TRAINING AND EDUCATION DEVELOPMENT IN SUPPORT OF …

Department of the Army Headquarters, U.S. Army Training and Doctrine Command Fort Eustis, Virginia 23604-5700

*TRADOC Pamphlet 350-70-14

15 April 2021

Training

Training and Educational Development in Support of the Institutional Domain

FOR THE COMMANDER: OFFICIAL:

THEODORE D. MARTIN Lieutenant General, USA Deputy Commanding General/

Chief of Staff

WILLIAM T. LASHER Deputy Chief of Staff, G-6

History. This is a major revision to U.S. Army Training and Doctrine Command Pamphlet 35070-14.

Summary. This pamphlet provides guidance and examples for organizations that develop training and education products for primary use within the Army institutional training domain. It contains specific guidance for the development of courses and lessons (based upon tasks or based upon supporting knowledge, skills or attitudes for courses with educational outcomes), with supporting information on analyses, design considerations, implementation, assessment and evaluation, job aids, and graphic training aids, training support packages, and management of training and education products. This guidance incorporates the concepts and paradigms outlined in the U.S. Army Learning Model and supports the development of products that achieve learning outcomes in building overall Army readiness.

Applicability. This pamphlet applies to all Army organizations generating Army learning products used by the Regular Army, U.S. Army National Guard, U.S. Army Reserve, and Department of the Army Civilians.

*This pamphlet supersedes TRADOC Pamphlet 350-70-14, dated 27 March 2015; TRADOC Pamphlet 350-70-4, dated 12 January 2004; TRADOC Pamphlet 350-70-5, dated 20 August 2004, TRADOC Pamphlet 350-70-6, dated 7 September 2004; and TRADOC Pamphlet 350-70-10, dated 29 March 2004.

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Proponent and exception authority. The proponent for this pamphlet is the U.S. Combined Arms Center, Army University, Director for Learning Systems. The proponent has the authority to approve exceptions or waivers to this pamphlet that are consistent with controlling law and regulations. Activities may request a waiver to this regulation by providing justification that includes a full analysis of the expected benefits and must include formal review by the activity's senior legal officer. All waiver requests will be endorsed by the commander or senior leader of the requesting activity and forwarded through their higher HQ to the policy proponent.

Suggested improvements. Submit changes for improving this publication on Department of Army Form 2028 (Recommended Changes to Publications and Blank Forms) directly to Directorate of Learning Systems (ATZL-AUL), The Army University, U.S. Army Combined Arms Center, 101 Meade Avenue, Building 102, Leavenworth, KS 66027-1356 or electronically to ArmyU@mail.mil.

Distribution. This pamphlet is available in electronic media only at the U.S. Army Training and Doctrine Command Administrative Publications website ().

Summary of Changes

Training and Doctrine Command Pamphlet 350-70-14 Training and Education Development in Support of the Institutional Training Domain

This major revision, dated 15 April 2021-

o Removes 21st Century Soldier Competency language.

o Supersedes U.S. Army Training and Doctrine Command pamphlets 350-70-4, 350-70-5, 35070-6, and 350-70-10 to consolidate and incorporate enduring guidance and procedures (throughout).

o Expands the Analysis, Design, Development, Implementation, and Evaluation Process discussion and the Army University Experiential Learning Model.

o Synchronizes content on mission analysis and job analysis with U.S. Training and Doctrine Command Pamphlet 350-70-1 (chaps 3 and 4).

o Explains and provides examples of task selection models (chap 4).

o Elaborates on how to conduct job analysis surveys and how to conduct target audience analysis surveys (chaps 4 and 5).

o Adds guidance for design, which addresses module- and course-level terminal learning objectives (chap 6).

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TRADOC Pamphlet 350-70-14 o Clarifies further the use of learning taxonomies in the development of learning objectives (chaps 2 and 7). o Includes guidance for developing lessons based on supporting knowledge, skills or attitudes for courses with educational outcomes (chaps 6 and 7). o Adds guidance on job aids, graphic training aids, and training circulars (chap 8). o Adds a new chapter on implementation (chap 10). o Reorganizes assessment and testing content and incorporates enduring content from U.S. Training and Doctrine Command Pamphlet 350-70-5 (chap 11). o Reorganizes evaluation, quality and accreditation content (chap 12). o Adds synchronization meeting information for critical task and site selection boards, course design reviews, and post-instructional conferences (para 4-11 and app C). o Adds course management plan (app H). o Updates titles, links and references throughout.

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Contents

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Chapter 1 Introduction .................................................................................................................. 13 1-1. Purpose..................................................................................................................................13 1-2. References .............................................................................................................................13 1-3. Explanation of abbreviations and terms ................................................................................13 1-4. Scope .....................................................................................................................................13 1-5. Records management requirements ......................................................................................13 1-6. Army learning policy and systems overview ........................................................................13 1-7. Institutional learning processes and products .......................................................................14 1-8. Army learning policy, systems, and Analysis, Design, Development, Implementation, and Evaluation Process .......................................................................................................................16 1-9. Regulation and pamphlet relationship...................................................................................21 Chapter 2 Proponent Requirements and Support of Institutional Training and Education Products ....................................................................................................................................................... 21 2-1. Introduction ...........................................................................................................................21 2-2. Training proponent information and identification numbers ................................................22 2-3. Institutional training and education system ..........................................................................22 2-4. Mandatory training in institutions.........................................................................................22 2-5. Foreign disclosure restriction statements ..............................................................................22 2-6. Intellectual property/copyrighted/proprietary materials .......................................................23 2-7. Training and education development planning and management.........................................25 2-8. Interfacing with other Army systems and processes.............................................................26 2-9. Application of Army Learning Model ..................................................................................27 Chapter 3 Operational Force Drivers of Institutional Training Domain Learning Products ........ 27 3-1. Operational force drivers of institutional training domain learning products introduction27 3-2. Army Readiness Model.........................................................................................................27 3-3. Needs analysis.......................................................................................................................28 3-4. Needs analysis team roles and duties ....................................................................................29 3-5. Needs analysis initiation .......................................................................................................31 3-6. Needs analysis advance reparation .......................................................................................32 3-7. Identify performance problem ..............................................................................................33 3-8. Identify problem in terms of learning outcomes ...................................................................34 3-9. Establish scope ......................................................................................................................35 3-10. Clarify cause of identified performance deficiency(ies) .....................................................35 3-11. Identify solutions to performance deficiency(ies) ..............................................................36 3-12. Recommend solution(s) to performance deficiency(ies) ....................................................38 3-13. Needs analysis documentation ............................................................................................39 3-14. Establish training and education development/training or education requirement .............41 3-15. Improve education/training efficiency and effectiveness ...................................................41 3-16. Needs analysis quality control ............................................................................................42 3-17. Learning product analysis process overview ......................................................................42 3-18. Mission analysis for learning product development ...........................................................42 3-19. Safety, risk management, and environmental protection ....................................................43 Chapter 4 Job Analysis ................................................................................................................. 45 4-1. Job analysis introduction.......................................................................................................45 4-2. Job analysis process ..............................................................................................................45

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4-3. Identify/select job to analyze ................................................................................................49 4-4. Individual task identification ................................................................................................49 4-5. Develop/update target audience description .........................................................................49 4-6. Conduct job familiarization/research ....................................................................................51 4-7. Compile total task inventory .................................................................................................52 4-8. Conduct job analysis survey .................................................................................................53 4-9. Conduct a critical task and site selection board ....................................................................60 4-10. Obtain individual critical task list approval ........................................................................66 4-11. Individual critical task list...................................................................................................66 4-12. Distribute approved critical task list ...................................................................................67 4-13. Job analysis quality control.................................................................................................68 4-14. Individual task analysis .......................................................................................................68 4-15. Individual critical task list-to-lesson crosswalk ..................................................................69 4-16. Terminal learning objective supporting eucational outcome-to-lesson crosswalk .............69 Chapter 5 Target and Targeted Audience Analysis ...................................................................... 70 5-1. Target and targeted audience analysis introduction ..............................................................70 5-2. Targeted audience analysis for learners enrolled in a learning event ...................................73 5-3. Determine population size, location, and availability...........................................................73 5-4. Data collection planning .......................................................................................................74 5-5. Develop data collection instruments .....................................................................................74 5-6. Data collection ......................................................................................................................76 5-7. Data analysis procedure ........................................................................................................78 5-8. Review goals and objectives .................................................................................................78 5-9. Determine reliability and validity of raw data ......................................................................78 5-10. Prepare analysis data ...........................................................................................................80 5-11. Analyze data........................................................................................................................80 5-12. Interpret findings.................................................................................................................81 5-13. Gap analysis in relation to targeted audience analysis........................................................81 Chapter 6 Course Design and Development ................................................................................. 82 6-1. Course design and development introduction .......................................................................82 6-2. Course design imperatives ....................................................................................................83 6-3. Course design considerations................................................................................................83 6-4. Course design requirements ..................................................................................................86 6-5. Course purpose and scope.....................................................................................................87 6-6. Course prerequisites ..............................................................................................................88 6-7. Course structure and sequence ..............................................................................................89 6-8. Course design components....................................................................................................91 6-9. Course development..............................................................................................................95 6-10. Resource requirements ......................................................................................................101 6-11. Career map ........................................................................................................................102 6-12. Quality control for courses (evaluation and validation)....................................................102 Chapter 7 Lessons and Lesson Plans .......................................................................................... 105 7-1. Lessons and lesson plans introduction ................................................................................105 7-2. Analysis for lessons ............................................................................................................106 7-3. Learning objectives and learning domains..........................................................................106

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7-4. Sequencing lessons and learning objectives .......................................................................115 7-5. Lesson design ......................................................................................................................117 7-6. Lesson design guidelines ....................................................................................................118 7-7. Learning step activities .......................................................................................................119 7-8. Developing learning step activities .....................................................................................120 7-9. Lesson numbers...................................................................................................................122 7-10. Lesson titles.......................................................................................................................124 7-11. Lesson plan development ..................................................................................................125 7-12. Modes of instructional delivery for lessons ......................................................................129 7-13. Instructional strategy and methods of instruction .............................................................129 7-15. Lesson academic hours .....................................................................................................133 7-16. Instructor contact hours.....................................................................................................133 7-17. Instructor actions...............................................................................................................134 7-18. Media ................................................................................................................................138 7-19. Media delivery ..................................................................................................................140 7-20. Resources required ............................................................................................................143 7-21. Measuring learner performance: assessment ....................................................................144 7-22. Administrative data ...........................................................................................................144 7-23. Quality control for lesson plans ........................................................................................145 Chapter 8 Job Aids, Graphic Training Aids, and Training Circulars ......................................... 146 8-1. Job aids and graphic training aids .......................................................................................146 8-2. Job aid application ..............................................................................................................146 8-3. Job aid creation ...................................................................................................................147 8-4. Job aid validation ................................................................................................................150 8-5. Graphic training aid design and development.....................................................................150 8-6. Graphic training aid quality control ....................................................................................152 8-7. Training circulars ................................................................................................................152 8-8. Training circular analysis and design..................................................................................152 8-9. Training circular development ............................................................................................153 8-10. Training circular quality control .......................................................................................153 Chapter 9 Individual Training Support Packages ....................................................................... 154 9-1. Individual training support packages introduction..............................................................154 9-2. Training Support Package analysis and numbering ............................................................154 9-3. Training Support Package design .......................................................................................154 9-4. Training Support Package development .............................................................................154 9-5. Training Support Package quality control ..........................................................................156 Chapter 10 Implementation......................................................................................................... 156 10-1. Implementation introduction.............................................................................................156 10-2. Proponent preparation .......................................................................................................158 10-3. Training and education developer preparation..................................................................158 10-4. Instructor/facilitator and material preparation ..................................................................159 10-5. Evaluation .........................................................................................................................160 10-6. Closeout management .......................................................................................................163

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Chapter 11 Assessment and Testing ........................................................................................... 165 11-1. Assessment and testing purpose........................................................................................165 Section I Assessment Overview .................................................................................................165 11-2. Measuring learner performance: assessment ....................................................................165 11-3. Assessment types ..............................................................................................................166 11-4. Assessment methods .........................................................................................................166 11-5. Assessment/test development or revision decision-making..............................................167 11-6. Assessment design and development ................................................................................167 11-7. Assessment/assessment item analysis ...............................................................................168 11-8. Managing and controlling assessments .............................................................................168 Section II Assessment/test development ....................................................................................170 11-9. Assessment/test development ...........................................................................................170 11-10. Performance-based assessment/testing ...........................................................................170 11-11. Performance and knowledge-based assessments/tests ....................................................170 11-12. Test placement in a course ..............................................................................................175 11-13. Pretests ............................................................................................................................175 11-14. Check on learning ...........................................................................................................176 11-15. Within-course assessments/tests .....................................................................................177 11-16. Post-assessment/test ........................................................................................................178 11-17. Assessment/test design....................................................................................................179 11-18. Criterion-referenced test development ............................................................................187 11-19. Criterion-referenced test characteristics..........................................................................187 11-20. Turning learning objectives into assessment/test items ..................................................191 11-21. Sequence of development ...............................................................................................193 11-22. Assessment/test development project steps ....................................................................193 11-23. Planning for development of assessments/assessment items ..........................................194 11-24. Determine course assessment/test policy and procedures...............................................194 11-25. Write an assessment plan ................................................................................................196 11-26. Write an individual student assessment plan ..................................................................196 11-27. Construct and validate assessment/test items..................................................................197 11-28. Construct and validate assessment rubrics......................................................................197 11-29. Write assessment/test control measures ..........................................................................198 11-30. Implement assessment/test plan ......................................................................................199 11-31. Performance assessment/test development .....................................................................199 11-32. Select, review, and revise performance objectives .........................................................200 11-33. Design performance assessment/test items .....................................................................200 11-34. Validation of performance assessment/test items ...........................................................202 11-35. Review and revise knowledge/cognitive skills-based learning objectives .....................204 11-36. Design knowledge/cognitive skills assessment/test items ..............................................204 11-37. Validate knowledge/cognitive skills-based assessment/test items..................................206 11-38. Analyze assessment/test results ......................................................................................207 Chapter 12 Evaluation, Quality, and Accreditation .................................................................... 208 12-1. Evaluation, quality, and accreditation overview ...............................................................208 12-2. Types of evaluation ...........................................................................................................209

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