Training development in support of the operational domain

-8. Identify military occupational specialty (MOS) and skill level

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7-8. Identify military occupational specialty (MOS) and skill level

This is the activity that allows the proponents to identify the tasks required for competence in an MOS and skill level. The MOS must also be used to identify the primary occupational specialty or area of concentration.

7-9. Identify skills and knowledge

a. This is the activity of identifying all of the skills and types of knowledge required to perform the step being analyzed. This identification is the critical, detailed work the developer performs to ensure the task performer possesses the requisite skills and knowledge needed to perform the task.

b. Skill. A skill designates one’s ability to perform a job-related activity, which contributes to the effective performance of a task performance step. There are two types of skills: physical and mental.
c. Knowledge. Knowledge is information analyzed to provide meaning, value, and understanding. Knowledge is required to perform a skill or supported task.
d. An example of skills and knowledge from an approved individual task appears in figure 7-8.

Figure 7-8. Skills and knowledge example

7-10. Identify evaluation guidance

Provide a statement identifying the evaluation guidance needed for the task to be performed to standard.
Example: Score the Soldier GO if all performance measures are passed (P). Score the Soldier NO GO if any performance measure is failed (F). If the Soldier scores NO GO, show the Soldier what was done wrong and how to do it correctly.

7-11. Identify evaluation preparation

Provide a statement that identifies the evaluation preparation needed to execute the task.
Example: Setup: Test this task in conjunction with other radiation measurement testing. Ensure that an AN/VDR-2 with batteries is available. Brief Soldier: Tell the Soldier to perform preventive maintenance checks and services on the AN/VDR-2.

7-12. Identify equipment

Identify and link all equipment that enables successful completion of this task. Equipment can be linked using the pre-populated information in the CAC-approved automated development system. The example in figure 7-9 displays an equipment example.

Figure 7-9. Individual task equipment example

7-13. Safety and environment statements

The proponent integrates safety, composite risk management, and environmental protection considerations into learning materials. The proponent:
a. Includes appropriate safety, risk, and environmental protection statements, cautions, notes, and warnings in all learning products.
b. Identifies the risk and assigns an initial risk assessment to every learning product as designated in the CAC-approved automated development system.
c. Coordinates with and obtains approval from the branch safety manager for all learning products. Figure 6-7 shows the required safety and environmental statements that must appear in each individual task. Additional safety or environmental issues may be addressed as additions to these statements.

7-14. TADSS

The training developer selects any appropriate TADSS to support individual task training. If applicable, the TADSS title and numbers are required. TADSS are selected from a search menu in the CAC-approved automated development system and will print out as part of the synopsis report. The developer should identify trade-offs of training resources (such as, equipment, ammunition, and others) in order to identify TADSS as cost-effective training enablers. When appropriate, the developer links TADSS to support the training of the individual task being developed. Resource information required to support TADSS training (such as contractor personnel requirements, special facilities unique to the TADSS) is pre-populated in the CAC-approved automated development system. The TADSS requirements information does not display for field users, but must be used to determine TSS resourcing requirements. The CAC-approved automated development system links TADSS to the T&EO as appropriate to support training.

7-15. Synopsis report

The CAC-approved automated development system allows printing out a synopsis report for an individual task. The synopsis report includes all the information entered into the system, allowing review of all individual task information.

7-16. Individual task report

The individual task report provides the major procedures a Soldier must accomplish to perform an individual task to standard. The CAC-approved automated development system is set up with a template that systematically guides the developer through completing the appropriate data fields to generate the individual task report. The task performance specifications in the system include design elements to describe precisely how a specific task is to be performed, under what conditions the task or drill is performed, and how well a Soldier must perform the task. A unit evaluator uses an individual task report to determine, at a given time, whether or not the task was performed to the standard under the prescribed conditions.

7-17. QC

Table C-5 provides a QC review checklist designed to manage and document control measures, identify areas to improve, and facilitate timely delivery of individual tasks.

7-18. Additional information

Additional information regarding the analysis, design, development, implementation, evaluation, and management of individual tasks (particularly for training in the institutional domain) can be found in other TRADOC 350-70 series pamphlets.

Chapter 8
Soldier Training Publications (STPs)

8-1. Introduction

a. This chapter provides guidance for the analysis, design, and development of STPs using the ADDIE process. This chapter supports and amplifies the regulatory guidance found in TR 350-70. Additional guidance covering management, editing, publishing, printing/replicating, and distributing ADTLP publications appears in AR 25-30.

b. STPs are publications that contain critical tasks and other training information used for job training. The STP identifies individual MOS training requirements. STPs serve to standardize individual training for the whole Army; provide information and guidance for conducting individual training in the unit; and aid the individual, officer, NCO, and commander in training critical tasks. STPs can be categorized as either SMs, for skill level 1 tasks, or SM-TGs, for skill levels 2, 3, and 4, used by unit trainers to train and sustain task proficiency per table 8-1.

Table 8-1
STP types and descriptions

STP type


1. SMs

Base documents for:
a. All common Soldier and common skill level individual task training and evaluation.
Found in: Soldier's Manual of Common Tasks (SMCT), STP 21-1-SMCT, Warrior Skill Level 1, and STP 21-24-SMCT, Warrior Leader Skills Level 2, 3, and 4.
b. Branch MOS/area of concentration (AOC)-specific tasks, skill level 1.
Example: STP 5-12B24-SM-TG, Soldier's Manual and Trainer's Guide, MOS 12B, Combat Engineer, Skill Level 1.

2. SM-TGs

Documents that provide commanders and unit trainers information needed to plan and conduct Soldier training and evaluations, for MOS-specific tasks in the unit, skill level 2, 3, and 4.
Example: SM-TG MOS 12B, Combat Engineer, Skill Levels 2/3/4.

c. The following are content requirements by STP type:

(1) SMCT content includes:
(a) A task inventory for the common task test.
(b) Standardized common critical task summaries that include the conditions, standards, performance steps, and performance measures for each critical common task.

(c) Task summaries which are reference-independent.

(d) Information that leaders need to train and sustain task proficiency.

(e) A common critical task training plan and DA Form 5165-R (Field Expedient Squad Book) (in STP 21-24-SMCT, which contains skill levels 2, 3, and 4).

(2) Branch (MOS/AOC)-specific SM content includes:

(a) All branch-specific critical tasks for a specific MOS/AOC for skill level 1.

(b) A task summary for every branch-specific critical task grouped by (WFFs depicted in the AUTL.

(c) Information trainers need to plan and conduct individual training.

(d) AOC branch STPs developed at the discretion of school commandants.
(3) Commanders, trainers, and Soldiers use SM-TGs to plan, conduct, and evaluate individual training in units. SM-TGs contain task summaries for all critical tasks specific to the MOS and skill level (SL), and contain information needed to plan training requirements.
(a) The trainer's guide:
Identifies subject areas in which Soldiers must be trained.
Identifies critical tasks for each subject area.
Specifies where Soldiers are initially trained on each task.
Recommends how often each task should be trained to sustain proficiency.
Recommends a strategy for cross-training Soldiers.
Recommends a strategy for training Soldiers to perform higher level tasks.
(b) The trainer's guide helps to ensure:
Horizontal and vertical alignment of training across related career paths.
Nonduplication of training and training products.
Efficient use of training technology and multimedia.

d. STP 21-1-SMCT, Warrior Skill Level 1, is the only SM printed under the ADTLP. Training development (TD) proponents may publish branch-specific STPs. All other STPs should be published in electronic form through the ADTLP. Electronic publications of STPs in ADTLP link to other unit training products in DTMS for user-friendly access.

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