Research Note 86-06

THE COMPUTER-AIDED ANALYTIC PROCESS MODEL:

OPERATIONS HANDBOOK FOR THE ANALYTIC PROCESS MODEL DE ONSTRATION PACKAGE

Ronald G. Shapiro, Richard F, Bloom, and John F. Oates, Jr.

Dunlap and Associates, East, Incorporated

ARI Fort Benning Field Unit

cJoel D. Schendel, Acting Chief

CO Training Research Laboratory

CD Seward Smith, Acting Director

'

IN

U. S. Army

Research Institute for the Behavioral and Social Sciences

JANUARY 1986

1 AAoroved for public release; distribution unlimited. ,-% OIC FILE C

~ ... ~ L ~~ ~.1.~r ~73.
U. S. ARMY RESEARCH INSTITUTE

FOR THE BEHAVIORAL AND SOCIAL SCIENCES

A Field Operating Agency under the Jurisdiction of the

Deputy Chief of Staff for Personnel

WM. DARRYL HENDERSON

*EDGAR M. JOHNSON COL, IN

Tchn~ical Director Commsanding

Research accomplished under contract 4

* for the Department of the Army

Dunlap and Associates, East, Incorporated

Technical review by '

Seward Smith

IThis report. as submitted by the contractor, has been cleared for release to Defense Technical Information Center

(DTIC) to comply with regulatory requirements. It has been given no primary distribution other than to DYIC Iand will be available only through DTIC or other reference services such as the National Technical Information -

* I Service (NTIS). The views, opiniens. and/or findings contained in this report are those of the aulhorl and

should not be construe a an officia; 0epaitmern of the Army position. policy, or decision, unless so designated %

by other official documewntation.
5L(.;UHI1Y vLAbIeIfLA HONQI1 tHIS PAGL (when Veto knte,.d

1. REPORT NUMBER 2. GXVT ACCESSION NO. 3.RECIPIENT'S CATALOG NUMBER

4. TTLE and ubtile)S. TYPE OF REPORT & PERIOD COVERED

Model Demonstration Package 6. PERFORMING ORG. REPORT NUMBER

7. AUTHOR(@) 8. CONTRACT OR GRANT NUMBER() :.f

Ronald G. Shapiro, Richard F. Bloom, and

John F. Oates (Dunlap and Associates) MDA9O3-80-C-O345

9. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT. TASK

AREA & WORK UNIT NUMBERS Dunlap and Associates, East, Incorporated ,.-..*

17 Washington Street 2Q263743A794

Norwalk, CT 06854 11. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE

Army Research Institute for the Behavioral and January 1986

Social Sciences. 5001 Eisenhower Avenue 13. NUMBER OF PAGES

Alexandria, Virginia 22333-5600 64 14. MONITORING AGENCY NAME 8 ADORESS(if different from Controllingd Office) 15. SECURITY CLASS. (of this report)

UNCLASSIFIED

15a. DECL ASSI FICATION/ DOWN GRADING SCHEDULE

16. DISTRIBUTION STATEMENT (of this Report)

Approved for public release; distribution unlimited

17. DISTRIBUTION STATEMENT (of the abstract entered In Block 20, it different from Report)

IS. SUPPLEMENTARY NOTES

Seward Sm ith, Contracting Officer's Representative. See Research Note 86-07

for appendixes to this report. ARI Research Note 85-21, February 1985, is

the summary final report.

19. KEY WORDS (Continue an revre side if rieessary and Identify by block nurnber)

Computer-aided model; Analv% ic Process Model; Operations Handbook; Tutorial;

Apple; Systems Taxonomy Mod--l; Training System; Bradl1ey infantry Fighting

* Vehicle; BIFV; Evaluation; .erformance Measurement; Human machine system; Man

Machine System; analysis; t. >:onomv; model.

20. ABSTUACr (cawthu am .revre oide if -o.eeary -nd Iderditr by block number) The Computer-Aided APM demon- I. stration provides thle analy- with thle opportunity to perform a thorough anlalysi!

of a system, while tile comp. !er keeps track of the analysis, and insures that til

analyst examines thle parts thle data base which are of interest. This is,

however, a demonstration pa,,i-age which can only process small data bases.

Because thle package is implv--iented on an Apple 11 Plus, processing is relatively

slow. An explanation of the .\PM listings of data sets derived using the APM and

reccommendations for furthei development of the APM model appear in thle (cont)

DD FJAN71 1473 EVITIOW OF I OV .IS OBSOLETE UNCLASSIFIED

jSECURITY CLASSIFICATION OF TMIS PAGE (Wh~en Doe FnItred)

4.'. . . . . . . . . . . . . . . . . . . . . . . .
* - ~ . - - * m- .. . . . . . .

item 20. Abstract -continued

companion volume-- "The Analytic Process Model for System Design and

Measurement: A Computer-Aided Tool for Analyzing Training Systems and

Other Human-Machine Systems."

I-cewss-on For

NqTIS GRA&I

T.)71C TA3

By

Distribut ion/

Availability Codes

Avail and/or

Dist Special

.3

UNCI. 'SIFTED

SECURITY C. ASSIFICATION OF THIS PAGE(WIen Data UEotd)*
......

TABLE OF CONTENTS '

Page

I. EXECUTIVE SUMMARY I

II. APM TUTORIAL 4 .. a

Lesson #1 4

Lesson #2 14

Lesson #3 17

Lesson #4 19

III. STARTING THE APM DEMONSTRATION PACKAGE 22

A. Set Up the Computer 22

B. Starting the Computer 23

IV. OPERATING INSTRUCTIONS FOR THE APM

DEMONSTRATION PACKAGE 25

V. HELP MESSAGE LISTINGS 33

VI. EQUIPMENT, SUPPLIES AND DISKS REQUIRED TO

USE THE APM DEMONSTRATION PACKAGE 50

VII. SCHEMATIC FLOW CHARTS OF THE APM DEMONSTRATION PACKAGE 54 "2

r

-S ..

ill

°... . . . .. ..-. , .. . . S . . . . . . . .. .• .. . . . . . . .. . .. .- . ,.-., ."
I. EXECUTIVE SUMMARY

This report is a supporting document to the Final Summary Report* on an

analytic process model (APM) for systems design and measurement. The

present document contains the operating information for the computer-aided

jversion of the APM, which was developed for the Army Research Institute

(ARI) Field Unit, Fort Benning, over the period from March 1980 to February

1983.

The objective of the computer-aided APM is to provide a routinized,

thorough, adaptive and efficient procedure to help testers, analysts and

researchers develop design specifications and evaluation measures for any

planned or existing human-machine system, and especially for any training

system. The demonstration version of the computer-aided model, as described

in this report,-ejierorrms a sample of the routines -expected in any ultimate

- version that may be developed in the future. Specifically, the demonstration

model helps one to derive evaluation measures, but not design specifications.

In addition, it contains data bases for training systems, but not for any other

human-machine system. Finally, it contains data bases for only half of the six

training subsystems (for design, enabling and delivery, but not for command,

logistics or emplacement). For demonstration purposes, this development

represents an appropriate and sufficient allocation of project resources, since

the more significant effort was needed to develop the underlying concepts for

both a feasible "manual" model and the computer-aided model. e- The

demonstration model, using an Apple II Plus computer with two 5 -inch disk

drives, programmed in PASCAL, can be exercised straight through, beginning

with identifying the system and ending with a subset of its performance

measures. routine would Any require larger a capability computer than with presently substantially exists greater in the capacity demonstration and

.., speed.

Figure 1 illustrates the overall APM for system design and evaluation.

The computer-aided demonstration routine leads the analyst through Blocks 1,

2 and 4, for a portion of a training system. The ultimate model would include

Block 3 and would contain data bases to guide the analyst completely through K other types of systems as well as a complete training system.

This report is designed as an operations handbook for the demonstration

package of the computer-aided APM. It therefore contains item-by-item

directions for starting up and carrying out all the steps in the demonstration

routine, schematic flow charts and miscellaneous information about the

equipment and maintenance.

*Bloom, R.F., Oates, J.F., Jr., Shapiro, R.G. and Hamilton, J.W. The

Analytic Process Model for System Design and Measurement: A Computer-Aided Tool for Analyzing Training Systems and Other Human-Machine

Systems. Norwalk, CT: Dunlap and Associates East, Inc., 28 February 1983.

(Final Summary Report)

. - *o. .
Determine The

System's Work

Rurements

PERFORMANCE

TAXONOMIES I'. __Determne Wat __ _

Design Th ytmNes Evaluation -

z To Do Its Work

SYSTEM

Determine How Determine How

The Needs Can Best To Judge If

KBest Be Provided The Needs Are Met

r. YST g- YSTEM

DESIGN ATTRIBUTE

SPECIFICATIONS MEASURES

-- - - - -- - - - -- - - - - --- -------

Implement Steps ______________Implement Steps

To____Meet______The__ To Judge Satisfation

System's Needs Of The Needs

SYSTEM SYSTEM

DESIGN TEST

0*

F

z jimplement The 94 --- 4bo Operational

ASSEMBLY/

MODIFICATION

Required

Work

SYSTEM

OPERATION

Figure 1. Overview of the APM for System Design and Evaluation

-2-
The technical content of this report begins with Chapter II, which is a

L" I tutorial introduction to the demonstration system. It is divided into four brief

lessons. Lesson #1 teaches the analyst how to start the APM demonstration

package and how to analyze performance items (i.e., aspects, objectives,

functional purposes and characteristics). Lesson #2 trains the analyst in

specifying attributes and measures so that the effectiveness of the system can

,. -£ be evaluated. Lesson #3 guides the analyst through defining a measurement

purpose and Lesson #4 shows the analyst how to obtain a paper printout of his

entire data base, and it tells the analyst how to specify a new system class,

* system and/or subsystem.

In Chapter III, the report explains how to assemble and start the Apple

computer (including placement of boards, wiring, disks, etc.).

Chapter IV is a listing of the instructions offered by the APM

demonstration package.

Chapter V is a listing of the "Help" information that can be called up by

the user, if explanations or reminders about the model concepts are needed.

Chapter VI identifies the equipment, supplies and disks required to use

this demonstration package.

Chapter VII contains a set of schematic flow charts that leads the reader

through the program routines in the most general fashion.

Finally, a separately-bound Appendix provides a briefly annotated listing

of the demonstration program, in PASCAL. It should be noted that the

program was written for the demonstration purposes only. Its limitations are

identified in Chapter II. Future routines for more comprehensive application

would differ from this one in numerous places. Recommendations for . " developing a more comprehensive computer-aided routine in the future are

explained in the Final Summary Report cited earlier.

-- 3

I .

* ~. ... •.*4
II. APM TUTORIAL*

Welcome to the APM demonstration package. It is designed to help you ,-

analyze performance requirements and develop effectiveness measures. The

package will ask you a variety of questions. Some will be yes or no questions

and others will involve selecting an item from a menu. At other times, you will have the opportunity to type in new performance items, attributes and

measures.

If you have never used a computer before, that's no problem. Although

I can answer many of the questions you may have, I will, at times, ask you

questions. Just think of me as being a sophisticated typewriter and we will

get along just fine.

LESSON #1:

You will note that I came with a box of disks. Please open that box of

disks and find the disk which is named BOOT SYSTEM. Place your right

thumb on top of the word "BOOT," pick up the disk and slide it into the slot

in the rectangular box labeled "DRIVE #1." Also, find the disk labeled APM

UTILITY and slide it into "DRIVE #2." Push down on the hinge-like device on

the front side of both drives 1 and 2 to close the drives. Now, turn on the

monitor using the switch which is on the top. Turn on the printer (the

switch is on the lower left corner on the back of the printer). Now turn on

the computer itself. (The switch is also on the lower left corner of the back

side of the computer.)

Relax! In a few minutes, you will see the following message on the upper

right corner of the monitor:

Please insert the APM SYSTEM DISK in drive #1

Then press any key to continue

Remove the SYSTEM BOOT DISK from drive #1 and place the APM

SYSTEM DISK in drive #1. After you've done that, please press any key on

the keyboard. My title page will appear:

C

*If you need to have an APM term (e.g., objectives) defined, just wait until

the term appears on the APM display. Then, type Help (or H) instead of the

usual answer to any question. You will then be connected to the APM HELP

data base. You will start out by seeing the most useful entry for your

purpose. To see related entries, just type in their page number. To peruse

all HELP information, go to page 2 (table of contents) and continue on from

there. To print the HELP entries, go to Help page 65 and press return.

Then answer Y to the question "do you want to print the help information?"

-4- . . - . . ,"

. ....... .. .. ............ .. ......... .... 'o.'-,.. ,__'.'_ ' - ' '. .: -.- .. ".-. . "
'.I!. 'T'M

AN ANALYTIC PROCESS MODEL FOR q

SYSTEMS DESIGN AND MEASUREMENT:

APPLICATIONS TO TRAINING SYSTEMS

F.

Prepared for: ARI Field Unit, Fort Benning, Georgia

Prepared by: Dunlap and Associates East, Inc., Norwalk, CT

Date: 25 October 1982

PLEASE PRESS ANY KEY TO BEGIN

To proceed, just press any key on the keyboard once again. Now you'll be

asked if you would like some instructions:

Would you like instructions (type Yes or No, then press the return

key) ?[

ctZ:

Since this is your first time using the computer, you ought to respond Y

(return). Note that you should press the return key following each of your

responses to my questions. Now the following message will be displayed--if

you did not insert the APMUTIL disk earlier:

Please place the APM UTILity disk (APMUTIL) in drive #2

***Please press any key to continue***

Insert the disk and press any key to continue. Then the first page of the

instructions will be displayed:

WELCOME!

I am happy to present you with the Analytic Process Model

(APM) for measurement. I will provide you with menus of

performance taxa that you can review for various training

subsystems or functions. I will also provide you with application

instructions for developing additional training system taxa or even

taxonomies of performance for other human-machine systems.

Finally, I will aid you in analyzing the performance taxa and

developing the significant measurement purposes, the attributes to

be measured, and the measures themselves.

I hope that you enjoy working with me!

 PLEASE PRESS RETURN KEY TO VIEW NEXT PAGE** **  PLEASE TYPE PAGE NUMBER AND PRESS RETURN KEY TO

VIEW ANOTHER PAGE** **

 PLEASE PRESS ESC AND RETURN KEYS TO ESCAPE

INSTRUCTIONS** **

-5- r . . . .

. . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . o*.\"
After reading page I you ought to press return to go on to the next page,

and so on, until you've read all of the instructions. After you finish reading

the last page, you will be asked if you would like to print out a copy of the j instructions. F

i o ,"- Would you like to print these instructions? .. ,

Since you'll need to reference the instructions throughout your initial few

sessions with the demonstration system, I'd suggest that you print out a copy.

You do this by responding Y (return). I'll then ask you how many copies you

want.

How many copies?

I'd suggest getting one copy for now. Simply type the number desired (don't

forget the return). The instructions will now appear on the printer. When

the printer has stopped, press TOF (the white top-of-forms button), and the

printer will skip to a new page. Press this button again. Now you may tear

your instruction sheets off of the printer. Keep them by your side because

you'll probably want to refer to them frequently.

By now, a listing of system classes has appeared on your screen:

I have data for the following classes of systems:

1. Communication

2. Maintenance

3. Navigation

4. Training

5. Transportation

6. Weapon

Which system class would you like to analyze (type 0 for none of the

above) ?

You will need to tell me which class of systems you wish to use. You'll note

that you may choose any system class ranging from communications to weapons.

If you prefer, you may define a new system class and teach me all I need to

know about it. Since you are just beginning to use this APM System, I would

suggest that you use an existing system class for now. In order to continue

using these instructions, I will assume that you are interested in training

systems. So, let's suppose that you have typed the number 4 (followed bv a

carriage return) to indicate that you wish to select the training class of

systems.

Now I'll need to know which system you wish to analyze, so a list of . -

systems will appear on the screen:

-6-

":-:~~~~~~~..-........... . ............ .-.-...-....-..-............. ....... , . . :. -..... . -•- . . ., :
W.IF. . -. *r Jr J" ' V'" - '4 " - .-. "7. - -e r- .- 

r: -r,. - .v - k,- . . .* - k - " . . i, i.r w ,._ .. * -. _- __.. T3w --

, I have data for the following systems of system class: Training

1. Bradley Infantry Fighting Vehicle Training System

(BIFVTS)

Which system would you like to analyze (type 0 for none of the

above)?

You may choose from a host of systems including the BIFV Training System

(BIFVTS), or you might wish to create your own training system. Let's

suppose you select option #1 (BIVTS) so that you can continue with these

instructions.

You've thus far selected to use the TRAINING CLASS OF SYSTEMS and

the BIFVTS SYSTEM. Now, you'll have the opportunity to select a subsystem.

Once again, I'll offer you a wide selection of subsystems.

I have data for the following subsystems of system: Bradley

Infantry Fighting Vehicle Training System (BIFVTS)

1. Command

2. Delivery

3. Design

4. Emplacement

5. Enabling

6. Logistics

Which subsystem would you like to analyze (type 0 for none of the

above)?

This demonstration package currently contains data for only the enabling,

design and delivery subsystems. Let's suppose that you choose the design

subsystem.

Now you've told me exactly what system you want to use. It is time to

tell me what you want to do with the system, so the following menu will appear

on the screen:

System Class: Training

System: Bradley Infantry Fighting Vehicle Training System

(BIFVTS)

Subsystem: Design

You may perform the following analytic procedures:

1. Add, modify, or delete performance items

2. Add, modify, or delete measurable attributes or measures

3. Add, modify, or delete measurement purposes

4. Print out selected results from your analysis

5. Pack your disk files most efficiently (a slow process)

6. Change System class, System, and/or Subsystem to be

analyzed

7. Review Instruction

8. Stop for now

Which would you like to do?

-7-

.. ,. ... ..... '. . ,...-. .- .. ., . , .... .. ,... ..... ....... ,.. , ':.

C-". . ." '- - ' ' -*-' ,- ' --- ' , ' -' - . .- -- :'. .?:"5: :. - .-. _ - "" . "- ." " . '' ' . . ' '''' . . . '
bWn K

N -You could, for example, analyze the performance items which compose the

system or you could analyze the attributes and measures for a particular set of

performance items. Alternatively, you might wish to specify a measurement

purpose, or you might wish to print out the entire data set.

If this is, indeed, your first time using the APM Demonstration Package,

you ought to become somewhat familiar with the data sets that you'll be

analyzing. Thus, I would suggest that you go right to option 4 and print out

the data set. You may do this by typing a 4 (return) to the menu of options

which is available for you. The following message will appear on the screen:

System class: Training

System: Bradley Infantry Fighting Vehicle Training System

(BIFVTS)

Subsystem: Design

If the disk for this system class, system, and subsystem is

available, please place it in Drive #2 and type Y (return).

Otherwise, type N (return).

Please insert the appropriate disk and type Y (return). You will be asked to

type in your name, the title of your analysis and today's date. Type these in

any format you wish.

Now you'll be asked which measurement purpose you have in mind. It is

essential that you understand what a measurement purpose is. "The

measurement purpose for a particular application of the Analytic Process Model

to some system is the specific work of that system that is to be evaluated in

the application. A measurement purpose is equivalent to the particular

sub-taxonomy of system performance requirements for which measures are to

be selected and applied." This definition is one of a set of definitions and

terms included in the demonstration package. It is available if you respond

"H" to various questions in the demonstration package. If you have a specific

purpose for doing today's analysis and your purpose just happens to be

included on the measurement purpose list, then I would suggest that you

specify that number and print it out. In all likelihood, at this time you don't

have a specific purpose in mind (or if you do, the purpose is not included in

the list of purposes available). Thus, you probably ought to type a

(return). Now, I'll ask you if you wish to eliminate any items from your

printout. For now, respond No and a complete printout of the subsystem

which you've selected will appear on the printer. The printer may take awhile

to list out the entire data set.

When the printing is finished, a list of questions will appear on the

screen. Respond No to each of them until the analytic procedure menu

reappears on the sareen. When the menu reappears, select option #1 to add,

modify, or delete performance items. As soon as the program loads, you will

see a list of the various system aspects which are available to you.

-8-T -. "- ~- ~.*N . -.
You are currently analyzing subsystem Design of the Training class

of systems

To proceed with the analysis you may examine the following aspects

of performance:""

1. Potentialities

2. Processes

3. Products

4. Environment

5. Constraints

0. Select a different analytic procedure

Which aspect of subsystem Design would you like to analyze?

If you don't know what an aspect is, ask for help by typing H (return)

instead of a numeric answer! Although all aspects do contain some

performance items, I would suggest that you select aspect #1, potentialities,

for now.

Now that you've selected to analyze potentialities, I'll show you a list of

Objectives which are part of this aspect.

*Training Systems *Bradley Infantry *Design *Potentialities

Objectives--The system must be capable of:

1. Identifying goals and priorities

2. Establishing performance objectives

3. Analyzing performance objectives

4. Defining training content

5. Defining training procedures

6. Evaluating the curriculum

You may perform any of the following procedures:

1. Analyze functional purposes 2. Specify a new objective

3. Remove an objective 4. Reword an objective

5. Print these objectives 6. Analyze a difference aspect

7. Select a different analytic proc.

Please select one:

Start with option #5 and obtain a printout of the objectives list. Now,

compare this list with the printout of the entire data set. Make sure that you

find the objectives in the data set. Once you've found them, you might wish

to improve the wording of an objective. Do this by selecting option #4. You

will then be asked which objective you wish to reword:

-9. o -p~~~ . * * o° 
*Training Systems *Bradley Infantry *Design *Potentialities

Objectives--The system must be capable of:

1. Identifying goals and priorities

2. Establishing performance objectives

3. Analyzing performance objectives Ag.

* 4. Defining training content

5. Defining training procedures

6. Evaluating the curriculum

You have chosen to reword an objective. ,W

Which one do you want to reword (Type 0 to reconsider)?

Select one objective and type in its number followed, of course, by a return.

* Now, you'll have the opportunity to type in the improved objective.

*Training Systems *Bradley Infantry *Design *Potentialities

Objectives--The system must be capable of:

1. Identifying goals and priorities

" 2. Establishing performance objectives

3. Analyzing performance objectives

4. Defining training content

5. Defining training procedures

6. Evaluating the curriculum

Please reword (80 characters available) this objective.

The system must be capable of:

Your reworded objective ought to provide a suitable conclusion to the sentence

which begins on the last line of the display.

When the screen display is refreshed, your reworded objective will appear

in the objectives list. Next, I would suggest trying to delete an objective, so

that when the main menu reappears, select option #3. The following message

will appear at the bottom of the display:

Which one do you wish to remove (type 0 to reconsider):.

Followed by:

Do you really want to remove this objective and component

Functional purposes?

Now, try option #2 to add a new objective. The following display will appear:

-- 10-

.-. ~*. ~ ~L.'-2~~jj>..i.: ' .:.

°=°°°.°" . ,o .o'* . ° .o" -, -. • %~ -. ~- . .I° .. , , ~ ° . . . . .. .
*Training Systems *Bradley Infantry *Design *Potentialities '

You have chosen to create a new objective.

" Please specify (80 additional characters available) the new objective

within the Potentialities aspect of the Design subsystem

* j The system must be capable of:

* Type in the new performance item. Then OK will appear, followed by:

It will, at some time, be necessary to add Functional purposes and

L" ~Characteristics to this objective..'':

Would you like to specify Functional purposes at this time?

Respond N for now. Then the following question will appear:

Would you like to specify more objectives?

Respond N for now.

Now, type option #7 to return to the aspect level. Select aspect #1 to

return to objectives. Now you've seen how you can go backwards using the

APM. Let's go one step further back--select option #8. I'll leave it to you to

get back to processing (if you get into trouble, just backtrack through these

directions).

S] Now that you have mastered the art of adding, deleting and rewording

objectives, it is time to gain some experience manipulating functional purposes.

Please select option #1--analyze functional purposes. Since the APM structure

is hierarchical in nature, it is only possible to analyze the functional purposes

for one objective at a time. So, the following message will appear on the

bottom of the display screen:

:F Which objective would you like to analyze (type 0 to reconsider)? FV J

You might select to work with the functional purposes which explain objective

#1 for now. Please type a 1 (return). Now you will see a new display:

: _~11~ "-,

. , . . * • . . . . . . .

* '. . .1" . .' °i °"- " o° % -- , .° 'e.' - .. ,.-" .

.

• *" ,i . ." ." ." ." . ." . " . * 2" ,," ." . = t - . - o• .
- - ,.

*Training Systems *Bradley Infantry *Design *Potentialities

Objective: [11] Identifying goals and priorities

Functional purposes--This system capability allows:

1. Defining the total scope of learning,'

* 2. Stating the ultimate intended outcomes of learning

3. Identifying the relative importance of intended outcomes

4. Establishing a basis for specifying learning objectives

You may perform any of the following procedures:

I. Analyze characteristics 2. Specify new functional

purposes

3. Remove a functional purpose 4. Reword a functional purpose

5. Print these functional 6. Analyze a different objective

purposes

7. Analyze a different aspect 8. Select a different analytic

proc.

Please select one:

Let us now go through all of the options, as we did at the objectives level.

First, let us specify a new functional purpose. To do this, type 2 (return, of

course). The following display will appear on the screen:

*Training Systems *Bradley Infantry *Design *Potentialities

Objective [i: Identifying goals and priorities

You have chosen to create a new functional purpose.

Please specify (80 characters available) the new functional purpose

within the Potentialities aspect of the Design system.

This system capability allows:

Now, type in the new functional purpose. The computer will respond with the

word Done followed by two additional questions:

It will be necessary, at some time, to add characteristics to this

Functional purpose. .-,

Would you like to specify new characteristics at this time?

Respond No to this first question. Then a second question:

Would you like to specify more functional purposes for this .

1..

-12-
Respond No to this question also (unless you wish to add additional functional

purposes. Now the main menu of options will reappear. Specify option #4, to

reword a functional purpose. The following message will appear at the bottom

of the screen:

You have chosen to reword a functional purpose '

Which one do you want to reword (Type 0 to reconsider)? "

Type in the number of the functional purpose that you wish to reword. Then,

the following message will appear at the bottom of the screen:

Please reword (80 characters available) the functional purpose

This system capability allows:

Type in the reworded functional purpose followed by a return. OK will appear

at the bottom of the screen, followed by a repainting of the main functional

purposes display (notice that the reworded objective has, indeed, been

* !reworded!) Now let's remove a functional purpose. Type in option #3. The

. following question will appear on the screen:

Which one do you want to remove (Type 0 to reconsider)?

Type in the number of the functional purpose you wish to delete. Then, the

question

:.- ,, Doharayistics characteristics? to remove this functional purpose and associated i::

will appear. Respond Yes. The items will disappear and the main functional

purposes menu will reappear.

At this time, you ought to try option #5, print these functional purposes.

Also, you should try option #6 to analyze a different objective. (Now, try

option #1 to return to the functional purposes level--why not analyze objective

2 (or 3) this time?) Now, try option #7. Work your way back down to the

functional purpose level (if you get lost, retrace through these instructions). V.

Do the same using option #8.

Now you are thoroughly familiar with the aspects, objectives and

functional purposes. You need, however, to practice manipulating

characteristics. So, return to the objectives level and specify option #1.

When the message [Which functional purpose would you like to analyze (Type 0

to reconsider)?] appears, choose purpose #1 for now. The following display

will then appear:

-13-
*Training Systems *Bradley Infantry *Design *Potentialities

Objective: [11 Identifying goals and priorities

Fctl Prps: [11 Defining the total scope of learning

Characteristics--For this purpose, the system must have the

* .potential for:

1. Identifying types of achievements relevant to the intended job

2. Analyzing achievements to determine suitability for training

You may perform any of the following procedures:

1. Specify new characteristics 2. Remove a characteristic

3. Reword a characteristic 4. Print these characteristics

5. Analyze a different func. 6. Analyze a different objective

purp.

7. Analyze a different aspect 8. Select a different analytic

proc.

Please select one:

You ought to become familiar with the various commands. Start by

experimenting with options 1-4. You will discover that they operate in a

manner very similar to the parallel commands for the objectives and functional

purposes level taxa. Now you ought to develop facility with working on all

levels of the APM using commands 5-8. Once again, if you run into any

" - difficulty, review the earlier commands in this instruction set. Try to add an

objective with all of its component functional purposes and objectives to the

Objectives level. Add (option 1) a new objective. When the question "would

you like to add functional purposes at this time" appears, respond Yes. Add

a functional purpose. When it asks you if you want to add a characteristic

within the functional purpose, respond Yes again. Add the characteristic.

Now return to the objectives level and rni through the entire tree to find all-4

of the entries which you have just made. Once you complete this, you will

-Ihave mastered the process of analyzing performance items using the APM.

Congratulations!

Stop for today by selecting a new analytic procedure. When the list of

analytic procedures appears, select option #8 (Stop for Now). The computer

will ask you if you want to stop for now. Respond Yes. Now the computer

will tell you what to do to turn the machine off.

LESSON #2

In Lesson #1, you learned how to analyze performance items. In Lesson

#2 you will learn how to specify the measurable attributes and the attribute

measures, so that you can evaluate the effectiveness of your system.

First, however, take about 10-15 minutes to review Lesson 1--analyzing

performance items. Then select analytic procedure 2--add, modify, or delete

measurable attributes or attributes of measures.

You will find that the procedures for analyzing attributes and measures

are very similar to the procedures for analyzing performance items. The

following display will appear on the computer screen:

-14- .

...... ........ ___.

"" ."... '- ." . -"..-. " -""- " "€''"".- - - " ".'" .- .... " - " . " . ." *'. ". '" .".
.. 1 7. - 7 °ML

System class: Training

System: Bradley Infantry Fighting Vehicle Training System

(BIFVTS)

Subsystem: Design

Would you like to begin analyzing the first performance item?

en

Unless there is another item with which you would rather begin, respond Yes.

(If you respond No, you will be presented with a list of aspects--and will

choose the one you want to process. Then, you will be presented with the

objectives within the aspect selected--and will choose the one you want to

process. The same process will be repeated for functional purposes and

characteristics.) The following display will appear:

*Training Systems *Bradley Infantry *Design *Potentialities "

Objective: [2] Establishing performance objectives

Fctl Prps: [11 Stating expected performance and behavior after

" i training

Charstics: [1] Defining the performance action

Measurable Attributes--To evaluate effectiveness in meeting this

characteristic, the following system attributes can be measured:

1. [1.2.1 1.1. 1 Types of BIFV gunner performance actions intended

to be defined 2. [1.2.1.1.2.1 Plans for defining actions required of BIFV gunners

You may Perform any of the following procedures:

1. Examine measures for an attribute 2. Add new attributes

3. Reword an attribute 4. Remove an attribute

5. Print these attributes 6. Proceed to the NEXT

perf item

7. Proceed to ANOTHER perf item 8. Select a different

analytic proc.

Please select one:

I would suggest that you add a new attribute for the performance item

displayed. This is done by specifying option #2. The following message

appears:

Please type the new attribute descriptor:

Please specify in 68 characters (or fewer) the new attribute descriptor.

Then, the main attributes display will reappear.

-15-
Now, try option #3, Reword an attribute. I will ask you

Which one (type 0 if done)?

Respond with the number of the attribute you wish to reword. The message

Plaetype tenew attribute descriptor:

will appear. Please type in the new attribute descriptor. Once again, the

main attribute display will appear. Now try to delete an attribute. I will ask

Which one (Type 0 if done)?]

Respond with the number of the attribute you wish to have me delete. Once

again, the main attribute display will reappear. You might also try to print

out the attributes (option #5).

Now try option #6 to examine the attributes for the next performance

item. Try option #7 to change to another performance item. (If you should

decide that you do not wish to process other performance items, type ESCape

(return) to exit from this program.)

It is time to examine the measures for an attribute. So, specify that you

want option #1 when the main menu is available. If there are no attributes,

the computer will NOT let you specify measures (just as tree branches don't

grow without a trunk and roots). If there are attributes, the computer will

ask you which one you want to analyze. Why not try #1 for a starter, then a

display like the one which follows will appear:

-16o

o.J

S, . --. o-,

. . . . . . . . .. .. . .

•. . . . . . . . . . . .. .. . . . . . . . . . . .. . . . . . . . . .. . . . . . . . . . . -2 . . ''-. -. - ..-.
*Training Systems *Bradley Infantry *Design *Potentialities

Objective: 121 Establishing performance objectives

Fctl Prps: Ill Stating expected performance and behavior after

training F

Charstics: [11 Defining the performance action

Measurable Attributes--To evaluate effectiveness in meeting this

characteristic, the following system attributes can be measured:

Types of BIFV gunner performance actions intended to be defined[1]

Measures--This system attribute can be analyzed by comparing the

following parameters with established criteria:

1. 112..1.1.1.1 Relevant types of actions not intended to be

defined

2. [1.2.1.1.1.2.1 Irrelevant types of actions intended to be defined

3. 1l.2.1.1.1.3.] Reviewers' ratings of observability of types of

actions defined I"

You may perform the following procedures:

1. Add new measures 2. Reword a measure

3. Remove a measure 4. Print these measures

5. Return to Attributes Level

Please select one:

Try to add, reword, remove and print the measures. You will notice that the

procedures are very similar to the procedures which you used to analyze the

attributes. Finally, choose option #5 to return to the attributes level.

Continue to practice modifying attributes and measures until you feel very L

comfortable doing so. Then respond 8 to return the attributes main menu, to

select another analytic procedure. At this time, you may either go on to

Lesson 3 or choose analytic procedure 8, Stop for Now.

LESSON #3

Start out by reviewing the analytic procedures for processing

"performance items" and "attributes and measures." Once you have reviewed

these procedures for 20 minutes or so, you ought to pack your data sets

efficiently. This can best be accomplished by running analytic procedure #5.

So, why don't you do that at this time. If you do take the time to do this,

you will SAVE time with the remainder of today's lesson.

After you specify option #5, you will be asked to place the APM UTILity

disk in drive #1 (NOTE that this disk will replace the APM system disk in

drive #1). After packing is completed (about 10 minutes later), the computer

will ask you to place the APM system disk back into drive #1 and press any

key to continue.

Now let us work on specifying measurement purposes. Measurement .

purposes, as you ma recall, are reasons for performing your analysis. If

you specify option #3, the list of measurement purposes currently defined in

this system will appear along with a menu of the analytic procedures which can .. " be performed using the computer package. The menu will appear to be very

similar to the following display:

-17-

ir

- '.-

-> ° . ; .
The following measurement purposes are currently included in the

APM:

1. To evaluate training design subsystem effectiveness in

specifying learner testing

2. To evaluate training design subsystem effectiveness in specifying

training methods

3. To evaluate training design subsystem effectiveness in

specifying learning aids

4. To evaluate training design subsystem effectiveness in

specifying facilitator requirements

You may perform any of the following procedures:

1. Analyze a measurement purpose 2. Specify a new

measurement purpose

3. Remove a measurement purpose 4. Replace a measurement

purpose

5. Pack meas purposes efficiently 6. Select a different

analytic proc.

Please select one:

Currently the system allows you to specify up to 5 measurement purposes.

So, why don't you start by specifying a new measurement purpose (option #2).

The following message will appear on the bottom of the screen:

Please describe the new measurement purpose in two 68 character

lines

Please type line #1:

After you type in line #1, the following message will appear:

Please type line #2

After you type in line #2, the main menu will reappear.

If you select to replace a measurement purpose, you will be asked

I I,

Is this replacement merely an improvement in the descriptor?

If you respond Yes, then the association between the measurement purpose

descriptor and t!e performance items will not be deleted, otherwise, they will

-18--

°o .°'. °'* - •. . . • .- . -.- .- . ° . •.
-,5

be. Regardless of how you answer the question, you will be given the

.e, opportunity to describe the new measurement purpose name in 2 lines (just like

adding a measurement purpose).

Removing a measurement purpose merely results in your being asked f"

% which one you want to remove. Then the removal is performed.

.Option #1, analyze a measurement purpose, is a unique process in the

[, APM. You will be shown a list of all of the characteristics (in successive

frames, grouped so that you will see the characteristics for one functional

purpose at a time). If the characteristics are associated with the measurement

purpose, they will appear to be dark letters on a light background. If they

are not to be included, then they will be light letters on a dark background.

You may change the associations by saying Yes, then responding with the

number of the item you wish to change (when asked which one you wish to

change). You may change all items by typing 999, or you may change no

items (and proceed to the characteristics for the next functional purpose) by

responding 0. If you wish to quit before finishing the process simply press

, the ESC and return keys rather than the Y or N keys in responding to the

computer's questions. When finished, the measurement purpose display and

menu will reappear. You will then have the opportunity to process another

measurement purpose or return to the main menu.

LESSON #4

Start out by reviewing analytic procedures 1-3. Now let us print out the

revised data set which we produced in Lessons 1-3. Specify analytic

procedure #4. You will be asked to specify you name, job title and today's

date. Then the title page will be printed. You will see, once again, the list

of measurement purposes which you might like to print. Specify that you

would like to use measurement purpose 5, the one you constructed in Lesson

#3. Now you will be asked if you wish to eliminate any performance items from

the printout. You might, for example, want to make some temporary changes

to your performance item list which you do not want to enter in the disk file

before doing the printout. If you do, respond Y. You will be asked whether

you want to eliminate at the level of objective's, functional purposes or

characteristics. You will then be shown one performance item at a time and

will have the option to respond Y (keep it) or N (delete it). In either case,

% Ithe performance items will print after this step-(IS THE PRINTER ON AND

ONLINE?). Should you wish to stop printing before the entire data set has

printed, simply press the ESC key. Within a few seconds the printer will

stop, the message JOB CANCELLED will appear on the printout, and you will --

be asked some more questions.

After the data set is printed, you will be asked if you wish to eliminate . .

'. more performance items. If so, respond Yes and the elimination/print cycle will be repeated. Otherwise, respond N a~id you will be asked if you wish to

examine another measurement purpose (-perhaps try the global purpose to print

the entire data set this time?). If you respond Yes, the process will be

repeated. Otherwise, the printer will advance the- paper and you will be

returned to the analytic procedure menu.

OPTIONAL:

To create a new system class, system or subsystem when you have the

option of selecting an existing system class, system or subsystem specify

-19-

. .. . . .. . ... . .
- .- -. - .- r -~.- .°.

-': 3 ..

option 0 (none of the above). You will then have a dialogue with the

computer (sample follows) as you are guided through developing your new

system.

Would you like to develop a new class of systems? Y

* .What is the name of your new class of systems? Unknown

, System class Unknown has been added to the list of system classes

as system number?

Would you like to define new systems for system class Unknown? Y

-* What is the name of your system? Unknown

System Unknown is member number oT system class Unknown

Would you like to proceed with the analysis of system cTass

Unknown, system Unknown? N

Would you like to add more syste 5 s to system class Unknown? N

The computer will refer you to the appropriate Apple documentation for setting

up a new disk for the new data base at the appropriate time.

Conclusion:

.1 Congratulations! You have now completed the basic tutorial course in L.

using the APM demonstration package. Take a moment to review Table 1, the

limitations of the demonstration package which are caused by the relatively

limited capabilities of the equipment, then you will be fully able to use the

package. I hope you will enjoy using the demonstration package for your particular applications.

2 ,

E [ :

°, -- 2.0- r7i~

~~~~~~~~~~~~~~. ,.....,,., ......... ,:. ..-.:.. ..... .. ,.........."" " ..... ""•" "
4) Q)

(n U

E) - S 4

U) LO~ )

r1 U) IU2 U) (.,

W0 >

U~-4 ~ - U< < ~ C ~ * 0 ~ - 0 0 x~C C * 0 0 0 - 0 00 0 0 00 . W

C) CD C> c 0

Uo (r,) 00C) 0 c 1

Lo E

4.))

U) 4 (n (t bo 0

W0c I o M0' E 

4) 4

0 0..

o U)

zO U

u a).

0 0 4-cu

tA - - V

0r- Q 1

41z 0 

tA M m -z 41 

(U >1z 0 ) 0 0 c2 (

tc. V, V, LnL cz n ~ E ) u

4) 0. ~ ~ C)

S 4)u .n~ 4~ 0
III. STARTING THE APM DEMONSTRATION PACKAGE

A. Set up the computer (if the computer is already set up go to STEP B).

1. Remove the computer, 2 disk drives, printer, display screen and

printer paper from their carrying cases. (Allow these items to

adjust to room temperature before turning them on.)

* 2. Arrange items on display table as desired (e.g., put computer on a

table which is at a convenient height for typing. Place the two disk

drives on the right of the computer (place drive #1 on top of drive

#2) about 6-8 inches from the computer. Place the printer about 3-4

feet away from the computer (for observers).

3. Be certain that all on/off switches are turned OFF! Plug computer,

display screen and printer into wall outlet.

4. Printer Preparation.

a. Place box of paper on floor under the printer table.

b. Remove the plastic cover from the top of the printer.

c. Grasp the top sheet of paper and push it through the slot on

the front side of the printer.

d. Look down at the printer and you will see the paper begin to

appear.

e. Grasp the paper and pull it up until the perforated edge is

-. |even with the metal edge about 2 inches down into the printer.

f. Grasp the clamps on the left and right sides of the paper, lift

them up and put the paper inside the clamps, so the fold on

the paper is just below the clamp. Push them back down.6.. N

g. Place the plastic cover on top of the printer.

5. APPLE II Preparation

a. Open the cover to the APPLE II--this is done by placing one

hand on the back of the top part of the computer in the center

o and pulling up Zve hard while using the other hand to hold

the computer in p ace.

b. Arrange all loose wires so that they come through the slots in

the back of the machine.

c. Place all boards where they belong and connect all wires to all

boards. (If the boards and wires are in place, go through this

procedure and check them to be sure they are tight--FAILURE

TO PERFORM THIS PROCEDURE PROPERLY MAY DAMAGE THE

COMPUTER!

(1) The slots at the back of the computer are commonly

referred to by number. Remember, the one on the left

(when viewed from the front) is 0, the next one is

1... until the rightmost is 7.

(2) Place the memory expansion board (the one without wires)

in slot #0. Be sure that all chips (the little black

components which are about 3/4" x 1/4") are tightly

positioned on this board by pressing lightly on each one.

J. Be sure the board is tightly positioned.

-22-

.°. 

.

..-. ,
17,

(3) Leave slot #1 vacant.

(4) Place the serial interface (the board which will connect to

the printer) in slot #2. (This board has one set of

prongs on the right side.) Place this board in firmly and

check all chips for tightness. Connect the multi-colored

wire which originates at the printer into the prongs on

this board. NOTE: You may find it easier to plug the

cable into the board before placing the board in the slot,

"- but be sure that you make all connections tight regardless

of the order in which you make the connections.

(5) Place the VIDEX board (the one with four little prongs

sticking out of the back side) in slot #3. Check all chips

for tightness. Check board to be sure it is tightly

positioned. Attach the wire which runs from the elevated

platform on the right side of the main board inside the

computer to the four prongs on the back of the board in

slot 3. NOTE: Unless you force it, you won't be able to

put the wire in incorrectly!

(6) Leave slot #4 vacant.

(7) Place the disk controller--the board with two sets of

prongs on the side in slot #6. Connect the ribbon cable

, to drive #1 to the -prong set of this board and the cable to

drive #2 to the bottom prong set. Again, be sure that

everything is tight.

(8) Check the main computer board (the "mother board") and

press down on any lose chips.

(9) Place the cover back onto the computer. Press firmly on

both corners so that it locks. L

(10) Place the display screen on top of the computer. Connect

the wire leading out of the computer (from the VIDEX

board) into the wire leading out from the display screen.

B. Starting the Computer After It Is All Set Up.

1. Place disks in drives.

a. Remove the BOOT and the APMUTL disks from the box of

disks.

b. Open the two disk drives by pulling up (lightly) on the hinges

on the front of each drive.

c. Place your right thumb on top of the label BOOT. Keeping

your thumb on top of the disk, slide it into drive #1. Close

the drive by pressing down lightly on the drive #1 door.

d. Place your right thumb on top of the label APMUTL. Keeping

ff your thumb on top of the disk, slide it into drive #2. Close

the drive by pressing down lightly on the drive #2 door.

2. Turn on the printer.

3. Turn on the display screen.

r 4. Turn on the computer.

-23-

-. ,
5. The disks should start to spin and, within a few minutes, you ought

to see the APM SYSTEM title page. If you do not, turn of f

computer and recheck installation a few times. If you still get no

response, call APPLE REPAIR.

C . The APM Demonstration Package will give you further

instructions/ldirections as you use it.

ALA

Z-,

-24--
VIM.° 

** "

,/ o'P .

IV. OPERATING INSTRUCTIONS FOR THE APM

DEMONSTRATION PACKAGE

The APM demonstration system asks the analyst if he/she would

like instructions on using the computer aided model immediately

after the title page is displayed in the GREETING program. The

analyst also has the option of requesting instructions by selecting * Ioption #8 when the analytic procedure menu is displayed. If the *analyst requests instructions, the following instruction set is displayed on the screen:

-. *.%"

Page I

- ! I

WELCOME!

I as happy to present you with the Analytic Process Model (APM) for

measurement. I will provide you with menus of performance toxi that you can . review for various training subsystems or functions. I will also provide you

with application instructions for developing additional training system taxe or even taxonomies of performance for other human-machine systems, Finallyr I will aid you in analyzing the performance taxa and developing the significant

measurement purposesp the attributes to be "masured, end the measures

themselves.

I hope that you enjoy working with ee

-25-

•.....
. 4

~'.PROCEEDING THROUGH A DEMONSTRATION SESSION

As soan as you, finish reading this set of instructions, you will have anI

opportunity to select which system class you wish to work with today. I'll

first display a list of the system classes which other analysts have defined

frs.Yuwlhaethe opporunity to select which of these youv

woud ik t ue.If noeoft eeet your needs, you are welcome

to develop a new system class. system Class selection is a very simple

process. After I show you the names of all of my system classes, I'll ask you

which one you want to use. Type the number of the system followed by a return

key. If you want to develop a new system clamss# type 0 (return), and I'll ask

you for the name of the now system class.

Page 3

HINTS

If You are tired today, you may simply type Y or P. If you get confused

at any point, instead of typing an appropriate Yt N or numeric response, simply

type N or HELP. I'll either give you soe H4ELP or refer you to on appropriate

page in the APH SYSTEMS MANUAL. For your final hihnt if you type an illegal answer to a question, I will simply tell you what the legal responses ore, and

will then allow you to once again, answer the question.

Hold down the CTPJL key, and press the A key if you wish to use both upper

and lower case display characters during your session.

-26- 

i
Page 4

SYSTEN AND SUBSYSTEM SELECTION

- iAs soon as you select your system class, I'll introduce you to all of theI

systems that have been defined for that class. I'll ask system you wish to

use. Type in the number of the system you wish to use (as you did to select

the System Class). If you wish to develop a new system, I'll give you the

opportunity to describe your new system (in one 0 character line). You

ill then select subsystems following the sase procedures which you used for

system selection.

*.1.

Page 5

IWAT 00 YOU WANT TO DO NEXT?

I'll show you a list of the analytic procedures which I con help you

perform. They include:

1) Specifying performance items

2) Specifying ways to evaluate performance items (attributes and measures)

3) Specifying purposes of a given evaluation (measurement purposes)

4) Printing selected results from your analysis

5) Packing the information on the computer disks efficientlye

6) Selecting a different system and/or subsystem . 7) Reviewing these instructions

9) Stopping.

You'll be asked to select an analytic procedure. If You select

procedures to 2, 3, 4, or 5, you'll be asked to change the disk in

DRIVE * 2. Insert the appropriate disk, and type a Y (return). If you

do not have the disk, type an N1 (return). If you say N, I'll ask if

You want to make a disk. If so, I'll tell you how to do it. If not,#

I'll give you the opportunity to select another system clots, system and

subsystem, review the imstructions, or stop.

-27- 1

. .. -.
;; I

l ~ ~Pgle 6",.

ANALYZING PERFORMANCE ITEMS Page

It you select the first option, I will work with you in the 5 by 3

matrix of the APM shown on the next page. First, I'll show you a list of the

five perlartace aspects of each and every subsystem that exists:

1) Potentialities

2) Processes

3) Products

4) Environmental Constraints

5) General Constraints.

Your selection of one item at a time from this list will reflect your

.Tcurrent preference to analyze either the tystems inherent capabilitiest the

activities it carries out, the goods or services it deliversp the naturally

occuring setting for its operation, or the humanly imposed conditions for its

operation, respectively.

.3 1

Page 7 ANALYZING PERFORM NCE ITEMS (continued)

P P P E C

O It R N 0

T 0 0 V E C D I S

N E U ft I t S C 0 f ', ,

I S T N A

A £ S N I

L S £ N

I N T • T i

OBJECTIVES S 11 8 S

FUNCTIONAL $ 8 $ 1 $

PURPOSES

CNMRACTERISTICS 8 3 S S -

4..

-28-

. . .. . ."
-. ' - '~rVLNbrV-vv 1w-

%*4

t Peg@ 9

- ANALYZING PERFORMANCE ITEMS (continued) .. -

After you mote this selection, I'll show you the three successive levels

of system operetion:

1) objectives

2) functional purposes

3) characteristics. I Your selection of one item at a time from this list will reflect your

current preference to analyze either the systemls overall work requirements,

the reasons end subordinate functions associated with each requirement, or the

ways of satisfying and implementing the system's functions, respectively.

You will have an opportunity to add sore objectives, remove objectives, or reword objectives. You will also have the opportunity to find out why each

objective is important as you explore its related functional purposes. I'll

allow you to add, reword, or remove functional purposes. You will also have

the opportunity to find out how to analyze each functional purpose by reviewing

the performance characteristics for each one. You may also add, reword, or

remove characteristics. The resulting lists of objectives, functional

purposes, and characteristics for each of the five performance aspects

constitute the complete set of performance items for your subsystem.

Page 9

ANALYZING PERFORMANCE ITEMS (continued)

SAfter you have completely edited a page of text, it is a good idea

to make a paper copy of it. This may be done by simply selecting the

print option.

As you finish analyzing an objective, functional purpose, or

characteristic, you will have the opportunity to analyze a different

1) functional purpose, 2) objective, or 3) performance aspect, or

perform a different analytic procedure (remember, STOPping is an

analytic proceduref).

7

-29-

: i'~~.--..,-.-.... ....-..... "'" "*-'-'. • _ -" :_"i --."- "-'.i - • _-. "' . "" ".""......"..•.....-"..'-..'..-......_-"-...-.-....'.'. _ ._" . '.. 2"?-. 
Page 10

ANALYZING MEASUREMENT PURPOSES

Since every performance item may not be relevant to your present

measurement purpose, I will help you subdivide the list of performance items to

suit your needs. You will have the opportunity to specify (in 2 lines) a description of your purpose for performing a measurement. Then, you will

review performance Items to determine whether they are relevant to the

* particular measurement purpose. You may form links to the relevant ones, Gind

delete links to irrelevant ones. I have a library of measurement purposes I which will be shown at the start of the procedure. You may, thus# use one of

my purposes if it matches yours. You may start by rncamining the firt

*performance item, or by specifying a particular performance item. If you chose

to select a performance Item, I'll display the hierarchy of performance items

to help you find the one you want. After you have examined the performance

items which interest you, just press the ESCape and return keys to complete the

examination procedure.

Page 11 I, ANALYZING ATTRIBUTES AND HEASURES

After you've completed the analysis of performance items, you may wish to

find out which concrete, observable attributes are associated with each

performance item. You may also wish to find out what to measure for each

attribute.

I . You will be shown, for the selected performance items# the relevant

* attributes about which I know. Then, you will have the opportunity to reword,

add, or remove attributes. You will have the opportunity to analyze measures

for each attribute. In general, this analytic procedure operates the same way

that the procedure for specifying performance Items operated.

-30-
%

i.. .,-

_

PRINTING SELECTED RESULTS FROM YOUR ANALYSIS

You will have the opportunity to specify whether you would likle to print

out all performance items or those for a specific measurement purpose. Then,

you will have the opportunity to weed out objectives, functional purposes, and

characteristics which are not relevant to the current analysis.

After you complete the selection process (or after you tell ae that you

don't wont to perform the selection process), I'll print out oll relevant

performance aspects with their component objectivess functionol purposes,

characteristics, attributes, and measures. Then I'll give you the opportunity

to review your printout and either 1) sake another copy, 2) do some more

weeding out, 3) select a different measurement purpose, 4) select a

different analytic procedure (e.g., STOP).

To cancel the printout after it has started, just hit the ESCape key and

wait a minute or two. The message job cancelled will be printed, and the

computer will ask you some questions about what you wont to do next.

it2

Page 13

PACKING YOUR DATA SETS

In order to process your data sets more rapidly, and allow you to fit as

much data as possible into each of your sets, I suggest that you run this

analytic procedure once after each mojor change in any data set.

WAMNING: This may be a slow procedure, and it will, furthermore, make

the next run of the PRINT procedure for each measurement purpose VERY SLOW!

-31- -r
-, ' J -- r, 7- O - P.m 'u"s'e, u. ~ 'd_ -J *p j . -, - 7 a -. rsp .riPc r.,;- 7 -,' .i, 1. -j Ir , d~ r- -. . r - --- .- r Uq -tx .- - - -

-. -

I'

SI ... ?

%P NA J7t

Page 14

INSTRUCTIONS

(conclusion) jL A FEW FINAL WORDS OF CAUTION:

1) Do not EVER remove your disks before the computer tells you

that you ought to change diskst ot that you may remove the disks.

2) Do not EVER turn off the computer or press the control and reset

keys simultaneously during a session. If you fail to follow the above warnings, you may either confuse or

destroy failures. your data sets, leading to unpredictable results and/or program . 3) Do not ever use the original disks (the ones with the holes covered

by silver tape). They will cause unpredictable program failure, and running

them say (not liKely, but still) ruin them. These disks are only to be

used in an emergency as Ofmaster disks' which may be copied using the

Transfer procedure of the APPLE 11 Files program.

. OOD LUCKI HAVE FUN! KEEP HE WORKING VERY HARD!

-J --your friendly APM demonstration system

-32

"F: ]::.:

4.

:; j .'

• : -32- _ ,;C

-___-:i
V. HELP MESSAGE LISTINGS

The analyst has the opportunity to request help by responding H or

HELP instead of giving the usual response to the computer whenever IF

a menu or a question appear. The help message displayed will be the

one most relevant to the question at hand. In general, the help mes- ,

sages serve to define APM terms and explain APM concepts which may

be unclear to the analyst. Cross references to other help messages

appear at the bottom of many pages and a table of contents of all

help messages appears on page 2. Whenever a help message is shown,

the analyst will have the option to review other help messages by

simply typing in the page number of the desired message. A complete

f listing of the help file follows:

t Page 1

HELP CONNANDS S GLOSSARY

,L

Page 2

TALE OF CONTENTS

Analytic Process Nadel ........ 5 Design... .............. * ..... 20

................. #.7 Design Specification ...... .21

Aspects of Performance..* ..... Design Subsystee........ .... 22 o- -

Attribute ............ ....... 10 Emplacement Subsystem.o.....s .,24

Characteristics Level Tex&... 12 Enabling Subsystem.. . # .... 25

Colleteral System.. ....... .15 Evaluation............. s.29 Co mmnd Subsyste ............ 6 F cilit tor ................... 30 -.

De lvery S bsyste m. •... • ...... 18 Functional Purpose Lev el Tx .31. ,

--continued--.'-.,

~~P e° 3 .

TAKE OF CONTENTS (continued) P"

Huean-flhchine System ..... * ... 33 Measurement Application.#.... ,44

Learner ... °. ........... , 34 esureaent Purpose..,.......45

Leerning ................. ... 35 ObJectives-Level Taxa ......... 46

Lernng-Helpng ............. 36 Performance Constraints .... #..48

Levels of System Descriptlon.37 Performance Environment .... ,,.49

Logistics Subsystem.... .... 40 Performance Potentialities....5O

Measure...,,,,,,,,,,,,,,,,,,42 Performance Processes.....o.. ".51

Performance Products.......... 52

--continued--

j -33-

=' _. ." %= .%*.-. - . . ...-. .. . .. .•. . .. -, •,•,•.,. . . ..

--' rL''.-r,' .'. '..,.." L ' '=. " .. "." .'PL ..L' " " "..'" ' - '-""'" "' " " " " " -'- '" .'-" " " "." ,.'."-." " , - -
-~~~~~ - i.,r ".'W. 7 " N

Page 4

* TABLE OF CONTENTS (continued)

STN....................... .53 Training System ............... 63

Subsystem. ... ....... . .. . .54 Sumary ................... 65

Suprasystem..# ... . . o. ... , .55

[* ".i System... .......... ,56

System Hierarchy...... ... ... .57

Systems Taxonomy odel.•.....58 .I "Taxon ........ *... ............ 61

Taxonomy ............ ........ 62

Page 5

ANALYTIC PROCESS MODEL

The analytic process model is a conceptual framework for systematizing

the design and evaluation of human-bachine systems.

Stages of the Analytic Process Model include:

1: Establishing the design/evaluation context by Identifying the

system's work requirements (The Systems Taxonomy Model Stage)

S2t Establishing the focus of the Design/Evaluation in terms of

necessary system attributes

--continuedPage 6

ANALYTIC PROCESS MODEL (continued)

3: Implementing the application details to design/evaluate the

ettributes

4: Interpreting the outcome of the design/evaluation and developing

conclusions and recommendations

See Also:

Systems Taxonomy Model ..... 5.

Design ......... s ........... 20 Evaluation ................. 29 ":.

Page 7

APH

See Analytic Process Model....5

-34-

• , p
- . Page-9

* ~ASPECTS OF PERFORMANCE Pg

The aspects of human-machine system performance form one dimension for

organizing the system's work requirements. The aspects of performance address

* the work Itself and the circumstances under which the work is required.

* Aspects of performance include five mutually exclusive categoriesl

* 1. Performance Potentialities (inherent capabilities)

2. Performance Processes (activities, methods, techniques)

3. Performance Products (goods, services, other deliverables)

4. Performance Environment (natural impediments to the work)

Z --continued--

Pag ?

ASPECTS OF PERFORMANCE (continued)Pae

5. Performance Constraints (son-wiade, artificial impediments)

The aspects of performance form one dimension of the System's Taxonomy

Nodel. They Interact with another dimenii-ion, viz, levels of system

description, to form fifteen cells or sub-taxonomies within which any system's

work requirements can be exhaustively identified and organized.

S als * Ssystems Taxonomy Nadel ... 59 Levels of System Description....37

Performance Potentialities. .50 Performance Processes ..........51

Performance Products ........ 52 Performance Environment...#4

Performance Constraints..6...49

Page 10 ATTRIBUTE An attribute of a human-machine system is a concrete, observable feature

of the system that bears directly an the work that the system can and does

perform. Attributes are linked to specific taxa of performance. For each

performance texon, there exists a set of system attributes that collectively Idetermine whether the system satisfies that taxon. o A system attribute is something that a system designer can and must

control, through design decisions, to insure that the system will satisfy

the performance texan to which the attribute is linked. An attribute also is

--continued--

Page 11

ATTRIBUTE (continued) r something that on evaluator can end must measure to determine whether the

performance taxon is met.r

See also:r

Measure. . . . . . . .. . . .. . .. . .. .. .42

Design Specification.#..........2

I -35-
Page 12

CHRACTERISTICS LEVEL TAXA

character istica- level text are statements of how. a specific purpose

behind a system's walk is required to be achieved. ChareCteriStiCS-1eVOlA

text define the particular ingredients. methods and milestones that the

system is to include in its work in order to satisfy its reasons for working.

fctAl characteristics%-level upsslvltxn taxon h is linked hrceitc-ee to or descends from ea a eie particular

detailed capability# ingrediett procedural step* or intermediate output

necessary to achieve a particular purpose behind some basic potentiality,

--continued--

CHARACTERISTICS LEVEL TAXA tcontinued)Pe.1

process or product. Characteristics-level taxa also include definitions of

the relevant environmental and constraining factors that may interfere 1. with the system's ability to provide these capability ingredients, carry out

these procedural steps, or deliver those intermediate outputs.

Cbarocteristics-level taxt consist of the system's performance

potentialities, processes, products, environment and constraints viewed at the

bottom-most level of system description. It is a view of work requirements as things that are to be achieved in certain ways. --continued--

Poge 14

CHARACTERISTICS LEVEL TAXA (continued)

ObJectives-level text.......... --.46

Functional purposes-level texa. .*. .32

Levels of system description ..... 3

Aspects of performnce...-*........S

Page 15

COLLATERAL SYSTEM

A collateral system of a particular human-machine system of interest is

itself a human-machine system that interacts directly with the system of

interest so that it affects the work required of the System of interest.

A collateral system may work either cooperatively or in competition with

the system of interest.

Collateral systems are members of the system hierarchy of the system of

interest.a

be0 alsol

Human-fachine 9ystom...............33 System Hierarchy., .....s.57

-36-
Page 16

COMMAND SUBSYSTEM 4 The Comuend Subsystem is one of the six generict functionally-oriented

subsystems of any training sust.e. Command provides adeinistrative control ,

over the training system by assessing training needs; allocating resources;

recruiting training system personnel; and monitoring, evaluating and recording

learner and sytes performance.

Coeand contributes to the learning--helping function by constructing

and managing the Sytm in which the learning activities can take place. J --continued--

5.-.

Page 17

COMMAND SUBSYSTEM (continued)

The principal operator or staff member of the commend Subsystem is the

training administrator.

see also Training System.................63

Learning. ..... . .... ... .@. .. .35

Learning-Hlping.... , , • •,. .. . . .36"•

IL

Page Is

DELIVERY SUBSYSTEM

The Delivery Subsystem is one of the six generic, functionally-oriented

"subsystems of any training system. Delivery is the most important training

Subsystem. in that the primary training fuction (learning) takes place there. In the Delivery Subsystem, the prescribed sensory learning activities are

carried out and the learner *chi~%e the intended behavioral effects,

The princiapl operator of the Delivery Subsystem is the learner. The

learner is assisted in Delivery by all other training system personnel, who

play various loerning-helping roles.

-continued--

5.-

DELIVERY SUBSYSTEM (continued) Paesee also: Training Syte..........63

Learing ...... ....... .. 35

Learning-Helping....... *..36

, 37- --

.• "7 .-

S*S.~5.... ~ ~ . ..... ..-..
Page 20

DESION

Usage No. i (Principal Definition): One of two Applications of the

Analytic Process Model. Design of a humen-sachine system is the process of

selecting and securing ell of the attributes that the system must possess in

order to satisfy its work requirements.

See also Analytic Process Hodel.•.....5

Design Specification..* ..... 21

Evaluation...... .*. ....... 29

Usage No. 2 (Secondary Definition)? One of six Oeneric Subsystems of

any Training System. Synonym: DESION SUNSYS7EN

Page 21

DESIGN SPECIFICATION

A design specification is a plan for isuring that a system will have

some particular required attribute.

A design specification describes how the system will be built, maintained end operated so that a specific attribute needed to satisfy a particular performance requirement or taxon will be present.

see also: Attribute....%.............1O

Measureo... ..... ... *...... 42

--continued--

- .'

Page 22

* iDESIGN SUBSYSTEM

heThe Design Subsystem is one of the sn generic, functionally-oriented

subsystems of any training system. Design carries out the development of

the curriculum/program of instruction. In o doinge Design plans the

instructional events; selects training technology$ assembles content material;

and defines facilitator and learner requirements.

The Design Subsystem is the portion of the Training System in which the

Instructional System Development (ISD) model is applied. -- continued--

~~Pogo 23 i:

DESIGN SUJSYSTEN (continued)

Design Subsystem contributes to the learning-helping function by identifying the specific behavioral effects meeded by the learners and by planning

the sensory activities that will lead to those effects..7

The principal operator of the Design Subsystem is the curriculum developer.

see also? Training System............000.63

"*! Instructional Learnin,.o.... .. System . .... .Design......?? .. .......... 35 "

¢. Learning-Helping..... .. ....... .36

-38-

' -_ --. ...- -- -. . . . . . . . . •
Page 24

EMPLACEMENT SUBSYSTEM

The Emplacement Subsystem is one of the six generic, functionallyoriented subsystems of any training system. Esplacemet taxes the plans

developed by Design Subsystem ad constructs, acquires or assembles all

* materials, equipment. installations, SUpplies, etc., needed to implement

* those plans.

Emplacement contributes to the learning-helping function by providing%

the tools needed to carry out the sensory learning activities.

-f --continued--

* Page 25

* EMPLACEMENT SUBSYSTEM (continued)

The principal operator of the Emplacement Subsystem is the faclities

developer.

see also: Training System ...... .* ....... 63

De-sign Subsystem ............... 22

Loarning-elping ........... 36

- ~ENABLING S USSYSTENPae2 -. 4The Enabling Subsystem is one of the six generic, functionally-oriented

Fsubsystems of any training system. Enabling is itself a self-contained trainIng system: it carries out learning and learnOng-heping activities to enable

facilitators to (1) become familiar with the plans, training content, equip-

* ment and facilities provided by the DESIGN and EMPLACEMENT Subsystems; (2)

become qualified and prepared to teach the curriculum effectively; and, (3)

tailor the curriculum to the specific needs of a particular class or team of

learners. --continued--

~**~I...Page 27

UWithin the total training syste., Enabling contributes to the learninghelping function by providing personnel qualified to assist the learners

F directly by presenting information, demonstrating techniques, coaching :

* learners, efforts, evaluating learners' performance, and correcting learners,

deficiencies. Enabling also contributes to learning-helping by fine-tuning a

general program of Instruction to specific learning need% of specific 1

learners.

The principal operator of the Enabling Subsystem is the facilitator.

-continued--

-39-

%r
-I

% t.

Page 28

E.MLINO SUBSYSTEM (continued) 26 .

Common synonyms for Enabling Subsystem are Instructor Preparation' and

'Training-the-Trainer..

set also: Training System .............. 63

Design Subsystem ............. 22 '

Emplacement Subsystem ... 24

Facilitator..................30

Learning.........**...,..o.,..35

Learning-Helping........ .... 36

Page 29

EVALUATION

Evaluation is one of two applications of the Analytic Process Model.

Evaluation of a human-machine system is the process of determining whether

the system satisfies all of its work requirements. Synonyml Measurement

set also: Analytic Process Model ............. 1

Measure... to............ ..*.. *.42

D~sig -.to 2 ** . . to ... ...-......

Page 30

." FCILITAOR ""

I facilitator is a key learning-helpor in a training system, and is the

principal operator of the training Enabling Subsystem.

The facilitator interacts directly with the learner to aid the learner in

"> tcarrying out planned sensory activities to achieve desired behavioral effects.

*Common synonyms for *facilitator' include 'Tocher,* *Instructor' an

'Treiner.1

see also: Learning-Ielping..36 Training Syste...63 Enabling Subsystem.,25

Delivery SubsystelS Learner ..... ,...34.

Page 31

FUNCTIONAL PURPOSES-LEVEL TAXA

Functional Purposes-level taxa are statements of why specific performance r i

is required of a system, without reference to how the requirement is to be

achieved.

A Functional Purpose level taxon is linked to or descends from

particular objectives level taxon. The Functional Purposes-level taxon

defines a specific reason why the system is expected to posess a particular

basic capability, or carry out a basic activity, or deliver a basic output.

-- continued--

Z'..

-40-

, ..... . *_ ... .,_ . . . _: _,. ... ,_ : .. : ., . .,.., - -.. , .. _...._-._...-, ...
L. o,

- .- 5

FUNCTIONAL PURPOSES-LEVEL TAM (continued) Page 32

* UumNtional purposes-level toxe also include definitions of the relevant

environmental and constraining factors that may impede satisfaction of the

* reasons behind the system's wot requirement.

Functional Purposes-level taxa consist of the system's performance

* potentialities processes, products, environment and constraints viewed at the

middle level of system description. it is a view of work requiresents as

things that exist for specific purposes, the achievement of which merits study.

See also? Taxon..6, Objctives-Level Texa..46 Charact.-lvel taa..12

Levels of System Description......37 Aspects of PerforanceSl

i~i Page 33

j ~ ~Interest to e the Analytic ran t: is an undefined tore representing the entity of 33 Process Mlodel. .-

A noive, description of the concept is as follows:.

A Human-machine system is a collection of people, equipment, and

procedures that work together to accomplish specified functions.

Page 34

LEARNERA Learner is the key operator of e training system, and the principal oper

operator of the training Delivery subsystem. The learner is the person who

carries out and experinces planned sensory activities to achieve intended

behavioral effects.

Common synonyms for 'learner' include *student' and 'trainee.'

See also:

Learning...... ...... 35 Training System.... 63

Delivery Subsystee..lS Fecilitator...*%.....,.30

Page 35

LEARNING

"" Learning is any activity involving the senses that affects behavior.

Learning is the principal function of a training system. In a training systes, desired human behavioral effects are achieved

through the conduct of planned human sensory activities.

See also f"

Learner.... **34 Learning-Helping..... .36 Training System ..... 63

2..

S-41- .

.. ........ '.-'.-.... ... .. .. *** . .' .,,- 

• , -- .- -. - . ,. - . . . . . . . . .,* . .. * **' ? ."..'. ,~. . . . . -- i- ". . " .- ". '.'- . . •. ,. . ' - .- ' . .- ., . • . "
,%.I

Pole 36

LEARNING-HELPIN -

Lorning-aelping is the secondary, supportive function of a training

system.

Leerning-helping is any activity undertaken to provide en efficient

learning environment for the learners.

. : All training system personnel contribute to the learning-helping function. %.

See also:

Learning.. ....... ... 35

Treining System .........63

4..

Page 37

:* LEVELS OF SYSTEM KSCRIPTIO..

The levels of human-lachine system description fare one dimension for

organizing the syste's work requirements. The levels of description address

the uork itself, why the work is required, and how its requirements are to be

set.

The levels of system descriptions include three hierarchicelly-related

categoriest

1. Objectives level (what work is required and what impediments the

work faces)

--continued--

.1

Poge 39

LEVELS OF SYSTEM DESCRIPTION (continued)

L 2. O Functional Purposes Level (why each objectives level requirement

exists, end the impediments that apply to satisfy each purpose).

3. Characteristics Level (how each functional purpose level requirement

will be met, and the impediments that apply to cerrying out each step).

The levels of system description form one dimension of the Systems

* Taxonomy Model. They interact with another diension, viz, aspects of per

performance# to forms fifteen cells or sub-taxonomies within which any system's

work requirements cen be exaustively identified end organized.

--continued--

Page 39

LEVELS OF SYSTEM DESCRIPTION (continued)

See also:

Systems Taxonomy Model....50 Aspects of Performonce .........S

Objectives-Level Texa..... 46 Functional Purposes-Level Taxe32

Characteristics-Level Texal2

17.

• °.

-42-

•,-
..

LUIUTICS IUISYSTIN4

The Logistics Subsystem is one of the six generic, functionally-oriented

. subsystems of any training syst., Logistics subsystem deals with maintenance 6 of facilities and equipsentl housing, feeding end recreation of training

6 0 system personnel; replenishment of consuables, transportation of people and

materialsi general houseleepingl etc.

Logistics contributes to the Ilerning-helping function by attending

the myriad of details necessary to Keep the training system running smoothly

and free of discomfort/distraction. 51 --continued--%

Page 41

LOGISTICS SU19SYSTE" icontinued) The principal operator or staff member of the Logistics Subsystem is the

i Logistic supporter.

See also:

Training systee..63 Learning..35 Learning-Helping..36

Page 42

MEASURE

A measure is a Judgment or appraisal of sooe attribute of a system. A

measure is 4 test or assesumen of whether the attribute is 'good enough' to

meet the demands of the Performance requirement or taxon to which the

attribute is linked.

Every measure contributes an important bit of information about the

system's satisfaction of the performance taxon of interest.

see also:

AttributeO..10 Texon..61 Design Specification..21

: J ;

NSUE; Page 43

r see: Evaluation ..... 29

-43-
I

Pao 44

MEASUREM4ENT APPLICATION

2 See" : Mosuresent Purpose..... 45

-.".

-. Page 45

MEASUREMENT PURPOSE

The measurement purpose for a particular application of the Analytic

Process model to some system is the specific work of that system that is

to be evaluated in the application.

A measurement purpose defines a particular sub-txoonosy

Of system performance requirements for which measures are to be selected

a-1nd applied. Synonym$ Measurement Application

- See also: Taxonomy.....62

Measure ...... 42

Page 46

FOJECTIVES-LEVEL TAXA

Objectives-level toxa are statements of what performance is required

* f a system, without reference to why the performance is required or how it

irequired to be performed.

ml Objectives-level taxa include definitions of the basic capabilities,

- - sactivities and outputs expected of the system and of the relevant environmental and constraining factorms that apply to those basic capabilitiest

activities and outputs.

S--continued--

Pae. 47

OIJECTIVES-LE9EL TAXA (continued)

Objectives-level toxa consst of the system s performance potentialsties, processest products, environment and constraints viewed at the top-r ot l evel Io It is a view of work requirements as

objects for study in and of themselves.

too also: Taxon... * ... .. ................. 61

Functional Purposes-Lovel Taxas... . .32

Characteristics-Level Taxa... ....... 12

Levels of System Descriptio* ....... 3 7

%cllte ou .ri t. .- .-- spect e f eforma€ncs o. th sste'speror..c pt.eem|S ,

see else.... ................... ...... . ......... '".
I- 7.

Page 49

PERFORNANCE CONSTRAINTS A system's performance constraints are the ertificially-imposed factors

governing the circumstances and situations of the system's operation that

soy effect whether and how the system satisfies its work requirements.

Constraints Include all on-made impediments to the system's potential,

process or product performance.

See also: Aspects of Performance........S Performance Environment......49

. Performance Potentiaolties...S0 Performance Processes ........ 51

Performance Products.........52 Levels of System Description.37

I i Page 49

PERFORMANCE ENVIRONiENT

A system's performance environment is the set of naturally-occurring

factors associated with or incidental to the circumstances and situations

of the system's operation that may affect the system's satisfaction of its

work requirements.

The environment includes all natural impediments to the system's patential, process, or product performance.

See also: Aspects of Performance....,49 Performance Constraints. .....48

Performance Potentialities. .50 Performance Processes ........ 51

Performance Products........52 Levels of System Description..37

PERFORM ANCE POTENTIA LI TIES "' A system's performance potentialities are those taxa of required per-ge 5-

foreance that define the basics inherent capabilities that the system is

to possess.

see also: Taxon........................61

Performance Processes ....... 51

Performance Products. 52

Aspects of Performance ........ 8

Levels of System Description.37

Page 51

PERFORMANCE PROCESSES

A system's performance processes are those taxo of required performance

that define the activities the system is to carry out, or the sethods/techniques the system is to employ.

see elso: Taxon.........................61

Performance Potentialities......50

Performance Products ....... ...52

Aspects of Performance........ .

Levels of System Description..37

-45-

%r
Poqe 52

PERFORIM ACE PRODUCTS

A system's performance products are those txa of required performance

that define the goods, services or other output that the system is to deliver.

see also: Txon........................61

Performance Potentialities.*..50

Performance Processes ........ 51

Aspects of Performance.........a

Levels of System Description..37

Page 53

ST"

See: Systems Taxonomy Model ........ 50

Page 54

SUBSYSTEH

A subsystem of a particular human-machine system of interest is itself

a husan-machine system that is subservient to the system of interest in the

work it performs. Subsystems say be totally contained within the system of

interest. Subsystems are &embers of the system hierarchy of the system of

interest.

See also:

Huan-Machine System........ *33

System Hierarchy...............

Page 55 ."-

SU ASUPPSYSTEH P..5

A suprosyste of a particular human-machine system of interest is itself

a human-mchine system to which the system of interest is subservient in the

work it performs.

The system of iterest may be totally contained within the suprasyste. ..-

Suprosystems are members of the system hierarchy of the system of .'

interest.

See also:

Huean-machine system... o-oo.33

System Hlerarchy....*. .... . .. 57

-46-

-a-. - . .. " " " .

" .,".... " . . " .- ... -. . ...... -...... ' " .-. " %.. "'" .... ' " '"'"'"' . ....... ' -"-. ' " .. "" "" . " "" , -'".'
Page 56

SYSTEM

F..

See: Human-Machine System .......... 33

* .. '.

iJ

Page 57

SYSTEM HIERARCHY

The system hierarchy surrounding a particular human-oachine system of

interest is the network of other systems with which the system of interest

interacts in the performance of its work.

System Hierarchy is one dimension of the Systems raxonomy Model.

See also:

Human-Machine System. .. 33 Collateral System... .15

Subsystem .............. 54 Suprasysteo .......... 55

Systems Taxonomy Model.58

Page 59

SYSTEMS TAXONOMY MODEL

The systems taxonomy model is a conceptual framework and a set of

analytic procedures for identifying the performance requirements (or taxa)

associated with a system of interest.

The Systems Taxonomy Model is the first stage of the Analytic Process

Model.

The Systems Taxonomy Model identifies and organizes rhe performance

taxa of a system of interest along three dimensions!

--continued--

Page 59

SYSTEMS TAXONOMY MODEL (continued)

1) System Hierarchy -- This dimension insures that work requirements

will be identified by studying the system of interest Itself, as well as by

studying the work requirements imposed upon the system of interest by other,

interacting systems that are linked to it hierarchically.

2) Aspects of Performance -- This dimension insures that the identified

work requirements will Include not only what the system Is to producep but

also the processes it is to carry out, the capabilities it is to possess, and

the circumstances under which It is to operate.

--continued--

.,.-.-4 - .,

• ".. e" " " " '_ . . .'_'. " . ", .'. " ,- -.. ' , . .. '.'.. . . % . %" .... .' "" .".." .* .% ". "..'. .".. '. ".-. . . .". ."".... . .".".-". ." ".•.•..".. .' "..".. 
* ' ..

Page 60

SYSTEMS TAXONOMY MODEL (continued) , 3) Levels of System Description -- This dimension insures that the uork

requirements will be identified not only in terms of what is expected, but

also why it is needed and how it is supposed to be accomplished.

Synonym: STN .... ............. .53

See also:

Analytic Process Model........5 Taxon....................61

Taxonomy .................... 62 Aspects of Perforeance....9

Levels of System Description.37 System Hierarchy ......... 57

Page 61 TAXON

A particular category or class pertaining to same thing or concept of

.interest.

A taxon is an element of a taxonomy.

A system performance taxon is a particular type or category of

performance that is required of a system of interest.

Set also:

Taxonomy...................... 62 Systems Taxonomy Model ....... 58

Aspects of Performance..........e Levels of System Description.37

Page 62

TAXONOMY

Proper noun:

The science or technique of classification, as in the technique of

classifying and organizing the performance requirements of a human-aachine

system. Common Noun:

A particular classification of things or concepts, as in a classification

and organization of a particular system's performance requirements.

See also:

Taxon. ...... ........... .. 61 Systems Taxonomy Model ...... 59

Page 63

TRAINING SYSTEM

A training system is a particular type of huaon-avchine system, intended

to accomplish two major functions& Learning and Learning-Helping.

Training Systems have six types of operators, or staff members: - Learners Faci li tators r Administrators

Curriculum Developers Facilities Developers Logistic Supporters

--continued--

-48- --- r

,..:., .'. ... . .. , .. , . ..,.. ",'. . ,, .... . . . - . .,..... .. , .. .... . , ' , : . .,, -,.. .. -.- .. -. . , . .-
JI.

Page 64

TRAINING SYSTEM (continued) F

Training systems hove six functionally-oriented subsystems, each of which

* is operated principally by one of the types of operators:

Command (training administrator) Design (curriculum developer)

* Emplacement ( facilities developer) Logistics (logistic supporter)

Enabling (facilitator) Delivery (learner)

See also

Learning..........35 Learning-Helping .... 36 Command Subsystem ...... 16

Design Subsystem..22 Emplacement Subsystem.24 Logistics Subsystem....40

Enabling Subsystem25 Delivery Subsystem....18 Human-Machine Subsystem33

SUMMARYPe 6

(conclusion)

I hope that my help file (glossary) has been very helpful to you.

If you didn't find what you were looking for, please see the Analytic

Process Model Final Report for more information,

Sincerely,

Your Friendly APH System To view other help entries, please type in entry number (e.g., I return)

-49

- L .

.

i:. .

;'-.. .

i[ -

,." ___
- Z 

VI. EQUIPMENT, SUPPLIES AND DISKS REQUIRED TO USE

THE APM DEMONSTRATION PACKAGE

5--

A. Equipment

1. Apple II Plus Computer with:

1. Pascal capability

2. Eighty (not forty) column display VIDEX board

2. Computer monitor--a standard computer monitor, but not a TV

monitor (VIDEX will not work with TV monitor).

S3. Disk Drives--two standard Apple II disk drives

K 4. Datasouth Printer Model DS-180 and appropriate serial or parallel

. interface (required only if printout is requested).

• 5. Electrical extension cords, as required to reach from equipment to

wall outlet.

B. Supplies

1. 11 x 8- inch computer paper with sprocket holes

2. Spare disks for standard Apple II Plus disk drives

C. Program Disks Required (11) initially

1. BOOT System contains computer code (unreadable to humans)

a. SYSTEM.STARTUP--a program which tells the Apple you wish

to use the APM system

b. GREETING (little version) simply reminds the analyst to insert

the APM System Disk to continue

c. SYSTEM.APPLE--initializes Apple for Pascal

2. APMSYS contains computer code (unreadable to humans)

a. GREETING performs the following operations--

1). presents the TITLE PAGE

2). presents INSTRUCTIONS (if the analyst wants them) n 3). asks the analyst which system class he/she plans to use

and shows the analyst how to create new system classes

4). asks the analyst which SYSTEM and SUBSYSTEM he/she

plans to use (and allows the analyst to create new ones)

5). presents the analyst with a list of ANALYTIC

PROCEDURES available and asks what he/she wants to do

next.

b. PERFormance ITEM allows the analyst to edit the list of

performance items (objectives, functional purposes and

characteristics), adding items, rewording items, deleting items

and printing out items available.

c. MEASATTR allows the analyst to edit MEASures and ATTRibutes

for each performance item, adding, rewording and deleting as

appropriate.

•e e-.r- g-50-,

. . . . . ..... . .. * . . -' '- .- *'--. -.... * .. * "..** ;-.J ,,:,,,,-. .,- .. .,....-', ..- .. , ., -. -. . .. . . ..-.:. ,.. -....,., • ., .. .. . . - -,, ... -. . . . .'.., . . . .
- L

d. MEASPURP allows the analyst to edit MEASurement PURPoses

(adding, rewording and deleting as appropriate). It also allows

the analyst to associate or disassociate measurement purposes

with characteristics. (As characteristics are associated and

disassociated, the associated objectives and functional purposes

are also. Thus, these operations are never done directly.)

je. PRINT allows the analyst to print either 1) all performance

items, attributes and measures, or 2) performance items,

attributes and measures for a given measurement purpose. The

analyst may choose to print only some objectives, functional " -purposes and characteristics in this program without altering

the basic data set. j f. PACK--a program which causes the Apple to pack the

APMSYSTEM data sets more efficiently.

g. SYSTEM.LIBRARY--a version of the Apple Pascal Library.

3. APMUTL

a. INSTRUCT--the instruction set which is displayed at the

beginning of a session (Warning: to avoid garbled copy, do not

attempt to print out this data set by using any procedure other

than responding Yes to the question [Would you like to print - "

the instructions]- which appears immediately after the

instructions are displayed in the APM session!

b. HELP--contains the 10 line help commands which are displayed

during a session (Warning: to avoid garbled copy, do not

attempt to print this file except by responding Yes to the

question [Would you like to print the help commangs?]

c. APMSYSTEM--a file created the first time GREETING is run.

The file contains the names of all of the systems available.

d. Up to 10 other files--one for each system class which contains

at least one system (Note: all system classes which have been

used contain at least one system.) The name of each of these

files will be the first five letters of the system name.

e. Up to 10 files for each system which contains at least one

subsystem (Note: all systems which have been used contain at

least one subsystem.) The name of each of these files will be

the first five letters of the system name.

f. Extra Space--contains many blocks of unused space which are

used for a temporary file while executing the pack procedure.

(Warning: do not attempt to use this space for anything!. If

you o, the pack program may not work properly.)

4. APMPG1* contains the source code for:

a. GREETING

b. PERFITEM

5. APMPG2* contains the source code for:

a. MEASATTR

b. MEASPURP

% - -51- , 
* 6. APMPG3* contains the source code for:

!a. STARTUP

b. GREETSHORT

c. PRINT

d. PACK

7. APMPG4* contains the source code for:

a. HELP

b. BRIEFHELP

c. INSTRUCT

d. BLOCKINSTR

e. BLOCKHELP

8. Applel contains the machine-readable code for:

a. BLOCKINSTR

b. BLOCKHELP

*APMPGI, APMPG2, APMPG3 and APMPG4 contain source code which may be

read using the editor, compiled using the compiler which is present on these

disks, or transferred using the Transfer procedure in the Pascal Files Program

(explained in the Pascal Operating System Reference Manual). To perform

these compilations, place Applel in drive #1 and the APMPG# disk in drive #2. ,7

Compiled object code may be transferred to the APMSYSTEM disk using the

Transfer procedure in the Apple Files Program.

9. TRBRDE: contains all data for the Design subsystem of the

BIFV Training System

a. TRABRADESFI--contains the performance items (objectives,

functional purposes and characteristics)

b. TRABRADESCO--contains an index to the performance item file

c. TRABRADESAT--contains the Attributes list

d. TRABRADESAC--contains an index to the Attributes list

e. TRABRADESME--contains the Measures list

f. TRABRADESMC--contains an index to the Measures list

g. TRABRADESIS--contains the Measurement Purposes and

associated indexes

h. TRABRADESFA--when it exists, enables the print prograrm to , execute rapidly .-

**It is deleted each time the PACK procedures are performed, emptied when

MEASPURP is run, and is created each time PRINT is performed using a

measurement purpose other than Global.

10. TRBREN--contains all data for the Enabling subsystem of the .

Bradley Fighting Vehicle training system. The file names are .

composed once again using the first three letters of the system class

system and subsystem names and the same suffixes used on the

TRBREN disk. Thus, it contains the following files:

-52- _ . .-. .
a. TRABRAENAFI Ib. TRABRAENACO

C. TRABRAENAAT d. TRARAENAA

e. TRABRAENAAC

e. TRABRAENAME

g. TRABRAENAIG

h. TRABRAENAIS

11. TRBRDE: contains all data for the delivery subsystem of the

BRADLEY Fighting Vehicle Training System. The file names are

composed in the same manner as they were for the other data bases.

12......other disks for other systems and/or other subsystems. All will

be in the exact same format.

-53-.
.i W,%-° 7M M7 V . K

VII. SCHEMATIC FLOW CHARTS OF THE APM

DEMONSTRATION PACKAGE

The basic APM demonstration package is comprised of six independent

programs. Although many procedures are common to more than one program,

each program is completely self-contained so that it can be compiled

independently. A brief schematic flowchart of the six independent programs

follows in Figures 2 through 7. Figure 2 shows the logic underlying the

GREETING program, the program which allows the analyst to select a system

class, system and subsystem. The GREETING program also instructs the

analyst and provides him/her with the opportunity to select which of the

4 remaining programs he/she wishes to use. j

The PERFITEM program (Figure 3) enables the analyst to examine

performance items (objectives, functional purpose a .d characteristics level 5

I taxa). The MEASATTR program (Figure 4) enables the analyst to examine

attributes and measures. The MEASPURP program (Figure 5) enables the

analyst to define measurement purposes or reasons for performing the analysis.

The PRINT program (Figure 6) prints out the performance items, attributes

and measures for either a single measurement purpose, or the global

measurement purpose (which consists of all performance items in the subsystem

of interest). The PACK procedure (Figure 7) organizes the performance item,

"" attribute and measure files into numeric order so that they may be accessed

more readily. It also removes any excess space which may be in the files so

that additional data can be added to the files.

-54-

, ° ..

% %

e7-'

.-

~. s - : . ........ * * * .......... * * .... . ,. ** . . . . ..•. . . . ." d. . . .. .at- " ,' .* a "
-40.

2C

rzr

IVJ

OrD

-- 55
on.~U- ha o ow"

mI iniet 0.

IOOCM no &W mu.. lottisto of b"

bieta4.twu bet lfmYtAm" Aw wu tbe, Not as Met ofa * ~t rayt paw ttbniuiw~ MWe=e _bjum awum tiif

I"II AM111111 ebleetAbeiMdM of4

bt a etaE-I" l ie

time~ ~ ~~~~~rtf ewttamtt ~ eebi mlqte

fooAla

Momo afF-mnVt dMMo U

* Bowl~~~~~' f a En 1111 8dt 

f to fa wallnift t tb AN dif".11 w VIIII.ori ive S im~ a ee ePqa

A'

P~ L InmCM irPtv-56-mmo eft o
ILI

00

J...

cc E

a a

20 ?a.

Ki 0' 0'0

- a

- .0

g.0

-~E bA
--..- i~

zoK

- I4 Z

ml cm5la0'p

lu co.

E v c 16

Is r-0I-0S. atw=Go0W 4

E ca

16~

co I-- 0

E zoU v... 4

'ws-a

a 00

IU L

-58-
.%.

toprntttl pg

E

Print [ Analysis

Program

Sort performance items.

attributes, and measures L

into numerical order.

tain relevant information

to print title page

:l: I (anri nt it). ,.

Display measurement purposes.

Ask analyst which measurement

.- prpse f any, dto prt.-""

AskanalystAsk whether to Show each perforwhether to elimi- eliminate at objec- mance item at the

nate performance tives, functional specified level and

items from purpose, or charac- ask whether to

printout. teristics level. rti t

/~n ''-

Print out 1 copy of

organized data set.

Ask analyst If he

an ts another copy of the data set.

Ask analyst if he wants to

y remove more performanc

items from the daa et

"_.t - measurenentr .

Figure 6. Simplified Flow Chart for Print Program

* 59

S7 . M.-.. '%_4N
.

4 F

START

PA CK

Procedure

Have an s lc

TL in Drie#

Pac an ot Attributes paCOMPACTAVI'R: Pack attributes and attributes index tightly, eliminating any empty space that was caused by removing attributes.

SORTATTR: Sort the index to the attributes array into

ascending numerical order. Form a permutation vector

which tells the original order of the index (this permutation vector will be used by copy attributes to reorder the attributes, themselves.

I COPYATTR: Copy the attributes file from the main

data disk to the temporary storage disk, sorting by

permutation vector en route.

Then, copy the attributes file from the temporary fstorage disk to the main data disk.

! CLOSEATTR: Save index to attributes file on disk.

I Pack and Sort Measures 'Il

(using same method as

for packin attributes).

Pack and Sort Performance

items (using same method as

for packing attributes

and measures).

jI 4

APMSYs Have analyst place in Drive #1?:.

Figure 7. Simplified Flow Chart for Pack Program

-60- "4

I- F : ' '°. ° .L' ., - .- . . ' . ' . " .,- . ' ._-. ... -. . . .o . , , . . . , , =. . .'