MAP-01-010 HFI Management Guide - Human Factors Integration ...

Chapter 1 – HFI within Naval Capability Acquisition
operating equipment or for contributing to a safety critical task or management
process.
Individual, sub-team, team and crew training options for the platform are
developed by collating the outputs of Training Needs Analysis (TNA) for the
equipment and for the platform. This information contributes to the development
of the training policy for the type and class of vessel.
On-board training equipment, courseware, supporting resources, e.g. allocation
of training duties to crewmembers, and trainee throughput are collated at the
platform level. This information has a number of uses including the definition of
on-board training procedures, estimation of the training margin for
accommodation, identification of space and storage requirements and estimation
of the total commitment to on-board training.
The HFI Programme addresses the impact of new platforms and equipment on
the skills and knowledge required of future operator and maintenance personnel
(the Integrated Logistics Support (ILS) programme also addresses training
needs). Both the HFI and the ILS programmes provide key inputs to the Training
Needs Analysis (TNA). DSAT QS [Ref 8] defines a systematic approach to
training and training quality issues, including the TNA process. DTSM3 ‘Defence
Training Support Manual (DTSM) 3: Training Needs Analysis‘ [Ref 11] provides
the common framework within which all three services conduct TNA. DTSM3
replaces JSP 502 ‘The Tri-Service Guide to Training Needs Analysis (TNA) for
Acquisition Projects’ [Ref 20]. However, JSP 502 continues to provide useful
detail.
MoD and RN Training strategy requires that the recommended training option is
specified and delivered as part of the platform or equipment procurement
programme. The chosen option can have a major impact on the whole-life costs
of the system. A major question is the balance of training conducted ashore and
afloat. Shore-based training provides more control over the learning
environment, reduces on-board crew workload and accommodation and ensures
that vessels are supplied with skilled personnel. However, training by shore
establishments increases whole-life costs and may require a heavy investment in
training technology. Team training time ashore may also be limited. IPTs should
take into account the endorsed training strategy for individual training, collective
training and training equipment procurement.
Training media can be integrated within equipment. Alternatively, part-task
procedural training devices and full simulations that federate several equipment
types and systems may be used. On-board training using training simulations
embedded in equipment provides advantages in terms of realism and team
working but its use is limited by operational requirements. Developments in
synthetic training and computer networking are likely to increase the flexibility of
training options. This will enable more cost-effective mixtures of ashore and onboard
training, e.g. smaller on-shore training establishments may manage and
provide training resources directly to on-board crews via networked simulations.
The costs and advantages of developing and running dedicated training
equipment need to be balanced against those of using real equipment.
Training needs are identified at the level of each individual operator or maintainer
and at crew, team and sub-team levels. Training solutions must address the
requirements for the conversion of existing personnel. Training must also cater
for the initial and continuation training of personnel. A common problem is
specifying prerequisite entry requirements for trainees. Technology may require
Nov 2006 Page 1-21 Issue 4