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Team Allen - Project Descriptions

The following project descriptions represent a small sampling of the training and support projects that Team Allen has performed. Please contact Mr. Tom Pearson (571.321.1639/ tpearson@allencorp.com) to discuss your specific requirements.

USARC Supply Training Center - Training Development, Delivery, and PMO Support
Type of Solution Development and Delivery of Instructor-led Training
Agency/Client United States Army Reserve Center
Background/ Summary The United States Army Reserve units have traditionally relied on active component installations for refresher training support in the retail supply and ammunition operation. With the emphasis on the Global War on Terrorism (GWOT), high OPTEMPO and heightened deployment, the active installations are not able to accommodate the Army Reserve soldiers requiring refresher Military Occupational Skill (MOS) training. The Army Reserve alone has in excess of 9,000 soldiers in the supply MOS's that require refresher training prior to mobilizing.

The US Army Reserve Command (USARC), in conjunction with FORSCOM, has established a US Army Reserve Command Supply Training Center (USARC-STC) at Fort Gillem, GA and has contracted with Allen Corporation to instruct refresher training in the Standard Army Ammunition Systems (SAAS) and The Standard Army Retail Supply System (SARSS).

USARC-STC tasked Allen Corporation to provide labor for instructors at the USARC-STC, establish and manage a Mobile Training Team, and instruct, maintain and update:
  • SARSS-1 Operator level
  • SARSS-1 Manager/Supervisor level
  • SARSS-2 AC/B Material Manager/Item Manager level
  • SARSS-2 AC/B Manager level
Results and Mission Impact Allen Corporation was required to develop the courses based on the STAMIS software and the existing leader-led training. Allen Corporation performed an analysis to identify the minimum platform requirements as well as an analysis of the existing training materials. Course deliverables included a program of instruction (POI), lesson plans, a training baseline, practical exercises, student handouts and a performance test. Allen Corporation's instructional development team worked closely with subject matter experts to plan the look and feel of the final courseware.

Allen Corporation developed training packages and guides which emulate the software and provide an opportunity for users to do tasks themselves for the following courses:
  • SARSS-1: 15 classes per year. Each class is 2 weeks, 80 hours, 20 students per class, 300 students per year.
  • SARSS-1 Manager: 6 classes per year. Each class is 1 week, 40 hours, 20 students per class, 120 students per year.
  • SARSS-2 SQL: 2 classes per year. Each class is 1 week, 40 hours, 10 students per class, 20 students per year.
  • SAAS-MOD ASP: 10 classes per year. Each class is 2 weeks, 80 hours, 15 students per class, 150 students per year.
  • SAAS-MOD MMC: 4 classes per year. Each class is 1 week, 40 hours, 15 students per class, 60 students per year.
Additional classes are added for mobilized units as needed. Also, mobile training teams are added to meet deployment operations. Practical exercises have embedded material related to performing specific common tasks. The above courses have over 360 hours of courseware, including six modules and a Performance Test that challenged users to apply skills learned throughout the course.

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Department of Veterans Affairs - Title 38 Personnel Management Development and Employee Relations Training
Type of Solution Development of Leading-Edge Technology-Based Training
Agency/Client Department of Veterans Affairs Employee Education System (VA-EES)
Background/ Summary Title 38 of the US Code establishes medical and hospital care for Veterans. Additionally that law requires that a separate personnel system be implemented, managed and maintained as an exception to the civil service employment system. This program is referred to as "Title 38 of the US Code" and is administered by the US Department of Veterans Affairs (VA). The Code was established to expedite the process so post-World War II veterans can receive quality care within VA health care facilities.

To administer this program throughout the nation, Human Resource Management staff in VA health care facilities needs continuous training in the acquisition of knowledge regarding Title 38 and new amendments to that law, which govern the staffing, classification, pay setting, employee and labor relations of physicians, nurses and hybrid occupations. Currently, the expert Human Resource Management staff who act as trainers are retiring at a rapid rate, with critical shortages occurring in the retention of the Title 38 corporate knowledge base and in the ability to conduct needed training.
Results and Mission Impact Allen Corporation designed and developed these web-based training (WBT) curricula for the Human Resource Management (HRM) Specialists who must administer the Title 38 personnel functions throughout all VA health care facilities. This on-line training platform provides an easily modifiable format to allow for Title 38 amendments, which impact the human resource knowledge and skills sets related to Title 38 curricula and their sub-curricula: Fundamental Knowledge, Staffing, Pay Administration, Employee Relations, Work Life, and Labor Management.

The web-based curricula are presented in a scenario-based learning process for three levels of HRM specialist: beginning, intermediate and advance. The WBT provides basic fundamental knowledge as well as new information impacted by Title 38 legislation for human resource management employees. Intermediate level training consists of case studies and interactive exercises which result in the development and transfer of knowledge and skills to the work setting. Finally, the advanced sections of the curriculum present the learner with highly complicated problems based on actual cases; the learner must analyze these problems and then identify what actions he or she would take in response.

This training program allows greater opportunity for HRM Specialists to synthesize legislative information into daily work activity related to the administration of the Title 38 program. This has been demonstrated by a 40% decrease of phone calls and e-mails sent from VA Health Care Facilities to the VA Central Office, Office of Human Resource Management related to the explanation of Title 38 legislation. Second, the staffing specialist can engage in training and development in real time as opposed to waiting for the availability of resources: faculty, location and travel dollars. The annual face-to-face training activity replaced by this WBT (100 students; program development costs, travel and per-diem) saves approximately $1,500 per student per year.

The curricula have been in place for over two years and have trained approximately fifteen times the number of Human Resource Management Staff as the previous annual face-to-face training accomplished in one year. More than fifteen hundred registrants are using the curriculum as a performance management tool to support their specific learning needs and day-to-day questions, which arise regarding interpretation and application. The curriculum contains a search engine to topical references as well as hyperlinks to federal laws and other job aids needed to carry out the job on a day-to-day basis.

Additionally the T38 Training Program was recognized for excellence with three awards:
  • Special contribution award signed by the Veterans Affairs, Office of Resource Management
  • Secretary of the VA Special Award Commendation, 2004
  • Training Innovation Award from the Federal Training Managers Association, 2004

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US Army, Combat Readiness Center - Learning Management System Integration and Deployment
Types of Solutions Knowledge Management Interventions

Training/Learning/Knowledge Management Evaluation or Impact Assessment
Agency/Client US Army Combat Readiness Center (CRC) at Fort Rucker
Background/ Summary The United States Army Combat Readiness Center (CRC) at Fort Rucker is responsible for providing initial and refresher training to military and civilian personnel worldwide. This training includes safety topics across the spectrum: aviation, CP-12, driving, ground, military service risk management, and occupational health.

To ensure that the CRC training mission was achieved in the most efficient and widely disseminated format, there was a growing need to establish an online training infrastructure to deliver and manage online training. A learning management system (LMS) portal was required that would integrate with legacy Army applications and systems, including Army Knowledge Online (AKO) and Army Training Requirements and Resources System (ATTRRS).
Results and Mission Impact To support CRC's objectives, Allen Corporation installed the Allen eUniversity LMS application onto network servers at Fort Rucker. This online LMS is available worldwide to the Army community. In addition, Allen provided staff training and technical support. Specific training support included training CRC staff on the operation and maintenance of the LMS and in bringing courses developed by other vendors to SCORM conformance and operational status within the LMS. This was a critical step in supporting the CRC mission success. Furthermore, Allen provided direct programming assistance to ensure seamless integration with AKO authentication and ATTRS reporting.

The LMS application imports CRC online SCORM-compliant training assets and manages the assignment and student tracking of each asset. Students are monitored for course completion, examination scores and evaluation survey responses.

The United States Army Combat Readiness University, driven by the Allen eUniversity LMS engine, was launched in January 2005. By April 2006, over 49,000 individuals had enrolled in the online Commander's Safety Course and the Additional Duty Safety Course. Additionally, Combat Readiness University has had over 250,000 logins to the LMS system.

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Department of Veterans Affairs - Part-Time Physician and Mental Stigma Training
Type of Solution Development of Leading-Edge Technology-Based Training
Agency/Client Department of Veterans Affairs Employee Education System (VA-EES)
Background/ Summary The Department of Veterans Affairs requested approval to revise VA policy related to adjustable work hours for part-time VHA physicians and work scheduling practices for Title 38 employees in occupations listed under section 740(1) of Title 38 United States Code (physicians, dentists, optometrists, podiatrists, nurses, nurse anesthetists, physician assistants and dental assistants). In order to get the new policy training to all the applicable users within such a tight deadline, Allen Corporation was contracted to develop a web course with lessons on the following topics:
  1. Employment Agreement
  2. Scheduling
  3. Administration
  4. Leave
  5. Pay Compensation
  6. Advantages and Disadvantages (PAID Changes)
  7. Advantages and Disadvantages
VA-EES launched an initiative to develop mandatory training for all VA staff members on mental stigma awareness as a first step in meeting the broad goals of the President's new Freedom Commission within the VA.

The primary purpose of the self-administered training would be to increase the sensitivity of employees to the added burden that stigma places on VA patients, to provide an understanding of how stereotypes can have a negative impact on the quality of care, and to educate staff on the ways to recognize and combat stigma.

Overall, this web course was to be designed to reduce the stigma of mental illness in VA through the topics of:
  1. What is stigma & why is it a problem?
  2. How common is mental illness?
  3. What's the truth about mental illness?
  4. What should we do?
Results and Mission Impact To support the VA's objectives, Allen Corporation created a Part-Time Physician curriculum, and implemented an online training solution, to be disseminated through the EES LIBRIX Performance Management System.

Of particular interest to the customer was the fact that this web-based training curriculum eliminated the need for travel funding and allowed learners to take the training on a schedule that matched their time frame and individual knowledge, skills and analytical development needs.

Additionally, this training platform provided an easily modifiable format to react to all the last-minute extended policy revisions and the last-minute approval process of the VA policies and procedures source documents: VA Directives 5005 (Staffing), 5007 (Pay Administration) and 5011 (Hours of Duty and Leave).

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Defense Logistics Agency - Program for Developing Managers
Types of Solutions Development and Delivery of Instructor-led Training

Knowledge Management Interventions

Training/Learning/Knowledge Management Evaluation or Impact Assessment
Agency/Client Defense Logistics Agency & Defense Contracting Management Agency
Background/ Summary With about 50 percent of all government agency managers becoming eligible for retirement in the next 5-10 years, succession planning has become a major concern. What will be the impact of the managers' departure as they take their considerable intellectual capital with them? Will there be a big enough pool of potential candidates to fill the need? Who will become the leaders of the future and what is the best way to prepare them?

These questions prompted the Defense Logistics Agency (DLA) and the Defense Contract Management Agency (DCMA) to partner with the American Management Association (AMA) to prepare 135 mid-level managers (15 in 2002, 30 in 2003, 30 in 2004, 30 in 2005 and 30 in 2006) for upward mobility and eventual leadership roles.

With information gathered from the agency about its mission, vision and competencies, AMA's Washington, DC-based Government Services team designed a 30-day residential program to strengthen core competencies, enhance leadership skills, develop strategic thinking and sharpen the ability to deal with change. Before the training, managers discussed with candidates which specific skills, knowledge and information they needed to be considered for advancement, and this information was incorporated into the program.
Results and Mission Impact The program was held at a state-of-the-art learning facility just outside of Washington DC. AMA selected trainers with leadership experience and superior facilitation skills to help participants develop their own leadership capabilities and to serve as role models. The program utilized simulations, videos, classroom lectures, panel discussions and large and small group discussions with successful leaders in and out of the government. Speakers from the agency were also available to work with participants.

In preparing to move into more responsible roles, participants would take stock of their own strengths and weaknesses as well as those of the organization they worked for. They would also learn more about each of the agency's functional areas and how all managers and staff contribute to a dynamic workforce.

Support teams were formed at the beginning of the program with the idea that members would be responsible for one another. The members bonded quickly and the teams began to share their project ideas and discuss their growth as they discussed what they had learned from each session. In this setting, participants had an opportunity to master the first stage of team building, practice their leadership and team facilitation skills and thereby increase their confidence in these roles.

Participants were provided with a 24-hour resource center with books, tapes, videos and articles from the Harvard Business Review. Many participants used the center to prepare for the next day's activities, practice making a presentation or work on projects. They could receive feedback from peers and, when requested, from a faculty member on site.

Topics covered included knowledge of self, team building, strategic planning, communication skills, finance and budgeting, project management, basic management skills, handling change, problem solving, negotiating, and ethics and values.

Examples of feedback received about this program include: "The intensity of the program created changes in me and others which we will be obliged to carry with us. There is no going back! Reinforced principles have laid a new layer on my foundation; we will all be better for it."

"I believe the program has increased my staff person's self-confidence. She demonstrated tremendous self-confidence in her presentations since attending the program. She presented a very good overview of the project she completed as a part of the program, and it appears to be adaptable to this operation and others within the agency."

"My staff member has a more confident and decisive manner. Since attending the program, she has sought additional training in job-related areas. Recently, she was named project manager of a new initiative to consolidate documents and files for multiple hardware drives into a single location for improvement structures and oversight. This encompasses transfer of over a thousand objects and their sub-components to a central location. We are very much pleased with the performance of our program graduate."

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US Navy, NAVAIR TSD - T45C Multifunctional Display Part Task Trainer (MFD PTT)
Type of Solution Development of Leading-edge Technology-based Training
Agency/Client NAVAIR Orlando TSD /Chief of Naval Air Training (CNATRA)
Background/ Summary DEI Services Corporation analyzed, designed, developed, and deployed two T-45C MFD PTT trainers to Naval Air Station (NAS) Meridian, Mississippi and two to NAS Kingsville, Texas. Each unit is a stand-alone, desktop, computer-based trainer that consists of a PC; a flat, touch-screen monitor; and lesson software developed in C++, Authorware, and 3D Studio Max that enables students to gain a working knowledge of the T-45TS Cockpit 21 MFDs, Heads Up Display (HUD), and Data Entry Control Panel (DECP). The micro-sim includes both a Tutorial and Interactive/Simulation mode.
Results and Mission Impact The development effort in creating this training device was structured to enable the device to accurately represent the functionality of the new digital MFDs, HUD, and DECP within the T-45TS aircraft, Cockpit 21. DEI developed, integrated, tested, and delivered Device 4E18, T-45C MFD PTT, and ensured that it met all contractual performance requirements. DEI also analyzed the aircraft and training requirements for the new systems/subsystems on the T-45TS and the findings were used as the basis for development of this state-of-the-art, computer-based training system.

Proper use of these image-oriented, interactive trainers enhances the overall T-45TS training process by enabling the student to become proficient in the operation of these displays prior to spending time in the T-45 Operational Flight Trainers (OFT). By creating the desktop trainer, the Navy was able to significantly reduce the amount of time each Instructor Pilot and student had to spend in the actual OFT, as they were already trained on the use of the new "glass" instruments. This resulted in a major reduction in overall training costs per student and training event.

The purpose of the tutorial mode is to impart fundamental knowledge of the T-45C Cockpit Display System to the student in preparation for advancing to the interactive mode. In the tutorial mode, the student is able to progress through a lesson by reading on-screen text and activating associated animations at each step. On-screen text is reproduced from the instructor manual, and DEI-developed simulations provide the student with a visual demonstration of functionality described within the step.

This interactive mode provides the student with a platform that accurately simulates the operation of the tactical displays within the cockpit. The mode is "free play" and allows the student to directly interact with on-screen representations of tactical displays by entering data and observing the response. All cockpit display navigation options throughout the interactive mode replicate the options available to the pilot in the aircraft, and data depiction on the MFD and HUD replicate that of the tactical equipment. Data entry through the DEP in this mode is as indicated in MDC 91B0387.

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US Army - UH-60L BLACK HAWK Electrical Systems Trainer (BEST)
Type of Solution Development of Leading-edge Technology-based Training
Agency/Client Utility Helicopter Project Management Office (UHPMO) at US Army Aviation and Missile Command / US Army Aviation Logistics School (USAALS)
Background/ Summary The BEST is an integrated electronic classroom with 12 networked student stations, a SMART Sympodium, raised PowerFlor, student desks and chairs, and an Instructor Operator Station (IOS) that provides maintenance training at USAALS for aircraft technicians on the UH-60L electrical systems, based on the tail number 98-26812 helicopter. The development of the BEST IMI included analyzing training requirements; collecting BLACK HAWK data on-site at USAALS and other locations; designing the lessons using online storyboards; developing Level III IMI including interactive simulations and 3D graphics; delivering SCORM-conformant on-screen lessons; conducting formative evaluation with USAALS Instructors and DEI subject matter experts; and developing and implementing a Quality Assurance (QA) plan and standards.
Results and Mission Impact The BEST provides Level 10 training for soldiers who are destined to be MOS 15F Technicians. The students use the IMI to practice the use of the electronic technical manuals (ETMs) in performing operational checks, and fault isolation and troubleshooting tasks. There are 64 System Operational Checks and 46 related Fault modules. Each Fault module includes multiple selectable faults for a total of 167. The BEST IMI is SCORM 1.2-conformant. The BEST was initially intended for supplemental training (between instructor-led classroom sessions and hands-on trainer sessions) and remedial training for students prior to working in the BLACK HAWK Electrical Trainer (BHET) training device and the UH-60L helicopter. Based on the initial reaction of students and instructors to the BEST, USAALS has revised the curriculum to incorporate the BEST IMI as a required component. The first class began training on February 18, 2005.

The installation of the electronic classroom was completed in two phases. Phase One included the installation of the PowerFlor, Sympodium, LINK System, the audio-visual equipment, and the Student Stations including both hardware and furniture. Phase One was completed on December 3, 2004. Phase Two was completed on January 24, 2005 with formal acceptance of the BEST including the IOS and all IMI and source software.

As a result of the excellent relationship with USAALS and UHPMO, DEI received two additional IMI contracts in early 2006 to deliver both SCORM-conformant classroom and web-based Level IV IMI on the UH-60L Tail Rotor and Drive System and the UH-60L Power Plant. Additionally, by the time of delivery of this proposal, DEI will be under contract to deliver a UH-60A/L Cockpit Procedures Trainer which consists of Level IV IMI for the Eastern Air National Guard Aviation Training Site (EAATS).

In the May/June issue of the Army's BLACK HAWK Newsletter DEI's BEST project was highlighted. The following are two excerpts from the article by Mr. Gott:

"CSM Joseph Bachus is a true believer in IMI, 'We have seen outstanding results here at USAALS,' referring to the increase in average test scores from 87.9% to 94% in classes where IMI was implemented. Additionally, there have also been no academic eliminations for courses that are taught with IMI and recycle rates in those classes are virtually nonexistent."

"It (BEST) has helped me tremendously in locating things on the aircraft as well as showing me the steps of troubleshooting. The graphics are amazing." - PV2 Heather Henderson.

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US Navy, Voluntary Education Programs - Navy College Program
Type of Solution Development of Hybrid/Blended Learning Programs
Agency/Client United States Navy, Navy College Program
Background/ Summary The Navy College Program (NCP) provides opportunities to Sailors and Marines to earn college degrees by providing academic credit for Navy training, work experience, and off-duty education. The Navy invited colleges and universities to teach courses on base at times (evenings, weekends) most convenient for service members. Courses are offered, often in accelerated terms, at the vocational/technical, associate, bachelor and graduate level.

The NCP integrates all components of Voluntary Education. In support of the four R's-Recruiting, Readiness, Retention, and Respect-the NCP signals the Navy's commitment to education by improving enlistment appeal; demonstrating that Navy service and achieving a college degree are compatible; helping Sailors apply themselves to new situations and challenges and better preparing them for advancement; building up Sailors' self-image; and producing higher quality Sailors.

The goal of the Navy College Program Distance Learning Partnership (NCPDLP) Schools is to support both Sailors' mobile lifestyle and educational goals with rating-relevant degree programs via distance learning. Offered in partnership with colleges and universities, these courses provide associate and bachelor degree programs relevant to each rating and make maximum use of military professional training and experience to fulfill degree requirements. Courses are available in a variety of formats, such as CD-ROM, videotape, paper or over the Internet.

Embry-Riddle Aeronautical University (ERAU) is the leader in Aviation and Aerospace Education and has a history of providing educational opportunities to students who cannot attend the traditional classroom. We also provide educational opportunities through 130+ teaching locations in the United States, Canada, and Europe.

ERAU supports the NCP by offering courses leading to associate and bachelor degree programs in a wide variety of aviation and aerospace fields through traditional classroom and distance learning venues. Each degree program includes general education and academic specialization courses. Undergraduate Degree Programs include:
  • Associate/Bachelors of Science in Professional Aeronautics (ASPA/BSPA)
  • Bachelor of Science in Technical Management (BSTM)
ERAU also supports Navy and Marine members by providing the following graduate degree programs:
  • Master of Aeronautical Science (MAS)
  • Master of Science in Management (MSM)
  • Master of Science in Occupational Safety Management (MSOSM)
Results and Mission Impact Naval forces are deployed around the globe. ERAU offers these Sailors and Marines over 100 undergraduate courses through distance learning. These courses provide an opportunity for students to not only complete degree programs from any location where Internet access is available but also to tailor their degree to meet their professional goals. Intended results that can be assessed are the growth in enrollments through this program which directly reflects the positive reception by students and Navy Staff Agencies. Online delivery for Navy and Marine members has exceeded 4,280 enrollments since the program's inception in 2001. The Department of the Navy continues this educational process based on the quality and professionalism of displayed by ERAU.

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US Navy, NAVAIR TSD - Intelligent Agent Objective-Based Training (IAOBT)/Modeling for Effective Team Training (METT)
Types of Solutions Development of Learning Aids and Performance Support Tools

Training/Learning/Knowledge Management Evaluation or Impact Assessment
Agency/Client NAVAIR Training Systems Division
Background/ Summary It is increasingly common for military program offices to require that new command and control systems have an embedded training capability. In particular, many of these systems perform some level of automated performance assessment and diagnosis of the strengths and weaknesses of system operators. Automated assessment and diagnosis for individual taskwork performance has been demonstrated successfully in a number of educational systems (e.g., intelligent tutoring systems) and, to a lesser degree, in some military systems. However, part of the success of a command and control team depends on the effectiveness of their teamwork skills, and thus training systems must be able to improve both taskwork and teamwork performance.

PDRI was retained to support the development of a simulation testbed to automate the process of training individuals to work effectively in teams and to design, build and evaluate a model-based approach for assessing and providing feedback on individual and team performance. The objectives of this cutting-edge research and development effort are to:
  1. Develop models of expert performance in an innovative, state-of-the-art simulation testbed;
  2. Validate the models of expert performance; and
  3. Investigate the effect of model-based feedback on training effectiveness and shared cognition.
Results and Mission Impact In the early stages of this ongoing project, PDRI conducted numerous literature reviews and benchmarking studies on the use of mathematical/statistical approaches for modeling human behavior and in turn developed strategies for modeling expert performance, validating the expert models and evaluating the training effectiveness of a model-based approach for delivering feedback to trainees. On the strength of this preliminary work, PDRI designed and validated models of expert performance for two roles within the training testbed.

We accomplished our first objective, the development of models to represent the decisions of expert performers, by interviewing personnel who were most familiar with the training testbed. These subject matter experts (SMEs) determined linkages between cues in the environment (e.g., an unknown aircraft approaching the interior ship) and specific actions to be taken. Further, SMEs determined that each combination of cues and expected actions could be categorized according to its criticality to mission success, enabling our expert models to identify plausible actions in any circumstance (including completely novel scenarios).

We accomplished our second objective, the validation of the above models, by comparing actions afforded by the expert model to the actions actually taken by one experienced and one novice testbed research participant. The results demonstrated that the model more closely approximated the actions of the experienced operator than the novice operator and showed that greater adherence to the expert model coincided with higher taskwork and teamwork skills.

Our third objective (not yet completed) is an examination of model-based feedback on training effectiveness and shared cognition. Specifically, we will tailor feedback to novices by linking model-person discrepancies to instructional dialogues following each simulation. Results of the training effectiveness study will establish whether our innovative, model-based approach to training improves performance compared to conventional After Action Reviews (AARs) currently in use by the US Navy.

If successful, this model-based approach to generating feedback may stimulate further development of techniques for performance and/or training needs assessment, such as student learning models or scenario-based training platforms with embedded intelligent tutoring capabilities. This approach to assessment and training could provide a foundation on which the Navy can further improve its extensive program of simulation-based training technologies. Several published articles, book chapters and conference presentations have directly resulted from these efforts.

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US Navy, Naval Education and Training Professional Development and Technology Center (NETPDTC) - Learning Solutions Support and Tools
Types of Solutions Development and Delivery of Instructor-led Training

Development of Leading-edge Technology-based Training

Development of Hybrid/Blended Learning Programs

Development of Learning Aids and Performance Support Tools
Agency/Client Naval Education and Training Professional Development and Technology Center (N712)
Background/ Summary The Naval Education and Training Professional Development and Technology Center (NETPDTC) provides training data products and services as directed by the Naval Education and Training Command (NETC). Training requirements are identified by fleet/shore commands and activities both superior and subordinate to NETPDTC. The training programs/projects supported on the contract include, but are not limited to:
  • Navy E-Learning (NE-L) Network Schoolhouse Reengineering and Modernization
  • Shipboard Training Enhancement Program (STEP)
  • Navy Rating Consolidations
  • Navy Leadership Continuum - Officer and Enlisted Training and Education
  • Naval Reserve Officer Training Corps (NROTC) Training
  • Naval Junior Reserve Officer Training Corps (NJROTC) Training
  • Community Service and Outreach
  • Master Task List/Career Training Path (MTL/CTP)
  • Personnel Qualification Standards (PQS)
  • Navy Training Requirements Reviews (NTRRs)
  • Chaplain Program Development
  • Navy Advancement Exams and Navy Rate Training Manuals
  • Navy College Program
  • Navy Campus DoD Voluntary Education Program
  • Defense Activity for Non-Traditional Education Support (DANTES)
  • United Services Military Apprenticeship Program (USMAP) Staff and Faculty Training
Changing mission requirements for the Navy require that new learning strategies be employed. A major aspect of addressing new Navy strategies involves training and education using technology as a "tool" accompanying the selected strategy of presenting the "right training to the right people at the right time and in the right amount."
Results and Mission Impact The focus of the training and technology products developed under this contract include, but are not be limited to browser-based, multi-delivery, web-capable applications on both new and revised training materials. These materials must be developed as SCORM-conformant reusable content. One of the largest efforts involving browser-based delivery is the reengineering of courseware currently taught in NAVEDTRACOM schoolhouses.

The Navy's Bureau of Medicine and Surgery (BUMED) Reserve Affairs Department (Med-10) wanted to provide Naval Reserve Hospital Corpsmen (HM) with a web-based distance learning course equivalent to the "A" School curriculum of the Naval Hospital Corps School (NHCS) located at Great Lakes, IL. Raytheon developed an Instructional Media Design Package (IMDP) and three units of Interactive Multimedia Instruction, composed for delivery as Web-Based Training (WBT) via Navy E-Learning (NKO).

Raytheon provided SkillsNet-certified Skill Analysts to facilitate occupational job task analysis (civilian and military). The analysts proctored rating workshops starting at the WEG (the very beginning of the SkillsNet process) and continuing on with the WEE, WER, WEF and Skills/Abilities Linkage. They also defined Jobs, Critical Work Functions (CWF), and finally developed SkillObjects, as well as SkillObject performance criteria and standards. Additionally, they trained 4 other Skills Analyst/facilitators from the NATTC (Naval Aviation Technical Training Center HPC [Human Performance Center]) on the JTA process.

Raytheon has provided the following qualified training personnel to various commands:
  • Instructional designers for the Naval Operational Medicine Institute
  • Subject Matter Experts (Training Specialists/Analysts) to provide analytical support for the Career Master Plan Branch to develop Career Master Task Lists (CMTLs) and Career Master Plans (CMPs). This task migrated into providing SkillsNet-certified Skills Analysts to facilitate the various Navy Job/Task Analysis (JTA) workshops throughout CONUS. (We currently have a certified Skills Analyst on staff.)
  • Subject Matter Expert/Training Research Writer to provide review of Navy Training System Plans (NTSPs), to support the development of NTSPs, to identify the required NTSP database data elements and then enter them into an access database for NETPDTC N711.

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Please contact Tom Pearson (571.321.1639/tpearson@allencorp.com) for more information.