Standard Process
Definitions
Steps of Process
Tailoring Guidelines
Compliance
Self Assessment
Compliance Process
CMMI Risk Management Goals
Risk Review
Policy
AF Policy Directive 90-9: Operational Risk Management, 1 April 2000
AFI 90-901: Operational Risk Management, 1 April 2000
AFMC Instruction 90-902: Operational Risk Management, Dec 2007
Procedures
Affinity Diagrams
Brainstorming
Risk Plotting
Risk Statements
Tools & Techniques
RiskNav
Risk Matrix
Risk Radar
Training
Risk Process Orientation
Detailed Risk Process
Facilitator Training
Examples
Sample Risk Management Plan
Process Lessons Learned
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Description:
The instruction/education, on-the-job or unit training required to provide personnel with essential job skills, knowledge, values and attitudes.
Risks:
- The system must be designed so that the specified target population can be easily trained to perform to standard
- How much and what kind of training do soldiers, with the required aptitudes, need to acquire the skills necessary to accomplish their tasks?
- Have you addressed different kinds of training?
- Individual
- Crew/team
- Unit Collective (e.g., platoon, company and higher echelons)
- Sustainment or refresher
- Training Plans
- How is training to be conducted?
- Embedded
- Hands-on equipment
- Training aids devices, simulators, or simulations (TADSS), where simulations may be constructive (based on math or computer models), virtual using digital imagery, or live in the field.
- Where is training to be given
- School
- Unit organization
- On-the-job (OJT)
- Home (i.e., correspondence courses)
- Training Centers (e.g., National Training Center, Fort Irwin, CA)
- What is to be trained (specific system, or combat tasks)?
- Who does the training?
- Additional instructors needed?
- Special skills required?
- Who is to be trained (active, reserve, civilian): the Target Audience
- When is training/how long is training, and how is it distributed?
- Are the training objectives reasonably achievable?
- Are refresher courses needed?
- Various measures of skill and knowledge acquisition
- % of tasks performed to standard
- Time required to achieve qualification
- Number of practice trials required to achieve qualification
- % failures to follow procedures
- % tasks not trained to standard
- % tasks inadequately trained
- % tasks incorrectly trained
- Inadequate reference materials, lack of reference materials, lack of training equipment, or lack of TADSS
- Who evaluates acquisition of targeted skills and knowledge?
- Training Strategy Considerations:
- Is the target audience known and documented?
- Have the system's critical tasks been identified?
- Has the target audience and/or trainers participated in planning the training strategy?
- If training TADSS are required have plans been made for their development?
- Does the system require New Equipment Training Teams (NETT)?
- Has a Training Effectiveness Analysis (TEA) been conducted?
- Has the training strategy's validity been analyzed and checked?
- Resources, funds, facilities, time and trainers:
- Has the total implementation of operators/maintainers/repairers, and support personnel been considered in order to resource skill training and practice?
- Has personnel flow through the Trainees, Transients, Holdees, and Students (TTHS) account been evaluated?
- Has the impact on personnel training or availability to work, and on career progression been considered for officers/warrant officers/enlisted personnel/civilians?
- Will the system have an impact on Common Task Training requirements?
- How will the required training impact on total force readiness and on mobilization efficiency and speed?
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