human performance center

Human Performance Center

February 24, 2004 1


The Domains of Learning

PerformanceConsultants

Make recommend-

ations

Translate job

requirements into

competencies

Apply Science of Learning &

Human Performance

Generate solution options

and metrics Conduct

effectiveness &

cost analysis


February 24, 2004 2

Accession JTA

Uniqueness of Accession-level Job Task Analysis (JTA)

• Few “hard” skills and knowledges are taught in Accession training-80% of Accession training resides in the affective, cognitive, and psychomotor domains

• A list of traits from all domains have been developed and validated—this list is the “Foundational Characteristics”


February 24, 2004 3

SkillObjects ComponentsJob: Info. Systems Admin.

Network Analysis(SkillObject ) Other SkillObjects

Analyze network data (performance,

traffic)

Analyzerouter access list for

incorrect settings

Establishintegrated testing

requirements

Perform systems analysis/

risk analysis

Tasks

SkillsProblem

identificationProblem

identification

Foreseedownstreamconsequences

Foreseedownstreamconsequences

Problemsensitivity

Problemsensitivity

Deductivereasoning

Mathematicalreasoning

Microsoft NT Enterprise, Network Tools

Cisco Certified Network Associate Certification, Command instruction for riskmanagement, Microsoft NT Server Workstation, Network Essentials, OPNAVIST 5239.1

Abilities

Tools

Knowledge

JTAProduct

Characteristics that reside in the affective, cognitive and psychomotor domains

Other


February 24, 2004 4

Psychomotor

Cognitive Affective

Ethical conduct Legal issuesStandardsAttitudes

Attitudes, characteristics, and behaviors graduates are expected to display on

the job. As a minimum, affective requirements must be covered from a

cognitive perspective (i.e., teaching about the standards or attitudes that are

considered important).

Affective Requirements


February 24, 2004 5

Blooms TaxonomyAffective Domain - Feeling

ReceivingSelectively attends to stimuli.

ReceivingSelectively attends to stimuli.

RespondingResponds to stimuli.

ValuingAttaches value or worth to something.

OrganizingConceptualizes the value and resolves conflict between it and other values.

InternalizingIntegrates the value into a value system that controls behavior.


February 24, 2004 6

Cognitive Requirements

FactsConceptsRulesTheoriesPrinciples

Information graduates must know, understand and apply; cognitive requirements provide the knowledge base for competent performance

Psychomotor

Cognitive Affective


February 24, 2004 7

Blooms Taxonomy Cognitive Domain - Thinking

RecallRemembers previously learned material.

RecallRemembers previously learned material.

ComprehensionGrasps the meaning of material.

ApplicationUses learning in new and concrete situations.

AnalysisUnderstands both the content and structure of material.

SynthesisFormulates new structures from existing knowledge and skills.

EvaluationJudges the value of material for a given purpose.


February 24, 2004 8

Psychomotor RequirementsThis area measures the skill performance of the learner; will involve the manipulation of objects, tools, supplies, or equipment.

Psychomotor

Cognitive Affective

Physical ActivityManipulationEquipmentTools


February 24, 2004 9

Blooms Taxonomy Psychomotor Domain - Physical

PerceptionSenses cues that guide motor activity.

SetIs mentally, emotionally, and physically ready to act.

Guided ResponseImitates and practices skills, often in discrete steps.

MechanismPerforms acts with increasing efficiency, confidence, and proficiency.

AdaptationAdapts skill sets to meet a problem situation.

OrganizationCreates new patterns for specific situations.

Complete Overt ResponsePerforms automatically


February 24, 2004 10

The Ideal Learning Path

Organization

Characterization

Valuing

Responding

Receiving

Rec

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Com

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Ap

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Eva

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ion

An

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Aff

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Lev

els Ideal Learning PathIdeal Learning Path

Cognitive Taxonomy Level



Transformational Competencies for Accessions

Immersion / Exposure

Imitation & Modeling

Drill & Practice

Insight/Integration

Application+ +

•METRICS

•Length of time•Frequency•Intensity•Variety•Source•Sequencing•Fidelity

•METRICS

•Type and variety of role models•Positive and negative examples•Repetition•Scenario application

•METRICS

•Frequency •Duration•Repetition•Drills•Habit Formation

•METRICS

•Recognition•Internalization•Value internalization•Attitude adjustment•Responding

•METRICS

•Sailorization outcomes•*Battlestations•Marksmanship

•Acculturation•Emotional Intelligence•Warrior Ethos•Professionalism•Multitasking•Strategic Thinking•Core Values

•Character•Fairness•Initiative•Loyalty•Patriotism•Self Sacrifice•Tenacity

•Ethics•Creativity/Innovation•Military Bearing•Effective Decision Making•Authority•Communication Skills

•Critical Thinking•Followership•Foresight/Vision•Interpersonal Skills•Accountability•Adaptability/Flexibility•Pride

•Humility•Responsibility/Duty•Teamwork•Cultural Competency•Ambassadorship•Leadership



Domains in the Training Continuum

• Accessions trains to all Domains of Learning—develops affective (attitude) cognitive (thinking), and psychomotor (fitness) domains

• The development of all domains supports continued success in performance in training and at Fleet

• Reinforcement of these characteristics to ensure their development beyond Accession training must be examined

• Accessions trains to all Domains of Learning—develops affective (attitude) cognitive (thinking), and psychomotor (fitness) domains

• The development of all domains supports continued success in performance in training and at Fleet

• Reinforcement of these characteristics to ensure their development beyond Accession training must be examined



Perishable Cognitions/Skills

• Perishable cognition/skills: – Terminal learning objectives that are partially or

completely lost within six to nine months after the training has occurred

– Require relearning or refreshment for Fleet-level utilization

• Perishable cognition/skills: – Terminal learning objectives that are partially or

completely lost within six to nine months after the training has occurred

– Require relearning or refreshment for Fleet-level utilization



Importance of Cognition/Skills

Officers arriving at the Fleet may not remember or apply what was taught to them in training due to lapse in time

• Problems: – Time spent re-training skills– Potential safety hazards

Should consider whether current training minimizes the decay of cognition/skills, and what further

efforts can be made to maximize recall and reduce decay

Officers arriving at the Fleet may not remember or apply what was taught to them in training due to lapse in time

• Problems: – Time spent re-training skills– Potential safety hazards

Should consider whether current training minimizes the decay of cognition/skills, and what further

efforts can be made to maximize recall and reduce decay



Why do cognitions/skills decay?

• Lack of practical application during the training process– Students fail to make the connection between theory

and practice– No ability to practice the newly acquired KSAOs

• Due to differences in cognitive abilities, students never really learned or completely understood the concept well enough to retain

• Lack of practical application during the training process– Students fail to make the connection between theory

and practice– No ability to practice the newly acquired KSAOs

• Due to differences in cognitive abilities, students never really learned or completely understood the concept well enough to retain



Application to the Navy

• Two types of Navy training– Building block

• Foundational or enabling (sequencing)

• If there are errors in the foundation (either through instruction or comprehension), the ability to correctly build upon that knowledge in follow-on training is impacted

• Example: Basic Electronic Electricity training

– Discrete• Stand alone

• Errors are easily detectable and self-contained to the specific skill

• Example: Rank and Rate Recognition

• Two types of Navy training– Building block

• Foundational or enabling (sequencing)

• If there are errors in the foundation (either through instruction or comprehension), the ability to correctly build upon that knowledge in follow-on training is impacted

• Example: Basic Electronic Electricity training

– Discrete• Stand alone

• Errors are easily detectable and self-contained to the specific skill

• Example: Rank and Rate Recognition



Training Considerations

• How long does it take for students to acquire the necessary knowledges, skills, abilities, and other characteristics in training pipelines?

• How fast do these KSAOs deteriorate?• How quickly can these KSAOs be refreshed?

Each of these questions have both a training and cost implication

• How long does it take for students to acquire the necessary knowledges, skills, abilities, and other characteristics in training pipelines?

• How fast do these KSAOs deteriorate?• How quickly can these KSAOs be refreshed?

Each of these questions have both a training and cost implication



How can we reduce decay?

• Pipelines should be surveyed to determine whether materials taught are building blocks or discrete:– Building block courses should be examined for

the sequencing of materials being taught

– Training should build upon the material that came before

– If not the case, materials should be re-sequenced or viewed for possible elimination

• Pipelines should be surveyed to determine whether materials taught are building blocks or discrete:– Building block courses should be examined for

the sequencing of materials being taught

– Training should build upon the material that came before

– If not the case, materials should be re-sequenced or viewed for possible elimination



How can we reduce decay?

• Utilize simulations and job aids:– Job aids can include Navy gold disks, review

sheets, expert systems, and job prompts

– Serve as a memory jog or provide a set of decision trees to allow for informal on-the-job refresher training

– Utilize NKO as a cost effective means of delivering job aids

• Utilize simulations and job aids:– Job aids can include Navy gold disks, review

sheets, expert systems, and job prompts

– Serve as a memory jog or provide a set of decision trees to allow for informal on-the-job refresher training

– Utilize NKO as a cost effective means of delivering job aids



Questions?Questions?

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