Team and collective training needs analysis : defining requirements and specifying training systems

358 Pages·2016·3.22 MB·English

by  John Huddlestone, Jonathan Pike

Team and ColleCTive Training
needs analysis
To the memory of
Phillip Pike
and
Alan Huddlestone
Team and Collective Training
needs analysis
Defining Requirements and Specifying Training Systems
John huddlesTone
Coventry University, UK
&
JonaThan Pike
© John Huddlestone and Jonathan Pike 2016
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without the prior permission of the publisher.
John Huddlestone and Jonathan Pike have asserted their right under the Copyright, Designs
and Patents Act, 1988, to be identified as the authors of this work.
Published by
Ashgate Publishing Limited Ashgate Publishing Company
Wey Court East 110 Cherry Street
Union Road Suite 3-1
Farnham Burlington, VT 05401-3818
Surrey, GU9 7PT USA
england
www.ashgate.com
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
The Library of Congress has cataloged the printed edition as follows:
Names: Huddlestone, John, Dr., author. | Pike, Jonathan, author.
Title: Team and collective training needs analysis : defining requirements
and specifying training systems / by John Huddlestone and Jonathan Pike.
Description: Burlington, VT : Ashgate, [2015] | Series: Human factors in
defence | Includes bibliographical references and index.
Identifiers: LCCN 2015025165| ISBN 9781409453864 (hardback) |
ISBN 9781409453871 (ebook) | ISBN 9781472405357 (epub)
Subjects: LCSH: Soldiers--Training of. | Sailors--Training of. |
Airmen--Training of. | Needs assessment. | Military education.
Classification: LCC U405 .H83 2015 | DDC 355.5--dc23
ISBN: 978-1-4094-5386-4 (hbk)
978-1-4094-5387-1 (ebk)
978-1-4724-0535-7 (ePub)
Printed in the united kingdom by henry ling limited,
at the dorset Press, dorchester, dT1 1hd
Contents
List of Figures vii
List of Tables xi
About the Authors xiii
Acknowledgements xvii
Foreword xix
Preface xxi
Part I UnderPInnIng theory and Models
1 Introduction 3
2 Individual Tasks 23
3 Team Tasks 51
4 Team Task Analysis 91
5 The Training Environment 121
6 The Training Overlay 155
Part II the tCtna Methodology
7 TCTNA Overview 201
8 Project Initiation 209
9 Team/Collective Task Analysis 215
10 Constraints, Assumptions, Risks and Opportunities Analysis 233
11 Training Environment Analysis 239
12 Training Overlay Analysis 251
13 Training Options Analysis 265
Appendix A 273
Appendix B 309
Index 329
This page has been left blank intentionally
List of Figures
Figure 1.1 Infantry company structure 6
Figure 1.2 Training system components 7
Figure 1.3 Generic SAT model 12
Figure 1.4 The mapping of TNA onto the generic SAT model 15
Figure 1.5 TCTNA analytical framework 16
Figure 1.6 Models underpinning TCTNA 17
Figure 1.7 The structure of the book 19
Figure 2.1 The task of boiling an egg 27
Figure 2.2 Tasks viewed as a transformation of the environment 28
Figure 2.3 Idealised task conducted under a range of conditions 30
Figure 2.4 An instance of task performance or assessment generating
a potential range of outcomes 31
Figure 2.5 The task environment 33
Figure 2.6 Phases of activity within a task 34
Figure 2.7 An individual performance model 35
Figure 2.8 Individual task processes: sensing, doing and
decision making 37
Figure 2.9 Perceived conditions, goals and plans 40
Figure 2.10 Goals and outcomes 42
Figure 2.11 Perceived conditions 44
Figure 2.12 Individual task model 47
Figure 3.1 Team task processes, two individuals in a team
communicating and interacting with the task environment 54
Figure 3.2 Coordination within an individual task 55
Figure 3.3 The Team Task Model 60
Figure 3.4 Contributing factors to team coordination 65
Figure 3.5 Team Performance Model 67
Figure 3.6 Team Performance Model – expanded 70
Figure 4.1 Scenarios and the training environment 95
Figure 4.2 Task analysis of procedural tasks and tasks
involving planning 98
Figure 4.3 Task ‘Fire Weapon at Target’ 106
Figure 4.4 Alternative representation for the ‘Fire Weapon at
Target’ task 107
viii Team and Collective Training Needs Analysis
Figure 4.5 Task ‘Fire Weapon at Target’ with resources and
information added 107
Figure 4.6 Task ‘Fire Weapon at Target’ with intermediate
outcomes indicated 108
Figure 4.7 Simultaneous activity notations 109
Figure 4.8 An illustrative example of a team task: extract casualty
from a Road Traffic Accident situation 110
Figure 4.9 Dynamic environment impact on plans 116
Figure 5.1 The task environment 124
Figure 5.2 Training and task environments 125
Figure 5.3 Task environment components 134
Figure 5.4 Training environment components 137
Figure 5.5 Fidelity dimensions mapped to the Training
Environment Model 141
Figure 5.6 Types of simulation mapped to the Training
Environment Model 150
Figure 5.7 The Training Environment Model 151
Figure 6.1 High-level Training Overlay Model 161
Figure 6.2 The high-level Team Training Model 162
Figure 6.3 Factors that influence the training strategy 163
Figure 6.4 Training strategy 168
Figure 6.5 Part-task/whole-task training in the collective context 171
Figure 6.6 Training analysis and design components 187
Figure 6.7 Training delivery and evaluation 191
Figure 6.8 The detailed Training Overlay Model 195
Figure 6.9 The Team Training Model 196
Figure 7.1 The TCTNA process model 202
Figure 7.2 The CADMID cycle 204
Figure 7.3 Iterative application of TCTNA in acquisition 205
Figure 8.1 TCTNA process sequence – Project Initiation 210
Figure 9.1 TCTNA process sequence – Team/Collective
Task Analysis 216
Figure 9.2 The Team Performance Model 217
Figure 9.3 Type 23 organisational chart for force protection against
an asymmetric threat for a Type 23 Frigate 220
Figure 9.4 Overview of Task Network Diagrams and the Task
Description Table 224
Figure 9.5 Top-level breakdown of the Surface Protection against an
Asymmetric Threat Task 227
List of Figures ix
Figure 9.6 Expansion of Evaluate Threat 229
Figure 10.1 TCTNA process sequence – CARO Analysis 234
Figure 11.1 TCTNA process sequence – Training
Environment Analysis 240
Figure 11.2 Training Environment Model 241
Figure 11.3 Example Training Environment Diagram 243
Figure 12.1 TCTNA process sequence – Training Overlay Analysis 252
Figure 12.2 Detailed training overlay model 253
Figure 12.3 High-level team training model 254
Figure 12.4 Sub-task training environment requirements 259
Figure 12.5 Additional role-player requirements for part task training 263
Figure 13.1 TCTNA process sequence – Training Options Analysis 266
Figure A1 GPMG (a, left) and Mk44 Minigun (b, right) mounted on
a Type 23 Frigate 274
Figure A2 Organisational chart 275
Figure A3 Top-level breakdown of the Surface Protection against an
Asymmetric Threat Task 278
Figure A4 Expansion of the Evaluate Threat task 279
Figure A5 Upper Deck Training Environment Diagram 288
Figure A6 Bridge Training Environment Diagram 289
Figure A7 Ops Room Training Environment Diagram 289
Figure B1 Maritime Power Projection and Sea Control 312
Figure B2 CEPP collective task boundary 313
Figure B3 CEPP actors and linkages, high-level view 316
Figure B4 Task network diagram for CEPP 317
Figure B5 CEPP Training Environment Diagram 320
Figure B6 CEPP represented as five interlocking collective
task domains 322