CFITES - Canadian Armyarmyapp.forces.gc.ca/.../jtrg_01_04/references/JTRG_01.04_CFITES_E… · by IT&E. Reference NDHQ Instruction ADM(Per) 4/94 ... Quality control applies to the

NationalDefence

Défensenationale

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

CF I TESoperations

STRATEGICGUIDANCE

needsassessment

CFITES:

canadian forces

individual training

and education system

Canad ian Forces Ind iv idua l T ra in ing and Educat ion Sys tem

I n t r o d u c t i o n / D e s c r i p t i o n

A-P9-000-001/PT-000

I

F O R E W O R D

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.

1997-07-25

CFSU(O) Creative Services 97CS-1391

A-P9-000-001/PT-000

T

III

T A B L E O F C O N T E N T S

PART 1 INTRODUCTION

Background. . . . . . . . . . . . . . . . . . . . . . . . . . . 1Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1CFITES in Context . . . . . . . . . . . . . . . . . . . . . 1Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Management Structure . . . . . . . . . . . . . . . . . . 2CFITES Definition. . . . . . . . . . . . . . . . . . . . . . 2Fundamental Principles . . . . . . . . . . . . . . . . . 2

PART 2 QUALITY CONTROL SYSTEM

Purpose of Quality Control. . . . . . . . . . . . . . . 3Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Implementation . . . . . . . . . . . . . . . . . . . . . . . 4Verification of Quality Control . . . . . . . . . . . . 4Needs Assessment . . . . . . . . . . . . . . . . . . . . . 4Purpose of Needs Assessment . . . . . . . . . . . . .4Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Development. . . . . . . . . . . . . . . . . . . . . . . . . . 6Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Quality Control Summary . . . . . . . . . . . . . . . 8

PART 3 QUANTITY CONTROL PROCESS

Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Implementation . . . . . . . . . . . . . . . . . . . . . . . 11Verification of Quantity Control. . . . . . . . . . 11Identify Quantitative Requirement. . . . . . . . 11Propose Schedule . . . . . . . . . . . . . . . . . . . . . .12Match . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Commission . . . . . . . . . . . . . . . . . . . . . . . . . 12Administer Conduct. . . . . . . . . . . . . . . . . . . 13Quantity Control Summary . . . . . . . . . . . . . 13

PART 4 RESOURCE MANAGEMENT MECHANISMS

Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Identify and Cost Options . . . . . . . . . . . . . . 16Record Costs. . . . . . . . . . . . . . . . . . . . . . . . . 16Optimize Forecast . . . . . . . . . . . . . . . . . . . . 16Apply Costs to Forecast . . . . . . . . . . . . . . . . 16Determine Acceptability of Costs . . . . . . . . . 17Prioritize. . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Input Forecast to Business Plan . . . . . . . . . . 17Fund Serials . . . . . . . . . . . . . . . . . . . . . . . . . 17Assess Costs . . . . . . . . . . . . . . . . . . . . . . . . . 17

ANNEX GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . A1

III

3.

2.

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

P A R T 1

Background

Purpose

CFITES in Context

Figure 1: CFITES in Context

I1.

dnd/cf management systems

operations

STRATEGICGUIDANCE

needsassessment

CFITES:canadian forces

individual trainingand education system

III N T R O D U C T I O N

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 ForcesIndividual Training and Education System (CFITES). The Manual ofIndividual Training and Education provides guidance on the CFITES in a series of interrelated volumes, each focusing upon a different aspect of the system.

This volume describes the CFITES and defines the Managing Authority/Command/Group level management processes by which the system isimplemented. It is intended as a broad overview of the system as a whole.Subsequent volumes of this series provide detailed guidance on specificactivities 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.

The CFITES is one of the DND/CF management systems. More specifically,it supports the operational capability of the CF by providing members withthe IT&E they need to perform effectively. As the following diagram shows,the CFITES responds to strategic guidance when an assessment of needindicates that a performance or personnel issue can best be addressed by IT&E.

Reference NDHQ Instruction ADM(Per) 4/94 Individual Training and Professional Development Management Framework, 31 May 1994

P A R T 1

2


The CFITES governs IT&E for all CF members, Regular and Reserve. The terms “training” and “education” are defined in Reference.

ADM(Per) is the Departmental Authority (DA) for IT&E. There are currentlyfour Managing Authorities (MA): the three environmental commands andCFRETS which is the MA on behalf of ADM(Per). Specific responsibilitieswithin this management structure are detailed in Reference.

The CFITES is a management system designed to optimize the quality and quantity of IT&E, while minimizing the resources dedicated to IT&Eprogrammes. The CFITES is composed of a Quality Control System and aQuantity Control Process. Each of these components incorporates ResourceManagement mechanisms. An overview of the system is given in the following diagram.

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 Departmentalperformance goals.

b. Systems approach: IT&E programmes are defined, produced and main-tained through an iterative and interactive series of steps leading fromthe definition of a requirement to the verification that the requirementhas been satisfied.

c. Optimum efficiency: IT&E is developed and conducted in a mannerwhich prevents or eliminates unnecessary effort, and which ensurescontinuing cost-effectiveness. Resources are managed at the level ofassigned responsibility, and authority and accountability accompanythat responsibility.

Scope

Management Structure

CFITES Definition

Fundamental Principles

Figure 2: CFITES Overview

dnd/cf management systems

operations

strategicguidance

needs assessment

quality control

quantity control

ResourceManagement

4.

5.

6.

7.

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P A R T 2

Figure 3: Quality Control System

Purpose ofQuality Control

8.

Definition 9.

operations

STRATEGICGUIDANCE

analysis designdevelopment

conductevaluation

validation

needsassessment

QQQ U A L I T Y C O N T R O L S Y S T E M

Quality control applies to the development, implementation and mainte-nance of IT&E programmes. Its purpose is to ensure that what a memberlearns meets the requirements of his/her tasks and duties. Quality controlin 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.

The CFITES Quality Control System is a six-phase systems approach model.The phases are: Analysis, Design, Development, Conduct, Evaluation andValidation. Each phase is composed of fundamental processes which arenormally completed for all CF IT&E. The following diagram illustrates theQuality Control System in context, and is meant to emphasize the followingimportant features of the system:

a. The Quality Control System operates to satisfy IT&E needs which havebeen identified through strategic guidance and operational experience.

b. The six phases, while broadly sequential, are also somewhat interde-pendent. 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, muchof it concurrent with the development and conduct of IT&E. Althougheach type of evaluative activity has a different focus, there are common-alities which make the boundary between them an indistinct one.

d. The system interacts with the larger DND/CF environment. Validationdata, for example, may suggest the need for changes outside the QualityControl System, and even outside the CFITES. The effectiveness of the CFITES Quality Control System is reflected in the operational performance of DND/CF.

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P A R T 2

All IT&E for military personnel will be selected or produced in accordancewith 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 describedbelow, additional processes will often be needed to suit specific require-ments. However, adherence to the fundamental processes - and their intent -will promote effective, efficient and innovative IT&E solutions. Any or all ofthe Quality Control phases may be carried out in whole or part by externalagencies, as directed by MAs.

As the DA, ADM(Per) monitors the implementation of the CFITES QualityControl 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 differ-ence is proposed. NDHQ or Command staffs should conduct a needs assessment in the event of new or revised operational or Departmentalrequirements. These requirements derive from a number of sources, forexample, legislation and strategic guidance, Occupational Analysis reports,new or revised Occupational Specifications, revised operational doctrine,organizational analysis, and equipment acquisition. A needs assessmentmay also be prompted by an observed performance deficiency, or by theidentification of an opportunity for enhanced performance, e.g. after actionreports, accident reports, staff studies.

Essentially, needs assessment identifies the performance issues associatedwith a new or revised requirement and recommends a solution. IT&E is onlyone of many possible management interventions, and is not always the mosteffective one. Recruiting, equipment redesign and job restructuring are onlya few of the potential solutions. If IT&E is determined to be the optimumsolution, the Quality Control System is triggered, beginning with theAnalysis phase. Needs Assessment is described in detail in Volume 2 of this series.

The purpose of the Analysis phase of the Quality Control System is to specifythe 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 meansof addressing a performance issue. The essential output of needs assess-ment for IT&E development purposes is a clear description of the tasksto be performed in order to meet the identified need(s). However, to

Implementation 10.

Verification ofQuality Control

11.

NeedsAssessment

12.

Purpose of NeedsAssessment

13.

Analysis 14.

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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 understandingof 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 requirementmust be defined, including the minimal acceptable levels of perfor-mance expected of the individual in performing the task or duty forwhich the IT&E was identified. This outcome is stated as one or moreperformance objectives, and documented in a qualification standard,which serves as the basis for subsequent Quality Control phases.

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 theDepartment 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 ofdesign 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 pro-cess is to further describe the expected learners in terms of their entrylevel skills, knowledge, and attitudes, and those characteristics whichare 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, methodsand media.

b. Perform instructional analysis. Each performance objective is analyzedto determine the supporting skills, knowledge and attitudes required toachieve it. These essential components are then grouped and sequencedinto the order most suitable for learning.

c. Develop learning assessment plan. An assessment plan is an overallstrategy for the use of testing in support of an IT&E programme. Theassessment plan determines how progress toward, and achievement of, the required performance will be checked. While assessment mustbe based upon the performance orientation principle of IT&E, limitingfactors (such as available resources and safety implications) may notpermit direct observation of the full range of desired performance. Theassessment plan describes the manner in which a valid and reliablesample of student performance will be measured and evaluated.

d. Develop learning assessment instruments. Effective tests require carefuldevelopment and trial to ensure that they do in fact measure what theyare intended to measure, and that they do so consistently. Progress tests

Design 15.

Words in italics are defined in the glossary at Annex.

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P A R T 2

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 efficientinstructional strategy - or combination of strategies. Design staff shouldbe 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 identifyseveral instructional strategies and to estimate costs for each. It shouldbe noted that over time, a number of instructional strategies may bedeveloped for a given qualification, each of which may be appropriateto specific circumstances such as number and location of learners.

f. Select/approve instructional strategy. Each instructional strategy isexamined to determine its potential effectiveness in enabling learners to achieve the performance objectives. In the event that there is morethan one effective option, costs, risks and related impacts must be con-sidered. Normally the option which meets the need at the lowest cost is selected. However, associated advantages or disadvantages may out-weigh cost considerations in some cases. The selected strategy must be defensible first from a performance perspective; that is, it producesgraduates with the required capability. Secondly, the selected optionmust be defensible from a resource management perspective; that is, it meets the need at optimum cost, all other factors being equal. Whenresource implications are substantial, a business case is developed tosupport the decision-making process. The estimated cost of the selectedinstructional strategy is recorded for eventual application to IT&E fore-casts. In the case of a large scale development effort (e.g., programmingcomputer-based training), estimated resources for development shouldbe 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 andinstructional 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 assessmentprocedures. Decisions taken during this phase are embodied in a docu-ment such as a training plan which serves as a template for the devel-opment, conduct and evaluation of IT&E. Complex training technologyprojects will often require an accompanying implementation plan.

The purpose of the Development phase is to obtain effective instructionalmaterials which preserve the design intent. It is recognized that there is a vast range of instructional materials and that development time variesenormously. Development of technology/media-based instruction will normally require substantially more resources than conventional classroominstruction. The Development phase incorporates the following fundamentalprocesses.

Development 16.

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P A R T 2

a. Procure/produce instructional materials. Performance-oriented IT&Ewill usually require carefully developed materials to support learningactivities. Such items include instructor lesson plans, interactivecourseware such as computer based training (CBT), training aids of all types including real equipment, references and job aids, and testingmaterials. In some cases, appropriate materials, or even completeinstructional 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 lessonguidance and related materials, these should be both reviewed by sub-ject matter experts, and tried out with individuals who are representa-tive 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 familiarwith 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 effectivemanagement of resources and is particularly crucial in large scaledevelopment 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.

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 instructionalactivities and take remedial action when required.

The purpose of the Evaluation phase is to ensure the effectiveness and efficiency of instruction. A programme is effective to the extent that thelearner has achieved the performance objective(s). A programme is efficientto 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 objectivesis measured through progress tests while achievement of performanceobjectives is measured through performance checks.

Conduct 17.

Evaluation 18.

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P A R T 2

b. Assess content and delivery. Instructional activities are monitored asthey occur so that corrective action can be taken as necessary. Both thecontent and delivery of instruction are monitored. Sources of feedbackinclude: students, instructors, support staff and observers.

c. Assess costs. Both internal and external criteria may be used to deter-mine whether an instructional activity has been conducted at optimumcost. As a minimum, this process includes a comparison of actual to planned costs. Costs may also be compared to those of similarinstructional activities within and outside the Department.

d. Revise as necessary. Revisions or modifications are made to thoseaspects of an instructional activity (methods, materials, tests or delivery) that have been found to need improvement.

The purpose of the validation phase is to verify that the CFITES QualityControl System has adequately prepared - and continues to prepare - graduates to perform the operational task or to meet specified Departmentalgoals. Validation can also identify excessive or unnecessary IT&E. Validationis conducted on a regular basis to ensure that programmes are kept up-to-datewith 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 extentof information that can be obtained within a time period appropriate tothe scale and type of the IT&E activity under scrutiny. Planning identi-fies the aim of the validation project, information sources, instrumentsand 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 docu-mented. These are focused on the closeness of the fit between the IT&Eprovided and the job requirement. If shortcomings are identified, thereport includes recommendations which are fed back to the appropriateQuality Control phase or, if necessary, Quantity Control function. Insome cases, validation studies draw attention to problems that are notdirectly related to education or training, and these should be reported to the appropriate authorities.

The phases and required processes of the Quality Control System are summarized in the following table. Outcomes or products are indicated in bold.

Validation 19.

Quality ControlSummary

20.

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P A R T 2

ANALYZE

- review needs assessment findings

- analyze tasks for IT&E

- specify performance objectives

DESIGN

- define learner characteristics

- perform instructional analysis

- develop learning assessmentplan

- develop learning assessmentinstruments

- identify/cost instructionalstrategies

- select/approve instructionalstrategy

- specify course content/lessonguidance

QUALITY CONTROL SYSTEM

DEVELOP

- procure/develop instructionalmaterials

- conduct trials and revise

- prepare staff

- record development costs

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

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P A R T 3

Purpose 21.

Definition 22.

Figure 4: Quantity Control Process

operations

STRATEGICGUIDANCE

needsassessment identify

requirements match

commissionadminister

conduct

PROPOSE SCHEDULE

QQQ U A N T I T Y C O N T R O L P R O C E S S

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 righttime for the right cost.

In the CFITES the provision of IT&E is managed through the QuantityControl Process, a sequence of management functions each of which incor-porates fundamental processes. The functions are: Identify QuantitativeRequirement, Propose Schedule, Match, Commission and AdministerConduct. The following diagram illustrates the Quantity Control functions in context.

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P A R T 3

MAs ensure that the provision of all IT&E to military personnel is managed through the CFITES Quantity Control Process.

As the Departmental Authority (DA), ADM(Per) will monitor the implementation of the CFITES Quantity Control Process through the Verification process prescribed in Reference.

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 toidentify the quantitative requirement, the following fundamental processesare completed.

a. Determine basic qualification requirements. Basic training ensuresthat the CF is maintained at the established size and that each MOC is maintained at its preferred manning level. The number of personnelby MOC for the Regular Force is determined at NDHQ, DirectorEstablishment and Personnel Requirements (DEPR) in consultation withthe Commands, and transmitted to the appropriate MA. The numericalrequirement by MOC for the Reserve is determined by each environ-mental Command and by ADM(DIS) for the Communication Reserve.The number of personnel for each type of basic training is calculatedbased 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 effectivestrength, 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 forNCMs in MOCs with a second language requirement. NCMs recruit-ed to meet the Bilingual Anglophone Requirement also require thebasic language qualification.

b. Determine non-basic qualification requirements. IT&E for non-basicqualifications is demand-driven. Personnel are identified for qualifica-tions 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 accordingto the relative importance of the qualification to the missions to beaccomplished. Organizational priorities such as the number of person-nel from same unit who can be on IT&E at the same time, also apply.

Implementation 23.

Verification ofQuantity Control

24.

IdentifyQuantitativeRequirement

25.

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P A R T 3

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 prerequi-site 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 expecteddemand for IT&E, while optimizing the use of IT&E establishment capacity.The fundamental process of this function is to establish the number andtiming of serials that could be offered. IT&E establishments propose sched-ules for each course or programme based on: capacity, resources, TrainingPlan, historical data and predicted demand. Scheduling for training leadingto basic qualifications should be coordinated to ensure efficient timing anda steady production flow which supports the preferred manning level ofeach MOC. Proposed schedules are produced independently of nominationslists and are tentative; IT&E activities can only be conducted when arequirement has been identified and when funding has been assigned.

The purpose of this Quantity Control function is to match the supply (proposed schedule) to the demand for IT&E (nominations) in order to pro-duce a forecast. It should be noted that this forecast is not static, but likelyto evolve with changing priorities and incremental taskings. Matching theIT&E supply to the demand includes the following fundamental processes.

a. Match serials to nominations. The Managing Authority (MA) comparesthe schedule for each IT&E activity with the corresponding nominationlist.

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 becausebasic trainees take priority for training resources. Matching continuesuntil optimum load is reached, thus minimizing the number of serialsforecast. MAs also apply selection criteria based on resource considera-tions, for example, by giving preference to the location of IT&E closestto the location of the nominee.

The purpose of this function is to determine which serials of the forecastwill be funded, and thereby implemented, in the upcoming fiscal year. It should be noted that the fundamental processes of this function aredynamic in nature and that their outcomes evolve in response to changingrequirements. In order to commission IT&E, the following fundamental processes are completed.

a. Apply costs to forecast. Costs for each activity or programme are deter-mined during the Design phase of Quality Control. Costs are calculatedfor the number of serials and nominees established in the forecast.

ProposeSchedule

26.

Match 27.

Commission 28.

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P A R T 3

b. Determine acceptability of costs. The MA applies criteria establishedon the basis of budget assumptions, strategic guidance, operationalrequirements and capacity, to determine acceptability of costs. If costsare not acceptable, revisions are made to the forecast number of serialsand/or instructional strategies.

c. Prioritize forecast. Priorities are assigned to serials based on Commandguidance.

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, ensuringadherence to directed priorities and budgets prior to funding each serial. When forecast activities are funded, loading documents areissued as required; for example, posting message, loading message, joining instructions. A loading list is sent to the IT&E establishment.

The purpose of this function is to record information resulting from theconduct of IT&E. This information supports both planning and auditingactivities. The following are the fundamental processes.

a. Prepare nominal roll. The IT&E establishment, having receivedapproval 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 relevantdata for each learner.

c. Record costs. Actual costs of each serial are recorded for future refer-ence in Design and Development decisions. Actual costs will also becompared with forecast costs in evaluating cost-effectiveness during the Evaluation phase of the Quality Control System. Finally, actualcosts 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.

The functions and sub-processes of the Quantity Control Process are summarized in the following table.

AdministerConduct

29.

Quantity ControlSummary

30.

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P A R T 3

IDENTIFY QUANTITATIVEREQUIREMENT

- determine basic qualificationrequirements

- determine non-basic qualification requirements

- prioritize requirements

- nominate

PROPOSE SCHEDULE

- determine potential numberand timing of serials

MATCH

- match serials to nominations

- optimize forecast

QUANTITY CONTROL PROCESS

COMMISSION

- apply costs to forecast

- determine acceptability of costs

- prioritize forecast

- input forecast to businessplan

- fund serials

ADMINISTER CONDUCT

- prepare nominal roll

- record results

- record costs

- produce reports

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P A R T 4

Figure 5: Resource Management Mechanisms in Quality Control

Purpose 31.

32.

ASSESSCOSTS

IDENTIFY/COST OPTIONS

RECORDCOSTS

analyze

design

develop

conduct

evaluate

validate

RR E S O U R C E M A N A G E M E N TM E C H A N I S M S

In the CFITES, Resource Management mechanisms operate within theQuality Control System and the Quantity Control Process to implement,maintain and improve resource-effectiveness. These mechanisms link IT&Eto 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.

The Resource Management mechanisms employed within the CFITES are identified as fundamental processes in the descriptions of the QualityControl System and the Quantity Control Process (above). They are repeatedhere to underline the importance of minimizing the resources dedicated to IT&E while maintaining essential quality and quantity. The CFITESResource Management mechanisms and their links to quality control phasesand quantity control functions are illustrated in the following diagrams.

16


P A R T 4

The purpose of this mechanism is to ensure that all quality control deci-sions are based on consideration of resource implications. Such decisionsshould be defensible from a business case perspective; that is, the selectedoption is demonstrably the most resource-effective one which meetsrequirements. Identifying and costing options entails: identifying alternatemeans of achieving an IT&E goal, and estimating costs for each. These costscan be factored into the selection decision, through a business case whererequired. Identifying/costing options is a fundamental process within theDesign phase of the Quality Control System.

The purpose of recording costs is to control expenditure through identifyingand 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 theDevelopment phase of the Quality Control System. It is also a fundamentalprocess within the Administer Conduct function of the Quantity ControlProcess.

The purpose of this mechanism is to minimize the number of serials conducted by ensuring an optimum load. This mechanism also involvesapplying cost criteria such as proximity of nominee to the location of IT&E.It is a fundamental process within the Matching function of the QuantityControl Process.

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 Commissioningfunction (Quantity Control).

Identify andCost Options

33.

Record Costs 34.

OptimizeForecast

35.

Apply Costs to Forecast

36.

Figure 6: Resource Management Mechanisms in Quantity Control

prioritize

optimize forecast

identify quantitative requirements

propose schedule

match

commission administer conduct

apply costs, determine

acceptability, prioritize. input to business plan,

fund serialsrecord costs

17


P A R T 4

The purpose of this mechanism is to determine whether costs meet criteriaestablished by the MA. If any costs are unacceptable, different options willbe analyzed to identify a more suitable solution. Determining the accept-ability of costs is a fundamental process within the Commissioning function(Quantity Control).

Prioritizing is a fundamental process within the following Quantity Controlfunctions: Identify Quantitative Requirement and Commission. The purposeof prioritizing is to define the link between IT&E and operational require-ments and departmental goals. Prioritizing determines what non-basic IT&Ewill or will not be funded in the event that allocated resources do notmatch 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.

Forecast IT&E activities are incorporated into the Command/Group businessplan within the Commission function (Quantity Control). The value of theseactivities to operational requirements and Departmental goals is assessed atthe appropriate level, and resources are allocated accordingly.

Once the business plan has been approved, the MA approves scheduledserials in order of priority and allocates the necessary funds for their con-duct. Funding serials is a fundamental process within the Commissioningfunction (Quantity Control).

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 beimproved and to recommend corrective action. Assessing costs is a funda-mental process within the Evaluation phase of the Quality Control System.

DetermineAcceptability of Costs

37.

Prioritize 38.

Input Forecast to Business Plan

39.

Fund Serials 40.

Assess Costs 41.


A N N E X A

A1

GG L O S S A R Y

basic qualification Basic qualifications are those which must beobtained before an individual is considered anoperationally effective member. Basic qualifica-tions are obtained through Recruit Training, BasicOfficer Training, Basic MOC Training and BasicLanguage Training. (see “non-basic qualification”)

business case A sound argument for a particular course of actionwhich shows the net contribution of that action inmeeting Departmental goals or operational missions.It ensures that the best solution, in terms of resultsand costs, is applied. The business case methodol-ogy for IT&E is described in the Reference.

business plan A contract between a manager and his/her superiorwhich identifies activities to be conducted andassociated resource requirements, and establishesa 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, operationalunits 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.

In contrast to basic qualifications, those qualifica-tions which apply to serving members who arequalified to an MOC. Non-basic qualifications are obtained through advanced MOC and specialtytraining, advanced language training, and education.

non-basic qualification


A N N E X A

A2

performance check Test designed to measure, in job-like circum-stances, the achievement of a performance objective.

A performance objective includes a description,in operational terms, of what the individual mustdo, the conditions under which the performancemust be completed, and the standard to whichthe performance must conform. These three elements are respectively defined as performancestatement, conditions and standard.

progress test A test administered during a course to checkwhether learners have achieved the objectives of one stage of instruction before proceeding to the next.

qualification A recognized level of ability in a work-relatedfield which is normally acquired through successful completion of IT&E.

A document which describes, in operational performance terms, the required outcome of IT&E(specific formats may be developed by MAs forparticular programmes).

training plan A document which prescribes the manner inwhich the IT&E establishment plans to meet the qualification standard.

performance objective

qualification standard

Documents

CFITES - Canadian Armyarmyapp.forces.gc.ca/.../jtrg_01_04/references/JTRG_01.04_CFITES_E… · by IT&E. Reference NDHQ Instruction ADM(Per) 4/94 ... Quality control applies to the