EODTEU1 MTS

Blueprint for the course revision or

Output product is the Training Project Plan (TPP)

Determines what will be taught in the new or revised course.

Items will be organized in a COURSE TRAINING TASK LIST (CTTL)

Training Course Control Document (TCCD)

1 - Lesson Plan

2 - Trainee Guide

3 - Tests

4 - Support materials

**This is the phase where the course pilot is conducted**

Validate the Curriculum and Material

Determine their effectiveness

Evaluation and revision

trng materials based on performance of graduates.

CCA has approved and authorized

Trng materials will be implemented by the CCMM with cooperation of the activities teaching the course.

Results-based,systematic

approach to

identifying, assessing, and resolving performance issues

Quadrant I: Job tasks. What do you want your personnel to be able to do?
Quadrant II: Prioritize requirements. This is the step where the solution is defined.
Quadrant III: Implemented.
Quadrant IV: Execution and evaluation.

CINC (or equivalent)

Performance analysts

and

subject matter experts

Job tasks

What do you want your personnel to be able to do?

Prioritize requirements.

SME evaluate requirements.

This is the step where the solution is defined.

Implemented.

Execution and evaluation.

The student critique are divided into 3 areas:

Instructor
Course
Quality of Life

**High Risk – If the course is high risk, safety questions should be covered on the critique

Job - made up of duties

Duty - major part of a job

Task - major part of a duty

Effective communication involves a message

Sending the message
Receiving the message
Feedback

XML Specifications - MPT&ECIOSWIT-ILE-SPEC-2B

Technical Specifications - MPT&ECIOSWIT-ILE-SPEC-4D

NMCI Core Build requirements - NMCI Core Build Contents Document

1. Lecture – large audience
2. Lecture with audiovisuals – includes visual or audio aids
3. Lesson – Most often used method
4. Demonstration – Covers all steps
5. Discussion – talk and share information
6. Case study – problem-solving
7. Role playing – simulated situation

1. Lecture
2. Lecture with audiovisuals
3. Lesson
4. Demonstration
5. Discussion
6. Case study
7. Role playing

1. Concepts
2. Facts
3. Procedures
4. Processes
5. Principles

Intergrated Learning Environment

1. Concepts – A group of ideas
2. Facts - unique and specific information
3. Procedures - sequence of steps
4. Processes - flow of events
5. Principles - guidelines that people must adapt the rules to various situations.

Knowledge -thoroughly familiar with subject

Ability -leadership and instructional

Personality -professional and sincere interest in students

Students – teach effectively, set a good example and help resolve conflicts that hinder training.
Training Safety – demonstrate proper safety procedures in addition to teaching them.
Security – Never discuss classified material not in the approved curriculum or info with a higher security classification. Account for classified materials and immediately report any security violation.
Curriculum – ensure the curriculum is current and accurate.

The instructor

Systematic approach for determining

what to train

and

how to training.

Need
Interest
Values
Attitudes
Incentives
Achievement

Need - lack of something.

Interest -worthwhile

Values - amount of what is learned.

Attitudes - student wants to learn.

Incentives - good grades and awards.

Achievement - a goal.

Make the subject matter interesting

Establish goals

Provide feedback

Show interest in students

Encourage participation

Promote interest by using a variety of materials while instructing.

Use appropriate questioning techniques to determine students comprehension and provide feedback.

Be open to student contributions and points of view.

Students to remain motivated

Apply what they have learned

Imitation

Trial and error

Association

Insight

Transfer

Imitation - imitate their behavior

Trial and error - learning by doing

Association - Comparison of past learning

Insight- understanding that the whole is more than the sum

Transfer - applying past learning

Law of

Readiness

Effect

Primacy

Exercise

Intensity

Law of Readiness - - physically, mentally and emotionally ready
Law of Effect - satisfying consequences
Law of Primacy - retains info the first time longer
Law of Exercise - practice and repetition
Law of Intensity - vivid experiences

Sing most important factor

Motivation

determines whether or not a student masters the course objectives

Concrete - experienced-based approach, own feelings and personal judgments

Active - becoming involved with the subject, active step-by-step approach

Reflective - observe and reflect before drawing conclusions

Abstract - theory-based analytical approach

Lack of common core experience – lack of the same experiences; example, this fruit tastes like a kiwi, only people with that experience will understand
Overuse of abstractions – concepts or ideas not directly related to the subject. Better to speak in concrete terms
Fear – showing ignorance, disapproval, losing status or judgment are common barriers to communication.
Environmental factors – noise, temperature (hard to pay attention when uncomfortable). Color of walls, uncomfortable seats, etc.

Listening is one of our most important communication skills.
It is an active process of hearing and understanding that demands concentration and attention.
Both you and your students have responsibilities in the communication process.

Articulation – understandable speech; enunciation, no mumbling or slang
Grammar – correct usage of the spoken and written word
Rate of speech – fast enough to be interesting and slow enough to be understood
Inflection – change in the normal pitch or tone of voice, no monotone
Force – volume of voice combined with conviction of the speaker; project with vitality and strength of conviction

. It reinforces, emphasizes, and clarifies verbally expressed ideas.

stimulate the students to think
Arouses interest Focuses attention Drills students

Level of instruction - In asking questions, use simple words, correct grammar, and complete sentences.
Use of interrogative - Use the interrogatory word at the beginning of your question. Who, What, Where, When and Why.
Clarity of meaning - Avoid the use of catch or trick questions. Make your questions brief, and limit them to one thought.

Factual - asks for specific information. Helps students memorize facts.
Thought Provoking - begins with such interrogatory expressions as “what is the…”, to student stimulate studentss thinking.
Interest Arousing - get students’ thinking about the subject you are about to present.
Multiple Answer - more than one correct answer. Cause students to think about the other students’ answers.
Yes or No - call for a simple answer. Serving as a lead in to other kinds of questions.
Leading - suggests their own answer.
Canvassing - used to determine those who are familiar with the subject matter.

Ask the question
Pause
Pick a student
Listen/comment
Emphasize or repeat the answer

Behavior - learner should be able to do as an outcome of training.

Condition - aiding and limiting factors.

Standard - specifies the criteria

Knowledge Tests - test items written

Performance Tests - measure skill

1. Recognition

2. Recall

3. Comprehension

4. Application

5. Analysis / Evaluation

Recognition - verbatim id

Recall - verbatim remembering

Comprehension - Understanding

Application - ability to use

Analysis / Evaluation - relationship among the data

Process - step-by-step procedures

Product - observable result

Lesson Plan - blueprint

Instruction Sheets - information or directions.

Instructional Media - equipment used to help

Allows for interoperability

Reuse, repurpose and reference (3Rs)

Reuse – no modification.

Repurpose – little modification.

Reference – information resource for new learning events.

Degree of recognition and performance

Remember Use Level - recognizes and recalls information

Apply Use Level - apply information

“data about data”

allowing it to be cataloged

SCORM is the NCOM.

NCOM must follow strict rules of data design like a database.

The SCO is basic building block for SCORM - conformant courseware.

-TLO is an aggregation of ELOs
-ELO is an aggregation of assets

Define job/position requirements for needed knowledge, skills, and abilities.

Level 1 data - what work is being performed.

Level 2 data - how the work is being performed.

Cognitive Domain - intellectual skills

Affective Domain - emotionally

Psychomotor Domain - physical movement

Remember Use -
Matching,
Multiple Choice (Single and Multiple Answer)
Short Answer (Fill in the Blank),

Apply Use -
Practice & Drill
Exercise

Analyze
Design
Develop
Implement
Evaluate

Terminal Objective - End of Course objectives

Enabling Objective - accomplish at any point and supports the Terminal Objective

Used to introduce, reinforce, or supplement training

Front Matter

Lesson Topics

1. Topic Pages

2. Discussion Demonstration Activity (DDA) Pages

Front Matter

Instruction Sheets
-Job Sheet
-Outline Sheet
-Problem Sheet
-Assignment Sheet
-Information Sheet
-Diagram Sheet

Support the COURSE MISSION STATEMENT

Be SHORT
Begin with VERB
End with OBJECT
Be OBSERVABLE and MEASURABLE

Primary tool for determining trainee attainment of Learning Objectives

Navy Training Plans (NTPs)

Tasking by higher

Internal Review

External Review

External Feedback

Course Mission Statement - description of the course

TO - relates to trainee behavior

FRONT MATTER
-Cover Page
-Table of Contents
-Prereqs
-Security Clearance Info

COI

ANNEXES - RRL and CMS

Volume I —Developers Guide

Volume II —Sample Products

Volume III —Managers Guide

SECNAV-M 5510

INFORMATION SECURITY PROGRAM REGULATION

Chief of Naval Operations (CNO)-Provides policy for implementing and supporting the DON Strategic Goals

Naval Manpower, Personnel, Training and Education (MPT&E)-Anticipates the Navy Total Force capabilities required to support joint war fighting needs and recruits, develops, manages, and deploys that workforce in an agile cost-effective manner.

Naval Education and Training Command (NETC)- Mission is to educate and trains those who serve; provides the tools and opportunities which ensure fleet readiness & mission accomplishment, enhances professional and personal growth & development, and enables lifelong learning.

Learning Centers - The primary function of the CENEODDIVE is to support innovative human performance solutions that meet the needs of the fleet, by identifying and implementing the most efficient methods of training and delivery for sailors in the domain.

Course Curriculum Model Manager (CCMM) -Develops, revises, and maintains a course of instruction.

Learning Sites – Conduct training

Class “A” - rating entry

Class “C” - NEC

Class “F” - individual functional skill

Seven step process1. JIT2. Instructor Indoctrination3. Attend course as a student (name on roster)4. Attend course as an instructor under instruction5. Complete Core Unique Instructor Training6. Complete JQR line items7. Complete three satisfactory evaluations (2-SMEs, 1-CISO)

Attrition (Training) - formerly used in the to indicate any drop from training.

Attrition (Operationally) - loss to the Navy (discharge)

as defined in NAVEDTRA 135B

Formalized procedures in handling non-disciplinary problems related to a student’s academic progress. 

A or C school can only be academically dropped by an ARB.

Convened only after remediation/counseling

When a test failure occurs every effort will be made to retest. 

The minimum passing grade will be given for all passed retests.

CCA

Audit Trail - Responsibility of the CCMM

Master Record – Responsibility of the CISO

To ensure continuous technical qualifications

To ensure satisfactory instructional technique

Technical - SMEs in the area of instruction conduct evaluations 

Technique - Instructor uses the most effective techniques

FCR program provides a check of the different elements in a course and serves as internal feedback.

Audit Trail: FCR materials maintained for 2 cycles

Level 1 – Reactions

Level 2 – Learning

Level 3 – Transfer

Level 4 – Results

Level 1 – Reactions - end of course survey

Level 2 – Learning - testing

Level 3 – Transfer - returning to the job

Level 4 – Results - return on investment (ROI)

A tool for creating, assembling, delivering, and managing content.

(AIM)

Software program developed to manage student/teacher administrative functions.

helps facilitators and learners make progress throughCOI by trouble-shooting technical issues.

1st person to interact with the learner.

helps learners make progress through COI.

risk of death or permanent disability

OPNAVINST 1500.75B Para 2

“DOR” is Drop on Request.

Remove from training expeditiously.

PROCEDURES - After removal from voluntary training, the student shall submit a written request detailing the reasons for the DOR. The request should clearly indicate that the student wants to DOR.

“TTO” is Training Time Out.

PROCEDURES: A TTO may be called in any training situation where a student or instructor expresses concern for personal safety, requests clarification, or for relief if experiencing pain, heat stress, or other serious physical discomfort.

Activated in the event of any injury, mishap, or emergency.

Quarterly - walk-through.

Annually - include all emergency response agencies.

Annually

Following mishaps, near misses, or major course revision/equipment modifications

1. Tailored instruction

2. Building confidence

3. Blended solutions

Reference-Based Learning

Computer-mediated Learning

Collaborative Learning

Instructor-led Learning

Reference-Based Learning - learner gains access to knowledge as needed.

Computer-mediated Learning - learner interacts with a computer

Collaborative Learning - learners teach and guide one another.

Instructor-led Learning - learner interacts face-to-face with an instructor and other learners.

Change Management – views and reacts to change.

Competencies – knowledge, skills, and abilities

Executive Review of Navy Training (ERNT) – Review the entire Navy training system

Performance Gap – The demand for quality Navy manpower is increasing, while the supply of available experience is declining.

Demand, increasing, supply, declining

Intervention Opportunities – an opportunity to intervene with a learning activity.

Knowledge, Skills, Abilities (KSAs) – a person's competencies

Measure of Effectiveness (MOE) – Qualitative

Measure of Performance (MOP) – Quantitative

Contracting Officer (CO) - enters, administer, and terminate contracts

Contracting Officer’s Representative (COR) - authorized representative of the Contracting Officer

Technical Points of Contact (TPOC) - technical direction regarding specification and/or Statement of Work (SOW)

Facilitates the exchange of information and expertise to increase organizational performance

Tacit knowledge - gathered through experience

Explicit knowledge - knowledge that is documented via training manuals, books

People that shares information and knowledge

People who share a common interest or passion

Treating people’s knowledge as an asset similar to traditional assets

Improves the organization’s performance

Storytelling - conveying information in a story

Conducting Interviews - accomplished with SMEs

Information Technology is merely a tool.

Knowledge resides in people

Knowledge resides in a person and then passed on to Information Technology to better improve the processes.

Knowledge Share - knowledge exchanged among people
Knowledge Transfer - transferring knowledge from one part of an organization to another part of the organization
Business Rules - operations, definitions, and constraints, that apply in achieving its goals
Best Practices - technique, method, process, activity, or reward that is more effective
Metrics- units of measure to determine effectiveness

PQS that's available to the fleet
and
the Current Model Managers

To have the required competency before performing specific duties

Dated

Classificaiton markings centered top and bottom (Secret and Confidential)

"Working Paper" on the top left of the first page

Protected per the assigned classification level

Collected from student at the end of training

Destroyed

Yes, on a case by case basis,

notes may be forwarded to the command,

not the individual.

Maturity
Recognition
Evaluation
Fallibility
Fair Play
Success

Maturity - treated as an adults

Success - success breeds success and be suppor supportive, interested, and encouraging.

Evaluation - Students can quickly detect lack of competence

Fallibility - Everyone makes mistakes.

Fair Play - Treat all learners equally

Recognition - Always give recognition

LP - Lesson Plan

D-D-A Page - Discussion Demonstration Activity Page

TO - Terminal Objective

EO - Enabling Objective

DP - Discussion Point

RIA - Related Instructor Activity

IMM/VI - Instructional Media Material/Visual Information

Curriculum Control Authority