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275 Cards in this Set

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1.A1 State the purpose of the Navy Training System.
To ensure a systematic approach for determining what to train and how best to accomplish that training.
1.A2 What is the most essential, single link in the training chain?
The Instructor
1.A3 State and discuss the three qualities of an efficient and effective instructor.
Efficient – They do things right (plan their lesson, stick to time line, prepare the learning environment, conduct proper lesson introductions, ask questions and use IMM).
Effective – Does much more than doing things right; it is a measure of the outcome of learning (not worried about the time line).
1. Knowledge –
a. You must be thoroughly familiar with the subject you are teaching (SME).
b. You need to know far more about the subject than you actually teach the students.
c. Observe other instructors to learn more about the subject matter and instructional techniques.
d. Training should accomplish - (1) developing knowledge, skills and attitudes
(2) Produce changes in behavior
(3) Attain specific objectives.
e. to help students learn you need to know something about their previous education and experience (student records, other instructors and your interaction with them).
2. Ability – Two types: leadership and instructional
a. Leadership ability – planning and organizing, optimizing the use of resources, delegating authority, monitoring progress and results, disciplining and rewarding. Their skillful use
will help build teamwork, develop subordinates and maintain self-control.
b. Instructional ability – You must be able to apply the principles, methods and techniques of instruction. This should grow with experience.
3. Personality – The pattern of collective character, behavioral, temperamental, emotional and mental traits of an individual
a. You must gain the respect of your students by displaying a professional attitude, both in and out of the training environment.
b. Always show a sincere interest in all of your students.
c. Rules of conduct to follow:
(1) If you don’t know an answer, admit it (provide answer ASAP).
(2) Keep your remarks professional and appropriate to the classroom.
(3) Be patient – Not all people learn at the same rate, do not become frustrated (take a
break, get another instructor, find a different approach).
(4) Maintain rapport with students – Do not use sarcasm, pick on any student.
(5) Treat students with respect
1.A4 Discuss the Instructor’s responsibilities in terms of:
a. Responsibility to students
b. Responsibility for training safety
c. Responsibility for security
d. Responsibility for curriculum
To teach effectively, set a good example for them to follow and help them resolve conflicts that hinder their training (personal and military).

You must demonstrate proper safety procedures as well
as teaching them. Your top priority is the safety of the personnel you train.

You must:
(1) Never discuss any classified material not in the approved curriculum. Ensure
students have proper clearance to attend the class.
(2) Never present, discuss or incorporate information that carries a higher security
classification than that of the approved curriculum.
(3) Make sure you can account for classified training materials used in the training
environment at all times.
(4) Immediately report any situation you suspect may constitute a security violation.
(5) Never downplay the importance of the security of classified materials.

Ensure it is current and accurate.
1.A5 List & discuss the key principles of applying motivational theory in a training situation.
Motivation theory – individuals will seek to gratify higher order (growth) needs only when all lower order (deficiency) needs have been relatively well satisfied.
Principles:
1. Needs and drives – The need to belong which causes the desire for satisfaction.
2. Interest – Why is Lesson worthwhile to them?
To generate interest, state the purpose of the lesson at the beginning.
Emphasize why the students need to learn the material and how they will benefit from the information.
3. Values – Students have more interest in a subject that deals with goals they see as important in their lives.
4. Incentives – good grades or awards can stimulate motivation. (Honorman, choice of orders, If class avg. is above __ then you will be exempt from ___).
5. Achievement – A strong desire, a longing goal or desired objective. Give students a need to achieve a certain level and keep them striving to do better.
6. Attitudes – You must show a positive attitude about the subject you present (make sure it is genuine) and how you present yourself.
1.A6 List & discuss five techniques which can assist in developing motivational strategies for instruction.
The motivational strategies allow you to apply the motivational principles.
1. Make the subject matter interesting – Use a variety of materials while instructing (Jokes, stories, IMM)
2. Establish goals – Present the objectives so that the students will understand exactly what they are
expected to be able to do as a result of training. (Upon successful completion …)
3. Provide informative feedback – Either oral or written, but be sure to give recognition for proper
student behavior and achievements. Also, be sure to point out student errors and how to correct them.
4. Show interest in your students – Give students detailed feedback when they respond to a question.
Be a Mentor for both on and off duty.
5. Encourage participation – Use students’ experiences to stimulate interest and add variety.
1.A7 State the ultimate goal of instruction.
To cause students to remain motivated beyond the instructor’s influence and apply what they have learned on the job.
1.A8 State & discuss five different ways of learning.
1. Association – A comparison of past learning to a new learning situation. Use comparisons, contrasts and examples to reinforce your explanations to which all students can relate.
2. Transfer – The process of applying past learning to new but somewhat similar situations (Classroom to Lab environment).
3. Imitation – Observance of others (primarily the instructor) which will be imitated. (Demonstration)
4. Trial and Error – Referred to as discovery learning. It is learning by doing
5. Insight – The understanding that the whole is more than the sum of the parts. When the student
suddenly grasps the way elements of a problem situation are connected (ah-ha phenomenon).
Use thought provoking questions rather than memorization questions.
1.A9 State & discuss the five laws of learning.
If you do not follow the Laws of learning then you will not be able to determine the Ways a student learns (learning does not take place)
1. Law of Intensity
A vivid experience is learned better and retained longer. Make your instruction
powerful enough to have a strong, positive effect on your students by getting them actively involved in the lesson. (Lab environment, electrical shock, hot iron)
2. Law of Readiness
Students learn best when they are physically, mentally and emotionally ready to learn. You must be ready to teach ….. prepare your lessons, training materials and
classroom / laboratory (environment) before you begin to teach.
3. Law of Effect
An individual learns best those things which result in satisfying consequences.
Students want immediate benefits and a sense of accomplishment from training (Actually see / track a Sub – ultimate goal / end product). Motivate them by providing positive reinforcement.
4. Law of Exercise
Students learn best and retain information longer when they have meaningful practice and repetition. Practice leads to improvement only when it is followed by positive feedback. The instructor should follow up on every assignment and exercise.
5. Law of Primacy
Students (IET) retain information they learn for the first time longer than they retain information they must relearn. Make sure you teach the correct information and procedures the first time and clarify misunderstandings and errors before moving on.
1.A10 Discuss how motivation affects student learning.
It is the single most important factor in a student’s educational advancement
1.A11 State & discuss the six common characteristics all students possess.
1. Their belief in their maturity – They want to be treated as adults. Hold them accountable for their actions and treat them with respect.
2. Basic desire to succeed – Instill self confidence by providing reinforcement that encourages further learning.
3. Ability to evaluate – Students are quick to form opinions. They evaluate the instructor and can quickly detect lack of competence, enthusiasm and sincerity.
4. Fallibility – Everyone makes mistakes. Don’t lose patience when they are made, capitalize on
them by turning them into positive learning experiences and provide encouragement.
5. Treat everyone fairly – Do not favor / pick on any student. Treat them all equally and as adults.
6. Want recognition – Always give recognition to students who respond to questions or contribute to classroom discussions. (Positive counseling – Military bearing, ACE on test)
1.A12 State & discuss the four basic learning styles.
1. Abstract – Prefer a theory-based , analytical approach to learning. They learn best from lectures by experts, theoretical reading, case studies and activities that require solitary thinking
2. Reflective – Like to observe and reflect (make comparisons and contrasts) before drawing conclusions. They learn best from lectures, films and reading.
3. Active – Prefer to learn by becoming involved with the subject and taking an active step-by-step approach. They learn best from small group discussions, structured exercises and problem-
solving approaches, trial and error.
4. Concrete – Prefer an experience-based approach to learning. They rely heavily on their own
feelings and personal judgments. Personal involvement is the key for them. They learn best
by imitation after watching others take part in role playing and simulations.
1.A13 Discuss the barriers to effective communication.
1. Fear – fear of showing ignorance, fear of disapproval, fear of losing status and fear of judgment.
You should provide a threat free environment by being encouraging and non-judgmental.
Avoid embarrassing your students and don’t allow other students to make fun of others.
2. Lack of common core experience – Not every student in the class will have had the same experiences. Use examples and analogies that will relate to all of the students.
3. Overuse of abstractions – Abstractions include concepts, ideas or words not directly related to the subject being discussed. You should check to ensure the students understand the information
exactly the way you intended.
4. Environmental factors – Noise, temperature, colors of classroom, uncomfortable seats,
arrangement of students and desks. You should constantly strive to eliminate barriers.
1.A14 State & discuss the purpose of the 3-step communication process.
1. Step 1 – Sending the message (Instructor):
a. You formulate the message
b. Consider the barriers that may affect the message.
c. Encode the message (put into words)
d. Clearly send the message
2. Step 2 – receiving the message (Student)
:a. They hear / see the message
b. Message affected by barriers
c. Decode the message through mental images
d. Interpret the message
3. Step 3 – Feedback (facial / body expressions) : Provides essential information about your success to communicating the message. Use oral questions, notice student behaviors.
1.A15 Discuss why listening is one of the most important communication skills.
It is the active process of hearing and understanding that demands concentration and attention.
1.A16 Describe five factors that must be considered in planning instructional delivery.
1. Force – Volume or carrying power of voice with the demonstrated vitality, strength and conviction of the speaker. It includes the proper placement of emphasis on key words and phrases. Force is knowing what you want to say then saying it with implicit firmness and undeniable confidence.
2. Articulation – It is simply understandable speech.
3. Grammar – The correct usage of the spoken or written word.
4. Inflection – A change in the normal pitch or tone of the speakers’ voice. Inflection is the key to
expression of mood.
5. Rate of speech – Speak fast enough to be interesting yet slow enough to be understood. Your rate
of speech should be governed by the complexity of the thought, idea or emotion you are communicating. The normal rate of delivery is 125 to 150 words per minute.
1.A17 State & discuss the importance of body movement as an important part of successful communication.
It reinforces, emphasizes and clarifies verbally expressed ideas. The basic rule is moderation; do not remain glued to one spot, but do not keep on the move all the time. Plan your movement so that you are at the proper place at the proper time.
1.A18 State & discuss the four purposes of oral questioning.
1. Focuses attention on a particular area of the subject matter.
2. Arouses interest in the subject matter
3. Drills students on subject matter they must recall precisely.
4. Stimulates the students to think.
1.A19 State & discuss the characteristics of a good oral question.
1. Level of instruction –
a. Use simple words (words students will know and understand), correct grammar and complete sentences.
b. Plan questions that require students to think before answering.
c. Don’t use questions that will give away the answer or they can answer with a yes or no.
2. Use of Interrogative – Use the interrogatory word or phrase at the beginning of the question so that students know immediately when you are asking a question.
3. Clarity of Meaning –
a. Make sure the wording of the question conveys to the students the true intended meaning.
b. Make your questions brief and limit them to one thought.
1.A20 Discuss the types of oral questions and their purposes.
1. Factual question – Asks for specific information. It could be used to arouse interest, focus attention on certain parts of the subject matter and to assist in determining the level of instruction.
2. Interest-Arousing question – It may sound, superficially, like a factual question, however you are not interested in the exact answer. The main purpose is to focus the students attention and get them thinking about the subject you are about to present.
3. Leading question – One that suggests its own answer. They have value in focusing attention, arousing interest and emphasizing a point. Do not frequently use this type of question.
4. Multiple-Answer question – One that has more than one correct answer. Used to increase student participation or cause students to think about the other students answers. It generates a high interest level and improves listening skills.
5. Canvassing question – Used to determine those who are familiar with a specific area of subject matter and the level of the class. It’s a great opportunity to bring some real life examples into the lesson. Do not frequently use this type of question.
6. Thought-Provoking question – Normally begins with such interrogatory expressions as What is….., Why is…, How would… and so forth. Used to stimulate thinking.
7. Yes / No question – May serve as a lead-in question to other kinds of questions. Do not frequently use this type of question because it tends to encourage the students to guess.
1.A21 State the five steps of the five-step questioning technique.
1. State the question – This allows the student to formulate an answer.
2. Pause – This allows students time to think through their answers.
3. Call on a student – By title and their name.
4. Comment on answer – Provide feedback.
5. Emphasize or repeat the answer – Try not to repeat too often because it tends to diminishes the
students’ response.
1.A22 List & discuss the different instruction methods.
1. Case Study
Main objective is for students to learn from experience and develop problem solving skills. Focus the attention of the students upon a specific case, hypothetical or real.
a. Present case study via print-out, use of pictures, films, role-playing or oral presentation.
b. After presenting case study, divide class into groups to analyze why or how the incident happened and how it can be prevented in the future.. There can be more than one alternative.
2. Demonstration
Most often used method for teaching skill-type subjects. It consists of three steps:
a. Demonstration Step –
(1) position students and training aids properly.
(2) Show and explain the operations. Perform the operations in a step-by-step order. Make sure the student understands the step before proceeding.
(3) observe safety precautions
(4) Give proper attention to terminology (equipment nomenclatures).
(5) Check student comprehension carefully. Ask questions during demonstration.
b. Repetition Step –
(1) Instructor repetition step – repeat the job without interruptions. This will show continuity and set standards of ease, speed and accuracy.
(2) Student repetition step – restate the procedures and the important safety factors as the student performs the steps. This step will motivate the student.
c. Performance Step –
(1) The students practice under supervision until they have attained the required proficiency.
3. Discussion
It involves an interchange of ideas by students while you provide guidance.
a. Make sure the seating arrangement allows all participants to have eye contact.
b. It stimulates every student to think constructively and to share their personal experiences and knowledge.
c. It is useful in teaching problem solving and cause-and-effect relationships.
4. Lecture
main purpose is to present a large amount of information in a short period of time.
a. It does not use visuals
b. There is no interaction between the student and the instructor. (only non-verbal)
c. Instructor must have effective speaking skills because this method primarily depends on student listening and note taking skills for the transfer of learning.
d. Lectures should be short (30 minutes), well organized and to the point.
5. Lectures with Audiovisuals
This method will limit the class size because the visual must be seen by all students.
6. Lesson
The most flexible, useful and often method used of classroom instruction within the Navy.
a. It is interactive in nature
b. It includes audio / visual aids and the use of two-way communication.
c. You must follow a Lesson Plan and incorporate questions into the lesson to encourage student thinking and check for understanding throughout the lesson.
d. Class size should be between 5 and 40 students.
The lesson method involves three basic elements:
(1) Introduction
You must create interest in your topic and establish why students need to pay attention and learn the material.
a. Introduce yourself and talk about your background experience with the topic.
b. Explain the objectives of the lesson.
(2) Presentation
The part of the lesson in which you teach the objectives.
a. Teach information in a logical sequence, making associations to previously learned information.
b. Use examples and analogies
c. Actively involve the students throughout the presentation (ask questions).
d. Make effective use of the training time allotted and control the pace.
(3) Summary
A recap of the information taught in the presentation.
a. Go over the main points of the Lesson, don’t try to re-teach it.
b. Ask questions that will get students to mentally review what has been taught.
c. Reinforce students’ response. Clarify and correct misconceptions and errors.
d. Finish lesson with positive statements about the importance of the topic.
7. Role Playing
Requires the student to assume active roles in a simulated situation followed by a group discussion.
a. Useful in teaching the development of leadership or counseling skills, also in “real life” simulations.
b. First describe the situation, then let the student enact the situation. Finally, under your direction, allow the group to analyze the enactment.
c. It provides a chance for every student to take part in the Lesson.
1.A23 State & discuss the three parts of a learning objective.
1. Behavior
Defines what the learner should be able to do as an outcome of the training. It must be observable and measurable.. The behavior contains three parts:
a. Subject – The student
b. Performance verb
c. Object – a word of phrase that denotes what is acted upon.
2. Condition
Defines aiding and limiting factors imposed upon the student in satisfying the performance requirements of the objective.
a. When combined with the Behavior element, it provides a clearer understanding of the
learning outcome defined by the objective.
3. Standard
Specifies the criteria for the students’ performance which must be met.
a. Normally defined as time, accuracy, quantity, speed or another measurement.
b. If not included in the objective then the standard is assumed to be 100%.
1.A24 Discuss the two methods of testing and their importance.
1. Knowledge Tests – Measure achievement of objectives through the use of test items written at the appropriate learning level.
2. Performance Tests – Measure skill acquisition by having the student demonstrate specific behaviors defined by the learning objectives.
1.A25 Explain the five learning levels a knowledge test item may test.
1. Analysis / Evaluation
a. Analysis - Involves the understanding of the elements of data and relationships among the data that make the meaning of the information explicit.
b. Evaluation – Involves the judgment of the value or the effectiveness of procedures or solutions based on data, criteria and standards.
c. (multiple-choice, true-false, essay).
2. Recall
The verbatim remembering of specific terms, facts, rules, methods, procedures, principles and the like.
a. Always test with closed book tests. (completion, essay)
3. Comprehension
Understanding what was taught rather than simply memorizing the words.
a. paraphrases the words (multiple-choice, true-false, matching, completion, essay).
4. Application
Involves the ability to use the acquired knowledge in a job related situation.
a. Require students to demonstrate knowledge through mental skill exercises.
b. Must use different problems from those used during class instruction.
c. (multiple-choice, true-false, matching, completion, essay).
5. Recognition
The process of verbatim identification of specific terms, facts, rules, methods, principles, procedures, objects and the like presented during training.
a. Select from two or more alternatives. (multiple-choice, true-false, matching)
1.A26 Discuss the different types of performance tests.
1. Process – Focus is on whether the trainee can correctly perform the steps of the procedure or process.
2. Product - – Focus is on whether the trainee can produce or construct a product that meets specifications.
3. Combination – A mix of Process and Product.
1.A27 List & describe the primary materials used in presenting instruction.
1. Lesson Plan
The most important document available to you as an instructor. It is the blueprint that ensures instruction is presented in proper sequence and to the depth required by the objectives.
2. Instruction Sheets
They provide students with information or directions they need to complete a
particular course of study. There are six types:
a. Assignment Sheet – designed to direct study or homework efforts of a student
(1) Introduction – Provides information on the purpose of the topic.
(2) Topic Learning Objectives – identical to those in the Lesson Plan.
(3) Study Assignment – Tells students what they must do to complete the assignment.
(4) Study Questions – Help students comprehend their assignment.
b. Diagram Sheet – Provide students with illustrative material to support other instruction.
3. Instructional Media Material
Any device or piece of equipment that is used to help the student understand and learn (a prepared chart, poster, illustration, video tape, slide picture, motion picture, model, mockup, recording, or piece of equipment).
1.A28 State the purpose of using Instructional Media Materials (IMM) and Visual Information (VI).
1. Increases student understanding – IMM brings subjects into perspective, produces accurate interpretation and aids in the understanding of relationships.
2. Increases student interest and motivation – IMM will capture your students attention and continue to hold their attention as the lesson progresses.
3. Increases student retention – things they see make a more lasting impression and help them to recall the object or process more accurately.
4. Increases uniformity of training – The use of standardized training aids makes the presentations more uniform.
2.A1 Discuss the purpose of the Shareable Content Object Reference Model (SCORM) and its application in Content Development.
The SCORM is part of a strategy called the ADL initiative. The primary sponsors of the ADL initiative are the United States Department of Labor, DoD, and the National Guard Bureau. The White House Office of Science and Technology Policy established the ADL initiative in 1997 to standardize and modernize the way in which training and education are delivered. The ADL initiative and SCORM seek to maximize technology-based learning to generate substantial cost savings. Government, academia, and private industry from around the world support ADL and SCORM initiatives. SCORM promotes efforts in four areas: reusability, durability, accessibility, and interoperability
SCORM Concepts:
Reusable
Content is reused in a new context without any modification to its instructional treatment, context, or content, and is able to “stand alone.” It can be used across communities for many different learners.
Example:
Content about the hydraulic mechanisms of a turbine engine can be used across communities of practice within the Navy as well as other DoD entities.
Interoperable
Content will function in multiple applications, environments, and hardware and software configurations regardless of the tools used to create it and the platform on which it is delivered. Content developed in a development software tool for delivery in a LMS will operate in any other SCORM-conformant LMS equally well.
Durable
Content does not require modification to operate as software systems and platforms are changed or upgraded. Purchasing a new revision of a development software tool or upgrading the existing development tools will have no impact on the delivery of content to the learner.
Accessible
Content can be identified and located when it is needed and as it is needed to meet training and education requirements. An Instructional Designer can search a repository for content on turbine engines and identify the existing content available for the course, based on descriptive information about the content supplied by the original developer or content owner.
2.A2 Describe reuse, repurpose, and reference as it applies to NCOM.
• 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.
2.A3 Name the five content types and describe when each would be used as they relate to enabling objective statements.
Content Types:
Any enabling objective statement, and therefore any section, can be classified into one of five content types (Clark & Mayer, 2002). The content types are concepts, facts, procedures, processes, and principles. The definitions for the content types are provided.
1. Concept:
A concept is a category that includes multiple examples. It comprises a group of objects, ideas, or events that are represented by a single word or term, and share common features.

Example: Given a CEP, the learner will categorize the CEP symbols into meaningful groups with no errors by completing learning questions concerning the CEP categories.
2. Facts:
2. Facts: Facts are unique and specific information usually represented in the form of a statement.

Example: Given a CEP symbol, the learner will recall its meaning by completing learning questions concerning the CEP symbol.
3. Procedure:
A procedure is a sequence of steps that are followed systematically to achieve a task or make a decision. A procedure contains directions or procedural tasks that are done in the same way every time.

Example: Given different steps within the CEP procedure, the learner will be able to arrange the steps in the proper order by completing learning questions concerning the CEP procedure.
4. Process:
A process is a flow of events that identify how something works. Topics that list a chain of events that are performed by an organization usually represent a process.

Example: Given a target motion analysis task such as launching a successful attack, the learner will be able to identify the stages by completing learning questions concerning the task.
5. Principle:
A principle consists of directions that outline guidelines for action in which people must adapt the rules to various situations. Principles typically require a person to make decisions when applying them. Tasks that are completed in different ways each time by applying the guidelines usually represent principles.

Example: Given a tactical situation, the learner will apply the guidelines for action with no error by completing learning questions concerning the situation.
2.A4 Describe enabling objective content use levels.

1. Content Use Level
After the enabling objective statements are categorized into content types, the “content use level” for each enabling objective statement is determined.
Content use level, or mastery level, is the degree of recognition and performance that a learner is expected to display after completing training at the section level. There are two levels of use, or mastery levels, that may apply to the five content types.
2. Remember Use Level
The learner recognizes and recalls information. The instructional tactics used to convey the information require the learner to memorize information for short to long-term memory storage
3. Apply Use Level
This level requires the learner apply information to accomplish some task or solve a novel problem. The learner must be given opportunities to practice applying the information properly or practice in solving similar and dissimilar problems that move the learner to higher levels of discrimination and problem solving ability. Thus, more complex tactics are appropriate and applicable to this use level.
For example, this level may require hands-on interaction with technical training equipment. It may require the use of the actual piece of equipment or possibly a part task trainer, providing a real world model of the equipment in which learning involves physical movement, coordination, and use of motor skills.
2.A5 Describe metadata and its capabilities.
Metadata is frequently referred to as "data about data," allowing it to be cataloged by content, context, and structure.
-Content: Data that describes the learning object's subject matter, which facilitates searching.
- Context: Data that describes why and where the learning object exists, and how and by whom it was created. This helps to manage the learning object.
-Structure: Data that describes the relationship between learning objects, which facilitates searching and object assembly.
There are ten Navy metadata schema categories that include:
1. General
2. LifeCycle
3. MetaMetadata
4. Technical
5. Educational
6. Rights
7. Relation
8. Annotation
9. Classification
10. Security Classification
.A6 Discuss the key precepts of ILE Information Architecture to include Navy Content Object Model, Sharable Content Object Knowledge Model (SCORM), and Enabling Learning Objectives /Terminal Learning Objectives (ELO/TLO).

The Integrated Learning Environment
Information Services Architecture is the technological and procedural foundation of the RiT, which enables the CNO’s vision to become reality. ILE-ISA will comply with the Navy's Enterprise Architecture conforming to DoD guidance and industry best practices that addresses technology, business processes, and organizational roles and responsibilities as one unified comprehensive architecture. As a key component of the Navy's Enterprise Architecture, it encompasses the full set of integrated functions and specifications from networks, computing hardware, software applications, database design, standards-based interoperability methods and protocols, user-based use cases, and advanced information specifications. ILE-ISA provides the primary operational capabilities required for the RiT that can be enabled or supported by technology.
2.A7 What is a Job Task Analysis (JTA)?
Job Task Analysis (JTA) provides the framework for the ILE to define job position requirements for needed knowledge, skills and abilities. Using JTA data to develop learning objective statements (LOS) establishes content linkage with the full spectrum of work proficiency required for mission readiness and professional expertise.
2.A8 Contrast Level 1 and 2 JTA data.
Job Task Analysis Data (JTA) is divided into Level 1 and Level 2. Generally speaking, Level 1 data describes what work is being performed, and Level 2 data describes how that work is being performed.
2.A9 Where does one find technical specifications, XML specifications, and NMCI Core Build requirements?
•Ref: MPT&ECIOSWIT-ILE-SPEC-4D
•MPT&ECIOSWIT-ILE-SPEC-2B
•NMCI Core Build document (Link on the ILE Website) (https://www.netc.navy.mil/ile/)
2.A11 Discuss the types of questions used for each Content Use Level.
•Questions developed for the “Remember content use level” should assess if a learner is able to recognize and recall information.
•Apply “content use level” questions are used to assess a learner on the performance of procedures taught during IMI or ILT. The learner may have access to manuals during evaluation. When different actions or a series of actions can accomplish the same task, a single preferred method should be taught and evaluated.
2.A12 Discuss the phases of the Instructional Design process.
The creation and management of content follows five basic steps: analysis, design, development, implement, and evaluation. This generalized framework of the instructional design process is called ADDIE, an acronym created from the names of each phase. In practice, these events may be performed sequentially, may be skipped, iteration among events may be required, or a different sequence may need to be used. Various factors affect the sequence or scope of events such as service needs, scope, or complexity of the design project, as well as other factors. Events to be applied and their sequence should be documented in the project management plan. Although ADDlE provides a general process, there are a number of ISD methodologies and models that may be used in the design of learning materials.
2.B1 Discuss the item(s) developed in Phase I (Plan) of Task-Based Curriculum Development.
The PLAN Phase consists of gathering information and building the plan for training material revision or development. The output of this Phase is the Training Project Plan (TPP), when approved it becomes the authorization to undertake a course revision or a new course development project and initiate resource requirements.
TPP
Provides the blueprint for curriculum development which contains course data, justifications for the new / revision course, course cancellation, impact statements, milestones and resource requirements.
TPP Outline:
Cover Page
Table of contents
Justification
Impact if course development, change, or revision is not undertaken
Course data page
Safety risks and hazardous materials exposure
Curriculum development method recommended
Resource requirements – facilities, funding, personnel and equipment.
Plan Of Actions & Milestones (POA&M)
2.B2 Discuss the items developed in Phase II (Analyze).
This Phase determines what will be taught in the new / revised course. The duties, tasks and/or skills you select for training will be organized in a Course Training Task List (CTTL). The CTTL is the output of this Phase. CTTLs are use to develop Learning Objectives, Instructional strategies, techniques, methodologies.
CTTL describes:
Duties / tasks that support the course mission.
Job-related duties and tasks that will be performed by the end of the course.
2.B3 Discuss the items developed in Phase III (Design).
This Phase you will write and sequence the Learning Objectives (LO) for the new / revised course in an arrangement that will help produce the most effective learning in the shortest possible time. This is called the Curriculum Outline of Instruction (COI).
Learning Objective is a statement of what the trainee can do after training (course or part of the course). They tell exactly how the job duties and tasks will be performed in the schoolhouse.
An LO is made up of three elements:

1. Behavior
What the trainee is expected to do after training. It contains three parts:
a. Subject – Trainee
b. Verb – a performance action verb to state what the trainee is expected to do
c. Object – what the performance action verb acts upon.
2. Condition
Circumstances under which the behavior will be performed
3. Standard
How well the trainee is expected to do the behavior
The output of the Design Phase is the Training Course Control Document (TCCD).
The TCCD serves as the primary development and management document for a course. The approved TCCD serves as the authority for further development and consolidates the information needed by curriculum developers to create the curriculum and support materials for the course.
2.B4 State the two categories of learning objectives.

Terminal Objective
1. Developed from one or more duties listed on the CTTL
2. A learning objective that the trainee will accomplish by the end of the course.
3. Indicates the ability to perform those tasks selected for training.
Enabling Objective
1. Developed from one or more tasks listed on the CTTL
2. A learning objective that the trainee may accomplish at any point in the course after receiving appropriate training.
3. Supports directly the achievement of a TO.
4. May support other EO’s
5. Identifies the behaviors necessary to demonstrate the achievement of a particular task.
2.B5 Discuss the items developed in Phase IV (Develop).

1. Lesson Plan
a. Programs the use of all other training materials.
b. Contains LO’s that reflect Knowledge and/or Skills attained upon successful completion of the course.
c. Provides an outline of instructional materials to be taught in a logical and efficient manner.
d. Provides specific equipment and instructional media requirements, and guidance for conducting the course.
2. Trainee Guide
a. The primary trainee material
b. Contains knowledge and skill objectives the trainee is to attain upon successful completion of the course.
c. May provide an outline of instruction
3. Tests
Performance / Knowledge
2.B6 Discuss the purpose of Instructional Media Materials (IMM) and Visual Information (VI).

1. Increases student understanding
IMM brings subjects into perspective, produces accurate interpretation and aids in the understanding of relationships
2. Increases student interest and motivation
IMM will capture your students attention and continue to hold their attention as the lesson progresses.
3. Increases student retention
things they see make a more lasting impression and helps them to recall the object or process more accurately.
4. Increases uniformity of training
The use of standardized training aids makes the presentations more uniform.
2.B7 State and discuss the elements of the Lesson Plan.

1. Front Matter
Cover Page (Optional)
Title Page
Change Record Page
Table of Contents
Security Awareness Notice Page
Safety/Hazard Awareness Notice Page
How to Use the Lesson Plan (Optional)
Terminal Objectives Page
2. Lesson Topics
Organized in Units and Lesson Topics, which contain two parts:
a. Topic Pages – Allocation of classroom and Laboratory time, Enabling objectives, Trainee preparation materials, Instructor preparation materials, Training materials
required.
b. Discussion-Demonstration-Activity (DDA) pages – Discussion Point, Related Instructor Activity (RIA)
2.B8 State and discuss the elements of the Trainee Guide.

1. Front Matter
Trainee Name Page (Optional)
Cover (Optional)
Title Page
Change Record
Table of Contents Page(s)
Security Awareness Notice Page(s)
Safety/Hazard Awareness Notice Page(s)
How to Use your Trainee Guide Page(s)
Terminal Objectives Page(s)
Course Master Schedule (Optional)
2. Instruction Sheets - Organized by Units and Lesson Topics

a. Outline Sheet
Titled the same as the Lesson Topic in the Lesson Plan.
Introduction - has statements concerning the overall scope and content of the lesson
Topic
Enabling Objectives – Identical to those listed on the Topic Page
Topic Outline – presents outline of the major points to be covered in the Lesson Topic.
b. Assignment Sheet
Titled so as to describe the subject matter of the sheet
Introduction - has statements concerning the overall scope and content of the assignment
Enabling Objectives - Identical to those listed in the Lesson Topic (only on Outline
Sheet if used to support a Lesson Topic)
Study Assignment – List material to be studied before the presentation of the next
Lesson Topic.
Study Questions – lists questions which assess understanding of what was studied.
c. Information Sheet
Titled so as to describe the subject matter if the sheet.
Introduction – provides a general explanation of how or why an understanding of the
covered material benefits the trainee.
References – lists all publications used to develop the information section.
Information –
d. Problem Sheet
Used for paperwork troubleshooting when equipment is unavailable. Titled so as to describe the subject matter of the sheet
Problems – Provide a clear statement of the problem(s), the conditions and parameters affecting the problem(s)
Directions – Provides directions and procedures for the solution to the problem
e. Job Sheet
Titled so as to describe the subject matter of the sheet
Introduction – purpose of the Job Sheet and trainee benefits are explained.
Equipment – complete listing of all equipment required for use by the Trainee to
accomplish the job
References – All publications required to perform the Job Sheet
Safety Precautions – state safety precautions that apply to the overall job.
Job Steps – Procedures for performing operation, maintenance, troubleshooting, or repair of equipment
Self-Test Questions – Can be provided at anytime within the Job Sheet
f. Diagram Sheet
Titled so as to describe the subject matter of the sheet
Diagram – provides diagrams, schematics or charts
2.B9 State the rules for writing a Course Training Task List (CTTL) statement.

CTTL statements must:
Support the Course Mission Statement
Be Short
Begin with a performance action verb
End with an object
Be observable and measurable
2.B10 State the purpose of testing.
The primary tool for determining trainee attainment of the TO’s / EO’s, therefore, determining his relative success in the course.
2.B11 Explain the purpose of conducting a Pilot (Phase IV).
To validate the Curriculum and Materials for correctness and completeness as well as determine their effectiveness in attaining the Course Objective(s).
2.B12 List the justifiable reasons for developing, revising, or canceling a course.

Justification may come from
1. Navy Training Plans (NTPs) (OPNAVINST 1500.8)
2. Tasking by higher authority
3. Internal course reviews and local command initiatives
4. External course reviews
5. Surveillance and external feedback
6. Training appraisal
2.B13 Discuss the purpose of Phase V (Implementation).
Begins when the Curriculum Control Authority CCA has approved a course for use and the Functional Commander authorizes the course to be taught.
2.B14 Discuss the purpose of Phase VI (Evaluate).
Consists of the evaluation and revision of the training materials based on assessment of the training materials and the performance of the graduates in the fleet.
2.B15 Discuss the relationship between the following as used in the CTTL.

(1) Job
Made up of duties and tasks
(2) Duty
A major part of a job
Collection duties make up a job
Occupies a major part of the work time
Occurs often in the work cycle
Must be observable and measurable
Involves a group of closely-related tasks
(3) Task
A major part of a duty, clusters of tasks make up a duty
Is performed in a relatively short period of time
Must be observable and measurable
Each task is independent of other tasks
2.B16 State the difference between the Course Mission Statement and a Terminal Objective.
A TO relates to trainee behavior, while the Course Mission Statement is descriptive of the course – not the trainee.
2.B17 Describe the three products of a Training Course Control Document:

TCCD consists of:
1. Front Matter – Cover page, Letter of Promulgation, Foreword, Table of Contents,
Course Data, Trainee Data, Security Clearance, Obligated service, NEC earned.
2. Curriculum Outline of Instruction (COI)
3. Annexes:
a. Resource Requirements List (RRL) – All Texts, References and Equipment
b. Course Master Schedule (CMS) – CMS and Master Schedule Summary Sheet places the Units and Lesson Topics of the COI into a time schedule
2.B18 List the Volumes of NAVEDTRA 130 and their purpose.

1. Volume I (Developers Guide)
Contains step-by-step guidance for developing effective training materials. It is designed for use by the individual actually revising or developing training materials.
2. Volume II (Sample Products)
Provides samples of each of the management and curriculum documents in Volume I.
3. Volume III (Managers Guide)
Describes approval points, approval authorities and responsibilities. It is designed for the individual charged with the management of a course revision or development.
2.B19 Spell out the full term for the following abbreviations/acronyms:

(1) LP
Lesson Plan
(2) D-D-A
Discussion-Demonstration- Activity
(3) TO
Terminal Objective
(4) EO
Enabling Objective
(5) DP
Discussion Point
(6) RIA
Related Instructor Activity
(7) IMM/VI
Instructional Media Material/Visual
2.B20 Discuss where to find the procedures for handling and storing classified training materials.
On the Security Awareness Notice Page, referenced by OPNAVINST 5510.1
2.C1 State the volumes and titles in the NAVEDTRA 131 and what they contain.

1. Volume I (Developers Guide)
Contains procedural guidelines for the development of training programs. It is designed for use by the individual actually revising or developing training materials. Waivers from any of these procedures are the responsibility of the CCA for the individual course.
2. Volume I Supplement
Contains Curriculum Developer Aids (CDAs) that help the developer construct the curriculum and course documentation pages.
3. Volume II (Sample Products)
Provides samples of each of the management and curriculum documents in a format that is consistent with Volume I.
4. Volume III (Managers Guide)
Designed for the individual charged with the management of a course revision or development. It describes approval points, approval authorities, and responsibilities.
2.C2 Describe the pre-, post-, and core stages involved in developing materials following the Personnel Performance Profile (PPP) -Based curriculum development method (seven).

1. Planning
Identifies resources requirement and the sequence of events in the development process.
a. Training Project Plan (TPP)
2. Stage One
Consists of determining job tasks, supporting skills and knowledge and level of performance.
a. PPP Table List
b. New and modified PPP Tables
c. Training Path System (TPS)
3. Stage Two
Determines the skills and knowledge which must be taught and produces the course learning objectives and an instructional sequence. CCA
a. Preliminary Training Course Control Document (TCCD)
4. Stage Three
Produces the instructional materials for the instructor and the trainee.
a. Instructional materials cross section (if required)
b. Lesson Plan
c. Trainee Guide
d. Tests
e. Other support materials
5. Stage Four
Begins when the CCA has approved a course for pilot and ends with a submittal of
the pilot Course Monitoring Report. CCA
a. Course Pilot
b. Pilot Course Monitoring report
6. Stage Five
Begins after the incorporation of the results of the pilot course (red lines) into smooth
curriculum and management materials and ends with the CCA Letter of Promulgation which approves the material for use in support of Navy Training.
a. Final curriculum
b. Final TCCD
c. Letter of Promulgation
7. Evaluation
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.
a. Internal
b. External
2.C3 List the contents of a Training Project Plan (TPP).
It describes training and training support required to provide trained personnel to operate and maintain systems or perform tasks and functions.
The TPP contains:
1. Cover Page
2. Table of contents
3. Justification
4. Impact if the course development or revision is not undertaken
5. Course data page
6. Safety risks and hazardous materials exposure
7. Curriculum development method recommended
8. Milestones
9. Resource requirements
2.C4 Define a Personnel Performance Profile (PPP).
A minimum listing of knowledge and skills required to operate and maintain a system, subsystem, equipment or to perform a task or function.
2.C5 State the most critical element of curriculum development per NAVEDTRA 131, and explain its importance.
PPPs are the single-most important element of curriculum development, which requires that ALL PPPs are developed first because PPP line items are used throughout a curriculum. The better the PPP Table is written the better the courses using it can be developed.
1. PPPs are required for developing:
a. Training Path System (TPS)
b. Course and Topic Learning Objective (CLO / TLO)
c. Test items and tests
d. Lesson Plan (LP) and Trainee Guide (TG)
e. Support materials
2.C6 Discuss the products of the Training Path System (TPS) Stage 1.

The TPS is:
a. A management tool which designates the training requirements for Navy personnel involved in a particular training program.
b. A decision making process where a series of questions (Who will be trained? What will they be trained to do?, Where will the training be provided?, What other courses come before / after?) fundamental to curriculum development are answered and recorded.
1. Training Objective Statements (TOS)
Describe skills and knowledge to be learned.
2. Training Level Assignments (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.
3. Table Assignment Matrix (TAM)
Summarizes the training requirements for PPP Tables listed on the TPC by showing all TOS associated with each PPP.
4. Training Path Chart (TPC)
Graphically shows a complete training path for a category of people by listing courses in the path and PPP Tables covered by each.
2.C7 Describe the contents of the preliminary Training Course Control Documents (TCCD) Stage 2.

The TCCD is:
a. The primary management tool of higher authority to approve courses scope and outline, and both overall and specific objectives of the course, including resources and the personnel for which the course is being designed to train.
b. Your determination as to how all of the different components that make up the course – the COI – should be organized and sequenced so that learning is most effective and efficient.
1. Profile Item-to-Topic Objective Assignment Chart (OAC) – Reflects the coverage of PPP items within a curriculum.
2. Resource Requirements List (RRL) – Lists resources needed to conduct the source
3. Curriculum Outline of Instruction (COI) – Describes the overall course outline and objectives by showing the subject matter that is to be taught and the order to be presented.
a. Course Learning Objectives (CLO) – describe the overall knowledge and / or skills to be attained upon completion of the course.
b. Topic Learning Objectives (TLO) – They support the CLO and describe the topic specific skills and knowledge to be attained by the trainee during the topic.
2.C8 Describe the elements of the Lesson Plan (LP).

The Lesson Plan:
a. Provides specific definition and direction to the instructor on training objectives, equipment and support material requirements and course conduct.
b. Programs the use of all other training materials
c. Contains (LOs) that reflect the skills and knowledge to be attained upon successful completion of the course.
d. Provides an outline of instructional materials to be taught in a logical and efficient manner.
e. Provides specific equipment and support material requirements and guidance for conducting the course.
1. Front Matter
Cover Page (Optional)
Title Page
List of Effective Pages
Letter of promulgation (Optional)
Change Record Page
Table of Contents
Security Awareness Notice Page
Safety/Hazard Awareness Notice Page
How to Use the Lesson Plan (Optional)
Allocation of Instructional Time (Optional)
Course Master Schedule (Optional)
Course Learning Objectives Page
2. Parts
Organized in Units and Lesson Topics, which contain two parts:
a. Topic Pages – Allocation of classroom and Laboratory time, Topic Learning Objectives, Trainee preparation materials, Instructor preparation materials, Training materials required.
b. Discussion-Demonstration-Activity (DDA) pages – Discussion Point, Related Instructor Activity (RIA)
3. Reference Materials
(Optional, already in TCCD) List of everything required to conduct the course.
a. Resource Requirements List (RRL)
b. Profile Item-to-Topic Objective Assignment Chart (OAC)
c. Fault Applicability List (FAL) – Will be placed behind the lesson topic for which it applies.
2.C9 What are the six types of instruction sheets found in the Trainee Guide (TG)?

The Trainee Guide is:
a. The primary trainee material
b. Contains skill and knowledge objectives the trainee is to attain upon successfully completing the course.
c. Provides an outline of instructional material in a logical and efficient manner.
1. Outline Sheet
Titled the same as the Lesson Topic in the Lesson Plan.
Introduction - has statements concerning the overall scope and content of the lesson Topic
Topic Learning Objectives – (Optional) Identical to those listed on the Topic Page.
Topic Outline – presents outline of the major points to be covered in the Lesson Topic.
2. Assignment Sheet
Titled so as to describe the subject matter of the sheet
Introduction - has statements concerning the overall scope and content of the assignment
Topic Learning Objectives - Identical to those listed in the TCCD (only on Outline Sheet if used to support a Lesson Topic)
Study Assignment – List material to be studied before, after or as part of the Topic.
Study Questions – lists questions which assess understanding of what was studied.
3. Information Sheet
Titled so as to describe the subject matter if the sheet.
Introduction – provides a general explanation of how or why an understanding of the covered material benefits the trainee.
References – lists all publications used to develop the information section.
Information – (information on new concepts, background information, clarifying info)
4. Problem Sheet
Used for paperwork troubleshooting when equipment is unavailable. Titled so as to describe the subject matter of the sheet
Problems – Provide a clear statement of the problem(s), the conditions and parameters affecting the problem(s)
Directions – Provides directions and procedures for the solution to the problem
5. Job Sheet
Titled so as to describe the subject matter of the sheet
Introduction – purpose of the Job Sheet and trainee benefits are explained.
Equipment – complete listing of all equipment required for use by the Trainee to accomplish the job
References – All publications required to perform the Job Sheet
Safety Precautions – state safety precautions that apply to the overall job.
Job Steps – Procedures for performing operation, maintenance, troubleshooting, or repair of equipment
Self-Test Questions – Can be provided at anytime within the Job Sheet
6. Diagram Sheet
Titled so as to describe the subject matter of the sheet
Diagram – provides diagrams, schematics or charts
2.C10 Describe the Training Objective Statement (TOS) codes for both knowledge and skill.
TOS codes are used to relate selected PPP line items to designated training objective statements using a TLA form. They define training requirements.
1. Knowledge -
a. F = Familiarization
b. T = Theory
2. Skill
a. TØ (S) = Skill (Background)
b. TØ (J) = Skill (Task / Function)
c. O = Operation
d. P = Preventive Maintenance
e. C = Corrective Maintenance
f. M = Maintenance
3. Numbers for both Knowledge and Skill –
0, 1, 2, 3, 4
2.C11 Define the three "Task Sets."

1. Coordinate Task Set
Those who coordinate the work of others and has overall authority and responsibility (CO, XO, system manager)
2. Direct Task Set
Those who direct the work of others (department head, division officer, LPO)
3. Perform task Set
Those who perform the hands-on work associated with operation and / or
maintenance (technician / operator)
2.C12 Discuss the types of courses listed in a Training Path Chart (TPC).
The TPC can be used to readily see where your course fits in relation to all other courses in the pipeline and show the courses according to whether they provide basic, entry level training, advanced training, etc.
1. Background Training
Prerequisites training that provides basic technical knowledge and skills required to prepare for further specialized training or a first assignment.
2. Replacement Training
Prepares new personnel for their assignment. Formal school training with the minimum required operational and maintenance qualifications
3. Conversion training
Given to previously trained and experienced personnel to enable them to operate and maintain a new/modified system/subsystem/equipment.
4. Advanced training
Training which follows replacement / Conversion Training.
5. Onboard Training
Provided aboard ship.
2.C13 When should job sheet development begin?
As soon as possible, after the TOS and TLAs are done.
2.C14 Explain how Course Learning Objectives (CLOs) are developed.
By selecting the appropriate, already prepared CLO model statement
a. These “Model Statements” correspond to the TOS you chose while developing your TPS.
2.C15 How are part numbers determined?
They are derived from the PPP Table number (Ex. S0936, S0936/1).
2.C16 What are the eight ways to sequence a course?

1. Job Performance Order
The order in which skills of the job are performed.
2. Chronological Order
Part → Part, Section → Section and Topic → Topic according to the order in
which the events covered occur in time.
3. Critical Sequence
Ordered in terms of their relative importance
4. Simple to Complex
In terms of increasing difficulty
5. Comparative Sequence
Teach what is already familiar before teaching the unfamiliar.
6. Relationship of Like COI elements
Parts: Parts→ Sections: Sections→ Topics: Topics → TLOs: TLOs.
7. Principle of reverse sequencing
You may want to reverse one or more of these sequencing
techniques.
8. Combination approach
Use a mixture of the methods described to sequence elements of the COI in a logical teaching order.
2.C17 What is contained in a Resource Requirements List (RRL)?
1. Texts
2. References
3. Equipment
4. Films
5. Graphics
6. Support materials / other
2.C18 What is contained in the final Training Course Control Document (TCCD)?
1. Front Matter
2. Curriculum Outline of Instruction (COI)
3. Annexes
2.C19 What annexes are included in the final Training Course Control Document (TCCD)?
1. Resource Requirements List
2. Course Master Schedule
3. Fault Applicability List
4. Profile Item-to-Topic Objective Assignment Chart
3.A1 List the responsibility of each of the following members of the training organizational structure: Chief of Naval Operations (CNO); Naval Manpower, Personnel, Training and Education (MPT&E); Naval Education and Training Command (NETC); Naval Personnel Development Center (NPDC); Learning Centers; Course Curriculum Model Manager (CCMM); and the Participating Activity.

Chief of Naval Operations (CNO)
Provides policy for implementing and supporting the Department of the Navy strategic goals regarding human resources, education and training. Specifically, CNO will 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.
Navy Education and Training Command (NETC)
To serve as the primary resource sponsor for all individual training and education for military personnel; to serve as the focal point and advocate for education and training requirements, programs and issues on the OPNAV staff and with other services, DoD, federal agencies, international groups and Congress; and to serve as the Human Performance Systems Model (HPSM) advocate in both training and education issues and the acquisition process.
Learning Centers

1) In the functional area of student support:
coordinate and execute NMT per NPDCINST 1500.1, with the exception of LC/LSs in Great Lakes.
2) In the functional area of fiscal, business management, and facilities support accomplish the following:
a) Determine and allocate resources necessary to support LSs.
b) Provide technical contractual oversight and authority for training equipment and electrical classrooms.
3) In the functional area of fleet training liaison, accomplish the following:
a) Provide centrally procured training materials.
b) Review and approve training schedules.
c) Ensure Catalog of Navy Training Courses (CANTRAC) data accuracy.
4) In the functional area of administrative and organizational support:
liaison with TSC/TSD to execute Navy programs for remote staff personnel.
Course Curriculum Model Manager (C2M2)
•Responsible for developing, revising, and maintaining a course.
•Apply prescribed curriculum, instruction, and evaluation procedures to ensure quality training.
•Develop new curriculum and perform training material modifications to existing curriculum.
• Ensure CNET /CCA and participating activities are informed of developments that may impact projected goals and milestones.
• Print and distribute a master copy of all training materials
•Conduct course surveillance.
• Initiate changes to the Navy Integrated Training and Resources and Administration System (NITRAS).
Learning Sites
1) In the functional area of fiscal, business management, and facilities support, maintain training equipment.
2) In the functional area of student support accomplish the following:
a) Provide student academic, performance, and muster information to TSC/TSD per NETCINST 1510.1.
b) Partner with TSC/TSD to execute non-academic Navy programs.
c) Provide student indoctrination to include but not limited to: base, training facilities (hours of operations, point of contact, etc.), local area information, off limits establishments, and liberty policy.
3) In the functional area of training liaison, scheduling, and equipment support, inform TSC/TSD of changes that impact classroom availability, facility, or area support requirements.
4) In the functional area of administrative and organizational support, the individual military member’s CO is the reporting senior for all Fitness Reports/ Evaluations. The reporting senior shall solicit and consider inputs from local CO/OICs who may have had the opportunity to more closely observe the sailor’s daily performance.
3.A2 Describe the "A", "C", and "F" type courses of instruction.

1. “A”
Provides basic knowledge and skills required to prepare for rating entry level performance.

(Ex. A School, Master of Arms training). An NEC will not normally be awarded.
2. “C”
Provides advanced specialized skill/knowledge/aptitude qualification required to fill a particular billet. Course completion awards an NEC.
3. “F”
Provides individual functional skill or rating-specific training as required by Fleet or Type Commander. (Ex. Fire Fighting, Torpedo banding, BAAR, SSASW,). No NEC awarded.
3.A3 Describe the instructor certification process in your training command.
_
3.A4 Discuss “attrition” and contrast its meaning in both operations and training.

1. Academic
When a student is unable to achieve the learning objectives because of an academic problem, such as lack of classroom or laboratory ability. Decisions to academically drop an “A” or “C” school student will as a result of an ARB action. All decisions for other courses will be determined by supervisory personnel above the level of the immediate instructor.
2. Non-academic
Based on administrative decisions that are not a result of academic performance (Ex. Administrative, disciplinary, motivational, medical, death, physical, fraudulent enlistment and convenience of government). ARB is not required.
3.A5 Discuss the Academic Review Board (ARB) process
1. Students course average falls below the minimum passing grade.
2. Student is unable to achieve the objectives after counseling, remediation, retesting and an initial academic setback.
3. Students performance is below the expected academic progress.
4. Student fails to achieve the objectives after an academic setback on those same objectives.
3.A6 Discuss test failure policies and associated grading criteria within your learning environment.
SAT/UNSAT grading systems are used when the performance is either accomplished or not accomplished with any varying degrees of performance. When this type of system is used, the course manager is required to develop grading criteria for the course; i.e. what constitutes SAT/UNSAT. AIC/ASTAC Prep courses following the school house policies:
Oral retest, followed by retesting. If retest is required, student must make minimum passing grade for the course. If student fails retest, ARB is conducted.
3.A7 Who determines what curriculum development model will be used for curriculum modifications within your learning environment?
It is the responsibility of the training managers to develop and implement a modification process that ensures the timely promulgation of all authorized modifications. This includes interim changes, changes, and technical changes.
3.A8 Who is responsible for maintaining a course audit trail / a master record?
Maintaining the course audit trail is the responsibility of the C2M2. The contents of an audit trail will be maintained for the life of the course.

CISO is responsible for maintaining the master record. C2M2 is responsible for providing input to the CISO to ensure currency of the information.
3.A9 Describe the evaluation of instructors in laboratory / classroom / facilitated environments.
The instructor evaluation program begins after the instructor has been certified and focuses on three types of evaluations, monthly, quarterly, and unscheduled. Monthly and quarterly evaluations will be conducted by course supervisors or MTS qualified instructors. Unscheduled evaluations are aimed at continuous improvement in the quality of the instructor both technically and in instructional technique and may be conducted by command personnel.

There are two standard evaluation forms; Classroom Instructor Evaluation and Laboratory Instructor Evaluation. Team Trainer Evaluation and Facilitator Forms may be developed locally and are based on the unique training.
3.A10 Discuss the student critique program within your learning environment.
The purpose of the student critique program is to provide feedback to the training and course managers on areas such as training and curriculum effectiveness, instructor performance, safety, and quality of life issues. Components of the program include: instructor critiques, course critiques, and quality of life critiques. Feedback should be collect from each student who completes the training, and encouraged by those who drop or attrite. Students should be made to feel that their feedback is important. Feedback is an option, not a requirement.
3.A11 Discuss the importance of Formal Course Reviews (FCRs) and audit trails.
_
3.B1 Discuss Kirkpatrick’s four levels of evaluation.

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 (increase/change in skills, knowledge, or attitude)
Level IIi
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.
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 (Benefits – Cost/Cost x 100%).
3.B2 Discuss the elements of a testing program within your learning environment.
_
3.B3 Discuss the purpose of the Learning Content Management System (LCMS).
Def: A learning content development environment in which the IMI team can create, store, reuse, manage and deliver training from a central object repository.
Learning Content Management System (LCMS)-
–Provides for creation, storage, reuse, management, and delivery of learning content.

–Provides a template-driven environment
3.B4 Discuss the purpose of the Learning Management System (LMS).
Def: a software program developed to manage student/teacher administration functions. An LMS is a sophisticated program that assists administrators in performing the functions of tracking of student registration, scheduling, gathering, and processing student performance data. It may control the entire instructional system, including the traditional classroom and provides students an integrated view of their entire active courseware, assignments, and progression in a syllabus that spans multiple courses. The purpose of an LMS is to manage and deliver content.
Learning Management System (LMS)-
–Contains the ILE master catalog for accessing informal education and training content.
–Primarily manages learner lesson plans and training day to day progress
–Allows management of learning events
–Access via NKO
3.B5 Discuss the Course Supervisor, Student Control, and Facilitator roles associated with the Learning Management System (LMS).

Course Supervisor Overview
Course Supervisors will help Facilitators and learners make progress through courses by trouble-shooting technical issues. These issues will generally stem from content or system errors that prohibit the learner from completing their online course.

- Course Supervisors also help to maintain the curriculum components identified for the school’s structure. They also ensure that classrooms (events) are established as needed to maximize the flow of learners through their online courses. Summarized, they do the following tasks:
• Add catalog entries for additional labs/performance tests when needs for such are identified.
• Add/Delete/Replace labs or performance tests associated with the learning plan as changes occur.
• Modify Course Identification Number’s (CIN’s) Curriculum, as changes occur, to ensure that proper completion progress is possible by learners.
• Delete enrollments from learners’ accounts when technical issues arise. The content may need to be refreshed to ensure proper functionality.
Student Control Overview
- Student Control will be the first person to interact with the learner. Student Control personnel perform the following tasks in the LMS:
• 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 Overview
- Self-paced facilitators/instructors help learners make progress through courses by ensuring they are located in the Learning Management System (LMS) where they need to be. Student Control will begin this process and have them entered and on a waiting list, with an indicator of the school they are going to and “waiting” for.
- Facilitators will then move their electronic waitlist enrollment to a classroom roster and manage them from there. Summarized, they do the following tasks:
• Find and move learner from waitlist to roster.
• Assign the job (content) for learner’s rate.
• Assign a seat if tracking seats.
• Create transcripts for any labs/tests that are not Computer-Based Training (CBT).
• Create transcripts for CBT if special circumstances require it.
• Adjust maximum passing score if learner failed module and re-took for passing score.
• Check the LMS for invalid learner accounts.
• Verify all content, labs, and tests required for the school’s Course Identification Number (CIN) are completed, and there are transcripts in the system for them. If not, create the necessary ones and/or have the learner take any missing CBT modules.
• Remove the seat assignment and job from learner.
• Drop learner from a roster and create a roster transcript that indicates the number of days they were on the roster going through training.

Since learners will no longer graduate in a single class, but will go through the system in a continuous cycle, Facilitators will be in each of these processes for learners at all times. The LMS will help to accomplish these tasks in an effective manner and also allow for reporting capabilities that will help keep track of training.
3.C1 What type of courses are considered "high-risk"?

High-Risk Training
Basic or advanced individual or collective training (traditional, non-traditional, or unit level) that exposes students and instructors to the risk of death or permanent disability as defined in OPNAVINST 3500.39B
3.C2 What section of the instruction lists courses that have been designated as "high-risk"?
Enclosure (1)
3.C3 What is a "DOR" and the procedures for conducting one?
Drop On request (DOR) is an administrative procedure available to students in voluntary training programs. When a student desires to DOR, that student shall be removed from training expeditiously
Procedure:
After removal from voluntary training the student shall:
1. Submit a written request detailing the reasons for DOR. It should clearly indicate that the student wants to DOR (a Special request chit may be used).
2. Submit the request directly to the Training or Division Officer and it shall become part of the
students’ training record.
3. Be interviewed by the Training or Division Officer.
a. The real motivation for the request.
b. Is it the result of some training factor which might lead others to DOR?
c. Does student desire to reenter the program?
d. If retention is warranted, are there actions which might cause student not to DOR?
4. If after the interview, the student still desires to DOR then the interviewer shall refer them to the reviewing Officer, for further interviews or administrative action.
3.C4 What is a Training Time Out "TTO" and the procedures for conducting one?
Training Time Out (TTO) is 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 then continue training.
TTO Procedures:
1. Brief all students on TTO policy and procedures prior to each Laboratory.
2. After TTO is called (verbal or non-verbal), direct all training to cease or training with unaffected students to continue, based on the situation.
3. Provide an explanation and instruction shall be provided as needed to allow safe resumption of training.
4. If a student refuses to participate in training after instructed or after an unsafe condition has been corrected, or uses TTO excessively to disrupt training, that student shall be removed from training and referred for further counseling or administrative processing.
3.C5 What is the purpose of the Emergency Action Plan (EAP) and how often must it be reviewed for accuracy of information? How often is it to be fully exercised?
It is a contingency plan to be implemented in case of a mishap. It shall be posted in every classroom and laboratory. It shall cover initial emergency actions for instructors and students to follow in the event of a medical emergency, fire, earthquake, etc. They shall include at a minimum:
1. Locations and telephone numbers of medical, fire department and police / security.
2. Identifications and locations of emergency devices such as first aid kits, fire extinguishers, emergency oxygen, electrical isolation devices and water cutoff valves.
3. Notification lists of personnel (Point of Contact) and the chain of command (Dept / Division).
4. Sources of secondary (non-landline) emergency communications. (high-risk & remote training).
5. Muster sites and evacuation routes for non-affected students and instructors.
6. Entry routes for emergency service vehicles / personnel.
- They shall be reviewed monthly for accuracy of information.
- Supervisors and instructors shall walk through high / moderate risk training PMP quarterly for validation.
- High / moderate risk training PMP shall be exercised fully at least annually.
3.C6 How often are safety stand-downs required?
At least annually on High / moderate risk courses or after a mishap, near miss or major course revision / equipment modifications.
3.D1 Describe the four (4) Quadrants of the Human Performance System Model (HPSM)? (Continuous Improvement/SME/Planning)
Quadrant I. Define Requirements: Establish Performance Standards & Requirements
Quadrant II. Define Solutions: Design Human Performance Solutions
Quadrant III. Develop Components: Develop, Build & Integrate Tools
Quadrant IV. Execute & Measure: Implement & Test Intervention; Evaluate “Product of the Plan”
3.D2 In Quadrant I of the HPSM who must validate all individual unit and group job/task requirements?
ILE Content Manager
3.D3 Describe the Navy's new Learning Model that integrates technology and human performance requirements into a complete package.

Overview
The following sections briefly describe the vision, mission, and goals of the Navy Integrated Learning Environment (ILE) and the role that the Navy Content Object Model (NCOM) has within the Navy ILE. Additionally, the concepts of interoperability, and Reuse, Repurpose, and Reference (R3) are introduced. Finally, the relationship between Navy-SCORM and the Advance Distributed Learning (ADL) Shareable Content Object Reference Model (SCORM 2004) is discussed.
Purpose Statement:
This document serves as the first step in understanding Navy-SCORM (NCOM) for the development of Navy Integrated Learning Environment (ILE) content. The initial rules and guidelines listed in this document represent a starting point in the process of the NCOM development. The document will be used to develop Navy ILE content that adheres to both the Navy ILE vision and mission and NCOM.
3.D4 Who performs most of the functions in Quadrant II and coordinates the activities of Quadrant III in the Human Performance System Model (HPSM)?
Government Content Sponsor Program Manager
3.D5 Discuss the fundamentals of the Science of Learning.

Important tenets of the science of learning:
–Tailored instruction is more effective than group-paced instruction
–Building confidence in learners is an important outcome of training
–Building learner self-awareness aids the learning process
–Optimal instructional design requires a comprehensive Training Needs Analysis
–Measurement & feedback are paramount to sustaining effective learning
–Learning is a continual process
–Blended human performance solutions result in the greatest improvements
3.D6 Describe the four major methods of learning in the Navy Learning Model.

1. Reference-Based Learning.
This component describes situations where the learner gains access to information and knowledge as needed. It is characterized by a one-way interaction between the learner and the knowledge. It is often just reading, and may or may not be mediated by technology.
2. Computer-Mediated Learning
In this category, the learner interacts with a computer, system, or other technology in order to learn. The system reacts to the learner by providing hints or cues, branching to new material, tailoring instruction, and/or providing feedback
3. Collaborative Learning
Learning in this category occurs when learners teach and guide one another. This type of training may or may not include a formal instructor or expert and often involves a scenario or exercise.
4. Instructor-Led Learning
In this category, the learner interacts face-to-face with an instructor and other learners. This type of learning describes traditional, classroom-based learning, as well as other techniques such as laboratories and role-playing.
3.D7 Define the following terms commonly used by Human Performance Professionals.

Human performance
is the aggregate influence of all factors that result in a person achieving a desired level of job/task performance. Many top-flight organizations recognize that optimal organizational performance can be realized only by focusing on people as the most important ingredient in achieving their goals. Virtually every organization we visited (or researched) has begun to recognize that organizational performance and, ultimately, the bottom line are functions of what employees know and how well they apply that knowledge in their jobs.
To aid in this new way of thinking, many organizations are turning to the field of human performance in the workplace. Personnel psychologists and others who study performance in the workplace have sought to understand how to optimize task performance and organizational functioning. The fundamental concept upon which this science is based is

competencies:
A person's competencies can be defined as the knowledge, skills, and abilities (KSAs) that he or she brings to the job
Knowledge
Knowledge in this case is defined as the underlying rules, facts, relationships, procedures, and vocabulary that support effective performance
Skills
are defined as the person's capability to execute an appropriate sequence of behaviors—essentially, the ability to actually perform the task
Abilities
typically refer to the person's propensities, that is, his or her innate preferences, talents, strengths, attributes, and aptitudes.
More modern conceptions of competencies also add job-related Attitudes as an important characteristic of the performer.
In addition, some 24 conceptions of competencies also include Tools as an important ingredient. In this context, tools can be thought of as all of the external aids that help the person to perform his or her job.
3.D8 Discuss the Human Performance Improvement Process
The Human Performance Improvement (HPI) process model is the Human Performance Center's recommended approach to applying the practice of human performance technology. It is a results-based, systematic approach to identifying, assessing, and resolving performance issues within the framework of the organization as a system.
3.D9 Explain the roles and responsibilities of the Contracting Officer (CO); Contracting Officer's Representative (COR); Technical Points of Contact (TPOC); ILE Content Sponsor; ILE Project Manger and the ILE Content Developer.

Contracting Officer or Contracting Officer Representative
has the authority to enter, administer, and/or terminate contracts, and make related determinations and findings. The 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. TPOC are not Contracting Officers and 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). Neither do they have authority to direct the accomplishment of work beyond the scope of the contract (or delivery/task order).
ILE Content Sponsor (previously Curriculum Control Authority)
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 Manager
is that 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 Development Activity (CDA)
is responsible for developing, and sometimes for maintaining, specified ILE content. This activity may perform the following:
–Prepare and submit TPPs and other training support documents as specified in the contract, or as assigned by the ILE Project Manager.
–Develop or revise ILE content and training materials for the designated course curriculum.
–Distribute all cognizant ILE content.
–Work with Material Support Agency representatives or contractor personnel, when assigned, to produce training materials.
–Liaison with the Navy Integrated Training Resources and Administration System (NITRAS) Coordinator.
–Ensure developed and modified instructional materials address mission needs.
–Liaison with all training activities that will be teaching courses under development/revision to ensure site considerations are addressed in TPPs and other course documents.
–Ensure that ILE content is aligned with NLOS, and that NLOS are aligned with JTA data.
–Report progress on ILE content development and revision to the ILE Project Manager.
3.E1 Define “Knowledge Management”.
KM is defined as the integration of people and processes, enabled by technology that facilitates the exchange of operationally relevant information and expertise to increase organizational performance. The DON considers KM a key aspect of command mission that enables knowledge sharing and collaborative decision-making.
3.E2 Explain tacit and explicit knowledge.

Tacit Knowledge
–Knowledge in people’s heads
–Knowledge gain by experience
–Flows slowly through the organization
Explicit Knowledge
–Documented knowledge easily shared or transferred to others
–Flows quickly through the organization
–Examples: written procedures; after action reports
3.E3 Define a Community of Practice? Define a Community of Interest?

Communities of Practice (CoP)
are designated networks of people that share information and knowledge. The members share, collaborate and learn from one another. They are held together by a defined goal or goals, and a desire to share experiences, insights, and best practices within a topic or discipline using shared norms and processes. They are accountable for capturing best practices and stewarding a body of knowledge on behalf of the organization. They will be formally launched and heave a charter and defined business outcomes. They may be customized to accommodate their needs and circumstances.
Communities of Interest (CoI)
For definition purposes only CoI are communities of people who, share a common interest or passion, such as Navy Enlisted Ratings, or the various Officer Designations. These people exchange ideas and thoughts about the given passion, but may know little about each other outside of this area. Participation in a Community of Interest can be compelling, entertaining and create a 'sticky' community where people return frequently and remain for extended periods. Communities of interest have no other designed goal than to share pertinent information and knowledge. Occupational knowledge, advancement exam criteria, current events in a community, or Navy wide news are some examples. Metrics are desirable but not required from a Community of Interest, and may be personalized by each individual CoI.
3.E4 Describe the benefits of a Community of Practice.
Communities of Practice (CoP) provide the best means for enabling organizations to share knowledge enterprise-wide. Organizations are strengthened through an improved network contacts and better results. Individuals benefit through peer-group recognition and continuous learning. CoPs are like most KM efforts that in inextricably linked to the perspectives and personalities of the members, and knowledge creators and user.
3.E5 Describe two ways to capture/share corporate knowledge?
• Ad-hoc sessions
• Roadmap to generating new knowledge (problem solving and brainstorming)
• Learning history
• Interviews
• Action learning
• Learn from others
• Guest speakers
• Relationship building
• Systems Thinking
3.E6 Explain the relationship between Knowledge Management and Information Technology? (Continuous Improvement)

Information Technology
– Is a tool
– Gives us the potential to use, store, and share knowledge
Explicit Knowledge
–Helps us succeed
–Helps us do our jobs better, faster, smarter
–Resides in people’s head
Knowledge Management
–Takes knowledge from individuals and puts it where it can be used, shared, and built upon by everyone
3.E7 Define the following terms commonly used by Knowledge Management Professionals:

–Knowledge sharing
is an activity through which knowledge (i.e. information, skills, or expertise) is exchanged among people, friends, or members of a family, a community (e.g. Wikipedia) or an organization. The sharing of knowledge constitutes a major challenge in the field of knowledge management because some employees tend to resist sharing their knowledge with the rest of the organization.
– Knowledge transfer
in the fields of organizational development and organizational learning is the practical problem of transferring knowledge from one part of the organization to another (or all other) parts of the organization. Like Knowledge Management, Knowledge transfer seeks to organize, create, capture or distribute knowledge and ensure its availability for future users. It is considered to be more than just a communication problem. If it were merely that, then a memorandum, an e-mail or a meeting would accomplish the knowledge transfer. Knowledge transfer is more complex because (1) knowledge resides in organizational members, tools, tasks, and their subnetworks and (2) much knowledge in organizations is tacit or hard to articulate.
– Business rules or business rule sets
describe the operations, definitions and constraints that apply to an organization in achieving its goals. For example a business rule might state that no credit check is to be performed on return customers. Others could define a tenant in terms of solvency or list preferred suppliers and supply schedules. These rules are then used to help the organization to better achieve goals, communicate among principals and agents, communicate between the organization and interested third parties, demonstrate fulfillment of legal obligations, operate more efficiently, automate operations, perform analysis on current practices, etc.
– Best Practice
asserts that there is a technique, method, process, activity, incentive or reward that is more effective at delivering a particular outcome than any other technique, method, process, etc. The idea is that with proper processes, checks, and testing, a desired outcome can be delivered with fewer problems and unforeseen complications. Best practices can also be defined as the most efficient (least amount of effort) and effective (best results) way of accomplishing a task, based on repeatable procedures that have proven themselves over time for large numbers of people.
– A metric
is a standard unit of measure, such as mile or second, or more generally, part of a system of parameters, or systems of measurement, or a set of ways of quantitatively and periodically measuring, assessing, controlling or selecting a person, process, event, or institution, along with the procedures to carry out measurements and the procedures for the interpretation of the assessment in the light of previous or comparable assessments.
3.F1 One of NETPDTC’s functions in Personnel Qualification Standards (PQS) is to publish an annual list of what type of information?
A master listing of PQS and PQS Model Managers.
3.F2 What is the function of PQS?
To ensure that personnel have the required competency before performing specific duties.
3.F3 In formal training courses where PQS lines may be signed, what procedure is followed to inform a receiving command which line items have been completed and signed?
By entering this information in the graduates Service Record (NAVPERS 1070/613)
3.G1 What are the rules for handling classified student notes?
They shall be collected from the students prior to graduation and not forwarded to the receiving command. This policy prevents loss / compromise and administrative problems.
3.G2 What are the procedures for the disposition of school notes that are not reusable?
They will be destroyed.
3.G3 Are there any exceptions to the "no forwarding" policy?
Yes, on a case by case basis, notes may be forwarded to the receiving command (not the individual).