Mts

The Instructor

KNOWLEDGE- "subject matter expert" in your area of assignment. Practice, study, research, and keeping up with new developments.
ABILITY- Leadership and instructional. Leadership skills such as planning and organizing, optimizing resources, delegating authority, monitiring progress and results, disciplining, and rewarding. Exemplify the navy's core values of integrity, professionalism and tradition. instructional ability: apply effectively the principles, methods, and techniques of instruction. These should grow with experience.
PERSONALITY- Must gain the respect of your students by displaying a professional attitude toward others. Show a sincere interest regardless of race, geographical heritage, or level of intellect.

A. Responsibility to students- Teach effectively, set a good example for themand follow, and help them resolve conflicts that hinder their training.
B. Responsibility to training safety- You must demonstrate proper safety procedures in addition to teaching them.
C. Responsibility to security- Never present or discuss any classified material not the approved curriculum. Account for classified training materials or references used. Immediately report any security violation.
D. Responsibility to curriculum- Curriculum maintenance ensures cource curriculum is both current and accurate. Any deficiency requires a change to the curriculum or training.

Needs and Drives- That need, or drive, can cause the student to behave in a manner that eventually reduces the need and results in satisfaction.
INTEREST- An instructor who captures students' interst draws on thier internal motivation.
VALUES- The students' values, attitudes, and previous experiences affect the nature and amount of what they learn. The motivation you use must fit a student's value system.
ATTITUDES- Consist of feelings for or against people, objects, or ideas. Students have more desire to learn when instructors show an interest in what they teach.
INCENTIVES- Incentives such as good grades, awards, or selection as a distinguished graduate motivate students who want to achieve.
ACHIEVEMENT- To make an effort to succeed, students must have a need to achieve at certain level.

Make the suject matter interesting- plan motivational strategies to keep the lesson interesting. use a variety of materials while instructing.
ESTABLISH GOALS-Present the objectives so the students will know exactly what to expect from training.
PROVIDE INFORMATIVE FEEDBACK- Oral or written give recognition for proper student behavior and achievements. Point out student errors and how to correct them. Recognize good performance point out areas for improvement.
SHOW INTEREST IN YOUR STUDENTS- Give students detailed feedback when they respond to a question or perform some task related to instructional objectives.
ENCOURAGE PARTICIPATION- Be open to student contributions and points of view. Use these experiences to stimulate interest and add variety to learning.

To cause students to remain motivated beyond the instructor's influence.

Imitation - Students to observe others (primarily the instructor) and to imitate.
Trial and Error - It is learn by doing.
Association - Comparison of past learning to a new learning situation.
Insight - The “ah-ha” phenomenon.
Transfer - Process of applying past learning to new but somewhat similar situations.

Law of Readiness – Students learn best when they are physically, mentally, and emotionally.
Law of Effect - An individual learns best those things, which result in satisfying consequences.
Law of Primacy - They learn for the first time longer than they retain information they must relearn.
Law of Exercise - practice makes perfect.
Law of Intensity - Vivid experience is learned better and retained longer.

Those students with adequate motivation should then be ready to learn.

Belief in maturity - Students want to be treated as adults.
Desire to succeed - None of the students come to class wanting to fail.
Ability to evaluate - Students don’t care how much you know until they know how much you care.
Fallibility - Everyone makes mistakes.
Fair play - Favoring or picking on certain students.
Recognition - Basic human need

Concrete learners - They learn best by imitation after watching others take part in a role-playing and simulations.
Active learners - They learn best from small group discussions, structured exercises, and problem-solving approaches.
Reflective learners - They learn best from lectures, films, and reading. They prefer to play the role of the impartial observer while watching others.
Abstract learners - They learn best from lectures by experts, theoretical reading, case studies, and activities that require solitary thinking.

Lack of common core experience - Determine student experience level before you prepare your lesson. Then check for understanding as you use examples and analogies with your explanations.
Overuse of abstractions - Speak in concrete terms--be specific.
Fear - Provide a threat-free learning environment by being encouraging and nonjudgmental of the students.
Environmental factors - Constantly strive to identify and eliminate barriers to effective communication. Awareness of barriers will assist you in communicating effectively.

Sending the message - There are four elements involved in sending a message. Formulate the message. Consider possible barriers. You put the message into the words you want to use. You clearly communicate (send) the message.
Receiving the message - There are also four elements involved in receiving a message. Receivers will first hear and/or see the message you sent. Is affected by external barriers. Students decode the message. The students interpret the message.
Feedback - Obtain meaningful feedback by asking questions

Active process of hearing and understanding. Effective listening depends on motivation

Articulation - Simply understandable speech.
Grammar - The correct usage of the spoken or written word.
Rate of speech - Speak fast enough to be interesting yet slow enough to be understood.
Inflection - Your voice becomes more interesting and words more meaningful when you use changes in pitch.
Force - Knowing what you want to say and then saying it with implicit firmness and undeniable confidence.

It reinforces, emphasizes and clarifies verbally expressed ideas

To stimulate student thinking -
Establish level of instruction – Students may vary greatly in the quantity and quality of background knowledge they have acquired through previous training and experience.
Arouse interest in the subject matter
Focus attention upon a particular area of the subject matter
Drills students on subject matter they must recall precisely

Proper level of instruction – Use simple words, correct grammar, and complete sentences.
Begins with an interrogative - so that students know immediately when you are asking a question.
Clear in meaning - Make sure the wording of the question conveys to the students the true or intended meaning.

Factual – asks for specific information
Thought-provoking - a single question, properly used will stimulate the students to think
Interest-arousing – may sound, superficially, like a factual question.
Multiple-answer - more than one correct answer
Yes/no - arousing interest, focusing attention, encouraging student participation, and serving as a lead-in
Leading – one that suggest its own answer
Canvassing – use this type of question to determine those who are familiar with a specific area of subject matter.

a.Ask the question
b.Pause
c.Call on studentby name
(APPLE)
d.Acknowledge or comment on answer
e. Emphasize or repeat answer (optional)

a. Lecture - allows instructors to present a subject to a large
audience because they use no visuals
b. Lecture with audiovisuals - can reduce the amount of explanation time required for students to grasp concepts, structures, and relationships
c. Lesson - The lesson method is interactive in nature, two-way communication
d. Demonstration - The basic, and most often used, method of instruction for teaching skill-type subjects (DEMONSTRATION STEP & PERFORMANCE STEP)
e. Role playing - useful in teaching the development of leadership or counseling skills. However, it is also used in the training of skills
f. Case Study - focus the attention of the students upon a specific case, which can be hypothetical or real
g. Discussion - method involves an interchange of ideas by the students while you provide guidance

Behavior – What the learner should be able to do as an outcome of training
Condition – Defines aiding and limiting factors imposed upon the student
Standard – Specifies the criteria the student’s performance must meet

Knowledge Tests
(1) Multiple-choice
(2) True-false
(3) Matching
(4) Completion
(5) Essay
Performance Tests
(1) Product
(2) Process
(3) Combination

Recognition – the process of verbatim identification
Recall – the verbatim remembering of specific terms, facts, rules, methods, procedures, principles, and the like
Comprehension – understanding what was taught rather than simply memorizing the words
Application – involves the ability to use acquired knowledge in a job-related situation
Analysis/Evaluation – involves the understanding of the elements of data and relationships among the data that make the meaning of information explicit

Process – step-by-step procedures required to produce a product or a complete task
Product – observable result
Combination – both

Lesson plans – the blueprint that ensures instruction is presented in proper sequence and depth required
Instruction sheets – provide students with information or directions they need to complete a particular course of study
Instructional media material – any device or piece of equipment that is used to help the student understand and learn

To increase student understanding, retention, interest, motivation and provide uniformity in training

Purpose - to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility and reusability of Web-based learning content. It is woven into lesson plans to expand their application and be more widely usable.

Reuse – The use of an existing object in a new learning event without any modification to its instructional treatment, context, or content.
Repurpose – The use of an existing object in a new learning event with little to no modification to its instructional treatment, context, or content.
Reference – The use of an existing object as an information source or resource for generating ideas for new learning events

concepts – to describe the idea behind the objective.
facts – to identify specific information the students will learn.
procedures – to guide and direct the students on how to properly carry out the objective.
processes – to describe how events in objective will be performed.
principles – to complete tasks in different ways by applying the guidelines.

Remember Use Level - The learner recognizes and recalls information.
Apply Use Level - requires the learner apply information to accomplish some task or solve a novel problem.

Provides a common nomenclature enabling learning resources to be described in a common way.
Learning resources that are described with metadata can be systematically searched for and retrieved.

NCOM - NCOM is a SCORM-based standard that facilitates content organization/ The NCOM organizational structure is devised according to the requirements of XML and data systems logic.
SCORM - SCORM seek to maximize technology-based learning to generate substantial cost savings. / SCORM promotes efforts in four areas: reusability, durability, accessibility, and interoperability.
TLO - Express the composite knowledge, skills, and abilities required. / Are composed of one or more EOs. / Are referenced by metadata.
ELO - Are context-based, and express the composite knowledge, skills, and abilities required within a given context / collectively they support a TO / Identify measurable behavior

Provides the framework for the ILE to define joblposition
requirements for needed knowledge, skills and abilities.

Level 1 data describes what work is being performed, and Level 2 data describes how that work is being performed

NMCI Core Build Contents Manual

COGNITIVE – Evaluation / Synthesis / Analysis / Application / Comprehension / Knowledge
AFFECTIVE – Characterizing by a value / complex / Organizing / Valuing / Responding /
Receiving
PSYCHOMOTOR – Naturalization / Articulation / Precision / Manipulation / Imitation

Remember Content Use Level:
Drag-and-Drop and Matching - provides answer choices that can be dragged to target areas on a base image.
Identify (Hotspot) - The same image can be used to ask several questions. This test format may be used in combination with multiple-choice options displayed on the map.
Multiple Choice-Single Answer and Multiple Choice-Multiple Answers - Present in the interrogative format. Use four answer options. Ensure that the options are not misleading. Make options plausible. Avoid the use of qualifiers such as always, never, and sometimes for options.
Ordering - Ordering requires learners to answer sequentially. Chunking the procedure into units that contain less than seven steps will likely help the learner retain the order well after the assessment is finished.
Short Answer (Fill in the Blank) - Require one-word answers, brief narrative, numbers, or abbreviations. Consider using this type of question technique only when it is a requirement for the examinee to recall the exact spelling of the term.
Two-State - Two-state questions require one or two responses that can be objectively graded. Make sure the stem is a complete statement.
Apply Content Use Level:
Case Study - to present the learner with a real-life situation. Case studies are used to help the learner role-play handling situations of a similar nature.
Drill and Practice - used to elicit the recall of performance-based activities. Practice is usually presented repetitively, changing the nature of the question and the proper method to reach the correct answer slightly each time.
Essay - require the learner to articulate in written form a procedure, process, or principle. In essays, a learner must decide how to approach the problem, what information to use, and how to organize the answer. Writing skills may influence the scoring. Scoring is subjective.
Exercise - series of guided interactions. It requires the learner to perform tasks that involve the application of knowledge and skills in the content of an actual process or procedure. expected level of mastery is usually presented before exercise / include an entire process or procedure / Feedback should be included
Gaming - frequently used to motivate the learner and gain the learner’s attention.
Goal-Based Assessment - simulates a work environment learners are able to make the same choices they make in a real situation and learn from mistakes after they occur.
Oral Board Assessment - be able to articulate reasoning and answer follow-up questions. advantage of oral questioning is its flexibility and adaptability
Simulation - each graphic and each learner interaction must have the same look and feel as the real equipment or software, and wrong responses and interactions must be allowed.

ANALYSIS – Identifying everything needed and all oppositions to reach a training requirement.
DESIGN – Begins after Analysis. Ends at an approved proof of concept
prototype. Program manager is responsible for managing design
process. With the PM you need Instructional Designers,
SME’s, Technical/Programmers. Putting the lesson together.
DEVELOPMENT PHASE - to effectively translate inputs from the analysis and design
phases into courseware products. Includes: Content
Development, Validation, a Change Control Board if
changes are needed.
IMPLEMENTATION - The instructional product is delivered during implementation in a traditional classroom, a lab, computer or via the web. The purpose of this phase is the effective and efficient delivery of instruction.
EVALUATION - The purpose of evaluation is to measure the effectiveness and efficiency of the instructional content and specifically the application of knowledge in the workplace.
Should occur throughout the entire instructional design process.
The evaluation phase has two major steps: Measure/Evaluate against desired goals and provide feedback to customer and other stakeholders.

The output of Phase I (PLAN) is the Training Project Plan (TPP). The TPP describes all training and training support elements required to provide trained personnel to operate and maintain systems or equipment, or to perform tasks and functions.

The output of Phase II (ANALYZE) is the Course Training Task List (CTTL). The CTTL is a list of duties, tasks, and/or skills selected for training in a course.

The output of Phase III (DESIGN) is the Curriculum Outline of Instruction (COI). The COI is a list of learning objectives arranged in a logical teaching sequence. The COI is recorded in the Training Course Control Document (TCCD).

a. Terminal Objectives
b. Enabling Objectives

a. Lesson Plan
b. Trainee Guide or individual instruction sheets
c. Tests/Test items
d. Support Materials – instructional materials and other devices used to support instruction
e. Course Pilot

VI - They assist and supplement instruction by providing a visual presentation to the trainees
IMM - To increase student understanding. Increases Student Interest and Motivation. Increases Student Retention. Increases Uniformity of Training

THE BEHAVIOR ELEMENT - Defines what the learner should be able to do as an outcome of training. It may include application of knowledge, accomplishment of a skill, or demonstration of an attitude.
THE CONDITION ELEMENT - Defines aiding and limiting factors imposed upon the student in satisfying the performance requirements of the objective. This element may also define the
degree of interaction with the training environment that the learner may expect.
THE STANDARD ELEMENT - Specifies the criteria the students’ performance must meet. Standards are normally defined as time, accuracy, quantity, speed, or some other quantifiable measurement.

FRONT MATTER - Trainee Name Page (Optional)
Cover (Optional)
Title Page
Change Record
Table of Content Page (s)
Security Awareness Notice Page (s)
Safety/Hazard Awareness Notice Page (s)
How to Use Your Trainee Guide Page (s)
Terminal Objective Page (s)
Course Master Schedule (Optional)
INSTRUCTION SHEETS – Include Outline, Assignment, Information, Job, Problem and Diagram Sheets. All Instruction Sheets are developed to support instructions as presented in the Lesson Plan.

(1) Read the course mission statement (CMS).
(2) Gather data that supports the CMS.
(3) Compile Job Analysis.
(4) Refine the duties and tasks that have been compiled.
(5) Sort your statements by duties and supporting tasks.
(6) Check each duty/task for completeness and continuity.
(7) Prepare/Maintain the CTTL.
(8) Perform Quality Assurance Check

For determining trainee attainment of the Learning Objectives and, therefore, his or her relative success in the course.

Determine accuracy and adequacy in support of the Learning Objectives.

a. Navy Training Plans (NTP)
b. Tasking by higher authority
c. Internal course reviews and local command initiatives
d. External course reviews
e. Surveillance and external feedback
f. Training Appraisal

Includes formal approval of the course for instruction and placing it on line. The Course Controlling Authority (CCA) issues a Letter of Promulgation. Emphasis shifts to training course management and curriculum maintenance.

The constant improvement of training materials.

a. Job - made up of duties and tasks.
b. Duty - a major part of the job; therefore, a collection of duties makes up the job.
c. Task - a major part of a duty; therefore, clusters of tasks make up a duty.

Terminal Objectives - are developed from the CTTL duty statements and
indicates what the trainee will have accomplished by the end of the course.
Course Mission Statement - WHO is to be trained
WHAT job will the person be trained to perform
HOW WELL the person will be able to perform the job
WHERE will the person utilize the training
CONDITIONS under which the graduate will perform on the job.

Front Matter -(1) Cover Page:
(2) Letter of Promulgation
(3) Forward
(4) Table of Contents
(5) Course Data
(6) Trainee Data
Curriculum outline of instruction – Major portion of the TCCD, derived from the CTTL to write our learning objectives.
Annexes - These two annexes provide the resource requirements
and time allocations for the course and are labeled Resource Requirements List and Course Master
Schedule.

Vol. 1 - step-by-step guidance for developing effective training
materials.
Vol.2 - sample documents
Vol.3 - Contains management information important to planning, analysis, design,
development, implementation, and evaluation of curricula.

a. LP - Lesson Plan
b. DDA page - Discussion-Demonstration Activity
c. TO - Terminal Objectives
d. EO - Enabling Objective
e. DP - Discussion Point
f. RIA - Related Instructor Activity
g. IMM/VI - Instructional Media Material/Visual Information

Security Program Regulations (OPNAVINST 5510.1).

Vol.1 – Developers guide - provide the Developer a quick reference for
the end products of Curriculum Development.
Vol.1 supp. – Curriculum developers aids - provides a variety of Curriculum Developer Aids (CDAs) which assist the developer in creating a PPP/TPS-Based Curricula.
Vol. 2 - Sample products – provides samples of each of the
management and curriculum documents in a format that is consistent with the
format conventions discussed in Volume I.
Vol.3 – Managers Guide - It describes approval points, approval authorities, and responsibilities.

PRE- PLANNING - identifies resources requirement and the sequence of
events in the development process
CORE – STAGE 1- consists of determining job tasks, supporting skills
and knowledge, and level of performance
STAGE 2 - determines the skills and knowledge which must be
taught and produces the course learning objectives and an
instructional sequence
STAGE 3 - produces the instructional materials for the
instructor and the trainee
STAGE 4 - begins when the Curriculum Control Authority
(CCA) has approved a course for pilot, and ends with submittal of
the Pilot Course Monitoring Report
STAGE 5 - begins after the incorporation of the results of the pilot course (“red-line”) into smooth curriculum and management materials, and ends with the Curriculum Control Authority's Letter of Promulgation which approves the material for use in support of Navy training
POST - EVALUATION is the surveillance, evaluation, change and revision of the training materials based on assessment of the training materials and the performance of the graduates in the fleet

course data, justifications for the course revision or new course development, impact statements,
milestones, and resource requirements

A minimum listing of knowledge and skills required to operate and maintain a system, subsystem, or equipment, or to perform a task or function.

PERSONNEL PERFORMANCE PROFILES – Required for developing:
-Training Path System (TPS)
-Course and Topic Learning Objectives (CLOs/TLOs)
-Test Items and Tests
-Lesson Plan (LP) and Trainee Guide (TG)
-Support Materials

-Training Objective Statements (TOS)
TOS describe skills and knowledge to be learned by the individual
-Training Level Assignments (TLAs)
TLAs list specific PPP line items to be taught, the training
environment where each will be taught, and the level of training to
be provided to each PPP line item
-Table Assignment Matrix (TAM)
The TAM summarizes the training requirements for PPP Tables
listed on the TPC (see below) by showing all TOS associated with
each PPP
-Training Path Chart (TPC)
A TPC graphically shows a complete training path for a category
of people by listing courses in the path, and PPP Tables covered
by each

-Profile Item-to-Topic Objective Assignment Chart (OAC)
Reflects the coverage of PPP items within a curriculum
-Resource Requirements List (RRL)
Lists resources needed to conduct the course
-Curriculum Outline of Instruction (COI)
Describes the overall course outline and objectives

-Front Matter
Provides essential information both for managing and conducting
the course
-Parts
The primary organizational element of the Lesson Plan, based on
the Personnel Performance Profile (PPP) Tables to be taught in
the course
-Resource Requirements List (Optional)
A list of everything required to conduct the course

Job – Information – Assignment – Problem – Diagram – Outline

-The letter TOS Codes for skill are
T0/ (S)—Skill (Background)
T0/ (J)—Skill (Task/Function)
O—Operation
P—Preventive Maintenance
C—Corrective Maintenance
M—Maintenance
-The letter TOS Codes for knowledge are
F—Familiarization
T—Theory

Coordinate TASK Set - For the training of personnel who shall coordinate the work of others.
Direct TASK Set - For the training of personnel who shall direct the work of others.
Perform TASK Set - For the training of personnel who shall perform the hands-on work associated with operation and/or maintenance, or doing the task/function.

a. Background – “prerequisite” training that provides basic technical knowledge and skills required to prepare for further specialized training, or a first assignment.
b. Replacement – prepares new personnel for their first assignment. Formal school training to provide people with the minimum required operational and maintenance qualifications on assigned equipment, subsystems, and the system.
c. Conversion – training given to previously trained and experienced personnel to enable them to operate and maintain a new/modified system/subsystem/equipment. The training will be sufficient to allow the person to assume new duties at a level that normally involves replacement training.
d. Advanced – training which follows replacement/conversion training.
e. Onboard – training provided aboard ship, and which may include individual operator/maintenance technical training, individual watch station qualifications, watch team training, and training in general military subjects

As soon as the TPS is done

By selecting the appropriate, already-prepared Course Learning Objective Model Statements.
These “Model Statements” correspond to the Training Objective Statement Group, and Training Objective Statements (TOS), you chose while developing your Training Path System (TPS)

The Part Number is derived from the PPP Table Number (for example; PPP Table Number is S0/ 136)
Parts are comprised of Sections
Multiple Parts within a Lesson Plan are separated from one another by Tab Dividers
The part number is placed on the “tab” of the Tab Divider, as follows—“Part S0/ 136”

Job Performance Order. The order in which the skills of the job are
performed.
Chronological Order. Sequence flows from: Part _ Part, Section _
Section and Topic _ Topic according to the order in which the events
covered occur in time.
Critical Sequence. Ordered in terms of their relative importance.
Simple to Complex. Sequence in terms of increasing difficulty.
Comparative Sequence. Teach what is already familiar before
teaching the unfamiliar.
Relationship of like COI elements: Parts: Parts _ Sections:
Sections _ Topics: Topics _ TLOs: TLOs. These relationships may
be as follows: Dependent Relationship. To master one Part (or Section or
Topic or TLO), you must first master another Part (or Section or
Topic or TLO). Those that must be mastered first are taught first
Supportive Relationship. The learning of one COI element
transfers over to another COI element and makes mastery of the
second element easier.
Independent Relationship. The relationship of like COI elements is such that sequencing is not a major factor in learning.
Principle of reverse sequencing. You may want to reverse one or
more of these sequencing techniques.
Combination approach. Use a mixture of the methods described to
sequence elements of the COI in a logical teaching order.

Texts. List all text materials (e.g., Lesson Plan and Trainee Guide) to be used in the course
References. List in alphanumeric order, all reference documents used in the course
Equipment. Includes all equipment, special tools and test equipment
Films. Also includes videotapes and videodiscs
Graphics. List transparencies, wall charts, slides, photographs, etc., and Interactive Courseware (ICW)
Support materials. All instruction sheets NOT contained within a Trainee Guide, list instruction sheet number, title, and quantities required per class
Other: List, as required

-Front Matter
Includes: Cover Page – Letter of Promulgation – Table of
Contents – Foreword – Course Data Page –Trainee Data Page –
Other, as required
-Curriculum Outline of Instruction
Includes: CLOs – Part Title(s) – Section Title(s) – Topic Titles –
TLOs –
-Annexes
Includes: Resource Requirements List – Course Master Schedule
Fault Applicability List – Profile Item-to-Topic Objective
Assignment Chart

Resource Requirements List – Course Master Schedule
– Fault Applicability List – Profile Item-to-Topic Objective
Assignment Chart

a. Chief of Naval Operations (CNO) - Strive to continuously “improve the quality of our military and civilian work force through fact-based, innovative systematic changes affecting recruitment, training, and quality of life.”
b. MPT&E - Responsible for overall manpower readiness for the United States Navy.
b. NETC - Provide education and training that ensures leadership is a fundamental attribute of the Navy professional. Ensure that training is conducted in an economical and effective manner, with special emphasis on responsiveness to fleet training requirements.
Approve Training Project Plans.
c. NPDC – To develop sailors with the knowledge, skills and abilities for both personal and professional growth to fit fleet manning requirements.
c. LC - To function as matrix organizations and the Integrated Product Team will be the routine work process employed among the directorates.
d. CCMM - Assigned the responsibility for developing, revising and maintaining a course of instruction.
e. PA - Provide the CCMM assistance in developing and revising curricula. Maintain a master copy of all training materials. Conduct formal course reviews.

Class "A" School - Provides the basic knowledge and skills
Class "C" School - Provides advanced specialized training
Class "F" School – Provides individual functional skill

See Instruction – Must be completed in 6 months. Trainee shall satisfactorily instruct and document 6 times in the presence of a qualified instructor to include both classroom instruction and compound instruction. Trainee must complete one Tech Assist and one CWTPI with a qualified inspector for A-D and E-G aircraft.

Academic Attrition (Academic drops or non-graduates) - When a student is unable to achieve the learning objectives because of an academic problem
Non-academic Attrition (Non-academic drops or non-graduates) based on administrative decisions that are not a result of academic performance

Meeting of peers to discuss what needs to be done for improvement or to discover what the causes are for failure.

It would be brought up the chain of command, student could be dropped from class or a second review and different test could be given with a minimum passing grade given.

The Course Curriculum Model Manager (CCMM) maintains the course audit trail.
The Curriculum and Instructional Standards Office (CISO) shall maintain the master record. Ron Thomas

Curriculum Maintenance Personnel

a.Instructor Critiques
b.Course Critiques
c.Quality of Life Critiques
(ICQ)

Go over our student critiques

Ensure materials are all current / Audit trials track the FCRs (When they are done)

Level I measures reaction or how well the participants liked the instructional content.
Level II measures learning, specifically the degree to which the learners have achieved the
learning objectives (increaselchange in skills, knowledge, or attitude).
Level Ill measures whether the performance or behavior of the learner has changed
after returning to the job. Surveys or interviews may be used to conduct this type of
evaluation.
Level IV measures the impact on the organization that results from learners applying
their newly learned knowledge or skills. Evaluation at this level requires defining metrics.
Support for measuring Level IV is available from Mission Performance Analysis.
Level V measures return on investment (ROI). This simply determines the amount of
money spent on course development compared to how much was realized by level four
results

Two tests – 25 questions / Answer key
Review
Open-Resource
2 hour time limit
75% min. passing score

manages the components that make up a lesson.

Manages learners taking lessons and their assessment results.

Course Supervisors - will help Facilitators and learners make progress through
courses by trouble-shooting technical issues. help to maintain the curriculum components identified for the school’s structure. ensure that classrooms (events) are established as
needed to maximize the flow of learners through their online courses.
Student Control - Will be the first person to interact with the learner.
• Ensure the learner is in the system and if not, create an entry for the learner.
• Once the learner is in the system, ensure they are listed on the correct
schoolhouse waiting List. If not, assign him or her to the correct schoolhouse
waiting List.
• If learners do not show for training, Student Control is responsible for dropping
them from the waitlist.
• Student Control may also run reports as necessary with regards to projected
graduation, and curriculum progress information.
Facilitator - Help learners make progress through courses
by ensuring they are located in the Learning Management System (LMS) where they
need to be. Find and move learner from waitlist to roster.

Exposes students and instructors to the risk of death or permanent disability.

Enclosure (1)

DROP ON REQUEST - After removal from voluntary training, the student shall submit a written request detailing the reasons for DOR. The request should clearly indicate that the student wants to DOR. The request shall be submitted directly to the training or division officer and shall become a part of the student's record of training.

A safety procedure that allows students and instructors concerned for their personal safety or the safety of others to stop a training evolution, correct the discrepancy, and then continue training.
TTO is called, the training is stopped, the discrepancy is corrected or student removed from situation, once determined safe the training is continued

To guide instructors, staff, and students through the necessary steps to safely and efficiently handle emergency situations.
Quarterly, perform a procedural walk-through and validation of the Emergency Action Plan.
Anually.

Training Safety Stand-Downs shall be conducted at least annually and be conducted following mishaps, near misses, or major course revisions/equipment modifications.

Quadrant I - Define Requirements – Define Performance Standards and Requirements.

Quadrant II - Define Solutions – Design Human Performance Solutions.

Quadrant III - Develop Components – Develop, Build and Integrate tools.

Quadrant IV - Execute & Measure – Implement and Test Intervention; evaluate product of plan.

Fleet Commanders in Chief (CINCs)

Describes several ways in which people learn, arranged into a framework that can be used to design training delivery methods.

Commanders In Chief (CINC)

The science of learning seeks to understand how individuals and teams come to acquire the competencies needed to perform their jobs.

Reference-Based Learning- This component describes situations where the learner gains access to
information and knowledge as needed.
Computer-Mediated Learning- In this category, the learner interacts with a computer, system, or other technology in order to learn.
Collaborative Learning - Learning in this category occurs when learners teach and guide one another.
Instructor-Led Learning- In this category, the learner interacts face-to-face with an instructor and other learners.

a. Change Management - An organized, systematic application of the knowledge, tools, and resources of change.
b. Competencies - The knowledge, skills, and abilities (KSAs) that he or she brings to the job.
c. Executive Review of Navy Training (ERNT)- Identifies the impact of the Information Revolution upon current training and performance needs in the United States Navy.
d. Performance Gap - The difference between the present position of performance at the project / work task levels and its desired future position.
e. Intervention Opportunities – Anytime where a decline in performance is noticed and the problem can be identified and corrected.
f. Knowledge, Skills, Abilities, and Tasks (KSAT)- Technical and Functional Expertise
g. Measure of Effectiveness (MOE) - a measure of operational success that must be closely related to the objective of the mission or operation being evaluated.
h. Measure of Performance (MOP) - The specific representation of a capacity, process, or outcome deemed relevant to the assessment of performance

It is a results-based, systematic approach to identifying, assessing, and resolving performance issues within the framework of the organization as a system. Focuses improvement efforts on the organization and focuses on accomplishments rather than behaviors.

Contracting Officer - has the authority to enter, administer, and/or terminate contracts, and make related determinations and findings.
Contracting Officer’s Representatives (COR) - are certain authorized representatives of the Contracting Officer acting within the limits of their authority as delegated by the Contracting Officer.
Technical Points of Contact (TPOC)- provide technical direction regarding the specification and/or Statement of Work (SOW), and monitor contractor progress and performance. Do not have authority to take any action, either directly or indirectly, that would change the pricing, quantity, quality, place of performance, delivery schedule, or any other terms and conditions of the contract (or delivery/task order).
ILE Content Sponsor - serves as the approval authority for the ILE content and instructional methods employed. The ILE Content Sponsor is also responsible for maintaining the ILE content through new development or revision.
ILE Project Manger - individual, assigned by the ILE Content Sponsor, responsible for developing and maintaining ILE content. The ILE Project Manager initiates training material development and modification, conducts reviews and analyzes feedback, maintains audit trail documentation, and develops and approves changes. The ILE Project Manager normally functions as the developer for Navy in-house developed ILE content.
ILE Content Developer - responsible for developing, and sometimes for maintaining, specified ILE content.

Knowledge Management (KM) - provides a methodology for creating and modifying processes to promote knowledge creation and sharing.

Tacit Knowledge - People are not often aware of the knowledge they possess or how it can be valuable to others. Provides context for people, places, ideas, and experiences.
Explicit Knowledge - Knowledge from manuals, documents and procedures. It can be readily transmitted to others.

Community of Practice (CoP) - A group of individuals who share a common working practice over a period of time, though not necessarily a part of a formally constituted work team.
Community of Interest (CoI) - Groups or individuals with a common interest. Communities of Interest share ideas and communicate or collaborate.

Communities of Practice generally cut across traditional organizational boundaries and enable individuals to acquire new knowledge at a faster rate

Capture: Observe/Survey
Share: Verbally/IT

IT makes the collection, organization, dispersal of knowledge much easier, faster and more efficient.

a. Knowledge Share - Knowledge is exchanged among people.
b. Knowledge Transfer - Seeks to organize, create, capture or distribute knowledge and ensure its availability for future users.
c. Business Rules - Are a means by which strategies are implemented.
d. Best Practices - The most efficient and effective way of accomplishing a task, based on repeatable procedures that have proven themselves over time for large numbers of people.
e. Metrics - A set of ways of quantitatively and periodically measuring, assessing, or selecting a person, process, event.

Master listing of PQS and PQS Model Managers.

Ensures that personnel have the required competency before performing specific duties

Commanding Officers of schools whose course objectives satisfy PQS items will inform each trainee’s gaining command which PQS line items were covered by course graduates by entering this information in the graduate’s service record.

They shall be collected from students prior to graduation and not forwarded to receiving command immediately

They shall be destroyed.

Yes, on a case-by-case basis, notes may be forwarded to the command, not the individual