TRAINING PLAN (PRELIMINARY)

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP88-00218R000300060001-7
• Release Decision: RIFPUB
• Original Classification: K
• Document Page Count: 45
• Document Creation Date: December 22, 2016
• Document Release Date: May 31, 2012
• Sequence Number: 1
• Publication Date: October 1, 1984
• Content Type: REPORT

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ESL
A Subsidiary of TRW
FBIS
TRAINING PLAN
(PRELIMINARY)
In Response to
Contract No.
84X-927700-000
(R.O.M)
.
At i?.Iv
495 Java Drive-P.O. Box 3510-Sunnyvale, CA 94088-3510.408.738.2888
Copy No. /5
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FBI S
TRAINING PLAN
R.O.M.
1 October 1984
Prepared under contract number: 84X-927700-000
Prepared by:
Philip P. Dotson
Fred J. Krazeise
Integrated Logistics Support
Strategic Systems Division
ESL
A Subsidiary of TRW
495 Java Drive
Post Office Box 3510
Sunnyvale, CA 94088-3510
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1.0 INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . 1
2.0 OVERVIEW . . . . . . . . . . . . . . . . . . . . . . 2
2.1 Special considerations . . . . . . . . . . . . 2
2.1.1 Technical Expertise/Experience of the User . . . . . 2
2.1.2 English Language Competency . . . . . . . . . . . . 2
2.1.3 Effects of Culture upon New Technology Acquisition 3
2.1.4 Introduction of New Technology . . . . . . . . . . . 3
2.1.5 Operational Limitations . . . . . . . . . . . 5
2.1.6 Travel to Training Sites . . . . . . . . . . . . . . 5
2.2 Training needs analysis . . . . . . . . . . . . . . . . 6
2.2.1 Documentation review. . . . . . . . . . . . . . 6
2.2.2 Interview of Subject Matter Experts . . . . . . . . 6
2.2.3 Observation of tasks . . . . . . . . . 7
2.2.4 Analysis of Target Population . . . . . . . . . . . 7
2.2.5 TNA Review and verification . . . . . . . . . 7
2.3 Instructional Materials Generation . . . . . . . . . R
2.3.1 Critical tasks . . . . . . . . . . . . . . . . . . . 8
2.3.2 Frequent tasks . . . . . . . . . . . . 8
2.3.3 Non-critical/Infrequent tasks . . . . . . . . . . . 8
2.3.4 Material development . . . . . . . . . . . . . . . . 9
2.3.5 Development cycle . . . . . . . . . . . . . . . 9
2.4 Training tasks . . . . . . . . . . . . . . . . . 10
3.0 BUREAU TRAINING . . . . . . . . . . . . . . . . . . 11
3.1 Target population . . . . . . . . . . . . . . . . . . 11
3.2 Training . . . . . . . . . . . . . . . . . . . . . 11
3.2.1 Operation training . . . . . . . . . . . . . . . . 12
3.2.2 Maintenance training . . . . . . . . . . . . . . . 18
4.0 HEADQUARTERS TRAINING . . . . . . . . . . . . . . 20
4.1 Target population . . . . . . . . . . . . . . . . . . 20
4.2 Training . . . . . . . , , 20
4.2.1 System operation overview for the user/analyst 21
4.2.2 Data base user training outline . . . . . . 22
4.2.3 Data base maintenance for the system manager course
outline . . . . . . . . . . . . . . . 23?
4.2.4 Manager/administrator overview outline . . . . . . 24
5.0 VI DEO. TAPE MODULES . . . . . . . . . . . . . . . 25
5.1 Using the terminal . . . . . . . . . . . . . . 25
5.2 Introduction to computer basics . . . . . . . . . . . 25
5.3 Introduction to the processing system . . . . . . 26
5.4 Introduction to the modernized FBIS system . . . . . . 26
6.0 INSTRUCTIONAL MATERIAL OUTLINES . . . . . . . . . . 27
6.1 Instructor guides . . . . . . . . . . . . . . . . . . 27
6.2 Student guides . . . . . . . . . . . . . . . . 27
6.3 Practical exercise workbook . . . . . . . . . . . . . 28
6.4 Certificates of completion . . . . . . . . . . . . . . 28
6.5 Course evaluations . . . . . . . . . . . . . . . . . . 28
7.0 MAINTENANCE VIDEO TAPES . . . . . . . . . . . . . . . . 29
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8.0 SCHEDULE . . . . . . . . . . . . . . . . . . . . . . . 30
8.1 Pilot maintenance training course . . . . . . . . . . 30
8.1.1 Maintenance training . . . . . . . . . . . . . . . 31
8.2 Alpha site training . . . . . . . . . . . . . . . . . 32
8.2.1 Operations training . . . . . . . . . . . . . . . 32
8.2.2 Validation . . . . . . . . . . . . . . . . . . . . 33
8.3 Beta(1) site training . . . . . . . . . . . . . . . . 34
8.3.1 Operations training . . . . . . . . . . . . . . . 34
8.3.2 Maintenance training . . . . . . . . . . . . . . . 34
8.4 Beta(2) site training . . . . . . . . . . . . . . . . 35
8.4.1 Operations training . . . . . . . . . . . . . . . 35
8.4.2 Maintenance training . . . . . . . . . . . . . . . 36
8.5 Remaining site training . . . . . . . . . . . . . . . . 37
8.5.1 Operations training . . . . . . . . . . . . . . . 37
8.5.2 Maintenance training . . . . . . . . . . . . . . . 37
8.6 Headquarters training . . . . . . . . . . . . . . . . 38
9.0 ALTERNATE TRAINING OPTIONS ... . . . . . . . . . . . . 39
9.1 Operation course video taping. . . . . . . . . . . . . 39
9.1.1 Scripted video training . . . . . . . . . . . . . 39
9.1.2 TOI operator video tapes . . . . . . . . . . . . . 40
9.2 Maintenance video courses. . . . . . . . . . . . . . 40
9.3 Video presentation equipment . . . . . . . . . . . . . 40
9.4 Non-standard video formats . . . . . . . . . . . . . 40
9.5 Computer Aided Instruction for operations . . . . . . 41
10.0 APPENDIX A: BASIS OF ESTIMATE . . . . . . . A-1
10.1 Presentations, performance and deliverables . . . . . A-1
10.1.1 Course outlines . . . . . . . . . . . . . . . . . A-1
10.1.2 Bureau training . . . . . . . . . . . . . . . . . A-1
10.1.3 Headquarters training . . . . . . . . . . . . . . A-2
10.1.4 Training material . . . . . . . . . . . . . . . . A-2
10.1.5 Video tape training. . . . . . . . . . . . . . A-2
10.1.6 Certificates of completion . . . . . . . . . . . A-3
10.2 Estimates . . . . . . . . . . . . . . . . . . . . . . A-3
10.2.1 Preparation . . . . . . . . . . . . . . . . . . . A-3
10.2.2 Deliverables . . . . . . . . . . . . . . . . A-8
10.2.3 Presentations . . . ... . . . . . . . . . . . A-10
10.2.4 Summary cost data . . . . . . . . . . . . . A-12
10.2.5 Summary man-loading chart. . . . . . . . . . . A-13
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1.0 INTRODUCTION
This document is intended to define a proposed training strategy
for the FBIS program. The strategy is based on the best available
information and therefore offers a preliminary training concept.
In addition, schedules, training conditions, special requirements
and the like are all based on the data as presented in this
document. As with all proposals at this level, further definition
and data will reshape and refine the proposed methodologies and
presentations.
Because the nature of the training to be provided is highly
technical and people learn differently, a mixture of training
media is proposed. Cognitive information can be provided through
video tapes, lectures, and demonstrations. Performance oriented
information can be provided through self-paced workbooks,
"hands-on" classroom activities, and other job aids. The more
types of learning opportunities a trainer can provide, the more
effective a training program will be.
Many methodologies could be applied to the training problem. Some
of these training methodologies may be more applicable and, in
time, more practical. As more information becomes available, these
methodologies may prove to be better than those selected and
proposed here. The logistics group is open to change, especially
when that change provides desirable, effective, and cost efficient
alternatives to traditional training and training materials.
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2.0 OVERVIEW
2.1 SPECIAL CONSIDERATIONS
The following special considerations will be taken into account
during the development of the training plan and program as well as
while conducting training:
Technical Expertise/Experience of the User
English Language Competency
Effects of Culture upon New Technology Acquisition
Introduction of New Technology and Management of Change
Operational Limitations
Travel to Training Sites
2.1.1 TECHNICAL EXPERTISE/EXPERIENCE OF THE USER
Since the student groups will come from a wide variety of cultures
and backgrounds and may have limited experience with computer
assisted processing systems, training materials will be written at
a level that will enable the first-time user to easily get on the
system and operate it. The Training Needs Analysis (TNA) will be
one of the tools used to identify student level and spectrum of
student learning styles. The resultant training materials will be
designed to accommodate the spectrum of learning styles and
learning backgrounds. They will be self-paced and self-contained
so students with greater experience can quickly cover the
material, and those students with limited experience can cover the
material at a slower pace. The instructor/facilitator will be
available to assist those students who are experiencing
difficulties so they can complete the course in the allotted time.
2.1.2 ENGLISH LANGUAGE COMPETENCY
Although all training materials will be written in English, it is
recognized that English is a second language for much of the
student group. This is especially true at the bureau sites. There
may be a wide disparity in the ability to comprehend technical
materials. Whenever possible, training materials will be written
to avoid use of low-frequency English idioms and highly technical
jargon. Use of jargon will be kept at a minimum and training
materials will include appropriate glossaries that will define
important terminology.
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To further minimize the effects of wide disparity of English
language competency, training materials will concentrate on
performace oriented activities. Theoretical information,
especially in operations courses will be kept at a minimum. This
will focus the student's attention on doing as opposed to talking
about the system.
Emphasis will be placed on visual imagery to reduce the effects of
language on the learning process. Since a picture is worth a
thousand words, whenever possible, visuals will replace text.
There will be maximum use of video tapes, view graphs, slides,
drawing, and other visuals.
2.1.3 EFFECTS OF CULTURE UPON NEW TECHNOLOGY ACQUISITION
It is recognized that there may be cultural factors that can
contribute to a resistance to change. Training materials will be
designed to be "user friendly." Additionally, training materials
will be designed to provide as much student interaction as
possible. Training materials will be designed for ease of use,
thereby minimizing one reason for resistance to change.
Training materials will also emphasize how the user fits into the
FBIS network. They will show the user how this system modernizes
the capabilities of the FBIS network, improves the quality of the
product, yet makes work easier.
2.1.4 INTRODUCTION OF NEW TECHNOLOGY
Introduction of new technology into the work-place is a change
that requires close management. Supervisory and management
personnel need to be made aware of how these acquisitions will
often change not only how things are done, but also what is done.
New procedures are introduced, new relationships are formed, new
policies are written. Often, the composition of the workforce will
also change; new people may come into the organization to fill the
new jobs created by the new system. Old people may leave the
organization because the technology replaces them.
Introducing new technology raises the level of anxiety among its
users. Many fears and doubts begin to spring up in the minds of
those who are affected by its acquisition. Among them are:
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Fear of being replaced
Fear of losing subject expertise
Fear of failure
Fear of looking incapable of learning the new system
Fear of loss of power
For management and supervisory personnel, these fears are
compounded due to the visiblity of their position. When new
technolgy is introduced in organizations, it is imperative that
all personnel feel like they are part of the change. Effective
training programs can enhance this feeling by:
Requiring high degree of student involvement
Focusing on the positive aspects of the change
Being sensitive to the learning styles of the user
Being sensitive to the anxieties and concerns of the user
Being written so as to be easy-to-use, thereby making the new
technology easy-to-use
Being written to allow the user to digest the training
material at their own pace
One of the basic training concepts for the FBIS system
modernization will be to minimize the level of apprehension of all
potential users of the system. Special emphasis will be given to
those management and supervisory personnel who may not have
previous experience with computer systems. In most cases, the
anxiety and apprehension which surrounds a new technology is far
greater than actually sitting down and using it. Training for all
users will be designed in such a way as to allow for individual
learning styles. The goal is to ensure that each individual's
training needs are met. This will aid in making each
organizational member part of the change that is going on around
them.
Training for management and supervisory personnel will center
around being able to get on the new system and use it in a minimum
amount of time. Training?will include a system overview,
performing supervisor specific tasks, how the system improves
product quality, and how the system expands and improves
operational capabilities.
It is also proposed that training course for supervisory and
management personnel include not only the aforementioned system
information, but information that will assist them in facilitating
the change process. The integration of the new system into the
organization, along with complete exploitation of system
capabilities will be hastened by including organization
development information into the training course curriculum. It is
vital that key supervisory and management personnel be trained in
these techniques so that they can facilitate the process of change
from a manual operation to a computer assisted operation.
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2.1.5 OPERATIONAL LIMITATIONS
It is assumed each site will have on-going operations during
system installation. Operator training will consist of four hours
training per day with the instructor/facilitator to allow for
these operational requirements. The remainder of the work-day can
be spent on either self-study tasks from the student Practical
Exercise (PE) Workbook, or at normal tasks if mission requirements
so dictate.
Conducting training four hours per day will also permit the
instructional team to train two groups of students during a normal
8 hour work day.
For the larger operational sites, as many as four Operator
Training Courses may be required. Depending upon site-specific
operational requirements (i.e., 24 hour-a-day operations, mission
requirements that are unknown at the present time, etc.) the
instructional team may be required to spend more than the
scheduled time in order to train all personnel.
2.1.6 TRAVEL TO TRAINING SITES
Since the bureau sites are spread over a wide geographical area,
ESL proposes to use two multi-member instructional teams. An
instructor may be required to leave one operations site early in
order to begin training at a different site. This instructor would
conduct introductory portions of the operations courses. The other
instructor(s) would conclude training at the previous site and
then travel on to meet the initial instructor.
ESL proposes that the instructional team arrive at each site at
least two working days prior to the start of each course to allow
for course set-up as well as to minimize the effects of air travel
over great distances.
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2.2 TRAINING NEEDS ANALYSIS
ESL proposes to conduct a Training Needs Analysis (TNA) upon which
all training development, materials, and courses will be based.
The purpose of the TNA is twofold. First, the TNA will identify
the universe of tasks required by each job including any
prerequisite skills. Second, the TNA will identify those tasks
which are essential to each job. From this set, the TNA will
assist the training developers in eliminating all non-essential
tasks as well as determining the amount of emphasis the critical
tasks will receive in training.
The training schedules and course outlines contained herein are
only approximations. Curriculum and schedule information such as
course length may change based upon data gathered in the TNA that
is unknown.at this ime.
ESL proposes that the TNA be conducted in three steps.
Documentation Review
Interview of Subject Matter Experts (SMEs)
Observation of Tasks
A review of any existing vendor documentation (i.e. system
manuals, operations and maintenance manuals, schematics, training,
training materials, etc) will be conducted to assist in
determining the probable focus of the training courses. This
review will also be used to determine the applicability and
suitablity of these materials for use in the training program.
The documentation review will assist in isolating_the essential
tasks that will be trained and the probable focus of the each
training course. This step also assists the training developers in
formulating questions for the interviews with the appropriate
subject matter experts.
2.2.2 INTERVIEW OF SUBJECT MATTER EXPERTS
Upon completion of documentation review, appropriate Subject
Matter Experts (SMEs) will be interviewed. SMEs are those
individuals intimately acquainted with the operation or
maintenance of a specific end-item or those operations site
personnel who are thoroughly experienced in those jobs performed
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at the operations sites. Interviews of operations site personnel
will take place during a representative site survey.
The interviews will assist in determining the balance between the
amount of cognitive versus performance oriented training that will
be conducted. Additionally, the interviews will focus on the
step-by-step procedures required to operate and maintain the
system.
2.2.3 OBSERVATION OF TASKS
As part of the TNA, ESL proposes to directly observe the tasks
required to perform a particular job whenever possible.
Observation of routine operator/maintainer tasks will take place
during a representative site survey. An assessment of student
level will also be made during at that time. Operations and
maintenance tasks can be preliminarily validated for accuracy
during the development of training materials.
2.2.4 ANALYSIS OF TARGET POPULATION
A specific goal of the subject matter expert interviews and the
observation of tasks will be to analyze the student population in
the following areas:
English language competency
Technological experience
Adaptability to change
2.2.5 TNA REVIEW AND VERIFICATION
Copies of the TNA will be submitted to the customer for comments
and review prior to developing training materials and conducting
training.
ESL will verify the TNA and validate course materials for the
maintenance course during the training to be conducted at the
test-bed site. Maintenance training will be further reviewed
through observations of alpha site maintenance staff. Course
materials and the TNA for the operator course will be validated
during training at the alpha site. Revision of training materials
and course curriculum will be based upon data gathered during
course validation.
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2.3 INSTRUCTIONAL MATERIALS GENERATION
The Training Needs Analysis (TNA) will determine the extent to
which vendor supplied training materials will be adapted to meet
the training requirements. All training and course materials will
be based upon the results of the Training Needs Analysis (TNA).
Manuals and training materials will be prepared in accordance with
best commercial practice. Data gathered during the-TNA will be
catagorized in the following manner:
Critical Tasks
Frequent Tasks
Noncritical/Infrequent tasks
The kinds of training and course materials developed to support a
given job task will depend upon its catagory.
Critical tasks are those tasks which a failure to perform might
lead to loss of life, personal injury, severe damage to equipment,
or serious reduction in product quality/output or mission
capability. Training and course materials that support critical
tasks will be approximately 85 percent performance oriented to 15
percent cognitive. They will focus on the steps and procedures
necessary to perform each task.
2.3.2 FREQUENT TASKS
Frequent tasks are those tasks which a failure to perform might
lead to reduced product quality/output, reduced mission
capability, or increase in the mean-time-to-repair. Training and
course materials to support frequent.task will be approximately 60
percent performance oriented to 40 percent cognitive.
2.3.3 NON-CRITICAL/INFREQUENT TASKS
Non-critical/Infrequent tasks are those tasks that are performed
only rarely. A failure to perform these tasks would have little
effect upon mission capability. Training and course materials to
support non-critical/infrequent tasks will be approximately 25
percent performance oriented to 75 percent cognitive.
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The following training materials will be developed based upon data
gathered during the TNA:
Instructor guides
Student guides
Job aids
Course outlines
Practical exercise (PE) workbooks
Vendor materials will be reviewed during the TNA for suitability
and applicability to the training program. During the material
development stage, materials that are found suitable will be
modified to fit the specific needs of the user.
Training and course materials will be subject to the following
review cycle:
Draft/Outline
Preliminary
Final
A draft/outline version of training and course materials will be
submitted for customer review/comments. A preliminary version of
training and course materials will then be used for validation
purposes. Revisions will be madeas required and a final version
of training and course materials will be delivered to the
customer.
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2.4 TRAINING TASKS
The ESL supplied FBIS training effort will design, develop,
document, implement and present the following training and
materials':
Bureau Training:
16 sites including:
1 Alpha site
3 Beta(l) sites
2 Beta(2) sites (Flag ship Bureaus)
10 field sites
Operator training for each site including:
Terminal usage
Computer overview
System Basics
FBIS upgrade overview
Practical application/
Using the system
Editor training for each site
Supervisor training for each site
System manager training for each site
Manager/administrative overview
Maintenance training to include:
Terminal maintenance
Disk/tape drive maintenance
Processor/computer maintenance
Peripheral maintenance
Headquarters Training:
System operation overview for the
user/analyst
Operation and use of the Data Base
for the user/analyst
Data Base maintenance for System Manager
System overview for the manager/administrator
' The training as proposed is an approximation developed based on
the current training concept, and as such is subject to
redefinition by the TNA for content and length.
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3.0 BUREAU TRAINING
3.1 TARGET POPULATION
The training will be developed for the following student
groups/background levels2:
Operators:
Foreign nationals
Technology sensitive
Technologically average
U.S. nationals
Editors:
Technologically average
U.S. nationals
Technologically average
System managers:
U.S. nationals
Technologically average
Maintainers:
Foreign nationals
Technologically advanced'
3.2 TRAINING
All training will be designed to exploit the sequential nature of
system implementation and system commonality. The schedule and
number of presentations are given in Section 8 of this document.
The courses detailed on-the-following pages will be implemented
for each site's operation staff.
2 For the purposes of this proposal, all students are assumed to
be job skilled; they will already possess the required skills to
perform their job and will therefore only require the skills to
perform that job on the new system.
' The technological background of the maintainers must be fairly
advanced for this training. Prerequisite skills/training will be
identified as part of the Training Needs Analysis.
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Operation training will take up the majority of the training task.
It will be designed for the above student groups based on the
results of the TNA. Operations training includes the bureau
courses required to train the:
Operators
Editors
Supervisors
System managers
In addition, it will include an system overview for the
administrator/manager. Training will be designed and developed to
be largely self-paced to support the wide divergence of student
backgrounds and cultures. Self-paced training will also better
fit the expected operational requirements at the site allowing the
students to learn the new system rapidly while still performing
their operational mission. Further, self-paced training will
provide the best system for supporting follow-on training for
future users.
ESL also proposes to use a series of video tape modules for the
major introductory information to be covered for the operator
training. All training and training materials will be designed to
support follow-on training over the life of the system.
ESL will supply two facilitators per site to implement the
training and serve as subject matter experts for the initial
training cycle. As shown in Section 8 of this document, the
operator, editor, supervisor, and administrator courses will be
presented at each site. Where required by staff size or
operational necessity, the number of classes taught at each site
may be required to change.
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3.2.1.1 Operator training outline
The goals of the operator training are:
To give the student an understanding of the new system
locally and as a function of the whole.
To give the student an understanding of the purpose and
function of the system at the overview level.
To give the student who is a first time user of an
automated system an understanding of how the system
operates.
To give the student the skills required to operate the
system to perform their tasks.
To rapidly get
Course Format:
Course length:
-Course outline:
the student on the system and using it.
Maximum 10 students per class
Maximum 2 classes/day
2 instructor/facilitators
Lecture/demo/self-paced PE
80% supervised/directed
self-paced hands on
18% lecture/demo
2% video tape modules
2 weeks per class
4 hours/day/class minimum
with facilitator
4 hours/day/class self directed
or at normal tasks
Introduction/outline
Overview
Computer basics
System basics
FBIS system overview
Using the terminal
Using the system
Demo sessions
Practical exercises
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PRELIMINARY
3.2.1.2 Editor course outline
The goals of the Editor course are:
To provide the editor an overview of the capabilities of
the system.
To provide the necessary skills for the editor to use
the system to accomplish their job.
Prerequisite: Successful completion of
the operator course
Class size: Maximum 10 students per class
Maximum 1 class/day
Instructors:
2 instructor/facilitators
Course Format: Lecture/demo/self-paced PE
40% supervised/directed
self-paced hands on
60% lecture/demo
Course length: 1 day per class
8 hours/day/class minimum
with instructor
Course outliner Introduction/outline
Overview
Using the system
Lecture/demo sessions
Practical exercises
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PRELIMINARY
3.2.1.3 Supervisor course outline
The goals of the supervisor course are:
To provide the supervisor an overview of the
capabilities of the system.
To provide the supervisor an understanding of the
management of change.
To provide the necessary skills for the supervisor to
use the system to accomplish their job.
Prerequisite: Successful completion of
the operator course
Class size: Maximum 5 students per class
Maximum 1 class/day
Instructors: 2 instructor/facilitators
Course Format: Lecture/demo/practical exercise
40% supervised/directed
self-paced hands on
60% lecture/demo
Course length: 1 day per class
8 hours/day/class minimum
with instructor
Course outline: Introduction/outline
Overview
Supervising change
Using the system
Lecture/demo sessions
Practical exercises
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3.2.1.4 System manager course outline
The goals of the system manager course are:
To provide the system manager an overview of the
capabilities of the system.
To provide the system manager with an understanding of
the tasks required to perform the job.
To provide the necessary skills for the system manager
to use the system to accomplish their job.
Class size: Maximum 5 students per class
Maximum 1 class/day
Instructors: 2 instructor/facilitators
Course Format: Lecture/demo
Course length: 1 day per class
8 hours/day/class minimum
with instructor
Course outline: Introduction/outline
Overview
Using the system
Lecture/demo sessions
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PRELIMINARY
3.2.1.5 Manager/administrator overview outline
The goals of the manager/administrator overview are:
To provide the manager/administrator with an overview of
the capabilities of the system.
To give the manager/administrator an understanding of
the new system locally and as a function of the whole.
To give the manager/administrator an understanding of
the purpose and function of the system at the overview
level.
To give the manager/administrator an understanding of
the management of change.
Class size: Maximum 5 students per class
Maximum 2 classes/day
Instructors: 2 instructors
Course Format: Lecture/demo
Course length: 1 day per class
4 hours/day/class minimum
with instructor
Course outline: Introduction/outline
Overview
Computer basics
System overview
FBIS upgrade overview
Managing change
Demo sessions
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3.2.2 MAINTENANCE TRAINING
As shown in Section 8 of this document, the maintenance training
will be presented at three sites, with the maintenance staff from
the other bureau sites attending. Based on the proposed
installation schedule, the alpha, beta(1) and beta(2) site staff
would attent the first course. All other maintenance staff would
attend one of the courses at the beta(2) sites. In addition to
the formal training, the facilitator/instructors will also provide
OJT at each of the sites during the operator courses. This OJT
will be given simultaneously to the operator training. The
maintenance staff would assist in the site installation, receiving
additional OJT in the process.
3.2.2.1 Maintenance training outline
The goals of the Maintenance training are:
To give the student an understanding of the new system
locally and as a function of the whole.
To give the student an understanding of the purpose and
function of the system at the overview level.
To give the student, in accordance with the logistics
maintenance concept, the skills required to:
Operate the system test equipment.
Test the system.
Trouble shoot the system to the
Line Replaceable Unit (LRU).
Perform corrective maintenance on
the system.
Restore the system to proper operation.
Perform preventive maintenance on
the system.
Class size: Maximum 10 students per class
Maximum 1 class/day
Instructors: 2 instructors
Course Format: Lecture/demo/practical exercise
40% self-paced hands on
practical exercises
59% lecture/demo
1% video tape modules
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Course length: 3 weeks per class
8 hours/day/class minimum
with facilitator
Course outline: Introduction/outline
Overview
Computer basics
System basics
FBIS system overview
Using the terminal
Lecture/Demo/Practical exercises
System
Processor
Overview
Architecture/Bus structure
CPU
Memory
1/0
Power supply
Terminals
Overview
Controller
Keyboard
Power supply
Video display
Peripherals
Tape drive/controller
Disk drive/controller
Preventive maintenance
Testing
Use of test equipment
Diagnostics
System
Processor
Terminals
Peripherals
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4.0 HEADQUARTERS TRAINING
The ESL provided training for the headquarters staff will provide
the skills necessary for the data base user and system manager to
perform their tasks on the system. In addition overviews for
users and administrators will be presented. These overviews are
intended to provide high level information about the system and
its capabilities. The schedule as presented is a
train-the-trainer approach to keep the amount of on site time to a
minimum. If the entire staff is to be trained, additional
sections of the training courses will be required. The overview
courses will use the system and FBIS modernization video tapes.
4.1 TARGET POPULATION
ESL will supply training to support the following student groups':
Operators:
U.S. nationals
Technologically average
System managers:
U.S. nationals
Technologically average
Managers:
U.S. nationals
Technologically mixed
4.2 TRAINING
All training will be designed and developed to work with any
vendor provided courses for the headquarter's computer system.
The schedule and number of presentations are given in Section 8 of
this document.
' For the purposes of this proposal, all students are assumed to
be job skilled; they will already possess the required skills to
perform their job and will therefore only require the skills to
perform that job on the new system.
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PRELIMINARY
4.2.1 SYSTEM OPERATION OVERVIEW FOR THE USER/ANALYST
The goals of the user/analyst system overview are:
To provide the user/analyst with an overview of the
capabilities of the system.
To give the user/analyst an understanding of the new
system locally and as a function of the whole.
To give the user/analyst an understanding of the purpose
and function of the system at the overview level.
Class size: Maximum 15 students per class
Maximum 2 classes/day
Instructors: 2 instructors
Course Format: Lecture/demo
Course length: 1 day per class
4 hours/day/class minimum
with instructor
Course outline: Introduction/outline
Overview
System overview
FBIS modernization overview
Demo sessions
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4.2.2 DATA BASE USER TRAINING OUTLINE
The goals of the data base user training are:
To give the student an understanding of the data base in
the system.
To give the student an understanding of the purpose and
function of the data base at the overview level.
To give the student who is a first time user of an
automated system data base an understanding of how it
operates.
To give the student the skills required to use the data
base to perform their assigned tasks.
To rapidly allow the student to use the data base.
To provide the student the information to train others.
example approach to training.
To provide the student an example approach to training
others.
Class size: 10 students per class max
2 classes/day max.
Instructors: 2 instructor/facilitators
Course Format: Lecture/demo/self-paced
70% self-paced hands on
supervised/directed
30% lecture/demo
Course length: 1 week per class
4 hours/day/class minimum
with facilitator
4 hours/day/class self directed
or at normal tasks
Course outline: Introduction/outline
Overview
Data base theory
Using the data base
Demo sessions
Practical exercises
Training others
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PRELIMINARY
4.2.3 DATA BASE MAINTENANCE FOR THE SYSTEM MANAGER COURSE OUTLINE
The goals of the data base maintenance course are:
To provide the system manager an overview of the
capabilities of the system.
To provide the student with an understanding of the
tasks required to perform the system manager job.
To provide the necessary skills for the system manager
to use the system to maintain the data base.
Class size: Maximum 5 students per class
Maximum 1 class/day
Instructors: 2 instructor/facilitators
Course Format: Lecture/demo
Course length: 3 days per class
8 hours/day/class minimum
With instructor
Course outline: Introduction/outline
Overview
Maintaining the data base
Lecture/demo sessions
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4.2.4 MANAGER/ADMINISTRATOR OVERVIEW OUTLINE
The goals of the manager/administrator overview are:
To provide the manager/administrator with an overview of
the capabilities of the system.
To give the manager/administrator an understanding of
the new system locally and as a function of the whole.
To give the manager/administrator an understanding of
the purpose and function of the system at the overview
level.
To give the manager/administrator an understanding of
managing change.
Class size: Maximum 5 students per class
Maximum 2 classes/day
Instructors: 2 instructors
Course Format: Lecture/demo
Course length: 1 day per class
4 hours/day/class minimum
with instructor
Course outline: Introduction/outline
Overview
Computer basics
Using the system
FBIS modernization overview
Managing change
Demo sessions
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5.0 VIDEO TAPE MODULES
ESL proposes to produce five video tapes to provide information
that is expected to be the same at each of the operational sites.
The video tapes will be produced in modular form and will be used
for basic operator training as well as follow-on training. The
modular nature of the tapes gives the user the capability to
select any of the video tapes for follow-on or refresher training
based upon a need for training within a given subject area. The
tapes may be viewed independently to correct a training
deficiency, or as a complete series that will provide a general
system overview.
All five tapes will be used in the bureau operation and
maintenance courses. In addition, the two system video tape
modules will be used for the headquarter's overview courses.
The subject of each of the video modules will be stable enough to
allow for a long content life cycle. The proposed video tape
modules will not exceed approximately 20 minutes in length. The
subject matter of the video tape modules will be determined during
the TNA, but for the purposes of this proposal the following video
modules are proposed.
The proposal is based on using National Television Standards Code
(NTSC) standard video, and all of the modules being unclassified.
5.1 USING THE TERMINAL
This module will cover the physical operation of the selected site
terminal. Features such as power on/off, brightness, contrast,
operator controls and functions, keyboard layout and terminology
will be covered. The module.will provide the first time user with
an easy to follow guide to terminal operation. As follow-on
training it can be used as the introduction to the operations
course.
5.2 INTRODUCTION TO COMPUTER BASICS
This topic will be covered by two modules. One serves as an
introduction and overview of what a computer is and does. The
second provides more specific information on terminology, hardware
and software basics. The modules are designed to provide the
first time computer user with an overview of the computer from a
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user's perspective. Included will be the basic terminology as
well as descriptions of the function of the various parts of a
computer. A discussion of the need for providing accurate and
exact commands will also be covered. The modules will provide
required introductory material to the operator course.
5.3 INTRODUCTION TO THE PROCESSING SYSTEM
This module will cover the site systems at an overview level. It
will include operator interfaces, data flow, storage and
functional capabilities. It will show the first time user what is
happening to the data they will be entering and using. It will
provide the system introductory information for the operator
course. This module will also serve as an overview for managers
and visitors.
5.4 INTRODUCTION TO THE MODERNIZED FBIS SYSTEM
This module will provide an overview to the modernized FBIS
system. It will show the overall system operation and function.
It will be used in each of the courses to give the student an
understanding of: their part/function in the system; the data
flow for the system; the capabilities of the system. It will also
serve as a visitor overview of the new system.
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6.0 INSTRUCTIONAL MATERIAL OUTLINES
In addition to the video tapes proposed, ESL will also supply
training materials for course use. These materials will be
designed for initial training and follow-on training over the life
of the system based on the outcome of the TNA.
6.1 INSTRUCTOR GUIDES
An instructor guide in outline form will be provided for each
course presented. This guide will include:
A topic outline of the course.
An outline of the major points to be covered in each
topic.
A course schedule including projected time allocation.
An overview/outline of each video tape.
A copy of each view-graph or figure.
A copy of the material in each student guide.
A copy of the material in the practical exercise
workbook.
Lesson objectives
Practical Exercise objectives
6.2 STUDENT GUIDES
Each course will have a student guide prepared. The student guide
will include the following:-
Course outline.
Course goals.
Topic outline.
Topic goals.
Required tasks with:
Performance objectives.
Procedures.
Copies of all view-graphs or figures.
Job aids
Course evaluations
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6.3 PRACTICAL EXERCISE WORKBOOK
Each course which has a hands-on portion will have a Practical
Exercise (PE) workbook. This guide will be designed to allow the
student to perform the required tasks at their own pace. The
tasks in the PE workbook are arrange hierarchically; from the
simple to the complex. The student starts with tasks at the lowest
level and progress through the levels of complexity until the
student has mastered all of the skills required to perform his or
her job.
The workbooks are designed to allow their use for follow-on
training after the initial training cycle. Each PE workbook
includes a series of self examinations which can be used to
monitor the students progress. These self tests cover each of the
critical tasks required to perform the student's job.
6.4 CERTIFICATES OF COMPLETION
ESL will provide a certificate of completion for each student
completing the training courses.
6.5 COURSE EVALUATIONS
Each student will complete a course evaluation. The course
evaluations will be included with each student guide. Since the
courses will be sequential, the results of these evaluations will
be used to monitor training presentation and style.
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7.0 MAINTENANCE VIDEO TAPES
During each of the maintenance courses5 (once for each
presentation), ESL will video tape selected
lecture/demonstrations. The video tapes will be made of the
theory portions covering block diagram analysis, and special
interest areas. In addition, those demonstrations which cover
special or unique features of the system will be taped. The three
sets of tapes will be reviewed and a set of masters selected.
These masters will be editied for minor content changes,
convenience, practicality and format. Copies of the master tapes
will be made and distributed to the sites for refresher and
follow-on training. These tapes will be produced using a
transfer-of-infromation (TOI) approach. The TOI approach uses a
single camera source onto 3/4" video tape. Selected presentations
are documented verbatim on a one to one presentation to recorded
hour basis. This method documents the theory and unique sections
of the course and provides future maintainers a valuable resource.
The proposal is based on using National Television Standards Code
(NTSC) standard video, and the modules all being unclassified.
S ESL proposes to use three centralized courses to train the site
maintenance personnel. The courses will be provided at the
test-bed site (one), and the two beta(2) sites (one each).
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8.0 SCHEDULE
The following plan is provided as the proposed training
implementation schedule. ESL proposes to teach all courses on day
watch (8:00 am to 6:00 pm local time) as the standard. Sites
requiring other schedules will require special arrangements.
Presenting the training during the day has proven better for the
student's attention and retention capabilities. ESL proposes to
exploit the serial nature of the training to validate the TNA,
training and training materials. The maintenance training and
training materials will be verified and validated after the first
maintenance course at the test-bed site. Further verification
will be made by-observing the alpha maintenance staff on site.
The maintainers will also be evaluated after the beta(l) training.
The primary operator course training validation will be after
alpha site presentation, with reviews of any changes as well as an
overall course review after the beta(1) and beta(2) training.
Formal internal reviews will be made including
instructor/facilitator evaluations, student evaluations, and
customer evaluations and comments.
8.1 PILOT MAINTENANCE TRAINING COURSE
ESL proposes to present the first maintenance course at the
test-bed staging site. Since the alpha site, and the three
beta(1) sites will all be installed and operating before the
beta(2) site maintenance training, ESL proposes to present the
pilot maintenance course at this time. This will allow the site
maintainers to be pretrained on the system. When the system is
installed they will be able to observe and participate in the
process. Maintainers from the beta(l) and beta(2) sites' sites
would attend the training sessions here. In addition to the
formal training, the maintainers would receive OJT during the
operator courses at each site. They-will be able to observe and
participate' in the installation at each site. The training will
be as shown in the following schedule.
L Bringing the beta(2) site maintenance staff to the first course
would serve to pre-train them before their system was installed,
and since they are the flag ship stations, provide extra training
when the system is installed and the course is presented at their
site.
If the maintenance staff is pre-trained on the system, they will
be able to assist in its installation. This assistance would aid
the installation and provide the maintenance staff with additional
OJT.
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8.1.1 MAINTENANCE TRAINING
This maintenance training will provide the pilot course for
verification and validation of the training and materials.
Maintenance training (M)
Preparation (P)
Week 1 Week 2 Week 3 Week 4
S m t w t f S S m t w t f S S m t w t f S S m t w t f S
AM P P M M M M M M M M M M M M M M M
PM + + + + + + + + + + + + + + + + +
Notes # # # # # # # # # # # # # # #
+ Indicates a continuation of the morning activity.
Lecture/demo/presentations and supervised/monitored
practical exercises will be used through out the course.
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8.2 ALPHA SITE TRAINING
As stated, the alpha site training will validate the TNA and
course. The operator portions of the field training will be
presented at the site for the first time. This course will also
serve to validate the training as developed.
8.2.1 OPERATIONS TRAINING
The following courses will be presented at the alpha site as the
pilot versions. They would be scheduled as shown.
ALPHA SITE OPERATOR TRAINING
Operator course (0)
Editor course (E)
Supervisor course (S)
System manager course (M)
Manager/administrative overview (A)
Travel (T)
Preparation (P)
Week 1
Week 2 Week 3 Week 4
S m t w t
f
S S m t w t f S S m t w t f S S m t w t f S
AM T P
P
0 0 0 0 0 0 0 0 0 0 E S M
PM ++
A
0 0 0 0 0 0 0 0 0 0 +++
Notes
* * % % % % % % % %
+ Indicates a continuation of the morning activity.
o Indicates a second operators course,
* Lecture/demo/presentations.
% Supervised/monitored practical exercises.
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8.2.2 VALIDATION
All of the course material, the original TNA and the course
presentations will be verified and validated after the alpha site
courses. Direct observations, student comments and evaluations,
customer comments and evaluations, and instructor evaluations will
be used. The time allocated here is for observation and data
gathering.
Validation of all training (V)
Preparation (P)
Travel (T)
Week 4 Week 5
S m t w t f S S m t w t f S
AM P P V V V V T
PM + + + + + + +
Notes
+ Indicates a continuation of the morning activity.
* Validation will include interviews observation and
customer evaluation at the site.
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8.3 BETA(l) SITE TRAINING
8.3.1 OPERATIONS TRAINING
The operations training at the Beta(1) sites will consist of the
following courses, in the same order and length as validated at
the Alpha site:
BETA(1) OPERATOR TRAINING
Operator course (0)
Editor course (E)
Supervisor course (S)
System manager course (M)
Manager/administrative overview (A)
Travel (T)
Preparation (P)
Week 1
Week 2 Week 3 Week 4
S m t w t
f
S S m t w t f S S m t w t f S S m t w t f S
AM T P
P
0 0 0 0 0 0 0 0 0 0 E S M T T
PM ++
A
0 0 0 0 0 0 0 0 0 0 +++++
Notes @ @
@
* * % % % % % % % % @ @ @ @ @
+ Indicates a continuation of the morning activity.
o Indicates a second operators course.
* Lecture/demo/presentations.
% Supervised/monitored practical exercises.
@ Travel and preparation time may require one or more
instructors leave the site early to travel and begin
preparations at the next site.
8.3.2 MAINTENANCE TRAINING
In addition to the operations training detailed above, the
instructor/facilitators will provide OJT for the maintainers as
required.
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8.4 BETA(2) SITE TRAINING
8.4.1 OPERATIONS TRAINING
The operations training at the Beta(2) sites will consist of the
following courses, in the same order and length as validated at
the Alpha site, and reviewed after the Beta(1) sites:
BETA(2) OPERATOR TRAINING
Operator course (0)
Editor course (E)
Supervisor course (S)
System manager course (M)
Manager/administrative overview (A)
Travel (T)
Preparation (P)
Week 1
Week 2 Week 3 Week 4
S m t w t
f
S S m t w t f S S m t w t f S S m t w t f S
AM T P
P
0 0 0 0 0 0 0 0 0 0 E S M
PM ++
A
0 0 0 0 0 0 0 0 0 0 +++
Notes
* * % % % % % % % %
+ Indicates a continuation of the morning activity.
o Indicates a second operators course.
* Lecture/demo/presentations.
% Supervised/monitored practical exercises.
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8.4.2 MAINTENANCE TRAINING
Maintenance training for the remaining site maintenance staff will
be presented in a course at each of the beta(2) sites. This
training will be the validated and updated training from the pilot
course. In addition to the formal training, the beta(2) site
maintenance staff will receive OJT during the operator course.
BETA(2) MAINTENANCE TRAINING
Maintenance training (M)
Preparation (P)
Week 4 Week 5 Week 6 Week 7
S m t w t f S S m t w t f S S m t w t f S S m t w t f S
AM P P M M M M M M M M M M M M M M M T
PM + + + + + + + + + + + + + + + + + +
Notes # # # # #
# # # #
# # # # # # @
+ Indicates a continuation of
the
morning
activity.
# Lecture/demo/presentations
and
supervised/monitored
practical exercises will be used through out the course.
@ Travel and preparation time may require one or more
instructors leave the site early to travel and begin
preparations at the next site.
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8.5 REMAINING SITE TRAINING
8.5.1 OPERATIONS TRAINING
The operations training at the remaining field sites will consist
of the same courses, in the same order and length as validated at
the Alpha site pilot courses and reviewed after the Beta(1) and
beta(2) training:
Operator course (0)
Editor course (E)
Supervisor course (S)
System manager course (M)
Manager/administrative overview (A)
Travel (T)
Preparation (P)
Week 1 Week 2 Week 3 Week 4
S m t w t f S S m t w t f S S m t w t f S S m t w t f S
AM T P P 0 0 0 0 0 0 0 0 0 0 E S M T T
PM ++ A 0 0 0 0 0 0 0 0 0 0 +++++
Notes @ @ @ * * % % % % % % % % @ @ @ @
Indicates a continuation of the morning activity.
o Indicates a second operators course.
* Lecture/demo/presentations.
% Supervised/monitored practical exercises.
@ Travel and prep time may require an overlap when
one or more of the instructors will leave the site
to travel and begin preparations at the next site.
8.5.2 MAINTENANCE TRAINING
In addition to the operations training detailed above, the
instructor/facilitators will provide OJT for the maintainers as
required at each site.
Declassified and Approved For Release 2012/05/31: CIA-RDP88-00218R000300060001-7
 Declassified and Approved For Release 2012/05/31: CIA-RDP88-00218R000300060001-7
8.6 HEADQUARTERS TRAINING
The training presented at the headquarters facility will consist
of the four courses listed below. The two overview courses and
the data base user's course will be repeated as required to cover
the expected number of participants.
HEADQUARTERS TRAINING
System overview course (0)
Data base user course (D)
Data Base Maintenance for System Manager (M)
Manager/administrative overview (A)
Travel (T)
Preparation (P)
Week 1 Week 2 Week 3 Week 4
S m t w t f S S m t w t f S S m t w t f S S m t w t f S
AM T P P A O D D D D D D D D D D M T
PM +++ a o d d d d d d d d d d ++
Notes $ $ $ $ $
+ Indicates a continuation of the morning activity.
a Indicates a second administrator overview.
o Indicates a second system user overview course.
d Indicates a second data base user course.
$ Third and fourth sessions of the Data base user's course.
Declassified and Approved For Release 2012/05/31: CIA-RDP88-00218R000300060001-7
 Declassified and Approved For Release 2012/05/31: CIA-RDP88-00218R000300060001-7
9.0 ALTERNATE TRAINING OPTIONS
The following options are offered as an adjunct to the FBIS
training program.
9.1 OPERATION COURSE VIDEO TAPING.
As an aid in supporting follow-on training for the operations
courses, ESL could video tape the lecture/demonstrations for the
operator course, editor course, supervisor course, and system
manager course in any combination. These tapes can be done at two
levels:
Fully scripted training developed specifically for
video presentations.
A transfer of information, back of the classroom
video documentation.
The more expensive of the options is to script the courses and
prepare modularized video tapes of the required information. The
tapes would be designed to be used with the PE workbooks, and
student guides. As such they would form a training system which
would require minimum supervisor/trainer intervention. These
tapes would be best developed after the completion of site
training to take advantage of the lessons,' evaluations and
experience of the site training.
The information is concentrated and developed specifically for
presentation on video tape. This approach allows the user to
select video tapes for specific information, and view only that
information. Generally these presentations are of higher
production quality, easier to use and provide greater motivation.
Graphics and presentation materials are easier to read and use.
These video presentations have more specific information. As
such, if there are changes to the system or operations, the tapes
will have to be updated to remain useful.
Specific costs, number of lessons/tape modules and content could
be developed for this option.
Declassified and Approved For Release 2012/05/31: CIA-RDP88-00218R000300060001-7
 Declassified and Approved For Release 2012/05/31: CIA-RDP88-00218R000300060001-7
9.1.2 TOI OPERATOR VIDEO TAPES
A less expensive option for producing video training for the sites
would be to produce a set of Transfer of Information modules
during the initial training presentations. These would be tapes
of selected instructor lecture/demonstrations produced with a
single camera at the back of the classroom. As such, the
information in them is not as concentrated, the graphics are
considerably poorer and as a talking head presentation do not have
the motivational value that a scripted version has. They are
however, considerably less expensive and with a PE workbook,
student guide (with illustrations), instructor preparation and
student motivation, they can provide a valuable resource to new
students for follow-on training. Specific costs can be developed
for this option.
9.2 MAINTENANCE VIDEO COURSES.
As an option ESL can also bid the effort required to design,
develop and implement a fully scripted and produced video tape
maintenance course. This approach has the same advantages and
disadvantages as the scripted version of the operation courses
described above. Procedures which are described in a manual which
require a series of manual steps can be shown in detail, as they
would actually be performed. Any or all of the maintenance
lessons can be developed into video tape training modules as part
of this option. Costs, requirements and schedule can be developed
on request for this option.
9.3 VIDEO PRESENTATION EQUIPMENT
As an option ESL can bid the equipment required to reproduce the
video tapes proposed in this training project. Any portion of the
equipment can be supplied, as a system or on an individual basis.
VCRs, monitors and stands would provide the bulk of the sites with
the equipment required for both the operation video tape modules
and the maintenance TOI or the optional video training modules for
the operation and maintenance courses.
9.4 NON-STANDARD VIDEO FORMATS
ESL can supply the customer with video tapes and equipment with
standards other than NTSC for the field sites as required on an
optional basis.
Declassified and Approved For Release 2012/05/31: CIA-RDP88-00218R000300060001-7
 Declassified and Approved For Release 2012/05/31: CIA-RDP88-00218R000300060001-7
9.5 COMPUTER AIDED INSTRUCTION FOR OPERATIONS
As an alternative, ESL can investigate the possibility of using
Computer Aided Instruction (CAI) for the operator training. The
feasibility of this method of instruction would be based on the
system selected, the TNA and schedule. Computer resident and
video disk interactive training can be investigated for their
applicability to the training requirements of the system.
Declassified and Approved For Release 2012/05/31: CIA-RDP88-00218R000300060001-7