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Jonathan Miller

on 13 November 2012

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The ASPT Story SO what is DSAT? Stage 1: Analysis
Training Requirement Authority (TRA - RAPTC HQ)
Training Development Team (TDT) Stage 2/3: Design
Training Delivery Authority (TDA - ASPT)
Course Design Cell (CDC) 'Stage 3': Delivery
Training Delivery Authority (TDA - ASPT)
Training Wing A 'Quality Assurance (QA) Process'

Evaluate (InVal):
immediate student/instructor responses
increases in student K.S.A

Evaluate (ExVal):
does Trg meet job requirements

Does training contribute to Operational goals?!
The Return on Investment (ROI) DHALI(B) report 1995-2002
inadequate training
restore public confidence

JSP 822
Preparing for training & preparation for future employment
Balancing under/over-training
Solutionise to discover best result

Politically sensitive relations (CIMIC)
Safety/Risk to life
Prepare for Ops - PTI's! Needs Analysis/Scoping Study
Job Analysis
Task/Competency based
Scalar/Competency Framework
Training Category (1-6)
Operational Performance Statement (OPS)
Training Objectives (TO)
Action Verbs
Formal Training Statement (FTS)
RTGS 'Derivation of content'
Instructional Scalar
TO's into Enabling Objectives (EO)
EO's into Key Learning Points (KLP)
Assessment Strategy (AStrat)
Assessment Specification (ASpec)
Methods & Media Analysis
Instructional Specification (ISpec)
'Control of WHAT/HOW content is taught'
Piloting of new content
Consultation with deliverers
Evaluation of training (InVal)
Assurance of Quality (QA)
Content monitoring Key output - Trained Manpower iaw FTS
Key activities:
Delivery iaw ISpecs:
Evaluation of training from instructor viewpoint
Assurance of quality
Instructor monitoring Stage 4: Evaluation The Defence Systems Approach to Training (DSAT) Risks Associated with non-DSAT Compliance Based on individual perception
Unlikely to meet operational requirements
Safety! Why does it concern you? Because we all have an important part to play
each part relies on other departments to achieve it's primary output ASPT Student/Instructor InVal Owned by CDC (Stage 2/3)
Changes/Updates/Areas of interest drive InVal
NOT every course/every week anymore
Timetabled in CDC programme > Mil Trg Programme
Happy Sheets/Group Discussion/Questionnaires/Electronic Surveys

Students first - Staff immediately after
Comments investigated and discussed with stakeholders
Summary report written & distributed
Stakeholders respond within timeframe
Kept as written record and for identification of trends

CDC happy to receive comments/suggestions at any time from anyone
Change can be slow - but it does happen:
Class 1 & AA Cse - programmes (TWO/TCWO)
AA Cse - reduction/increase in periods (Sgt Jackson/Sgt Blackburn)
- renaming of EO's > better clarification for instructors

Action taken in consideration of other priorities
Aim is to improve training AND benefit the Organisation/Operational requirements Summary Based on prior experience
JSP 822
Solutionising for best training option
Serious implications

ISpec drives delivery of correct content
InVal process
Quality Assurance (QA)

Everyone at all stages key to success
Collaborative approach
Understand eachothers responsibilities
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