Best Training Guide -- US Marine Corps Systems Approach to Training (SAT) Manual

We have a winner! This document is perhaps the best guide to training. It has pretty much everything.

Let's go back to some of the wonderful stuff from the US military.

US Marine Corps Systems Approach to Training (SAT) Manual. June 2004. http://www.mcu.usmc.mil/lleadership/LLI%20site%20documents/LDDS/SAT_Manual.pdf

I really like this thing. It has some great detail. It conforms to an ADDIE model has has details on each section. I particularly like the breakdown of inputs, outputs, etc.

	Input	Process	Outcome
Analyze
	Job task data	Job analysis	Task list
		Task analysis	Individual training standards (ITS)
			Instructional setting
Design	ITS	Define student population	Target Population Description (TDP)
		Conduct learning analysis	Learning Objectives
		Define evaluation	Test Items
		Select media and method	Delivery System
		Organize Instruction	Sequenced Terminal Learning Objectives (TLO)
Develop	Learning Objectives	Organize course	Course Schedule
	TDP	Develop Instruction	Master Lesson Files (MLF)
	Delivery System	Develop media	Media
	Test Items	Validate Instruction	Revised instructional materials
		Develop supporting course materials	Course descriptive data
			Program of instruction
Implement	Instructional materials	Prepare for instruction	Delivery of instruction
		Implement instruction	Course data
Evaluate	Course data	Conduct formative evaluation	Revisions to instruction
		Conduct summative evaluation	Data on instructional effectiveness
		Manage data	Course Content Review Board (CCRB)

• Analyze
• Job analysis
• Task analysis
• Selection of tasks for instruciton
• Design
• Write a Target Population Description (TPD)
• Conduct Learning Analysis to develop learning objectives
• Select Delivery System
• Sequence Learning objectives
• Develop
• Develop course schedule
• Develop instruction
• Develop media
• Validate instruction
• Develop Course Descriptive Data (CDD) and Program of Instruction (POI)
• Implement
• Prepare for instruction
• Implement instruction
• Evaluate
• Plan and conduct
• Analyze and interpret
• Document and report

A task must be:

• Logical and necessary unit of work
• Be observable and measurable or produce an observable and measurable result
• Have one action verb and one object
• Be a specific act done for its own sake
• Be independent of other actions
• Have a specific beginning and ending
• Occur over a short period of time

Task lists must be verified and refined. And then you have to identify tasks for instruction based on:

• Percent of jobholders performing the task
• Percentage to time spend performing the task
• Criticality of the task to the job
• Frequency of task performance
• Probability of inadequate performance
• Task learning difficulty
• Time between job entry and task performance (task delay tolerance)
• Resource constraints for delivery

There might be particular standards for task delivery.

Target Knowledge Description: who is coming and what knowledge, skills, and attitudes (KSAs) do they need to have?

Learning objectives should:

1. Tell students what they will be able to perform (behavior)
2. Describes conditions under which the performance will occur (condition)
3. Tells how well someone will perform (standard -- completeness, accuracy, time,)
4. Establishes the basis for measurement of the performance
5. Provides a focus for the instructor and the student

Tremendous detail on how to actually test these things, particularly multiple choice (pg. 63).

Figure 2-17 is the Methods Selection Matrix that shows the appropriateness for different training methods for different types of learners and environments.

You need a lesson plan. It gives the instructor a script. It establishes continuity and standardization of instruction. Historical document. A lesson plan should include:

1. Title page
2. Introduction
3. Body (transitions, instructor notes, cues)
1. Establish main ideas
2. Sequence main ideas
3. Insert content
4. Provide examples
5. Determine placement of methods
1. Lecture
2. Demonstration
3. Practical application
6. Insert methods
4. Summary

Videos should be no more than 5-8 minutes.

An instructor preparation guide should include:

• Lesson title and lesson designator
• Total lesson time
• References
• Location of test
• Personnel required
• Facilities
• Review course materials
• Materials/equipment
• Exercise setup and planning

A Master Lesson File (MLF) serves as a repository for all materials. It must include at a minimum:

1. Learning Analysis Worksheet
2. Learning Objective Worksheet
3. Concept Card (snapshot of class -- objectives, method, media, instructor/learner ratios, references)
4. Risk Assessment Worksheet
5. Instructor Preparation Guide
6. Lesson Plan
7. Student Outline
8. Supplemental Student Materials
9. Media

The delivery and evaluation stuff is really good.

Course history folders should include:

• Enrollment rosters
• Student data sheet information
• Test results
• After Instruction Reports
• End of Course Critique Summary
• Graduation Roster

Course content should be reassessed by a review board.

Chapter 6 is all about adult learners.

What is this? Constructivist Learning Environments (CLEs)? They are apparently intended for "ill-structured problems". It is best accomplished with "situated learning" to promote "authentic learning." Problem-based learning is also an effective approach. There's also "Cognitive apprenticeship" (i.e., apprentice, intern, etc.). Best practices for cognitive apprenticeships include:

• Mentoring/coaching relationship
• Modeling and explaining of expert knowledge via think aloud procedures and worked examples
• Encourage collaboration
• Social interaction to enculture students into authentic practices

Chapter 7 is about developing trainers and then we get a whole lot of worksheets. Awesome. Included sheets include:

• Learning analysis worksheet
• Learning objective worksheet
• Concept card
• Lesson plan
• Master Lesson File checklists

Great references. In short, it's the best.