Human Performance Center

1. Human Performance Center Generate solution options and metrics Apply Science of Learning & Human Performance Conduct effectiveness & cost analysis Translate job requirements into competencies Performance Consultants Make recommend- ations The Domains of Learning

2. Accession JTA • Uniqueness of Accession-level Job Task Analysis (JTA) • Few “hard” skills and knowledges are taught in Accession training-80% of Accession training resides in the affective, cognitive, and psychomotor domains • A list of traits from all domains have been developed and validated—this list is the “Foundational Characteristics”

3. SkillObjectsComponents Job: Info. Systems Admin. Network Analysis (SkillObject) Other SkillObjects  Tasks Analyze network data (performance, traffic) Analyze router access list for incorrect settings Establish integrated testing requirements Perform systems analysis/ risk analysis Skills JTA Product Problem identification Problem identification Foresee downstream consequences Foresee downstream consequences Abilities Problem sensitivity Problem sensitivity Deductive reasoning Mathematical reasoning Tools Microsoft NT Enterprise, Network Tools Knowledge Cisco Certified Network Associate Certification, Command instruction for risk management, Microsoft NT Server Workstation, Network Essentials, OPNAVIST 5239.1 Other Characteristics that reside in the affective, cognitive and psychomotor domains

4. Affective Requirements Attitudes, characteristics, and behaviors graduates are expected to display on the job. As a minimum, affective requirements must be covered from a cognitive perspective (i.e., teaching about the standards or attitudes that are considered important). Cognitive Affective Ethical conduct Legal issues Standards Attitudes Psychomotor

5. Receiving Selectively attends to stimuli. Blooms TaxonomyAffective Domain - Feeling Internalizing Integrates the value into a value system that controls behavior. Organizing Conceptualizes the value and resolves conflict between it and other values. Valuing Attaches value or worth to something. Responding Responds to stimuli.

6. Facts Concepts Rules Theories Principles Cognitive Requirements Information graduates must know, understand and apply; cognitive requirements provide the knowledge base for competent performance Cognitive Affective Psychomotor

7. Blooms TaxonomyCognitive Domain - Thinking Evaluation Judges the value of material for a given purpose. Synthesis Formulates new structures from existing knowledge and skills. Analysis Understands both the content and structure of material. Application Uses learning in new and concrete situations. Comprehension Grasps the meaning of material. Recall Remembers previously learned material.

8. Psychomotor Requirements This area measures the skill performance of the learner; will involve the manipulation of objects, tools, supplies, or equipment. Cognitive Affective Physical Activity Manipulation Equipment Tools Psychomotor

9. Blooms TaxonomyPsychomotor Domain - Physical Organization Creates new patterns for specific situations. Adaptation Adapts skill sets to meet a problem situation. Complete Overt Response Performs automatically Mechanism Performs acts with increasing efficiency, confidence, and proficiency. Guided Response Imitates and practices skills, often in discrete steps. Set Is mentally, emotionally, and physically ready to act. Perception Senses cues that guide motor activity.

10. The Ideal Learning Path Characterization Ideal Learning Path Organization Valuing Affective Taxonomy Levels Responding Receiving Analysis/Synthesis Evaluation Recall Application Comprehension Cognitive Taxonomy Level

11. Transformational Competencies for Accessions • Acculturation • Emotional Intelligence • Warrior Ethos • Professionalism • Multitasking • Strategic Thinking • Core Values • Character • Fairness • Initiative • Loyalty • Patriotism • Self Sacrifice • Tenacity • Ethics • Creativity/Innovation • Military Bearing • Effective Decision Making • Authority • Communication Skills • Critical Thinking • Followership • Foresight/Vision • Interpersonal Skills • Accountability • Adaptability/Flexibility • Pride • Humility • Responsibility/Duty • Teamwork • Cultural Competency • Ambassadorship • Leadership Immersion / Exposure Imitation & Modeling Drill & Practice Insight/ Integration Application + + • METRICS • Length of time • Frequency • Intensity • Variety • Source • Sequencing • Fidelity • METRICS • Type and variety of role models • Positive and negative examples • Repetition • Scenario application • METRICS • Frequency • Duration • Repetition • Drills • Habit Formation • METRICS • Recognition • Internalization • Value internalization • Attitude adjustment • Responding • METRICS • Sailorization outcomes • *Battlestations • Marksmanship

12. Domains in the Training Continuum • Accessions trains to all Domains of Learning—develops affective (attitude) cognitive (thinking), and psychomotor (fitness) domains • The development of all domains supports continued success in performance in training and at Fleet • Reinforcement of these characteristics to ensure their development beyond Accession training must be examined

13. Perishable Cognitions/Skills • Perishable cognition/skills: • Terminal learning objectives that are partially or completely lost within six to nine months after the training has occurred • Require relearning or refreshment for Fleet-level utilization

14. Importance of Cognition/Skills Officers arriving at the Fleet may not remember or apply what was taught to them in training due to lapse in time • Problems: • Time spent re-training skills • Potential safety hazards Should consider whether current training minimizes the decay of cognition/skills, and what further efforts can be made to maximize recall and reduce decay

15. Why do cognitions/skills decay? • Lack of practical application during the training process • Students fail to make the connection between theory and practice • No ability to practice the newly acquired KSAOs • Due to differences in cognitive abilities, students never really learned or completely understood the concept well enough to retain

16. Application to the Navy • Two types of Navy training • Building block • Foundational or enabling (sequencing) • If there are errors in the foundation (either through instruction or comprehension), the ability to correctly build upon that knowledge in follow-on training is impacted • Example: Basic Electronic Electricity training • Discrete • Stand alone • Errors are easily detectable and self-contained to the specific skill • Example: Rank and Rate Recognition

17. Training Considerations • How long does it take for students to acquire the necessary knowledges, skills, abilities, and other characteristics in training pipelines? • How fast do these KSAOs deteriorate? • How quickly can these KSAOs be refreshed? Each of these questions have both a training and cost implication

18. How can we reduce decay? • Pipelines should be surveyed to determine whether materials taught are building blocks or discrete: • Building block courses should be examined for the sequencing of materials being taught • Training should build upon the material that came before • If not the case, materials should be re-sequenced or viewed for possible elimination

19. How can we reduce decay? • Utilize simulations and job aids: • Job aids can include Navy gold disks, review sheets, expert systems, and job prompts • Serve as a memory jog or provide a set of decision trees to allow for informal on-the-job refresher training • Utilize NKO as a cost effective means of delivering job aids

20. Questions?