WHEN PRINTED - Royal Navy€¦ · CHAPTER 95 INDIVIDUAL TRAINING CONTENTS Para 9501. Introduction 9502. Governance of Training 9503. Management of Training 9504. Management of Information

BRd 3(1)

95-1June 2016 Version 10

EffectiveFebruary 2019

CHAPTER 95

INDIVIDUAL TRAINING

CONTENTS

Para9501. Introduction9502. Governance of Training9503. Management of Training9504. Management of Information9505. Personnel Engaged in Delivering, Managing and Supporting Training9506. Analysis of Training9507. Policy on the Use of Learning Technologies (LT) in Training9508. Delivery of Training9509. Assurance - Second Party Audit9510. Assurance - External Validation (ExVal)9511. Management and Provision of Supervisory Care

ANNEXES

Annex 95A Individual CEB Briefing Note TemplateAnnex 95B Information Exchange Relationship DiagramAnnex 95C Data/Information Primary LocationsAnnex 95D Recording of Remedial Training

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CHAPTER 95

INDIVIDUAL TRAINING POLICY

9501. IntroductionThe Maritime Training Strategy sets out how the maritime training system will

contribute towards the Navy Board’s strategic intent1. It governs all maritime training acrossthe domains for both internal and external providers. This chapter of BRd 3(1) directlysupports the Maritime Training Strategy’s intent and provides the RN policy for individualtraining only. JSP 822 provides the Defence direction and guidance for individual training,collective training and education. Nothing in this chapter should be taken to contradict thatwithin the JSP. The policies and guidelines contained in this chapter are to be applied to allindividual training conducted in the NS (including training delivered by contractors). Trainingdelivered to Naval Service (NS) personnel within DTEs under RAF, Army or JFC Commandwill be conducted in accordance with Defence and Service Command (SC) policy. However,those responsible for DTE policy must seek to meet the requirements contained within thischapter; any deviation must be agreed with the chapter sponsor.

9502. Governance of Training

a. Training Policy and Strategy. In order to provide coherence to the managementof individual training policy across the NS, a Training Policy Steering Group (TPSG)will be convened biannually. The TPSG will be chaired by ACNS(T) SO1 PolStrat. Inaddition to holding the responsibility for individual training policy, the ACNS(T) trainingpolicy desks are responsible for translating relevant Defence policy change into NSaction, the planning and co-ordination of second party audit and training media policy.

b. Training Capabilities. The ACNS(T) Training Capability (TC) Team areresponsible for the oversight, management and review of in-Service training delivery.Training Capability Managers (TCMs) support all arms of the NS (including GeneralService and the Submarine Service), with the exception of Aviation and RM, throughthe ACNS(T) HQ structure. Training Capability Managers (TCMs) are responsible forliaising between their respective Training Delivery Authorities (TDAs), TrainingRequirements Authorities (TRAs) and Capability Delivery Teams to ensure that in-service individual training meets the identified need. The TCMs are organised to coverWarfare and Engineering in-service training and act as the single TLoD point ofcontact for dealing with emergent training requirements and issues. They deliver theTLoD input to all the In-Service Capability Management Boards and also representand assure the TLoD output at appropriate equipment and platform Project Boardsand supporting Working and Steering Groups. The TCMs are experienced warfareand engineering officers and therefore provide SME input and assistance to FOST HQStaff, in particular the New Capabilities team, who are exclusively TM officers andrequire SME input to support their TLoD assurance activity. The TCMs deliver anumber of FOAP Course and Training Design executive functions and are central totaking forward issues raised through the Training Feedback (S3018) and TrainingLessons Identified (DLIMS) processes. They also provide the TLoD input to widerNCHQ Force Generation meetings either as BaU or for specific emergent operations.

1. Maritime Training Strategy dated 2018. The Maritime Training Strategy is written in two parts; both of which can befound by searching for “Maritime Training Strategy” on DefNet.

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c. New Capabilities. The New Capabilities (NC) Team is responsible for assuringthe Training Line of Development (TLOD) for new and updated capabilities beingintroduced over the medium to long term (circa 5-10 years). Reporting to ACOS(T),they are subject to 'Command Pull' from NCHQ's MarCap and ISCM teams. The NCteam works closely with MTAO, DE&S, ISS and the Submarine Delivery Agency (SDA)to ensure that Project Teams introducing new maritime and joint capabilities take fullaccount of training implications including funding, programme management, trainingpolicy and training strategy. ACNS(T) New Capabilities also conduct the qualityassurance of Training Needs Analysis (TNA); the majority of which is outsourced.

d. Maritime Training Acquisition Organisation (MTAO). Amongst a broadspectrum of assurance activities across the maritime training domain, ACNS(T) isHeld to Account (H2A) for assuring the development of training solutions for new andrefreshed military capabilities. MTAO comprises of Training specialists, embedded atMOD Abbey Wood (as a team and as singleton posts within specific project teams)and is charged with delivering specialist training support, advice and direction toProject Teams and Capability Sponsors to ensure that the training and personnelimplications of DE&S and SDA decisions are considered as an integrated componentof Project Team work and at the earliest opportunity. MTAO also oversee the FutureTraining Unit (FTU) including Service Personnel and, predominantly, contractors atpresent working on Queen Elizabeth Class projects.

e. MTAO seeks to ensure that 'human capability' requirements are adequatelyfunded, both at initial acquisition and through-life, and are translated into trainingsolutions that are effective in supporting the delivery of military capabilities. Elementsof MTAO embrace both the capability sponsor and project delivery functions under asingle organisational umbrella, to ensure the timely and comprehensive delivery ofTLoD direction which is coherent with central strategic direction. Close engagementwith the TLoD leads in the Land, Air and Joint domains ensures coherence with otherTri-Service and Joint initiatives, such as the Defence Training and EducationCapability (DTEC) programme. In terms of its contribution to the delivery of militarycapability, MTAO's mission is to ensure that maritime capabilities will be acquired witheffective and affordable through-life solutions in accordance with the Maritime Trainingand Personnel Strategies.

f. Human Resources Training Services Group (HRTSG). The following aspectsof the training system are the responsibility of the HRTSG (ACOS(PCap) conductedon behalf of the TRA:

(1) Maintaining Role Performance Statements (Role PS) for the NS.

(2) Planning and execution of external validation (ExVal) for individual training.

(3) Production of non-equipment TNAs and advice and consultancy tooutsourced non-equipment TNA projects.

(4) Production and maintenance of the Statement of Trained Requirement(SOTR).

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g. Customer Executive Board (CEB). The purpose of the CEB is to provide amechanism for stakeholders to develop the scale and content of training to match theNaval Service (NS) requirement within the available resource. In so doing, theprocess should hold all parties, including the TDA and the TRA, to account for theexecution of their responsibilities in relation to the quantity, quality, timeliness andeffectiveness of the training. The individual training CEB structure runs alongside thatof the Collective training CEBs as shown in Fig 95-1.

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Fig 95-1.

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h. Direction for CEBs for Individual Training and suggested Terms of Reference aredetailed in JSP 822. Attendance at individual CEBs will vary but, as a minimum, thefollowing should be represented:

(1) TDA - Chair.

(2) Representatives of relevant training schools.

(3) TRA, including those empowered to represent both the demander (generallythe relevant BM) and the technical requirement.

(4) Relevant CMs.

(5) Additional customers/stakeholders (as appropriate).

(6) HRTSG SOTR Cell, as the custodians of the demand signal.

(7) Any commercial partner engaged in the provision of training (asappropriate).

The typical battle rhythm for CEBs is shown in Table 95-1.

i. Strategic CEB (Strat CEB). The Strat CEB provides direction and guidance toall NS CEBs. Assuming that Individual CEBs have been successful in endorsing therespective SOTR/SOTT (or in identifying the risk to be carried), the Strat CEB shouldbe able to maintain a 'high-level' discussion to endorse the SOTR/SOTT. As such, thefollowing should be in attendance (noting that other personnel may attend in support):

(1) ACOS T - Chair.

(2) CEB Chairs (COMCORE, COMOT and Comdt DCTT).

(3) ACOS(PCap) (representing TRA).

(4) DACOS(T).

(5) SO1 Pipeline Coherence - Secretary.U

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Table 95-1. CEB Battle Rhythm

j. Procedure for CEB Process. Each Individual CEB will be chaired by therelevant TDA2, the rationale being that the TDA will be best placed to provide thenecessary training data and, additionally, understand the resources required to deliverthat training. Where the TDA is a contractor, the 1* area in which that TDA is hostedor governed will serve as TDA for that CEB with the appropriate Authority contractmanagement and contractor support to understand the contracted position. DefenceCEBs are to be attended by the TRA and their representatives as the SOTR/SOTTand requirements setting are integral to Naval training.

Timing Event Lead Comment

Nov SOTR updated Respective BMs Complete.

Jan HRTSG Screenings CO HRTSG

Jan TCWGs Schools

Resolve issues in training delivery. Those that cannot be resolved should be taken to CEBs.

Feb Interim CEBs 1* TDA leads

Aim: Tactical in-year management. To endorse respective SOTR and to consider impact on training resources as well as Yr 2 and Yr 3 issues.

MarInterim Strat CEB (see Note.)

ACOS(T) Aim: to discuss in year changes.

Mar–May

Compilation of draft SOTT

TDAsNote: SOTR locked down. No adjustments can be made until draft SOTT compiled.

Jun TCWGs Schools As per previous TCWG comment

Jun Individual CEBs 1* TDA leadsAim: to approve respective SOTR/SOTT and understand risks not resolved at TCWGs.

Jul Strat CEB ACOS(T)Aim: to endorse the SOTT for the next training year.

Note. To be held after GTS targets have been issued – normally chaired byACOS(T).

2. For the purposes of RN CEBs, this is predominantly COMOT, COMCORE and Comdt DCTT. If the 1* is not available,then a suitably empowered representative - nominally the CO of the Establishment in which the majority of the training occurs- should chair the CEB.

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k. The chair will be responsible for determining the shortfall or surplus between thetraining demand (SOTR) and the training supply (SOTT) that cannot be resolved byHRTSG before the CEB and ensure clear articulation of actions. The product shouldbe a clear holding to account of people/organisations that are responsible formanaging resources, setting the requirement and delivering the training. Unresolvedissues and risks should be raised to the Strat CEB.

l. The Lead TRA (with both BM and CM involvement) plays a vital role in developingthe SOTR and it is critical that the Yr 1 figures agreed at the end of the SOTR processare valid and accurate. It is recognised that the figures for Years 2, 3 and 4 will requireincreasing refinement as the SOTR progresses year on year. In compiling the SOTR,the following issues are among those that should be taken into account:

(1) New equipment/equipment upgrades.

(2) Changes to policy and legislation.

(3) Impact of ABC measures.

(4) Defence priorities.

(5) Results of external validation.

(6) Changes to infrastructure.

(7) Changes to manpower structure.

(8) Known difficulties of recruiting in specific trades/branches.

(9) Historic data on take up and pass rates on courses.

m. In order to build up meaningful data on the accuracy and validity of SOTR figures,at the end of each training year a comparison of the relevant forecast requirement(SOTR) versus actual achievement is to be undertaken by the training organisation/school. The results of this comparison are to be reported at the CEB, with recordsmaintained to establish trends3.

n. Two weeks before the annual Strategic CEB meeting, the Chair of each CEBshould forward a short briefing note (using the format at Annex 95A as guidance) tothe Strat CEB Secretary (SO1 Pipeline Coherence) to inform the ensuing Strat CEB.This will permit the Strat CEB to record formally the areas where risk has been agreed.This is only of use at the Strat CEB as, for the interim CEB, the SOTT will not yet havebeen generated, but the format may be useful in considering information pertinent tothe Interim CEB.

3. Currently subject of on-going work on Outturn Data following ACNS(T)'s/700/1 dated 5 Nov 15 (NOTAL).

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o. Management of Risk. HRTSG-led screening meetings and review of outturndata by BMs and CMs should refine the SOTR figures on an annual basis and therebyensure that the requirement identified is as close to likely 'take up' as possible. Inareas where outturn data indicates that course4 take up is consistently below therequirement then CEB chairs are permitted to take qualified 'risk' against the SOTR(by up to 10%) without further approval, taking into account the 'risk' alreadyincorporated into these figures by improved screening meetings. The level of riskshould be articulated and justified in the Strat CEB brief. It is accepted that this 'risk'will be taken by the TDA, rather than collaboratively, unless circumstances otherwisedeem it appropriate.

9503. Management of Training

a. Mandated DSAT Activities. JSP 822 Pt 1 Section 1.1 (Figure 4) identifies themandated activities (processes, outputs and deliverables) required of a Managementof Training System (MTS). The DSAT process should be applied intelligently withappropriate flexibility to achieve an effective and efficient Training System capable ofsupplying the right mix of sufficient, capable, motivated, deployable and diversepeople, now and in the future. Mandated activities requiring exemption from a unit'sMTS must be clearly identified, justified and documented within the unit's MTS(normally the Training Quality Manual) which is to be endorsed by the respective TDA.

b. Construction and Subject Matter of Quality Procedures. The range and depth ofquality procedures depend upon the complexity of the training activities and the skillsand training required by personnel involved in carrying out these activities.Documented procedures should describe as applicable:

(1) The reference documentation to be used.

(2) The interrelationship with other procedures.

(3) The responsibilities, authority and interrelationships of personnel involved inthe procedure.

(4) How the procedure is to be performed.

(5) The controls to be applied.

(6) The quality records to be retained.

(7) Local administrative and/or operational or working practices.

c. Mandated Procedures. Quality manuals must include quality procedures tocontrol the following training activities:

(1) Training Management Review of the Management of Training System(MTS).

4. Such as professional qualifying courses, leadership courses (associated with promotion), NMT courses (if deemed fea-sible), and CBRNDC courses (such as ISSC, BSSC, EFSSC).

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(2) Production and review of the Statement of Training Task (SOTT).

(3) Training Design, including document control, accreditation and review of theTraining Authorisation Document (TrAD).

(4) Review of published course information.

(5) Procurement and Support of Training Equipment.

(6) Control and review of customer supplied services via Customer SupplierAgreements (CSA), Service Level Agreements (SLA), and contracts.

(7) Training failure policy including reporting procedures following a traineefailure and remedial training guidelines. TDAs are to ensure that, within thisprocedure, they include an action to inform the relevant Career Manager of anytrainee failure at the earliest opportunity so that the individual is not employed inan inappropriate manner.

(8) Verification of trainee course prerequisites.

(9) Definitions for the working (training) week, day and period.

(10) Management of trainees.

(11) Management and reporting of training deficiencies.

(12) Internal Validation (InVal) of Training.

(13) Assessment and testing, including analysis of results, records and review.

(14) Control of quality records.

(15) Conduct of internal (first party) training audits, including corrective andpreventative actions.

(16) Identification and recording of staff training.

d. NS-Specific Quality Records List. In addition to any other quality recordsidentified in DSAT or locally, the following are to be retained by NS TDAs for the periodspecified. U

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Table 95-2. Retention of Quality Records

Quality Record Minimum Retention Requirements

SOTT For life of the course.

TrADs Until superseded, then archive. (See Note.)

Management review records Until superseded by a later management review.

JPA Establishment Maintain continually and update as required.

Training documentationFor 5 years after changes to, or cessation of, course then archive. (See Note.)

Contract review recordsFor the duration of the contract (regardless of any amendments).

Job scalar and other appropriate analysis and design source documentation

For life of the course.

Records of unsuitable customer-supplied product

Until cessation of the course.

Course and test result forms For life of the course and then archive. (See Note.)

InVal reportsUntil after completion of next course review or 5 years, whichever is the shorter.

ExVal reportsUntil after completion of next course review or 5 years, whichever is the shorter.

Training and customer feedback reports/reply (eg. S3018)

Until after completion of next course review or 5 years, whichever is the shorter.

Document review and management plans

Continually update and maintain.

Test software and hardware status records

Continually update and maintain.

Non-conformity concessions a

a. Non-conformity concessions are only to be approved by SO1 POL STRAT (NAVY TRG HE-POLSTRAT SO1; 939385699). Any non-conformity concessions approved prior to 1 Jan 19 are to be re-submitted to SO1 POL STRAT for approval.

For 5 years after changes to, or cessation of, course then archive. (See Note.)

Training audit reports For 5 years.

Records of action taken to correct non-conformities reported in training audits (eg. Quality Improvement and Action Plans)

For 5 years.

Records of staff training Duration of training staff appointment.

Dispensation for training system or documentation to vary from DSAT.

For 5 years after changes to, or cessation of, course then archive. (See Note.)

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e. Maintenance and Review of Training Agreements. Where training is suppliedby, or for, other MoD agencies, the provision of the training must be detailed in a formalCSA. Where training activities are supplied to a customer within the same TLB, thecustomer-supplier relationship for the provision of the training should be detailed in aformal SLA. Where external providers train NS personnel, the provider's trainingsystem and training documentation must conform to the requirements of the DSAT asamplified by this Section. Where this is not the case, the TDA must seek a writtendispensation from ACNS(T) or from the appropriate CEB (for Defence training). Thispolicy need not be applied retrospectively, but should be implemented at the nextreview point.

f. Review of the TrAD. All training activities require a TrAD as they provide thecontract for the provision and commencement of training as agreed by thestakeholders. This includes both internally and externally run courses, including K-Courses5. In order to provide continuity in the management and upkeep of the TrADsthe TDA (rather than the TRA as specified in JSP 822), on behalf of the CEB, will actas the custodian. TrADs are to be reviewed and re-authorised by ACNS(T)/CEB atintervals not exceeding three years following either an external or internal coursereview. During this review, the appropriateness of the Role PS training categories isto be considered to ensure the capability of the TDAs to provide the specified level oftraining and to ensure that the most efficient and effective strategy for training is beingemployed. Review of TrADs is also to consider feedback from ExVal to ensure thatany differences between stated TPS level of performance and actual ex-trainee levelof performance are resolved. Amended states of training documentation resultingfrom the review are to be referenced on the TrADs.

g. Review of Published Course Information. Course information (such asprospectuses, marketing literature, entry requirements, nomination procedures etc.) isto be periodically reviewed, at periods not exceeding 3 years, to ensure that it iscurrent, comprehensive and unambiguous.

Note. Archived documents are to be retained in perpetuity.

5. K-Courses (usually delivered by the Original Equipment Manufacturer) are permissible as an interim and enduring train-ing solution for any New Capability provided that they are reviewed and validated by the TRA prior to delivery and their ex-istence is captured within the annual SOTR/SOTT cycle. Additionally, K-Courses will need to meet the Naval Servicerequirement and be conducted in accordance with an endorsed TrAD with appropriate assessments to validate knowledgetransfer and ensure that the required level of competence is achieved.

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h. Training Documentation Review. Unless initiated earlier by the Customer'sAgent (generally HRTSG), the TDA is to conduct an internal review of course trainingdocumentation at intervals not exceeding three years as determined by the DocumentReview and Management Plan (DRMP). Prior to conducting internal reviews, the TDAshould seek confirmation from the Customer's Agent that the Role PS is still valid.Where a course is of one year in length or more, the requirements for review intervalsare extended to five years. JSP 822 does not mandate any activities for trainingchange as activities will be dependent on the type and extent of any change.However, training review should take into account new technologies and/or trainingoptions that may have emerged since the last review.

9504. Management of Information

a. General. All personnel working in the training/learning domain must ensure thatlearning data and information is assured, managed and exploited effectively. TheManagement of Information (IM) has three key areas:

(1) Information Assurance (IA). IA is the practice of assuring information andmanaging risks related to the use, processing, storage, and transmission ofinformation or data and the systems and processes used for those purposes. IAincludes protection of the integrity, availability, authenticity, non-repudiation andconfidentiality of users’ data.

(2) Information Management (IM). IM concerns a cycle of organisationalactivity: the acquisition of data or information from one or more sources, thecustodianship and the distribution of that information to those who need it, and itsultimate disposal through archiving or deletion.

(3) Information Exploitation (IX). IX facilitates real business outcomes fromdata and information within the business. Without IX, data is not utilisedeffectively, thus reducing the benefit of decision making within the organisation.

b. Benefits of IM. The benefit cycle in Fig 95-2 is an example of a typical cycle toconducting good IM and IX to save money. Improved IM and IX can also improve otherareas of the business such as improved duty of care, coherent and timely answeringof Parliamentary Questions and Freedom of Information requests and effectivemanagement of training risks.

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Fig 95-2. Example of MI Benefits Cycle

c. Key IM and IX User Roles. There are multiple user roles of training informationmanagement systems. Users either input data, analyse data or consume informationas detailed below, noting they are all interlinked:

(1) Data Inputter. The data inputter is a user who inputs data or information intothe capability. This can be via the upload of files or media products but mainlythrough data entry through a Graphical User Interface (GUI).

(2) Data Analyst. The data analyst is a user who takes raw data and convertsit via business intelligence GUI tools using a set of queries to produce usableinformation products that ultimately will be consumed to deliver a business benefit(ie. the principal reason to support decision-making).

(3) Information Consumer. The information consumer is a user who willinterface with the 'front end' GUI and access the relevant information product thatis being provided to meet their business needs.

d. An example of an interlinked user role is a course scheduler. When schedulingresource, the user will be a data inputter, then may become a data analyst to analysethe 'what if' schedule and analytical reports and then consume information fromautomatically produced training timetables. Annex 95B illustrates how the three keyroles are interlinked with the data and information exchange process.

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e. Data/Information Intellectual Property Rights (IPR). To get the best value fromIX, it is important to understand who owns IPR and where the data/information is to bestored when working through outsourced training contracts. The following is to beadhered to:

f. Business and Training/Learning Data and Information. This policy only catersfor data and information that is related to the training/learning domain6. It does notprovide guidance for any Business-related information.

g. Within the business space, the main tools are MODNet Office365, OneDrive andSharePoint. The MODNet provided SharePoint is used to hold information related tothe operation and management of a unit's business.

h. Embed Vs Extract. To enable valuable IX, data/information must remainembedded within the IM system where physically possible. Any data/information thatis extracted will hold the value of the information product at the time of extraction. Anyupdates to the live data/information will not be replicated into the extracted versions.

i. Extracting data/information from the IM system can result in multiple copies tomanage and a lack of version control. For example, a document link is embedded, itkeeps the live document on the cloud storage area and any changes or collaborationsfrom sending the link will be available, while taking a copy of the document andemailing it is extracting it, and any future changes to the live document after this pointwill not be visible in the extracted product.

j. TAFMIS and Defence Learning Environment (DLE) Overlap of Functionality.TAFMIS and the DLE are two major Defence provided training/learning IM systems,developed to cater for different business management areas of Defence Training andEducation. However, over the through-life development of capabilities, there is nowan overlap of functionality and both systems can be used to carry out some IM and IXtasks. The major business function areas where the overlaps lay are as follows:

(1) Trainee/Student Assessments. The DLE has online electronicassessments while TAFMIS focuses on paper-based assessments.

(2) Trainee/Student and Trainer/Instructor Validation. The DLE has onlineelectronic surveys and validations, while TAFMIS uses paper-based trainer/instructor or trainee/student feedback questionnaires.

(3) Business Intelligence (BI). TAFMIS has a full suite of BI tools providinginformation reporting and Dashboarding. The DLE utilises the LearningManagement System (LMS) to deliver graphical BI in addition to the LearningRecord System (LRS) to deliver report-based BI7.

6. Training/Learning data or information is that which is created as part of the five areas of Defence Systems Approach toTraining (DSAT); Analysis, Design, Deliver, Assurance and the Management of the Training System (MTS).7. TAFMIS uses Business Objects IX and Xcelcious, while DLE uses Moodle and Learning Locker.

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(4) Trainee/Student Management. TAFMIS manages all aspects of studentmanagement from loading to competence recording and trainee tracking for allMOD residential training courses. Trainees are also managed and tracked withtheir learning activity on DLE, this could be linked to residential training but alsoblended learning activities.

k. When considering which IM and IX system is to be used for the business area,security classifications must be understood. The DLE can only be used for OFFICIALdata and information (see Annex 95C for Data/Information Primary Locations). Wherethe DLE and TAFMIS have overlapping functionality, organisations have the option todecide which is the most relevant and appropriate system to meet the trainingenvironment needs.

l. Appropriate data will need to be exported periodically via a business process,from the DLE into TAFMIS database as the systems are not physically linked.Organisations are to use TAFMIS as the master 'data silo'. This is the only databasethat links with personnel data via JPA and will enable truly valuable IX via fullyautomated business intelligence.

m. Lower Assurance Domain Issues. Any applications or systems that sit on theDefence Gateway occupy the lower assurance domain. The lower assurance is dueto the Defence Gateway not having the same level of network monitoring and IA asthe gateway to the Assured LAN Interconnect (ALI)8.

(1) When operating with information within the Lower Assurance Domain, it iscritical to continue to question the classification of the information being placed onit9. This is particularly important when considering how the accumulation ofinformation may result in an increased security classification. If there is any everdoubt, the unit Information Manager (IMan) and unit IT Security Officer (ITSO)should be consulted before information is published on the Lower AssuranceDomain.

(2) As an example, future movement of personnel is always classed as sensitiveand information pertaining to future movement of personnel should never be heldin the Lower Assurance Domain.

n. Local Holding of Information/Media on Training LANs (TLAN). DefenceInformation Strategy10 directs MOD to aim for a 'cloud first' approach, so local hostingof information and media on physical servers in Windows file systems does not followDefence strategy and reduces the value from IM and IX. However, there are somesituations where the only solution is to host information on a TLAN. These are asfollows:

8. The current internet gateway for the ALI is the Enterprise Gateway Service (EGS) and will be replaced by a new servicecalled the Boundary Protection Services (BPS) by Dec 18. 9. Full details on guidance can be found in JSP 604, Part 1 Volume 3, MoD Technical Information Assurance Architecture.10. Defence Information Assurance Strategy

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(1) OFFICIAL-SENSITIVE Media. OS media cannot be uploaded on the DLEand while MODNet SharePoint may seem like the next best option, thisSharePoint is for Business information. OS media can be locally hosted on theTLAN in this situation. Once the DLMC delivers OS capability for the LearningContent Management System (LCMS), OS material will be stored in thislocation11.

(2) Standalone LANs. A standalone LAN is a network of computers thatdoesn’t connect to a Wide Area Network (WAN) which may be either the Internet,the ALI or the Secret LAN Interconnect (SLI). In the case where the trainingprovider only has a standalone LAN, they are permitted to host the informationlocally on the server of the LAN as they will not be able to access the cloudservices.

(3) SECRET (and above) Media/Information. DLMC will not be providing aSECRET (or above) MI system. Therefore, to ensure MI is carried out for thisinformation, it must be locally hosted on the SECRET/TOP-SECRET TLANservers.

o. Relationship Databases vs Flat File. It is important to understand the value ofa relationship database when managing data in the training space. A relationshipdatabase enables data to be entered only once and then replicated throughout thesystem. This allows for automated connection across many areas of business12.Consequently, the data will only require updates once, and all associated informationproducts will update automatically.

(1) Flat File Database. A flat file database (e.g. a standalone Excelspreadsheet) does not have relationships as it sits as a silo separately to otherdatabases13. As a result, when data is extracted from a flat file database, anyedits will need to be replicated in every other associated file. For this reason, flatfiles are only to be used as a temporary data capture, which must be followed upby entering the data into a relationship database as a permanent solution.

(2) Relationship Databases. These aid in ensuring constancy in taxonomythroughout the data set. Flat file databases do not have the same level ofassurance.

p. Draft, Collaborate, Publish Cycle. Ideally, the data inputter is to use eitherTAFMIS or the DLE systems as the primary tool for inputting data so that all data canbe converted into an information product automatically. However, a need will still existfor some users to continue to manage information products created using a MicrosoftOffice application. In these instances, the user is to employ MODNet and Office360OneDrive to draft the information, then move it to the FOST SharePoint site tocollaborate and publish. Users should not collaborate and publish training/learninginformation onto the MODNet business SharePoint sites.

11. The date has not been set for implementation of an OS LCMS. More information on the DLMC programme can be found atthe DLMC Defence Intranet Link.12. An example is that data relating to Training Analysis can link to data in Training Design, which links to Training Deliver andlinks to Training Assurance.13. Flat files are separated from other databases unless built through macros and other enabling configuration.

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9505. Personnel Engaged in Delivering, Managing and Supporting Training

a. General. All personnel involved in the management, evaluation, qualityassurance, analysis, design and development, delivery and assessment of trainingand the supervision of trainees shall be Suitably Qualified and Experienced Personnel(SQEP). DCTS courses provide the minimum level of training required by trainingpractitioners, however all training practitioners, regardless of role, would benefit frombeing mentored and engaging with Continuing Professional Development (CPD).

b. The TDA shall determine the necessary number, specialisation, grade,competences and qualifications of all personnel required for the management,evaluation, quality assurance, design and development, delivery and assessment oftraining and the supervision of trainees. This information is to be detailed in StaffTraining and Development Records, Terms of Reference and the Unit EstablishmentList (UEL) as it is utilized by CMs to identify and select personnel suitable foremployment in the training roles. It is to be subject to regular review. The UEL mustbe annotated with the extended hand-over period/pre-employment trainingrequirement.

c. The requirements of this policy apply to Service and civilian personnel andcontractors undertaking training and supervisory duties. Where a contract does notrequire contractor staff to undertake the prescribed course or hold an equivalentqualification, it should be revised at the earliest available opportunity. In themeantime, arrangements should be put in place to mitigate the risk.

d. Training Requirements for Training and Supervisory Staff. All trainersdelivering formal Phase 1, 2 or 3 training within the RN TLB are to be trained with theDefence Train the Trainer Phase 1 and 2 (DTTT (Phase 1 and 2)) course; for Phase3 trainers this is a higher requirement than the minimum specified within JSP 822 Part1 Section 4. Defence Trainer (Flying) (DTTT(Fg)) is an alternative Defence TrainingCapability competence that qualifies trainers to deliver aircrew training in the Ph 2 and3 Flying Training environment only. Therefore, aircrew instructors require eitherDTTT(Phase 1 and 2) or DTTT(Fg) to deliver aircrew training, noting that DTTT(Fg)only enables trainers to deliver aircrew one-to-one instruction and mass briefs.Aircrew instructors required to deliver formal group learning must hold a DTTT(Phase1 and 2) competence. Personnel required to supervise, but not to train, Phase 1 and/or 2 trainees must attend the Care of Trainees (COT) course delivered by DCTS or aDCTS approved franchise. Supervisory staff must also follow the supervisory carepolicy at Para 9510. Requirements for contractors are detailed in JSP 822.

e. Course Booking. With the exception of courses delivered by an approved DCTSfranchise, all DCTS courses are to be booked direct with DCTS in accordance with theannual DIN.

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f. Other Requirements

(1) Risk Management. Where it has not been possible to provide training fortraining and supervisory staff before taking up a post and where training maytherefore be deemed to be a risk, the training organisation's management boardis to decide whether to manage the risk locally or to raise the issue with theappropriate TCM at ACNS(T) or with COS (Avn). The details of the decision andany actions taken to mitigate the situation are to be included in the Commander'sRisk Assessment (CRA). In addition, the following issues are also to be taken intoaccount when compiling the CRA.

(a) Adventurous Training. Where training involves an element ofAdventurous Training (such as the Brecon Beacons element of CommandCourses), trainers, in addition to undertaking either the DTTT (Phase 1 and2) course, are to be trained in the appropriate skills in accordance with JSP419, Adventurous Training in the UK Armed Forces. Advice on where andhow this training may be obtained should be sought from Staff OfficerAdventurous Training, HMS TEMERAIRE.

(b) Visiting Lecturers. Consideration is to be given to the requirements fortraining of visiting lecturers. The following factors should be among thosetaken into account: frequency of delivery, existing qualifications, employingorganisation, degree of contact with trainees and subject matter. If visitinglecturers (for example music tutors) have unsupervised access to Phase 1or 2 trainees, they are to attend the COT course.

(2) Trainer Observation. In order to assure training standards and to assist instaff development, trainers are to be observed in their training technique andsubject matter knowledge in accordance with the following directions.

(a) Trainer observations are to be carried out by designated members ofstaff (trainer supervisors) within an organisation who are qualified with theDefence Trainer Supervisor (DTS) qualification. Supervisors holding legacyassessor qualifications should attend CPD to become familiar with deliverytechniques trained on the DTTT (Phase 1 and 2) course (such as PresentApply Review, PAR).

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(b) On completion of the DTTT (Phase 1 and 2) course all training staff areto be observed in accordance with the trainer Workplace Training (WpT)Portfolio. WpT observations shall not be conducted less than one monthapart from each other to allow sufficient time for reflective practice. Theportfolio must be completed within nine months of completing DTTT (Phase1 and 2) and the trainer awarded the JPA Defence Trainer L2 Practitionercompetence. Trainers should not deliver training until qualified, howeverany trainer required to deliver training prior to completing the appropriateTrain the Trainer course must be fully supervised. In addition, a formal riskassessment is to be carried out based on this observation and retained as aquality record until such a time as the trainer completes their train the trainercourse (maximum of three months). The risk assessment is to be updatedwhen the trainer is re-assessed and is not to be used in lieu of attendanceon the DTTT (Phase 1 and 2) course.

(c) The performance of all staff employed on training duties is to be formallyassessed at intervals of no more than six months. It is considered goodpractice to align observations with the appraisal cycle so that oneobservation is conducted pre-MPAR and one prior to an individual's annualreporting date.

(d) Records of training staff observations and assessment are to beestablished and maintained as quality records.

(e) If, as a result of an assessment, concern is raised about thecompetence of a trainer, action should be taken as determined by the degreeof under-performance, any pertinent terms of employment and/or warningsystems. It may include, as appropriate:

i. Replacement/re-employment.

ii. Suspension from training duties while undertaking a programme of'in-house' remedial training by experienced and qualified staff, followedby independent re-assessment.

iii. Continue training under close supervision by experienced trainersupervisors, whilst undergoing a programme of 'in-house' remedialtraining, followed by independent re-assessment.

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9506. Analysis of Training

a. Training Needs Analysis (TNA). TNA is a structured scoping and analysis oftraining need arising as a result of new equipment acquisition, doctrinal change,organisational change, or changes to policy/legislation. It generally includes acomparison of different training methods and technologies, with a view torecommending the optimum training solution for maximum cost-effectiveness. It is ahighly flexible procedure with the choice of supporting tools and techniques to suitdifferent training systems. In all cases, however, a TNA is an output based, iterativeprocess that provides an audit trail for all decisions and is closely mapped to therequirements of the DSAT Quality Management System as detailed in JSP 822.Additional policy for the delivery and conduct of TNAs relating to the introduction of'New Capabilities' can be found within the Acquisition Systems Guidance (ASG)Governing Policy (GP) 2.8 - Training and Training Equipment. Two documents withinthe ASG provide guidance and standards to contractors and personnel involved in theacquisition and subsequent delivery of New Capabilities within the maritime domain:

(1) Maritime Acquisition Training Line of Development Guidance Part 1:Project Team Guidance. Part 1 provides an overview of the building blocks ofthe Training Lines of Development (TLoD), underpinning principles, outlinesresponsibilities and highlights the key organisations involved in the delivery ofhuman capability through-life within the maritime domain.

(2) Maritime Acquisition Training Line of Development Guidance Part 2:Training Analysis Standards. Part 2 provides standards to normalise TNApractice for analysts working in the maritime domain, applicable to both internaland external analysts.

b. Within the NS, TNA is separated between Equipment based TNA and HumanCapability (non-equipment) TNA. Further advice can be obtained from the followingcontacts:

(1) Equipment Capability. Advice on Equipment Capability based TNA'sshould be sourced from ACNS(T) SO2 New Capabilities (NAVY TRG HQ-NCSO2).

(2) Human Capability. Human Capability Training Needs Analysis (HCTNA) isfor non-equipment based training needs. Conduct of a HCTNA broadly followsthe standard TNA process and is managed by HRTSG. Further guidance onHCTNA can be provided by NAVY PCAP-HRTSG TRGREQSO2. U

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c. Role Performance Statement (Role PS) and Competence Frameworks (CF).The Role PS, as outlined in JSP 822, remains the preferred document format for thearticulation of TRA requirements within the NS, from which detailed training designcan be conducted. If, following HRTSG advice, the TRAs wish to develop CFs it doesnot negate the need for the production of a detailed Role PS, which is required tosupport the training design process. Within the NS the TRA's agent, HRTSG, is thecustodian of all Role PS and CFs. If, after correct tasking, it is ascertained that a CFwould better articulate the requirement than a Role PS, then the CF is to be developedby HRTSG (or under its direction) to ensure coherency across the Service. The TRAwill be responsible for endorsing all CFs14.

d. Early Training Analysis (ETA). ETA enables early decisions to be made ontraining for individual tasks, based on information collated during Role Analysis,trainee entry standards, trainee throughput and training priorities. It enables anestimate to be made of where the balance between formal training and workplacetraining will fall and it can only be achieved through consultation with the TRA and thetraining provider who have knowledge of existing training, current training facilities andresources. The requirement to conduct an ETA as part of Role Analysis has beenremoved from JSP 822. ETA is regarded as an essential analysis tool and mayinfluence the final training categories prior to endorsement and publication of the RolePS. Therefore, in the Naval Service, ETA is retained as a mandated activity for non-equipment TNAs.

9507. Policy on the Use of Learning Technologies (LT) in Training

a. LT are defined as 'the broad scope of technologies (including hardware, softwareand communication networks) that can be used to support, manage and deliverlearning'. The use of these technologies has grown significantly in recent years dueto cost savings measures and technology advances. There remains plenty of scopeto expand their use in the NS to enhance training effectiveness and promote greaterefficiencies.

b. Governance. Policy for LT is developed and owned by the ACNS(T) SO1PolStrat desk. All personnel considering new LT projects are first to contact the SO2Individual Training Policy desk in ACNS(T) to seek advice on the policy and otherstakeholders to consult. This will ensure exploitation of existing LT materiel and fornew projects to be developed to allow maximum reusability of content for the NS.

14. If the TRA or TDA require further clarification on the development of a Role PS to support a CF then they are to contactSO1 POL STRAT (NAVY TRG HE_POLSTRAT SO1; 93938 5699).

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9508. Delivery of Training

a. Review and Reporting of Training Failures. Training designers are todocument the consequences of test failure on Assessment Specifications (ASpecs).The consequences of failure detailed on the ASpec are to be applied to all traineesfailing assessments or tests. Training Managers are to ensure that appropriateremedial action has been instigated in accordance with local procedures. Proceduresare to be established, documented and maintained to prevent any trainee who hasfailed a module or a complete course from being employed in a capacity whichrequires the successful completion of the course.

(1) Review. Each module or course failure is to be reviewed as an individualevent and a decision made regarding the future of the trainee. A record of thedecision is to be kept with the trainee's records until the trainee leaves theService. Any training which deviates from the approved specification is to besubject to review prior to issue of completion certificates. Records are to bemaintained of such reviews and any actions or decisions taken. Where trainingprovided does not meet the design intent, corrective/preventive action is to beinitiated.

(2) Reporting. NS TDAs are to establish and maintain documented traineefailure reporting procedures. Where a trainee fails a course, the facts are to bereported to the appropriate authorities. Where trainees, through no fault of theirown, fail to achieve the level of training specified by the TPS, TDAs are toannotate the trainee's records to indicate the shortfall in training. This trainingshortfall is to be brought to the attention of the trainee's next employing unit andalso clearly shown on the trainee's workplace training documentation.

b. Recording of Remedial Training (RT) Policy. JSP 822 provides a standardisedframework to manage, deliver and record measures of Remedial Training15 (RT)taken to address poor performance during initial training in Phases 1 and 2. With theexception of verbal rebukes all RT is to be recorded. A template for use byestablishments is at Annex 95D and is to be used for all Phase 1 and 2 training.JSP 822 further details the requirement for an auditable chain linking the Policy to theactions taken by trainers. Records are to be regularly examined at establishment levelto ensure that local policy/guidelines are effective.

15. When a shortcoming is identified, necessary measures are taken to help and encourage the trainee to improve theirperformance. The process for the management of these measures is known as Remedial Training (RT).

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9509. Assurance - Second Party Audit

a. Audits and inspections are conducted at 3 levels: 1st party, 2nd party and 3rd partyas detailed in JSP 822. The following are most likely to fulfil assurance roles:

(1) TRA:

(a) Evaluation Strategy.

(b) ExVal of the training activity.

(c) Contribution to the Management of Training System (MTS).

(2) TDA:

(a) 2nd party audit and inspection of the Training System (external to thetraining activity).

(b) Contribution to the MTS.

(3) Training Provider:

(a) InVal (based upon the Evaluation Strategy written by the TRA).

(b) 1st party audit and inspection of the Training System (internal to thetraining activity).

(c) Contribution to the MTS.

(4) Training Design Organisations:

(a) InVal (based upon the Evaluation Strategy written by the TRA,implementing findings provided by the TP).

(b) ExVal (implementing findings provided by the TRA).

(c) 1st party audit and inspection of the training design process anddocumentation.

(d) Contribution to the MTS.

b. Second Party Audits are programmed, managed and delivered, on behalf ofACNS(T), by SO2 Assurance. ACOS(T) staff will ensure that all areas of individualtraining are subject to an independent (second party) audit. Audits will check a unit'scompliance against JSP 822 including, for Phase 1 and 2 units, their implementationof measures providing Welfare and Duty of Care (WDoC) to trainees and staff. Auditsare scaled according to the size of the training unit being audited, any risks withtraining identified through CEB processes and a unit's self-declaration of complianceintended to articulate both the level of compliance against JSP 822 and the risksassociated with training. Categories of risk include, but are not limited to:

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(1) Risk to Life (RtL).

(2) Risk to reputation (eg. Phase 1 and 2).

(3) Risk to Operations.

c. If a Phase 1 or 2 training unit has recently received a third-party inspection(Ofsted) the audit will focus predominantly on JSP 822 compliance. Actions resultingfrom the Ofsted visit and progress will also be reviewed.

d. Audit Planning Cycle. The TCWGs/CEBs are to monitor all training units andtheir levels of compliance with JSP 822 and BRd 3(1); SO2 Assurance will in turnamend the 2PA programme for the subsequent training year. Endorsement of theannual programme will be given by the Strat CEB preceding the forthcoming TrainingYear. The planning cycle is shown below:

Table 95-3. Audit Planning Cycle

e. Resourcing 2PA. The majority of audits will be led by ACNS(T) SO2 Assurancein the capacity of NS lead for 2PA. Due to the scale of the task however, TDAs are toprovide SQEP auditors (and occasionally SQEP Lead Auditors) to assist SO2Assurance in the delivery of 2PA. Resources required for each audit will normally beidentified not later than three months prior to an audit; requests for each audit will besent via respective TDA Chiefs of Staff. Auditors must not be involved in auditingtraining within their own TDA organisation.

f. Auditor SQEP. Through liaison with the TDAs, SO2 Assurance will maintain alist of SQEP auditors. The following SQEP is identified as the minimum requirementfor auditors.

What Who When

Identify training risks through use of a Self Declaration Report

Training units/Providers

Submitted to the TCWG/CEBWG via TDAs prior to the Spring CEB

Propose areas for targeted 2PA TCWG/CEB Prior to Spring CEB

Develop audit programme for next TY for endorsement by Strat CEB

SO2 Assurance Prior to Spring Strat CEB

Annual trends analysis report to ACNS(T), TDAs and TESRR

SO2 Assurance Prior to Summer CEBs

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Table 95-4. Auditor SQEP

g. Audit Battle Rhythm. The following table outlines the typical process for anaudit:

Table 95-5. Audit Battle Rhythm

Qualification Experience

Lead Auditor

Attended the Defence Training Auditor course at DCTS (minimum) or an external ISO 9001 Lead Auditor course (preferred).

Rank: Lt Cdr with relevant Individual Training Management experience (in exceptional circumstances senior Lts may be used to lead smaller audits but will not include WDoC).

Audits: Conducted a minimum of one audit as a full team member (minimum) and shadowed a lead auditor.

Audit Team Member

Attended the Defence Training Auditor course at DCTS.

Rank. SLt–Lt Cdr with relevant Individual Training Management experience.

Audits. Shadowed an audit team member at least once.

What Who When

Conduct a scoping visit to the unit SO2 Assurance 3 months prior to audit

Identify Lead and Team Auditors SO2 Assurance SO2 Assurance with TDAs

Request documentation and data SO2 Assurance 2–3 months prior to audit

Pre-audit meeting Audit team 1-2 months prior to audit

Conduct audit Audit team iaw audit programme

Draft audit report Audit team 1–3 weeks post audit

Release draft report to unit Lead Auditor nlt 3 weeks post audit

Factual accuracy check Audited Unit 3–4 weeks post audit

Submit audit report to TDA and DTEAWG (TDA to forward to CEB, CEBWG and other relevant stakeholders for action)

Lead Auditor 5 weeks post audit

Develop action plan and submit to TDA Audited Unit 1–2 months post audit

Conduct follow up visit Lead Auditor 3–6 months post audit

Submit follow up report to TDA and DTEAWG Lead Auditor 6 months post audit

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h. Self-Declaration Reports. Training units are to produce a Self DeclarationReport (SDR) in advance of their 2PA. The SDR is similar in function to a unit's OfstedSelf-Assessment Report (SAR) but is an evaluation of a unit's compliance with therequirements laid down in both JSP 822 and BRd 3(1). The SDR should draw upondata from the unit's Quality and Improvement Action Plan (QIAP) and internal (firstparty) audit processes. Typical headings in the SDR are as follows:

(1) Overall compliance grade: (Good/Satisfactory/Requires Improvement)

(2) Areas of full-compliance.

(3) Areas of partial compliance.

(4) Areas of nil compliance.

(5) Training risks:

(a) Risks to Life.

(b) Risks to Reputation.

(c) Risks to Operations.

Units can cross-reference evidence within the report but are not expected to includethe evidence when submitting reports to their TDAs. SDRs will be used to inform thesampling of training documentation during the audit to ensure that the limitedresources available add the most value.

i. Reporting of Non-Conformities. All non-conformities identified during 2PA (orindependently from a 2PA) will be recorded centrally by SO2 Assurance and reportedto the FOST Management Group (FMG) on a quarterly basis. An annual report of 2PAactivity, findings, trends and outstanding non-conformities will also be produced forcirculation to ACNS(T), TDAs and the Defence Training and Education AssuranceWorking Group (DTEAWG).

j. Assurance of Contractor Produced Material. There is an existing requirementfor ACNS(T) to validate the courseware and assess the quality of training prior to NavyCommand's acceptance of contractual training into the NS. Contractual auditing issplit into 2 discrete areas: Courseware Quality Assurance (QA) and Assessment ofTraining Demonstrations. Once these assurances have been fully endorsed by theAssurance Team, 1st Party Audit responsibility will pass to the training provider.

(1) Courseware Quality Assurance (QA). The contractor provides the totalcourseware for each individual course. The Assurance Team assesses apercentage random selection of this courseware and assures it against JSP 822or other contracted Standards. Feedback is then provided to the relevant TrainingImplementation Working Group (TIWG) via the respective ACNS(T) TCM.

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(2) Assessment of Training Demonstrations. The contractor demonstratesnominated training packages. It is the responsibility of the assigned AssuranceTeam to assess the suitability of the training package by assessing the trainer, useand suitability of contractor lesson documentation (Lesson Plan/LSpec etc.), andthe training media and environment against the requirement laid down in thecontractual agreement (for example the TNA). Once completed, the contractorshould be provided with a written report of the demonstration including anassessment of any areas with scope for improvement. That report is to be passedto the TIWG via the appropriate TCM, and an assessment made of the balanceof any risk to Navy Command of using the training.

9510. Assurance - External Validation (ExVal)

a. HRTSG conducts ExVal for the NS, as tasked by Branch Managers (BMs) asTraining Requirement Authorities (TRAs) under DACOS(BM). The ExVal teamconsists of an SO2 TM, an SO3 TM and five Branch-specific analysts. The analysts(OR7-OR9) should be SMEs in their source Branch, capable of day-to-daymanagement of individual projects from start to finish, liaising with stakeholders asrequired.

b. Tiered ExVal. HRTSG will work with BMs to prioritise workload by Branch andacross the ExVal team. Provisional work plans should be made, 6-12 months ahead,of those Courses identified for investigation. Capacity should be allocated for urgentrequirements, although in some cases re-prioritisation may be necessary. Theprioritised Courses should be split into the following categories:

(1) Quick Look (QL). For maximum efficiency, key project stages aresupported by pre-authorised templates. The QL questionnaire template willprovide a snapshot as to the effectiveness of a Course in delivering TOs and therelevance of each TO to the associated job. Should responses provide no causefor concern, then it will be concluded that the Course is fit for purpose. If,however, the evidence points to a potentially major shortfall in training, a FullExVal will be triggered.

(2) Full ExVal. When a BM, for whatever reason, determines that a Courserequires more detailed investigation, a Full ExVal will be conducted. The activitiesover and above the QL include, but are not limited to, expanded or targetedquestionnaires; trainee and trainer interviews; enhanced stakeholderengagement; course observation; detailed recommendations.

(3) Project. In some cases, for example Project Faraday, it may be necessaryto determine a bespoke ExVal strategy that spans inter-related courses. This isintended to provide the right information to the right people at the right time, takinginto account the specific strategic and tactical characteristics of each project.

c. S3018. The S3018 Training Feedback form enables any Naval SP to provideinformation on a perceived shortfall in training. All issues raised will be investigatedand receive a reply. The relevant Branch Analyst, in communication with all necessarystakeholders, will assist the BM in determining an outcome which will fall into one ofthe following categories:

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(1) No Action Required. In certain situations, the TRA may be content that noaction is required, for example when the issue is not training related; the individualhas not conducted the relevant training for whatever reason; the perceivedshortfall is not substantiated by documentary and other evidence.

(2) Action Taken. Where suitable actions can be identified quickly by the TRA,the SP who submitted the form will be made aware of the action that theirsubmission has triggered.

(3) Action Pending. In some cases, actions may be identified that cannot beaccomplished within a definite time frame owing to a variety of potential factors,such as resources, prioritisation and contractual implications. In such instances,the action will be recorded to ensure it remains visible until a resolution becomesviable.

(4) Noted for Evidence. Where an issue raised triggers a wider investigationor relates to an extant ExVal or Role Analysis project, the feedback captured inthe form will be taken as supporting evidence. As such, the issue will beaddressed within the wider context of the relevant project.

d. Electronic S3018. The S3018 has been re-designed as an electronic, on-lineform to be more user-friendly and will prompt the individual to provide morecomprehensive information, whilst reducing the burden on the individual completingthe form.

e. S3018 Utility. Although S3018s are administered and investigated through theHRTSG ExVal team, the nature of the form means that training-related issues aresometimes raised which are beyond the scope of the ExVal function. These will notbe discarded, but passed on to the relevant TRA to inform the broader ContinuousImprovement process within Naval training.

9511. Management and Provision of Supervisory CareThe following meetings and processes refer to the provision of supervisory care:

a. Care and Welfare Continuous Improvement Group (CWCIG). The CWCIG isan annual working group chaired by ACNS(T) SO2 Assurance and held early in thesummer term. The CWCIG provides a forum for all establishments to discuss on-going issues relating to Welfare and Duty of Care (WDoC) and aims to facilitate thesharing of best practice through the identification of coherent continuous improvementactivities and actions. The CWCIG is normally attended by establishments' 'Ofstednominees', and representation from 1* TDAs: COMCORE and COMOT. The CWCIGaims to assist units in their development of annual Self-Assessment Reports (SAR).

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b. Self-assessment. All TEs are to maintain a regime of Continuous Improvementthrough the maintenance of a SAR and a "live" Quality Improvement and Action Plans(QIAP) which should monitor progress against, or active management of, identifiedrisks and issues. All NS Training Groups are encouraged to adopt a peer reviewprocess through links with other, similar, Training Groups, to help inform thedevelopment of their SARs. SARs should be reviewed, updated and re-publishedprior to summer leave each year so that they are ready for subsequent Ofstedinspection between September and February. Once published SARs are to be copiedto SO2 Assurance.

c. Recruit Training Survey/Officer Cadet Survey. The Recruit Training Survey(RTS) and Officer Cadet Survey (OCS) are surveys that are independently managedby Ipsos MORI. The surveys are administered by Phase 1 and Phase 2 TEs, with thedata collated and visible via an online system (RTS/OCS portal). TrainingCommanders are responsible for putting in place processes that enable exploitationof the survey data, allowing identification of problems and amendment of deliveryareas quickly, if required, to achieve maximum benefit and support for Phase 1 and 2trainees and also address any D&I issues as they are reported. Access to the RTS/OCS Portal Training is available from Ipsos MORI via SO2 Assurance; ACNS(T) IndTrg Cap (Assurance) can advise on dates and details of the training. All traineesshould be encouraged to complete the survey during their time in Phase 1 and 2 or onexit from the Service as it is their opportunity to raise any issues of concernanonymously and provide feedback to improve the training they have received forfuture recruits.

d. Policy on Preventing Radicalisation. The Counter Terrorism and Security Act2015 articulates a duty on specified authorities to have due regard to the need toprevent people being drawn into terrorism; this is achieved through PREVENT training(see also JSP 440 Supplement 2). The principle purpose of training in PREVENT isto equip staff with the ability to recognise signs that a learner might be on the path tobecoming radicalised. Commanding Officers are to:

(1) Review their CRA in order to include any risks there may be of staff ortrainees becoming radicalised and identify the levels of risk proportionate to theirestablishment (taking into account the context of the local area). In developingtheir risk assessments, they seek to manage the risk of radicalisation of theirtrainees by further developing structures that already exist through:

(a) Chaplaincy and/or core carers' forums - to help identify those individualsdeemed vulnerable to the influence of radicalisation.

(b) Providing a PREVENT briefing for staff to form part of wider securitybrief.

(c) External speakers' presentations need to be approved to ensure thatthey have British values built in, where appropriate. Examples are thosevalues currently instilled in events such as parades and Armistice Day.

(d) Recording individuals who are considered particularly vulnerable toradicalisation on the 'At Risk Register'.

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(2) Ensure all relevant policies and procedures are in place, as set out in JSP822 and JSP 740, to mitigate the risk of harassment and bullying and improperuse of the internet, regularly reviewing these risks and checking to ensure therelevant procedures are being carried out.

e. Disclosure & Barring Service (DBS) (formerly Criminal Records Bureau(CRB)) Checks. Checks of training and supervisory staff are to be carried out inaccordance with the RN policy on criminal records checking of personnel employed atPhase 1 and 2 training establishments currently published at JSP 893 Annex B andBRd 3(1) Chapter 60 Section 7 (See Note.).

Note. This policy is the responsibility of Navy Sec-2. Further advice can beobtained from NAVY SEC-2 DISCIPLINE 1.

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95A-1June 2016 Version 6

EffectiveOctober 2017

ANNEX 95A

INDIVIDUAL CEB BRIEFING NOTE TEMPLATE

ACOS(T)

XXXX INDIVIDUAL CEB PRE-BRIEF TO THE STRATEGIC CEB

Introduction

BLUF

1. The [SOTT title] SOTT was endorsed with the following unresolved risks:

a. [risk description]

b. [risk description]

Factors of Resource for Training Provision

2. Observations were noted against the following criteria:

a. Trainees. Any issues resulting from expected numbers - too many, too few? Allcourses with a throughput of less than 60% are to be recorded here.

b. Trainers. Any issues in respect to your training team? Shortfalls, gaps, lack ofSQEP?

(1) Military

(2) Civilian

(3) Contractor

c. Plans and Programmes. Any issues pertaining or periodicity of scheduling? eg.Promotion Board proximity etc.

d. Facilities. Any issues relating to facilities needed in order to deliver the course?

(1) Hard FM. Infrastructure, building, accommodation, building management bothplanned and reactive.

(2) Soft FM. Running and managing the training establishment.

(3) Assets. Issues with assets required to deliver training eg. Sea-going platformsor MCTS.

e. Equipment. Any risks or issues relating to the equipment needed to deliver training,such as simulators and weapon systems etc.

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95A-2June 2016 Version 6


f. Documentation. Any shortfalls in documentation required to deliver the course asper the Learning Specification LSpecs.

Legal and Policy Compliance

3. The following challenges to adherence to policy and/or legal compliance have beenidentified:

a.

Risks to Training/SOTT

4. The following risks to training have been identified and assessed as acceptable orunresolved:

a. [Overview of risk] Acceptable.

b. [Overview of risk] Acceptable.

c. [Overview of risk] Unresolved.

Summary

5. Taking into account the above risks, the 17/18 [SOTT title] SOTT is endorsed.

[name of CEB chair][title of CEB] CEB Chair

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ANNEX 95B

INFORMATION EXCHANGE RELATIONSHIP DIAGRAM

The aim of this diagram is to graphically show the data and information exchange within the mandated IM systems and Data Bases (DB). Thestarting point is the data inputter, from which the process carries through to the end point of the information consumer.

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ANNEX 95C

DATA/INFORMATION PRIMARY LOCATIONS

1. MOD has four Defence wide capabilities that cater for the data and informationrequirements in the training domain1.

2. To ensure that information can be managed and exploited effectively, and used togenerate valuable business intelligence, it must be stored in a coherent manner across allNaval Training. Table 95C-1 provides NCHQ direction on where training data and informationis to be stored.

Table 95C-1. Where to Store Data and Information across the Naval Service

1. Training Information Management System (TMIS) is TAFMIS (supported by Advisor); Virtual Learning Environment (VLE)is the DLE; and the Training Document Management Store (DMS) is the FOST portal SharePoint.

Data/Information Primary LocationsType Definition Location

OFFICIAL Media

Media that is classified at OFFICIAL (with no caveats). This can be raw media products eg. JPG, MOV files or a fully comprised media package.

DLE

OFFICIAL-SENSITIVE Media

Media that is classified at OFFICIAL-SENSITIVE. This can be raw media products eg. JPG, MOV files or a fully comprised media package.

Training LAN that is directly connected to the Assured LAN Interconnect (ALI) (Previously named the RLI) or if no LAN is present the Training SharePoint (FOST Portal).

Information up to and including OFFICIAL-SENSITIVE

Information is a consumable product usually in the form of a Microsoft Office Product or PDF, but can be in many formats dependent on the information needs.

FOST Portal SharePoint

Data Data is the raw entry before it is turned into useful information. It can come in many forms based on the data field settings.

TAFMIS/EMISa

a. TAFMIS database is the mandated database due to its connection with both personnel and recruiting systems. ElectronicManagement Information System (EMIS) is the historical DB for training and recruiting data.

SECRET Information

Information is a consumable product usually in the form of a Microsoft Office Product or PDF, but can be in many formats dependent on the information needs.

SECRET Training LAN that is directly connected to the Secret LAN Interconnect (SLI) or standalone Secret LAN

SECRET Media Media that is classified at SECRET. This can be raw media products eg. JPG, MOV files or fully a comprised media package.

SECRET Training LAN that is directly connected to the Secret LAN Interconnect (SLI) or standalone Secret LAN. U

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ANNEX 95D

RECORDING OF REMEDIAL TRAINING

Date Surname InitialsService

No.Deficiency

Formal Interview

Relevant TO

Action TakenInstructor Supervisor

Rate/Rank

SurnameRank/Rate

Surname

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)11/11/08 SMITH D J D012345M Fell asleep

during Instruction

Y 5 min walk outside PO Smith Lt Jones

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Documents

WHEN PRINTED - Royal Navy€¦ · CHAPTER 95 INDIVIDUAL TRAINING CONTENTS Para 9501. Introduction 9502. Governance of Training 9503. Management of Training 9504. Management of Information