NAVAL EDUCATION AND TRAINING COMMAND

JOB DUTY TASK ANALYSIS (JDTA)

USER GUIDE
VER 2
5 May 2010

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RECORD OF CHANGES
Change Number
001

Date of Change
5 May 2010

Date Entered
5 May 2010

By Whom Entered
L Desenburg

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TABLE OF CONTENTS
IDENTIFICATION TITLE

PAGE

Chapter 1

Introduction

Chapter 2

Triggers

Chapter 3

JDTA Process

Chapter 4

CPM Tool

18

Appendix A

Definitions

71

Appendix B

References

73

Appendix D

Spreadsheet

74

Appendix E

Process Map

E-1

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CHAPTER 1
INTRODUCTION
1.
Purpose. The purpose of the Naval Education and Training
Command (NETC) Job Duty Task Analysis (JDTA) process is to
establish a repeatable and defendable job analysis process to
develop or revise training content. The goal of this process is
to provide a single standard for capturing all JDTA data which
is aligned to a job. This will allow a single transition
strategy to be developed to support all occupations and provide
clear guidance to assist NETC domain commands/Learning Centers
(LCs) in developing training to an approved standard.
2.
Background. There are several ways to identify the need to
develop or revise content. These include training gap analyses,
changes to operational or maintenance requirements, and changes
to equipment or systems. Once the need to develop or revise
content is identified, the foundation for determining what the
content needs to be comprised of is based upon JDTA data.
The key steps in the JDTA process are collection, review,
alignment, repeatability, and approval. JDTA data can be
obtained from a variety of sources including stakeholder
recommendations, Program of Record Data Files, Watch Station
Qualifications, Personnel Qualification Standards and
operational and maintenance requirements.
Each LC has established procedures for periodically
reviewing existing courses. The reviews compare the training
delivered to the work in the JDTA data. This comparison can
reveal the need to revise the content to better align with the
JDTA data. Changes to these requirements may require
modification of the JDTA data and/or the learning content.
JDTA is followed by a Front End Analysis (FEA), Business
Case Analysis (BCA), and a Training Project Plan (TPP). Inputs
to JDTA include Occupational Standards (OCCSTDs), Navy Enlisted
Classification (NEC) code requirements, and sponsor stated
requirements. Appendix A contains definitions used in the JDTA
process. Appendix B provides the references used in building
the analysis process. Appendix D contains the templates to be
used when completing a JDTA process.
JDTA data will generally be task oriented. LCs will review
the JDTA data for tasks, sub-tasks, and steps that share common

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conditions and standards.

training objectives.

Conditions and standards will drive

3.
Deductive Process. This User Guide provides a step-by-step
process to complete the Deductive JDTA process. The JDTA
process begins when a trigger event happens. A trigger event
will cause the development of new content or the review/revision
of existing content material. The JDTA data will include
training analysis data for tasks, subtasks, and, in certain
cases, steps as determined by the Curriculum Control Authority
(CCA).
The LC will collect and compile all pre-existing job duty
task data and present it for Subject Matter Expert (SME) review.
Pre-existing data can come from a variety of sources, i.e.,
approved job Occupational Standards, Rate Training Manuals,
Personnel Qualification Standards, Technical Manuals, and
publications. Similar job data may come from other ratings,
other service data, and applicable job data from the Department
of Labor Occupational Network (O*NET). The following describes
a job, duty, and task:
A JOB is made up of duties and tasks. A job can be
determined from either a top-down approach or a bottom-up
approach where the tasks and duties are analyzed to determine
what the job is. A listing of Enlisted Occupational Jobs is
contained within Volume I of NAVPERS 18068 which may provide
some insight into job selection criteria.
A DUTY is a major part of a job. It occupies a major part
of the work time and occurs often in the work cycle. A cluster
of duties constitute a job. A duty involves a group of closelyrelated tasks.
A TASK is a major part of a duty. Clusters of tasks make
up a duty. It is performed in a relatively short period of time
and is observable and measurable. Each task is an independent
part of the job; it is also independent of other tasks. Tasks
are NOT components of a procedure.
A CONDITION identifies the situation under which a person
is expected to demonstrate a behavior. When determining the
conditions, specify the objects, events, or behavior.
Conditions should be written to include, in sufficient detail,
any safety, environmental, or related conditions which apply to
the action. The condition defines aiding and limiting factors
imposed upon the student in satisfying the performance

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requirements of the objective.

realistic and achievable.

Conditions should be both

A STANDARD is used to measure a training output. A

standard defines the criteria for acceptable performance in
terms of time, quantity, quality, and accuracy.
A SUB-TASK is major part of a task. A sub-task may be made
up of a series of steps performed under the standards and
conditions of a task. A sub-task has a logical relationship
with a task, duty, job, and occupation. A sub-task may be
comprised of one or more steps and fills a portion of the
immediate purpose within a task.
A STEP is a major part of a sub-task. A step is the most
specific form of behavior, and is the smallest component defined
in the process.

Figure 1 Work De-Composition and Hierarchical Structure

4.
The JDTA process will be completed in the Content Planning
Module (CPM) of the Authoring Instructional Materials (AIM)
application. An Excel spreadsheet is provided for gathering
data that can be pre-loaded into the CPM tool prior to the start
of the JDTA. Pre-loading of data increases efficiency of the
process as basis for starting the JDTA. Pre-loaded data can be
obtained from Occupational Standards, technical manuals, SME
inputs, NECs, or from the requirements sponsor.

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CHAPTER 2
TRIGGERS
Triggers respond to demand signals and call for an analysis
of new or existing work requirements. These demand signals may
result in the development of new or revised course content. See
Figure 1 for a list of triggers. Examples of triggers are
listed below:
1.

Revision to a Fleet Requirement

Fleet requirements, impacted by constantly changing

technologies, may create training demands.
Example:
An enhanced shipboard navigation system is an example of a
fleet requirement to upgrade the Navys navigation capability in
order to automatically accept and process data more efficiently.
2.

Revision to an Enlisted Occupational Standard

Occupational Standards are task statements that describe

the Navys minimum requirements/skills of Navy enlisted ratings
at each paygrade. They, along with Naval Standards (NAVSTDs),
form the basis for implementing and supporting actions for
enlisted manning, distribution, training, and advancement. The
Navy requires a periodic review and update of enlisted
Occupational Standards (OCCSTDs). The procedure for developing
updated OCCSTDs includes a preliminary review of current OCCSTDs
by rating advisors.
Example:
Events that lead to revision of occupational standards
include rating mergers, system changes (from manual to
automated), or a Training Requirements Review, etc.
3.

A New System Not Addressed in the Acquisition Process

A new system not channelled through the acquisition process

may create a training requirement.

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Example:
A simulator was introduced to train military personnel to
operate vehicles during military convoys. The simulator was
purchased to meet an urgent mission requirement and was not
listed in the acquisition program of record.
4.

Fleet Feedback

The fleet may report training issues/concerns to better

assess and validate training. Fleet feedback helps to ensure
that training in the schools is relevant to the actual needs.
Example:
Assessors from Afloat Training Group (ATG) visited the
Center for Naval Engineering (CNE) Learning Site (LS), Great
Lakes to access how well the Basic Engineering Common Core
(BECC) course is training engineers and preparing them for
apprentice-level responsibilities in the fleet. The team
assessed curriculum and labs, observed students, and made
recommendations.
5.

Formal Course Review (FCR)

The FCR
a course and
ensures that
instructions
accuracy and
information.

is designed to assist in the overall management of

to identify areas for course improvement. The FCR
a course conforms to existing standards and
by evaluating course materials for technical
teachability. Refer to NAVEDTRA 135 for FCR

Example:
Experts evaluate the effectiveness of course management
procedures to include academic review boards, drop from
training, attrition, setbacks, remediation programs, and
instructor certification programs, among others.
6.
Establishment/Disestablishment or Revision of a Navy
Enlisted Classification (NEC)
An NEC is a four-digit alpha/numeric code that identifies a
Navy skill, knowledge, aptitude, or qualification that must be
documented to identify both people and manpower position.
Generally, NEC codes supplement ratings and identify non-rating
wide skills.

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Example:
An individual holding the 3385 NEC is a nuclear-trained
Machinist's Mate for surface ships, and an individual holding a
3355 NEC is a nuclear-trained Machinist's Mate for submarines.
Any changes or modifications to NECs should be referenced to
Navy Enlisted Occupational Classification System (NEOCS)
OPNAVINST 1223.1C.
7.

Rating Merger

When two or more Navy ratings consolidate into one rating,

resulting into a new/single rating, the consolidation is
described as a rating merger.
Example:
The rating merger with Postal Clerk (PC) and Storekeeper
(SK) is now Logistics Specialist (LS).
8.

As Directed by the Curriculum Control Authority (CCA)

The CCA controls the course content and instructional

methods by acting as approval authority for the curriculum.
Example:
The CCA is responsible for maintaining the curriculum
through new development or revision of training materials and
advises Functional Commanders of additional resource
requirements.
9.

Human Performance Requirements Review (HPRR)

An HPRR is a comprehensive review comparing existing

training against validated fleet requirements.
Example:
An HPRR is conducted to determine whether the existing
training of shipboard navigation systems effectively meets the
requirements of recently installed upgrades to that system. The
potential outcomes may require an increase in course length,
elimination of redundant training, and/or modification(s) to
existing training materials and/or equipment.

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CHAPTER 3
JDTA PROCESS
The JDTA process begins when a trigger input
(described in Chapter 2) is received. The following
describes the steps that must be performed to complete the
JDTA process.
Identify the Work
Review the trigger input to identify the work
requested. The scope of the analysis will depend on the
application, depth, and nature of the project. The
application may be for a mission, job, occupation training
requirement, or an educational requirement. The depth
could be as simple as a modification to an existing
training program, or as complex as a training requirement
to support a new major weapons system. The nature of the
project could include a joint service mission, a training
requirement, or an educational requirement. The training
situation, educational, occupational, and mission analyses
are defined as follows:
a.
The training situation analysis is a process
of identifying a requirement to develop or revise an
instructional program.
b.
The educational analysis is a process of
reviewing the learning requirements, developing learning
objectives goals, and developing learning activities for
students to achieve knowledge and skills for achieving the
goals.
c.
The occupational analysis is a process of
identifying tasks that are closely related and grouped
under an occupational specialty.
d.
The mission analysis is a process of
reviewing mission requirements and developing a mission
statement, mission segments, collective task statements,
and arranging the segments and tasks in a hierarchical
relationship.
e.
The job analysis identifies the duties and
tasks that comprise each job, which may define an
occupational area.
Determine if the work is defined to a sufficient level
to support the JDTA. One aspect is to determine if there
is enough task data provided to perform the JDTA deductive

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process. Collecting and analyzing this data may be an

iterative process requiring several attempts to
sufficiently collect and analyze available data to proceed
with the JDTA process
Derive Job from the Work
This is the process of subjecting work to analysis in
order to identify and define tasks, duties, and job. This
process consists of analyzing the ascribed duties and tasks
to derive a job. For clearly defined work, the job will be
closely related to the NEC, watch station, or other higher
level title provided with the task data. In many cases the
job may be earmarked for a certain level of performance
(i.e., Apprentice, Journeyman, or Master or by a pay grade
or other attribute). These earmarks will assist you in
linking the conditions and standards for the task data when
you reach that phase of the JDTA process.

Identify Existing Duties Associated with this Type of Job

This is the process of capturing all duties associated
with the job. Analyze the job to determine the collective
duties. These collective duties lists provide an excellent
source for identifying individual duties.
Derive Duties for the Job
This is the process of subjecting a job to analysis in
order to identify and define duties. In some cases, a
review of the provided task data can be logically clustered
into groups of like tasks to create a duty. In other cases
and analysis of the job, job description and work outputs
can also be used.
Identify Existing Tasks Associated with the Duties
This is the process of capturing all tasks associated
with the duties within the job. Analyze the duties to
determine the collective tasks. These collective task
lists provide an excellent source for identifying
individual tasks. Additionally, Appendix C is the verb
list that has been aligned to the MIL-HNBK 29612, ILE
Guidance, and NAVEDTRAs 130, 131, and 135 that can be used
as a guideline when creating tasks. Some sources for
capturing tasks are:

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a.
New Job. Check with vendor, manufacturer,
sponsor or SME(s) to closely align work.
b.
Existing Job. Position Description
Questionnaire, existing training or JDTA data, performance
plans or performance reviews, SMEs, survey current
performers.
Create New Tasks
When duties are undefined, or not fully defined, it is
necessary to identify the task associated with the
accomplishment of the duties. Create a list of tasks to be
performed. Generally a task is a major part of a duty clusters of tasks make up a duty. The test of a task is a
unit of work necessary in the performance of a duty. It
must be observable and measurable. It should be easily
definable due to its specific nature. It should have a
beginning and an end and may be supported by other tasks.
The use of standardized, well-defined verbs that provide
clarity will prevent duplicate work and aid in providing
quality training.
Example:
Compare written description to actual
performance.
Prepare Engineering Change Proposal.
Perform backup on computer files.

Do Any Tasks Remain That Do Not Link to a Duty?

Review any remaining orphan task(s) that are not
aligned to a duty and complete the alignment. From the
list of orphan tasks, identify a duty that can be
associated with a task or reconsider the previously defined
duty/task alignment. Create additional duties for tasks
that do not link to a duty. The end product should result
in the elimination of all orphan task(s) through
assignment/alignment to a duty.
Document Tasks Associated with this Type of Work
Document all tasks associated with the duties
including the source of each task. Tasks can come from a
variety of sources including, but not limited to, a program
of record, PQS, RTM, SMEs, or workshops. Document the

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status of training (currently being trained, not being

trained, or not fully supported through current training).
Map current content to each task in the existing
interventions tab of CPM. Indicate the level of the work
(organizational, intermediate, or depot) and the type of
training (formal, PQS, JQR, RTM, or other). Continue with
subtasks and steps after completing the assignment of
conditions and standards, as required.
Forward tasks to NAVMAC (Code 10) for Occupational
Standards Consideration
Forward any tasks to NAVMAC (Code 10) that may require
inclusion in the ratings occupational standards.
Assign Each Task Conditions, Standards and Sources
JDTA data is incomplete without the appropriate
conditions, standards, and source associated with the task.
Apply conditions, standards, and source at the task level
(at a minimum, one condition, one standard, and one source
for each task).
A condition statement sets the stage for
performing the task and also supports analyzing the
task. Conditions refer to the job conditions that
significantly influence job performance. Those
significant on-the-job conditions provide the basis
for determining the necessary training conditions.
Example: Tasks Standards:
a.
Completeness - will comply with local
instructions
b.
Accuracy requirement - compute the exact
hours of training
c.
Time constraints within 10 minutes
d.
Performance rates - at a minimum of twice a
day
e.
Qualitative requirements - to flow smoothly

A standard states the performance criteria for

the task. Task standards describe the minimum
acceptable level of task performance to include
accuracy, speed, quantity, and quality that will
ensure successful accomplishment of the task.

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Standards should be objective, observable, measurable,

and should relate to the task under study.
Example: Task Conditions:
a.
Given the technical manual...
b.
Using a calculator and worksheet...
c.
Using a multimeter and schematic diagram...
d.
Without reference...
e.
Under conditions of total darkness...
Note: In both cases the ascribed Condition and Standards
will drive the knowledge and skill requirements to which
the learning intervention should be based on. To that end
the JDTA process does not draw from a library of knowledge
and skills as they will be unique in many cases based on
the work and associated performance outcome required.
A source states where the task is referenced.
example could be the PQS or sponsor requirement.

An

Define Sub-Tasks
If sub-tasks are required for the task(s), derive them
by breaking down the task into its essential components.
Example:
Task 1: Select Occupation for JDTA
Sub-Task 1. Procure rating data
Sub-Task 2. Consolidate rating data
Define Steps
If steps are required for the sub-task(s), derive
steps from sub-tasks by breaking down the sub-task into the
smallest definable units of work.
Example:
Sub-Task 1. Procure rating data
Step 1. Conduct data audit
Step 2. Record/document data findings
Forward List of Tasks to Stakeholders to Determine Tasks to
Train to
Forward the JDTA data to stakeholders for determination
of tasks to be trained.

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CHAPTER 4
CONTENT PLANNING MODULE
The following screen shots will guide the user through
the CPM tool for building Job Duty Task Analysis data.
Each user will have to request an account. To request
access follow the link on the CPM home page. Use the
following link to enter the CPM tool
https://navyile.fedsun.navy.mil/cpm/ .

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Log into CPM at https://navyile.fedsun.navy.mil/cpm/ and enter user name and password.

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Select the JDTA tab on the blue tool bar.

the Learning Centers in alphabetical order.

This will open the JDTA section which lists

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Click on the applicable center.

For this example, NETC N74 Training was selected.

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Click on the + sign in front of NETC N74 Training and the Occupation section opens for
that center. If there have not been any Occupations added to the center or a new
occupation is to be entered, click on the NEW icon. This will add Occupation New
Occupation below the Center.

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Highlight the new occupation. Change the name of the Occupation in the Name block in the
right side of the screen. Once the Occupation title has been entered, click the Save
button. After clicking the Save button, the Occupation listing on the left will show the
new Occupation. For this example, the new Occupation is titled User Guide Example.

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Click on the + sign in front of Occupation-User Guide Example. With the OccupationUser Guide Example highlighted, click on the NEW button to add a new job.

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Change the name of the new job in the Name block on the right side of the screen. For
this user guide, the new job has been named Build User Guide. Click the save button and
the new job title will be on the left side of the screen under the Occupation.

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Highlight the Job that is worked.

Click on the Job tab on the right side of the screen.
Enter the mission, description, rate, NEC, and Department of Labor DOL/ONET information
(if known). Click the save button.

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The next step is to add the Duty to the Job.

button to add a new duty under the job.

Highlight the Job and click on the NEW

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To change the title of the new duty, highlight the Duty-New Duty and enter the title in
the Name box on the right of the screen. For this user guide, the new duty has been
named Capture Screen Shots. Click on save and the new duty title will be listed under
the Job.

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The Duty-Capture Screen Shots will be used for the rest of this example.
Highlight the
duty Capture Screen Shots and click the NEW button to add a task.
Highlight the
Task to enter amplifying information.

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For this example, Task Select Occupation for JDTA has been selected. On the right side
of the screen, select an action verb from the drop down list for the task by clicking on
the arrow at the end of the Verb link. The Verb Select has been chosen. Learning
centers do not have the capability to add verbs. Contact NETC N74 to suggest a verb
being added to the list.

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Enter Text for New Task Statement.

The text Occupation for JDTA has been entered.

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Open the drop down menu to select the task level.

Select Organizational, Intermediate,
Depot, or N/A for the type of training for this task statement. For this example
Organizational has been selected.

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Open the drop down menu to Status of Training. Select Currently Being Trained, Not fully
supported through current training, or Not Being Trained. For this example, Currently
Being Trained has been selected.

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Click on the Type of Training link. Type of Training (Personal Qualification Standard
(PQS), JQR, On the Job Training (OJT), Formal, Rate Training Manual (RTM), Other). Note:
this is how the SMEs recommend the task should be trained not how it is being trained.

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Select one or more Types of Training. For this example, Formal has been selected.
Click OK when selection is complete.

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Review the data entered in the skill tab.

Click the Save button.

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Select the Task tab on

conditions, standards,
any task that is being
choices for condition,

right side of the screen. This opens the area for entering
and source for the task. Apply condition, standard and source to
formally trained. Use the scroll bar beside each list to view all
standard and source.

Click on the Condition link and a list of conditions will be displayed.

A condition
is the when, where, why, and what resources (materials, personnel, equip) are required
for the task.

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Select the condition (s) that apply for the task and then click OK. This will return
you to the Task screen. The condition (s) that was selected will be displayed in the
conditions box. For this example, Given a set of data was selected.

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If the desired Condition is not listed in the drop down menu, it will have to be added.
Click on the Data tab on the blue tool bar and select conditions. The list of conditions
will appear in the left side of the screen. Click on the New button. Enter the
condition in the Title box and click Save. The new condition will be listed in the
left side of the screen. Click the New button to add any additional conditions for the
task. When all new conditions for the task are added, return to the JDTA tab on the blue
tool bar.

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Click on the Standard link and a list of standards will be displayed. A Standard is
the measure of how well the task is performed and what is minimum level of performance
allowed.

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Select the standard (s) that apply for the task and then click OK. This will return
you to the Task screen. The standard (s) that was selected will be displayed in the
conditions box. For this example, In accordance with NEYC Guidance was selected.

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If the desired Standard is not listed in the drop down menu, it will have to be added.
Click on the Data tab on the blue tool bar and select standards. The list of standards
will appear in the left side of the screen. Click on the New button. If the desired
Standard is not listed in the drop down menu, it will have to be added. Click on the
Data tab on the blue tool bar and select standards. The list of standards will appear in
the left side of the screen. Click on the New button. When all new standards for the
task are added, return to the JDTA tab on the blue tool bar.

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Click on the Source link and a list of sources will be displayed.

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Select the source (s) that apply for the task and then click OK. This will return you
to the Task screen. The resource (s) that was selected will be displayed in the
conditions box. For this example, Publication: NETCINST 1510.4 (Series), Job Duty Task
Analysis User Guide was selected. The CPM tool defaults to Publication when the sources
link is clicked. If another type of source is desired, click on the drop down arrow next
to publications to open the type menu. Select the appropriate source type.

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If the desired source is not listed in the drop

Click on the Resources tab on the blue tool bar
this user guide example, publication is chosen.
the left side of the screen. If publication is
type from the drop down menu. Once a selection
display the library for that source type.

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down menu, it will have to be added.

and select the category of source. For
The list of publications will appear in
not the correct type of source, select a
is made, the left side of the screen will

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Click on the New button. Enter the publication number, title and source in the boxes
and click Save. The new publication will be listed in the left side of the screen.
Click the New button to add any additional publications for the task. When all new
publications for the task are added, return to the JDTA tab on the blue tool bar.

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The condition, standard, and source that were selected are shown below.
button.

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Click the Save

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Select the Training Task Analysis (TTA) tab on the right side of the screen. TTA
establishes criteria that will help in the selection of the tasks that require training.
The following screen shots are the criteria used in selecting tasks for training.
Click the drop down arrow at the end of Safety Hazard Severity and select the severity
level.
Safety hazard severity is a qualitative measure of the potential consequences
resulting from item failure. Severity classification categories are defined as follows:
a. Minor. A failure not serious enough to cause injury, property damage, or system
damage but will result in unscheduled maintenance or repair.
b. Marginal. A failure that may cause minor injury, minor property damage, or minor
system damage will result in delay or loss of availability or mission degradation.
c. Critical. A failure that may cause severe injury, major property damage, or
major system damage will result in mission loss.
d. Catastrophic. A failure that may cause death or system loss.

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Click the drop down arrow at the end of Criticality of performance. The criticality of
performance points to the need for selecting tasks for training that are essential to job
performance, when required, even though the tasks may not be performed frequently.
Criticality is a measure of how essential a task is to job performance. The consequences
of inadequate performance on certain tasks could result in injury to personnel, loss of
life, or damage to equipment. Inadequate performance could have a serious impact on the
mission, the operation, the product, the equipment, or the operator. To obtain data on
this criterion, individuals who are familiar with the job are asked to rate probable
consequences of inadequate task performance according to the categories listed below:
a. Minor. The consequence of inadequate task performance results in no injury to
personnel or damage to equipment.
b. Marginal. The consequence of inadequate task performance results in non-serious
personnel injury or damage to equipment.
c. Critical. The consequence of inadequate task performance results in serious or
life threatening injury to personnel, or impedes the ability to perform a mission.
d. Catastrophic. The consequence of inadequate task performance results in death or
being unable to carry out a mission.

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Click the drop down arrow at the end of Task delay tolerance. Task delay tolerance is a
measure of how much time can elapse between the time the need for task performance
becomes evident and the time actual performance must begin. There are some tasks
encountered by job incumbents, as part of their normal job, in which no delay of task
performance can be tolerated. The job incumbent must be capable of performing the task,
without taking time to read how the task is done or finding someone to provide advice.
For other tasks a minor delay might be acceptable, or even mandatory, while the job
incumbent gets advice, checks technical orders, regulations, etc. Some examples of task
delay tolerance are as follows:
a. Tasks determined to have a low delay tolerance should be given relatively high
priority for selection for training.
b. A high delay tolerance does not exclude a task from training, but indicates that
other factors will be more of a basis for acceptance or rejection. To obtain data on
this criterion, individuals who are familiar with the job are asked to rate the amount of
delay that can be tolerated before performance begins.

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Click the drop down arrow at the end of Frequency of performance. This is a measure of
how often the task is performed. While the probable consequences of inadequate
performance of a particular task are serious and the task delay tolerance is low, the
task may still rate low for training priority if it is rarely performed. A practical way
to collect frequency of performance data on tasks is to rate their frequency of
performance on a scale such as the following:
a. At least annually.
b. At least once every 6 months.
c. At least monthly, but less than twice per week.
d. Twice per week or more.

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Click the drop down arrow at the end of Probability of Inadequate Performance. T his is a
measure of how often a task is performed in a non-acceptable manner. The criterion for
probability of inadequate performance is used to ensure that training is given to those
essential tasks that job incumbents frequently perform poorly. By recording the
judgments of knowledgeable personnel regarding the probability of deficient performance,
a list of these poorly performed tasks can be produced. Training of these tasks,
regardless of their criticality, must be given serious consideration. To obtain data on
the probability of inadequate performance, supervisors of job incumbents may be asked to
rate each task as to how often the task is performed in a nonacceptable manner according
to the scale below:
a. Never performed correctly.
b. Less often than other tasks.
c. About as often as other tasks.
d. More often than other tasks.

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Click the drop down arrow at the end of Difficulty of Performance. The difficulty of
performance of a task refers to the time, effort, and assistance required to achieve
performance proficiency. When measuring the difficulty of performance the following
criteria is used:
a. No training required.
b. Task requires 1 to 3 days to learn.
c. Task may be learned in 1 to 2 weeks.
d. Task may require up to 1 month or more to learn

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Click the drop down arrow at the end of Task learning difficulty. Some tasks encountered
in each job are so easy or so familiar that they can be readily learned on the job
without formal training. At the other extreme, some tasks are so complicated that a job
incumbent can perform them adequately only after lengthy, formal training. Other tasks
lie somewhere in between these two extremes and require different levels of training.
a. No training is required.
b. Task requires 1 to 3 days to learn.
c. Task may be learned in 1 to 2 weeks.
d. Task may require up to 1 month or more to learn.

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Click the drop down arrow at the end of Percent performing. This is the percentage of
job incumbents who perform the task, points to the need for training tasks that are most
often performed on the job. Gathering this data is as simple as asking the question "Do
you perform this task?" The following rating scale is used:
a. 0 to 24% of the personnel perform this task.
b. 25 to 49% of the personnel perform this task.
c. 50 to 74% of the personnel perform this task.
d. 75 to 100% of the personnel perform this task.
.

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Click the drop down arrow at the end of Percent of time spent performing. The percentage
of time spent performing a task is a criterion that points to a need for providing
training to assist job incumbents in efficient performance of those tasks on which they
spend the most time. Selection of tasks for training based on this criterion offers
chances for high payoff in terms of return on training dollars expended. Job incumbents
are asked to rate each task as to the amount of time spent performing it as compared to
their other tasks.
a. Task is not performed.
b. Less time spent on this task than most other tasks.
c. Same amount of time spent on this task as most others.
d. More time spent on this task than most others.

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Click the drop down arrow at the end of Immediacy of performance. Immediacy of
performance refers to the time interval between completion of training and performance of
the task on the job and has some significance in selecting tasks for training. A factor
for selecting tasks for training is whether or not there is a high probability of the
graduate encountering the task on the job fairly soon after completing training. Consider
the predicted or measured amount of decay of the skill that will take place during the
time interval. Job incumbents might be asked to rate the time between job entry and task
performance on a scale such as the following:
a. Task first performed within 2 to 4 years after assignment.
b. Task first performed within 1 to 2 years after assignment.
c. Task first performed within 6 months after assignment.
d. Task performed during first 3 months after assignment.

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This is the completed TTA data screen for the new task.

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Click on the Existing Interventions tab. Existing interventions are the sources where
the task is currently trained. This includes the type of training and the section of the
lesson where the task is addressed.

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To add an existing intervention, click on the arrow for Type of intervention. A drop
down menu for existing interventions will open. Select the current intervention for the
task.

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Enter the type of intervention in the block provided. For this example, Lesson Topic 1.1
has been entered. Click the Save button. Repeat this process to add all existing
interventions for this task.

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If subtasks are required for the task, they can be entered now. Highlight the task and
click New to add subtasks. Select verb from drop down list and enter text for the new
subtask.

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If steps are required for the subtask, they can be entered now. Highlight the subtask
and click New to add a step. Select verb from drop down list and enter text for the new
step.

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Once the JDTA data entry is complete, a report can be generated. Highlight the Job, in
this example Job Build User Guide and click on the printer icon on the tool bar.
Select Hierarchy.

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The following is the Hierarchy Report generated from CPM for

the Build User Guide example. This report lists the Job, Duty, and
Tasks for the example. It provides the Verb, Task Level, Status of
Training, Type of Training, Condition, Standard, and Source for each
task. The TTA data includes Safety Hazard Severity, Criticality of
Performance, Task Delay Tolerance, Frequency of Performance,
Probability of Inadequate Performance, Difficulty of Performance,
Task Learning Difficulty, Percent Performing, Percent of Time Spent
on Performance, and Immediacy of Performance for the task.

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APPENDIX A
DEFINITIONS
CONDITION. A condition identifies the situation under which a
student is expected to demonstrate a behavior. When determining the
conditions, consider that conditions should specify the objects,
events, or behavior. Conditions should be written to include, in
sufficient detail, any safety, environmental, or related conditions
which apply to the action. The condition defines aiding and
limiting factors imposed upon the student in satisfying the
performance requirements of the objective. The training should also
contain the conditions as realistic as possible, replicating the
working environment.
DUTY. A duty is a set of related tasks within a given job. A duty
is a major part of a job. A duty is comprised of one or more tasks,
it occurs frequently, and occupies a significant amount of time.
FRONT END ANALYSIS (FEA). FEA is a structured process to examine
training requirements and identify alternative approaches to
training job tasks.
JOB DUTY TASK ANALYSIS (JDTA). JDTA is the process that lists the
job, duties, and tasks performed by individuals in an occupational
field. Part of the analysis process may include surveys indicating
a need to revise training (e.g., using Perseus to conduct needs
assessments, query Subject Matter Experts (SMEs), etc.).
JOB. A job is comprised of the duties, tasks, sub-tasks, and steps
performed by an individual that constitute their job. A job is a
major part of an occupation. A job is comprised of one or more
duties and it may be associated with the appropriate Navy Enlisted
Classification (NEC) or Watch Station.
OCCUPATION. An occupation is a family of jobs that share a common
set of skills. A job family includes all jobs at the various skill
levels in a particular field of work. An occupation may be
associated with the appropriate Naval Rating and is comprised of one
or more jobs.
SCOPE OF WORK. The scope of work is defined as the process of
reviewing all data in the JDTA request to determine if there is
sufficient information to complete the process.

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STANDARD. A standard is used to measure a training output. A

standard defines the criteria for acceptable performance in terms of
time, quantity, quality, and accuracy.
STEP. A step is a major part of a sub-task. A step is the most
specific form of behavior and is the smallest component defined in
the process.
SUB-TASK. A sub-task is the major part of a task. A sub-task may
be made up of a series of steps performed under the standards and
conditions of a task. A sub-task has a logical relationship with a
task, duty, job, and occupation. A sub-task may be comprised of one
or more steps and fills a portion of the immediate purpose within a
task.
TASK. A task is a single unit of specific work behavior, with clear
beginning and ending points. It is directly observable and
measurable. Tasks are a major part of a duty and are comprised of
one or more sub-tasks. A task is comprised of logical and distinct
actions. A task is performed under a defined set of conditions and
standards.
TRAINING PROJECT PLAN (TPP). The TPP presents a blueprint for
curriculum development which contains course data, justification for
the course revision or new course development, or course
cancellation, impact statements, milestones, and resource
requirements.

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APPENDIX B
REFERENCES
1. MILHDBK 29612.2, Instructional Systems Development/Systems
Approach to Training and Education
2.

O*NET Online

3.

NAVEDTRA 130 Series

4.

NAVEDTRA 134 Series

5.

NAVEDTRA 135 Series

http://online.ONETcenter.org/

6. Office of Personnel Management, Handbook of Occupational Groups

and Families
7.

Military Definitions:
http://www.fas.org/news/reference/lexicon/mildef.htm

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JDTA Request Form Example

FROM:

(Center POC)

TO:

(Requirement Sponsor)

DATE:

(Date of submission)

SUBJ:

(Course name) JDTA Data

1. (Provide information for submission of the request).

enclosed JDTA data is submitted for your approval.

The

2. If you have any questions, please contact (POC name and contact
information).
V/R,

__________________________________
Name

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Requirements Sponsor Approval Example

FROM:

(Requirement Sponsor)

TO:

(Learning Center POC)

DATE:

(Date of approval)

SUBJ:

(Course Title) JDTA Data

The (Course) JDTA is approved.

__________________________________
Requirement Sponsor

The (Course) JDTA is approved with the following exceptions:

_________________________________
Requirement Sponsor

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