:
1. What is missing?
2. Do you have any Center specific requirements we should consider?
3. What can we do better (or recommendations to do differently)?
FEA NETC Guidance
NETCINST 1500.6
Triggers respond to demand signals and call for an
analysis of new or existing work requirements.
These demand signals may result in the development
of new or revised course content.
Revision to a Fleet Requirement Revision to an
Enlisted Occupational Standard, A New System Not
Addressed in the Acquisition Process
Fleet Feedback, Formal Course Review
Establishment/Disestablishment or Revision of a
Navy Enlisted Classification, Rating Merger,
As Directed by the Curriculum Control Authority,
Human Performance Requirement Review.
FEA User Interface
FEA Communication:
Reason for conducting NETC FEA (Trigger from
drop-down selection)
CPM Modification / FEA Functional Requirement
A CPM FEA field “Section 1: Reason for FEA” will
contain drop-down fields for ‘trigger’ leading to FEA
and any other fields that can be standardized based on
NETCINST 1500.6 (Triggers: Revision to Fleet
Requirement, Revision to an Enlisted Occupational
Standard, New System Not Addressed in the
Acquisition Process, Fleet Feedback, Formal Course
Review (FCR), Establishment/Disestablishment or
Revision of a Navy Enlisted Classification, Rating
Merger, As Directed by the Curriculum Control
Authority, and Human Performance Requirement
Review(HPRR), and other areas of feedback).
A CPM FEA “Section 1: Reason for FEA” field as
supplemental free text field for further clarification
with a limit of 300 characters
A CPM FEA “Section 1: Reason for FEA” field
containing check boxes to indicate If FEA for a new
or revised course.
NOTE: Section 1: Reason for FEA, must be
completed before the system will allow user to
proceed.
FEA NETC Guidance
NAVEDTRA 136
NETC FRONT END ANALYSIS
The NETC FEA occurs after the JDTA (see
NETCINST 1500.6 (series)). This analysis further
refines the FEA that is performed by the acquisition
community during the development of the NTSP (see
OPNAVINST 1500.76 (series)). The goal of the
NETC FEA is to further analyze the skills and
knowledge needed to perform the job, assess the
technologies available for training the skills and
knowledge, perform a media analysis to recommend
the best mix of delivery media, and determine the
best methodology to develop and deliver training
content that will satisfy the outstanding training need.
FEA User Interface
The analysis provides a list of alternatives (e.g.,
media strategies and methods) used in leveraging
existing training interventions for previously selected
tasks, and identifies interventions needed to be
developed. This analysis will be further refined
during the Design Phase and captured in the
Instructional Media Design Package (IMDP). During
the NETC FEA process, every attempt is made to
redeploy, rearrange, repurpose and rewrite (R4)
existing content.
The completed NETC FEA shall be routed to the
CCA for approval and NETC for concurrence.
NETCINST 1500.6
Document reason for conducting FEA
Reason for conducting NETC FEA (Trigger from
drop-down selection)
CPM Modification / FEA Functional Requirement
FEA NETC Guidance
NETCINST 1500.6
Document existing (AS-IS) training requirements
a. Existing training requirements can be captured
from Course Training Task Lists (CTTL), Personal
Performance Profile (PPP) Tables, or Training
Course Control Document (TCCD). This process
ensures all existing training requirements described
in the CTTL/PPP or TCCD are associated with the
existing course material. When submitting for
approval, attach a copy of the CTTL, PPP, or TCCD
with the FEA.
Note: If no CTTL/PPP or TCCD information exists
or is not available at the time of the FEA process, use
the most current JDTA data. If JDTA data does not
exist, it must be developed (refer to NETCINST
1500.4, JDTA process).
a. If using JDTA data, attach a copy to the FEA
document.
NETCINST 1500.6
Document new (TO-BE) training requirements
There are several ways to identify new training
requirements. These include periodic training gap
analyses, reviews of changes to operational or
maintenance requirements, and monitoring of
changes to equipment or systems. Regardless of how
the training requirements are identified, the
foundation is the Job Duty Task Analysis (JDTA).
The JDTA output PROVIDES THE INPUT TO
THE FEA PROCESS.
FEA User Interface
Existing (AS-IS) training requirements
Note: When conducting an evaluation of existing
training materials the Quality Evaluation Tool
shall be used to assess the materials under
consideration
Note: Organizations, as part of the NETC FEA,
are required to search for existing content before
creating new content (refer to DoDI 1322.26).
Such materials may be available at the Advanced
Distributed Learning-Registry (ADL Registry) or
DefenseImagery.mil
Existing interventions data can come from CTTL,
PPP, JDTA, and TCCD as well as other required
source searches – A copy of the source document
will link to the final submission documents for
approval
If no CTTL/PPP or TCCD information exists or is
not available at the time of the FEA process, CPM
will default to using the most current JDTA data.
If JDTA data does not exist, CPM will not allow
moving to next step in the process refer to
NETCINST 1500.4, JDTA process).
Enter New (TO-BE) training requirements in
order of precedence
CPM Modification / FEA Functional Requirement
The capability for auto-populating FEA fields if
applicable data already exists in CPM (see Appendix
A) (data may be obtained from CTTL, PPP, JDTA,
TCCD,and existing interventions)
A CPM FEA field titled “Section 2: Requirements
Part 1: Existing, Part 2: To-Be” will be entered in
free text format
A “search for existing interventions” functionality to
assist in populating existing (AS-IS) training
requirements (Search existing course(s) material for
Reuse, Repurposing and Referencing (R3) to support
new training requirements can populate drop-down
for selection by user if determined applicable – this
will give a starting point based on links to objectives)
User will select if existing intervention is adequate,
not adequate, or does not exist from drop-down
menu.
A CPM FEA field titled “Section 2: Requirements
Part 1: Existing, Part 2: To-Be” will be entered in
free text format
Functionality to allow addition of new (TO-BE)
training requirements as free text
FEA NETC Guidance
NETCINST 1500.6
Compare existing (AS-IS) training requirements with
new (TO-BE) training requirements and determine if
a gap in training does, or does not exist
FEA User Interface
Comparison findings of existing (AS-IS) training
requirements with new (TO-BE) training
requirements and determine if a gap in training
exists
If a gap exists, document differences (delta) in
training requirements
User will document differences (delta) in training
requirements
If no ‘gap’ exists, user will indicate so by
selecting “no gap exists”, otherwise, the user will
enter the delta in free text format
CPM Modification / FEA Functional Requirement
A search functionality to conduct semi-gap analysis
(comparison of As-Is and To-Be requirements) to
assist in populating training requirements
FEA NETC Guidance
NETC 1500.6
Search existing course(s) material for Reuse,
Repurposing and Referencing (R3) to support new
training requirements
If existing course material exists, evaluate for
potential use in new training requirements and
document
Note. Specify (in bold) which course(s) material will
be used for reuse, repurposing and/or referencing:
Reuse - Using the same content, without modification
Repurposing - Using the same piece of content in
new contexts or in different ways
Referencing - Taking relevant materials and changing
the examples, imagery, writing style, or removing
irrelevant information If there are no existing course
materials for R3, proceed to step 6
FEA User Interface
Search results for existing course(s) material for
redeploy, rearrange, repurpose and rewrite (R3) to
support new training requirements via links to
search engines for identification of existing
intervention for re-use and repurposing – once a
course is selected by the user, a selection boxes
will activate to allow user to indicate intent of
selected material (Reuse, Repurposing, or
Reference) to support new training requirements
Reusing, Repurposing, Referencing
A user can reuse, repurpose, or reference an
existing intervention once it has been approved.
The reused, repurposed, or referenced intervention
will appear as New in the location it was cited and
needs to go through the same Approval process as
a intervention, since it is being used under a
different occupational structure (i.e., a task being
reused under another duty) and its inclusion in the
new structure needs to be validated by authorized
personnel.
Reusing, repurposing, or referencing an
intervention, by default, will only link to the
selected objectives within the intervention as
identified by the originator.
Approving an intervention will cause the item to
be added to all locations the intervention item is
used.
Links to interventions can be added or deleted
without affecting the original intervention or any
other uses of it. Thus, two usages of an
intervention may be the same, similar, or
completely different.
CPM Modification / FEA Functional Requirement
Capability to search existing course(s) material for
reuse, repurpose or reference to support new training
requirements via links to search engines for
identification of existing intervention for re-use and
repurposing – once a course is selected by the user, a
selection boxes will activate to allow user to indicate
intent of selected material (Reuse, Repurposing, or
Reference)
FEA NETC Guidance
NETC 1500.6
Determine New (TO-BE), training requirements
delivery methods (list in order of precedence)
Education codes will vary depending upon the course
of instruction. When determining which code to use
for training delivery methods, see the complete list of
CeTARS database codes and a description of the type
of training each code represents (see Appendix C).
Determine which code is the best code for training
NAVEDTRA 132
Assign Performance Test Proficiency Level.
Following test type determination, it is necessary to
assign the level of skill proficiency that each learning
objective will be tested to, as determined by the
Requirement Sponsor. This should be the same level
that the learning objective is taught to.
1. The skill proficiency level is assigned by using
course source data elements, from the JDTA: verb,
(behavior), condition, and standard.
a. Behavior, (verb). A behavior is a Knowledge,
Skill, or Ability (KSA) that is observable and
measurable.
b. Condition. A condition identifies the situation
under which the trainee is expected to demonstrate a
behavior.
c. Standard. A standard defines the criteria for
acceptable performance in terms of time, quantity,
quality, and accuracy.
2. These three attributes provide the data necessary
for curriculum developers to assign the level of skill
proficiency that the course will be trained to and each
learning objective tested to. The goal is to match
what is done on-the-job as closely as possible; allow
technical documentation use if done on-the-job; test
for knowledge of safety by recall or observance; and
test for time if it is important on-the-job. Align each
learning objective to be tested to the appropriate level
of proficiency
FEA User Interface
Determination of new (TO-BE) training
requirements delivery methods (listed in order of
precedence)
Media selection will contain
Objective for project
TTA data elements for project specific tasks
Special Considerations (Geographical,
Sailorization, etc.)
Knowledge and/or Skill Level requirement for
project specific tasks (user will selection from
NAVEDTRA criteria)
Likert Scale elements from NETC criteria (20
categories – user will rate element each based on
1-5 scale). Note: This functionality will initially
be done via Excel spreadsheet, CPM will house a
place-holder for future development once process
is further defined by NETC
CPM Modification / FEA Functional Requirement
Drop-down selection option for CeTARs delivery codes
for the identification of delivery method for To-Be training
requirements (see appendix C)
Functionality to allow multiple selections of CeTARs
delivery method codes (to be selected in order of
precedence) and identify “Choice 1, Choice 2, etc.
Note: CeTARS codes changing – CPM will need to be
able to identify changes/ receive updatesA
CPM data field will be added as a multiple choice
selection for identifying tasks as “knowledge (K)” and/or
“Skill (S)” based training (check box) for tasks selected for
a project as part of the CTTL development
Where available “K” and “S” data from AIM I & II CTTL
or PPP tables pull forward to CPM
Tasks selected for the project will populate the “media
selection” sub-tab to further identify the level of
knowledge or skill requirement based on the NAVEDTRA
132 criteria. Selection will be made by allowing multiple
selection from standardized options
Level of knowledge and skill requirements will require
relative weighting to determine the appropriate level (via
an algorithm) in the event multiple levels are selected
Media Selection tab will populate with “objective for
project”, TTA data elements for tasks, K and/or S
designation
Media Selection tab will also contain free text field for
indicating Geographic, Sailorization, and other issues
impacting media selection options or considerations
Media Selection tab will contain a place-holder for data
elements for media selection based on Excel spreadsheet
(under development by NETC) and contain a Likert scale
for 20 categories used to determine and support media
selection recommendations
FEA NETC Guidance
NAVEDTRA 132
During the JDTA, attributes are assigned to each task
that will be used during NETC's Front End Analysis
(FEA). The output of the JDTA is the input to the
NETC's FEA.
Skill Proficiency Levels (SPLs). After careful
consideration, NETC has adopted a three level
instructional model: imitation, repetition, and habit.
The model provides a learning schema where basic
skills start low and progressively advance to more
sophisticated skills.
a. Skill Proficiency Level 1 (SPL1) - (Imitation). The
skill expectation for imitation is: can perform a task
but is not proficient. This level of proficiency
requires the condition of supervision. This level’s
attributes are: work will require corrective action, and
excessive time will be required to complete the task.
b. Skill Proficiency Level 2 (SPL2) - (Repetition).
The skill expectation for repetition is: can perform
tasks, but has not had enough repetitions to achieve
expert proficiency. This level of proficiency requires
the condition of minimal supervision. This level’s
attributes are: work may (but generally will not)
require corrective action, and time on task will be
within established standards.
c. Skill Proficiency Level 3 (SPL3) - (Habit).
Performance of the skill becomes second nature.
When the trainees reach this level, they are able to
create their own versions of the skill and teach others.
The skill expectation for habit is: can perform any
task with an expert’s proficiency. This level of
proficiency requires the condition of no supervision.
This level’s attributes are ―speed, accuracy, and
precision."
FEA User Interface
CPM Modification / FEA Functional Requirement
FEA NETC Guidance
NAVEDTRA 132 -. Knowledge Proficiency Levels
(KPLs). Knowledge proficiency in the NETC training
organization is scaled to three levels. The three levels are
based upon Bloom’s taxonomy of the cognitive domain
(which are collapsed from six to three). The three
groupings (levels of proficiency) from Bloom's six
categories are: (1) knowledge and comprehension, (2)
application and analysis, and (3) synthesis and evaluation.
These three levels of proficiency can be thought of as
degrees of difficulty that are progressively mastered (in
sequence). The following is a description of NETC's three
KPLs:
a. Knowledge Proficiency Level 1 (KPL1) - (Knowledge/
Comprehension). Knowledge proficiency expectations are:
knowledge - can recall data or information; comprehension
- understands the meaning, translation, interpolation, and
interpretation of instructions and problems (can state a
problem in one's own words). Knowledge is a fact, process
or procedure. It lacks ambiguity; there is only one correct
answer. Generally, there are rules and documentation for
correct answers.
b. Knowledge Proficiency Level 2 (KPL2) - (Application/
Analysis). Knowledge proficiency expectations are:
application - can use a concept in a new situation or
unprompted use of an abstraction (applies what was
learned in the classroom into novel work situations);
analysis - can separate material or concepts into
component parts so that its organizational structure may be
understood (distinguishes between facts and inferences).
Principles and concepts are added to processes and
procedures. There is some ambiguity, but there is always a
―best answer.
c. Knowledge Proficiency Level 3 (KPL3) - (Synthesis/
Evaluation). Knowledge proficiency expectations are:
synthesis - builds a structure or pattern from diverse
elements (put parts together to form a whole, with
emphasis on creating a new meaning or structure);
evaluation - makes judgments about the value of ideas or
materials. This level of proficiency requires the
performance of prediction, demonstration of concept
mastery, and implementation of principles in
accomplishing a task. Key skills are troubleshooting and
problem solving. In this situation, opinion lines up with
theory.
FEA User Interface
CPM Modification / FEA Functional Requirement
FEA NETC Guidance
NETCINST 1500.6
Provide recommendations and solutions to close the
gap in training
FEA User Interface
Recommendations and solutions to close the gap
in training
Once a gap in training has been identified, provide
recommendations for closing the gap. Include all
possible recommended delivery methods for each
Duty assigned
CPM Modification / FEA Functional Requirement
A field titled “Section 3: Recommendations” will
provide recommendations and solutions to close the
identified gap in training through free text entry
(Recommend using check box statements to identify
Skill and knowledge proficiency requirements to
automate system in selection of recommendation
based on future NAVEDTRA 132).
“Section 3” will auto-populate with each Duty
assigned still requiring training. Multiple selection
capability will be allowed as user’s are to include all
possible recommended delivery methods for each
Duty assigned.
“Section 3” will require user to indicate duty as
complete before moving on to “section 4”
NETCINST 1500.6
Prepare FEA Output Statement
The FEA output statement should contain a
detailed description of the gap in training, the
selected solutions/delivery methods and any options
to close the gap, and a rationale for the solution(s).
Provide bulleted item for each (Current situation,
New Requirements, Findings, and
Solutions/rationale). Include as much detailed
information as possible to convey the intended
outcome. Every effort should be made to ensure all
are in compliance with information assurance
associated with the recommendations and solutions
proposed
Output statement
Will contain a detailed description of the gap in
training, the selected solutions/delivery methods
and any options to close the gap, and a rationale
for the solution(s). User will have the option to
select predetermined bulleted items for each
(Current situation, New Requirements, Findings,
and Solutions/rationale) or be allowed to free text
in entries is a predetermined statement does not
adequately meet the user’s needs
A field titled “Section 4: Output Statement” will
utilize free text (for detailed description of gap in
training) and drop-down boxes (selected
solutions/delivery methods – pulled forward from
section 3, standardized bulleted statements for
Current situation, New Requirements, Findings, and
Solutions/rationale) to prepare and finalize NETC
FEA output statement in accordance with
NETCINST 1500.6
FEA will be formatted in accordance with
NETCINST 1500.6
Will have the capability for printing FEA to .pdf
Will have XML/Web service data output to
NETC/OPNAV systems that consume pertinent FEA
data
FEA NETC Guidance
NETCINST 1500.6
Note: Prior to routing the FEA to the Curriculum
Control Authority (CCA), for approval, complete the
FEA Approval Request, (see Appendix D), and the
FEA Requirements Sponsor Approval, (see Appendix
E) for concurrence, and attach each with the FEA.
NETCINST 1500.6
Finalize the FEA process
Finalize the FEA process. Route the completed
FEA to the CCA for approval. Attach any of the
following documents which are available; CTTL,
PPP, TCCD, or JDTA and all forms with the FEA.
FEA User Interface
When the user believes all elements of the FEA are
finished, it is Submitted by the user.
CPM sends an email to the user assigned the role of
Reviewer
The Reviewer logs into CPM and navigates to the
submitted FEA documents.
The Reviewer has the option to either Accept or Reject
the FEA. They cannot edit the FEA input.
On rejection, the user must enter an explanation.
During the rejection process, the user also has the
option to mark the FEA ‘Rejected for Update’. This
indicates to the original submitter that it should be
modified and re-submitted. If the FEA is just marked as
rejected, it can no longer be edited.
If the FEA is rejected, CPM sends the originator of the
FEA an email with explanation.
If the FEA is accepted, CPM sends the user(s) assigned
the role of Approver as well as the originator of the
FEA an email notification (CCA for approval and
NETC for concurrence).
Approvers have the same choices to make as the
Reviewer.
When the FEA has been Submitted a red flag will
appear on the Project indicating approval is pending.
When the FEA has been Accepted a green flag will
appear on the Project indicating the plan is approved
and the project can proceed accordingly. (Note: not
having a green flag does not prohibit users from
moving forward, however, approval is required before
project can be submitted).
The flags on an FEA will appear only if the user has
privileges to address the flag or is on the project team
(in the case of an approval flag). For example, a
Reviewer will only see flags for items that have been
submitted, but not accepted. Once the item is accepted,
they will not see the flag again. In this way, the
Reviewers and Approvers see flags for just the items
they need to deal with.
Once the FEA is approved, the flags will disappear for
the Reviewers and Approvers, indicating that no further
action is required on that FEA.
Approving an FEA does not mean all elements of the
project are approved, it just means the content of the
FEA has been approved and the User can move
forward with the BCA and project in accordance with
Navy Guidance.
CPM Modification / FEA Functional Requirement
Selection of choices to retrieve existing data from
CTTL, PPP, TCCD or JDTA Skills Hierarchy Report
Functionality to identify if CTTL, PPP, TCCD, or
JDTA Skills Hierarchy Report are not available – If
not available CPM will not allow final submission
until a JDTA is conducted in accordance with
NETCINST 1500.4, JDTA process and a JDTA
Skills Hierarchy Report can be accessed
A final submission button that will trigger an e-mail
to the designated authoritative reviewer and approver
with standardized statement for submission and
return standardized statement for approval (see
appendix D & E) –
System will populate form based on previous data
entered in CPM and link to source documents such as
CTTL, TCCD, JDTA, and PPP in accordance with
NETCINST 1500.6
Status built into FEA functionality (Incomplete,
Complete, Locked for Review, Approved)
Submit/ review /approval workflow built into FEA
functionality based on appropriate privilege levels
FEA NETC Guidance
FEA User Interface
CPM Modification / FEA Functional Requirement
Creating a New Version
A newer version of an FEA can be created only
within its originating Center, but may be created
on any usage within that Center. Select FEA from
the drop-down tab (same as KSATR Tree)
Highlight an approved FEA duty in the Skills’
Tree.
Click the Create New Version button. A new FEA
will be created indicating this is a revision and
populating the revision box as well as all
previously entered data.
User must modify the existing data to indicate
revisions requested by performing all
editing/submitting/accepting / approving actions
as with a new FEA.
Once the FEA revision is approved, the flags to
indicate that it has been submitted or accepted will
disappear.
The filtering drop-down on the Skills screen will
have an option to see recently approved Duties.
Flagging
On approval, flags will be generated on:
All usages within the JDTA of earlier versions of
the Duty.
All Modules/Lessons/Sections that cite any earlier
version of the Duty.
Flags will be generated on items regardless of
their status (thus, Approved items will get
flagged).
System flags (those that indicate related material
changes) will differ (in color?) from Maintenance
flags (those that indicate a change has been made
on an item). That is, a user will be able to tell the
difference between an intervention that was
flagged because it was modified vice a
justification that was modified.
FEA NETC Guidance
FEA User Interface
Versioning for Reuse
Only the latest approved version of an FEA can be
reused.
A reused FEA will get the same version number
as the original FEA. This is done to keep the
version numbers of a Skill in sync across all
usages.
When a newer version of an FEA is approved, the
following actions take place on all re-usages of
previous versions:
Flags are generated on all re-usages (as mentioned
in 0 above.
Any unapproved re-usage will be prevented from
being approved.
Any re-usage that has not been submitted will be
prevented from being submitted.
Any re-usage that has been submitted, but not
approved, will automatically be marked Rejected
for Modification, which will reject the FEA and
force the user to make any appropriate decision
and re-submit.
For each usage of an FEA with a newer version,
the appropriate user will have to decide on an
action to take:
If the newer version is desired, they can update
the usage to the latest version.
If the newer version is not wanted, they will need
to “break the link” to the original FEA, creating a
new FEA no longer tied to the original usage.
CPM Modification / FEA Functional Requirement
Data Manipulation
CPM will be modified to:
Conduct comparisons with other user-identified
projects
Capture FEA data as part of the Instructional Media
Design Package (IMDP)
Link TCCD, PPP, CTTL, or JDTA source data for
existing interventions to final approval request
Determine recommended solutions through weighted
calculation based on results of answers to questions
for the level Skill proficiency and level of
Knowledge proficiency requirement based in
NAVEDTRA 132 and algorithm for Likert scale
results from NETC data elements (currently Excel
spreadsheet)