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Observations on ways the Navy can improve curricula development for initial skill training report to the Secretary of the Navy
GAO reviewed selected Navy schools which provide initial skill training for entry-level sailors to determine whether the Navy's system for developing curricula adequately considers the diversity inherent in Navy occupations. In many cases, GAO found that the jobs required of sailors in the same occupations varied between shore duty and sea duty, as well as among ships. Without a thorough analysis of what should be taught, this diversity could result in curricula that include many tasks that are seldom performed at the entry level. Teaching skills which are not needed results in longer courses than necessary, increased costs, delays in getting sailors to the fleet, and a reduction in the number of personnel that can be trained. In an analysis of four occupational schools, GAO found that each school taught some tasks needed by less than 30 percent of the sailors. In addition, one occupation had very few tasks, and these tasks were being taught at both the entry-level school and the fleet training center. Although curricula changes are being made, GAO found that the schools still teach tasks not needed by most entry-level sailors, thereby unnecessarily extending training time. If material not needed by entry-level sailors were deleted from the school courses, one school's time period could be reduced by 4 weeks, two schools' time periods could be reduced by 2 weeks each, and another school's time period could be reduced by 3 weeks or eliminated by sending sailors to fleet training centers where the same material was being taught.
- "GAO reviewed selected Navy schools which provide initial skill training for entry-level sailors to determine whether the Navy's system for developing curricula adequately considers the diversity inherent in Navy occupations. In many cases, GAO found that the jobs required of sailors in the same occupations varied between shore duty and sea duty, as well as among ships. Without a thorough analysis of what should be taught, this diversity could result in curricula that include many tasks that are seldom performed at the entry level. Teaching skills which are not needed results in longer courses than necessary, increased costs, delays in getting sailors to the fleet, and a reduction in the number of personnel that can be trained. In an analysis of four occupational schools, GAO found that each school taught some tasks needed by less than 30 percent of the sailors. In addition, one occupation had very few tasks, and these tasks were being taught at both the entry-level school and the fleet training center. Although curricula changes are being made, GAO found that the schools still teach tasks not needed by most entry-level sailors, thereby unnecessarily extending training time. If material not needed by entry-level sailors were deleted from the school courses, one school's time period could be reduced by 4 weeks, two schools' time periods could be reduced by 2 weeks each, and another school's time period could be reduced by 3 weeks or eliminated by sending sailors to fleet training centers where the same material was being taught."@en
- "Observations on ways the Navy can improve curricula development for initial skill training report to the Secretary of the Navy"@en
- "Observations on ways the Navy can improve curricula development for initial skill training : report to the Secretary of the Navy"@en