Master Training Specialist New

Front 1

The purpose of the Navy’s training
system

Back 1

to ensure a systematic
approach for determining what to
train and how best to accomplish
that training

Front 2

Most essential link in the training chain

Back 2

The Instuctor

Front 3

3 Qualities of an efficient effective instructor; Knowledge

Back 3

-First, you must be thoroughly familiar with the subject you will be teaching
-You will need to know far more about the subject than you actually teach your students
-You need to understand that you will be conducting training to meet the needs of the Navy,
not individual members
-Finally, you need to know basic instructional strategies and techniques

Front 4

3 Qualities of an efficient effective instructor; Ability

Back 4

-two basic types of ability: leadership and instructional
-Efficient and effective instructors have leadership skills such as planning and organizing, optimizing the use of resources, delegating authority, monitoring progress and results, disciplining, and rewarding
-leadership by example, Everything you do is under scrutiny, you must also serve as a role model
-Instructional ability, You must not only know the principles, methods, and techniques
of instruction, you must also be able to apply them effectively

Front 5

3 Qualities of an efficient effective instructor; Personality

Back 5

-personality is defined as the pattern of collective character,
behavioral, temperamental, emotional, and mental traits of an individual
-If you do not know an answer, admit it.
-Keep your remarks professional and appropriate to the classroom.
-Be patient
-Maintain rapport with students.
-Treat students with respect.

Front 6

Instructor's Responsibilities to the Students

Back 6

teach effectively, set a good example for them to
follow, and help them resolve conflicts that hinder their training.

Front 7

Instructor's Responsibilities to Training Safety

Back 7

A. demonstrate proper safety procedures in addition to teaching them
B. no greater responsibility as an instructor than that related to the safety of the personnel you train

Front 8

Instructor's Responsibilities to Security

Back 8

1. Never discuss any classified material not in the approved curriculum. Remember to disclose classified information only to properly cleared personnel with a need to know the information.
2. Never present or discuss information that carries a higher security classification than that of the approved curriculum.
3. Do not incorporate into your course materials any information that carries a higher security classification than that of the approved curriculum. That includes information incorporated into your lesson plan through personalization, student handouts, training materials, and test items.
4. Make sure you can account for classified training materials or references used in the training environment at all times.
5. Immediately report any situation you suspect may constitute a security violation.

Front 9

Instructor's Responsibilities to Curriculum

Back 9

Curriculum. All training conducted within a school, outlined into specific topics, along with detailed training objectives.
Surveillance. A process that provides ongoing evaluation of training or training materials to ensure continued effectiveness and currency of content to meet the training requirements.
Interim Change. A minor change to correct editorial and typographical errors, teachability, safety, or urgent type commander-issued subjects.
Change. A modification to training materials that DOES NOT affect course objectives, increase course length, or require additional resources. Technical Change. Any change to tactical (i.e., shipboard) or training-unique equipment or documentation originating in the Training Support Agency’s (normally a SYSCOM) parent material agency that affects curriculum. A technical change mayor may not affect individual lesson objectives, but DOES NOT affect course objectives, course length, or resources.
Revision. A change to any course learning/terminal objective, an increase in course length, or any change that requires additional resources.

Front 10

5 Techniques to assist in developing motivational stratagies

Back 10

1. Make the subject matter interesting
2. Establish goals
3. Provide informative feedback
4. Show interest in your students
5. Encourage participation

Front 11

Key principles of applying motivation theory

Back 11

1. Needs and Drives.
2. Interest
3. Values
4. Attitudes
5. Incentives
6. Achievement

Front 12

1.A7.

The Ultimate goal of Instruction

Back 12

The ultimate goal of instruction is to cause students to remain motivated beyond the instructor’s influence and apply what they have learned on the job and in other areas of their lives.

Front 13

1.A8.
State and discuss the five different ways of learning.

Back 13

1. Imitation
2. Trial & Error
3. Association
4. Insight
5. Transfer

Front 14

1.A9.
State and discuss the five laws of learning.

Back 14

1. Readiness
2. Exercise
3. Effect
4. Primacy
5.Intensity
6. Recency

Front 15

1.A10. Discuss how motivation affects students learning.

Back 15

Single most important factor in students educational advancement.