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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. Accession JTA. - PowerPoint PPT Presentation
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Human Performance Center
February 24, 2004 1
Human Performance Center
The Domains of Learning
PerformanceConsultants
Make recommend-
ations
Translate job
requirements into
competencies
Apply Science of Learning &
Human Performance
Generate solution options
and metrics Conduct
effectiveness &
cost analysis
Human Performance Center
February 24, 2004 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”
Human Performance Center
February 24, 2004 3
SkillObjects ComponentsJob: Info. Systems Admin.
Network Analysis(SkillObject ) Other SkillObjects
Analyze network data (performance,
traffic)
Analyzerouter access list for
incorrect settings
Establishintegrated testing
requirements
Perform systems analysis/
risk analysis
Tasks
SkillsProblem
identificationProblem
identification
Foreseedownstreamconsequences
Foreseedownstreamconsequences
Problemsensitivity
Problemsensitivity
Deductivereasoning
Mathematicalreasoning
Microsoft NT Enterprise, Network Tools
Cisco Certified Network Associate Certification, Command instruction for riskmanagement, Microsoft NT Server Workstation, Network Essentials, OPNAVIST 5239.1
Abilities
Tools
Knowledge
JTAProduct
Characteristics that reside in the affective, cognitive and psychomotor domains
Other
Human Performance Center
February 24, 2004 4
Psychomotor
Cognitive Affective
Ethical conduct Legal issuesStandardsAttitudes
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).
Affective Requirements
Human Performance Center
February 24, 2004 5
Blooms TaxonomyAffective Domain - Feeling
ReceivingSelectively attends to stimuli.
ReceivingSelectively attends to stimuli.
RespondingResponds to stimuli.
ValuingAttaches value or worth to something.
OrganizingConceptualizes the value and resolves conflict between it and other values.
InternalizingIntegrates the value into a value system that controls behavior.
Human Performance Center
February 24, 2004 6
Cognitive Requirements
FactsConceptsRulesTheoriesPrinciples
Information graduates must know, understand and apply; cognitive requirements provide the knowledge base for competent performance
Psychomotor
Cognitive Affective
Human Performance Center
February 24, 2004 7
Blooms Taxonomy Cognitive Domain - Thinking
RecallRemembers previously learned material.
RecallRemembers previously learned material.
ComprehensionGrasps the meaning of material.
ApplicationUses learning in new and concrete situations.
AnalysisUnderstands both the content and structure of material.
SynthesisFormulates new structures from existing knowledge and skills.
EvaluationJudges the value of material for a given purpose.
Human Performance Center
February 24, 2004 8
Psychomotor RequirementsThis area measures the skill performance of the learner; will involve the manipulation of objects, tools, supplies, or equipment.
Psychomotor
Cognitive Affective
Physical ActivityManipulationEquipmentTools
Human Performance Center
February 24, 2004 9
Blooms Taxonomy Psychomotor Domain - Physical
PerceptionSenses cues that guide motor activity.
SetIs mentally, emotionally, and physically ready to act.
Guided ResponseImitates and practices skills, often in discrete steps.
MechanismPerforms acts with increasing efficiency, confidence, and proficiency.
AdaptationAdapts skill sets to meet a problem situation.
OrganizationCreates new patterns for specific situations.
Complete Overt ResponsePerforms automatically
Human Performance Center
February 24, 2004 10
The Ideal Learning Path
Organization
Characterization
Valuing
Responding
Receiving
Rec
all
Com
pre
hen
sion
Ap
plic
atio
n
Eva
luat
ion
An
alys
is/S
ynth
esis
Aff
ecti
ve T
axon
omy
Lev
els Ideal Learning PathIdeal Learning Path
Cognitive Taxonomy Level
Human Performance Center
February 24, 2004 11
Transformational Competencies for Accessions
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
•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
Human Performance Center
February 24, 2004 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
• 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
Human Performance Center
February 24, 2004 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
• 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
Human Performance Center
February 24, 2004 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
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
Human Performance Center
February 24, 2004 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
• 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
Human Performance Center
February 24, 2004 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
• 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
Human Performance Center
February 24, 2004 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
• 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
Human Performance Center
February 24, 2004 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
• 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
Human Performance Center
February 24, 2004 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
• 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
Human Performance Center
February 24, 2004 20
Questions?Questions?