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National Weather Service Training Center
Hydrometeorology & Management Division
|
Training Plans |
1. Introduction
The training program at a WFO or RFC must be well-defined and have specific goals and objectives. A Training Plan
provides direction to the training program and explicitly states the program's aims. The needs analysis process
identifies overall training needs while a Training Plan sets training priorities for the next 6 to 12 months. Training
Plans are an important part of a good training program.
The purpose of this lesson is to describe the essential elements of a training plan, and to provide some general
guidance on the development of local training plans.
2. What is a Training Plan?
The purpose of a Training Plan is to outline, in written form, the training goals for a specific
group of employees. It is important to put this plan in writing. Ideally, the plan should be distributed to the
office staff so that everyone knows what the office training objectives are for the next 6 to 12 months. Even if
the plan is not distributed to the staff, every SOO or DOH should have a written plan in a folder in his/her desk.
Putting a plan in writing says that you have thought about the training needs of the office and have set some priorities
for the local training program. If the Training Plan is distributed, both the SOO and MIC (or DOH and HIC) should
sign the plan as a sign of commitment and support for the training program.
3. Two Types of Training Plans
There are two types of Training Plans: an Office Training Plan and an Individual Training Plan.
Office Training Plans: The training needs of the entire office are covered by the Office Training Plan.
Experience has shown that separate plans should be developed for each job function within an office. For example,
Lead Forecasters should have a different plan than Hydrometeorological Technicians or Electronic Technicians. For
some training needs, there will be common elements among these plans.
Development of these plans is an excellent opportunity for team activity. For example, either the office management
team (MIC, SOO, WCM, DAPM and ESA), or a Training Advisory Group (appointed by the MIC and including a union representative)
could develop these plans. After reviewing the list of items uncovered during the needs analysis process, this
team sets priorities for office training and determines how training resources should be applied. The areas covered
by these plans should be fairly broad in scope and not focus on the needs of only a few members of the staff. Individual
needs are addressed in Individual Training Plans. An example of an office training plan is shown in Appendix A.
Individual Training Plans: Individual Training Plans should reflect office goals as well as any additional
training needs that an individual may have. For example, in doing a needs analysis for a WFO, it is determined
that all meteorologist should complete the COMET marine modules. This item would be part of the Office Training
Plan. Another item from the needs analysis indicated that Joe E. Forecaster had difficulty with large false alarm
rates on winter storm watches. Training to improve watch issuance skills would fall into the Individual Training
Plan area. From a practical perspective, a copy of the Office Training Plan can be attached to Individual Training
Plans, highlighting those elements that apply to the individual.
Experience has shown that Individual Training Plans should be developed over a cup of coffee by the individual
and the training manager (SOO or DOH). Using this informal approach, an agreement is reached on the contents of
the Individual Training Plan. An example of an Individual Training Plan is shown in Appendix B.
4. Training Plan Format
a. Office Training Plans
This lesson will not recommend a specific, rigid format for Office Training Plans, but will recommend that, as
a general rule, Office Training Plans address three main areas:
continuing training goals: This is a list of on-going training goals that appeared in the previous training
plan. The progress made since the last review and any update should be noted after each goal.
new training goals: This is a list of any newly recognized training goals that have been added to the Office
Training Plan.
completed goals: This is list of any goals that have been completed since the last review and update of
the training plan. It might also be useful to comment on the ease or difficulty of achieving these goals.
b. Individual Training Plans
As was the case with Office Training Plans, no specific format will be recommended for Individual Training Plans.
These plans should be simple in format and easy to understand. They may be a file on a computer or a folder with
several sheets of paper for tracking specific training items.
c. Priorities and Deadlines
As you develop a list of training needs and decide which ones to add to your training plans, set priorities so
that the actual training will cover the more important goals first. Similarly, there may be a need to set specific
deadlines for some training items that are associated with receipt of equipment or some change that is expected.
For example, there is a deadline for completion of the pre-requisite modules for someone attending NWSTC courses.
5. Review and Update of Training Plans
Office training plans should be reviewed and updated on a regular basis. Experience has shown that a six month
review cycle works well.
The review and update process allows the office management team or Training Advisory Group to sit back and see
how things are going, review any new training needs that may have arisen since the last training plan was issued,
and reassess priorities on continuing training goals. If training is to play an important part in the management
of a WFO, it must be examined on a regular basis and be an active, on-going process.
Individual Training Plans should be reviewed at the same time as the Office Training Plan. However, if a training
need is discovered between regularly scheduled reviews, add this new training need to the individual's plan and
modify that person's training program accordingly.
6. Bureaucracy versus the KISS Principle
As you have already concluded, training plans can add to the already staggering bureaucracy and paperwork that
is present in any WFO. Training plans are, however, important and should be part of the training process. In any
case, keep the process simple and do not let the "training plan" process overshadow the training itself.
7. Training Records
An item that is not part of the Training Plan process but that is related to tracking the goals set forth in Training
Plans is the Training Record. A Training Record is a continuous record of all training that an individual completes.
It could be a piece of paper in a folder or a computer file, the format or medium is not critical. In any event,
it is something that can move from office to office as an individual transfers from job to job. It provides a complete
record of all the training that an individual has completed. Appendix C is one possible form that a Training Record
for a NWS meteorologist could take. The record in Appendix C contains a comprehensive list of training, either
presently or formerly, available from NWS sources. Dates of completion can be filled as training is completed.
8. Concluding Remarks
Although Training Plans sound a bit bureaucratic, they are important because they provide a direction to a station's
training program. They tell the staff that someone has thought about office training needs, has set a priority
for these needs, and given the local training program goals and objectives. If a training program at a WFO or RFC
is going to work, and work well, it needs this type of planning and goal-setting.
Reference
Mitchell, G., 1987: The Trainer's Handbook, The AMA Guide to Effective Training. AMACOM, NY, 351 pp.
Review Questions and Exercises
Use the following questions to review the content of this lesson.
(1) A Training Plan should be:
A. An informal agreement on training goals
B. A written statement of training goals
C. A series of complex computer files
D. As bureaucratic as possible
(2) Office Training Plans cover the training needs of:
A. The entire office
B. Individual staff members
C. The management team only
D. All NWS meteorologists
(3) Individual Training Plans cover the training needs of:
A. The entire office
B. Individual staff members
C. The management team only
D. All NWS meteorologists
(4) Which of the following is/are true of training plans?
A. Plans should follow the KISS principle.
B. Continuing and new goals should be part of all plans.
C. Plans should be reviewed every six months.
D. All of the above.
Complete One of the Following Exercises
(1) For SOOs in a typical WFO:
Outline a training plan covering the next year, given the following situation a your office:
a. you are a spin-up WFO
b. all meteorologists are recent Met Interns with a limited amount of forecast experience
c. all HMTs are experienced Met Tech with an average length of service in NWS of 13.4 years
d. you currently have minimal forecast responsibility, but will, at month 8, begin TAF and zones forecasts
for your CWA
e. your WSR-88D is due to be commissioned in 6 months
(2) For a DOH in a typical RFC:
Outline a training plan covering the next year, given the following situation a your office:
a. your RFC just moved into new quarters
b. one-fourth of your staff are hydrologists new to the National Weather Service
c. within two months you will be receiving the latest version of modernization software
Appendix A
Example of an Office Training Plan
Office Training Plan
WFO Smallville, Florida
Updated 12-24-94
The professional development goals for WFO Smallville, FL, during calendar year 1995:
Part A: On-Going Training Goals
1. By the Spring of 1995 implement our plan for an aggressive warning program over our marine warning area. The
marine warning program should be comparable to the land-based warning program.
Status: Our plan for an improved marine warning program is in place. The staff have been doing a series of training
exercises designed to fine-tune their marine warning skills. We fully expect this program to be in place by late
March, 1995.
2. By the beginning of Stage 2 ensure that staff meteorologists are thoroughly familiar with and fully utilize
the following:
a. gridded data
b. operational numerical models
c. isentropic analysis techniques
d. MOS
e. ASOS and other automated data
f. Coop and other hydrologic data
Status: All staff members have been fully trained on the utilization of PCGRIDDS. Several forecasters routinely
use PCGRIDDS in preparation of their forecasts.
Part B: New Training Goals
1. Prior to the 1995 severe weather season, train the staff on severe weather recognition techniques and follow
up procedures in order to help achieve the station goal of a FAR of 50 percent or less and a POD of 80 percent
or greater.
Part C: Completed Training Goals
1. By the end of 1994, all staff meteorologists will complete the first four COMET modules.
Status: Goal complete.
__________________________ _________________________
Meteorologist in Charge Science &
Operations Officer
Appendix B
Example of an Individual Training Plan
INDIVIDUAL TRAINING PLAN
John B. Goodman, Lead Forecaster
WFO Smallville, Florida
updated 12-24-94
My professional development goals for the GWPAS period from October 1, 1994, through September 30, 1995 are:
1. Complete tasks 5 though 9 of the local marine warning training program.
2. Enhance my knowledge of isentropic forecasting techniques:
a. Read the NWSTC isentropic manual (by 2/10/95).
b. Discuss isentropic techniques with our SOO.
c. Learn to use the isentropic functions of PCGRIDDS (by
3/31/95).
3. Complete any new module in the COMET series within 60 days of arrival on station.
4. Complete the training modules of the local radar severe weather identification training program.
5. Review the latest information on indirect circulations of jet stream maxima and their impact on precip forecasting.
__________________________ _________________________
John B. Goodman, LF Shep R. Woolly, SOO
Appendix C
Sample Training Record
Training Record
for
National Weather Service Meteorologists
Meteorologist Name: ______________________________
Date Entered the NWS: ___________________ 19 _____
Training Activity Date Completed
Current NWSTC HMD Courses:
| 1. ASOS System Managers 2. Basic Operational Hydrology 3. Cooperative Network Operations 4. Flash Flood Forecasting 5. Forecasters' Development Course 6. Hydrometeorological Technician 7. MAR Management 8. SOO-DOH Training Techniques 9. Team Leadership 10. Warning Coordination Meteorologist 11. Weather Service Operations 12. WFO Hydrologic Fcst System Workshop 13. Writing and Broadcast Seminar 14. ICWF Workshop |
_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ |
| 1. Air Pollution Meteorology 2. Fundamentals of Meteorology 3. Hydrologic & Climatological Networks 4. Introduction to Meteorology (or Basic Meteorological Technician) 5. Radar Meteorology 6. Radar (Meteorology) Users' 7. Station Management & Supervision 8. Substation Network 9. Upper Air Observations 10. Weather Station Operations |
_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ |
| 1. AFOS System Management 2. Intro to UNIX 3. UNIX System Administration 4. Informix Seminar |
_______________ _______________ _______________ _______________ |
| 1. MMFDC210 Introduction to the NWS 2. MMFDC211 NWS Directives System 3. HMFDC212 Introduction to SevereConvective Weather 4. MMFDC230 Skew-T, Log p Diagram 5. RTM-240 Radar Basics 6. MMFDC250 Intro to Avia Terminal Fcsts 7. MMFDC251 Introduction to TWEB Fcstg 8. MMFDC252 Aircraft Icing 9. RTM-253 Terminal Aerodrome Forecasts 10. MMFDC260 AFOS Operations 11. MMFDC270 Hurricanes 12. MRRAD410 Radar Principles 13. MRRAD412 Fund. of Radar Wave Prop. 14. MRRAD414 Radar Reflectivity 15. MRRAD420 Fund. of Weather Radar Sys 16. MRRAD450 Beg. Dop. Princ. for NEXRAD 17. RTM-500 Clear & Effective Comm. 18. HMCPM600 Cooperative Prog Overview (WSOM B-17/WSOH-6) 19. HMCPM610 Cooperative Prog (WSOH02) 20. RTM-620 Cooperative Programs, CSSA 21. RTM-630 Cooperative Program Forms 22. RTM-640 Cooperative Program Awards |
_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ |
| 1. ASOS Present Weather Algorithm 2. ASOS Wind Algorithm 3. ASOS Visibility Algorithm 4. ASOS Present Weather Algorithm 5. Forecasting Winter Precip Type |
_______________ _______________ _______________ _______________ _______________ |
| 1. ASOS Visibility Algorithm Tutorial 2. ASOS Wind Algorithm |
_______________ _______________ |
| 1. Software and the IBM-Compatible 2. Introduction to ASOS Algorithms |
_______________ _______________ |
| 1. LIB 01-The Learning Kit for UNIX 1.2 2. LIB 02-The Learning Kit for UNIX 4.01 3. LIB 03-H.P. UNIX: Transferring Files and Directories 4. LIB 04-H.P. UNIX: Managing Users and Environment 5. LIB 05-H.P. UNIX: Introduction for New Users 6. LIB 06-Fundamentals of Data-Comms and LANS 7. LIB 07-Using Informix SQL 8. LIB 08-Introduction to the UNIX World 9. LIB 09-The UNIX System for Users 11. LIB 11-The UNIX System for Adv Users 12. LIB 12-The UNIX Software Tools for Programmers 13. LIB 13-Shell Command Language for Programmers 14. LIB 14-Security for the UNIX System 15. LIB 15-C++ Object Oriented Programming 16. LIB 16-C Language for Programmers 17. LIB 17-C Language for Programmers - ANSI Standard 18. LIB 18-X Win Vol I: Intro to X Windows 19. LIB 19-X Win Vol II: Intro to X Windows 20. LIB 20-OSF/MOTIF Vol I: Intro to OSF/MOTIF 21. LIB 21-OSF/MOTIF Vol II: Programming OSF/MOTIF 22. LIB 22-UNIX System Administration 23. LIB 23-UNIX Internals 24. LIB 24-UNIX Made Easy |
_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ |
| 1. 81KB: Basic Labor Relations 2. 81CG: EEO - Its Place in the Fed Govt 3. 81BH: Improving Employee Performance 4. 81CA: Solving Conduct & Perf Problems 5. 81BC: Applied Supervision 6. 81CD: Preparation for Retirement 7. 81JU: Develop a Budget for a Unit |
_______________ _______________ _______________ _______________ _______________ _______________ _______________ |
| 1. S-390 Fire Behavior | _______________ |
| 1. WSR-88D Operations Course | _______________ |
| 1. UCP Trainer 2. Build 8 Changes 3. Supercell Explorer/Precipitation Processing Suite 4. Build 9 Pre-Cursor Training |
_______________ _______________ _______________ _______________ _______________ |
| 1. HP Supercells 2. Numerical Weather Prediction |
_______________ _______________ |
| 1. COMAP 2. COMAP Symposium 3. Managers Mesoscale 4. Hydrometeorology 5. Satellite Mesoscale Meteorology |
_______________ _______________ _______________ _______________ _______________ |
| 1. Workshop on Doppler Radar Interpret. 2. Convection Init. & Boundary Detection 3. Heavy Precipitation and Flash Flooding 4. Forecast Process 5. Numerical Weather Prediction 6. Marine Met, Vol 1: Swell and Waves 7. Marine Met, Vol 2: Wind and Waves 8. Extratrop Cyclones, Vol 1: Cyclogenesis 9. Extratrop Cyclones, Vol 2: CycloneEvolution 10. A Convective Storm Matrix: Buoyancy/Shear Dependencies 11. Satellite Meteorology: Remote Sensing Using the New GOES Imager 12. Hydrology for the Meteorologist: Basic Hydrology for Headwater Forecasting |
_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ |
Appendix D
Answers to the Review Questions
(1) B
(2) A
(3) B
(4) D