Mts Pqs Domain 2 - Section C - Personnel Performance Profile

Front 1

2.C1 State the volumes and titles in the NAVEDTRA 131 and what they contain.

Back 1

Volume I (Developers Guide)
Volume I Supplement (Curriculum Developers Aids)
Volume II (Sample Products)
Volume III(Managers Guide)

Front 2

2.C2 Describe the pre-, post-, and core stages involved in developing materials following the Personnel Performance Profile (PPP) -Based curriculum development method (seven).

Back 2

PLANNING – Identifies resource requirements and the sequence of events in the development process (TPP), STAGE 1 – Determines job tasks, supporting skills and knowledge, and level of performance expected (TPS Outputs – TOS, TLA, TAM and TPC). STAGE 2 – Produces the CLO’s and an instructional sequence. (Preliminary TCCD), STAGE 3 – Produces the instructional materials (Lesson Plans and Trainee Guide), STAGE 4 – Begins with CCA approval for a course pilot and ends with Pilot Course Monitoring Report.
STAGE 5 – Begins after fixing all errors from Pilot Course Monitoring Report ends with the CCA’s Letter of Promulgation, EVALUATION – Surveillance, evaluation, change and revision of the training.

Front 3

2. C3 List the contents of a Training Project Plan (TPP).

Back 3

Course Data
Justifications
Impact Statements
Milestones
Resource Requirements

Front 4

2.C4 Define a Personnel Performance Profile (PPP).

Back 4

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

Front 5

2.C5 State the most critical element of curriculum development per NAVEDTRA 131, and explain its importance.

Back 5

PPP’s are the most important element of curriculum development since quality curricula results from quality PPP’s, poor PPP’s result in poor curricula and PPP line items are used throughout a curriculum.

Front 6

2.C6 Discuss the products of the Training Path System (TPS) Stage 1.

Back 6

Training Objective Statements (TOS) – Describes skills and knowledge
Training Level Assignments (TLA) – Lists specific PPP line items to be taught, where they will be taught and the level of training
Table Assignment Matrix (TAM) – Summarizes the training requirements by showing all TOS’s associated with each PPP.
Training Path Chart (TPC) – Shows a complete training path for a category of people by listing courses in the path, and PPP Tables covered by each.

Front 7

2.C7 Describe the contents of the preliminary Training Course Control Documents (TCCD) Stage 2.

Back 7

Profile Item-to-Topic Objective Assignment Chart (OAC) – Reflects the coverage of PPP line items within a curriculum.
Resource Requirements List (RRL) – Lists resources needed to conduct the course.
Curriculum Outline of Instruction (COI) – Course objectives listed in the order they will be taught.

Front 8

2.C8 Describe the elements of the Lesson Plan (LP).

Back 8

Front Matter – Provides information for both managing and conducting the course.
Parts – The primary organizational element of the Lesson Plan.
RRL (Optional) – List of everything needed to conduct course.

Front 9

2.C9 What are the six types of instruction sheets found in the Trainee Guide (TG)?

Back 9

Job
Information
Assignment
Problem
Diagram
Outline

Front 10

2.C10 Describe the Training Objective Statement (TOS) codes for both knowledge and skill.

Back 10

Skill –
(S)- Skill (Background)
(J)- Skill (Task/Function)
(O)-Operation
(P)-Preventive Maintenance
(C)-Corrective Maintenance
(M)-Maintenance

Knowledge –
(F)-Familiarization
(T)-Theory

Front 11

2.C11 Define the three "Task Sets."

Back 11

Coordinator – One who has overall responsibility and authority. (CO/XO)
Director – Direct supervisor (Dept Head, Div O, LPO)
Performer – One who does the hands on work (Worker)

Front 12

2.C12 Discuss the types of courses listed in a Training Path Chart (TPC).

Back 12

Background – provides technical knowledge and skills required to prepare for further training
Replacement – Prepares new personnel for their first assignment formal school training to provide people with the minimum required operational and maintenance qualifications on assigned systems.
Conversion – Training given to to enable personnel to operate new/modified systems, etc.
Advanced – Training that follows Replacement and Conversion Training. Normally completes the TOS coverage for a particular job.
Onboard – Training provided aboard ship / shop.

Front 13

2.C13 When should job sheet development begin?

Back 13

ASAP, after the TOS and TLA’s are complete.

Front 14

2.C14 Explain how Course Learning Objectives (CLOs) are developed.

Back 14

CLOs are developed by selecting the appropriate, already prepared CLO Model Statements.

Front 15

2.C15 How are part numbers determined?

Back 15

Title and number of the Part correspond with the related PPP Table title and number.

Front 16

2.C16 What are the eight ways to sequence a course?

Back 16

Job Performance Order
Chronological Order
Critical Sequence
Simple to Complex
Comparative Sequence
Relationship of like COI Elements
Reverse Sequencing
Combination Approach

Front 17

2.C17 What is contained in a Resource Requirements List (RRL)?

Back 17

Texts
References
Equipment
Films
Graphics
Supports Materials
Other

Front 18

2.C18 What is contained in the final Training Course Control Document (TCCD)?

Back 18

FROMT MATTER COI ANNEXES

Front Matter –Cover Page, Letter of Promulgation, Table of Contents, Foreword, Course Data
Trainee Data, Other as required

Curriculum Outline of Instruction – CLO’s, Part Titles, Section Titles, Topic Titles, TLO’s

Annexes – RRL, Course Master Schedule (CMS), Fault Applicability List (FAL), Profile Item-to-Topic Objective Assignment Chart (OAC)

Front 19

2.C19 What annexes are included in the final Training Course Control Document (TCCD)?

Back 19

RRL
Course Master Schedule (CMS)
Fault Applicability List (FAL)
Profile Item-to-Topic Objective Assignment Chart (OAC)