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DEPARTMENT OF THE NAVY COMMANDER, NAVY INSTALLATIONS COMMAND

716 SICARD STREET, SE, SUITE 1000 WASHINGTON NAVY YARD, DC 20374-5140

CNICINST 3502.1 N7 22 Feb 2012

CNIC INSTRUCTION 3502.1

From: Commander, Navy Installations Command Subj: COMMANDER, NAVY INSTALLATIONS COMMAND TRAINING &

EDUCATION PROGRAM Ref: (a) OPNAVINST 3120.32C (b) CNICINST 5300.2 (c) OPNAVINST 5450.339 (d) DoD Instruction 1400.25 of 3 December 1996 (e) COMUSFLTFORCOM/COMPACFLTINST 3501.3C (f) CNICINST 3000.1 (g) NAVEDTRA 130B VOL I, II, and III (h) NAVEDTRA 135C (i) NETCINST 1510.1A (j) OPNAVINST 1500.75B (k) DoD Directive 7730.65 of 23 April 2007 (l) OPNAVINST 3501.360 (m) CNICINST 4280.1 (n) NAVEDTRA 43100-1 (o) OPNAVINST 3500.34F (p) Federal Workforce Flexibility Act of 2004 (q) OPNAVINST 1500.22F (r) SECNAVINST 12410.25 (s) OPNAVINST 1510.10B (t) NETCINST 1500.4 (u) NAVEDTRA 137 (v) OPNAVINST 1500.47B Encl: (1) Commander, Navy Installations Command Training &

Education Program 1. Purpose

. To implement Commander, Navy Installations Command (CNIC) Training and Education (T&E) program policy detailed in enclosure (1).

https://g2.cnic.navy.mil/teamsites/f47b3f80-1df5-4c1c-8f37-4c2d56ad9ba1/default.aspx

https://g2.cnic.navy.mil/cnichq/pages/default.aspx

CNICINST 3502.1 22 Feb 2012

COMMANDER, NAVY INSTALLATIONS COMMAND TRAINING & EDUCATION PROGRAM


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TABLE OF CONTENTS PAGE TABLE OF CONTENTS ............................................ ii RECORD OF CHANGES ............................................ iv EXECUTIVE SUMMARY ............................................. v

CHAPTER 1 TRAINING & EDUCATION (T&E) PROGRAM OVERVIEW

1. Preface .................................................... 1 2. Training & Education Lifecycle ............................. 1 3. CNIC N7 Product Lines ...................................... 5 4. Training & Education and Workforce Development 5

CHAPTER 2 ROLES & RESPONSIBILITIES

1. Commander, Navy Installations Command (CNIC) ............... 7 2. Director, Plans and Programs (CNIC DPP) .................... 7 3. Director, Training and Readiness (CNIC N7) ................. 8 4. Director, Total Force Management (CNIC N1) ................ 10 5. N-Codes/Headquarters Program Directors (HPDs)/Special

Assistants (SAs) .......................................... 10 6. Region Commanders (REGCOMs) ............................... 12 7. Region N-Codes/Region Program Directors (RPDs)/Region Special

Assistants (RSAs) ......................................... 13 8. Region N7s ................................................ 15 9. Commanding Officers (COs) ................................. 17 10. Installation Program Directors/Installation Program Managers

(IPDs/IPMs) ............................................... 17 11. Installation Training Officers/Installation Coordinators

(ITOs/ITCs) ............................................... 19

CHAPTER 3 CNIC TRAINING & EDUCATION PROGRAM SCOPE

1. Overview .................................................. 21 2. CNIC Guiding Principles and T&E ........................... 21 3. Organizational Objectives and Relationship to T&E ......... 21 4. Training Categories to Support Organizational Objectives. . 22 5. T&E Delivery Methods ...................................... 24

APPENDIX APPENDIX A. TRAINING REQUIREMENTS AND TRAINING SOLUTION

DEVELOPMENT ...................................... 26 APPENDIX B. LONG RANGE AND QUARTERLY TRAINING PLANS ......... 38


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APPENDIX C. CNIC TRAINING CENTER MANAGEMENT ................. 42 APPENDIX D. WORKFORCE ANNUAL TRAINING REQUIREMENTS .......... 50 GLOSSARY ..................................................... 55 ACRONYMS ..................................................... 59

LIST OF FIGURES Figure 1 – T&E Lifecycle ....................................... 2Figure 2 – Training and Workforce Development Collaboration .... 6Figure 3 – Training Requirements and Solution Development

Process ............................................ 26Figure 4 – Individual Training Requirements Management Process 27Figure 5 – CNIC Training Center Organization .................. 43

LIST OF TABLES Table 1 – List of Common Triggers ............................. 28Table 2 – Strength of Association Priority Categories ......... 30Table 3 – Example of Courses Authorized for LECM Reporting .... 53


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RECORD OF CHANGES ________________________________________________________________ Change Date of Change Date Entered Entered By Number ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________


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EXECUTIVE SUMMARY This instruction provides policy, responsibilities, and guidance for training and education (T&E) of the Commander, Navy Installations Command (CNIC) workforce. The CNIC T&E program fosters a cohesive and collaborative workforce, across CNIC, unified by the common mission to provide support to the fleet, fighter, and family. The term "CNIC workforce" is inclusive of all categories of CNIC personnel: Department of Defense (DoD) civilian employees, military personnel, and Foreign Nationals (FNs). The DoD civilian employee category includes appropriated fund and non-appropriated (NAF) employees as defined in reference (d). This instruction provides common language and practical guidelines for the effective planning, execution, and assessment of individual training. Chapter 1 provides a background and overview of the CNIC T&E Program. It defines the phases of the T&E Lifecycle and the activities associated with each phase. It briefly describes the CNIC T&E Program product lines and summarizes the relationship between the T&E and workforce development (WD) programs. Chapter 2 outlines the roles, responsibilities, and actions for programs and personnel across the CNIC enterprise. It designates the Director, Training and Readiness (CNIC N7) as the CNIC lead for developing and maintaining T&E Program policy and oversight. It also includes the responsibilities and requirements of the remaining Headquarters Program Directors (HPDs) and other region and installation level staff. Chapter 3 defines the scope of the CNIC T&E program and summarizes how it is strategically aligned to the Commander’s goals and priorities. It describes CNIC’s organizational objectives and methodologies for delivery of training. Appendix A addresses training requirements and training solution development. It discusses the process of how the T&E Program identifies and validates individual training requirements. It then describes how these training requirements are communicated to key stakeholders across the CNIC enterprise. Appendix B provides an overview of the long range and quarterly training plans. It summarizes the training plan requirements and the roles and responsibilities of CNIC


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personnel to meet these requirements. Each CNIC region commander (REGCOM) and installation commanding officer (CO) is responsible for the development and execution of the Long Range Training Plan (LRTP) and Quarterly Training Plan (QTP) process. Appendix C describes the organizational structure and management of CNIC Training Centers. It outlines the standards and processes of how CNIC Training Centers (TCs) should be managed. It also describes student, staff, curriculum management and the assessment strategy of specific training programs. Appendix D provides the details and processes for conducting CNIC Workforce Annual training.


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CHAPTER 1 TRAINING & EDUCATION PROGRAM OVERVIEW

1.

Preface

a. Reference (a) provides the minimum organizational relationships and requirements for the administration of unit training. Minimal requirements include: (1) the establishment of a Planning Board for Training (PB4T), (2) a LRTP, (3) a QTP, (4) and training accomplishment records. b. The Chief of Naval Operations (CNO) assigned CNIC as the Navy’s shore integrator responsible for designing and developing integrated solutions for sustainment and development of Navy shore infrastructure to support common base operating support and current and future platform requirements as outlined and amplified in reference (c). CNIC is also assigned the function and tasks to organize, man, train, maintain, and equip Navy regions to meet operational requirements identified by CNO, combatant commanders and Navy component commanders. c. CNIC is a diverse global workforce consisting of over 50,000 employees responsible for meeting existing and future customer demands. A professionally trained and ready workforce is the foundation of increased and sustained readiness ashore. This makes the training and education of our personnel a top command priority. The purpose of the CNIC T&E Program is to identify and enable the effective and efficient training and education of CNIC’s total force. The CNIC T&E program fosters a cohesive and collaborative workforce, across all of CNIC, unified by the common mission to provide support to the fleet, fighter, and family. The term "CNIC workforce" is inclusive of all categories of CNIC personnel: DoD civilian employees, military personnel, and FNs. DoD civilian employee category includes appropriated fund and NAF employees as defined in reference (d). This program applies principles, standards, processes, and tools to optimize shore readiness, product and service delivery, and development of the CNIC workforce, in accordance with references (a) through (j) and (m) through (v) and will ensure the T&E program is postured to inform readiness reporting in accordance with references (k) and (l).

2. Training & Education Lifecycle. The Training & Education Lifecycle (Figure 1) articulates the sequential and continuous


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phasing of T&E activities in support of higher authority compliance, mission performance, and WD objectives. The cycle begins with identification of validated training requirements, continues through requirement planning and execution, and ends with assessment and performance measurement activities. This lifecycle provides the scope and context from which the identification and assignment of T&E execution and management roles and responsibilities are defined across the organization. Each of the four phases is further described in the following paragraphs.

Figure 1 – Training & Education Lifecycle


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a. Requirements

. Training requirements are based on knowledge, skills, and abilities (KSAs) necessary to satisfy job performance requirements. Training requirements must span the employee lifecycle from the entry level to the master level and maintain the proficiency of skills to perform the assigned task(s). Training that supports the performance of mission essential tasks and delivery of product lines is termed capability-based training. Training that is primarily focused on workforce and leadership development is termed competency-based training and is managed by the N-Code/Headquarters Program Director (HPD).

b. Planning

. Planning involves the development, management, and use of standardized tools and processes (i.e., PB4T, LRTP, short range training plan, Program Objective Memorandum (POM) guidance) for effective assignment, scheduling, and resourcing to enable the execution of individual training. Within CNIC and throughout this document the short range training plan is referred to as the QTP.

(1) The planning process ensures continuous coordination from long range planning to short range planning and ultimately leads to training execution. Regional Training Teams (RTTs) and Installation Training Teams (ITTs) and key leaders within the command are involved in the planning process. (2) The Training Planning Process culminates with the publication of approved training plans and leads to training execution. Commanders at all echelons assess training, provide guidance, and establish training plans. The Navy Mission Essential Task List (NMETL) and training assessments are the two principal inputs for determination of unit-required capability-based training. Training that builds professional competencies and supports career development should be considerate of operational unit performance and mission requirements in addition to personnel and occupation-specific needs. Planning phase activities include: (a) Budgeting program dollars to execute required training. (b) Developing LRTPs and QTPs.


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(c) Scheduling, obtaining quotas, and registration of T&E events for assigned personnel. (d) Assigning individual T&E events to specific personnel in accordance with validated unit level requirements and with consideration to manning authorizations, resource availability, and Individual Development Plan (IDP) requirements. c. Execution

. Execution involves the delivery, accomplishment, and documentation of completed T&E events. Execution phase activities include:

(1) Accomplishing T&E events as planned in LRTPs and QTPs. (2) Documenting T&E event completion in the applicable reporting system. The absence of a single authoritative Navy training reporting system necessitates the requirement to record completion of training in one or more systems. The selection of the reporting system is dependent on the category of training and the training audience. Training categories are discussed in chapter 3, section 4. The training audience includes any combination of CNIC’s workforce. The primary inventory of reporting systems includes but is not limited to Corporate Enterprise Training Activity Resource System (CeTARS), Enterprise Safety Applications Management System (ESAMS), Total Workforce Management Services (TWMS), Navy Training Manpower Planning System/Fleet Training Management and Planning System (NTMPS/FLTMPS), Housing and Leadership Training System (HALTS), and Defense Civilian Personnel Data System (DCPDS). CNIC’s long term objective is the consolidation of training management systems to facilitate standardization and optimization for documenting and tracking completed training events. d. Assessment. Training assessment is a critical activity for the training and education program. The assessment begins with a need generally identified by a trigger but is essentially described as a gap between current performance and desired performance. Gaps include differences in organizational capability based training requirements (# required/# qualified) and individual performance during routine delivery of services, graded exercises or real-world events. Assessment phase activities include:


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(1) Managing and analyzing information necessary to identify and mitigate the gap between desired individual skills or unit training performance and its impact to mission readiness. (2) Verifying KSAs as they relate to satisfying compliance, mission performance, and WD requirements to include impact of training execution and return on investment (ROI) to task execution and mission accomplishment. (3) Communicating training deficiencies and shortfalls and their impact to mission readiness to initiate training development and delivery. (4) Performing periodic review of existing training curriculum, quality control of new training curriculum, ensuring efficiency of training delivery, and monitoring the quality of instruction to ensure training standards are maintained and satisfy validated training readiness requirements. (5) Analyzing a capability that identifies a training need which serves as a demand signal for training solution development. 3. CNIC N7 Product Lines

. CNIC has established two principal product lines to manage, execute, and sustain T&E Lifecycle activities:

a. T&E Program & Policy Oversight

. As the CNIC T&E lead, N7 requires visibility into all training programs. The intent is to be the “honest broker” in order to provide recommendations for the efficient use of existing training resources and to ensure “best practices” are adopted enterprise-wide.

b. Training Solutions & Delivery

. The systematic process by which a formalized response is identified and implemented to correct a training deficiency is referred to as a training solution. The process encompasses the analyses necessary to determine the need and best possible delivery method. Further explanation of training solutions is provided in appendix A.

4. Training & Education and Workforce Development. WD encompasses a broad range of elements (sub-processes) in support


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of a strategic human capital plan that identifies KSAs necessary to equip employees for current as well as projected mission readiness and career progression. The T&E Program supports WD by aligning capability-based required individual training and education coursework to community management and competency-based framework and incorporating training and education requirement activities that support WD objectives. The programmatic collaboration and area of responsibility to support WD activities is depicted in Figure 2. This will enable effective assignment of personnel to training events based on individual and unit needs and will foster standardized planning and execution of individual training and education events that supports mission performance and WD imperatives, synchronizing unit-readiness with personal and professional growth.

Figure 2 – Training and Workforce Development Collaboration


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CHAPTER 2 ROLES & RESPONSIBILITIES

1. Commander, Navy Installations Command (CNIC)

. Reference (c) assigns CNIC the overall authority and responsibility to deliver sustained and improved readiness from the shore; shape the future shore design as the shore integrator; and develop the shore total workforce. Development of the total workforce is accomplished through execution of T&E policies, processes, and programs that foster the development of the unique KSAs and experiences necessary to support Navy shore capabilities. In support of the T&E program policy and governance, CNIC responsibilities include:

a. Establishing and resourcing an organization to execute CNIC T&E programs and policies. b. Standardizing the T&E requirements process across the enterprise. c. Ensuring transparency of T&E program and performance management data, using innovative technology as a primary means to enable stakeholder engagement and informed decision-making. d. Employing a workforce strategy that optimizes organizational structure and is supported by the accomplishments of T&E requirements necessary to deliver all CNIC product lines. e. Coordinating with U.S. Fleet Forces Command (USFF) to align CNIC training with reference (e). 2. Director, Plans and Programs (CNIC DPP)

. DPP is responsible for delivering a comprehensive workforce strategy that standardizes human capital management and implements a WD and advancement process. DPP is additionally responsible for driving efficiency and standardization through alignment of CNIC policy and integrated output metrics. In support of T&E Program policy and governance, DPP responsibilities include:

a. Ensuring CNIC’s workforce strategy defines the KSAs needed to deliver CNIC product lines. b. Ensuring CNIC’s workforce strategy addresses a WD and advancement process.


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c. Ensuring alignment of T&E policy and performance metrics with reference (c) and the Commander’s foundational strategic priority of developing the workforce. 3. Director, Training and Readiness (CNIC N7)

. N7 is responsible for developing and maintaining policy and program oversight of the T&E processes. In support of T&E Lifecycle activities and program management, CNIC N7 shall:

a. Develop, communicate, and implement standards, policies, processes, tools, and solutions that address and support the T&E lifecycle. b. Provide training, administration, and management support to N-Codes, HPDs, and Special Assistants (SAs) to enable effective implementation and execution of T&E program requirements. c. Serve as the Commander’s technical advisor for analysis and resolution of all T&E challenges and issues. d. Execute a communications strategy that clearly conveys the shore leadership’s T&E-related intentions, objectives, performance metrics, and ‘best practices’ and engages the total workforce as key stakeholders and contributors to effective T&E Lifecycle management. e. Collaborate with all N-Codes/HPDs/SAs to gain visibility of program-specific individual training requirements and to assist in developing solutions, when necessary, that satisfy validated requirements. f. Serve as CNIC’s interface with USFF, Navy Total Force (NTF), Naval Education and Training Command (NETC), enterprise leads and Type Commanders (TYCOMs) and other agencies for the validation and execution of CNIC individual training requirements. g. Serve as the lead for providing oversight management and monitoring to regions and installations for the identification, validation, and maintenance of formal school requirements in NTMPS/FLTMPS, and ensuring that these requirements are accurately communicated to internal and external stakeholders.


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h. Review and provide recommendations on all training related contract solutions, proposals, or options to facilitate standardization and efficient use of training resources. i. Ensure labor and non-labor costs, necessary for the administration of the CNIC T&E Program, and as incurred by CNIC N7, are articulated, captured and communicated in accordance with CNIC Planning, Programming, Budgeting and Execution (PPBE) guidance. j. Develop and maintain CNIC POM guidance for individual training resourcing. k. Coordinate with CNIC Strategy and Future Requirements (N5) and CNIC Comptroller (N8) to ensure visibility of enterprise T&E resource requirements and expenditures to inform leadership of actual costs related to training and educating the workforce. Actual cost of training includes tuition, Per Diem, and transportation cost for all personnel attending a training event. l. Administer and execute CNIC’s integrated exercise program in accordance with reference (f). m. Set policy and overarching guidance in the management of NTMPS/FLTMPS and Navy Training Information Management System (NTIMS) to execute training requirements management and to support providing readiness status through Personnel Figure of Merit (PFOM) into the Defense Readiness Reporting System-Navy (DRRS-N). n. Serve as the enterprise lead for Learning Management Systems utilization, requirements and alignment with authoritative Navy systems. o. Manage and provide the specialized and installation management-specific training delivery (e.g., Senior Shore Leadership Course, Emergency Operations Center Incident Management Team) and delivery support via CNIC Training Centers and other Shore Installation Management specific training sites. CNIC Training Center Management is further discussed in appendix C.


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p. Support CNIC Manpower and Personnel (N1) in the documentation and delivery of the leadership education and training requirements of the Headquarters (HQ). Develop and deploy the Shore Leadership Training Center (SLTC) to support this effort. q. Develop and report on standard metrics for assessing T&E program effectiveness and efficiency. Coordinate with iShore to develop a metric-based reporting dashboard. r. Coordinate with T&E stakeholders to develop executable policy for all CNIC Training Centers regarding student management, feedback, and the development and delivery of new and existing curriculum. s. Serve as the Curriculum Control Authority (CCA) for the Shore Training Center (STC), SLTC, and Small Arms Training Centers (SATCs). Utilizing references (g) through (i) and appendix C as guidance, provide oversight of Training Center management and CCA functions for designated N-Codes/SAs identified in the CNIC Training Center Organization Chart depicted in Figure 5 of appendix C. t. Serve as the CNIC point of contact for providing support in the development and implementation of CNIC training solutions as discussed in appendix A. 4. Director, Total Force Management (CNIC N1)

. CNIC N1 is accountable for all aspects of WD and community competency management for CNIC’s workforce. In support of T&E Lifecycle activities, CNIC N1 shall:

a. Provide the WD policy and framework that drives and informs T&E requirements based upon WD needs. b. Coordinate with Community Champions to identify T&E requirements that support workforce productivity, professional growth, career development, advancement, and leadership development. Communicate requirements to CNIC N7 to facilitate development of enterprise picture of capability and competency based training requirements and the status thereof. 5. N-Codes/SAs/HPDs. Each N-Code/SA/HPD is responsible for compliance with the guidance specified in this instruction and


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associated appendices and shall ensure the CNIC workforce have the necessary KSAs to perform their assigned tasks and deliver their product lines. In support of T&E Lifecycle activities, N-Codes/SAs/HPDs shall: a. Provide oversight to program-specific training to ensure training curriculum, delivery, and documentation processes developed to satisfy T&E requirements are in accordance with references (g) through (j) and are consistent with established Navy training doctrine, guidance and directives. b. Execute annual Navy Mission Essential Task (NMET) reviews, as facilitated by CNIC N7, and revise, as necessary, in accordance with references (k) and (l) to maintain an accurate CNIC universal task list. c. Participate in the endorsement of respective region and installation program-specific T&E requirements. d. Coordinate the validation any new enterprise T&E requirements, solutions and processes for assigning, delivering and tracking training execution with CNIC N7. e. Ensure Region and Installation Program Directors (PDs) utilize the LRTP and QTP for effective resourcing and execution to satisfy individual training requirements. f. Assign a T&E Collateral Duty representative as the N-Code/SA/HPD conduit for coordination with CNIC N7. g. Ensure all program-specific T&E accomplishments are documented in accordance with Navy and CNIC policy. h. Consolidate and review program-specific regional assessments After Action Reports (AARs) and lessons learned, as prescribed in reference (f), for systemic deficiencies to identify opportunities for enterprise-wide training requirements and solutions based on training and skill deficiencies. Appendix A provides processes and procedures for determining training requirements and developing training solutions. i. Utilize appropriate performance metrics and analysis tools to assess the effectiveness, utility, and ROI of program-specific training on program performance. Collaborate with CNIC


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N7, as necessary, to revise requirements or develop new solutions, as necessary, to improve efficient and effective product delivery. Further explanation of training requirements and training solutions provided in appendix A. j. Coordinate contracted training solution development plans and executable contract options related to program-specific training with N7 Contract Acquisition Management Officer (CAMO) or alternate CAMO, as necessary, to ensure the following: (1) Training requirements are fully vetted and within the scope of established policy and best business practices. (2) N7 facilitation and coordination across functional areas in order to minimize duplicative contractual commitments, track present and future associated training costing models, and validate training that directly supports approved mission requirements. l. Serve as CCA, under the oversight of CNIC N7, for the assigned training centers identified in the CNIC Training Center Organization Chart depicted in Figure 5 of appendix C. m. Ensure execution and proper documentation of annual required training events in accordance with appendix D. 6. Region Commanders (REGCOMs)

. The REGCOM is responsible for the overall training and education of all assigned personnel to include subordinate commands. In support of the T&E Lifecycle activities, REGCOM responsibilities include:

a. Resourcing and maintaining a training organization sufficient to execute region training programs and policies. b. Ensuring assigned CNIC workforce have the necessary KSAs to perform their duties. c. Ensuring participation of all region programs in the LRTP and QTP process as articulated in appendix B. d. Ensuring that operational readiness is assessed and reported in accordance with references (k) and (l).


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e. Ensuring annual review of individual training requirements is conducted to validate alignment to approved NMETLs. f. Ensuring designation of a senior member and appropriate N-codes/Region Program Directors/Region Special Assistants (RPDs)/(RSAs) as members of PB4T to represent their respective region staff training requirements. 7. Region N-Codes/ Region Special Assistants (RSAs)/Region Program Directors (RPDs)

. Each Region N-Code/RSA/RPD is responsible for articulating T&E requirements applicable to personnel supporting their program(s) within the region command and for communicating any region or installation training execution issues to the REGCOM, Region N7 and HPD. In support of the T&E Lifecycle activities and for their respective programs, each RSA/RPD shall:

a. Participate in annual NMET reviews, as facilitated by CNIC N7, and revise, as necessary, in accordance with references (k) and (l), to maintain an accurate CNIC universal task list. b. Participate in continuous review and validation of all region and installation program-specific T&E requirements, in accordance with processes and guidance promulgated by CNIC N7, and when relative to WD, by CNIC N1. c. Ensure resource requirements and costs associated with region and installation T&E execution are articulated, captured and communicated in accordance with CNIC PPBE guidance. d. Ensure LRTP and QTP requirements are documented and provided to the Region N7 for consolidation into the Command LRTP and QTP. Ensure updates are provided to the Region N7 during PB4T meetings. e. Ensure necessary student quotas for assigned region personnel are obtained to meet approved Command QTP requirements. f. Conduct individual training as approved in the Command QTP for region personnel.


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g. Assign a T&E Collateral Duty representative as the N-Code/SA/HPD conduit for communicating region program needs to CNIC N7 via Region N7. h. Review utilization and management of both NTMPS/FLTMPS and NTIMS to inform the training requirements management process to provide readiness status through Personnel Figure of Merit (PFOM) into DRRS-N. i. Execute the Personnel Qualifications Standards (PQS) program in the management role of the Department Head as delineated in reference (n) for applicable region staff. j. Designate in writing the list of PQS qualifiers authorized to sign region program-specific PQS line items in accordance with reference (n). Submit PQS qualifiers list to Region N7 for consolidation and maintenance. k. Ensure all region program-specific T&E accomplished is documented in accordance with Navy and CNIC policy. l. Assess region-specific operational readiness for program/capability deficiencies resulting from training execution. Ensure the REGCOM is advised of training deficiencies that may impact operational readiness or administrative efficiency. m. Participate in the collaborative development of training solutions in accordance with guidance articulated in appendix A to address identified gaps and voids in region T&E. n. Coordinate contracted training solution development plans and executable contract options related to program-specific training with N7 CAMO or alternate CAMO, as necessary to ensure the following: (1) Training requirements are fully vetted and within the scope of established policy and best business practices. (2) N7 facilitation and coordination across functional areas in order to minimize duplicative contractual commitments, track present and future associated training costing models, and validate training that directly supports approved mission requirements.


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o. Ensure execution and proper documentation of annual required training events in accordance with appendix D. 8. Region N7s

. Each Region N7 is responsible for delivery of T&E Program capabilities to support the region command and installations for synchronizing, aligning, and standardizing T&E program management and execution throughout the region. In support of T&E Lifecycle activities and program management, each Region N7 shall:

a. Serve as the primary point of contact and technical advisor to the REGCOM in the implementation of region T&E solutions that address operational deficiencies and the identification, validation, and management of region and installation individual training requirements. b. Collect, review and coordinate any new region T&E requirements, solutions, and processes with CNIC N7. c. Implement and communicate standards, policies, processes, tools, and solutions, and deliver capabilities that address and support region T&E requirements, planning, execution, and assessment. d. Provide training, administration, and management support to RSAs/RPDs, as required, to enable effective implementation and execution of T&E program requirements. e. Develop and execute a communication plan to ensure standardization and alignment of T&E efforts across the region command. f. Review and recommend changes to region and installation formal school requirements to CNIC N7 for validation and approval. Requests for changes to formal school requirements must be submitted via the NTMPS/FLTMPS feedback process. g. Implement and communicate CNIC-developed processes and guidance that ensure the accurate articulation of region T&E requirements in both internal and authoritative data sources (e.g., NTMPS/FLTMPS, ESAMS, TWMS, HALTS, and DCPDS etc.). h. Serve as a member of the region PB4T.


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i. Issue and maintain training schedule after the PB4T has outlined the requirements. j. Review STC and Shore Operations Training Group (SOTG) course offerings and submit requests for support to CNIC N7 to satisfy region and installation training requirements. k. Coordinate with region leadership and RSAs/RPDs in the development, maintenance, and distribution of Command LRTPs and QTPs. l. Coordinate with CNIC N7 to standardize, align, and synchronize delivery and documentation of annual training events in accordance with appendix D. m. Coordinate with authorized NTMPS/FLTMPS users for Learning Event Completion Module (LECM) entries for CNO directed annual required training events. Further details on required training events and use of LECM are discussed in appendix D. n. Manage implementation and perform duties as PQS Unit Coordinator in accordance with references (n) and (o) for the region and provide PQS program oversight at the installations via the Installation Training Officers and Installation Training Coordinators (ITOs) and (ITCs). o. Review NTMPS/FLTMPS command summary reports and Navy Warfare Training Plans (NWTPs) in NTIMS to evaluate and report the performance of T&E across the region. Report status of region and installation training readiness as directed by the REGCOM. p. Participate in training solution development to address gaps in region T&E programs in accordance with guidance articulated in appendix A. q. Provide T&E program oversight and support to ITOs and ITCs. r. Support region WD program as specified by the REGCOM. s. Provide readiness and requirements representation to the Region Position Management Board.


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t. Collaborate with Region N1 to ensure WD training requirements are met. u. Coordinate with assigned Reserve Component in the determination, execution, and monitoring of T&E requirements for reserve personnel supporting CNIC units under their purview. 9. Commanding Officers (COs)

. In accordance with references (a) through (c), (q) and (r) COs shall ensure the assigned CNIC workforce is trained in accordance with CNIC and region policy in order to execute the installation mission(s). In support of the T&E Program, CO responsibilities include:

a. Implementing installation T&E policies as necessary in amplification of and consistent with CNIC and region T&E policies. b. Ensuring participation of all installation programs in the LRTP and QTP process as articulated in appendix B. c. Implementing a PQS program in accordance with references (n) and (o). d. Ensuring that operational readiness is assessed and reported in accordance with references (k) and (l). e. Ensuring designation of a senior member (usually the Executive Officer) and appropriate Installation Program Directors and Installation Program Managers (IPDs and IPMs) as members of PB4T to represent their respective installation training requirements in accordance with reference (a) and (b). 10. IPDs and IPMs

. Each IPD and IPM is responsible for communicating and coordinating with their CO and RSA/RPD regarding all T&E requirements, challenges and issues. In support of the T&E Lifecycle activities, each IPD/IPM shall:

a. Participate in continuous review and validation of all installation program-specific T&E requirements, in accordance with processes and guidance promulgated by CNIC N7.


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b. Ensure resource requirements and costs associated with installation T&E execution are articulated, captured, and communicated in accordance with CNIC guidance. c. Ensure LRTP and QTP requirements are documented and provided to the ITO/ITC for consolidation into Command Training Plans. Ensure updates are provided to the ITO/ITC during PB4T meetings. d. Ensure necessary student quotas for assigned installation personnel are obtained to meet approved Command QTP requirements. e. Conduct individual training as approved in the Command QTP for installation personnel. f. Assign a T&E Collateral Duty representative as the N-Code/SA/HPD conduit for communicating installation program needs to CNIC N7 via ITO/ITC and Region N7. g. Execute the PQS program in the management role of the Department Head as delineated in reference (n) for applicable installation personnel. h. Designate in writing the list of PQS qualifiers authorized to sign program-specific PQS line items in accordance with reference (n). Submit PQS qualifiers list to ITO/ITC for consolidation and maintenance. i. Ensure all program-specific T&E accomplished is documented in accordance with Navy and CNIC policy. j. Assess installation-specific operational readiness for program and capability and identify any deficiencies resulting from training execution. k. Coordinate with ITOs/ITCs to assist in identifying triggering events that would generate a training solution. Further discussion of trigger events and training solutions is provided in appendix A. l. Ensure the CO is advised of training deficiencies that may impact operational readiness or administrative efficiency of their respective program.


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11. Installation Training Officers/Installation Training Coordinators (ITOs/ITCs)

. Each ITO/ITC is responsible to the CO for delivering T&E Program capabilities at the installation level and for synchronizing, aligning, and standardizing T&E program management and execution at the installation. In support of the T&E Lifecycle activities, each ITO/ITC shall:

a. Serve as the primary point of contact and technical advisor to the CO in the implementation of T&E solutions that address operational deficiencies and the identification, validation, and management of installation individual training requirements. b. Collect, review, and coordinate any new installation T&E requirements, solutions, and processes with the Region N7. c. Implement and communicate standards, policies, processes, tools, and solutions, and deliver capabilities that address and support installation T&E requirements, planning, execution, and assessment, in accordance with CNIC and region T&E policy. d. Provide training, administration and management support to IPDs/IPMs, as required, to enable effective implementation and execution of T&E program requirements. e. Develop and execute a communication plan to ensure standardization and alignment of T&E efforts across the installation. f. Review and recommend changes for installation formal school requirements via NTMPS/FLTMPS feedback process to region and CNIC N7 for validation, approval, and entry into NTMPS/FLTMPS. g. Implement and communicate processes and guidance that ensure accurate articulation of installation T&E requirements in both internal and authoritative data sources (e.g., NTMPS/FLTMPS, ESAMS, TWMS, HALTS, and DCPDS etc.). h. Serve as a member of the installation PB4T.


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i. Issue and maintain training schedules after the PB4T has outlined the requirements. j. Review STC and SOTG course offerings and submit requests for support to Region N7 to satisfy installation training requirements. k. Coordinate with installation leadership and IPD/IPMs in development, maintenance, and distribution of Command LRTPs and QTPs. l. Coordinate with Region N7 to standardize, align, and synchronize delivery and documentation of annual training events in accordance with appendix D. m. Coordinate with authorized NTMPS/FLTMPS users for LECM entries for CNO directed annual required training events. Further details on required training events and use of LECM are discussed in appendix D. n. Manage program implementation and perform duties as PQS Unit Coordinator in accordance with reference (n) and (o). Maintain command PQS qualifiers list. Spot check watch bills during exercise events and report results to installation leadership and IPDs/IPMs during debriefs and AARs. o. Review NTMPS/FLTMPS command summary reports and NWTPs in NTIMS to evaluate and report the performance of T&E for the installation. Report status of installation training readiness as directed by the CO. p. Coordinate with IPDs/IPMs to assist in identifying triggering events that would generate a training solution. Further discussion of trigger events and training solutions is provided in appendix A.


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CHAPTER 3 CNIC TRAINING & EDUCATION PROGRAM SCOPE

1.

Overview

a. Program management and tactical activities are conducted using the T&E Lifecycle (Figure 1) as the primary framework for identifying requirements, planning, executing, and assessing the accomplishment of T&E events that support mission performance. While capability-based mission performance is the ultimate objective of the program, other important business drivers and objectives, to include compliance, WD, and leadership imperatives, must be considered as the program is managed and executed. b. The following paragraphs discuss the relationships of T&E program management to the Commanders guiding principles and organizational objectives/business drivers. Additionally the various training categories that support the organizational objectives and business drivers are defined. Lastly the various training methods are defined. 2.

CNIC Guiding Principles and T&E

a. Strategically aligned

. The Commander’s strategic goals and priorities provide the most current enterprise guidance for delivering sustained and improved readiness to support fleet, fighter, and family. CNIC’s strategic goals and key strategies are available on the CNIC Gateway and should be reviewed on a regular basis to ensure that decisions made with regard to T&E lifecycle management activities are aligned to the Commander’s goals and priorities and will support their accomplishment.

b. Operationally efficient

. Limited human capital and financial resources require an all hands effort to drive efficiency through innovation. Executing training and education events tax both workforce productivity as well as the overall enterprise budget. The review and validation of enterprise individual training and education requirements must strike a balance between desired need, assessed outcome, and cost in both time and dollars.

3.

Organizational Objectives and Relationship to T&E


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a. Workforce Development

. CNIC N1 provides policy, procedures and requirements for managing a competency-based workforce. A competency is an observable, measurable pattern of KSAs, behaviors, and other characteristics that an individual needs to perform work roles or occupational functions successfully. Competencies are typically required at different levels of proficiency depending on an individual’s specific work role or occupational function. Leadership is also a key component of WD. In conjunction with periodically assessing workforce leadership competencies, learning opportunities will be provided to develop and enhance this critical capability. T&E activities directly support the acquisition of competencies reflected in workforce management and development frameworks and governance.

b. Compliance

. Compliance drivers consist of all higher authority and statutory requirements that apply to the total workforce, identifiable segments or selected members of the organization. Often, training and education requirements may be identified specifically or indirectly in governance from higher authority or external to CNIC.

c. Unit Readiness

. Unit readiness is based on NMET standards and reported in DRRS-N. DRRS-N data can only be documented from approved authoritative data sources. Accomplishment of required individual training is an element of personnel readiness and reflected in the Personnel-pillar of DRRS-N.

d. Product and Service Delivery

. Product and service delivery are essential to CNIC’s mission performance and will drive individual training requirements similar to unit readiness, but may not be directly reported in DRRS-N due to the required training not being mapped to product lines in the same manner it is mapped to NMETs.

4. Training Categories to Support Organizational ObjectivesIndividual training requirements are composed of the four training categories discussed below. Each category supports one or more of the organization objectives or business drivers discussed above.

.

a. Capability-Based Training. Capability-based training is training designed to meet specific mission-related task


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requirements for operational, maintenance and support activities. Individual training builds mission area capability that supports mission task accomplishment and in effect builds unit readiness. Unit readiness and product and service delivery are the primary drivers for capability-based training and the CNIC NMETL, Core Business Model or Installation Management Accounting Project provide the foundation for the identification of capability-based training requirements and solutions. The majority of capability-based individual training requirements are reflected in NTMPS/FLTMPS, TWMS, and ESAMS. b. Competency-Based Training

. Competency-based training will ensure individual and team performance aligns with the organization’s mission, product and service delivery components, and strategic direction. WD is the primary driver for competency-based training requirements. These requirements are personnel-specific and focused on competency proficiency and career advancement in accordance with CNIC WD models. The T&E Program will support WD imperatives by aligning capability-based required individual training events to CNIC community management and competency-based framework and by incorporating training and education requirement activities that support WD objectives into the T&E Lifecycle. A supervisor assigns specific training to a specific employee based on assessed needs in the IDP. The IDP assigns specific training to a specific employee based on assessed needs and developed to enable the employee to maintain proficiency and achieve their career goals. When developing the IDP list of training required to mitigate an individual’s assessed competency gap, supervisors should make informed decisions based on both unit and individual needs.

c. Leadership Training and Education

. Leadership T&E is mandated by reference (p) and further reiterated in DoD and Department of the Navy (DON) policies to ensure continuity of leadership in an increasingly complex environment. Leadership T&E is further divided into two categories, Cornerstone and Executive.

(1) Cornerstone Leadership

. Cornerstone Leadership training provides CNIC leadership with KSAs in program and workforce management. Topics may include financial management, leadership, WD, strategic planning, change management, etc.


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(2) Executive Leadership

. Executive Leadership T&E leverages opportunities provided by industry recognized sources, such as academia, corporate partners, and other federal agencies. These opportunities provide CNIC Flag Officers, Senior Executive Service and senior Government Service 14-15 personnel with a broader strategic perspective and prepare them to represent CNIC in forums across the Navy and DoD.

d.

Workforce Annual Training and General Military Training (GMT)

(1) Workforce Annual training and GMT targets development of knowledge required to meet specific compliance objectives or provides awareness or personal education on general topics applicable to the CNIC workforce. Training in response to compliance requirements may or may not relate directly to mission performance but must be accomplished to be compliant with the specific regulation or statute. (2) All CNIC personnel will accomplish Workforce Annual training and GMT requirements in accordance with appendix D and the below guidance. (a) Personnel indoctrination of newly reporting individuals: Workforce Annual required training with a one-time frequency will be validated, completed in conjunction with command sponsored indoctrination course, or within 90 days of reporting on board. (b) GMT, Navy Military Training (NMT), and Leadership Development: LECM entry via NTMPS/FLTMPS is mandatory for all active duty personnel for GMT, NMT, and Leadership training requirements that are addressed via instructor led training sessions. (c) One time and recurring training events will be documented in accordance with references (q) and (r). 5. T&E Delivery Methods. Curriculum can be provided by a single delivery method or a combination of delivery methods typically referred to as blended training. A specific course may also be delivered via multiple methods such as in a formal classroom or web based. Each type of delivery method has its advantages and


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disadvantages such as cost and location that must be considered when determining training solutions. a. Classroom training

. Curriculum content provided in a formal learning institution or classroom setting and delivered by an instructor, facilitator, or mentor.

b. Virtual training

. Curriculum content provided via streaming voice and data that can be delivered to the student via technology. Virtual content delivery may be prerecorded, live, or a blend of each. Common virtual delivery methods include:

(1) Audio Tele-Training delivered via audio teleconference. (2) Video Tele-Training delivered via video teleconference. (3) Web based Internet delivered via an internet website such as Navy Knowledge Online or Navy eLearning (NKO) or (NeL). (4) Simulator training with hands-on practice with simulation or simulator. c. Computer-based training

. Curriculum provided via a computer on which the content itself is stored. Common computer based delivery methods include:

(1) Compact disc or digital video disc (2) Intranet or internal local area network (3) Computer based simulation or simulator d. Workplace and On-the-Job training (OJT). Training that is provided by internal or external instructors, facilitators, or mentors that are delivered onsite. Developmental assignments are an example of workplace and OJT that supports professional growth by providing personnel with experience in diverse assignments to prepare them for positions of increased responsibility.


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APPENDIX A TRAINING REQUIREMENTS AND TRAINING SOLUTION DEVELOPMENT

1. Discussion

. One of the foundational tenets of the CNIC T&E program is the identification and validation of capability-based individual training requirements internally across CNIC commands and to external entities including NTF. CNIC’s approach to the training requirements determination and training solutions development process is intended to fully and accurately identify, validate, communicate, and standardize individual training execution required to support CNIC NMET performance and product and service delivery at the command level. Figure 3 depicts the standard Training Requirement and Solution Development process.

Figure 3 – Training Requirements and Solution Development Process 2.

Training Requirements

a. The goal for every CNIC command should be to fulfill the training required to maintain mission area readiness. Emphasis should be placed on individual and team training requirements that directly affect NMET execution and support exercise


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objectives. Regions and installations will utilize both NTMPS/FLTMPS and NTIMS to assist in training requirements management to provide readiness status through PFOM into DRRS-N. b. The training requirements process will be managed by CNIC N7 and administered by the N-Codes/SAs, HPDs, Region N7 Staffs, and ITOs/ITCs. Validated required training (formal schools), number of personnel necessary to complete a required course, and current status of onboard graduates are all outputs of this process. The process can be summarized in three steps: (1) identification of a training need required to perform installation and region NMETs and the delivery of product lines, (2) validation and establishment of the individual training requirement that addresses the need, and (3) communication and coordination of the requirement across all applicable CNIC programs at all echelons to enable documentation, funding, and execution of individual training. Figure 4 depicts the three step process and summarizes the details that are discussed below.

Figure 4 – Individual Training Requirements Management Process c.

Step 1: Identify Training Need


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(1) A training need is identified from an assessment or analysis of performance necessary to deliver a required capability. Changes in capability can be caused by changes in operations, personnel, and in the equipment systems supporting operations. The assessment or analysis of a capability that identifies a shortfall is referred to as a “triggering event” or simply as a “trigger”. Triggers occur both external and internal to CNIC. Triggers are the primary means of identifying a training need, therefore, it is important that CNIC leadership and training representatives are fully aware of triggering events and have a standard means to monitor and address triggers, especially those external to CNIC. Common external and internal triggers are listed in Table 1. A triggering event can also be a real world event such as the shooting at Fort Hood, Hurricane Katrina, 9/11 attacks, and Southern California wild fires.

Table 1 – List of Common Triggers

External Triggers Internal Triggers Navy Training System Plans (NTSP) for new systems addressed in the DON acquisition process

Command training and readiness assessments

New systems not addressed in the DON acquisition process

Command exercise after action reports and lessons learned

Operational Risk Management assessments

Formal course reviews of CNIC-developed training solutions

Fleet performance assessments CNIC Program Director periodic review and validation of existing training requirements

Direct fleet input

CNIC program customer satisfaction surveys

Human performance requirement reviews

CNIC stakeholder feedback related to program specific product/service delivery.

Revision to military or civilian occupational standards to include mergers, deletions, or establishment of military rating/civilian series Direction from an external or internal CCA. Direction from NETC CCAs is an example of an external trigger. Internal triggers may be generated by any of the CCAs responsible for CNIC-developed or contracted training solutions.


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(2) A triggering event does not always indicate a training need to address the capability shortfall. For example, a performance deficit may be the result of poor logistics support, inadequate technical documentation, or staffing deficiencies as opposed to inadequately trained staff. When a triggering event is clearly identified as a training need, guidance provided in step 2 below should be followed to identify and validate a new training requirement that addresses this need or reevaluate any training requirements currently in place. d.

Step 2: Validate and Establish the Individual Training Requirement

(1) The validation and establishment of an individual training requirement consists of the following steps: (a) Review authoritative and governing guidance that supports validation of the requirement. (b) Identify the formal training course or event that meets the training need. 1. Review formal training course inventories or catalogs for potential training solutions that address the training need. a. Existing Navy training should be consulted next for applicability. The Catalog of Navy Training Courses (CANTRAC) is the primary catalog of formal Navy training courses. b. If no relevant curriculum exists in either the CNIC or Navy inventories, then CNIC will consider the use of existing schools or courses within the other DoD services and United States Coast Guard before establishing a new school or course as directed by reference (t). c. Non DoD federal agencies and commercial learning institutions may also be considered as a source for potential training solutions. 2. If a specific training course or event cannot be identified from existing training requirements or


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course curriculum resources, consult paragraph 3 below, Training Solution Development, for guidance regarding development of a training solution. Once a training solution is determined return here and proceed with the remainder of step 2. (c) Align the training course or event to the CNIC NMET(s)/product line that it supports. 1. Review the current approved CNIC NMETL. Every effort shall be made to align the training course to at least one NMET. This alignment creates the basis for justifying the need for the training, evaluating impact of the training on mission performance, and assessing overall training readiness of each command. 2. When no alignment of the training course to an NMET can be determined, carefully evaluate whether the course should become a capability-based individual training requirement. (d) Assign a Strength of Association (SOA) to the training course or event. The SOA is a prioritization scale assigned to each required individual training event to assist in identifying the individual training that has the greatest impact on task accomplishment and unit readiness. The initial assignment of a SOA shall be identified at the installation and region level in collaboration with the ITO/ITC and Region N7. CNIC N71 and HPDs will coordinate on the concurrence for a SOA assignment. The descriptions of the four SOA priority categories are listed in Table 2.

Table 2 – Strength of Association Priority Categories

SOA Category Category Definition

1

Supporting: Lack of training causes minimal degradation to task accomplishment

2 Core: Lack of training causes moderate degradation to task accomplishment

3 Critical: Lack of training causes severe degradation to task accomplishment

4 Go/No Go: Unable to perform task


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without this training (e) Determine the total number of graduates required. 1. The triggering event or the training solution analysis will include the minimum number of graduates per unit, a ratio of graduates to a specified group, or a general role such as “all supervisors”. 2. Consider limitations to course attendance (i.e., specific occupation rate, series, designator or pay grade). (f) Distribute the total number of required graduates to the applicable Unit Identification Codes (UICs) to fully support the NMET capability. 1. The current activity manpower document must be reviewed to ensure the number of graduates does not exceed the billets authorized for the assigned UIC. This also includes an occupational group (designator/rate/series) within the UIC that the training is required. The exception to this is the training of Naval Security Force watch standers. Installations and regions are responsible to train Auxiliary Security Force members provided by tenant commands. 2. Distribution of graduates must take into consideration the parent and child UIC relationships as well as the fact that the work location and the assigned UIC may not be in the same geographic location. (2) Validation approval authority for individual training requirements shall reside with the applicable HQ N- Code/SA/HPD in collaboration with CNIC N7. e.

Step 3: Communicate and Coordinate

(1) After an individual training requirement has been identified, validated, and approved, it must be communicated to key training stakeholders. (2) CNIC N7 shall ensure all validated requirements are reflected in the appropriate training management systems. In


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lieu of a single authoritative training management system, the primary systems used to document requirements will be NTMPS/FLTMPS, ESAMS and TWMS. (a) For requirements that are articulated in NTMPS/FLTMPS, CNIC N7 shall ensure that each validated individual training requirement course is assigned to at least one NMET in the plans module of NTIMS as required by references (e) and (l). (b) N7 shall use all practical means available to communicate the approved changes to individual training requirements to the applicable program directors and training representatives to ensure LRTPs and QTPs are adjusted to reflect any change. (3) N-Codes/SAs/HPDs are responsible for communicating disapproved training requirements to the originator, via the RPD and Region N7 as applicable, with an explanation for the disapproval. (4) The thorough and timely population of necessary training requirements data to (and from) the appropriate data and management information systems will result in: (a) Timely validation, documentation, and communication of training requirements are essential to maintaining the T&E lifecycle sequential and continuous phasing of training and education activities in support of higher authority compliance, mission performance, and WD objectives. (b) Accurate training readiness assessment and reporting. Thorough and timely population of validated training requirements information supports accurate readiness reporting across CNIC commands. DRRS-N is the Navy's capabilities-based readiness reporting system fully aligned and interoperable with the Department of Defense Readiness Reporting System. All Navy readiness reporting systems, including shore installations, shall be aligned to fulfill DRRS-N requirements as directed in reference (l). (c) Accurate resource determination directly supports external and internal training requirements budget submission.


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1. External budgets. Accurate individual training requirements identification, validation, and documentation enables CNIC to establish a validated demand signal with the Manpower, Personnel, Training, and Education community. 2. Internal budgets. Accurate individual training requirement identification, validation, and documentation enables CNIC to articulate individual training resourcing requirements for each specific program. This process provides program directors the means to identify costs and prioritize budgets associated with internally developed training solutions, tuition fees and other training related expenses not addressed by external organizations. 3. Training Solution Development

. The training solution development process is managed by N73 and administered through the N-Code/SA, HPD, and ITO/ITC. If desired, N73 will assist in the development of a training solution once a requirement is identified. The primary objectives are the prevention of training duplication and the applicability of best practices across the enterprise.

a. Formal approved training materials that mitigate a training gap are the output of this process. Volume III of reference (g) is designed to guide curriculum developers in the development of accurate and effective training materials and should be used as the basis for developing CNIC training solutions. b. Training materials include management materials, curriculum materials, and support materials. Management materials define and provide an overall plan for the development and accomplishment of task-based curriculum. (1) The primary management material is the Training Project Plan (TPP), which provides the blueprint and justification for the revision of an existing course, development of a new course, or course deactivations. The process begins when a training need is identified from an external or internal trigger and a formal training course or event to meet the need does not exist, an existing course or event that can meet the need is not readily available to target


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audiences, or existing curriculum is not satisfactory to address the need. (2) A standardized form for requesting a training solution is available on the CNIC Gateway via the following hyperlink: https://g2.cnic.navy.mil/teamsites/300919d2-b487-4a6d-9b6a-6b47008a39c3/Training%20Solution%20Requests/Forms/AllItems.aspx 4.

Training Solution Development Process

a. The process for the development of a training solution can be summarized in four steps: (1) Conduct a Job Duty Task Analysis (JDTA) (2) Conduct a Front End Analysis (FEA) (3) Develop a Business Case Analysis (BCA) (4) Develop a TPP b.

Step 1: Job Duty Task Analysis (JDTA)

(1) The purpose of a JDTA is to establish a repeatable and defendable job analysis process to develop or revise training content. The JDTA lists the job, duties, and tasks performed by individuals in an occupational field. Part of the analysis process may include surveys indicating a need to revise training. There are several ways to identify the need to develop or revise content; training gap analysis, changes to operational or maintenance requirements, and changes to equipment or systems. (2) JDTA data can be obtained from a variety of sources to include: Occupational Standards, Navy Enlisted Classification Code requirements, sponsor stated requirements stakeholder recommendations, Program of Record files, Watch Station Qualifications, PQS, and operational and maintenance requirements. (3) Detailed guidelines, processes, and templates for planning and conducting the JDTA can be found in reference (u).

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(4) The JDTA data will include training analysis data for tasks, subtasks, and, in certain cases, steps as determined by the CCA. (5) The output of the JDTA supports the development of the FEA. c.

Step 2: Front End Analysis (FEA)

(1) The purpose of the FEA process is to establish a defendable and repeatable process to determine the best training and media delivery methods to satisfy training requirements that exist from a new training need, or identify to fill a training gap in an existing course. (2) The FEA is a structured process where every attempt should be made to reuse, repurpose, and reference existing content. It is initiated upon completion of a JDTA or when a trigger event which did not require a JDTA is received. Although the scope and magnitude of the FEA will vary accordingly, performance of the following nine steps are required to satisfy the FEA process. (a) Document reason for conducting FEA. (b) Document existing training requirements. (c) Document new training requirements. (d) Compare existing training requirements with new training requirements and determine if a gap in training does or does not exist. (e) Search existing course(s) material for reuse, repurposing, and referencing to support new training requirements. (f) Determine new training requirements delivery methods (list in order of precedence). (g) Provide recommendations and solutions to close the performance gap. (h) Prepare FEA Output Statement.


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(i) Finalize FEA Process. (3) The output of the FEA leads to the BCA. d. Step 3: Business Case Analysis (BCA)

. The BCA is a continuous process from conception of an alternative or solution to implementation. The process assures decisions are consistent, valid, defensible, and documented. The results of the BCA support the decision whether or not to proceed with proposed actions.

e.

Step 4: Training Project Plan (TPP)

(1) If a training solution is required, a TPP must be developed. The TPP is the output product from the Plan Phase, which is the first of six phases in developing curriculum. When approved, the TPP becomes the authorization to undertake the revision of an existing course, development of a new course, or course deactivations. (2) The TPP describes all training and training support elements required to provide trained personnel to operate and maintain systems or equipment, or perform tasks and functions. It provides a Plan of Actions & Milestones to achieve a predetermined implementation date. (3) The TPP is often developed by senior course supervisors in conjunction with the learning standards functional area. The TPP development process will be in collaboration with N73 and validated by CNIC N71. Since it describes the scope and intent of the curriculum revision or development and describes the need which generated the training requirement, the curriculum developer should review the document before developing any other management or curriculum materials. (4) Developing the Training Solution. Once the TPP is approved, the Plan Phase of the Task Based Curriculum Development is complete. There are a total of six interrelated Phases in developing Tasked Based Curriculum — Plan, Analyze, Design, Develop, Implement, and Evaluate. Each phase is defined below:


37 Enclosure (1)

(a) PLAN PHASE identifies resource requirements and the sequence of events in the development process. (b) ANALYZE PHASE produces the job tasks, task sequence, level of performance, and the skills and knowledge that must be taught. (c) DESIGN PHASE produces the course learning objectives and an instructional sequence. (d) DEVELOP PHASE produces the instructional materials for the instructor and the trainee. (e) IMPLEMENT PHASE begins when the CCA has approved a course for use and the Training Center authorizes the course to be taught. (f) EVALUATE PHASE consists of the evaluation and revision of the training materials based on assessment of the training materials and the performance of the graduates.


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APPENDIX B LONG RANGE AND QUARTERLY TRAINING PLANS

1. Reference (a) requires commands to develop and maintain a long range training plan and short range training plans. Within CNIC and throughout this document short range training plan refers to the QTP. The LRTP is a comprehensive list of training events (exercises, evolutions, courses of instruction, drills, inspections and assist visits). An LRTP usually covers a period of 18 months. The QTP is developed from the LRTP and typically covers a period of about three months. This appendix provides guidance on the incorporation of individual training events and courses of instruction in the LRTP. Guidance for representation of integrated training and exercises in the LRTP is articulated in reference (f). 2. Development and maintenance of LRTPs and QTPs is required by all echelons of the CNIC enterprise to ensure a standardized approach to training planning and training program data collection. Each CNIC installation and region command shall develop and maintain an LRTP and QTPs. LRTP and QTPs shall be maintained until all training events are completed. Individual training event inputs to the LRTP and QTPs shall be developed to support execution of integrated training activities that follow an 18-month training cycle as driven by the Navy Warfare Training System and be considerate of fiscal year (FY) funding opportunities and constraints. 3. Each echelon within CNIC shall establish a formal training planning process. RTTs and ITTs will be included in the process. 4. The Training Planning Process culminates with the publication of approved training plans and leads to training execution. Commanders at all echelons assess training, provide guidance, and establish training plans. Training plans must synchronize both unit exercise plans and individual training plans. Individual training plans should minimize conflict with exercise plans. 5. Training plans shall include the following information: a. FY and quarter (if QTP) that the plan is relevant for.


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b. Command name. c. Specific training event information based on individual training requirements (i.e., course name, Course Identification Number (CIN)/course ID). d. SOA prioritization value for each event. e. Dates of course convening and travel days. f. Number of attendees. g. Estimated cost of training event. h. A LRTP/QTP template and additional instructions is available on CNIC G2 and is accessible at https://g2.cnic.navy.mil/teamsites/f47b3f80-1df5-4c1c-8f37-4c2d56ad9ba1/Shared%20Documents/Forms/Training%20Plans.aspx. 6.

Roles & Responsibilities

a. REGCOMs and COs

. REGCOMs and installation COs are overall responsible for ensuring the timely development of LRTP and QTPs and for the approval and rejection of plans for command’s under their purview. Commanders and COs shall coordinate via PB4T with their Command N7 or designated training representative and N-Codes/SAs/PDs to develop comprehensive long range and quarterly plans that meet individual training requirements and needs with consideration to manpower and budget constraints.

b. Command Training Representative

. The Region N7, ITO/ITC or other designated training representative has local LRTP/QTP process oversight responsibility. Specific duties include:

(1) Ensure an updated and validated list of individual training requirements is available to program representatives prior to the beginning of each new quarter and fiscal year in order to facilitate effective planning. (2) Coordinate via the PB4T with N-Codes/SAs/PDs and command leadership for LRTP/QTP development and reviews.

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40 Enclosure (1)

(3) Coordinate with program representatives to compile all projected training and supporting information for inclusion into the LRTP/QTP. (4) Coordinate revisions to LRTP/QTP inputs, as necessary. (5) Ensure the development of LRTP/QTPs per locally established deadlines for review/submission to PB4T and to Commander or their designated approving official. (6) Submit LRTP/QTPs to the Commander or their designated approving official and track approval status. (7) Monitor execution status of active training events reflected on QTPs and document event completion upon receipt of confirmation from program representatives. (8) Generate and provide reports from NTMPS/FLTMPS to command and program leadership upon request. (9) Review data reflected in LRTP/QTP and NTMPS/FLTMPS reports to: (a) Identify opportunities for training solution development and efficiencies and communicate to CNIC N73. (b) Inform command training-related decisions. (c) Identify and communicate new and emerging requirements to command and program leadership and CNIC N7. (d) Identify potential training execution challenges/inabilities to complete events scheduled. (e) Identify costs associated with training event execution. c. N-Codes/SAs/PDs. Program leadership and representatives have a responsibility for training their personnel to deliver program and mission capabilities and are encouraged to work closely with their Command’s N7 representative to identify, plan, and schedule program-specific individual training


41 Enclosure (1)

requirements in the LRTP/QTP. Specific responsibilities include: (1) Review the validated individual training requirements prior to the beginning of each new quarter and FY, to identify current training gaps for the program(s) under their purview and determine priorities based on SOAs for training execution. (2) Review financial controls and program funds to identify and allocate resources available for individual training events. (3) Coordinate with their Command’s N7 representative in the planning of LRTP/QTP events for the program(s) under their purview in accordance with established submission timelines. (4) Participate in PB4T LRTP/QTP reviews, as required. (5) Notify and submit their program(s) LRTP/QTP to program leadership. (6) Ensure training events represented in the QTP are scheduled and quotas obtained, where applicable.


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APPENDIX C CNIC TRAINING CENTER MANAGEMENT

1. A CNIC Training Center (TC) is a formal organization, within CNIC, that consists of personnel that manage the development and delivery of training curriculum that is unique to CNIC and is not offered by DoD, DON, NETC, or other federal or commercial training institutions. One exception is the Regional Training Academies that teach NETC approved and controlled curricula for Anti-Terrorism-Force Protection (ATFP) training requirements. Assignment to a specific TC may be either a primary or collateral duty as determined by CNIC manpower and personnel policies and TC Leadership. 2. All CNIC TCs should be managed in accordance with standards and processes as stated in references (g) through (j), (s), and (v) unless otherwise stated in this policy. Established TCs and their organizational relationship to HQ N-codes/SAs are provided in Figure 5. a. CNIC TCs are each unique with respect to what they teach and how they deliver curriculum. Per the guidance of reference (h), regardless of content or delivery method they are responsible for: (1) Continuously monitoring the quality of curriculum, instruction, and evaluation functions. (2) Ensuring instructor qualification and evaluation programs are conducted, which meet the requirements established by each TC. (3) Ensuring safety policies and procedures are included as an integral part of all curricula. (4) Improving feedback processes and decreasing time to obtain feedback from course graduates and supervisors of course graduates. b. Guidelines for the management of TCs, in support of the four core responsibilities listed above, include organizational structure, staff management, student management, curriculum management, assessment strategy, and support functions. Not all management component guidelines apply to all CNIC TCs. CNIC N7

CNICINST 3502.1

22 Feb 2012

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will provide training standards oversight in collaboration with

applicable N-codes and TC leadership to determine the

applicability of specific management guidelines to a specific

TC. Guidance on each management component is provided in the

following sections.

(1) TC Organization Structure. Figure 5 shows the

alignment of each CNIC TC to its N code and CCA. The CCA is the

approval authority for all curriculum development, revision and

cancellation within that program. CNIC N7 will provide training

standards development oversight for all designated CCAs to

preclude course duplication, foster standardization, and fully

utilize feedback from all sources regarding training

efficiencies and deficiencies.

Figure 5 – CNIC Training Center Organization


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(2)

TC Staff Management

(a) TC Leadership is responsible for: 1. Qualifying and evaluating instructors or facilitators which meet the requirements established by each TC. 2. Designating or assuming the duties as of the various training managers required for a TC to ensure quality training is effectively and efficiently delivered. This responsibility includes the developing, revising, and maintaining the TCs courses of instruction unless otherwise directed by higher authority. Specific training manager roles include Director of Training, Learning Services Officer, curriculum developers, and course supervisors. (b) TC Instructors or Facilitators

. Instructors or facilitators are the front line representative of the TC and are a critical element of the training process. TC Leadership is responsible for ensuring that instructors or facilitators assigned to high-risk courses undergo a screening process in accordance with reference (j).

(3) TC Student Management

. Student management is primarily focused on student quota management and record keeping for the majority of CNIC TCs due to the relatively short duration of time to train.

(a) Student quota management

. The overall objective of the student quota management process is to train the right quantity of personnel at the right time. The quota management is directly related to training requirements and class schedules. TC leadership shall provide sufficient student quotas and class convenings to meet annual training requirements.

(b) Student records

. Student records serve as the basis for training management decisions, historical reference, and inspections and audits.

1. TCs shall maintain student record data for each course to include student name, pay grade, command, start and stop date of course, and academic grade. Records shall also include comments on no shows and drop from training.


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2. Student records shall be maintained for a period of 2 years and TC Leadership is responsible for ensuring that student privacy information is protected. 3. For courses that award a certification or qualification, additional records shall be maintained to include summaries of student remediation, retesting, academic review boards, and reason for drop from training. TC Leadership must review and approve/disapprove all requests for academic drops. 4. In accordance with reference (s) CeTARS will be mandatory for course and student records management by TCs for all delivered training courses with an assigned CIN. (4) TC Curriculum Management

. It is the responsibility of the training, course, and curriculum managers to ensure that the curriculum is current, technically accurate, developed and delivered in a timely manner, and available in quantities to support demand. The following aspects of curriculum management are discussed below:

(a) For quality control and standardization, curriculum development, revision, and cancellation process will be coordinated through CNIC N7 with support from the applicable CCA and TC as discussed in appendix A. (b) The TC will maintain an adequate inventory of student materials and training support materials. These printed materials include trainees and student guides, technical manuals, lesson plans, etc. 1. The use of electronic media is encouraged. If electronic media is used, the TC is still required to maintain a duplicate master of the materials. 2. Copyright laws strictly prohibit unauthorized reproduction of copyrighted documents from print and the internet. Permission to reproduce such materials shall be requested from the publisher. Some publishers will grant permission to use their material at no expense to the government. If the publisher requires a fee, the TC will be responsible for the expense. Every effort will be made to use copyrighted material that incurs no expense to the government.


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Copyright also covers the copying and display and performance of certain types of visual information as well (i.e., movies). (c) Curriculum documentation standards include maintaining an audit trail and a master record and are the responsibility of the TC to maintain. 1. An audit trail will be maintained for the life of a course and will include a chronological listing of all pertinent correspondence leading to course development, revision, or deletion. 2. The master record is a method used to track the status and version of the curriculum for all courses taught by the TC. It provides information for scheduling curriculum modification projects and the status of needed resources, equipment, and funding. (5) Assessment Strategy

. Assessment strategy is a systemic process designed to measure the effectiveness of the TC training program. It should be used as a tool to improve the training provided to increase efficiency through the elimination of waste.

(a) Testing Programs

. A testing program for a course is designed to evaluate the student's ability to perform the objectives of the course. A testing program should achieve one or more of the goals listed below. The need to test and the level of the testing program are established by each TC.

1. Measurement of a student's achievement of the Learning Objectives, at the appropriate level (Apprentice, Journeyman, Master). 2. Assessment of student's ability to understand theory and concepts in support of skill performance. 3. Identification of students who are having trouble attaining the objectives. 4. Feedback to the students on individual performance.


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5. Motivation for effective learning and reinforcement of knowledge and skills. 6. Feedback on instructor or facilitator and curriculum effectiveness and data to improve the instructional program. (b) Instructor or Facilitator Evaluation Program

. The instructor or facilitator evaluation program focus is aimed at achieving and maintaining the highest quality instructor or facilitators. Two types of evaluations, scheduled and unscheduled, are utilized.

1. A scheduled evaluation is an evaluation where the instructor or facilitator or instructor or facilitator trainee knows in advance that an evaluation is being conducted. A description and instructor or facilitator evaluation checklist is available in reference (h). 2. Unscheduled evaluations or “spot checks" are aimed at continuous improvement in the quality of the instructor or facilitator both technically and in instructional technique and may be conducted by training managers or instructor or facilitator evaluators. The standard scheduled evaluation checklist shall be used for unscheduled evaluations. There are no preset requirements for the number of unscheduled evaluations conducted on an instructor or facilitator. Leadership should establish a timetable, a frequency schedule, and record keeping requirements for the unscheduled evaluation program. (c) Student Critique Program

. The purpose of the student critique program is to provide feedback to the training and course supervisors on areas such as training and curriculum effectiveness, instructor or facilitator performance, safety, and quality of life issues. It also provides a source of feedback to the instructor or facilitators on their performance. A standard student critique form is available in reference (h). Leadership may tailor the critique form by adding additional questions to better address unique aspects of a particular course. Feedback should be collected from each student who completes a TC training course.

(d) Review of Safety Requirements. Safety and safety training are both integral parts of the TCs mission for


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quality training. A safe environment must be maintained, both within the courses and around the command. The staff and students both must make safety a part of their lives; therefore, training is a must. Training managers should be familiar with the following instructions: 1. Reference (h) contains requirements for investigating and reporting formal training mishaps and near misses. 2. Reference (j) promulgates definitions, policy, and procedures for Drop on Request, Training Time Out, and Emergency Action Plans. Additionally, reference (j) delineates responsibilities for TCs and participating activities, Naval Safety Center, installation COs and Officers in Charge of naval activities, CCAs, TYCOMS, and Training Safety Officers in relation to high risk training. (e) Formal Course Review (FCR)

. The FCR program is designed to provide a check of the different elements contained in a course and serves as an excellent source of internal feedback. The completed FCR shall be maintained in the course audit trail for the previous two review cycles.

1. The FCR may be used to: a. Evaluate the course materials for technical accuracy and the ability to transfer KSAs to students. b. Evaluate course conformance to existing standards and instructions. c. Assist in the overall management of the course. d. Assist in identifying areas for course improvements. 2. FCRs will be conducted on an annual, biennial, or triennial cycle as determined by the CCA for all CNIC developed training courses. A summary report of the FCR findings will be forwarded to the CCA. In no case shall the formal course review cycle exceed three years. FCR program


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guidelines and checklist are available in reference (h) and should be used when conducting the FCR.


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APPENDIX D WORKFORCE ANNUAL TRAINING REQUIREMENTS

1. Discussion

. The CNIC Workforce consists of military, civilians (appropriated and non-appropriated fund employees), and support contractors. This diverse workforce has a broad scope of Annual Training Requirements to meet general and statutory directives that are currently delivered by multiple sources and methods. The CNIC Workforce Annual Training Requirements list and guidance in this appendix shall be used as the single reference for planning, assignment, delivery, execution, and documentation of Workforce Annual training requirements.

2.

Requirements List

a. The master list of required Workforce Annual training is housed within G2 under the CNIC Workforce Annual Training Requirements Public Workspace and maintained by N7 and designated N-Code T&E Representatives. The following hyperlink is provided: https://g2.cnic.navy.mil/teamsites/f47b3f80-1df5-4c1c-8f37-4c2d56ad9ba1/workforcetrngreqs/Wiki%20Pages/Home.aspx b. The Workforce Annual required training list provides the course title, frequency, applicability, primary and secondary delivery system, reference, and applicable remarks. (1) The applicability column designates the required audience. Other training audience categories are self-explanatory. (2) The frequency column designates how often the training shall be conducted. (a) Scheduling of training requirements with the frequency of “Annually” and the applicability of “All Personnel” should be distributed throughout the fiscal year and be included in each Commands LRTP. (b) Training requirements with the frequency of “Once” shall be conducted during command indoctrination or within 90 days of reporting onboard. First level supervisors are responsible for reviewing training records of newly reporting personnel to ensure all “Once” designated training requirements are either previously completed and documented,

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51 Enclosure (1)

scheduled for completion during command indoctrination, or identified and scheduled for completion during IDP review. (c) Other training requirement frequencies are self-explanatory and shall be scheduled by the first level supervisor for the designated audience. (3) The primary delivery system column designates the training management system delivering the training. The primary systems are NKO/NeL (Enterprise Training Management and Delivery System in FY12), TWMS, and ESAMS. To the maximum extent possible the designated primary delivery system will be utilized for delivery to standardize documentation and compliance with references (q) and (r). Where OPNAV and NETC have approved data exchange between delivery systems, an alternative delivery system is designated in the “Authorized Secondary Delivery System/Method” column. 3.

Action

a. All N-Codes, HPDs, RPDs, IPDs, SAs and first level Supervisors are responsible for scheduling, executing, documenting and reporting compliance with Workforce Annual training requirements for their personnel in accordance with CNO standards and this instruction. Required annual and periodic refresher training will be documented in accordance with references (q) and (r). b. NKO/NeL sponsorship and guest user procedures. Authorized NKO/NeL users with unrestricted access include Navy, Marine Corps, and Coast Guard active duty/retired/reserve component and their dependents as well as DON government civilians and DON contractors. Personnel that do not fit into these categories will require a sponsor to access NKO/NeL with a guest account. Guest users must apply for sponsorship with a NKO Community Administrator. The NKO User Registration Tutorial states “Authorized, registered users on NKO, who are in a position of authority, can request to be a sponsor. The Command Training Officer or Information Special Security Manager is often a good choice.” (1) Sponsor Registration. (a) Requests to be a sponsor can be submitted via phone or email to the NKO Helpdesk:


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COMM: Toll Free: (877) 253-7122, Option 2 DSN: 922-1001, Option 1 email: [email protected] (b) The person who is requesting to be the sponsor must submit the request and provide the following:

NKO user name Full Name Position/Title Sponsor's Command Name Phone number The reason the guest needs access to NKO

(2) Requesting a NKO Guest account. (a) Guest Accounts require an authorized sponsor. (b) Once the user has obtained an approved sponsor, log into NKO https://www.nko.navy.mil/ and click on the link to fill out a Guest Registration Request. A link for a registration tutorial is available below the guest registration request link to assist in logging on to NKO following approval by the sponsor for system access. (3) Foreign Nationals (FNs) access. Current NKO policy restricts FNs from accessing NKO; however FNs with a nine (9) digit Foreign Identification Number and a statement of work from the Navy may request to be sponsored into NKO. (4) Additional details on NKO/NeL sponsorship and specific guidance on “how to find a course” on NKO are available via the following hyperlink: https://g2.cnic.navy.mil/wikis/home?lang=en_US#/wiki/Elearning%20Navigation c. Use of NTMPS/FLTMPS LECM. LECM entries have mandatory and optional reporting requirements in accordance with the below guidance. (1) Mandatory LECM reporting requirements include: (a) Completion of command-delivered, instructor-led training sessions for GMT topics designated by CNO in accordance

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with annual NAVADMINs. Topics and lesson plans are available for download from Center for Personal and Professional Development GMT page on NKO. (b) Completion of command-delivered, instructor-led training sessions for Chief Petty Officer and Petty Officer Selectee leadership courses as required by NAVADMIN 272/08. Leadership topics and lesson plans are available for download from NKO via the homepage leadership tab. (c) Completion of CNO-directed annual training for personnel that do not have access to Navy Marine Corps Intranet, NKO/NeL, or TWMS. In these situations commands are required to provide training from a qualified instructor and document completion via LECM module. (2) Optional LECM reporting requirements. Table 3 is an illustrative example of courses, with CNIC relevance, that are currently authorized for LECM reporting. The list includes the mandatory courses as well as courses that are highly encouraged for either the entire command or selected groups within a command. LECM entries may only be submitted for courses that are pre-populated in the LECM section of NTMPS/FLTMPS. A complete listing of courses authorized for LECM reporting can be accessed via the course selection dropdown menus in the LECM section of NTMPS/FLTMPS.

Table 3 – Example of Courses Authorized for LECM Reporting

ATFP Level I Awareness Training For DoD Civilians

Sexual Assault Victim's Intervention Program

ATFP Level I Awareness Training For Family Members

Personal Financial Management - Money Management

DoD Information Assurance Awareness

Operational Stress Control - Non-Supervisor

Trafficking In Persons Basic Awareness Training

Personally Identifiable Information

Alcohol Awareness Alcohol Misuse Enabling Driving For Life Drug Awareness

Equal Opportunity, Sexual Harassment, Grievance

Procedures

Alcohol And Drug Abuse Managers/Supervisors For

Supervisors Command Fitness Leader Navy Pride And Professionalism Sexual Assault Victim Intervention Advocate

Cardiopulmonary Resuscitation Instructor


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Cardiopulmonary Resuscitation Training

Introduction to Suicide Prevention

Sexual Assault Prevention And Response Executive/Leadership Brief

ATFP Level I Awareness Training For Overseas Service Members

ATFP Level I Awareness Training For Service Members

Chief Petty Officer Selectee Leadership Course

Petty Officer First Class Selectee Leadership Course

Urinalysis Program Coordinator Petty Officer Second Class Selectee Leadership Course

Level B - Code Of Conduct (SERE 100)

Petty Officer Selectee Leadership Course


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GLOSSARY 1. Catalog of Navy Training Courses (CANTRAC)

. The CANTRAC contains information on schools and courses under the purview of Naval Education and Training Command (NETC) and other Navy Training Commands. The function of CANTRAC is to provide a consolidated, centrally produced and computerized catalog presenting courses in standardized form.

2. Capability-Based Training

. Training designed to meet specific mission-related task requirements for operational, maintenance and support activities.

3. Commander, Navy Installations Command (CNIC)

. Navy command that has overall shore installation management responsibility and the Navy point of contact for installation policy and program execution oversight.

4. Competency-Based Training

. Training that is primarily focused on workforce and leadership development.

5. Community Champion

. The HQ N-code/SA or their designated representative will be the HQ advisor within the community responsible for the overall direction of the community and developing employees within their professional population.

6. Competency

. The combination of knowledge, skills and abilities (KSAs) that contribute to individual and organizational performance. Competencies are typically required at different levels of proficiency depending on the specific work role or occupational function. Competencies can help ensure individual and team performance aligns with the organization's mission and strategic direction.

7. Education

. Instruction on the theory and conceptual background behind the processes and procedures being trained. Education explains why the processes and procedures do what they do. Contrast this definition of “training” below. Most Navy courses include a blend of education and training.

8. Individual Training Requirement. Knowledge, skills, and abilities necessary to satisfy job performance requirements. The specific formal training and number of individuals necessary


56 Enclosure (1)

to be trained in order to produce proficiency for performing approved mission essential tasks. 9. Planning Board for Training (PB4T)

. Standing region and installation scheduled meetings to ensure visibility of various operational and training events.

10. Standard

. The minimum acceptable proficiency required in the performance of a particular training task under a specified set of conditions.

11. Standardize

. To cause to conform to a standard to promote uniformity of objectives and processes across multiple echelons and organizations.

12. Training

. Instruction and applied exercises for acquiring and retaining demonstrable skills to a desired proficiency. Training teaches how to do the processes and procedures. Contrast this with “education” defined above. Most Navy courses include a blend of education and training.

13. Training Assessment

. The process of identifying the "gap" between performance required and current performance at both the organizational and individual level. An effective training assessment will help direct resources to areas of greatest demand. The assessment should address resources needed to fulfill organizational mission, improve productivity, and provide quality products and services. When a difference exists, the training assessment explores the causes and reasons for the gap and methods for closing or eliminating the gap. A complete training assessment also considers the risks associated with not reducing the training gaps. Organizational level training assessments are primarily the output of formal exercises conducted on an individual command or multiple commands or bases across a region. Individual level training assessments may be an output of an exercise or may be focused on one or more established OPNAV or NETC training assessment methodologies. Exercise and individual T&E assessments are further discussed below:

(1) Individual T&E assessment. In the context of this guidance, and in accordance with applicable references, T&E assessment is concerned with the development and sustainment of demonstrated knowledge, skills, and abilities of an individual


57 Enclosure (1)

to perform under particular conditions and to established standards and proficiency levels. Additionally, T&E assessment includes periodic review of existing training curriculum, quality control of new training curriculum, efficiency of delivery method, and quality of instructors to ensure training standards are maintained to meet established training readiness requirements. Examples of training assessment tools and methodologies include but are not limited to: (a) NTSP (b) Job duty task analysis (JDTA) (c) FEA and BCA (d) FCR (e) Human performance readiness reviews (f) Personal Qualification Standards (PQS) program review conferences (2) Exercise assessments

. The T&E policy guidance does not address assessments for exercises or multi-unit assessments as they are addressed in the Shore Response Training Plan (SRTP) and Shore Training Team Handbook. Individual training contributes to unit and multi-unit readiness that is assessed during exercises. Exercise assessment results and lessons learned may identify individual training gaps that can be further evaluated and corrected by one or more of the individual assessment tools listed above for individual T&E assessment.

14. Training Delivery

. The method(s) by which training material or curricula is provided to a student.

15. Training Evaluation

. The process used to measure the demonstrated ability of individuals and units to accomplish specified training objectives.

16. Training Event

. Any form of training delivery that imparts KSAs to students. Events include but are not limited to formal courses of instruction, seminars, conferences, webinars etc.


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17. Training Solution

. A formalized response identified and developed to correct a requirement deficiency.

18. Unit

. A Navy activity, detachment or element whose structure is prescribed by competent authority. Unit is normally identified by a UIC. Examples of units include COMNAVMIDLANT, COMFLEACT OKINAWA SECURITY DET, NAVSTA ROTA, NAVBASE GUAM FORCE PROTECTION, PUBLIC SAFETY PM STOREFRONT LITTLE CREEK, QUAL OF LIFE PM STOREFRONT EARLE.

19. Unit Training

. Unit training encompasses all training required by personnel assigned to a Navy activity or detachment that is required to support operational readiness. Unit training includes system operator and maintenance training, watchstanding and qualification training, GMT, specialized skills proficiency, and unit drills and exercises.

20. Workforce Development. Workforce Development is a process that encompasses a broad range of elements (sub-processes) in support of a strategic human capital plan that identifies competencies, knowledge, skills, and abilities necessary to enable employees for current as well as projected mission readiness and career progression.


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ACRONYMS AAR After Action Report ATFP Anti-Terrorism-Force Protection BCA Business Cost Analysis CAMO Contract Acquisition Management Officer CANTRAC Catalog of Navy Training Courses CCA Curriculum Control Authority CeTARS Corporate enterprise Training Activity Resource System CIN Course Identification Number CNIC Commander, Navy Installations Command CNO Chief of Naval Operations CO Commanding Officer DCPDS Defense Civilian Personnel Data System DoD Department of Defense DON Department of the Navy DPP Director, Plans and Programs DRRS-N Defense Readiness Reporting System-Navy ESAMS Enterprise Safety Applications Management System FCR Formal Course Review FEA Front End Analysis FLTMPS Fleet Training Management and Planning System FN Foreign National FY Fiscal Year GMT General Military Training HALTS Housing and Leadership Training System HPD Headquarters Program Director HQ Headquarters IDP Individual Development Plan IPD Installation Program Director IPM Installation Program Manager ITC Installation Training Coordinator ITO Installation Training Officer ITT Installation Training Team JDTA Job Duty Task Analysis KSA Knowledge, Skills, & Abilities LECM Learning Event Completion Module LRTP Long Range Training Plan NAF Nonappropriated Fund NeL Navy eLearning NETC Naval Education and Training Command NKO Navy Knowledge Online NMET Navy Mission Essential Task NMETL Navy Mission Essential Task List


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NMT Navy Military Training NTF Navy Total Force NTIMS Navy Training Information Management System NTMPS Navy Training Manpower Planning System NTSP Navy Training System Plan NWTP Navy Warfare Training Plan OJT On-the-Job Training PB4T Planning Board for Training PD Program Director PFOM Personnel Figure of Merit POM Program Objective Memorandum PPBE Planning, Programming, Budgeting and Execution PQS Personnel Qualification Standards QTP Quarterly Training Plan REGCOM Region Commander RTT Regional Training Team ROI Return On Investment RPD Region Program Director RSA Region Special Assistant SA Special Assistant SATC Small Arms Training Center SLTC Shore Leadership Training Center SOA Strength of Association SOTG Shore Operations Training Group STC Shore Training Center T&E Training and Education TC Training Center TPP Training Project Plan TWMS Total Workforce Management Services TYCOM Type Commander UIC Unit Identification Code USFF United States Fleet Forces WD Workforce Development