Budgeting and resourcing

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Appendix F
Checklists

The following checklists provide guidance and information for use during development of TRAS products.

I.1. ITP checklist

Table F -8 identifies critical points in the production of ITPs.

Table F 8 ITP checklist
Verify that each action meets the following requirements:	YES	NO
1. References:
a. Are there any references included?
b. If references are included, do these documents drive training requirements? Note: Do not use learning products (for example, CAD, POI, FMs, TMs).
2. Training requirement:
a. Does this paragraph include concise statements?
b. Have you listed one or more of the five reasons for change?
(1) Introduction of new systems.
(2) Change of doctrine.
(3) Change of training strategy.
(4) Field performance discrepancies. (Reference in paragraph 1 or attached as an enclosure to ITP).
(5) MOS/CMF/organizational restructure.
3. Training concept:
a. Have you made concise statements?
b. Did you include a general strategy (flexible)?
c. Have you created paragraphs by SL?
(1) By resident (officers, MOS level), mobilization if applicable?
(2) By non-resident (DL)?
(a) Sustainment training? (Mobilization level if proficiency of tasks learned).
(b) Cross-training?
(c) Integration training? (Bring people up to required level; for example, 70% taught in school, the remainder in the unit).

Table F -8 ITP checklist, continued
Verify that each action meets the following requirements:	YES	NO
d. Functional courses (if applicable)?
e. Merger training (if applicable)?
f. Reclassification training?
g. Transition (net if applicable)?
h. ASI training?
4. Training deleted (if applicable)? Note: Narrative should include impacts on USAR/ARNG (for example, displaced equipment).
5. Milestone schedule (major revision):
a. Did you include training development dates for resident training?
b. Was developer and instructor/facilitator resource information included?
c. New systems?
d. Have you concentrated on out years?
6. Alternative if resources are not provided:
a. Did you list training alternatives?
b. Develop decrement list/priority list?
c. Did you keep your alternatives within perspective (for example, "no gold plate"—should be real life)?
d. Did you considerthe relationship in priority of all courses contained in the ITP?
7. Resource narrative:
a. Did you focus on plus up; what is needed above current level of support?
b. Did you consider all resources:
(1) Money — (contract training, TDY, recurring unfunded requirements)?
(2) Manpower — instructor/facilitator, developer, mobile training teams?
(3) That is not available in current TDA?
(4) Ammunition above what is forecasted?
(5) Facilities?
Acronym key: CMF = career management field FM = field manual TM = technical manual

I.2. POI checklist

The checklist in table F -9 identifies critical points in the POI production process. Describe the course implementation plan by providing the following information.

Table F 9 POI checklist
POI checklist items	YES	NO
1. Is the information provided in a clear and concise manner?
2. Has the document been staffed with a subject matter or technical expert to ensure the validity of its content?
3. Has the document been staffed with an instructional systems specialist/subject matter expert (SME) to ensure the educational value of the way the information is presented?
a. Is the material consistent with the design concept?
b. Are appropriate TLOs and ELOs adequately covered?
c. Is the sequencing effective?
4. Has the document been staffed with environmental coordinator to ensure:
a. Environmental considerations identified during task analysis are incorporated into the training materials?
b. Environmental compliance requirements have been met?
5. Has the document staffed with the safety manager to ensure safety considerations have been integrated into all training products?
6. Is the document written at the appropriate reading level for the target audience?
7. Has the document been validated on a portion of the target population?
8. Has the document been approved for use?
9. Is there appropriate audit trail documentation?
10. Does the POI track with the job analysis, individual critical task analysis, and course design?
11. Was the POI reviewed by:
a. Training departments SMEs (includes USAR and NGB)?
b. By Directorate of Training and Doctrine (DOTD) or equivalent?
c. By the training brigade/battalion?
d. By the anticipated training locations (if other than proponent location)?
12. Is there a TRADOC approval for variations from the approved instructor contact hours authorizations?

Directory: tpubs -> pams
pams -> Training development in support of the operational domain
pams -> List of approved recurring information requirements
pams -> Headquarters department of the army
pams -> Headquarters department of the army
pams -> Army training and education proponents
pams -> From the Director U. S. Army Capabilities Integration Center
pams -> The tradoc model safety program and self-assessment guide
pams -> 19 December 2012 Foreword From the Commanding General U. S. Army Training and Doctrine Command
pams -> From the Director U. S. Army Capabilities Integration Center
pams -> This page intentionally left blank Foreword From the Commanding General

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