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19 Cards in this Set

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104.1 State the volumes and titles in the NAVEDTRA 131 and what they contain.
VOL 1: Developers Guide
SUPP 1: Curriculum Developers Aid
VOL 2: Sample Products
VOL 3: Managers Guide
Describe the PRE-, POST-, and core states involved in developing materials following the Personnel Performance Profile (PPP) - based curriculum developement method.
Analyze (Stage 1)
Design (Stage 2)
Develope (Stage 3)
Pilot (Stage 4)
Implement (Stage 5)
List the contents of a Training Project Plan.
Front Matter
Course Module or Lesson Data
Justification for Course/Development/Change/revision)
Impact if "action" not taken
Mileston Chart
Resource Requirement
Training System Integration
Course Schedule Data
8 items
Define Personnel Performance Profile
a Personnel Performance Profile (PPP) is a minimum listing of knowledge and skills required to operate and maintain a system, subsystem, or equiepment or to perfomr a task or function.
104.5 State the most critical element of curriculum development per NAVEDTRA 131 and explain its importance.
PPP line items. Quality curriculum results from quality PPP's. Poor PPP's leads to a poor curriculum. PPP line items are used throughout a curriculum.
104.6 State and discuss the Training Path System (TPS) outputs.
1. Training Objective Statements (TOS's) describe skills and knowledge to be learned by the individual
2. Training Level Assignments (TLA's) list specific PPP line items to be taught, the training environment, and the level or training to be provided to each PPP line item.
3. Table Assignment aMatrix (TAM) summarized the training requirements for PPP tables listed on the Training Path Chart (TPC) by showing all TOS's associated with each PPP.
4. Training Path Chart (TPC) graphically shows a complete training path for a category of people by listing cocurses in the path, and PPP tables covered by each
104.7 List and describe the contents of Tele preliinary training course control documents (pg 2)
1. Profile item-to-topic Objective Assignment Chart (OAC) - reflects the coverage of PPP line items within curriculum
2. Resource Requirements List (RRL) - list resources needed to conduct the course.
3. Curriculu Outline of Instruction (COI) includes Course Learning Objectives (CLO's) which describe the overall knowledge and/or skills to be attained upon completion of a course. Topic Learning Objectives (TLO's) support the CLO's, and describe the topic specific skills and knowledge to be attained during the topic.
3 things
104.8 List and describe the elements of the Lesson Plan.
1. Front Matter - Provides essential information for managing and conducting the course
2. Parts - The primary organization element fot he lesson plan, based on teh personnel Performance Profile (PPP) Tables to be taught in the course.
3. Resource Requirements List (optional) - everything required to conduct the course.
3 things
104.9 State the six types of instruction sheets found int eh trainee guide
1. Problem
2. Outline
3. Information
4. Job
5. Assignment
6. Diagram
104.10 Describe the Training Objective Statement (TOS) codes for both knowledge and skill
1. Knowledge
F- Familiarization
T- Theory
2. Skill
S- Skill (Background)
J- Skill (Task/Function)
O- Operation
P- Preventive Maintenance
C- Corrective Maintenance
M- Maintenance
Define the three "task sets"
1. Coordinator - One who has overall authority and responsibility (i.e. CO/XO) the system manager.
2. Director: Direct supervisor (LPO, LCPO, DH)
3. Performer: One who does the hands-on work of operating/maintaining (technician or operator)
104.12 State and sicuss the five types of courses listed ina Traning Path Chart (TPC)
1. BACKGROUND - Pre-requisite for training which provides basic technical knowledge and skills required to prepare for further specialized training, or a first assignment.
2. 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.
3. CONVERSION - Training provide to previously trained and experienced personnel to enable them to operate and maintain a new/modified system / subsystem / equipment. Sufficient to allow assumption of new duties - at a level which normally involvesreplacement training.
4. ADVANCED - Training which follows replacement/conversion training. Advanced training normally completes the TOS coverage of particular hardware/non-hardware knowledge and skills requiring advance analysis or undocumented fault isolation
5. ONBOARD TRAINING - Training provided aboard the command, and which may include; individual operator/maintenance technical tarining, individual watch station qualifciations, watch team training, and training in general military subjects
104.13 When should job sheet development begin?
ASAP after Training Objective Statements (TOS's) and (TLA's) are complete.
104.14 Explain how Course Learning Objectives (CLO's) are developed .
CLO's are developed by selecting the appropriate, already prepared Course Learning Objective Model Statements.
104.15 How are part numbers determined?
Par numbers are derived from teh PPP table number
104.16 List foru of eight ways to sequence a course.
Any four of eight ways to sequence a course.
1. Job performance order
2. Chronological Order
3. Critical sequence
4. Simple to Complex
5. Comparative sequence
6. Relationship of like COI elements
7. Principle of reverse sequencing
8. Combination approach
104.17 What is containiged in a Resource Requirements List (RRL)
support materials
other as appropriate
104.18 What is contained in the final Training Course control Document (TCCD)?
Front Matter
Curriculum Outline of Instruction
104.19 What four annexes are included in teh final Training Course Control Document?
Fault Applicablility List (FAL)
Profile Item-to-Topic Objective Assignment Chart (OAC)