National Defence Défense nationale VOLUME 1 CFITES M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N Canadian Forces Individual Training and Education System Introduction/Description STRATEGIC GUIDANCE needs assessment operations CFITES: canadian forces individual training and education system A-P9-000-001/PT-000
FOREWORD A-P9-000-001/PT-000, Canadian Forces Manual of Individual Training and Education, Volume 1, Canadian Forces Individual Training and Education System Introduction/Description, is issued on authority of the Chief of the Defence Staff. This manual is effective on receipt. This volume supersedes the previous A-P9-000-001/PT-000 dated 89-07-31 and A-P9-000-002/PT-000 dated 91-03-29 (Volumes 1 and 2). Suggestions for changes shall be forwarded through normal channels to National Defence Headquarters, Attention: DRET 4. I
1997-07-25 CFSU(O) Creative Services 97CS-1391 A-P9-000-001/PT-000
T TABLE OF CONTENTS PART 1 PART 2 INTRODUCTION Background........................... 1 Purpose.............................. 1 CFITES in Context..................... 1 Scope............................... 2 Management Structure.................. 2 CFITES Definition...................... 2 Fundamental Principles................. 2 QUALITY CONTROL SYSTEM Purpose of Quality Control............... 3 Definition............................ 3 Implementation....................... 4 Verification of Quality Control............ 4 Needs Assessment..................... 4 Purpose of Needs Assessment.............4 Analysis............................. 4 Design............................... 5 Development.......................... 6 Conduct............................. 7 Evaluation............................ 7 Validation............................ 8 Quality Control Summary............... 8 PART 3 PART 4 QUANTITY CONTROL PROCESS Purpose............................. 10 Definition........................... 10 Implementation....................... 11 Verification of Quantity Control.......... 11 Identify Quantitative Requirement........ 11 Propose Schedule......................12 Match.............................. 12 Commission......................... 12 Administer Conduct................... 13 Quantity Control Summary............. 13 RESOURCE MANAGEMENT MECHANISMS Purpose............................. 15 Identify and Cost Options.............. 16 Record Costs......................... 16 Optimize Forecast.................... 16 Apply Costs to Forecast................ 16 Determine Acceptability of Costs......... 17 Prioritize............................ 17 Input Forecast to Business Plan.......... 17 Fund Serials......................... 17 Assess Costs......................... 17 ANNEX GLOSSARY......................... A1 III
M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 Reference I NDHQ Instruction ADM(Per) 4/94 Individual Training and Professional Development Management Framework, 31 May 1994 INTRODUCTION P A R T 1 Background 1. Canadian Forces policy for individual training and education (IT&E) as described in Reference states that IT&E activities shall be conducted in accordance with the management model known as the Canadian Forces Individual Training and Education System (CFITES). The Manual of Individual Training and Education provides guidance on the CFITES in a series of interrelated volumes, each focusing upon a different aspect of the system. Purpose 2. This volume describes the CFITES and defines the Managing Authority/ Command/Group level management processes by which the system is implemented. It is intended as a broad overview of the system as a whole. Subsequent volumes of this series provide detailed guidance on specific activities within the management of IT&E by describing methodologies, procedures and practices. This publication is effective on receipt and supersedes A-P9-000 volume 1 and volume 2. CFITES in Context 3. The CFITES is one of the DND/CF management systems. More specifically, it supports the operational capability of the CF by providing members with the IT&E they need to perform effectively. As the following diagram shows, the CFITES responds to strategic guidance when an assessment of need indicates that a performance or personnel issue can best be addressed by IT&E. Figure 1: CFITES in Context STRATEGIC GUIDANCE needs assessment operations dnd/cf management systems CFITES: canadian forces individual training and education system 1
P A R T 1 M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 Scope 4. The CFITES governs IT&E for all CF members, Regular and Reserve. The terms training and education are defined in Reference. Management Structure 5. ADM(Per) is the Departmental Authority (DA) for IT&E. There are currently four Managing Authorities (MA): the three environmental commands and CFRETS which is the MA on behalf of ADM(Per). Specific responsibilities within this management structure are detailed in Reference. CFITES Definition 6. The CFITES is a management system designed to optimize the quality and quantity of IT&E, while minimizing the resources dedicated to IT&E programmes. The CFITES is composed of a Quality Control System and a Quantity Control Process. Each of these components incorporates Resource Management mechanisms. An overview of the system is given in the following diagram. Fundamental Principles 7. The CFITES applies three fundamental principles to the management of IT&E. a. Performance orientation: IT&E is preparation for performance on the job. All instruction focuses on essential skills, knowledge, and attitudes required to meet operational requirements and Departmental performance goals. b. Systems approach: IT&E programmes are defined, produced and maintained through an iterative and interactive series of steps leading from the definition of a requirement to the verification that the requirement has been satisfied. c. Optimum efficiency: IT&E is developed and conducted in a manner which prevents or eliminates unnecessary effort, and which ensures continuing cost-effectiveness. Resources are managed at the level of assigned responsibility, and authority and accountability accompany that responsibility. Figure 2: CFITES Overview strategic guidance quality control dnd/cf management systems needs assessment operations Resource Management quantity control 2
M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 P A R T 2 QUALITY CONTROL SYSTEM Purpose of Quality Control 8. Quality control applies to the development, implementation and maintenance of IT&E programmes. Its purpose is to ensure that what a member learns meets the requirements of his/her tasks and duties. Quality control in the CFITES also seeks to minimize the resources dedicated to IT&E. Quality control applies to the entire life-cycle of an IT&E programme. Definition 9. The CFITES Quality Control System is a six-phase systems approach model. The phases are: Analysis, Design, Development, Conduct, Evaluation and Validation. Each phase is composed of fundamental processes which are normally completed for all CF IT&E. The following diagram illustrates the Quality Control System in context, and is meant to emphasize the following important features of the system: a. The Quality Control System operates to satisfy IT&E needs which have been identified through strategic guidance and operational experience. b. The six phases, while broadly sequential, are also somewhat interdependent. The blocks overlap to show that the system depends on concurrent activity and interaction. c. The evaluation and validation of IT&E are a continuous process, much of it concurrent with the development and conduct of IT&E. Although each type of evaluative activity has a different focus, there are commonalities which make the boundary between them an indistinct one. d. The system interacts with the larger DND/CF environment. Validation data, for example, may suggest the need for changes outside the Quality Control System, and even outside the CFITES. The effectiveness of the CFITES Quality Control System is reflected in the operational performance of DND/CF. Figure 3: Quality Control System STRATEGIC GUIDANCE needs assessment operations analysis design development conduct evaluation validation 3
P A R T 2 M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 Implementation 10. All IT&E for military personnel will be selected or produced in accordance with the CFITES Quality Control System as described in this publication. Managing Authorities complete, or task appropriate agencies to complete, each phase in a manner which is consistent with the scope and nature of each IT&E project. In addition to the fundamental processes described below, additional processes will often be needed to suit specific requirements. However, adherence to the fundamental processes - and their intent - will promote effective, efficient and innovative IT&E solutions. Any or all of the Quality Control phases may be carried out in whole or part by external agencies, as directed by MAs. Verification of Quality Control Needs Assessment 11. 12. As the DA, ADM(Per) monitors the implementation of the CFITES Quality Control System through the Verification process prescribed in Reference. The application of the Quality Control System is triggered by needs assessment, a process whereby a significant difference between current and desired performance is identified, and a means of reducing the difference is proposed. NDHQ or Command staffs should conduct a needs assessment in the event of new or revised operational or Departmental requirements. These requirements derive from a number of sources, for example, legislation and strategic guidance, Occupational Analysis reports, new or revised Occupational Specifications, revised operational doctrine, organizational analysis, and equipment acquisition. A needs assessment may also be prompted by an observed performance deficiency, or by the identification of an opportunity for enhanced performance, e.g. after action reports, accident reports, staff studies. Purpose of Needs Assessment 13. Essentially, needs assessment identifies the performance issues associated with a new or revised requirement and recommends a solution. IT&E is only one of many possible management interventions, and is not always the most effective one. Recruiting, equipment redesign and job restructuring are only a few of the potential solutions. If IT&E is determined to be the optimum solution, the Quality Control System is triggered, beginning with the Analysis phase. Needs Assessment is described in detail in Volume 2 of this series. Analysis 14. The purpose of the Analysis phase of the Quality Control System is to specify the required outcome of IT&E in terms of essential on-job performance. Effective analysis requires input from Command/Group staff, end-users, subject matter experts and training development or educational specialists. The Analysis phase incorporates the following fundamental processes. a. Review needs assessment findings. The Analysis phase is triggered by a needs assessment which has identified IT&E as an appropriate means of addressing a performance issue. The essential output of needs assessment for IT&E development purposes is a clear description of the tasks to be performed in order to meet the identified need(s). However, to 4
M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 P A R T 2 accurately define the IT&E requirement in terms of essential skills, knowledge, and attitudes, analysts must also have a firm understanding of the performance issue to be addressed. b. Analyze tasks for IT&E. Each of the tasks or task elements identified in the needs assessment must be examined to determine the extent of the associated IT&E need. c. Specify performance objectives. The scope of the IT&E requirement must be defined, including the minimal acceptable levels of performance expected of the individual in performing the task or duty for which the IT&E was identified. This outcome is stated as one or more performance objectives, and documented in a qualification standard, which serves as the basis for subsequent Quality Control phases. Design 15. Words in italics are defined in the glossary at Annex. The purpose of the Design phase is to select or describe a learning programme/activity and an environment which will enable the learner to achieve, at optimum cost, the performance objectives defined in the Analysis phase. The Design phase also provides the means for the Department to be assured of learner achievement of the objectives. The fundamental processes of the Design phase are very briefly described in the following sub-paras. Given the potential complexity and impact of design decisions, IT&E design staff are urged to consult detailed guidance provided elsewhere in this series of manuals. a. Define learner characteristics. As a result of needs assessment, the target population will have been broadly defined. The aim of this process is to further describe the expected learners in terms of their entry level skills, knowledge, and attitudes, and those characteristics which are likely to affect their response to particular instructional activities. Information recorded at this point will guide subsequent decisions such as those regarding appropriate instructional sequences, methods and media. b. Perform instructional analysis. Each performance objective is analyzed to determine the supporting skills, knowledge and attitudes required to achieve it. These essential components are then grouped and sequenced into the order most suitable for learning. c. Develop learning assessment plan. An assessment plan is an overall strategy for the use of testing in support of an IT&E programme. The assessment plan determines how progress toward, and achievement of, the required performance will be checked. While assessment must be based upon the performance orientation principle of IT&E, limiting factors (such as available resources and safety implications) may not permit direct observation of the full range of desired performance. The assessment plan describes the manner in which a valid and reliable sample of student performance will be measured and evaluated. d. Develop learning assessment instruments. Effective tests require careful development and trial to ensure that they do in fact measure what they are intended to measure, and that they do so consistently. Progress tests 5
P A R T 2 M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 help to monitor learner progress towards instructional goals. Performance checks ensure that performance objectives have been reached. e. Identify/cost instructional strategies. Within the Design phase, this process promotes the selection of the most effective and efficient instructional strategy - or combination of strategies. Design staff should be aware of the range of methods, media and delivery options available. Different sources of IT&E may also be identified at this stage. In order to ensure that the optimum solution is chosen, it is essential to identify several instructional strategies and to estimate costs for each. It should be noted that over time, a number of instructional strategies may be developed for a given qualification, each of which may be appropriate to specific circumstances such as number and location of learners. f. Select/approve instructional strategy. Each instructional strategy is examined to determine its potential effectiveness in enabling learners to achieve the performance objectives. In the event that there is more than one effective option, costs, risks and related impacts must be considered. Normally the option which meets the need at the lowest cost is selected. However, associated advantages or disadvantages may outweigh cost considerations in some cases. The selected strategy must be defensible first from a performance perspective; that is, it produces graduates with the required capability. Secondly, the selected option must be defensible from a resource management perspective; that is, it meets the need at optimum cost, all other factors being equal. When resource implications are substantial, a business case is developed to support the decision-making process. The estimated cost of the selected instructional strategy is recorded for eventual application to IT&E forecasts. In the case of a large scale development effort (e.g., programming computer-based training), estimated resources for development should be included in the business plan. g. Specify course content and lesson guidance. The aim of this process is to describe the instructional activity/programme for learners and instructional staff. The documentation should include as a minimum: aim (performance objectives) and rationale (link to job, mission); enabling objectives; key learning events and sequences; and assessment procedures. Decisions taken during this phase are embodied in a document such as a training plan which serves as a template for the development, conduct and evaluation of IT&E. Complex training technology projects will often require an accompanying implementation plan. Development 16. The purpose of the Development phase is to obtain effective instructional materials which preserve the design intent. It is recognized that there is a vast range of instructional materials and that development time varies enormously. Development of technology/media-based instruction will normally require substantially more resources than conventional classroom instruction. The Development phase incorporates the following fundamental processes. 6
M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 P A R T 2 a. Procure/produce instructional materials. Performance-oriented IT&E will usually require carefully developed materials to support learning activities. Such items include instructor lesson plans, interactive courseware such as computer based training (CBT), training aids of all types including real equipment, references and job aids, and testing materials. In some cases, appropriate materials, or even complete instructional programmes, may be available for procurement on an off-the-shelf basis. More often, significant amounts of in-house effort will be required to prepare for the conduct of IT&E. b. Conduct trials and revise. In order to assess the effectiveness of lesson guidance and related materials, these should be both reviewed by subject matter experts, and tried out with individuals who are representative of the target population. Trials should be conducted as early as possible in the Development phase, to avoid costly production of ineffective materials. Lesson guidance and instructional materials are revised according to the findings of the trials. c. Prepare staff. Developers ensure that instructional staff are familiar with course content, lesson guidance and instructional materials. Staff members are trained and rehearsed as required. d. Record development costs. This process is essential to the effective management of resources and is particularly crucial in large scale development efforts which entail substantial investment. It enables the ongoing monitoring and control of costs as development progresses. Recording costs also permits an assessment of the cost-effectiveness of the selected instructional strategy during the Evaluation phase. Conduct 17. The purpose of this phase is to enable personnel to successfully achieve the performance objectives. The Conduct phase includes the following fundamental processes. a. Deliver instruction. This refers not only to the implementation of the lesson guidance and instructional materials produced in the Development phase, but also to the active encouragement of the maximum participation of each learner. b. Monitor learning. To ensure that learning is taking place continually, instructional staff monitor the response of learners to the instructional activities and take remedial action when required. Evaluation 18. The purpose of the Evaluation phase is to ensure the effectiveness and efficiency of instruction. A programme is effective to the extent that the learner has achieved the performance objective(s). A programme is efficient to the extent that methods, materials and resource expenditure are optimized. The Evaluation phase includes the following fundamental processes. a. Assess learner achievement. Progress towards performance objectives is measured through progress tests while achievement of performance objectives is measured through performance checks. 7
P A R T 2 M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 b. Assess content and delivery. Instructional activities are monitored as they occur so that corrective action can be taken as necessary. Both the content and delivery of instruction are monitored. Sources of feedback include: students, instructors, support staff and observers. c. Assess costs. Both internal and external criteria may be used to determine whether an instructional activity has been conducted at optimum cost. As a minimum, this process includes a comparison of actual to planned costs. Costs may also be compared to those of similar instructional activities within and outside the Department. d. Revise as necessary. Revisions or modifications are made to those aspects of an instructional activity (methods, materials, tests or delivery) that have been found to need improvement. Validation 19. The purpose of the validation phase is to verify that the CFITES Quality Control System has adequately prepared - and continues to prepare - graduates to perform the operational task or to meet specified Departmental goals. Validation can also identify excessive or unnecessary IT&E. Validation is conducted on a regular basis to ensure that programmes are kept up-to-date with changes in operational requirements and Departmental goals. The Validation phase includes the following fundamental processes. a. Scope and plan. Planning is required to determine the type and extent of information that can be obtained within a time period appropriate to the scale and type of the IT&E activity under scrutiny. Planning identifies the aim of the validation project, information sources, instruments and methods of data collection. b. Collect/analyze data. Data is gathered through careful administration of instruments such as questionnaires and interviews. Validation data is analyzed in terms of the aim defined in planning. c. Report/recommend. Findings and conclusions of the study are documented. These are focused on the closeness of the fit between the IT&E provided and the job requirement. If shortcomings are identified, the report includes recommendations which are fed back to the appropriate Quality Control phase or, if necessary, Quantity Control function. In some cases, validation studies draw attention to problems that are not directly related to education or training, and these should be reported to the appropriate authorities. Quality Control Summary 20. The phases and required processes of the Quality Control System are summarized in the following table. Outcomes or products are indicated in bold. 8
M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 P A R T 2 QUALITY CONTROL SYSTEM ANALYZE - review needs assessment findings - analyze tasks for IT&E - specify performance objectives DEVELOP - procure/develop instructional materials - conduct trials and revise - prepare staff - record development costs DESIGN - define learner characteristics - perform instructional analysis - develop learning assessment plan - develop learning assessment instruments - identify/cost instructional strategies - select/approve instructional strategy - specify course content/lesson guidance CONDUCT - deliver instruction - monitor learning EVALUATE - assess learner achievement - assess content and delivery - assess costs - revise as necessary VALIDATE - scope and plan - collect/analyze data - report/recommend 9
P A R T 3 M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 QUANTITY CONTROL PROCESS Purpose 21. Definition 22. Quantity control applies to the provision of IT&E programmes to CF members in support of operational requirements and Departmental goals. Its purpose is to ensure that IT&E is given to the right people at the right time for the right cost. In the CFITES the provision of IT&E is managed through the Quantity Control Process, a sequence of management functions each of which incorporates fundamental processes. The functions are: Identify Quantitative Requirement, Propose Schedule, Match, Commission and Administer Conduct. The following diagram illustrates the Quantity Control functions in context. Figure 4: Quantity Control Process STRATEGIC GUIDANCE needs assessment PROPOSE SCHEDULE identify requirements match operations administer conduct commission 10
M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 P A R T 3 Implementation 23. MAs ensure that the provision of all IT&E to military personnel is managed through the CFITES Quantity Control Process. Verification of Quantity Control 24. As the Departmental Authority (DA), ADM(Per) will monitor the implementation of the CFITES Quantity Control Process through the Verification process prescribed in Reference. Identify Quantitative Requirement 25. The purpose of this function is to identify individuals, or numbers of personnel, who require qualifications. For Quantity Control purposes, two types of qualifications are defined: basic and non-basic. In order to identify the quantitative requirement, the following fundamental processes are completed. a. Determine basic qualification requirements. Basic training ensures that the CF is maintained at the established size and that each MOC is maintained at its preferred manning level. The number of personnel by MOC for the Regular Force is determined at NDHQ, Director Establishment and Personnel Requirements (DEPR) in consultation with the Commands, and transmitted to the appropriate MA. The numerical requirement by MOC for the Reserve is determined by each environmental Command and by ADM(DIS) for the Communication Reserve. The number of personnel for each type of basic training is calculated based on the determining factors described below. (1) The Basic MOC training requirement is determined by MOC on the basis of MOC preferred manning level, trained effective strength, and forecast attrition. (2) The Basic Recruit and Basic Officer training requirement is determined on the basis of the Basic MOC training requirement, current recruit/officer production and forecast attrition. (3) The basic language qualification is required for all officers and for NCMs in MOCs with a second language requirement. NCMs recruited to meet the Bilingual Anglophone Requirement also require the basic language qualification. b. Determine non-basic qualification requirements. IT&E for non-basic qualifications is demand-driven. Personnel are identified for qualifications based on operational requirements. In addition to individuals, numbers of personnel, may be identified for non-basic qualifications. c. Prioritize requirements. Each individual identified as requiring a non-basic qualification is given a priority by the nominator according to the relative importance of the qualification to the missions to be accomplished. Organizational priorities such as the number of personnel from same unit who can be on IT&E at the same time, also apply. 11
P A R T 3 M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 Propose Schedule 26. d. Nominate. (1) Basic MOC managers designate personnel, or numbers of personnel, for Basic MOC training. (2) For non-basic qualifications, the nominator identifies personnel, or numbers of personnel, to be qualified and checks that prerequisite qualifications are held. The nominator also assigns a priority to each nomination. The purpose of this function is to propose a schedule to meet the expected demand for IT&E, while optimizing the use of IT&E establishment capacity. The fundamental process of this function is to establish the number and timing of serials that could be offered. IT&E establishments propose schedules for each course or programme based on: capacity, resources, Training Plan, historical data and predicted demand. Scheduling for training leading to basic qualifications should be coordinated to ensure efficient timing and a steady production flow which supports the preferred manning level of each MOC. Proposed schedules are produced independently of nominations lists and are tentative; IT&E activities can only be conducted when a requirement has been identified and when funding has been assigned. Match 27. The purpose of this Quantity Control function is to match the supply (proposed schedule) to the demand for IT&E (nominations) in order to produce a forecast. It should be noted that this forecast is not static, but likely to evolve with changing priorities and incremental taskings. Matching the IT&E supply to the demand includes the following fundamental processes. a. Match serials to nominations. The Managing Authority (MA) compares the schedule for each IT&E activity with the corresponding nomination list. b. Optimize forecast. Candidates for non-basic IT&E are selected for each proposed serial by order of the priority set by the nominator. Matching for basic training does not follow a priority system because basic trainees take priority for training resources. Matching continues until optimum load is reached, thus minimizing the number of serials forecast. MAs also apply selection criteria based on resource considerations, for example, by giving preference to the location of IT&E closest to the location of the nominee. Commission 28. The purpose of this function is to determine which serials of the forecast will be funded, and thereby implemented, in the upcoming fiscal year. It should be noted that the fundamental processes of this function are dynamic in nature and that their outcomes evolve in response to changing requirements. In order to commission IT&E, the following fundamental processes are completed. a. Apply costs to forecast. Costs for each activity or programme are determined during the Design phase of Quality Control. Costs are calculated for the number of serials and nominees established in the forecast. 12
M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 P A R T 3 b. Determine acceptability of costs. The MA applies criteria established on the basis of budget assumptions, strategic guidance, operational requirements and capacity, to determine acceptability of costs. If costs are not acceptable, revisions are made to the forecast number of serials and/or instructional strategies. c. Prioritize forecast. Priorities are assigned to serials based on Command guidance. d. Input forecast to business plan. In effect, this is the preparation of the IT&E portion of the business plan. Forecast IT&E and costs are summarized and added to the Command or Group business plan. IT&E activities are therefore submitted for approval through the business plan. e. Fund serials. This process follows approval of the business plan. The commissioner assigns funds to forecast IT&E activities, ensuring adherence to directed priorities and budgets prior to funding each serial. When forecast activities are funded, loading documents are issued as required; for example, posting message, loading message, joining instructions. A loading list is sent to the IT&E establishment. Administer Conduct 29. The purpose of this function is to record information resulting from the conduct of IT&E. This information supports both planning and auditing activities. The following are the fundamental processes. a. Prepare nominal roll. The IT&E establishment, having received approval for a serial through the funding process, records arrivals, no-shows and personnel returned to unit (RTU). b. Record results. The IT&E establishment records results and relevant data for each learner. c. Record costs. Actual costs of each serial are recorded for future reference in Design and Development decisions. Actual costs will also be compared with forecast costs in evaluating cost-effectiveness during the Evaluation phase of the Quality Control System. Finally, actual costs are incorporated into subsequent IT&E forecasts. This is linked to the Commissioning function. d. Produce reports. IT&E establishments produce reports as required; for example, cease training, course report, and course ending report. Qualifications are awarded. Quantity Control Summary 30. The functions and sub-processes of the Quantity Control Process are summarized in the following table. 13
P A R T 3 M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 QUANTITY CONTROL PROCESS IDENTIFY QUANTITATIVE REQUIREMENT - determine basic qualification requirements - determine non-basic qualification requirements - prioritize requirements - nominate COMMISSION - apply costs to forecast - determine acceptability of costs - prioritize forecast - input forecast to business plan - fund serials PROPOSE SCHEDULE - determine potential number and timing of serials MATCH - match serials to nominations - optimize forecast ADMINISTER CONDUCT - prepare nominal roll - record results - record costs - produce reports 14
M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 P A R T 4 RESOURCE MANAGEMENT MECHANISMS Purpose 31. In the CFITES, Resource Management mechanisms operate within the Quality Control System and the Quantity Control Process to implement, maintain and improve resource-effectiveness. These mechanisms link IT&E to business planning and ensure: a. consideration of resource implications at decision points, b. identification, tracking and monitoring of costs, and c. assessment of resource-effectiveness. 32. The Resource Management mechanisms employed within the CFITES are identified as fundamental processes in the descriptions of the Quality Control System and the Quantity Control Process (above). They are repeated here to underline the importance of minimizing the resources dedicated to IT&E while maintaining essential quality and quantity. The CFITES Resource Management mechanisms and their links to quality control phases and quantity control functions are illustrated in the following diagrams. Figure 5: Resource Management Mechanisms in Quality Control IDENTIFY/COST OPTIONS RECORD COSTS ASSESS COSTS analyze design develop conduct evaluate validate 15
P A R T 4 M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 Figure 6: Resource Management Mechanisms in Quantity Control prioritize optimize forecast apply costs, determine acceptability, prioritize. input to business plan, fund serials record costs identify quantitative requirements propose schedule match commission administer conduct Identify and Cost Options 33. The purpose of this mechanism is to ensure that all quality control decisions are based on consideration of resource implications. Such decisions should be defensible from a business case perspective; that is, the selected option is demonstrably the most resource-effective one which meets requirements. Identifying and costing options entails: identifying alternate means of achieving an IT&E goal, and estimating costs for each. These costs can be factored into the selection decision, through a business case where required. Identifying/costing options is a fundamental process within the Design phase of the Quality Control System. Record Costs 34. The purpose of recording costs is to control expenditure through identifying and recording accurately and comprehensively the resources (personnel, materiel, facilities and funds) expended on the conduct or development of a given IT&E activity. Recording costs is a fundamental process within the Development phase of the Quality Control System. It is also a fundamental process within the Administer Conduct function of the Quantity Control Process. Optimize Forecast 35. The purpose of this mechanism is to minimize the number of serials conducted by ensuring an optimum load. This mechanism also involves applying cost criteria such as proximity of nominee to the location of IT&E. It is a fundamental process within the Matching function of the Quantity Control Process. Apply Costs to Forecast 36. Costs are applied to forecast IT&E activities for input into the business plan. In this way, IT&E activities are approved through the business planning process. Applying costs is a fundamental process within the Commissioning function (Quantity Control). 16
M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 P A R T 4 Determine Acceptability of Costs 37. The purpose of this mechanism is to determine whether costs meet criteria established by the MA. If any costs are unacceptable, different options will be analyzed to identify a more suitable solution. Determining the acceptability of costs is a fundamental process within the Commissioning function (Quantity Control). Prioritize 38. Prioritizing is a fundamental process within the following Quantity Control functions: Identify Quantitative Requirement and Commission. The purpose of prioritizing is to define the link between IT&E and operational requirements and departmental goals. Prioritizing determines what non-basic IT&E will or will not be funded in the event that allocated resources do not match the IT&E forecast. Priority is determined by: a. the relative importance of requirements/goals supported by the IT&E in question, and b. the relative importance of the IT&E to achieving these goals. Input Forecast to Business Plan 39. Forecast IT&E activities are incorporated into the Command/Group business plan within the Commission function (Quantity Control). The value of these activities to operational requirements and Departmental goals is assessed at the appropriate level, and resources are allocated accordingly. Fund Serials 40. Once the business plan has been approved, the MA approves scheduled serials in order of priority and allocates the necessary funds for their conduct. Funding serials is a fundamental process within the Commissioning function (Quantity Control). Assess Costs 41. The purpose of this mechanism is to determine the cost-effectiveness of IT&E programmes by comparing actual to planned costs and results. This assessment serves to identify areas of IT&E where efficiency can be improved and to recommend corrective action. Assessing costs is a fundamental process within the Evaluation phase of the Quality Control System. 17
A N N E X A M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 GLOSSARY basic qualification Basic qualifications are those which must be obtained before an individual is considered an operationally effective member. Basic qualifications are obtained through Recruit Training, Basic Officer Training, Basic MOC Training and Basic Language Training. (see non-basic qualification ) business case A sound argument for a particular course of action which shows the net contribution of that action in meeting Departmental goals or operational missions. It ensures that the best solution, in terms of results and costs, is applied. The business case methodology for IT&E is described in the Reference. business plan A contract between a manager and his/her superior which identifies activities to be conducted and associated resource requirements, and establishes a basis for joint accountability. Business plans are based on strategic guidance provided by the superior. instructional strategy The combination of media, methods and environment used in the delivery of IT&E. IT&E establishment The unit responsible for the conduct of IT&E; for example, CF schools and colleges, operational units where on-job-training is conducted, distributed training centres. nominator A manager whose assigned mission has led to the identification of an IT&E requirement, or a Career Manager. non-basic qualification In contrast to basic qualifications, those qualifications which apply to serving members who are qualified to an MOC. Non-basic qualifications are obtained through advanced MOC and specialty training, advanced language training, and education. A1
M A N U A L O F I N D I V I D U A L T R A I N I N G A N D E D U C A T I O N V O L U M E 1 A N N E X A performance check Test designed to measure, in job-like circumstances, the achievement of a performance objective. performance objective A performance objective includes a description, in operational terms, of what the individual must do, the conditions under which the performance must be completed, and the standard to which the performance must conform. These three elements are respectively defined as performance statement, conditions and standard. progress test A test administered during a course to check whether learners have achieved the objectives of one stage of instruction before proceeding to the next. qualification A recognized level of ability in a work-related field which is normally acquired through successful completion of IT&E. qualification standard A document which describes, in operational performance terms, the required outcome of IT&E (specific formats may be developed by MAs for particular programmes). training plan A document which prescribes the manner in which the IT&E establishment plans to meet the qualification standard. A2