Home

PERSONNEL PERFORMANCE PROFILE BASED CURRICULUM

Contents

1. TRAINEE NAME PAGE Optional FIGURE 7 1 TRAINEE GUIDE ORGANIZATION 7 2 2 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 3 0 REGARDING FORMAT m tis not necessary that all Navy curricula look exactly alike right down to the most minute detail m What is required is that a particular document must generally look like others of its type m What is not necessary and in fact is counter productive is worrying that every document looks exactly like every other of its type e g gt Certain words are always capitalized or underlined or placed in parentheses or all lower or all upper case or end with the same punctuation v Top bottom and right left margins are precisely the same to one tenth inch repetitious data within the document is always placed identically to the nearest one tenth inch font style that is always identical and pages that mirror similar pages 3 1 The rule of common sense must apply m If the document is trainee friendly and basically looks to be the same as others of its type it should be acceptable 3 2 CCA will provide guidance m The Curriculum Control Authority CCA will determine the degree of format flexibility allowed NOTE In most cases detailed format specifications have been omitted from this Chapter This guidance may be found by going to the appropriate sample course
2. A A One System PPP Table Subsystem AN SQQ 89 V 3 SURFACE ANTISUBMASRINE WARFARE COMBAT SYSTEM Three Subsystem PPP Tables Equipment AN SQR 19 V AN SQS 53C AN SQC 28 V MK116 MOD6 UFCS Four Equipment PPP Tables Ssideouoo eseui JO uomqeuisn ue JO z e pue e seunDIi4 0 JAJOY JNO 39Vv1S VIEL V4LGSAVN S3 lldOgHd 39ONVINHOdH3d I3NNOSH3d 9 c E IN31SAS SHL SV A 68 DOS NV AHL 2 3Hn5l3 AN SQQ 89 V 3 One System PPP Table Subsystem AN SQR 19 V AN SQS 53C AN SQC 28 V MK116 MOD6 Four Subsystem PPP Tables Equipment Forty nine Equipment PPP Tables JNO 39Vv1S S3 lldOgHd 39ONVINHOdH3d I3NNOSH3d VIEL VHLGSAVN NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE FIGURE 3 1 shows the weapons platform TICONDEROGA as being the System m One of this ship s Subsystems is the AN SQQ 89 V 3 ASW COMBAT SYSTEM m AN SQQ 89 V 3 related Equipments are the AN SQR 19 V AN SQS 53C AN SQC 28 V and MK 116 MOD 6 UFCS FIGURE 3 2 shows the AN SQQ 89 V 3 ASW COMBAT SYSTEM as being the System m AN SQQ 89 V 3 related Subsystems are now the AN SQR 19
3. Transparencies are the most frequently used VI aid in support of instruction Discussed here are basic transparencies containing text and graphics can be developed on most desktop computers and produced on office reproduction equipment A threshold is 9 5 3 INSTRUCTIONAL MEDIA MATERIAL NAVEDTRA 131A STAGE THREE reached when the services of graphics arts is required engine cutaway drawings hydraulic flow diagrams etc Take the time to have your ideas expressed in a professional looking product by your VI support personnel Assist and supplement instruction by providing a visual presentation to the trainees Supplement do not replace the spoken word Present one central idea with maximum clarity and simplicity m ADVANTAGES Easy to prepare If you have a copy machine you can make transparencies Easy to revise and resequence Require few environmental adjustments Require only an overhead projector DISADVANTAGES Very few In large quantities may be difficult to use and store COST CONSIDERATIONS Simple text and graphics transparencies are an inexpensive medium Development and implementation costs are relatively low because of the minimal expense of the materials utilized Maintenance and duplication are relatively inexpensive 9 5 4 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL 5 4 STAGE THREE m DEVELOPMENT PROCEDURES OPNAVINST 5290 14 encl 1 par
4. 7 3 1 NAVEDTRA 131A TRAINEE GUIDE 4 1 STAGE THREE SECTION 4 0 DEVELOP FRONT MATTER Front Matter elements are m Trainee Name Page Optional m Cover Optional m Title Page m List of Effective Pages m Change Record m Security Awareness Notice m Safety Hazard Awareness Notice m Table of Contents m How To Use Your Trainee Guide m Course Learning Objectives m Course Schedule Optional USE OF SAMPLE TRAINEE GUIDE Located in Volume ll at Tab A 6 the sample TG provides for the eyeball approach to TG formatting where you place data on the page so that it appears to be located in the same place as in the sample TG 7 4 1 TRAINEE GUIDE NAVEDTRA 131A STAGE THREE 4 2 4 3 4 4 4 5 Trainee Name Page Is optional at the CCMM s or the CCA s direction Is used to track copies or to hold a trainee accountable for the volume If required the Trainee Name Page provides space to record gt Between 5 and 10 trainee names gt Class number Each volume may have a Trainee Name Page or only those volumes which must be controlled may have the Name Page Cover Is optional at the CCMM s or the CCA s direction An identification seal which is optional may also be added Is printed on heavy paper stock or equivalent material Title Page This provides for easy identification of the course and includes information regarding revisions and changes Month and year that the Lesson Plan is prepar
5. Such factors as these influence the similarity of training provided skills to job required skills m The goal of training is the competent performance of job skills in the work place to the job standard 5 6 5 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO This ends the CLO discussion CLO Model Statements start on the next page 5 6 6 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 7 0 COORDINATE CLO MODEL STATEMENTS 7 1 S BACKGROUND SKILL CLO S B G Skill Perform the prerequisite Background skills necessary to successfully complete follow on training in the COORDINATING the operation or maintenance of System Subsystem Equipment performance of task or function receipt of further background training 7 2 J TASK FUNCTION SKILL CLO J T F Skill Coordinate direction performance of all task or function skills 7 3 OPERATION MAINTENANCE CLO O1 Skill Coordinate all Operational and Maintenance Procedures on the 7 4 T0 BACKGROUND KNOWLEDGE CLO T0 B G Knowledge Demonstrate an understanding of the knowledge required to perform the prerequisite Background skills necessary to successfully complete follow on training in COORDINATING the operation or maintenance of System Subsystem Equipment performance of task or function receipt of further background training 7 5 T4 TASK FUNCTION KNOWLEDGE CLO T4 T F Kno
6. The level of assistance permitted m Information on how the grade will be determined including a list of the critical steps which may result in mandatory failure of the test m A list of tools test equipment and training material m Allocated time limit and importance of time to test grade m Relationship of the test to the performance objective 8 7 1 TEST INFORMATION NAVEDTRA 131A STAGE THREE INSTRUCTIONS TO THE TRAINEE A Present the following to the trainee 1 This is a performance test for the The test will consist of tasks and you will have amount of time to complete the test Prior to the beginning of each task you will be given an explanation of the task what to do and the time limit for each All test equipment tools and materials are available to you You must determine what is needed for each task You may be required to leave the area after each task if additional preparation is required for the next task You will be evaluated on your performance and your practice of safety precautions The administrator will intervene to prevent or correct a violation of any safety precaution You will not be assisted with your performance The administrator may intervene after a task begins in order to correct a critical procedural error The requirements may be restated or explained at your request Do your best If you cannot perform the task inform the administrator You will be observed closely Try not to let
7. generally specific technical documentation not repeated This Figure also shows how a PPP statement can be derived from a comprehensive task analysis The following examples will be used to explain the rules for writing quality PPPs covered on the preceding pages See the following page for this explanation 3 3 5 PERSONNEL PERFORMANCE PROFILES STAGE ONE A Maintain the CUCV Type A Utility NAVEDTRA 131A COMPREHENSIVE TASK ANALYSIS From Chilton s Truck and Van Repair Manual 24 36 000 mile intervals A1 A2 A3 A4 A5 A6 A7 A8 Replace wiper blades Change fuel filter Replace spark plug wires Adjust replace spark plugs Change oil Change oil filter Check brake fluid level Change coolant r DUTY TASKS A9 2 SKILL 22 Perform Preventiva maintenance p the CUCV Type A Utility DUTY a 24 000 mile intervals b 36 000 mile intervals Does not repeat technical documentation that can be found in Chilton s Manual Replace adjust belts PPP TABLE General Encompasses ALL preventive maintenance TASKS The results of a comprehensive Task Analysis Specific to a particular equipment Minimize List FIGURE 3 4 MINIMIZING COMPREHENSIVE DATA PPPs are developed from a comprehensive task analysis m Shown first is a list of tasks resulting from a comprehensive task analysis extracted from Chilton s for performing 24 36 000 m
8. m Combinations process and product may also be prevalent in the task function environment A Construction Mechanic overhauls an engine the engine is the product but it is critical that an exacting process be followed in overhauling the engine 8 A 3 1 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE SECTION 4 0 SIMULATED OR ACTUAL EQUIPMENT PERFORMANCE m Performance Test Design also requires the developer to determine whether the trainee will demonstrate performance on the actual equipment or simulate equipment performance 4 1 Use the actual equipment when m The objective requires product evaluation simulation cannot be used because simulated performance does not generate the same product as does real world performance 4 2 Simulation may be required when m The performance objective behavior condition or standard required for on the job performance cannot be performed in the training environment m Testing constraints such as the following make it impossible to test the task as it is performed on the job gt Lack of equipment gt Insufficient instructor personnel gt Insufficient time for testing gt Risk to safety of personnel gt Risk of damage to equipment 4 3 Simulation may be desirable because m Simulation offers distinct advantages over actual equipment usage in the training environment such as gt Simulation may make it possible to save time equipment wear and tear or personnel usage 8 A 4 1 NAV
9. 3 4 3 5 TEST DEVELOPMENT General Guidelines for Constructing Alternatives The test item developer must exercise care when designing alternatives for the test items Alternatives must be plausible but clearly incorrect and should fit well with the stem The difficulty of the item will depend largely upon the alternatives The more closely related the alternatives are the more difficult it is for trainees to select the correct answer A good rule is to develop alternatives based upon common misconceptions by trainees and inexperienced job incumbents Alternatives may be prepared based on how trainees might incorrectly manipulate terms symbols etc An additional rule is to look at the correct answer and determine how it may be made incorrect Specific Guidelines for Constructing Alternatives The item must have only one correct answer Alternatives should be closely related Alternatives must be meaningful and not subject to automatic elimination by the trainees because they are irrelevant or unrelated to the question Do not use interrelated answers such as C is true if A and B are false 8 B 3 3 ADDENDUM 8 B NAVEDTRA 131A TEST DEVELOPMENT m Use a vocabulary which is familiar or can be explained within the limits of the test item m All alternatives must be of approximately the same length and complexity m Do not use words such as always never etc m Do not use as alternatives all of the above none of th
10. Evaluate Learning Objectives and determine the overall goal or theme of the OJT Handbook gt Evaluate Learning Objectives for key elements that need support materials to illustrate overall goal or theme gt Determine the support materials needed to illustrate key elements Develop OJT Handbook Outline List the Learning Objectives of the OJT Handbook in a logical teaching sequence The Learning Objectives should now be arranged into logical groupings of knowledge and or skills These groupings provide the outline for the lessons in the OJT Handbook Step 3 Develop Lessons Materials are developed for the lessons identified in STEP 2 of this 9 A 1 1 ADDENDUM 9 A NAVEDTRA 131A OJT HANDBOOK procedure They are designed to meet specific knowledge and or skill requirements as called for in the Learning Objectives Each lesson should be designed so that an average trainee can complete the lesson within 20 to 45 minutes Generally lessons consist of the following elements gt LEARNING OBJECTIVES Provide a list of the objectives that will be accomplished upon completion of the OJT Handbook gt LESSON PRETEST For lessons which have a knowledge requirement Designed to identify weaknesses in the trainees knowledge of the lesson Learning Objectives The results of the Lesson Pretest are used to direct trainees to specific study assignments to correct the identified weaknesses Use the proce
11. 6 1 SECTION 6 0 DISCUSSION OF THE IMPORTANT FACTORS Behavior Condition specified in the objective m These indicate What is to be tested and Helps or Constraints Conditions that will affect the test taker s performance m You must decide how best to test for the objectives Behavior Condition Your goal must be to match what is done on the job as closely as possible Allow technical documentation use if done on the job Test for knowledge of safety by recall observance Test for time if it is important on the job Figure 8 A 1 provides guidance for matching behavior to the test and test item type Types of Test Items Behavior Performance Multiple True False Matching Completion Essay Choice Product Process Combination Recognition Recall Comprehension Application Analysis Synthesis Evaluation FIGURE 8 A 1 BEHAVIOR TEST ITEM COMPARISON 8 A 6 1 NAVEDTRA 131A ADDENDUM 8 A 6 2 6 3 6 4 6 5 TEST DESIGN Availability of equipment training devices Performance may be impossible because the equipment or a training device is not available Try to construct on paper test situations that allow a judgment to be made as to the trainee s ability to perform given the equipment Paper Troubleshooting problems and Scenarios requiring written responses are particularly good Better still perhaps you can devise some means of simulating the desired performance See the guidance presented earlier in
12. 6 7 4 NAVEDTRA 131A LESSON PLAN STAGE THREE m DPs may be ordered so that one set of conditions is given as a cause for another set EXAMPLE Discuss the effect of two dissimilar metals in contact with each other when an electrolyte is introduced Causing galvanic corrosion m DPs may be arranged to show that a problem exists and then offer a corrective action that is practical and desirable EXAMPLE Discuss implementation of a safety program to reduce the number of traffic fatalities during a holiday period m DPs may be sequenced to be for against a subject or by advantages disadvantages of an event and providing fairly even attention to both sides EXAMPLE Discuss the various Naval strategies m DPs may be arranged to describe categories of things such as classes and components EXAMPLE Discuss various ship classes of the U S and Soviet Navies 6 7 5 LESSON PLAN NAVEDTRA 131A STAGE THREE Before revising or developing a Topic Review existing material look for other Navy courses and other military government agencies which teach the same subject or use the same equipment Select what is applicable SELECT AN INSTRUCTIONAL STRATEGY Strategies used most often in the Navy are m Lecture m Lecture with Instructional Media Material IMM Demonstration The Lecture is A vocal presentation of information concepts or principles by an individual to a group of listeners EXAMPLES Skil
13. Naval Education and NAVEDTRA 131A Support Manual for YW Training Command July 1997 MIL HDBK 1379 2 PERSONNEL PERFORMANCE PROFILE BASED CURRICULUM DEVELOPMENT MANUAL VOLUME DEVELOPERS GUIDE DISTRIBUTION STATEMENT A Approved for public release distribution is limited Nonfederal government personnel wanting a copy of this document must use the purchasing instructions on the inside cover A DISTRIBUTION STATEMENT A Approved for public release distribution is unlimited The public may request copies of this document by writing to Superintendent of Documents Government Printing Office Washington DC 20402 0001 or to the Naval Inventory Control Point NAVICP Cog T Material Attention Cash Sales 700 Robbins Avenue Philadelphia PA 19111 5098 DEPARTMENT OF THE NAVY CHIEF OF NAVAL EDUCATION AND TRAINING 250 DALLAS ST PENSACOLA FLORIDA 32508 5220 1500 Ser N5228 100183 NU i nT LETTER OF PROMULGATION FOR NAVEDTRA 131A 1 This guidance manual has been extensively revised in response to Navy and industry users All changes reflect a continuing effort to increase the manual s utility to the training field NAVEDTRA 131A supersedes and replaces NAVEDTRA 131 2 A paradigm shift is taking place in Navy training materials development as we move from products developed within a rigid framework and move toward design and development of training materials using a process oriented Instructional Systems Design Systems
14. Security Safety Hazard Awareness Notices must be written to reflect the individual course Security Safety Hazard requirements must be incorporated throughout the course wherever they must be restated 4 9 How to Use the Lesson Plan Optional m This describes the composition function and use of the LP and provides curriculum support directions m f used this information must be tailored to meet the specific needs of the curriculum 4 10 Allocation of Instructional Time m Topic times are one of the most critical data elements available within the curricula Topic time is used by course school managers to coordinate and manage multiple resources 6 4 4 NAVEDTRA 131A LESSON PLAN STAGE THREE Topic times are established and validated during Stage 4 the COURSE PILOT Topic times are then entered on the top of each Topic Page for quick and easy reference by the instructor Topic times are also listed in the curriculum Front Matter on the ALLOCATION OF INSTRUCTIONAL TIME page for use as a complete inventory of curricula times i e Classroom Hours Laboratory Hours by Volume Part Section and Topic and the Total Instructional Time Total Testing Time Total Review Time and therefore the Total Course Time Topic times will reflect the time required to correctly present a topic at the proper TOS level because the Pilot process validates the course using the target population and a predetermined class size Information regard
15. System Subsystem Equipment performance of task or function receipt of further background training 8 4 T4 TASK FUNCTION KNOWLEDGE CLO T4 T F Knowledge Demonstrate an understanding of the knowledge required to DIRECT performance of all task or function skills 8 5 FAMILIARIZATION CLO F1 Knowledge State the purpose function and location and describe the documentation required to understand subsystem capabilities and limitations of the 5 8 1 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO 8 6 OPERATION MAINTENANCE SKILL CLOs O1 Skill Direct normal operational procedures on the O2 Skill Direct all operational procedures on the M1 Skill Direct all maintenance on the 8 7 OPERATION MAINTENANCE KNOWLEDGE CLOs T1 Knowledge Describe the theory and associated documentation necessary to understand normal operational tasks without going into logic circuits program flow diagrams or mechanical component breakdown of the T2 Knowledge Describe the theory and associated documentation necessary to understand all operational tasks and all maintenance procedures without going into detailed logic circuits individual flow diagrams or detailed mechanical component breakdown of the 5 8 2 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 9 0 PERFORM CLO MODEL STATEMENTS 9 1 S BACKGROUND SKILL CLOs S B G Skill Perform
16. gt Milestones gt Resource requirements 2 7 1 NAVEDTRA 131A STAGE ONE CHAPTER 3 PERSONNEL PERFORMANCE PROFILES 3 1 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE INTRODUCTION In the previous chapter a Training Project Plan TPP was created which outlined proposed new or revised training and identified resources Building from available resources job skills and knowledge are identified and listed The Foreword and How to Use NAVEDTRA 131A contain guidelines for reading this manual you should read them now if you have not already done so Having received approval of your TPP developing Personnel Performance Profiles PPPs will be your first real step in satisfying the training requirements The Training Requirement and PPPs Course development is initiated by a training requirement such as gt A need to train sailors to operate and or maintain a specified piece of hardware gt A requirement to train Navy personnel to perform a designated shipboard job other than operation maintenance of a particular hardware m All training provided to satisfy this requirement must be accurate and job related this means gt Identifying by analysis all skills and knowledge associated with performance of the requirement 3 3 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE gt Compiling these skills and knowledge into a list Skills and knowledge lists go by various names
17. subsystems and the system Conversion Training Training given to previously trained and experienced personnel to enable them to operate and maintain a new modified system subsystem equipment The training will be sufficient to allow the person to assume new duties at a level which normally involves replacement training Advanced Training Training which follows replacement conversion training Advanced training normally completes the TOS coverage of particular Hardware Non Hardware knowledge and skills requiring advanced analysis defined on 4 14 or undocumented fault isolation Onboard Training Training provided aboard ship and which may include individual operator maintenance technical training individual watch station qualifications watch team training and training in general military subjects 4 14 2 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE 14 4 Creating a Training Path Chart TPC See Volume II TAB A 3 Training Path Chart TPC for the following discussion m A Training Path Chart TPC results from the combination of gt PPP Table Index Table Assignment Matrix TAM Discussed previously gt Table Assignment Chart TAC Optional gt NOTE A TAC which is a graphical display of all related courses in a pipeline including course titles and associated PPP Tables is frequently prepared in response to a forthcoming Fleet examination of the course s m The PPP Table Index lists the titl
18. 5 7 1 5 7 2 5 9 1 9 A 1 4 Support Materials 1 3 1 1 1 1 1 2 3 1 1 5 12 6 6 5 7 6 7 10 6 11 1 9 6 2 9 A 1 1 Supportive Relationship x ves sles riei i kane nea EN en Sian Yea aces Rate ese e 5 12 3 Survelllance ua tue e oec pute eod puce ene paces ei d Roe Jo Bs EG NUN 1 2 1 3 NAVEDTRA 131A VOLUME 1 KEYWORD LIST Continued Systemi alesse wd Sea bie E 1 3 1 1 1 1 4 4 3 2 1 3 2 9 3 3 1 3 3 9 3 7 1 4 4 4 4 1 4 5 9 4 6 1 4 6 2 4 7 1 4 7 2 4 8 1 4 8 2 4 8 4 4 9 1 4 14 2 4 15 1 5 3 5 7 1 5 7 2 5 9 1 5 13 3 5 14 1 6 4 6 6 7 9 6 11 1 8 5 4 8 8 2 8 B 3 7 8 B 7 1 8 B 7 2 9 5 6 9 A 1 4 Table of Contents 2 2922425 2er Se 2 7 1 3 1 2 5 10 7 5 13 1 6 4 2 6 4 4 7 4 1 7 4 4 7 5 1 Task Based Curriculum Development 24x24 sae EE RES ER RU 1 4 3 3 6 3 Task Performanc ec 4 Se tee A ped we ee Me ee ES ARR See er p a re cae eg 1 3 Techical Change 5 21 ek E ur eaetk Rare Ke X RERO CREME EMO 1 2 1 6 4 3 6 9 1 7 4 3 Technical Training Equipment T TB 1uwede Vite I RE Rue EDU ERR 1 4 4 Test to Objective Comparison o av ds M hera NUMAE s Ae MULA s Shh a SUA aine Vo 8 5 8 6 8 1 2 8 19 1 Testing Platanes ree b MERE MUERE ee Ga ES ES 1 1 1 8 3 8 11 1 8 11 2 8 C 2 1 Tile Pace 6 9 ux pene P ONE RE eie TAM ONE ed 6 4 2 6 4 3 7 4 1 7 4 2 7 13 1 9 A 1 5 Trainee Datat zo teste metu bus met erue s eee ees ees oe ae uns 5 3 5 13 1 5 13 2 Trainee Support Material 2o eee
19. You must use the CLO Model Statements to the maximum extent possible However the CLOs you write must also describe accurately the overall skills and knowledge the trainees will acquire upon course completion gt To achieve this goal CLOs may be modified or tailored as required to fit the course gt For example some words or phrases may not apply to your course these should be deleted t may be necessary to add a word s or phrase s to have CLOs that are an accurate reflection of the course and the job to be performed 5 6 4 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO m Course completion implies that the trainee can perform the knowledge and skills specified by the Training Objective Statements TOS and to the degree of expertness required by the TOS 6 5 Training constraints CLOs AND THE JOB CLOs closely resemble and duplicate where possible actual skills and knowledge required for job performance This includes JOB Behavior JOB Conditions JOB Standard Therefore CLOs describe those skills and knowledge a graduate must have to perform his job m Schoolhouse constraints NOT testing constraints determine how closely job required skills are able to be duplicated in the schoolhouse gt Laboratory configuration and capacity technical training equipment availability technical training equipment configuration previous training received by the trainee etc
20. compilation of PPPs when tables exist to meet your requirements and development of PPPs when none exist at all 3 2 14 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE SECTION 3 0 PPP DEVELOPMENT 3 1 RULES FOR WRITING PPPs PPPs are developed from a comprehensive task analysis A PPP is a Minimum Listing of required skill and supporting knowledge PPPs are written in Generally Specific terms PPPs do not repeat what is in the technical documentation Sometimes PPPs must be a comprehensive task listing A PPP is not personnel specific A PPP is not course specific Skill PPP items are always identified first Each skill has its Directly Supporting Knowledge Skills will also have Indirectly Supporting Knowledge Skill and Knowledge behaviors are job specific All available resources are used in developing PPPs Correct order of PPP development Equipment Subsystem System Task Function Background Your PPPs will be accurate and complete if you follow the rules listed above Each rule is individually discussed in the pages that follow 3 3 1 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE 3 2 PPPs are developed from a comprehensive task analysis m USE ALL AVAILABLE RESOURCES TO GATHER TASK ANALYSIS DATA m This task analysis may be gt LSAR Logistics Support Analysis Record NOTAP Navy Occupational Task Analysis Program i e its Occupational Standards and Survey Task Analysis
21. comprehension by class discussion Documentation References Identify the document supporting the DP document number volume part and paragraph page or figure number as applicable Paragraph rather than page numbers are used whenever possible gt Once the complete document reference has been stated further mention of the reference may be by partial reference name so long as the correct document reference is clearly implied gt The following shows first and subsequent usages of a reference document within a topic 6 5 6 NAVEDTRA 131A LESSON PLAN STAGE THREE Related Instructor Activity 1 Refer to OP 3671 Vol 2 Part 1 figure 1 2 Display Transparency 314 1 2 1 3 Hefer to figure 2 4 Refer to Part 2 table 1 1 5 Refer to OP 3666 paragraph 2 3 4 2 m Transparencies Slides Describe those to be used include directions on their use if the lesson requires a unique teaching approach indicate slide transparency use by phrases such as Display Transparency Display Slide Continue displaying transparency etc listing the alpha numeric designator on the media s frame m Lecture Guide When used directions on slide use are not required m Diagram ming Describe development of a block diagram etc on the chalkboard m Films Describe what film to project and when m Support Materials Identify what other support materials should be distributed and or how they should be used m Lab Equi
22. describe the grading and weighing criteria for the final grade 3 3 Remediation m Under the heading Remediation describe review remediation and retesting procedures 3 4 Test to objective Comparison m Under the heading Test to Objective Comparison provide Under the heading Unit list the Unit number gt Under the heading Lesson Topic list the Lesson Topic number Under the heading Objective list the terminal enabling objective number gt Under the heading Test Number list the test number of each performance and written test 8 C 3 1 ADDENDUM 8 C NAVEDTRA 131A GRADING CRITERIA Under the heading Version list the number of versions of the test available gt Under the heading Application indicate the test application 3 5 Test Schedule m Under the heading Test Schedule list gt Under the heading Period indicate the periods during which a test is to be administered Under the heading Test Number indicate the test to be administered at that time 8 C 3 2 NAVEDTRA 131A STAGE THREE CHAPTER 9 VISUAL INFORMATION VI AND INSTRUCTIONAL MEDIA MATERIAL IMM 9 1 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE INTRODUCTION In the previous chapters you were told how to develop and revise curriculum materials for new and existing courses The output of those chapters were Lesson Plans Trainee Guides and Test Packages You are n
23. m Lesson Plan LP and Trainee Guide TG m Support Materials 3 1 1 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE IMPORTANCE OF PPPs PPPs are the single most important element of curriculum development m Quality curricula result from quality PPPs m Poor PPPs lead to a poor curriculum Curriculum development requires that ALL PPPs be developed first because m PPP line items are used throughout a curriculum Track of Selected PPP Line Item Table Number Reference Through A Curriculum is illustrated in the Volume Supplement See Table of Contents for specific page 3 1 2 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES 2 1 2 2 STAGE ONE SECTION 2 0 PPP CATEGORIES TYPES PPP categories are Hardware System Subsystem and Equipment m Non Hardware Task Function and Background Use of these terms will be helpful later on when System Subsystem Equipment PPPs and Task Function and Background PPPs are grouped together and collectively discussed PPP types are m System HARDWARE m Subsystem m Equipment m Task Function NON HARDWARE m Background Most training programs use a combination of PPPs from the above types during design and development 3 2 1 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE See Volume Il for PPP Table examples TAB A 2 System PPP F0147 TAB A 2 Subsystem PPP F0156 TAB A 2 Equipment PPP F0194 F0202 TAB A 2 Task Function PPP B0
24. must adhere to the requirements of CNETINST 5290 3 and its supporting instructions Use your initiative and imagination to identify and select appropriate VI materials leave production to the professionals Free lance VI production is definitely discouraged and may be contrary to regulations 9 1 1 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE SECTION 2 0 PROCEDURES FOR SELECTING VI Each VI has its own unique application and contribution to learning Many factors must be considered by the curriculum developer when determining the type s of VI to be used for a given situation Application advantages disadvantages and cost for development and maintenance must be considered in the selection process However the final VI selected should be that VI which in the curriculum developer s judgement best supports the learning objectives based on an evaluation of the course m Vi materials selection and application has three basic components gt Needs Assessment Evaluates learning objectives for a given lesson topic course to determine if VI support is required and if a need is determined which type s should be developed gt Development Provides the necessary information needed to develop the selected type s of VI to support given learning objectives gt Pilot Evaluates all VI developed for a given lesson topic course in the actual training environment to determine accuracy and adequacy in support of
25. photographs etc and Interactive Courseware ICW Support materials All instruction sheets NOT contained within a Trainee Guide list instruction sheet number title and quantities required per class Other List as required m Profile Item to Topic Objective Assignment Chart Final See Volume II TAB A 4 for a Sample Resource Requirements List in the TCCD as your read the following discussion 5 12 6 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 13 0 PREPARE THE FINAL TCCD You will recall that m The TCCD Training Course Control Document is the primary course developmental and management document m The approved TCCD serves as authority for further development and provides information needed by the curriculum developers to create the training materials 13 4 Description and application of the TCCD m The TCCD is a collection of products which expresses in summary form the content structure and essential management information for a course m Most of the information has already been developed in the form of the Curriculum Outline of Instruction 13 2 Final TCCD elements are m Front Matter gt Includes Cover Page Letter of Promulgation Table of Contents Foreword Course Data Page Trainee Data Page Other as required m Curriculum Outline of Instruction gt Includes CLOs Part Title s Section Title s Topic Titles TLOs m Annexes gt Includes Re
26. sequence 4 12 Course Schedule Optional m This is taken directly from the Training Course Control Document TCCD 7 4 5 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 5 0 INSTRUCTION SHEETS IN A TRAINEE GUIDE General requirements m Instruction Sheets are organized by Parts Sections and Topics gt Parts Sections and Topics are numbered according to the TCCD Outline of Instruction gt Parts Sections and Topics are listed in the Table of Contents in the Front Matter for organizational purposes but there are no Part Section or Topic Pages within the body of the Trainee Guide Instruction Sheets are arranged according to the sequence in which they are used within the Topic v m Instruction Sheets are titled so as to describe the subject matter of the sheet m The Introduction describes the overall scope and content of the particular Instruction Sheet m When listed on an Instruction Sheet the Topic Learning Objectives TLOs are copied directly from the TCCD TLOs need not be listed on more than one Instruction Sheet m Applicable documentation is identified by paragraph page figure or diagram numbers and complete title See Volume II Tab A 6 for samples of the Instruction Sheets discussed on the following pages 7 5 1 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 6 0 PREPARE JOB SHEETS 6 1 Job Sheets Direct the trainees in the step by step performance of a skill that may be encounte
27. with supervision on the C2 Skill Perform all authorized fault isolation and repair procedures with supervision on the 9 7 OPERATION MAINTENANCE KNOWLEDGE CLOs T1 Knowledge Describe the theory and associated documentation necessary to support and understand the performance of normal operational tasks without going into logic circuits program flow diagrams or mechanical component breakdown of the T2 Knowledge Describe the theory and associated documentation necessary to support and understand the performance of casualty degraded abnormal operational tasks and operational tasks requiring advanced analysis all routine preventive maintenance and documented fault isolation and repair without going into detailed logic circuit analysis individual program flow diagrams or detailed mechanical component breakdown of the 5 9 2 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO T3 Knowledge Describe the theory and associated documentation necessary to support all corrective maintenance without going into signal or electron flow computer instructions or detailed mechanical component breakdown except for those mechanical or logic elements or circuits unique to the equipment or program of the 5 9 3 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT 10 1 10 2 10 3 STAGE TWO SECTION 10 0 DEVELOP OTHER COI ELEMENTS m The COI presents the course plan or outline for achieving the CLO
28. 15 0 ASSEMBLE PERFORMANCE TEST ADMINISTRATOR S GUIDE m The Guide consists of the following gt Cover Page gt Instructions to the Administrator gt Evaluation Instrument gt Grading Criteria gt Instructions to the Trainee Performance Record Sheet This list of elements for the Administrator s Guide is comprehensive They are not necessarily those elements which must be applied to every performance test 15 1 Cover Page m As per the Volume ll example plus gt Security classification if applicable must appear on the page 15 2 Instructions To The Administrator m Provide as appropriate gt Consecutive page numbering beginning with Instructions to the Administrator 8 15 1 TEST INFORMATION NAVEDTRA 131A STAGE THREE A brief description of the task to be performed Instructions on any safety and other special precautions or procedures that may be applicable Required tools test equipment and training material including the Job Sheets by title and number Specific instructions describing how to set up the equipment or laboratory configuration Specific instructions on what assistance the administrator may provide or any special tasks steps or actions the administrator is to perform and when Instructions on the use of written test items written and or oral if applicable Guidance on the actions to be taken in the event that the trainee does not perform as anticipated The allocated time limit for
29. 8 3 6 1 3 6 3 3 6 6 3 7 2 4 5 5 4 5 9 4 10 2 4 10 5 4 11 1 5 6 2 Behavior 4c TAE VI E ERROR 3 3 1 3 3 12 5 3 1 5 6 5 5 10 8 5 10 12 6 5 5 6 7 4 8 1 1 8 5 3 8 6 4 8 8 2 Catalog of Navy Training Courses CANTRAC 20 0000 1 3 1 1 4 3 2 1 1 Categories of RESOURCES 4 waste ek ce X o ve RE a ee eh EMO Eie QU REESE ED 2 5 1 COCNND oed st op o one PET Ee epo c 1 3 2 2 6 1 6 4 3 6 6 1 6 7 2 6 7 9 7 4 2 7 13 1 Change a a aag x MM a Sho tl MESE S M LOI ALL AO Toa 1 3 5 12 1 6 5 4 6 7 10 6 9 1 Change Record i 16 IRE RAE ie ee ee ee eS 6 4 2 7 4 3 EN ive ote Gane DE cay eee wey ae Coe a eee a ce Re Oe ee aS 1 3 1 10 1 1 losedStem za set othe nets bs oet etae nes uiu pad tete ua 8 9 1 8 B 3 5 8 B 3 7 Combination Testing Lose RACER IURE E I ARR C RR RACE UAR ERN 8 5 3 Comparative Seg ent i0 dea oe ate SACR CERE CERRO EN oe COR CURAR RARUS 5 12 3 Condition 1i ie cheese REOR D 4 5 8 5 3 1 5 10 8 5 10 12 5 12 1 6 5 2 8 A 6 1 Course Learning Objectives 00000 1 2 4 16 1 5 3 6 4 2 6 4 6 7 4 1 7 4 5 Course Master Schedule CMS 0 0 0 eese 5 14 1 Gorse Reviews ove Ya he ee es bed xnl ee pes ed ek he ees be es 2 2 1 enu dco MET D nee saw one ew eS MUT 2 7 1 8 11 2 Critical Sequence css nin eho As ees wa beds wai ene ovre eec la are beRU eps 5 12 3 Crilicality of ng wledb8 c zou ato ES a eesti es sees Oe ee See ANNE E 8 5 8 8 4 Crticality of Skill n2izkeieke dm eee Behe oa So he
30. ADDENDUM 8 B 9 1 9 2 TEST DEVELOPMENT SECTION 9 0 ENSURE APPROPRIATENESS OF TEST ITEMS SMEs should answer these questions for each test item Is the item technically correct and is the correct response keyed Does the item test the objective Does the item test a knowledge critical to the task associated with the objective Is the item written to the appropriate learning level If recognition recall or comprehension of the knowledge being tested is required for competent performance on the job is the item a closed book item If the knowledge being tested is normally looked up during performance of on the job task s is the item an open book test and is the essential technical documentation furnished Are all words spelled correctly Is the grammar correct Does the item meet format construction guidelines If the answer is NO To any of these questions correct the discrepancy and try again to answer the question As each written test item meets all criteria above it is approved for use in a written test This finishes the discussion of this Addendum Go next to Addendum 8 C if you need to learn more about developing performance test grading criteria 8 B 9 1 NAVEDTRA 131A ADDENDUM 8 C IN DEPTH DISCUSSION OF GRADING CRITERIA FOR PERFORMANCE TEST 8 C 1 NAVEDTRA 131A ADDENDUM 8 C GRADING CRITERIA SECTION 1 0 GRADING CRITERIA PURPOSE m Grading criteria describe the standards by which
31. Approach to Training ISD SAT The ISD SAT process is described in MIL HDBK 1379 2 9 June 1997 NAVEDTRA 131A supports the ISD SAT process and training materials designed and developed using NAVEDTRA 131A are fully compatible with the ISD SAT concept 3 The procedures in this manual follow a Personnel Performance Profile PPP Based Curriculum Development method This manual is intended for use by military civil service and contractor personnel engaged in Navy training materials development and modification 4 Guidelines for planning a curriculum development project and for producing training materials through the five stages of the PPP based method are contained in this manual Guidelines for the implementation and evaluation of curriculum materials are contained in NAVEDTRA 135A Navy School Management Manual October 1995 5 Procedural guidance for development of training materials following a task based method is published in NAVEDTRA 130A 6 Corrections and comments concerning this manual are invited and should be addressed to Chief of Naval Education and Training Education Training Systems ETS division 7 Reviewed and approved NOTICE TO ONLINE USERS OF THIS MATERIAL To keep online file size to a minimum blank pages used in the paper copy for pagination have been omitted Only printed pages are contained online Chief of Naval Education and Training Education and Training Systems Division ETS NAVEDTR
32. C 1 1 Prod ct IOSUDP eate eacbsee xor e a pulblenaiis v Fete pedea A 8 5 2 8 C 1 1 Ink DEUetine fea sua ea eG ae eor eu se Oi ov aoe ca bros oor xta 8 3 1 8 8 5 Related Instructor Activity iiic eat bia ee be oe Hd eda eee eh ee 6 5 3 6 5 5 Resource Requirements List RRL eleeeeeee eee nae 5 2 1 6 6 1 ROVISIOD S eee wnat eG ae twee eee 1 3 1 2 1 6 4 3 6 9 1 7 4 3 9 5 8 9 6 2 SOCIO ou S EIL ee 4 3 1 4 16 1 5 4 5 3 2 5 6 4 5 10 1 5 10 3 5 10 6 5 12 2 5 12 4 5 14 1 6 4 7 5 1 SEQUODCITIB s cedex ree RN a PRA etn ROTER eR eer RO PR ITROS 5 4 5 12 2 5 12 4 6 7 2 6 7 10 Simple to Compl X 152 dope a hath Bch qut asian Dat E a pda ullra t donat vo Puce out bola a RR DEN 5 12 3 Skills Greed vios ncs VOD 1 2 1 1 2 3 3 3 1 1 3 2 3 3 2 8 3 2 9 3 2 11 3 2 13 3 3 1 3 3 3 3 3 4 3 3 8 3 3 11 3 5 2 3 5 3 3 6 2 3 6 4 3 7 1 3 7 2 4 4 4 3 1 4 4 2 4 5 1 4 5 2 4 5 4 4 5 7 4 8 1 4 8 3 4 9 1 4 9 2 4 10 1 4 10 4 4 14 2 4 16 1 5 3 5 3 1 5 6 4 5 6 5 5 9 1 5 10 2 5 10 4 5 12 1 5 14 2 6 1 1 7 3 8 A 9 1 9 5 6 9 A 1 4 Standard 4 stew kv aces 1 4 1 1 4 4 5 3 1 5 6 5 5 10 8 5 10 12 5 13 3 6 5 2 6 5 8 6 7 9 8 1 1 8 5 4 8 8 2 8 8 4 8 B 3 7 8 B 7 2 9 A 1 4 Stem eita pea Dra tte Saloon Qo Tre de 8 9 1 8 9 2 8 B 3 1 8 B 3 8 8 A 4 1 8 B 6 3 SUDSVSLOHE sa y enr bie E RU IER 1 3 2 3 2 1 3 2 4 3 2 7 3 2 9 3 3 1 3 7 2 4 4 4 6 1 4 6 2 4 7 1 4 7 2 4 8 1 4 8 2 4 8 4 4 9 1 4 14 2
33. Consider this a tentative sequence for the course The final sequence will be made after the pilot course tryout 12 5 Prepare the OAC for your course m The OAC Profile Item To Topic Objective Assignment Chart is gt An administrative tool designed to reflect the coverage of PPP items within a curriculum gt And is structured to correlate PPP item coverage to specific TLOs within a curriculum m Prepare the OAC in accordance with the guidelines below An example is shown in Volume II TAB A 4 gt TABLE column identifies each PPP table once per page followed by Cont as appropriate List tables in ascending order gt ITEM column lists PPP items sequentially starting with the 1 1 series and ending with the 2 2 series for each PPP table listed in the TABLE column Whenever ALL subitems of a PPP item are not applicable to the same TLOs the subitems covered must be listed separately In some cases a PPP item or subitem may be listed more than once due to coverage in different Parts Sections Topics and or coverage at different training levels 5 12 4 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO TOS column arranged so the sequence of TOS listing per profile item or subitem is TO F1 T1 T2 T3 for knowledge categories and O1 O2 P1 C1 C2 for skill categories as appropriate 12 6 Finish the OAC VOL column lists the volume where the TLO is located if the LP is a multivolume set
34. Lesson Topic 7 13 2 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 14 0 PRINTING 14 4 Single sided or double sided page printing may be used Courses likely to incur frequent page changes because of changing technical documentation should probably be printed single sided Courses expected to incur infrequent page changes because of relatively static technical documentation are good candidates for double sided printing Factors such as ease of use from the podium expected total number of pages command preference and so forth may also apply 7 14 1 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 15 0 WHAT IS NEXT You will develop the test plan and tests both performance and knowledge Actually you should have already begun developing the performance tests when you began with Job Sheet identification and development Hopefully as you were developing the Lesson Plan and Trainee Guide you were also thinking of the tests both performance and knowledge that would be required to support a given topic and making notes to yourself of any especially good ideas with regard to the tests to be constructed Obviously this last point means that development of the Lesson Plan Trainee Guide and Tests proceeds more or less simultaneously A good idea that you have regarding a Topic or test may occur while you are writing an Instruction Sheet for the Trainee Guide You should either act on the idea at that time and in
35. Multiple Choice Product True False Combination Matching Completion Essay Terms Associated with Placement of Tests in the Course PERFORMANCE TESTS WRITTEN TESTS Pretest Progress Test Quiz Within Course Comprehensive Test Comprehensive Test Posttest 8 A 3 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE SECTION 1 0 TEST DESIGN Test Design is the process of determining m What will be tested How it will be tested and m When it will be tested The Process of Test Design requires that you Determine objectives requiring formal testing Decide what you are testing for Determine appropriate type of test Determine test placement Classify each test General Guidelines for test administration Develop Performance Test Written Test items This is also the outline for this Addendum 8 A 1 1 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE 2 1 2 2 2 3 SECTION 2 0 DETERMINE OBJECTIVES REQUIRING FORMAL TESTING The following rules apply All LOs must be measured m All CLOs will be formally tested to be accomplished by gt Testing each CLO individually and none of its related TLOs gt Testing the TLOs which as a group equal the CLO gt Testing a CLO or some part thereof and some of its TLOs Any combination of the above during the course TLOs will be tested as necessary to ensure that the prerequisite skills knowledge supporting the CLOs is being acquired When you have completed this process m You w
36. Naval Education and Training Command Naval Imaging Program NAVIMP Naval Imaging Program NAVOSH Navy Occupational Safety amp Health NAVPERS Manual Manual of Navy Enlisted Manpower and Personnel Classification and Occupational e oo EE INEC Nawy Enlisted Code ati Enlisted Code NETPDTC Navy Education and Training Professional Development and Technology Center NITRAS Navy Integrated Training Resources and Administration System xiv NAVEDTRA 131A Volume LIST OF ACRONYMS Continued NMPC Navy Military Personnel Command NOTAP Navy Occupational Task Analysis Program NTFS Navy Training Feedback System NTP Navy Training Plan NTRR Navy Training Requirements Review OAC Profile Item to Topic Object Assignment Chart OBT On Board Training OCCSTD Occupational Standards OJT On the Job Training On the Job Training OPNAV Office of Chief of Naval Operations OPNAVINST Chief of Naval Operations Instruction POA amp M Plan of Action and Milestones PPP Personnel Performance Profile PQS Personnel Qualification Standards HIA Related Instructor Activity HRL Resource Requirements List SYSCOM Systems Command T F Task Function TA Training Agency TAM Table Assignment Matrix TCCD Training Course Control Document XV NAVEDTRA 131A Volume LIST OF ACRONYMS Continued TF Training Facility TG Trainee Guide TLA Training Level Assignment TLO Topic Learning Objective TOS Training Objective Stateme
37. Plan Trainee Guide Tests Other Support Materials STAGE FOUR CCA B Course Pilot m Pilot Course Monitoring Report STAGE FIVE E Final Curriculum E Final TCCD m Letter of Promulgation EVALUATION u Internal E External Approval Authority FIGURE 1 1 CURRICULUM DEVELOPMENT PROCESS 1 5 NAVEDTRA 131A TRAINING MATERIALS DEVELOPMENT INTRODUCTION SECTION 1 0 TRAINING MATERIALS Training materials include management materials curriculum materials and support materials These training materials are developed following the guidelines of this manual Recognizing the complexity of training materials development and the external factors which influence curriculum development projects this manual is to be used as a guideline not as a prescriptive document Waiver of any document or procedure is at the discretion of the CCA The CCA may also require additional documents or reviews 1 1 Management Materials Management materials define training requirements and provide an overall plan for the accomplishment of these requirements The chapters of this manual provide detailed content requirements and format conventions for the development of management materials Management materials for training materials development include m Training Project Plan TPP Discussed in Chapter 2 m Personnel Performance Profile PPP Tables Discussed in Chapter 3 m Training Path System TPS Discussed in Chapter 4 m Training C
38. TASK SET TO B G BACKGROUND AND T F TASK FUNCTION 7 1 SKILL KNOWLEDGE TOS TO Includes The background skill and knowledge which is prerequisite to the understanding of the operation and maintenance of the system subsystem or equipment AND The task function skill and knowledge which is not unique to the operation or maintenance of a particular system subsystem equipment S B G Skill Completion of training provides the PREREQUISITE Background PHYSICAL or MENTAL Skills necessary to support follow on training in DIRECTING the operation or maintenance of a system subsystem equipment or further background training B1 B G Knowledge Completion of training provides the level of knowledge necessary to recognize or recall ideas phenomena symbology and terminology which are PREREQUISITE to comprehension of a task or function B2 B G Comprehension Completion of training provides the comprehension of principles rules and concepts necessary to solve given problems and situations and performance J T F SKILL Completion of training provides the PHYSICAL AND OR MENTAL Skills required to DIRECT the job or task function Q T F KNOWLEDGE Completion of training provides the knowledge required to DIRECT the job or task function 4 7 1 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE 7 2 E SS S FAMILIARIZATION TOS F1 Knowledge Completion of training provides FAMILIARITY with the m Purpose operational concep
39. TCCD both in content and sequence May modify the TLO introductory phrase Upon successful completion of this topic the trainee will be able to by adding the condition phrase from the Training Objective Statement TOS if all TLOs on the topic page have the same one s m Trainee Preparation List all materials that must be studied in preparation for the topic under the following subheads If no materials are required the word none is inserted under the subhead Also usually there is no trainee preparation for the first day of any course of instruction Trainee Support Material List each instruction sheet or other support material to be studied by the trainees prior to beginning the Topic Reference Publications List all material to be read by the trainees prior to starting the Topic List references by identification number publication number complete title and source if not obvious from the number title 6 5 2 NAVEDTRA 131A LESSON PLAN STAGE THREE gt Asa rule Publications listed here are also listed under Reference Publications of Instructor Preparation Trainee Preparation Materials are also listed under Assignment of the preceding topic and as a refer to in the Related Instructor Activity RIA Column m Instructor Preparation Review Assigned Trainee Materials Reminds the instructor of this important factor gt Reference Publications List all references cited a
40. TOS get their meaning from their related TASK Set Each Skill TOS describes a distinct operation or maintenance skill normal abnormal preventive corrective gt And each Skill has a related Knowledge TOS TOS Code numbers do not show sequence or priority you are not required to teach a 1 TOS before teaching a 2 TOS or a 2 TOS before teaching a 3 TOS however this last situation is highly unlikely gt A person can learn casualty operations and not know normal operations gt He does not have to know preventive maintenance to perform corrective maintenance Priority and sequence are determined by the nature of the hardware and the skills TOS Code numbers do not indicate degree of difficulty or complexity in learning and performing the skill A higher number does not always mean the skill will be harder to learn and perform a 1 TOS may be more difficult than a 2 or 9 TOS 4 5 7 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE m With Without Supervision is intentionally loosely defined gt It includes all the various methods to ensure proper performance of assigned tasks All people are under supervision in the sense that each is always accountable for his actions Advanced Analysis is the process of using mental evaluation or processes to determine steps that must be performed to obtain a known or desired condition Undocumented procedures and comple
41. Volume II of this Manual 5 4 1 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 5 0 REGARDING FORMAT m tis not necessary that all Navy curricula look exactly alike right down to the most minute detail m What is required is that a particular document must generally look like others of its type m What is not necessary and in fact is counter productive is worrying that every document looks exactly like every other of its type e g gt Certain words are always capitalized underlined placed in parentheses are all lowercase or uppercase or end with the same punctuation gt Top bottom and right left margins are precisely the same fraction of an inch repetitious data within the document is always placed identically to the nearest fraction of an inch font style is always identical pages mirror other similar pages 5 1 The rule of common sense must apply m f the document is instructor friendly and looks to be the same as others of its type it should be acceptable 5 2 CCA will provide guidance m The CCA will determine the degree of format flexibility allowed 5 5 1 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 6 0 DEVELOP CLOs m CLOs are developed by selecting the appropriate already prepared Course Learning Objective Model Statements gt These Model Statements correspond to the Training Objective Statement Group and Training Objective Statements TOS y
42. a Systems Command SYSCOM e g Naval Sea Systems Command responsible for providing training support to the TA for a piece of equipment a subsystem or a system 3 5 Course Curriculum Model Manager CCMM A CCMM is assigned by the CCA with the responsibility for conducting and maintaining a specific course The CCMM initiates curriculum development and training materials modification conducts curriculum reviews and analysis of feedback maintains course audit trail documentation and develops and approves changes The CCMM normally functions as the developer for Navy inhouse developed courses 3 6 Training Facility TF A Navy command which has a primary mission of conducting or supporting training A school or institution at which courses are offered 1 3 2 NAVEDTRA 131A TRAINING MATERIALS DEVELOPMENT INTRODUCTION SECTION 4 0 APPLICABLE DOCUMENTS The documents listed below are the primary resources to be used by developers in the design and development of training materials Use of documents and manuals in effect when you start development of training materials is assumed Later issues of these specifications standards documents and publications or new specifications standards documents and publications may be used subject to joint agreement of the CCA and activity curriculum developers Many acronyms and abbreviations used in these chapters are common throughout the Navy Other acronyms used are unique to training A Li
43. actual equipment or simulation 8 2 1 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 3 0 DECIDE WHICH PERFORMANCE TLOs TO TEST 3 1 3 2 3 3 Criticality of Skill m Refers to how important the skill is in relation to its application to actual job performance gt High Skill is used during job performance gt Moderate Skill influences job performance gt Low Skill has little influence on job performance Other Criticality Factors Criticality refers to a TLO s importance as related to the performance of a job task m Safety to personnel equipment Critical tasks are those which are considered high risk or dangerous m Frequency of performance The more often a task is performed the more critical it becomes m TL O s importance to the overall course mission m TLO s importance to on the job performance Rank order or group TLOs by category of criticality m Rank ordering of TLOs consists of placing them in a list ranging from most critical to least critical A course has 20 performance TLOs Rank them from 1 most critical to 20 least critical 8 3 1 TEST INFORMATION NAVEDTRA 131A STAGE THREE m Group by categories of criticality Establish 3 to 5 categories ranging from highly critical to least critical m Highly critical TLOs must be formally tested Less critical TLOs may be tested by other means such as practical work Set a cut off point between most critical and least critical Fo
44. affecting the product m Process gt A process consists of step by step procedures required to produce a product or complete a task Process testing is appropriate when The product and the process are the same thing such as teaching a lesson gt There is a product but safety high cost or other constraints prevent the product from being measured gt Itis necessary to examine each step of the process in order to diagnose the reason for performance failure 8 5 2 NAVEDTRA 131A TEST INFORMATION STAGE THREE There may be a product but there are critical points in the process which must be performed correctly because of the possibility of damage to personnel or equipment The objective specifies a sequence of steps that can be observed The process does not result in a product Your interest is in the actual behavior itself m Combination The performance test is concerned with both an observable result and the step by step process leading to the result m Combination testing is appropriate when Both product and process are equally important to the final result or it is required so as to avoid hazards to personnel or equipment Safety considerations almost always dictate that the operation or maintenance of a device i e the process be done in a certain way However the outcome i e the product is just as important to successful job performance m Product Process Combin
45. desirable to construct administer a knowledge test that closely duplicates on paper performance of the process or construction of the product or both When it comes to Written Tests WHAT will be greatly influenced by HOW the knowledge will be used on the job You must also identify what Knowledge is critical to on the job performance and build the tests around this knowledge While attempting always to use a form of Written Test that closely matches how the knowledge is used on the job You will achieve these goals by determining the appropriate type of test for each Knowledge TLO you should have already done this for the Performance TLOs but if you encountered difficulty this next section will help you 8 A 4 3 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE SECTION 5 0 DETERMINE APPROPRIATE TEST TYPE Recall that the test types are PERFORMANCE Process Product Combination KNOWLEDGE Multiple Choice True False Matching Completion Essay The following factors are important to deciding test type Behavior Condition specified in the objective Availability of equipment training devices Space availability Number of trainees Time required to administer the test Use Adequacy of technical documentation Aided or unaided performance Individual team or group performance Philosophical considerations This is also the order of their discussion 8 A 5 1 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE
46. documents gt OTHER Job Task Analysis Technical Manuals Other Reference Sources etc m The above are all comprehensive task analysis based documents from which required information can be extracted and used to develop a PPP Table 3 3 2 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE m Task analysis may be done by using the MODEL STATEMENTS AND CURRICULUM DEVELOPER AIDS CDA FOR PPP TABLE DEVELOPMENT gt The Model Statements consist of fill in the blank skill and knowledge statements The CDA works in conjunction with the Model Statements and leads you through the Task Analysis process by helping you select the correct Model Statements The CDA is used for your HARDWARE PPP Tables only Use of the CDA Hardware PPPs only and Model Statements ensures your PPP Table will be developed following ALL the important rules that are discussed in this chapter m Please note that Atechnically correct comprehensive PPP is best developed by using these Model Statements CDAs and the appropriate task analysis based documentation 3 3 PPPs are minimum lists of skills and supporting knowledge m Aminimum of statements and space are required to describe a maximum amount of information m A PPP reduces or minimizes a long list of duties tasks contained in a comprehensive task analysis to a workable number of several or more all inclusive statements i e A minimum requirements list is prepared 3 3 3
47. ee ae E oi OE SS oe oie See eo RUE EUR 6 5 2 Training Agency TAJ izczlkeickQateXed ee eg Peed tee Gee aes 1 3 1 1 3 2 Tramine Appraisal cuc eb Rc Sees E eco ne OA ase HA Se n C Rede MEER gs 2 2 1 Training Course Control Document TCCD 0 0 00 e eee eee 1 3 1 1 1 7 4 5 Tranne Facilty P rH 1 3 2 Training Project Plan TPP i v so lk dq ees eee EXE EE 1 3 1 1 1 2 2 2 3 1 3 3 Training Requirements Data Base Annual Report lllllseeeeleesn 1 4 4 3 2 14 Training Support Agency DS A c iueosues eek e ROCK ER RE ER RE ER EN NE AER 1 3 2 Traine ime Out WIND zoo Esa Gl ee Vee Ge Reus ES eR wd ee 6 4 5 VISUAL INFORMATION VI i us ku ke he a be i RE E EUR A EE oe AC ER ALS 9 2 9 3 9 5 Volume T Supplement scenes exe S EMRERHCREERENRCCRED nM 3 1 2 3 4 1 4 5 2 4 5 9
48. every other of its type for example gt Certain words are always capitalized underlined placed in parentheses all lower or uppercase or end with the same punctuation gt Top bottom and right left margins are set at precisely the same fraction of an inch repetitious data within the document is always placed identically to the nearest fraction of an inch font style that is always identical pages that mirror other similar pages The rule of common sense must apply m f the document is instructor friendly and looks basically to be the same as others of its type it should be acceptable 3 1 CCA will provide guidance m The Curriculum Control Authority CCA will determine the degree of format flexibility allowed In most cases detailed format specifications have been omitted from this Chapter Format conventions may be obtained by going to the appropriate sample course in Volume Il 6 3 1 NAVEDTRA 131A LESSON PLAN STAGE THREE SECTION 4 0 DEVELOP FRONT MATTER Front matter elements are Cover Optional for all Title Page List of Effective Pages Letter of Promulgation Optional for non submariners Change Record Table of Contents Security Awareness Notice Safety Hazard Awareness Notice How to Use the Lesson Plan Optional for non submariners Allocation of Instructional Time Optional for non submariners Course Master Schedule Optional for submariners Course Learning Objectives USE OF SAMPL
49. experience of subject matter experts curriculum developers and decision makers who approve Navy training material developed by Navy curriculum developers and civilian contractors NAVEDTRA 131A describes and illustrates all facets of planning analysis design and development of curricula NAVEDTRA 131A provides step by step guidance to curriculum developers for developing job efficient and effective training material Volume of this manual Developer s 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 procedural guidelines are the responsibility of the Curriculum Control Authority CCA for the individual course The Volume support manual Supplement contains Curriculum Developer Aids CDAs that help the developer construct the curriculum and course documentation pages Volume II of this manual Sample Products provides samples of each of the management and curriculum documents in a format that is consistent with the format conventions discussed in Volume I Volume III of this manual Managers Guide is designed for the individual charged with the management of a course revision or development It describes approval points approval authorities and responsibilities The volume addresses the manager s responsibilities in each of the stages of PERSONNEL PERFORMANCE PROFILE BASED
50. in the classroom m Complexity of the material The more complex the material the more test items required to ensure understanding 10 4 Regardless of the type of question each will m Be keyed to the TLO that it measures m Include the correct answer s and when appropriate the discussion points covered by the test question 8 A 10 2 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE m Be marked if a critical question Guidelines for developing written test items are discussed in Addendum 8 B which begins on the next page 8 A 10 3 NAVEDTRA 131A ADDENDUM 8 B IN DEPTH DISCUSSION OF WRITTEN TEST ITEM DEVELOPMENT 8 B 1 NAVEDTRA 131A ADDENDUM 8 B TEST DEVELOPMENT SECTION 1 0 WRITTEN TESTS Written Tests are m Required to evaluate the trainee s ability to recognize recall or comprehend facts procedures rules principles or concepts that are required to perform a skill The following steps are required to develop written tests m Determine level of learning required to test the objective m Refer to the number of test items required per objective developed previously m Develop written test items gt Multiple Choice gt True False gt Matching gt Completion gt Essay m Oral versus written testing m Ensure appropriateness of test items This is also an outline of this Addendum 8 B 1 1 NAVEDTRA 131A ADDENDUM 8 B TEST DEVELOPMENT SECTION 2 0 REFER TO NUMBER OF TEST ITEMS REQUIRED 2 1 This ste
51. in the process which might be costly or dangerous See Addendum 8 A In Depth Discussion of Performance Written Test Design at the end of this chapter for more information on this topic 8 5 5 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 6 0 DEVELOP JOB SHEET EVALUATION INSTRUMENTS 6 1 Evaluation Instruments may include m A Checklist AND OR m A Rating Scale gt For use in evaluating the correctness of the product or performance of the process AND m Grading Criteria Scoring Guide gt To be used in determining a grade for the product or process required by the Job Sheet Figure 8 1 and Figure 8 2 several pages further on show examples of a Job Sheet Checklist and Job Sheet Rating Scale respectively Figure 8 3 and Figure 8 4 several pages further on show examples of Grading Criteria for the above listed Job Sheet Checklist and Job Sheet Rating Scale 8 6 1 TEST INFORMATION NAVEDTRA 131A STAGE THREE 6 2 Guidelines For Developing m Develop one checklist and or rating scale and grading criteria for each task or group of tasks on the Job Sheet m For Product Performance Tests When a product trait is either present or absent and can be measured by checking yes or no a checklist may be the best to use gt When product quality can vary from high to low adequate to inadequate good to bad or some other range a rating scale may be the best to use gt Whether a checklist or r
52. inadequate missing information or incomplete steps must be prepared and incorporated into the job sheets evaluation guide as well as an Information Sheet Aided or unaided performance Analysis of each task will determine if the technical documentation must be available during the test technical documentation should be provided if it will also be used during on the job performance of the task Most performance objectives will require the use of the technical documentation during the test When on the job performance of a task is without reference to technical documentation the test must do likewise with the following proviso regarding safety gt When trainee injury or equipment damage is a possibility then prior to the test a written test must be given to ensure the procedural steps and safety precautions are committed to memory or his practice performance may be observed and a judgment made that the trainee is adequately prepared to take the performance test Individual team or group performance When the trainee s on the job performance will be as a member of a team the test must require the trainee to preform as a member of a team When the trainees must qualify at each position on the team then they must be tested in each position 8 A 6 3 NAVEDTRA 131A ADDENDUM 8 A TEST DESIGN 6 9 Philosophical considerations m There must be a definite and valid reason for giving a test This applies particularly to written
53. of the system subsystem or equipment AND The task function skill and knowledge which is not unique to the operation or maintenance of a particular system subsystem equipment S B G Skill Completion of training provides the PREREQUISITE Background PHYSICAL or MENTAL Skills necessary to support follow on training in PERFORMING the operation or maintenance of a system subsystem equipment or further background training B1 B G Knowledge Completion of training provides the level of knowledge necessary to recognize or recall ideas phenomena symbology and terminology which are PREREQUISITE to comprehension of a task or function B2 B G Comprehension Completion of training provides the comprehension of principles rules and concepts necessary to solve given problems and situations and performance J T F SKILL Completion of training provides the PHYSICAL AND OR MENTAL Skills required to PERFORM the job or task function Q T F KNOWLEDGE Completion of training provides the knowledge required to PERFORM the job or task function 4 8 1 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE 8 2 E SS S FAMILIARIZATION TOS F1 Knowledge Completion of training provides FAMILIARITY with the m Purpose operational concepts location capabilities and limitations of a system subsystem equipment m Organization content and use of the technical documentation provided for use with the system subsystem equipment 8 3 E SS
54. otherwise no entry is made Enter volume number in the VOL column at the beginning of the page and when the volume number changes PART column lists the part in which the TLO is found if the part number is different than the table number Otherwise no entry is made SECT and TOPIC columns specify the Section and Topic in which the PPP item or subitem is covered LRNG OBJ column specifies the TLO which relates to the PPP item or subitem TEST ITEM column optional and relates test item number to Topic Learning Objective m Resource Requirements List includes these elements Texts List all text materials e g Lesson Plan and Trainee Guide to be used in the course References List in alphanumeric order all reference documents used in the course Equipment Includes all equipment special tools and test equipment including 1 Technical training equipment by Mk Mod and official name 5 12 5 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO 2 Specialized test equipment and instructional tools such as mock ups and models 3 Computer terminals supporting computer based instruction and Interactive Courseware ICW 4 Common hand tools and general purpose test equipment those given a group listing in technical manual are listed by group name rather than individually 5 Prefaulted modules Films Also includes videotapes and videodiscs Graphics List transparencies wall charts slides
55. page 17 2 Instructions To The Administrator m As per the Volume II example plus gt Describe for Prior to the Start of Testing as appropriate 8 17 1 TEST INFORMATION NAVEDTRA 131A STAGE THREE How to prepare the test area Instructions for trainees Time limit allowed for testing Alist of required materials including manuals equipment i e calculators scratch paper and answer sheets Describe for At the Completion of Testing as appropriate How to secure the test area gt How to review evaluate or critique the test and record the test results 17 3 Evaluation Instrument m As per the Volume II example plus The Answer Key will be prepared at the time the test is developed and becomes part of the Administrator s Guide or gt When atest is generated by randomly selecting test items from a Test Bank immediately prior to test administration the answer key will be prepared at the same time 17 4 Grading Criteria m This consists of a scoring guide to describe how each question group of questions is graded 8 17 2 NAVEDTRA 131A TEST INFORMATION STAGE THREE 17 5 Instructions To The Trainee m his includes A description of the test gt Directions on how to fill out answer sheet s administrative data gt Correct handling of test answer sheets and test support materials gt The consequences of cheating gt Time allocated for the test and its importance to the test grade 8 1
56. precision power supply b Self test DC reference power supply c TVC position sensor AC DC converter d Missile command module This format is straightforward and easiest to develop 8 B 3 7 ADDENDUM 8 B NAVEDTRA 131A TEST DEVELOPMENT 3 11 3 12 Example of Except Format A specific torquing pattern and associated torque values can be found in the SINS technical manual for all of the following assemblies or components EXCEPT a An azimuth synchro assembly mounted to the stem b A velocity meter mounted to the platform C d A replacement gyroscope mounted to the stable platform A platform stem mounted to the bedplate m he EXCEPT in the stem must always be capitalized underlined or italicized m Use this format sparingly Common Errors in Writing Multiple Choice Test Items m Using similar wording in both the stem and only the correct alternative This suggests the correct answer Example error underlined What is the purpose of the MARDAN maintenance test set a Monitors the C P operations b Furnishes power to MARDAN 8 B 3 8 NAVEDTRA 131A ADDENDUM 8 B TEST DEVELOPMENT c Functions as a running time meter d Provides static testing of MARDAN Stating the correct alternative in greater detail than the other alternatives This often cues the correct answer Example error underlined When all weapon power is removed from the PIP which of the following statem
57. s being supported Classification markings are appropriate Lesson sequence supports the OJT Handbook outline Each knowledge lesson Learning Objective is tested on the Lesson Pretest Each question on the Lesson Pretest has a corresponding question on the End of Lesson Test 9 A 1 6 NAVEDTRA 131A STAGE FOUR CHAPTER 10 PILOT AND IMPLEMENTATION APPROVAL 10 1 NAVEDTRA 131A PILOT AND IMPLEMENTATION APPROVAL STAGE FOUR INTRODUCTION In this chapter the products developed are presented as a full length course of instruction conducted at a Navy School by Navy Instructors a pilot The output of a successful pilot is the approval of the Curriculum Materials for implementation The Foreword and How to Read NAVEDTRA 131A contain guidelines for reading this manual you should read them now if you have not already done so CHAPTER S SCOPE m Provide an understanding of the process of validating curriculum materials m Explain the terms which apply to pilot and implementation m Describe the step by step procedures for piloting Curriculum Materials 10 3 NAVEDTRA 131A PILOT AND IMPLEMENTATION APPROVAL STAGE FOUR SECTION 1 0 PILOT TRIAL A pilot trial is defined as the first full length course conducted at a Navy school by Navy instructors using the Curriculum and Supporting Training Materials prepared specifically for that course The purpose is to validate the Curriculum and Materials and to determine the
58. skills and knowledge e g mathematics covers a relatively narrow field of subject matter BUT such B G skills and knowledge i e mathematics have an almost unlimited range of application and usefulness as illustrated by Figure 3 4 3 2 12 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE Background Skills Boolean Algebra Geometry Trigonometry Calculus Algebra Arithmetic APPLICATION Engineering Clerical Services Business Computer Services Education Computer Science FIGURE 3 4 HOW BACKGROUND SKILLS APPLY TO A VARIETY OF APPLICATIONS 3 2 13 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE PPP CHECKPOINT You should now know enough about PPPs that you are able to determine the types of PPPs required for your training program and their exact Hardware and or Non Hardware titles Check your PPP titles against those listed in the TRAINING REQUIREMENTS DATA BASE ANNUAL REPORT and associated QUARTERLY UPDATES Obtain copies of those existing PPPs required for your training program Existing PPPs cannot be duplicated Volume III Chapter 3 of this manual discusses the report and management of PPPs PPPs are developed only if there are no existing tables Having determined the types of PPPs required for your training program compile a PPP Table listing which you will submit to higher authority CCA for review and approval The remainder of this chapter discusses both the
59. statements to simplify wording and shorten developmental time 5 2 TOS are organized into Task Sets m Task Sets are gt Coordinate TASK Set gt Direct TASK Set gt Perform TASK Set Coordinate TASK Set begins on page 4 16 m Direct TASK Set begins on page 4 19 m Perform TASK Set begins on page 4 23 gt You may then use each TOS as is or add to it or amend it to better describe your training program Expanded amendable TOS are in the Volume Supplement gt Amending the TOS usually involves writing into each TOS selected the name s and nomenclature of the hardware or non hardware being trained deleting unnecessary phrases from the TOS and adding explanatory phrases as needed gt Amending the TOS transforms them from generalized statements about skills and knowledge to be trained to specialized statements about the planned for training 4 5 2 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE To make the last of this discussion easier to follow take a few minutes now and study the each of the three TASK Sets and their individual TOS 5 3 To describe a training program gt Select the desired TASK Set gt Next select the required skill TOS Then select the supporting knowledge TOS 4 5 3 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE HOW TO DESCRIBE A COURSE IN A FEW WORDS Select the desired TASK Set gt For instance by specifying Perform TASK Set you are saying that your course will
60. taught in two or more Parts gt As when familiarization of the hardware or task function is taught early in the course And an in depth coverage of this hardware or task function is provided later in the course Several PPPs may also be covered in one Part such as when the subject of one or more of the PPPs clearly supports the subject of the primary PPP The purpose of combining PPPs is usually to eliminate the repetition of PPP line items common to a group of PPP Tables 5 10 2 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO 10 5 Determining Part Numbers The Part Number is derived from the PPP Table Number for example PPP Table Number is 80136 When the PPP is covered without interruption 0136 When coverage of the PPP is divided into two or more parts called split parts 0136 1 1st usage 0136 2 2nd usage When more than one PPP is covered in the part 0136 This part contains information from PPP Tables A0074 B0076 0136 80137 and S0138 NOTE Number displayed e g 80136 is that of primary PPP As you will see parts are comprised of Sections Also multiple Parts within a Lesson Plan are separated from one another by Tab Dividers The part number is placed on the tab of the Tab Divider as follows Part 80136 10 6 Prepare the Sections for your course Parts are split into Sections 5 10 3 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA
61. tests A test will not be given for the sake of giving a test Valid reasons for giving a test particularly knowledge include gt To reduce the possibility of Trainee injury and or equipment damage a written test allows a judgment to be made that the trainee is adequately prepared for equipment performance gt To make a judgment as to whether the trainee is adequately prepared for the job he will assume at their next duty station gt For grading purposes either end of course or within the course gt To assign rank order to a class of trainees gt For motivational purposes To ensure that trainees are doing continue to do any homework assignments 8 A 6 4 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE SECTION 7 0 DETERMINE TEST PLACEMENT m During Course Master Schedule development you made a best guess as to where tests would be administered in the course m You should now be at this point in curriculum development Instructional sequence has been finalized Lesson Topics have been developed Allocation of instructional time for each lesson topic is firmed up as much as it can be prior to conducting the pilot course m There are a number of questions you should ask about each Lesson Topic or the course in general Answering a question yes means a test is possible at that point in the course When finished you will have decided where to place each test in the course The Questions m ls there a need to determine what the
62. the prerequisite Background skills necessary to successfully complete follow on training in PERFORMING the operation or maintenance of System Subsystem Equipment performance of task or function receipt of further background training 9 2 J TASK FUNCTION SKILL CLO J T F Skill Perform all task or function skills 9 3 TO BACKGROUND KNOWLEDGE CLO TO B G Knowledge Demonstrate an understanding of the knowledge required to perform the prerequisite Background skills necessary to successfully complete follow on training in PERFORMING the operation or maintenance of System Subsystem Equipment performance of task or function receipt of further background training 9 4 T4 TASK FUNCTION KNOWLEDGE CLO T4 T F Knowledge Demonstrate an understanding of the knowledge required to PERFORM all task or function skills 9 5 FAMILIARIZATION CLO F1 Knowledge State the purpose function and location and describe the documentation of the 5 9 1 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO 9 6 OPERATION MAINTENANCE SKILL CLOs O1 Skill Perform normal operational procedures with supervision on the O2 Skill Perform all operational procedures with supervision on the P1 Skill Perform preventive maintenance procedures with supervision on the C1 Skill Perform documented fault isolation and repair procedures to the authorized maintenance level
63. the trainees will be measured and factors that will be considered in determining the trainees grade on an individual performance or written test test item 1 1 Use of grading criteria m They enable the instructor to determine whether or not an individual trainee or team has met the objective s m Grading criteria provide for an unbiased and non subjective evaluation of the trainees ability with respect to a particular area of performance or knowledge 1 2 Grading criteria for performance tests m YES NO Checklist Describe in detail what constitutes satisfactory and unsatisfactory performance For Process Testing Describe the correct procedure including the following Number of points each step or group of steps is worth Number of points to be deducted for specific errors Number of trials allowed per step or group of steps Procedural steps which if performed improperly cause trainee failure and test stoppage For Product Testing Describe the characteristics of a good product including Point value assigned each characteristic 8 C 1 1 ADDENDUM 8 C NAVEDTRA 131A GRADING CRITERIA 1 3 Number of points to be deducted for specific errors Number of trials allowed for each product Any omitted characteristic that is cause for failure m Rating Scale Describe in detail how the trainees grades will be determined Other important grading criteria factors m Compliance with re
64. this interfere with performance All critical steps must be performed correctly Some steps will be scored on a Yes No basis and some will be scored with a rating scale Ensure that the trainee understands all of the above items before proceeding to the first problem FIGURE 8 5 SAMPLE ADMINISTRATOR S GUIDE INSTRUCTIONS TO THE TRAINEE 8 7 2 NAVEDTRA 131A TEST INFORMATION STAGE THREE 7 2 Develop Instructions to the Administrator including See Figure 8 6 for an example A brief description of the task to be performed m A list of required tools test equipment and training material m Specific instructions describing how to set up the equipment job performance m Instructions on any special safety precautions procedures that may be applicable m Instructions on the use of written test items written and or oral m Guidance on the actions to be taken in the event that the trainee does not perform as anticipated gt For example if a critical step is improperly performed remediation and retesting are in order 8 7 3 TEST INFORMATION NAVEDTRA 131A STAGE THREE INSTRUCTIONS TO THE ADMINISTRATOR The trainee will be performing the task s The following tools and test equipment are required Preset the following controls on the 1 2 3 4 5 Remove part no from the and replace with faulted part State the following special procedures to the trainee 1 Briefly describe the task and its relation
65. train personnel to be performers i e perform certain skills vice Direct or Coordinate skill performance Next select the desired Skill TOS from this TASK Set gt If you choose Perform preventive maintenance Perform systematic fault isolation procedures you are saying your course will train sailors to perform preventive basic corrective maintenance Then select the supporting Knowledge TOS gt You must select Training provides the knowledge to perform preventive maintenance and basic corrective maintenance Finally combine this information with a PPP Table Title gt Such as COMMERCIAL UTILITY CARGO VEHICLE TYPE A UTILITY you have now stated your plans to develop a course to teach preventive and basic corrective maintenance of this one vehicle 4 5 4 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE 5 4 A TOS CODE identifies each individual TOS m Each TOS has its own unique TOS Code gt This TOS CODE is a letter number identifier placed just to the left of each TOS gt TOS Codes provide a shorthand method of referring to a particular TOS gt TOS Codes are used to relate selected PPP line items to designated training objective statements using a TRAINING LEVEL ASSIGNMENT TLA Form exemplified in Volume II Sample Products m The letter TOS Codes for skill are TO S Skill Background T J Skill Task Function O Operation P Preventive Maintenance C Corrective Maint
66. trainee is quite low if throughput is high and content stable Disadvantages Long development time Rely heavily on the reading ability of the trainee Cost Considerations The initial cost for development including writing and piloting OJT Handbooks may be higher than other printed materials Maintenance costs depend on the revision requirements but will normally be higher than for other materials When augmented by audio and or visuals development and maintenance costs are even higher SEE ADDENDUM 9 A FOR DEVELOPMENT PROCEDURES 9 6 2 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE SECTION 7 0 EXERCISE CONTROLLER GUIDE 7 1 Information The Exercise Controller Guide ECG is another form of self supporting stand alone IMM The ECG provides a set of training exercises gt Exercises can be used in either the formal or informal training environment gt ECGs are used primarily for team training exercises but may also be used to train the individual gt Exercises consist of operational scenarios and selected training procedures gt Scenarios and or procedures are designed to accomplish specific predetermined training objectives 7 2 Applications An Exercise Controller administers the exercises contained in the ECG In the formal training environment the Exercise Controller may use the ECG gt For demonstration purposes gt To administer laboratory exercises gt As a guide for use w
67. trainee knows before presenting additional instruction m s there a need to assess how well the trainee has learned the material just taught m ls there a need to determine if the trainee has acquired certain prerequisite skills or knowledge before being allowed to progress further in the course particularly to the next Lesson Topic or go into a performance lab m ls there a need to determine that the trainee requires remedial instruction before being allowed to progress further in the course or go to the laboratory m Is there a need to assess whether the material taught matches the objectives especially the performance ones 8 A 7 1 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE SECTION 8 0 CLASSIFY EACH TEST This really requires that you decide each test s purpose m Pretest Given at the beginning of the course or unit of instruction May be used to accelerate the course or unit of instruction See NAVEDTRA 135A May be used to assess whether the trainee has the required prerequisite skills and knowledge needed to have a fair chance at passing the course May be used in conjunction with a post test to determine how much learning has taken place gt The Pretest grade may be included as part of the trainee s final grade m Progress Test Given at different points within the course to assess trainee progress gt Frequently administered at the completion of a Part Section group of Lesson Topics or
68. use oral tests and written tests follows 8 B 7 2 NAVEDTRA 131A ADDENDUM 8 B TEST DEVELOPMENT SECTION 8 0 ORAL VERSUS WRITTEN TESTING Oral tests are best used when the trainee is exposed to this type of test on the job such as propulsion engineering boards safety reviews and so forth They are usually administered in a board type format with trainees responding to questions asked by a panel of evaluators Open book tests evaluate a trainee s ability to locate and record information using technical documentation They are used whenever the on the job situation requires the use of technical documentation Closed book tests are used when the knowledge being tested for is normally required on the job without reference to the technical documentation 8 1 Factors may limit your choice of oral or written test Trainee Instructor Ratio Class Size Oral tests are not recommended if the trainee instructor ratio exceeds 10 1 or class size is over 20 because of time constraints Environmental Limitations Written tests are recommended when other trainees may overhear the test examiner or if there is excessive noise involved Number and Format of Test ltems Written tests are suggested if there are many test items or if they take the form of multiple choice or matching test items Next you will learn How to determine if all of the many written test items you have written meet standards for correctness 8 B 8 1 NAVEDTRA 131A
69. very important training decisions using the basic information contained in PPP Tables m Decisions that determine gt WHO will be trained gt WHAT will be trained gt WHERE will training be provided 4 3 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE m By making these decisions the eventual content of the curriculum or what will actually be taught in the classroom and laboratory is determined Step by step the TPS helps to make such key decisions m The TPS bridges the gap between PPPs and the curriculum and provides the information required to develop Learning Objectives Lesson Plan Trainee Guide Tests m Upon finishing with the TPS Chapter all training requirements for the course will be determined m This is done by making the required decisions which result in development of required TPS documents 4 4 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 1 0 THE TPS IS m Amanagement tool which designates the training requirements for Navy personnel involved in a particular training program s m A decision making process where a series of questions fundamental to curriculum development see following page are answered and recorded thus establishing the training requirements of the curriculum 4 1 1 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 2 0 TPS ELEMENTS OUTPUTS ARE W Training Objective Statements TOS gt TOS describe skills and knowledge to be learned by the ind
70. 076 TAB A 2 Background PPP A0002 2 3 Hardware PPP types defined m SYSTEM may be Related subsystems which operate together to meet a strategic or tactical requirement e g Weapons Platform A Submarine Or Surface Ship Or Aircraft Related components or equipments established to perform a certain Mission or Functions e g AN SQQ 89 V S SURFACE ASW COMBAT SYSTEM Single or multi purpose These PPPs list the knowledge and skills required to operate and maintain a System m SUBSYSTEM can only be Related equipments which together perform particular functions that contribute to the overall system mission e g X 1B IFF System or Ship s Departments Combat Systems Operations Engineering 3 2 2 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE These PPPs list the knowledge and skills required to operate and maintain a Subsystem m EQUIPMENT may be either A unit of a subsystem for which Operation and Maintenance can be performed OR Any device that supports any system or subsystem Equipments are made up of various components e g AN UYQ 21 UYK 44 C 1678 APX IFF CONTROL These PPPs list the knowledge and skills required to operate and maintain an Equipment 2 4 Hardware PPP Table Relationships m itis possible that the same Hardware may logically be designated as being either gt A System gt Or a Subsystem gt Oran Equipmen
71. 131A STAGE TWO gt The Section allows a similar group of skills for example normal operations preventive maintenance and their related knowledge to be taught together gt The Training Objective Statements that are assigned to a PPP Table Part determine its Section titles The sources of Section titles for Hardware PPPs are the Section Title Model Statements for Hardware PPPs gt See following page Sections may also be combined in whatever way best fits the training situation and desired outcomes gt See following page for some possible combinations of Hardware PPP Section titles gt Combined Sections will reflect by their titles all TOS covered within that section The source of Section titles for Non Hardware PPPs are the proper names of the skill or knowledge areas etc covered in that Section for example gt Basic Mathematics Special Mathematics Electrical Safety Direct Current Fundamentals Oscillators The Section titles for a part are placed on the Tab Divider for that part see Volume II TAB A 4 The number before each title shows numerical sequence 5 10 4 NAVEDTRA 131A F1 T1 O1 T2 O2 P1 C1 T3 C2 TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION TITLE MODEL STATEMENTS FOR HARDWARE PPPs FAMILIARIZATION WITH __ INTRODUCTION TO BASIC OPERATION OF THE THEORY OF THE OPERATION OF THE PREVENTIVE MAINTENANCE OF THE BASIC CORRECTIVE MAINTENANC
72. 2 12 3 3 1 3 3 3 3 3 9 3 3 12 3 4 1 3 4 2 3 5 1 3 5 3 3 6 1 3 6 5 3 7 1 4 4 4 3 1 4 5 5 4 5 7 4 5 8 4 6 1 4 6 2 4 7 1 4 7 3 4 8 1 4 8 4 4 10 1 4 10 2 4 10 4 4 14 1 5 3 5 3 1 5 6 3 5 6 5 5 7 1 5 7 2 5 8 1 5 8 2 5 9 1 5 9 3 5 10 1 5 10 2 5 10 4 5 10 6 5 10 9 5 12 5 6 1 1 6 5 4 6 7 6 7 3 7 15 1 8 5 8 8 1 8 8 6 8 12 2 8 A 2 1 8 A 6 4 8 A 9 1 8 A 10 2 8 B 3 1 8 B 6 2 8 B 7 1 8 B 7 2 9 A 1 1 9 A 1 3 9 A 1 6 Learning Objective 1 2 3 1 1 4 5 4 16 1 5 3 5 6 2 5 6 3 5 10 1 5 10 6 5 10 8 5 12 5 6 4 6 1 1 6 4 2 6 4 6 6 5 1 6 5 3 6 7 1 7 3 7 4 1 7 4 5 8 2 1 8 5 3 8 8 1 9 3 9 A 1 1 9 A 1 6 Lesson Plani iio Les ee 5 C COS 1 3 1 1 2 3 1 1 4 5 4 5 9 5 3 5 4 5 6 3 5 10 2 5 10 3 5 12 5 6 4 6 5 6 2 1 6 4 3 6 4 5 6 7 1 6 7 9 6 7 10 6 9 1 7 3 7 4 2 7 15 1 9 3 9 6 9 5 2 9 5 5 9 5 7 ECsson TOBICS Sa 2 a te Drs eet utor bs Glia ae 1 1 2 5 14 1 6 4 6 5 6 4 4 8 A 8 1 Letter of Promulgation vxoibiG ee pia veka Meee es 1 2 1 3 5 13 1 6 4 3 10 1 1 Master Schedule CMS 2 0 0 0 cc ee he 5 14 1 Manageinent qmatedals c4 oves eicere oe awe ee eee we OEE Eee agree ce Paes 1 2 1 1 1 Milestone DNE D DM P M DID atta etal 2 3 1 2 7 1 Navy Occupational Task Analysis Program NOTAP 0 ee eee eee eee 1 4 4 Needs ASSESSMeN tia os stehen v erEE XQ eta Seat at hd tee e ehe e Ven rate d 9 2 1 9 3 1 New Course Developments 4 69 ow Guts a
73. 2 4 PPPs may require several TLOs m PPP items may sometimes require several TLOs to adequately reflect the necessary training as illustrated by the following example for the PPP line item Perform preventive maintenance on the CUCV Type A TLO 1 Perform preventive maintenance on the CUCV TYPE A in accordance with preventive maintenance procedures in the applicable documentation TLO 2 Perform engine tune up on the CUCV TYPE A in accordance with preventive maintenance procedures in the applicable documentation TLO 3 Perform engine oil change on the CUCV TYPE A in accordance with preventive maintenance procedures in the applicable documentation 5 12 1 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO 12 2 12 3 12 4 TLO 4 Perform chassis lube job on the CUCV TYPE A in accordance with preventive maintenance procedures in the applicable documentation Only TLO 1 has a direct relationship with a specific PPP line item TLOs 2 through 4 do not but they do amplify TLO 1 and provide more definite guidance as to skills the trainees must acquire TLO s consisting of multiple PPPs Sometimes two to three PPP line items may be combined to construct one TLO as illustrated by the following example for the two PPP line items Use special tools and test equipment required for maintenance of the CUCV Type A and Perform preventive maintenance on the CUCV Type A TLO 1 Use special tools a
74. 7 3 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 18 0 ASSEMBLE TEST DESIGN PLAN m Preparation and assembly of this document is optional and at the discretion of the training activity m If criticality level of learning and other criticality factors were arrived at by doing these tasks on paper and or other elements of the process were recorded as the decisions were being made you may wish to compile these documents as the Test Design Plan 8 18 1 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 19 0 ASSEMBLE TESTING PLAN 19 1 Cover m As per the Volume II example plus gt Security classification if applicable must appear on the page 19 2 Assemble Test To Objective Comparison m Whatever form this document takes it will probably consist of a series of separate pages which must be assembled in order and perhaps given a cover For additional guidance see the following ADDENDA ADDENDA 8 IN DEPTH DISCUSSIONS OF 8 A PERFORMANCE WRITTEN TEST DESIGN 8 B WRITTEN TEST ITEM DEVELOPMENT 8 C GRADING CRITERIA FOR PERFORMANCE TESTS 8 19 1 NAVEDTRA 131A ADDENDUM 8 A IN DEPTH DISCUSSION OF PERFORMANCE WRITTEN TEST DESIGN 8 A 1 NAVEDTRA 131A ADDENDUM 8 A TEST DESIGN INTRODUCTION Familiarity with the following terms associated with classification and types of tests will assist you in understanding this Chapter Terms Associated with Developing Tests Types of PERFORMANCE TESTS WRITTEN TESTS Process
75. A 131A Volume NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILE BASED CURRICULUM DEVELOPMENT MANUAL Developer s Guide PUBLISHED BY DIRECTION OF CHIEF OF NAVAL EDUCATION AND TRAINING NAVEDTRA 131A Volume NAVSUP 2002 gives the quantity restriction for this publication For authorization to exceed quantity restrictions on this item ordered from ASO send DD FORM 1348 with a letter stating the justification for excess copies to Naval Education and Training Program Management Support Activity NETPDTC Code 071 Pensacola FL 32509 5000 Letters of requests should be forwarded on command letterhead signed by the Commanding Officer OINC or by direction Message requests to exceed quantity restrictions must be in proper MILSTRIP requisition format DISTRIBUTION STATEMENT A Approved for public release distribution is unlimited Nonfederal government personnel wanting a copy of this document must write to Superintendent Of Documents Government Printing Office Washington DC 20402 OR Commanding Officer Naval Publications and Forms Directorate Navy Aviation Supply Office 5801 Tabor Avenue Philadelphia PA 19120 5099 Attention Cash Sales for price and availability NAVEDTRA 131A Volume CHANGE RECORD NAVEDTRA 131A Volume FOREWORD THE NAVEDTRA 130 SERIES MANUALS This series of manuals is scheduled for publication m NAVEDTRA 130A Task Based Curriculum Development Manual 7 NAVEDTRA 131A Personn
76. AN XYZ to the detail required to support basic corrective maintenance m Inthe following example the entire TLO is the behavior The condition is implied i e authorized techniques implies advanced corrective maintenance The condition also implies that the description will be in your own words The standard is also implied to be 100 percent accuracy or without error Describe authorized techniques used to isolate faults which cannot be located using procedures contained in prescribed maintenance documents gt NOTE Do not imply the condition unless it is possible to infer the level of training required m The next example contains all three TLO elements Perform calibration procedures for preventive maintenance on the ABC meter using OP YYYY The meter must be accurate to 1 millivolt after calibration TLOs are prefaced by the following introductory statement Upon successful completion of this topic the trainee will be able to when shifted to the LP Topic Pages 5 10 12 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 11 0 HARDWARE TOS DETERMINED CONDITION STATEMENTS TOS INDICATOR F1 to support general duties for OR general watchstanding duties T1 to support normal operation of T2 to support casualty degraded abnormal modes of operation of OR to support operation requiring advanced analysis of OR to support preventive mainte
77. ARDWARE USE Operation Maintenance 3 11 Job specific behaviors are used to develop PPP line items m Choose a word that exactly describes the skill Operate Maintain Troubleshoot Repair Analyze m Choose a word which describes precisely how the knowledge will be used on the job Explain State Describe Locate Define 3 3 12 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE SECTION 4 0 DEVELOP YOUR HARDWARE PPPs Some things are common to all hardware PPPs 1 is associated with Knowledge 2 is associated with Skills Hardware PPPs have three categories of skill gt 2 1 OPERATION gt 2 2 MAINTENANCE 2 9 ASSEMBLY On board only seldom seen in a PPP Hardware PPPs have 7 categories of knowledge 1 GENERAL DESCRIPTION 2 PHYSICAL DESCRIPTION 3 FUNCTIONAL DESCRIPTION 4 INTERFACE DESCRIPTION 5 OPERATIONAL DESCRIPTION 6 7 MAINTENANCE DESCRIPTION DOCUMENTATION DESCRIPTION Lol ol cl c See Volume Supplement for a description of the contents of each of the 7 knowledge categories Technical manuals are often organized this same way 3 4 1 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE The above sequence is also usually the best for teaching Hardware related information because the trainee progresses from m Simple gt complex E General gt specific m Easy to do more difficult to do However 1 7 is usu
78. ATA CHK OF b B13 3 DRY RUN c B16 4 EACONT RST2 d B46 5 DATA CHK REQ e B49 6 DATA CJJK ALM f C30 g D56 5 3 Construction of Matching Test Items The directions must clearly describe how the trainees are to match the question and the answer Questions are always placed in the left hand column Answers are always placed in the right hand column When possible the answer list should consist of single words numbers codes symbols short phrases etc All answers should appear to be related to the questions to help prevent elimination of unrelated answers Directions must state how often the answers may be used Arrange the answers in a logical order Place the entire matching test item on one page Completion test item development begins on the next page 8 B 5 2 NAVEDTRA 131A ADDENDUM 8 B TEST DEVELOPMENT SECTION 6 0 DEVELOP COMPLETION WRITTEN TEST ITEMS 6 1 6 2 6 3 The completion test item is A free response test item type that requires the trainee to provide the missing information from memory as compared to the recognition of information as per multiple choice true false and matching type test items The completion test may also require the trainee to list a series of part names procedural steps etc from memory Another format of completion testing requires the labeling of a diagram from memory Advantages Disadvantages of Completion Test Items Guessing is eliminated This type of test i
79. CURRICULUM DEVELOPMENT vi NAVEDTRA 131A Volume RELATIONSHIP TO AIM AIM Authoring Instructional Materials is a computer based training materials authoring tool developed by the Navy Training materials developed using AIM may be different in appearance than examples shown in this manual However all training materials developed using AIM are compatable with the concepts of this manual CONTRACTUAL USE OF MANUAL NAVEDTRA 131A sample documents may also be used as an exhibit in a contract as service specific guidance for use by civilian contractors developing Navy training material NAME SUBSTITUTIONS ALLOWED The CCA may allow the following name substitutions NAVEDTRA 130A SERIES NAME OPTIONAL NAME Lesson Plan Instructor Guide Written Test Knowledge Test Resource Requirements List Master Materials List Equipment Requirements List Trainee Student Training Facility Training Activity vii NAVEDTRA 131A Volume IN PROCESS REVIEWS Whether developed inhouse or by a contractor In Process Reviews IPRs will normally be conducted as follows to review the products Bullets indicate IPR points followed by the products to be reviewed STAGE ONE Personnel Performance Profile PPP Table Listing m Draft new and or modified PPP Tables m Preliminary TPS STAGE TWO m Preliminary TCCD STAGE THREE Cross sections of LP TG Instruction Sheets IMM Requirement for cross section and contents to be
80. E LESSON PLAN Located in Volume ll at Tab A 5 the sample LP provides for the eyeball approach to LP formatting where you place data on the page so that it appears to be located in the same place as in the sample LP 6 4 1 LESSON PLAN NAVEDTRA 131A STAGE THREE 4 1 4 2 4 3 4 4 4 5 Cover optional m Is printed on heavy paper stock or equivalent material m Is optional at the direction of the Curriculum Control Authority CCA or Course Curriculum Model Manager CCMM m An identification seal which is optional may also be added Title Page m This provides for easy identification of the course including information regarding revisions and changes m Month and year that the Lesson Plan is prepared or revised is a publication date and may differ from the approval letter date List of Effective Pages LOEP m The LOEP identifies the change status of all pages in the volume m Each time a revision change or technical change is authorized the LOEP is replaced with a listing updating its status Letter of Promulgation optional m This must be retained in the TCCD and MAY be placed in the LP if the CCA CCMM wishes Change Record m This provides space for recording information related to each change incorporated into the LP after it is approved for implementation 6 4 2 NAVEDTRA 131A LESSON PLAN 4 6 4 7 4 8 STAGE THREE Table of Contents In Volume 1 provide a complete listing of the c
81. E OF THE ADVANCED THEORY OF THE CORRECTIVE MAINTENANCE OF THE COMBINED SECTION TITLE EXAMPLES FOR HARDWARE PPPs T1 O1 INTRODUCTION TO AND BASIC OPERATION OF THE T2 O2 THEORY AND OPERATION OF THE T2 O2 THEORY OPERATION AND PREVENTIVE AND P1 C1 BASIC CORRECTIVE MAINTENANCE OF THE 10 7 Prepare the Topics for your course m Sections are split into Topics which are the basic organizational units of instruction 5 10 5 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO gt Related Topic Learning Objectives TLOs are listed following each Topic title gt And a statement of rationale optional describing intended lesson content and goals may be included if necessary See Volume ll TAB 4A for examples Like Sections Topic titles are also predetermined according to the TOS that are assigned to the Part The sources of Topic titles for Hardware PPPs are the Skill or Knowledge Topic Titles for Hardware PPPs The sources of Topic titles for Non Hardware PPPs are the Skill or Knowledge Topic Titles for Non Hardware PPPs gt See following pages The Topic Documentation Description though listed last 1 7 is usually taught very early in the course It may stand either by itself combined with another Topic s or placed throughout the course as necessary 10 8 Combining Topics Topics may also be combined as best fits the training situation and desired outcomes except that sequence o
82. ECONTRA S wed emai 2 2 1 Fault insertion Guides v 2 ie lin aig us ens or us eor ee hal des t lad 1 1 2 Frequency of performance 22221 1 deeb eae es eed eee ee bees Ee eh 8 3 1 8 8 5 Front Matter 0 00000 1 4 1 5 13 1 5 13 2 6 2 1 6 4 2 6 4 6 7 13 1 9 A 1 5 Group Dy Categories gs eked fees ae aie eet a a wage a ee a 8 3 2 8 8 5 TNIPACH ALE NS eran Fi oe lg SUI E RA ae Sie AS SH MM RUN Oo he Oe e A ees 2 3 1 Independent Relationship 2 ved eLenikeicR Wee SR E bese SES RA A Sek bas 5 12 4 Intormation Sheets 5 eek Batata Ree che xh e Ee e ex S 7 7 1 9 A 1 3 Instructional Materials 0 00 eee ee 1 2 1 3 1 1 2 6 7 10 9 5 Instructional Media Materials IMM 0 00 cece es 6 5 3 6 7 6 7 3 9 5 Instructor Utilization Handbook 0 0 eee eee eens 1 1 2 Interactive Courseware ICW llle 1 4 3 5 12 6 6 5 3 6 7 9 9 6 Interna Change vice atin meditata ob vetu etdceoeX x WR e v RE 1 2 1 6 9 1 Job Performance Order 1 5 soe E ae eos CRUEL E EE E E ERN 5 12 2 Job Sheet Checklist 3 5m ena LIRE du RS LEE er US Rs 8 6 1 8 6 4 Job Sheet Evaluation Instrument 0 0 0 00 0 cece ec RR IR s 8 4 8 6 4 JobADeets eese tre elo eh RUM e Ec 3 3 8 4 16 1 5 14 2 6 5 8 7 6 1 8 2 8 4 8 5 8 1 1 8 3 2 8 5 1 8 8 6 8 15 2 8 A 6 3 Job Task nile te eG seb ee eed a t exe vU a e eg 1 2 3 3 2 8 8 5 8 15 3 8 B 9 1 Knowledge 1 2 3 3 3 1 1 3 2 3 3 2 8 3 2 9 3 2 11 3
83. EDTRA 131A ADDENDUM 8 A 4 4 TEST DESIGN gt Simulation may allow for more time to be spent on critical steps gt Simulated performance may be accomplished in less than real time gt Simulated performance may allow less critical steps or equipment start up time to be skipped m The simulator may allow more performance diagnostic data to be recorded than can be obtained from real equipment m The simulator may allow play back so that trainees can critique their own performance m The simulator may allow for more standardization and control of the test situation Through the process of Performance Test Design you should now be able to examine all Skill CLOs and TLOs of the course and determine those to be formally tested those requiring informal testing how each objective will be tested and whether actual or simulated performance is most desirable Some of What you test for will likely be m Knowledge Focus is on whether the trainee has acquired the necessary knowledge to do the process or product understands the associated safety hazard precautions can use the technical documentation and so forth 8 A 4 2 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE 4 5 In extreme situations a written test may be used in place of a product process or combination performance test This is permissible only when facilities equipment material will not allow a performance test However it is permissible and often
84. EDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE CHAPTER S SCOPE m Define types and applications of VI and IMM m Determine the need for VI and IMM m Determine the type s of VI and IMM which best support training m Explain the VI and IMM development process Each VI is unique in terms of application to the classroom laboratory Because of time and other resource constraints limitations imposed on in house development of training materials only VI that are relatively easy to develop are presented here DEFINITIONS m Visual Information VI Use of one or more of the various visual media with or without sound VI includes still and motion picture photography video recording with or without sound graphic arts visual aids models displays visual presentation services and the support processes CNETINST 5290 3 m Instructional Media Materials IMM Instructional materials that present a body of information and are largely self supporting rather than supplementary in the teaching learning process These materials have applications for independent study skill acquisition 9 5 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE INFORMATION Visual Information Materials are used to introduce reinforce or supplement training provided in the formal environment They may be used separately with other VI or with a lesson plan Use VI to m Provide training for which formal schools have a lack of equipment space
85. Hardware or Non Hardware skills gt DIRECT those who are the performers gt COORDINATE the overall actions of those who direct or perform m You will determine if the trainee Will operate and or maintain hardware or gt Perform a Task Function and for both he ability level which must be attained m You will determine first the skills and knowledge the trainees will acquire by choosing specific line items from the PPPs Then gt You will join these PPP line items with the designated ability level s thus specifying the precise skills and knowledge to be acquired m You will determine a training pipeline of courses and Where your course s fits in this pipeline gt Where your course s will be taught 3 7 1 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE m You will begin Job Sheet development This process begins as soon as the TPS is done This is done to make sure that skills drive or force content of the curriculum m You will prepare a PPP Table Listing gt This document lists ALL PPP Tables required for development of your training program gt PPP Tables will be listed hierarchically beginning with that PPP of highest order e g system is superior to subsystem followed by titles of corresponding subordinate PPP Tables gt Task Function PPPs will be listed where they best fit in relation to the Hardware PPPs gt Functionally related equipment will be grouped to the ma
86. INE SHEETS 11 1 Outline Sheets Provide the trainee with an outline of the major teaching points in the Topic Are consistent with the outline of the Discussion Points DPs contained on the Topic s Discussion Demonstration Activity DDA pages Allow the trainee to follow the progress of a Topic and facilitate the note taking process if intended for this purpose An outline sheet may be used to list TLOs contained in the course 11 2 Outline Sheet content Outline presents an outline of the major points to be covered in the Topic Use only key words or phrases gt More subheads may be included than on the DDA pages of the Topic if necessary Usually space is not provided for note taking unless the sheet is being designed primarily for this purpose 7 11 1 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 12 0 INSTRUCTION SHEETS NOT IN A TRAINEE GUIDE These Instruction Sheets Are distributed separately Do not have Front Matter Security information or safety hazard awareness information may be provided on an Information Sheet Are listed under Trainee Preparation in the Topic Have the same content and form as those contained in a Trainee Guide except the following is omitted from the running header Volume identification The phrase Trainee Guide A Trainee Guide is required whenever the number of Instruction Sheet pages exceeds 12 pages The words For Training Use Only must b
87. JT Handbook is the most common IMM and may be the IMM most often produced by in house curriculum developers For some facilities the Exerciser Controller Guide may be most common IMM can Provide training for which formal schools have a lack of equipment space time or instructors Provide training that may be used for remedial or accelerated instruction Provide prerequisite training for advanced courses Fill gaps in training that occur within or between courses Provide instruction in subjects which are difficult to present in the lecture environment or skills which cannot be performed in the laboratory environment Generate maintain trainee interest in a Lesson Topic 6 2 Applications Consists of a single lesson or a series of lessons designed to support selected learning objectives m Ineffect a self study learning package m Requires little or no assistance to complete 9 6 1 INSTRUCTIONAL MEDIA MATERIAL NAVEDTRA 131A STAGE THREE 6 3 6 4 6 5 May use support materials such as audio tapes slides or videotapes as part of the presentation m Can be used as stand alone training or remedial training Advantages m Each trainee can proceed at a rate in accordance with his particular abilities Training may be accomplished at convenient times and places Topics can be repeated or restudied as desired or required Difficulty and level of training may be adapted to varying trainee populations Cost per
88. M probably an operational unit will train that PPP Line Item Or that due to operational constraints i e TLA Applicability Indicator the training requirement is not trained The Numeral TLA Applicability Indicator 5 is ambivalent in that the sailor may receive training for the PPP Line Item by either a TRACOM activity or operational unit 4 12 1 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 13 0 WHAT WILL BE TRAINED AND WHERE Develop TLAs TAM m You now have all information needed to develop the TLAs for your training program m TLA development is one of the most critical aspects of course development its importance cannot be over emphasized This is where you first decide what skills and knowledge the graduates of your course will have when they compete the course m Use the completed TLAs to develop the TAM m When you have completed this phase of development you will have a set of filled in TLAs equal to the number of PPPs you have chosen developed to support your course gt You will also have one filled in TAM Some developers may prefer to first prepare the TAM and then the TLA Either approach works equally well it depends on the individual s preference 4 13 1 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 14 0 WHAT COURSES COME BEFORE OR AFTER 14 1 Most courses are part of a Training Path m There are basic prerequisite courses that must be taken before e
89. N 2 1 1 Perform tasks for operation of the including 1 a Preoperational procedures b Operational procedures c Post operational procedures Use special tools and test equipment required for maintenance of the ___ as prescribed in applicable documentation EQUIPMENT KNOWLEDGE THAT DIRECTLY SUPPORTS THE SKILLS 1 5 OPERATIONAL DESCRIPTION 1 5 2 Describe tasks to perform operation on the __ a Preoperational procedures b Operational procedures c Post operational procedures Describe the use of special tools and test equipment required for maintenance of the as prescribed in applicable 3 10 Indirectly supporting knowledge is needed also This is knowledge that may not be traced back to a specific skill PPP line item This knowledge is required for skill understanding but it is not required for skill performance This knowledge allows one to better understand HOW the hardware is operated and maintained 3 3 11 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE gt Even though this knowledge does not contain actual operation and maintenance procedures m tis possible therefore to learn to operate and maintain the hardware even though one has not acquired the body of indirectly supporting knowledge KNOWLEDGE THAT INDIRECTLY SUPPORTS General Description of Physical Description of Functional Description of Interface Description of Documentation Description X SKILL H
90. NAVINST 3500 34 Personnel Qualification Standards PQS Program OPNAVINST 5100 8 Navy Safety and Occupational Safety and Health Program OPNAVINST 5100 19 Navy Occupational Safety and Health NAVOSH Program Manual for Forces Afloat OPNAVINST 5100 23 Navy Occupational Safety and Health NAVOSH Program Manual OPNAVINST 5290 1 Naval Imaging Program NAVIMP Policy and Responsibilities OPNAVINST 5510 1 Department of the Navy Information and Personnel Security Program Regulation OPNAVINST 11102 1 Policies and Procedures for Training Equipment Facility Requirements EFR 1 4 2 NAVEDTRA 131A TRAINING MATERIALS DEVELOPMENT INTRODUCTION NAVPERS 18068 Manual of Navy Enlisted Manpower and Personnel Classifications and Occupational Standards Chief of Naval Education and Training NAVEDTRA 130A Task Based Curriculum Development Manual NAVEDTRA 131A Personnel Performance Profile Based Curriculum Development Manual NAVEDTRA 134 Navy Instructor Manual NAVEDTRA 135A Navy School Management Manual NAVEDTRA 10500 Catalog of Navy Courses CANTRAC NAVTRASYSCEN P 530 Naval Training Systems Center Guide CNETINST 1500 1 Catalog of Navy Training Courses CANTRAC NAVEDTRA 10500 CNETINST 1500 15 Accreditation of Navy Schools CNETINST 1500 18 Responsibilities and Procedures for NAVEDTRACOM Participation in Contractor Developed Training CNETINST 1500 20 Safety Procedures for Conducting Training CNETINST 1500 21 Development of Interacti
91. Officers may require training to be a performer for instance the Radar Intercept Officer performs operational procedures m The Prospective Commanding Officer of a ship when being taught the hands on pilotage skills requires training as a Performer Though important Military rank or whether officer or enlisted DOES NOT determine which personnel group is selected The personnel group IS ALWAYS chosen based on the kind of work to be performed 4 4 2 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 5 0 WHAT WILL THE PERSON BE TRAINED TO DO m Deciding what the sailor will be trained to do and describing what the sailor will be trained to do is aided by the use of prepared statements such as those shown below gt Each skill statement describes a unique form of work Skill statement examples include Coordinate operation and maintenance Direct operation or Direct abnormal operations or Direct maintenance etc Perform normal operations Perform abnormal operations Perform preventive maintenance Perform systematic fault isolation procedures Perform undocumented fault isolation procedures Perform Coordinate Direct basic skills associated with the task function Perform Coordinate Direct advanced skills associated with the task function 5 1 These statements are called m TRAINING OBJECTIVE STATEMENTS TOS 4 5 1 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE Use canned or pre prepared TOS
92. PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE 3 4 PPP statements are generally specific m The statement perform preventive maintenance on the 4 IS general because it encompasses ALL PM tasks IS specific when the exact Hardware name is written in IS also specific because task elements are usually listed m PPP tables are constructed using general terms to support specific skills 3 5 Technical documentation is not repeated in PPPs m All operation and maintenance tasks are listed and discussed in the hardware s technical manual s then these same tasks are not restated in the PPP Anyone needing this information should go ALWAYS to the technical documentation 3 6 PPPs must be comprehensive task lists when m The technical manual s for the hardware is either non existent or inadequate gt This is because the PPP is now the only source of this information The PPP developer is responsible for getting this information into the hands of those writing maintaining the technical documentation 3 7 PPPs are written like this because m They can remain static even though the Hardware changes m It will ensure that the PPP will be an easy to work with document and one which is of manageable size 3 3 4 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE The Figure on the next page illustrates all of the concepts we have discussed thus far gt Comprehensive task analysis minimum requirements list
93. S OPERATION MAINTENANCE SKILL TOS O1 Skill Completion of training provides the skill to perform normal operations O2 Skill Completion of training provides the skill to perform m Normal operations requiring advanced analysis defined on 4 14 m Abnormal operations defined as casualty degraded not full mission capable P1 Skill Completion of training provides the skill to perform preventive maintenance 8 4 E SS S OPERATION MAINTENANCE SKILL TOS C1 Skill Completion of training provides the skill to perform to the authorized maintenance level systematic fault isolation procedures 4 8 2 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE C2 Skill Completion of training provides the skill to perform to the authorized maintenance level m Systematic fault isolation procedures that require advanced analysis m Authorized techniques to isolate faults that cannot be isolated using procedures contained in prescribed documentation C3 Skill Completion of training provides the skill and knowledge to perform without supervision m Diagnosis of equipment malfunctions fault isolation and all repairs m This level of skill cannot be trained in the formal school setting This skill is acquired only through on the job experience and reflects a continuous learning process that is supported by the skills and knowledge taught in the formal school environment m The Training Level Assignment Applicability Indicator 1
94. TRAINING MATERIALS DEVELOPMENT INTRODUCTION SECTION 2 0 TRAINING MATERIALS SUPPORT All training materials are maintained current and accurate by surveillance and change efforts 2 4 Surveillance Constant surveillance is required to detect changes in documentation equipment or procedures that impact training materials Procedures for identifying training material deficiencies for recommending changes and for coordinating recommended changes are given in Volume lll 2 2 Training Materials Modifications There are four types of Training Materials Modifications Interim Change Change Technical Change and Revision The definition for each category is found in NAVEDTRA 135A Definitions and procedures for incorporating Training Materials Modifications are described in Volume lll Chapter 7 1 2 1 NAVEDTRA 131A TRAINING MATERIALS DEVELOPMENT INTRODUCTION SECTION 3 0 PROGRAM PARTICIPANTS The following participants have vital roles in the development and support of training materials Specific command assignments are addressed in Volume III Chapter 1 3 1 Training Agency TA An office bureau command or headquarters exercising command of and providing support to some major increment of the Department of the Navy s formal training effort The Chief of Naval Education and Training CNET is a TA 3 2 Functional Commander CNET has designated Functional Commanders to plan manage and budget for training courses across broa
95. Test Booklet Module m The Test Booklet module contains test items and a test answer key It is constructed from the test item bank and serves as a guide for development of later alternate versions of the test m Indicate how many points will be added for correct responses or deducted for an incorrect response 10 2 Develop Instructions to the Administrator See Figure 8 7 for an example Prior to the start of testing How to prepare the test area gt Instructions for trainees gt Time limit allowed for testing gt Instructions for the administrator at test completion m Atthe completion of testing How to secure the test area gt How to review evaluate or critique the test and record the test results 8 10 1 TEST INFORMATION NAVEDTRA 131A STAGE THREE TEST INSTRUCTIONS FOR THE ADMINISTRATOR Prior to the start of testing Cover or remove all training aids that could assist the trainee in answering test items Have trainees clear their desks of all unrelated testing material Inform the trainees of the test time limit s if any Provide pencils and scratch paper as necessary Read the test instructions to the trainees Provide reference documentation if applicable and any instructions for its g Carry out any other local instructions as necessary At the completion of testing a Collect and inventory all testing material Check test for marks made by the trainees Review the test with the trainees Eval
96. V AN SQS 53C AN SQC 28 V and MK 116 MOD 6 UFCS m AN SQS 53C related Equipments are the 49 cabinets mentioned above AN UYQ 21 UYK 44 XMITTER CONTROL XMITTER DRIVE CONTROL etc Each of these equipments is comprised of multiple devices e g the AN SQS 53C SONAR consists of seven Functional Groupings power distribution xmitter display etc and 49 separate cabinets at various locations throughout the TICONDEROGA Both figures show correct PPP designations m Following the Figure 3 2 approach only four Equipment PPPs are required AN SQR 19 V AN SQS 53C AN SQC 28 V and MK 116 MOD 6 UFCS m Following the Figure 3 2 approach numerous equipment PPPs are required for each Subsystem 3 2 7 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE gt The AN SQS 53C Subsystem alone requires 49 Equipment PPPs AN UYQ 21 UYK 44 XMITTER CONTROL XMITTER DRIVE CONTROL etc one PPP for each of its 49 separate cabinets Both approaches can produce equally good curricula Generic PPP tables are preferred for use when m The specific equipment type the graduate will operate maintain is known but the exact equipment mark mod is unknown gt Generic Hardware PPPs are always Equipment gt These PPPs are most often used in developing A School training Graduate will operate an IBM compatible microcomputer BUT the specific make model or series could be any IBM compatible microcomputer o
97. a 3 1 f defines the VI products exempt from production reporting requirements Exemptions include graphics and overhead transparencies Development of transparencies is accomplished by any means available to the developer Video Tapes m APPLICATIONS Provide one of the best means of conveying an idea or series of ideas where complex or dangerous operations or motion must be presented Video tapes can be provided as stand alone May be programmed or specialized presentations depending on the need and conditions surrounding the training Designed to support a central theme by developing several major points into a continuous flow of information Generally do not require any specific programming however where applicable they may be programmed from Lesson Plans Designed to support a central idea by developing several major points into a continuous flow of information Present one or a related series of segments each designed to illustrate a single concept or idea Developed when motion or a complex operation is difficult to present using transparencies or other conventional media Are programmed by a Lesson Plan 9 5 5 INSTRUCTIONAL MEDIA MATERIAL NAVEDTRA 131A STAGE THREE m ADVANTAGES The immediate search and playback capabilities permits greater utilization of the learning effort Familiarity of the average trainee with the equipment minimizes distracting novelty effects Video Tapes are relatively inexpensive t
98. a particularly lengthy Lesson Topic m Quiz a short test often devised by the instructor and used to assess mastery of recently taught material gt These tests as a rule are unscheduled and not part of the formal test program m Comprehensive Test Given at the end of the course Used to measure mastery of the TLOs and CLOs particularly the critical performance TLOs CLOs m Within Course Comprehensive Test Used during lengthy courses for reinforcement and as a means of helping the trainees to retain what they have previously learned 8 A 8 1 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE 9 1 9 2 SECTION 9 0 GENERAL GUIDELINES FOR TEST ADMINISTRATION The following information along with that already compiled Will further assist you in deciding how much time to devote to Performance and Written Testing where to locate each test within the course and the purpose of each test pretest progress posttest etc In general the following guidelines should be followed Some type of test should be administered about every 40 50 periods of instruction More frequent testing is warranted if critical skills or knowledge must be assessed before new skills are taught Less frequent testing is appropriate when the trainee must be given the time to develop skills which can only be attained by laboratory practice sessions or if significant preparation outside the classroom is required for proficiency Tests are usu
99. actions have been taken to eliminate the constraints m Performance Test Numerical Grade gt Describe how a Performance Test numerical grade will be determined m Minimum Passing Grade gt State this grade and rationale for establishing m Final Grade gt State the grading and weighting criteria for this grade Remediation gt Describe review remediation and retesting procedures m Test to Objective to PPP Line Item Comparison gt See Volume Il Tab A 4 OAC for an example and the columnar headings comprising this document gt The Profile Item to Topic Objective Assignment Chart may be used for this purpose by adding appropriate columns Test Application gt Refers to the type of test for example pretest progress test comprehensive test etc m Test Schedule Indicate those periods for which a test is scheduled and the identifying number of the test 8 11 2 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 12 0 DEVELOP TEST TO OBJECTIVE COMPARISON No particular format is prescribed for this document But the easiest way to satisfy this requirement is to add a Test Item Number column to the Profile ltem to Topic Objective Assignment Chart m The primary consideration is that each job sheet knowledge test item must be trackable to the objective it supports You have now completed the entire Refresher discussion on designing and developing Performance and Written Tests If needed additional i
100. al documentation gt Job Steps may consist of either general or discrete step by step procedures for performing tasks associated with a the job gt Sufficient space should be left under each Job Step to record information Self Test Questions provides questions which gt Are easily understood grammatically correct and easily graded by the instructor gt Are technically correct and have direct application to the skill being performed Require analysis and thought similar to that required in the actual job situation 7 6 2 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 7 0 PREPARE INFORMATION SHEETS 7 1 Information Sheets Provide additional amplifying or background information essential to the trainee but absent from or not easily found in the technical manuals or other official documentation Are useful for promoting or aiding the trainees comprehension of technical manual materials 7 2 Information Sheet content Use the Introduction to explain to the trainee how and why an understanding of the material will be of benefit References list all publications used to develop the information section of the Information Sheet Information should not duplicate information contained in the technical documentation gt The Information must be written clearly and to a level consistent with the trainee s reading ability gt The Information will refer to technical manuals or other approved pub
101. al for the Medical Department NAVMED P 117 Security clearance This is the security clearance necessary for the course and or the teaching site Prerequisites Copy this information from the Course Data Page of the Training Project Plan An entry of In accordance with CANTRAC may also be used Obligated service Obtain this information from the NAVMILPERSCOM manuals An entry of In accordance with the Enlisted Transfer Manual may also be used NOBC NEC earned Copy this information from the same entry on the Course Data Page 13 4 Incorporate the Curriculum Outline of Instruction The COI is placed exactly as compiled earlier into the TCCD where indicated by the sample TCCD shown in Volume II of this Manual NOTE Include all new or modified PPP Tables PPP Table Index listing existing PPPs used and the Training Path System for the course to facilitate review and approval of the TCCD 5 13 3 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO gt Lists faults by identification number Lists supporting documentation directions 5 13 4 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 14 0 WHAT IS NEXT Complete the Annexes Completing the Annexes involves finishing documents you began developing in earlier stages beginning with Resource Requirements List Final Profile Item to Topic Objective Assignment Chart Final Course Master Schedule CMS Develop in accordan
102. ally developed to assess mastery of a Part or Section but may cover a single Lesson Topic especially if the topic is a lengthy one Time allowed for the administration of tests is usually limited to 10 percent of total instructional time All tests should be sequenced so that the trainee has sufficient time to study the material before it is tested As a rule the minimum time provided should be at least one overnight period set aside for preparation 8 A 9 1 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE SECTION 10 0 DEVELOP PERFORMANCE TESTS WRITTEN TEST ITEMS 10 1 Performance tests are developed first m Process Performance Tests measure well defined steps which the trainee must integrate or sequentially perform for the process to be done correctly They require the trainee to use a Job Sheet and Demonstrate all important and essential steps and factors required for successful performance of the behavior Comply with safety precautions Utilize tools and equipment correctly Perform all steps within a given time frame Perform all steps while under the direct observation of the instructor m Product Performance Tests place importance on the final product or result They also require the trainee to use a Job Sheet Examples are To complete a form to be compared to a completed document To build make an item the dimensions of which will be measured against a standard tolerance To build make a
103. ally taught very early in the course even though listed last m Hardware PPP Line items are sequential as shown in the example below Note that three 3 subitem levels are allowed where 1 6 1 is the first level a 1stlevel 1 2nd level a 3rd level Item No Knowledge Skills 1 6 Maintenance Description 1 6 1 Define the Maintenance policy for PPP line item a Preventive Maintenance _ _ Sublevel 1 1 Servicin P 1 _ Sublevel 2 2 Operational Check a Premaintenance Procedure Jj Sublevel 3 b Performance Checks m Volume supplement contains the following helps for developing Hardware PPPs 3 4 2 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE A Hardware PPP Model Statements Designed so that fill in the blanks produce completed PPP line items A Hardware PPP CDAs Curriculum Developer Aids Help you to select the applicable Model statements used to complete your PPP table gt PPP Table Checklists Help to analyze the Hardware so that you can determine content of the PPP if used these are not submitted for review 3 4 3 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE SECTION 5 0 DEVELOP YOUR TASK FUNCTION PPPs Some things are common to all Task Function PPPs m 1 is associated with Knowledge m 1 X indicates a major subject area supporting a 2 X Duty m 1 X X indicates a knowledge supporting a major subjec
104. als for a OJT Handbook are developed using the procedures contained in the VI portion of this Chapter STEP 4 Develop Front Matter m Designed to introduce and describe the contents of the OJT Handbook Consists of the following elements gt Title Page Lists the title and other identifying information for the OJT Handbook gt Contents Page Lists the lesson subject titles and the beginning page numbers for each element of the lessons gt Introduction Informs the trainee of the purpose of the OJT Handbook approximate completion time OJT Handbook Learning Objectives recommended prerequisites and safety and or security requirements associated with the OJT Handbook Additionally the introduction provides a description of each element of the OJT Handbook and any related materials needed to complete the OJT Handbook Step 5 Assemble OJT Handbook m When all materials have been developed the OJT Handbook is assembled into a single document following the outline developed in STEP 2 of this procedure 9 A 1 5 ADDENDUM 9 A NAVEDTRA 131A OJT HANDBOOK Step 6 Review OJT Handbook m Review OJT Handbook to verify that Content is technically accurate This should be done by a SME The overall goal or theme of the OJT Handbook has been met The key elements that needed illustration have been supported by other IMM Detail of the OJT Handbook is at the same level and depth as the Learning Objective
105. ample at hand as you read Volume I For example if you are developing a Training Path System TPS turn to the TPS section of the sample course in Volume ll Volume ll contains this sample course a An electronics course TRIDENT EXTERIOR COMMUNICATIONS SYSTEM NAVEDTRA 131A Volume VOLUME Ill Volume III contains management information important to planning analysis design development implementation and evaluation of curricula The chapters in Volume III establish the requirements for the submission and review of the various products developed during the curriculum development process Take a few moments and turn to the different volumes and see how they relate NAVEDTRA 131A Volume TABLE OF CONTENTS Title Page Change Record Foreword How to Use NAVEDTRA 131A List of Acronyms Introduction Chapter 1 Training Materials Development Planning Chapter 2 Training Project Plan Stage One Chapter 3 Personnel Performance Profiles Chapter 4 Training Path System Stage Two Chapter 5 Training Course Control Document Stage Three Chapter 6 Lesson Plan Chapter 7 Trainee Guide Chapter 8 Test Package Addendum 8 A Determining Criticality of Objectives Addendum 8 B Performance Tests Product Process or Both Addendum 8 C Written Test Item Development xi 3 co KD El E m B I pc bcd L I B P i CUP NAVEDTRA 131A Vol
106. ask Analysis information is NAVEDTRA 130A Task Based Curriculum Development Manual It may not be necessary for you to go the 3rd or even 2nd level of subitems shown in the example on previous page m The only requirement is that gt Skills must be identified by the number 2 gt Knowledge must be identified by the number 1 3 5 3 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE SECTION 6 0 DEVELOP YOUR BACKGROUND PPPs Some things are common to all Background PPPs m 1 is associated with Knowledge m 1 X indicates a Major Subject Area supporting a 2 X Area or Duty m 1 X X indicates Knowledge supporting a Major Subject Area Item No Knowledge Skills Knowledge Category Explain how greases are classified PPP line item a Composition zJ Sublevel 1 1 Silicone grease Sublevel 2 a Viscosity x Sublevel 3 3 6 1 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE m 2 is associated with Skills m 2 X indicates a Major Subject Area or Duty m 2 X X indicates a major Component Subject Area or Task Item No Knowledge Skills 1 Skil Category Select the grease required for Vehicle PPP line item 1 1 Application a Bearings Sublevel 1 1 Roller Sublevel 2 a Catched Sublevel 3 m Each Major Subject Area Component or Duty Task or group thereof requires directly
107. atement The EXCEPT format is not recommended but may be used in the stem if the word is capitalized or underlined 8 9 1 TEST INFORMATION NAVEDTRA 131A STAGE THREE A list of possible answers alternatives which complete the stem or fill in the blank within the stem m True False Consist of a direct statement and either a true false or a yes no alternative m Matching Contains directions to inform the trainee how to match the items listed below Normally has two columns listed below the directions with the questions stimuli placed in the left hand column and answers responses being placed in the right hand column m Completion These consist of incomplete statements containing a blank to be filled in The missing segment is an important part of the statement such as the key element of a process an item of equipment and so forth The response is positioned at or near the end of the incomplete statement May also include diagrams with certain items in the diagram either highlighted or otherwise marked with space provided for the response 8 9 2 NAVEDTRA 131A TEST INFORMATION STAGE THREE m Essay gt Must state clearly and precisely what type of response is required NOTE See Addendum 8 B for an in depth discussion on written test item development 8 9 3 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 10 0 DEVELOP WRITTEN TEST ADMINISTRATOR S GUIDE 10 1 Develop
108. ating scale is chosen will depend upon the particular situation and the developer s discretion Some situations developers might use a checklist others might use a rating scale sometimes using both might seem the most appropriate thing to do m For Process Performance tests When a step is either done or not done and can be measured by checking yes or no a checklist may be the best to use When performance of a step can vary in quality from high to low best to worst good to bad or some other range a rating scale may be the best to use gt A rating scale may also be the best to use when a step has more than two possible outcomes gt Whether a rating scale or checklist is chosen will depend upon the particular situation and the developer s discretion Some situations developers might use a checklist others might use a rating scale sometimes using both might seem the most appropriate thing to do 8 6 2 NAVEDTRA 131A TEST INFORMATION STAGE THREE m For Grading Criteria Scoring Guide This may be the most critical step in performance test development because it ensures standardized grading The scoring guide contains a description of how each step or group of steps is to be graded When using written test items in a performance test indicate the correct response and how many points will be deducted for an incorrect response When written test items are included as part of a performance test they will
109. ation e g Social Security Number class number beginning ending test times score etc gt If automated record keeping support is provided this sheet may not be required see NAVEDTRA 135A 8 15 4 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 16 0 ASSEMBLE WRITTEN TEST BOOKLET m The Booklet includes gt Cover Page gt Test Questions gt Answer Sheets gt All pages are numbered consecutively following the Cover 16 1 Cover Page m As per the Volume ll example plus gt Security classification if applicable must appear on the page 16 2 Test Questions m Alltest questions should be numbered 16 3 Answer Sheet m Notrequired if the trainees are to enter their answers in the Test Booklet m Required if the Test Booklets are reusable 8 16 1 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 17 0 ASSEMBLE WRITTEN TEST ADMINISTRATOR S GUIDE m The Guide consists of the following gt Consecutive page numbering beginning with Instructions to the Administrator gt Cover Page gt Instructions to the Administrator gt Evaluation Instrument gt Grading Criteria gt Instructions to the Trainee If all written tests are administered alike only one Guide may be required If each test or group of tests has unique requirements additional Administrator s Guides may be required 17 4 Cover Page m As per the Volume ll example plus gt Security classification if applicable must appear on the
110. ation Learning Objectives Illustrated 8 5 3 TEST INFORMATION NAVEDTRA 131A STAGE THREE Product Objective Construct a Box Sill Floor Frame to within 1 8 inch of required dimensions The final product will be graded for conformity to the specifications Process Objective Measure a crankshaft journal for Wear Taper and Out of Roundness Exact measurements require that the process is followed precisely Combination Objective Perform a Daily System Operating Test DSOT on the Close In Weapons System CIWS A systematic step by step process must be followed to ensure a fully operational CIWS or product 5 3 Deciding which Performance Test type to use Test for the product if the objective contains specific standards that the product must meet m Test for the process if the objective has specific standards that must be adhered to including gt Safety procedures gt Time standards gt Requirements that the steps be performed in a certain order m Testfor the process when diagnosis is important i e if it is important to know when or where errors occur 8 5 4 NAVEDTRA 131A TEST INFORMATION STAGE THREE m When both a process and its product can be measured select the one that is easiest to measure using the following as guidelines gt Time or number of personnel required to conduct the performance test gt Can the product be tested without examining the process gt Can errors be made early
111. be lifted verbatim from the curriculum This concludes the discussion On developing true false test items Next we will discuss developing matching test items 8 B 4 2 NAVEDTRA 131A ADDENDUM 8 B 5 1 5 2 TEST DEVELOPMENT SECTION 5 0 DEVELOP MATCHING WRITTEN TEST ITEMS Description and Use of matching test items The matching test form consists of two lists containing related words phrases or symbols The trainee is required to match elements on one list with associated elements on the other list according to specific instructions The trainee pairs the elements in each list and records the answer Matching test items are ideal for testing recognition but may also be used to test comprehension and application Format for Constructing Matching Test Items The matching test item consists of a set of directions and two columns listed below the directions The directions explain how to match the items in the two columns One column lists the questions or problems to be answered The other column lists the answers Example DIRECTIONS Using the FCDs in OP 1324 MATCH the circuit element listed in column B to the signal that it generates column A Write the letter representing your answer in the blank to the left of each signal in column A You may use a letter in column B once more than once or not at all 8 B 5 1 ADDENDUM 8 B NAVEDTRA 131A TEST DEVELOPMENT COLUMN A COLUMN B 1 DATA CHK NOT OK a BIO 2 D
112. be met by the lesson Related Materials List all materials not contained in the OJT Handbook but required to complete the lesson 9 A 1 3 ADDENDUM 9 A OJT HANDBOOK NAVEDTRA 131A Equipment List all equipment to which the trainee must have access in order to complete the work sheet Work Assignments Instructions Direct the trainee to proceed to the next OJT Handbook element upon completion of the assigned tasks or to postpone the tasks if the equipment and or supervision are not available Tasks Paragraph Lists the work assignments which may involve the use of a system subsystem and or equipment in conjunction with standard operation and maintenance procedures or may direct the trainee to exercise mental skills END OF LESSON TESTS Each lesson concludes with an End of Lesson Test The test contains instructions directing the trainee through the test and on to the next OJT Handbook element upon successful completion Use the procedures for Test Item Development contained in Chapter 8 of this manual Include questions that directly correspond to the lesson Learning Objectives AND questions asked on the Lesson Pretest ANSWER SHEETS Develop for both the Lesson Pretest and the End of Lesson Test Designed to provide immediate feedback to the trainee May consist of a separate blank question form with a corresponding list of answers 9 A 1 4 NAVEDTRA 131A ADDENDUM 9 A OJT HANDBOOK VI used as supporting materi
113. before teaching the unfamiliar Sailors should study familiar U S ships before less familiar foreign ships m Relationship of like COI elements Parts Parts gt Sections Sections gt Topics Topics gt TLOs TLOs These relationships may be as follows gt Dependent Relationship To master one Part or Section or Topic or TLO you must first master another Part or Section or Topic or TLO Those that must be mastered first are taught first gt Supportive Relationship The learning of one COI element transfers over to another COI element and makes mastery of the second element easier Such COI elements should be sequenced and taught as close together as possible Schoolhouse situations may also cause support relationships Examples include availability of equipment similar conditions at night ona muddy terrain while flying safety and or cost 5 12 3 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO Independent Relationship The relationship of like COI elements is such that sequencing is not a major factor in learning You can sequence and teach these as appropriate m Principle of reverse sequencing You may want to reverse one or more of these sequencing techniques For example Topics may be arranged in reverse chronological order or from least critical to most critical m Combination approach Use a mixture of the methods described to sequence elements of the COI in a logical teaching order
114. ce with CNETINST 1540 13 Group Lesson Topics for continuity For example start and end laboratory sessions on the same day attempt to schedule closely related Lesson Topics so that one Topic in the series is not left to the next day or over a weekend Note differences between curriculum periods 1he time required without any constraints to teach lesson topic classroom and labs and course periods those periods required to teach lesson topic classroom and labs after factoring in constraints such as course bottlenecks or additional course sections and Total Course Length the sum of course hours including constraints testing periods and administrative periods when building the CMS Schedule tests at about 40 50 instructional hour intervals throughout the course where they should naturally occur Fault Applicability List FAL Lists all planned equipment faults Identifies the equipment system to be faulted 5 14 1 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO Using all elements of the TCCD you ve just finished especially the COI you will develop the curriculum to include Lesson Plan Trainee Guide Instructional Media Materials Where the Lesson Plan is concerned you will find all the hard work behind you because the COI is most of the Lesson Plan gt You will also discover that outlining the TLOs for each Topic creates that topic s discussion points The remaining tasks are to list th
115. corporate it into the appropriate document or at the very least jot the idea down for action at a later date 7 15 1 NAVEDTRA 131A STAGE THREE CHAPTER 8 TESTS FOR MEASUREMENT OF TRAINEE ACHIEVEMENT 8 1 NAVEDTRA 131A TEST INFORMATION STAGE THREE INTRODUCTION As acurriculum developer your responsibilities include establishing methods for determining how well the trainees have achieved the objectives Practical work is one such method and includes lab assignments homework and in class assignments Tests must be developed when a grade either within course or end of course is to be assigned or a trainee s course PASSING FAILURE must be decided and recorded This chapter will provide you with guidelines for designing and developing Performance and Written Tests based on the development and use of job sheets test items and tests Organization of this chapter In most cases the information provided in this chapter will suffice for the design development and scoring grading of performance and written tests A series of three appendices is included at the end of this chapter for those who require additional information in these subject areas Development of the Lesson Plan Trainee Guide and Tests to a large extent occurs simultaneously That is aS you are creating an LP TG or Test you are shifting back and forth to the other two as good ideas come to mind Hence it is important to read all three chapters before a
116. ct a PPP Table and obtain or prepare a blank TLA Form m Write in at the top of the form gt The titles of the TPS and PPP Table gt TPS alpha numeric identifier may be a Course Identification Number CIN or Navy Enlisted Code NEC identifier TLAs are usually course specific however TLAs may also show training for an entire NEC or pipeline hence the reason for the Training Locator Indicator Codes See page 4 35 4 9 1 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE 9 3 Develop the list of skills to be trained 2 1 Operation skills are done first 2 2 Maintenance skills are done last Under the Item column of the TLA Write the number of each PPP line item that must be trained in the course Also list the letter number code of EACH PPP subitem that you want trained A missing letter number code indicates the PPP line item or subitem s will not be trained Indicate TOS applicable to each PPP line item subitem Write in the Training Level Assignment Applicability Indicators refer to Page 4 35 of this chapter for these Do this using the appropriate TOS Column s you must use those TOS Codes which correspond with the TOS you selected for your course in an earlier step Each PPP line item subitem must have a Training Locator Indicator Code written beside it If two or more TOS apply to a PPP Line Item Subitem An entry will be made in each applicable TOS column using
117. d Training courses Training hardware does not exist at the appropriate facility and operational constraints preclude on board training Operational experience is the only means to accomplish the specified training level Training hardware does not exist to accomplish training at the appropriate facility and onboard training is permitted Training hardware exists to accomplish training at a facility on board training is permitted and training is accomplished on board Training is received by the individual outside of the cognizant Training Program Background training is received by the individual as a part of the Navy training program m When required other Training Level Assignment Applicability Indicators may be devised if none of the above fit the training situation 4 11 1 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 12 0 THE MEANING OF LETTERS AND NUMERALS m As discussed in the preceding section these codes are essential to TLA development When entered onto a TLA Training Level Assignment Applicability Indicators prescribe where each PPP line item will be trained m Letters and numbers show who has accepted responsibility for training the PPP Line Item A Letter TLA Applicability Indicator i e R A or B besides the PPP Line Item indicates the TRACOM will train to that line item s A Numeral TLA Applicability Indicator i e 0 1 2 3 4 or 5 shows that an organization other than the TRACO
118. d functional areas CNET s Functional Commanders are Deputy For Shore Technical Training CNET T2 Commander Training Atlantic COMTRALANT Commander Training Pacific COMTRAPAC and Chief of Naval Air Training CNATRA 3 3 Curriculum Control Authority CCA To support CNET s functions as a Training Agency CNET designates a Functional Commander to have curriculum control of specific courses training programs The CCA functions identified in this manual are CNET s training agency responsibilities which are delegated to the Functional Commander having curriculum control authority Curriculum control is normally exercised by the Functional Commanders in approving instructional methods and materials and in conducting programming resources for and maintaining assigned courses A single alphabetic character is used in the first position of the Course Identification Number CIN to identify the command which has curriculum control authority Volume of NAVEDTRA 10500 Catalog of Navy Training Courses CANTRAC identifies the command having curriculum control for existing courses For courses under CNET s cognizance CNET designates the Functional Commander who exercises curriculum control authority 1 3 1 TRAINING MATERIALS DEVELOPMENT NAVEDTRA 131A INTRODUCTION 3 4 Training Support Agency TSA An office command or headquarters responsible for providing material and other forms of support to the Training Agency TA The TSA is normally
119. dependent upon where the list is being described PERSONNEL PERFORMANCE PROFILE PPP is the name given this manual s skills and knowledge list m Having received approval of your TPP gt Developing the PPP s will be your first real step toward satisfying the training requirement CHAPTER S SCOPE m To provide information vital to understanding PPPs m To explain that terminology which acquires a unique meaning when applied to PPPs To explain the step by step process for developing PPP Tables as presented in Curriculum Developer Aids CDAs and the PPP Model Statements The CDAs for PPP Table Development and Model Statements lead you step by step through development of a PPP Table but do not explain the how of the process The CDAs and Model Statements enable you to develop PPP Tables relatively quickly and easily m And finally to provide sufficient information for decisions to be made 3 4 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES 1 1 1 2 STAGE ONE SECTION 1 0 WHAT ARE PPPs PPPs are m Lists of required skills and supporting knowledge m The foundation for ALL curriculum development PPP DEFINED A PPP is a minimum listing of knowledge and skills required to operate and maintain a system subsystem or equipment or to perform a task or function PPPs are required for developing m Training Path System TPS m Course and Topic Learning Objectives CLOS TLOs m Test Items and Tests
120. determined by CCA m Draft LP TG Instruction Sheets IMM Roughs Testing Plan Tests STAGE FOUR m Conduct Pilot Course m Pilot Course Monitoring Report Red lined Curriculum STAGE FIVE m Finalized TCCD Curriculum Letter of Promulgation viii NAVEDTRA 131A Volume HOW TO USE NAVEDTRA 131A VOLUMES Il AND III NAVEDTRA 131A provides guidance and illustrations for use in the planning analysis design development implementation and evaluation of curricula This manual has been designed so you may read the entire chapter or go to any subject area and perform the required task VOLUME Volume contains the step by step guidance for developing effective training materials Additionally the Volume Supplement contains Curriculum Development Aids that help the developer construct the curriculum and course documentation pages All chapters in Volume were written so you can follow along with the corresponding figures diagrams Curriculum Development Aids or examples presented in either Volume II or the Volume supplement It is important to open Volume II and or the Volume supplement when referenced and study the appropriate illustrations VOLUME Il Volume II contains examples of all the curriculum materials that make up a Course of Instruction developed under the PPP TPS method When you have located the sample document in Volume II that corresponds to the chapter you have selected in Volume l keep the s
121. dieu pb bete bes eost epos rose oo NE ed a 2 2 NAVEDTRA 131A VOLUME 1 KEYWORD LIST Continued NITRAS spi Ee Eae E ace bte kae kc bane RR RUP cei 1 4 4 2 1 1 6 4 6 OTT Handbook 09 iuod scd v pacta Reus ce AD icon wo qo ta 9 6 1 9 6 2 9 A 1 1 9 A 1 6 On the Job Training Handbook 20 0 cece nee 6 11 1 9 3 9 A 1 1 Open Stems i fac ete het he ee he es d RR bode ee eS 8 9 1 8 B 3 5 8 B 3 7 Outline of Instruction 5 3 5 6 3 5 10 1 5 10 2 5 13 1 5 13 3 6 1 1 7 4 5 7 5 1 UES Sheets v oso oF eerie eres rtt df tir e Sh aS ooh tie nme te Rah o Suh Sohal 7 11 1 Performance Record Sheet rieel od be th ks Bos Aah be he ed en 8 15 1 8 15 4 Performance Tests 00 00008 7 15 1 8 3 8 4 8 6 8 6 2 8 6 3 8 A 6 2 8 C 3 1 Periods cue fate Tt ba siete npe x ed aia a dete deb quate gat uR ack 5 14 1 8 A 9 1 8 B 3 6 8 C 3 2 Personnel Performance Profile Based Curriculum Development Manua 1 4 3 Personnel Qualification Standards PQS oona 0 0c eens 1 4 2 1 4 4 Pilot COULSE ser deb ASS cot ele eye de agin yh P eye enr eR ee CAPIO 1 2 1 3 Pilot Course Monitoring Report vs oed weteeseka et ee 9 tC R EN PE RD 1 2 1 3 1 1 1 Pre Mishap Pl n orto 25 aD a ae EA spl EH ate ak EAR S RR OLOR RO A 6 4 5 7 4 4 Problem Sheets 2 iter Ah ee ale ob at Pe ee ost alee Oo ee Bae eee OE LA 6 5 8 7 9 1 Process testini S cud estes CERO Rte bate s OCURRA EORR bole ROR AERO Re 8 5 2 8
122. discuss completing the final TCCD 5 1 1 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 2 0 COMPOSITION OF THE PRELIMINARY TCCD Preliminary TCCD includes these documents m Profile Item to Topic Objective Assignment Chart OAC gt Reflects the coverage of PPP items within a curriculum m Resource Requirements List RRL Lists resources needed to conduct the course m Curriculum Outline of Instruction COI gt Describes the overall course outline and objectives 5 2 1 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 3 0 COI ELEMENTS ARE Course Learning Objectives CLOs gt CLOs describe the overall knowledge and or skills to be attained upon completion of a course gt CLOSs have a behavior a condition and a standard of which the latter two may be implied Topic Learning Objectives TLOs TLOs support the CLOs and describe the topic specific skills and knowledge to be attained by the trainee during the topic gt TLOs consist of a behavior a condition and a standard The Curriculum Outline of Instruction COI Presents the course plan or outline for achieving the CLOs and TLOs by showing the subject matter that is to be taught and the order of subject matter presentation gt Its function is to help you prepare a plan for teaching the subject matter of the course that reflects the principles of learning 3 1 Completed this plan COI describes The o
123. dures for Test Item Development contained in Chapter 8 of this manual One question per Learning Objective should be the minimum Include an evaluation procedure to help the trainee develop a personalized study plan for the lesson Include directions on where to locate the answers to the pretest gt ASSIGNMENT SHEETS Contain the following Introduction States the purpose of the assignment 9 A 1 2 NAVEDTRA 131A ADDENDUM 9 A OJT HANDBOOK Learning Objectives List the objectives that will be accomplished upon completion of the assignment Related Materials List all materials not contained in the OJT Handbook but required to complete the lesson Study Assignments Contains a listing of study assignments relating to each Lesson Pretest question and instructions for completing each study assignment gt INFORMATION SHEETS Develop when the information needed to complete the OJT Handbook is not found in sources available to the trainee or if the available information is inadequate to meet the goals of the lesson Use the same procedures as development of an Information Sheet for a Trainee Guide See Chapter 7 of this manual gt WORK SHEETS Assign knowledge skill or physical skill tasks for the trainee to perform Can be used as the lesson itself or as part of the lesson gt Contain the following elements Introduction States the purpose of the worksheet and lists the Learning Objectives to
124. e curriculum materials i e Lesson Plan Trainee Guide and Instructional Media Materials 5 10 TO TOS Category IMPORTANT INFORMATION ABOUT THEIR USE m he T TOS Category is used as a means of categorizing the Background and Task Function TOS into a distinct and easily referenced unit TO is primarily used when conducting formal instruction on the Training Path System for curriculum developers 4 5 9 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE m T0 SHALL NOT appear on any of the products of curriculum development i e Training Level Assignment TLA charts Profile Item to Objective Assignment Chart OAC Part Page Section Page and so forth 4 5 10 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 6 0 COORDINATE TASK SET TO B G BACKGROUND AND T F TASK FUNCTION 6 1 SKILL KNOWLEDGE TOS TO TOS Category Includes The background skill and knowledge which is prerequisite to the understanding of the operation and maintenance of the system subsystem or equipment AND The task function skill and knowledge which is not unique to the operation or maintenance of a particular system subsystem equipment S B G Skill Completion of training provides the PREREQUISITE Background PHYSICAL or MENTAL Skills necessary to support follow on training in COORDINATING the operation or maintenance of a system subsystem or equipment or further background training B1 B G Knowledge Completion of training provides th
125. e above m Express all alternatives in similar form Avoid negative wording which is confusing however if used highlight negative wording by capitalizing underlining or italicizing m Punctuation of alternatives must conform grammatically with the structure of the stem m When the stem is a question and the alternative is a complete sentence begin the alternative with a capital letter and end it with a period m When the stem is a question and the alternative is an incomplete sentence begin the alternative with a capital letter and end without a punctuation mark m When the stem is an incomplete sentence with the response position at the end of the stem begin the alternatives with lower case letters except for proper nouns and end with a period m When the stem is an incomplete sentence each of the alternatives should be worded so that it forms a logical sentence when written into the incomplete position 8 B 3 4 NAVEDTRA 131A ADDENDUM 8 B 3 6 3 7 TEST DEVELOPMENT m The position of the correct answer among the alternatives must be determined by a random selection process to avoid any patterns which may bias the test m For multiple choice items that involve numerical answers the alternatives must be arranged in ascending or descending order so that decimal points are aligned Discussion of Types of Stems m Closed Stem So called because the stem begins with a capital letter and ends with a period or qu
126. e discussed in Volume III Chapter 8 EXAMPLE A 433 0023 Chg 1 Interim changes are entered by the instructor as pen and ink changes The entry is noted on the Change Record The CCMM will retain all Interim Changes for inclusion in later Revisions or Changes as appropriate Interim Changes are discussed in Volume lll Chapter 8 6 9 1 NAVEDTRA 131A LESSON PLAN STAGE THREE SECTION 10 0 PRINTING Single sided or double sided page printing may be used m Courses likely to incur frequent page changes because of changing technical documentation should probably be printed single sided m Courses expected to incur infrequent page changes because of relatively static technical documentation should probable be printed double sided m Factors such as ease of use from the podium expected total number of pages command preference and so forth may also apply 6 10 1 NAVEDTRA 131A LESSON PLAN STAGE THREE SECTION 11 0 WHAT IS NEXT m You will develop the Trainee Guide and Support Materials such as IMM Exercise Controller Guide if required On the Job Training Handbook if necessary and other such support materials as may be necessary This is your best opportunity of any place in this entire curriculum development system to be creative EXERCISE IT and make the training materials as interesting and as informative as you can for the Trainees m Within the constraints set by the CCA CCMM use a variety of IMM and or other Su
127. e level of knowledge necessary to recognize or recall ideas phenomena symbology and terminology which are PREREQUISITE to comprehension of a task or function B2 B G Comprehension Completion of training provides the comprehension of principles rules and concepts necessary to solve given problems and situations and performance J T F SKILL Completion of training provides the PHYSICAL AND OR MENTAL Skills required to coordinate the job or task function Q T F KNOWLEDGE Completion of training provides the knowledge required to COORDINATE the job or task function 4 6 1 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE 6 2 E SS S FAMILIARIZATION TOS F1 Knowledge Completion of training provides FAMILIARITY with the m Purpose operational concepts location capabilities and limitations of a system subsystem equipment m Organization content and use of the technical documentation provided for use with the system subsystem equipment 6 3 E SS S OPERATION MAINTENANCE SKILL TOS O1 Skill Completion of training provides the ability to coordinate operation and maintenance 6 4 E SS S OPERATION MAINTENANCE KNOWLEDGE TOS T1 Knowledge Completion of training provides the knowledge to coordinate operation and maintenance m Organization content and use of the technical documentation provided for use with the system subsystem equipment 4 6 2 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 7 0 DIRECT
128. e on the bottom of every printed page 7 12 1 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 13 0 TRAINEE GUIDE GENERAL SPECIFICATIONS m When necessary may be organized into one or more volumes at approximately 200 page intervals m Subsequent volumes will repeat only those Front Matter elements which are necessary for understanding and using the particular volume m May be printed on one side of the page or back to back m The phrase This page intentionally left blank or similar phrases will not be required on blank pages unless all pages must be accounted for because of the classified nature of the Trainee Guide material m Number Front Matter pages gt Consecutively using lower case Roman numerals gt Number is placed in the lower right hand corner of each page gt No number is placed on the Trainee Name Page or the Cover gt A number is not placed on the Title Page although it is counted in the numbering of the Front Matter as page one m Sequential numbering of Training Guide pages other than the Front Matter is at the discretion of the CCA CCMM m The words For Training Use Only must be on the bottom of every printed page m The Instruction Sheet number is a four element number gt First element Part number gt Second element Section number 7 13 1 TRAINEE GUIDE NAVEDTRA 131A STAGE THREE gt Third element Lesson Topic number Fourth element sequence number within the
129. e reference for each DP to guide instructor personalization and determine supporting material for each Contents of the TG is determined by studying the LP contents technical documentation applicable to the course and of course the Job Sheets and deciding what amplifying information the trainee needs IMM is best developed by examining the critical skills or Job Sheets that must be learned and the DPs of the LP and deciding the most appropriate media to illustrate the DP or critical skill 5 14 2 NAVEDTRA 131A STAGE THREE CHAPTER 6 LESSON PLAN 6 1 NAVEDTRA 131A LESSON PLAN STAGE THREE INTRODUCTION The curriculum provides a plan for learning The care and energy devoted to training materials development will have a direct bearing upon the ability of the course graduates to perform the job for which they have been trained In the preceding chapter Parts Sections Lesson Topics and Learning Objectives were developed and organized into a logical and effective instructional sequence as summarized in the Training Course Control Document TCCD During the continuation of the Develop Phase the curriculum is developed to support the objectives This chapter will discuss Lesson Plans LPs for instructors Following chapters will discuss the remaining training materials designed to supplement the instructor s presentation or to assist the trainee The Foreword and How to Read NAVEDTRA 131A contain guidelines for read
130. echnical documentation gt If on the other hand a procedure will always be performed using the technical documentation then your test must allow the trainee access to this documentation m Criticality of each knowledge topic learning objective This process ensures that knowledge deemed critical is measured over other less important knowledge 8 8 1 TEST INFORMATION NAVEDTRA 131A STAGE THREE 8 2 Decide Which Knowledge TLOs To Test m The Level of Learning is determined by gt The conditions behavior and standards specified in each objective gt Itis very important that you know how the information being taught will be used on the job and then test for the information at that level which it will be used m Following are the different ways or levels of learning in which knowledge is used on the job gt K1 Recognize gt K2 Recall gt K3 Comprehend v K4 Apply K5 Analyze Synthesize Evaluate Any of the Levels of Learning listed above may apply to any of the knowledge Training Objective Statements described in the Training Path System Chapter depending upon the individual circumstances 8 3 Each piece of information used on the job m Will be used at one of these levels 8 8 2 NAVEDTRA 131A TEST INFORMATION STAGE THREE m It is absolutely imperative that gt The level chosen for construction of the knowledge test item match the level at which the corresponding information is
131. ectives having the highest criticality rating must be formally tested As a rule of thumb those knowledge objectives judged to rank in the upper one third as to criticality should be tested by a Progress Comprehensive Written Test Knowledge objectives judged to rank in the middle to lower one third as to criticality may be tested by having trainees answer questions on Job Sheets or other instruction sheets such as Assignment Sheets gt Knowledge objectives judged to rank in the middle to lower one third as to criticality may also need to be tested to show the logic of the learning process 8 9 When you have completed this process m You will have one set of Knowledge TLOs from which to build the tests NOTE See Addendum 8 A for an in depth discussion of performance and written test design 8 8 6 NAVEDTRA 131A TEST INFORMATION 9 1 9 2 9 3 STAGE THREE SECTION 9 0 DEVELOP WRITTEN TESTS Written Test components are m Written Test Booklets m Written Test Administrator s Guide Written Test types are m Multiple Choice Test m True False Test Matching Test Completion Test e g labeling short answer m Essay lest Construction of each test type m Multiple Choice Have a stem containing the problem statement A closed stem may either be written as a complete statement or as an incomplete statement An open stem is an incomplete statement with the response positioned at the end of the st
132. ed or revised is a publication date and may differ from the approval letter date List of Effective Pages LOEP The LOEP identifies the change status of all pages in the volume 7 4 2 NAVEDTRA 131A TRAINEE GUIDE 4 6 4 7 4 8 STAGE THREE Each time a revision change or technical change is authorized the LOEP is replaced with a listing updating its status Change Record This provides space for recording information related to each change incorporated into the TG after it is approved for implementation Security Awareness Notice Describes procedures for handling and safeguarding classified materials used in the course Refer to OPNAVINST 5510 1 Security Program Regulations to ensure all training materials are marked and handled in accordance with the latest policy guidance Each TG shall bear the highest security classification demanded by its contents The developer must state whether or not the course contains any classified material Safety Hazard Awareness Notice Identifies hazards to personnel and equipment Provides special directions to personnel concerning safety Provides safety precautions for protection of personnel and equipment Refer to NAVEDTRA 135A and CNETINST 1550 20 on Training Safety to ensure incorporation of the latest policy guidance into this Notice 7 4 3 TRAINEE GUIDE NAVEDTRA 131A STAGE THREE m Provides instructions for reporting safety and hazard violations m Is tail
133. ed by those who do not really know the information Also avoid giving grammatical or other cues which may indicate the correct answer 8 B 6 2 NAVEDTRA 131A ADDENDUM 8 B TEST DEVELOPMENT m Avoid using statements taken directly from the curriculum m Develop grading criteria which lists all acceptable answers m For incomplete statement test items gt Do not omit so many words that the statement becomes unclear forcing trainees to guess Place the response position near or at the end of the stem A response position near the beginning is harder to read and takes longer to answer This concludes the discussion on m How to develop completion test items m Next we will discuss essay test item development which is the last of the five types of written tests 8 B 6 3 NAVEDTRA 131A ADDENDUM 8 B 7 1 7 2 TEST DEVELOPMENT SECTION 7 0 DEVELOP ESSAY WRITTEN TEST ITEMS Essay type test items Require the trainee to answer a question with an original written response Are useful for testing ones ability to organize data and express thoughts clearly in writing Require a relatively subjective scoring process since many factors may affect the correctness of a response Must be scored by someone knowledgeable in the subject area unless there is only one possible response Are time consuming and difficult to score Format of Essay Test Items An essay question is especially useful for assessing learning of a compa
134. el Performance Profile Based Curriculum Development Manual E NAVEDTRA 134 Navy Instructor Manual m NAVEDTRA 135A Navy School Management Manual The NAVEDTRA 130A series of manuals provides fundamental guidance within the Naval Education and Training Command for the development of curricula the delivery of instruction and the management and evaluation of training programs These manuals do not supersede the directive policy established by Chief of Naval Education and Training Instructions CNETINSTs in these subject areas Rather they supplement the CNETINSTs in two important ways First they reflect the philosophical principles underlying CNET policy for curriculum instruction and evaluation and second they provide procedures for carrying out that policy NAVEDTRA 130A SERIES INTERRELATIONSHIPS Each of the 130 series manuals is designed as a stand alone document to serve a specific user group such as curriculum developers instructors training managers or evaluators of training The manuals are however interrelated and appropriately cross referenced to one another NAVEDTRA 131A Volume SCOPE NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILE BASED CURRICULUM DEVELOPMENT MANUAL provides guidance for developing curricula to teach operation and maintenance of Hardware and or performance of tasks or functions NOTE Hardware is any System Subsystem Equipment The processes and illustrations found in NAVEDTRA 131A reflect the
135. eloper to paraphrase the material presented rather than taking it word for word from the text 8 8 3 TEST INFORMATION NAVEDTRA 131A STAGE THREE gt EXAMPLE Explain orally how a steam turbine works m K4 Apply Application involves the ability to use acquired knowledge in a situation not specifically demonstrated during instruction but job related Application questions require trainees to demonstrate knowledge through mental skill exercises The test items must be different than those used in class to be considered application If the problem is exactly the same the trainee may be memorizing the problem and the item becomes a recall item gt EXAMPLE Determine resistance values from circuit diagrams m K5 Analyze Synthesize Evaluate Analysis involves the understanding of the elements of data and relationships among the data that make meaning of information explicit Synthesis is the ability to put parts together to form new patterns or structures such as a unique communication a plan of operations or a set of abstract relations Evaluation involves the judgement of the value or effectiveness of procedures or solutions based on data criteria and standards gt EXAMPLE Determine the best method for stowing ammunition on a ship 8 5 Criticality of Knowledge m Refers to how important the knowledge is in relation to its application to actual job performance gt High Knowledge is used during job performance gt Mod
136. enance M Maintenance Y Y NW NW NN m The etter TOS Codes for knowledge are F Familiarization T Theory m The number TOS Codes for skill and knowledge are gt 1 2 3 4 5 5 Using TOS Codes m TOS Codes define training requirements 4 5 5 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE 5 6 gt Recall that PPP line items are written very broadly Adding a TOS Code to a PPP Line Item turns a broadly written statement into one that is more specific EFFECT OF THE TOS CODE ON THE PPP Using the following PPP Line Item as an example Perform operation of the CUCV This statement can be interpreted several ways What operational tasks are to be performed All tasks Some tasks Normal tasks Abnormal tasks But combine this PPP Line Item with a TOS code Perform operation of the CUCV plus the TOS Code O1 Now the PPP Line item plus the O1 TOS code specifies normal operation tasks when teaching this PPP Line item But combine this same PPP Line Item with a second TOS CODE Perform operation of the CUCV plus TOS CODES O1 and O2 Now the PPP Line Item plus the O1 and O2 TOS CODES specifies normal and casualty operation tasks when teaching this PPP Line ltem Thoughts about using TASK Sets TOS m TOS must be read as TASK Sets 4 5 6 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE gt You must always know which TASK Set s you are currently working with individual
137. ents is true a All power is lost to the MCC equipment b The MCC equipment is furnished power from NAV via the MSR c The DCCs have heater power applied d Power from the ship control center may be present in MCC since it only goes through the SHIP JP Using two or more alternatives with the same meaning This eliminates them as useful alternatives and simplifies the choice Example error underlined What is the final step in performing post maintenance checks a Secure the front panel to the chassis b Make sure the front panel is secure c Set manual test switch to OFF d Rerun the diagnostic tests Using alternatives that are included in other alternatives This causes confusion for the trainee 8 B 3 9 ADDENDUM 8 B NAVEDTRA 131A TEST DEVELOPMENT m Example error underlined note that alternative 2 includes alternative 1 Therefore if alternative 2 is correct then so is alternative 1 What is the operating time in seconds for the pressurization compensation blow valve to roll from shut to open a 1to3 b 1to 4 c 4 to 6 d 9 to 11 This concludes the discussion m Of how to develop Multiple Choice Test Items m Next we will discuss how to develop True False Test Items 8 B 3 10 NAVEDTRA 131A ADDENDUM 8 B TEST DEVELOPMENT SECTION 4 0 DEVELOP TRUE FALSE WRITTEN TEST ITEMS 4 1 4 2 4 3 The true false test item is A two response multiple choice
138. erate Knowledge influences job performance gt Low Knowledge has little influence on job performance 8 8 4 NAVEDTRA 131A TEST INFORMATION STAGE THREE 8 6 Other Criticality Factors Knowledge Applies To Criticality refers to a TLO s importance as related to the performance of a job task m Safety to personnel equipment Critical tasks are those which are considered high risk or dangerous m Frequency of performance The more often a task is performed the more critical it becomes m TLO s importance to the overall course mission m TLO s importance to on the job performance 8 7 Rank order or group TLOs by category of criticality m Rank ordering of TLOs consists of placing them in a list ranging from most critical to least critical A course has 20 performance TLOs Rank them from 1 most critical to 20 least critical m Group by categories of criticality Establish 3 to 5 categories ranging from highly critical to least critical m Highly critical TLOs must be formally tested Less critical TLOs may be tested by other means such as practical work Set a cut off point between most critical and least critical For instance You decide that TLOs ranked in the upper 66 are most critical They require formal testing TLOs ranked in the lower 3396 are less critical Formal testing is not required 8 8 5 TEST INFORMATION NAVEDTRA 131A STAGE THREE 8 8 Knowledge Objective test guidelines m Those knowledge obj
139. es and must provide them if possible with the opportunity to practice apply their newly acquired skills and knowledge Within Navy schools these materials aids fall into two broad categories nstructional Media Materials IMM and Instruction Sheets contained in a Trainee Guide IMM is discussed in Chapter 9 while this chapter is devoted to Instruction Sheets and the Trainee Guide A Trainee Guide leads the trainee through the course lesson topic just as the Lesson Plan guides the instructor The Foreword and How to Read NAVEDTRA 131A contain guidelines for reading this manual you should read them now if you have not already done so Development of the Lesson Plan Trainee Guide and Tests to a large extent occurs simultaneously That is as you are creating an LP TG or Test you are shifting back and forth to the other two as good ideas come to mind Hence it is important to read all three chapters before attempting to develop either an LP TG or Test 7 3 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE CHAPTER S SCOPE m Describe the organization and contents of a Trainee Guide m Describe the purpose and use of the six types of Instruction Sheets The Trainee Guide may be used to m Provide supplementary information needed to successfully complete a course m Provide information not readily available in reference publications at a level required for instructional purposes m Provide problems to complete or a series of steps to be
140. es of the PPPs and beside each the PPP Table Number assigned to that PPP Table Title gt The PPP Table Index is usually placed on a separate page especially when the list is extensive 4 14 3 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 15 0 DOCUMENT SUMMARY 15 1 When all TPS elements have been developed m he various documents are assembled in this order gt Training Objective Statements gt Training Level Assignment s gt Table Assignment Matrix gt Training Path Chart m The pages numbered sequentially beginning with the first TOS page and the completed TPS is now ready for submission See Volume II TAB A 3 for an example of a completed and assembled Training Path System TPS 15 2 TPS development for single courses m For such courses the following TPS elements are required gt Training Objective Statements Training Level Assignments PPP Table Index 4 15 1 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 16 0 WHAT IS NEXT Your course will begin to take shape as you decide how best to organize the subject matter and the specific goals you want the trainees to achieve m Using everything you have developed so far you will Prepare the Course Learning Objectives Devise an outline for the course and display this as parts sections and topics thus reflecting course structure and sequence Develop the Topic Learning Objectives And finally you will prepare a profile
141. escribe the function and location of the normal and auxiliary indications on the Ships Control Panel SCP State the purpose of the SCP switches knobs and valves to include Describe the following effects conditions and limitations that pertain to the rudder during surface and submerged operation Demonstrate proper use of normal and auxiliary indications on the SCP to include the following Respond to the failure of normal and or auxiliary indications to include Operate the rudder for course keeping in surfaced and submerged operation under the following effects There are several ways of developing PPPs m You can be creative using only the sample PPPs in Volume II for guidance m Or you can use the PPP Model Statements Another equally viable approach is to begin by organizing your Background PPP table according to duties skills or major subject areas knowledge see the Task Function PPP table example m You may use the PPP CDA appropriate to your Hardware PPP type s Or you can use a combination of the above 3 6 4 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE 6 2 Recommended Approaches If you re inexperienced or uncertain To develop any Hardware PPP gt Refer to the sample PPP for your PPP type found in Volume II Tab A 2 Use the Hardware PPP CDAs and the Hardware PPP Model Statements The CDA in conjunction with the Model Statements will lead y
142. estion mark may take the form of gt Closed Stem as a Question gt Closed Stem as an Incomplete Statement Open Stem So called because the stem is in the form of an incomplete statement with no ending punctuation until the stem is completed by the alternative which has the correct ending punctuation Examples of Closed Stem Test Items m Closed stem as a question Which of the following actions is required to remove a hinged type 2 module on the MTRE Mk 7 Mod 2 4 a Disconnect plates from the type 2 module b Insert T handle into quick release fasteners c Remove all Type 3 modules and connectors d Rotate hold down clamps to vertical position m Advantages Disadvantages to closed stem as a question gt The stem must clearly state the problem 8 B 3 5 ADDENDUM 8 B NAVEDTRA 131A TEST DEVELOPMENT The possibility of giving trainees grammatical clues is reduced gt However lengthier alternatives responses may be required m Closed stem as an incomplete statement The setting of the AN ABC 3Q flip flop indicates that intent to fire has been energized m Advantages Disadvantages to closed stem as an incomplete statement gt Note that the completion position appears within the stem and not at the end of the stem Also that seven ellipses periods are always used to indicate where the incomplete portion of the stem lies This type is easier to write than the closed stem a
143. f Topics must not be broken that is gt General and Functional Description or Functional and Operational Description etc gt Are not allowed unless this particular TLA and or PPP had no Physical or Interface Description 5 10 6 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO Normally no more than three Topic titles should be combined this is to ensure clarity an exception is shown on page 5 28 When all Topics for a Section have been identified they are listed on the corresponding Section page to form a Section table of contents as per the examples in Volume II TAB A 4 gt Note that this table of contents lists the number title and starting page number of each Topic in the Section SKILL TOPIC TITLES FOR HARDWARE PPPs O1 Basic Operation of O2 Operation of P1 Preventive Maintenance of C1 Basic Corrective Maintenance of C2 Corrective Maintenance of KNOWLEDGE TOPIC TITLES FOR HARDWARE PPPs F1 T1 T2 T3 Topic 1 General Description of Topic 2 Physical Description of Topic 3 Functional Description of Topic 4 Interface Description of Topic 5 Operational Description of Topic 6 Maintenance Description of Topic X Documentation Description of ____ 5 10 7 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO SKILL TOPIC TITLES FOR NON HARDWARE PPPs S B G Prerequisite Performance of J T F Perfor
144. f the curriculum revision or development and describes the fleet need which generated the training requirement the curriculum developer should review the TPP before developing any other management or curriculum materials The Foreword and How to Use NAVEDTRA 131A contain guidelines for reading this manual you should read them now if you have not already done so CHAPTER S SCOPE m Describe the factors to be considered when developing a TPP for new course development or a course revision m Describe the content requirements and format conventions of the TPP Volume Ill Chapter 2 provides additional information on TPP development 2 3 NAVEDTRA 131 A TRAINING PROJECT PLAN PLANNING SECTION 1 0 PLANNING FOR COURSE REVISION OR NEW COURSE DEVELOPMENT Most TPPs for in house development will be for revisions to existing courses reflecting the constant introduction of new equipments processes and technologies into the fleet Although fewer in number new course development projects respond to new requirements that cannot be met by revising an existing course m Planning precedes the five stages of the training materials development process The output the TPP provides the blueprint for the revision of existing courses or the development of a new course A TPP may also be used to document a change in course length m Other applications for the TPP are discussed in CNETINST 1550 10 COURSE REVISION Prior to start
145. g there is a need to apply the rules of common sense when COI TCCD LP TG documents are formatted m Regarding format to show that COI TCCD documents may be formatted like one of the samples in Volume ll or like the corresponding document from the Lesson Plan m To describe the elements of the COI TCCD m To explain the step by step process for developing each element of the COI TCCD m To discuss the need for arranging and sequencing the COI TCCD into parts sections and topics to best enhance learning gt This is an aspect of COI development which should receive maximum attention 5 5 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 1 0 THE TCCD IS The primary management tool of higher authority to approve course 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 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 Function of TCCD and COl Preparing the COI is a process that directly affects teachability of the course Most of this chapter will concentrate on developing the COI Preparing the TCCD is the assembling of documents that have been developed to fulfill the approval requirement and giving them a cover The last several pages of this chapter will
146. gt Trace signal flow through the receiver using the schematic diagram provided 5 10 10 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO gt Align the IF strip of the radio receiver Use of the technical manual is permitted gt Multiply two three digit numbers using a calculator TLOs may require multiple limiting or aiding conditions or a combination of both to obtain the desired behavior m Normal classroom conditions for example given paper pencil and appropriate instruction are not written into the TLO because it is assumed these are always provided 10 12 Quantity or Quality as Standard m The TLO standard element describes the quantity and or quality of the trainee output gt Completeness The precise nature of the output Number of steps points pieces etc that must be covered or produced Accuracy How close to correct performance must be Exact numbers reflecting tolerances values or dimensions that acceptable answers performance assume gt Time Exact time to demonstrate the behavior when time is a critical factor in behavior performance 10 13 The LO elements combined m The following examples and discussion will show which is the behavior the condition and standard m Inthe example below the standard is implied to be 100 percent accuracy i e without error 5 10 11 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO Describe the physical interface of the
147. gure 8 4 8 6 8 DEVELOP PERFORMANCE TEST ADMINISTRATOR S GUIDE 8 7 1 Sample Administrators Guide Instructions to the Trainee Figure 8 5 8 7 2 Sample Instructions for the Administrator Figure 8 6 8 7 4 8 5 TEST INFORMATION NAVEDTRA 131A STAGE THREE CHAPTER OUTLINE CONTINUED TITLE PAGE NUMBER DESIGN WRITTEN TESTS 8 8 1 DECIDE WHICH KNOWLEDGE TLOS TO TEST 8 8 2 Level of Learning Determination 8 8 2 Ways that knowledge is used on the job 8 8 2 Imperatives regarding levels of learning selection 8 8 3 Description of the levels of learning 8 8 3 Criticality of Knowledge 8 8 4 Other Criticality Factors 8 8 5 Rank order TLOs 8 8 5 Knowledge Objective Test Guidelines 8 8 6 DEVELOP WRITTEN TESTS 8 9 1 Written Test components 8 9 1 Written Test types 8 9 1 Construction of Each Test Type 8 9 1 Multiple Choice 8 9 1 True False 8 9 2 Matching 8 9 2 Completion 8 9 2 Essay 8 9 3 DEVELOP WRITTEN TEST ADMINISTRATOR S GUIDE 8 10 1 Sample Instructions for the Administrator Figure 8 7 8 10 2 Sample Written Test Instructions to the Trainee Figure 8 8 8 10 3 DEVELOP TEST PLAN 8 11 1 Test Plan Elements 8 11 1 General Guidelines for Developing 8 11 1 DEVELOP TEST TO OBJECTIVE COMPARISON 8 12 1 PUTTING IT ALL TOGETHER 8 13 1 Assemble Job Sheets 8 14 1 Assemble Performance Test Administrator s Guide 8 15 1 8 6 NAVEDTRA 131A TEST INFORMATION STAGE THREE TITLE PAGE NUMBER Assemble Written Test Booklet 8 16 1 Assemble Writte
148. ies that can be developed locally require liaison with the command s VI Manager Step by step procedures for the development of the OJT Handbook form of IMM is included in this chapter All VI materials and IMM are piloted to determine if the Learning Objectives are adequately supported 9 8 1 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE SECTION 9 0 WHAT IS NEXT m Start development of the VI or IMM as soon as possible after gt All learning objectives for the course have been evaluated gt The type or types of VI or IMM needed to support them have been selected m Pilot all VI and IMM gt With the other course materials you have just developed as part of the new or revised curriculum gt To determine if the learning objectives are adequately supported gt See Chapter 10 of this manual for additional information 9 9 1 NAVEDTRA 131A ADDENDUM 9 A ON THE JOB TRAINING OJT HANDBOOK 9 A 1 NAVEDTRA 131A ADDENDUM 9 A Step 1 Step 2 OJT HANDBOOK SECTION 1 0 ON THE JOB TRAINING HANDBOOK DEVELOPMENT Visualize Objectives Before an OJT Handbook can be developed the overall goal or theme must be established The developer must determine what ideas or concepts should be learned and develop the OJT Handbook to enforce these ideas or concepts If Learning Objectives do not currently exist refer to Chapters 3 4 and 5 of this manual for analysis and development procedures prior to continuing gt
149. ified nature of the Lesson Plan material Number Front Matter pages gt Consecutively using lower case Roman numerals gt Number is placed in the lower right hand corner of each page gt No number is placed on the Cover gt A number is not placed on the Title Page although it is counted in the numbering of the Front Matter as page 1 m The page number is a four element number gt First element Part number gt Second element Section number gt Third element Lesson Topic number Fourth element sequence number within the Lesson Topic 6 8 1 NAVEDTRA 131A LESSON PLAN STAGE THREE SECTION 9 0 TRAINING MATERIALS MODIFICATIONS If components of a Lesson Plan are revised as part of a Revision Rev and an alpha character starting with A for the first Revision will follow the CIN on the title page No entry will be made on the Change Record Page However each revised page will be marked with the Rev and alpha character indicators Revisions are discussed in Volume III Chapter 8 and requires the submission of a TPP EXAMPLE A 433 0023 Rev A If components of a Lesson Plan are changed as a part of a Change or Technical Change the term Chg with a number starting with 1 for the first change will follow the CIN on every page affected by the change Affected pages will be entered on the Change Record Page Changes are entered on the Change Record Page Changes and Technical Changes ar
150. ile maintenance on the CUCV m One duty A and nine tasks A1 49 are identified as required to perform maintenance on the CUCV at 24 36 000 miles 3 3 6 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE A PPP is a minimum requirements listing m By the process of minimizing the nine tasks and one duty identified by comprehensive task analysis have been reduced to one PPP line item and two PPP sub items PPPs are written in generally specific terms m The 2 2 PPP line item is Specific because writing in the hardware name CUCV Type A Utility at the end of the PPP statement means that it applies solely to the CUCV Type A Utility m his 2 2 PPP line item is also General in nature because it can encompass all preventive maintenance tasks performed at 24 36 000 miles even if the list expands or contracts PPPs do not repeat what is in the technical documentation Chilton s has a comprehensive list of 24 36 000 mile preventive maintenance tasks for the CUCV Type A Utility so there is no need to repeat this list in the PPP Table Sometimes PPPs must be a comprehensive task listing m Suppose there were no Chilton s and no comprehensive list of 24 36 000 mile preventive maintenance tasks The PPP Table becomes the only source of this information and consequently must be a comprehensive task listing 3 3 7 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE Each PPP skill statement selected for training i
151. ill have one set of Performance TLOs and one set of Knowledge TLOs from which to build the tests The next step in the process of test design is m Totake each Performance TLO one by one and decide WHAT you will be testing for a process or a product m When finished with these TLOs you will then take each of the Knowledge TLOs and one by one make a similar determination for them 8 A 2 1 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE 3 1 3 2 3 3 SECTION 3 0 DECIDE WHAT YOU ARE TESTING FOR What you test for can be a m Process Performance Focus is on whether the trainee can correctly perform the steps of the procedure or process m Product Performance Focus is on whether the trainee can produce or construct a product that meets specifications m Combination Performance Focus is on both the correct performance of the procedural steps and construction of the product If operation maintenance is to be taught m Most of the tests will probably be of the Process Type This is because operation and maintenance revolves around the performance of step by step procedures If a task function is to be taught m Many of the tests will probably be of the Product Type This is because many task functions result in the making of a product Yeoman and Personnel man complete many different forms products Construction Electricians install electrical wiring and fixtures products and Builders construct buildings products
152. imension b Horizontal dimension Comment FIGURE 8 1 SAMPLE PERFORMANCE TEST CHECKLIST 8 6 5 TEST INFORMATION NAVEDTRA 131A STAGE THREE PERFORMANCE TEST JOB SHEET 10 3 2 RATING SCALE TITLE Construct a Box Sill Floor Frame TRAINEE NAME RATE SSN INSTRUCTOR EVALUATOR DATE TIME STARTED TIME COMPLETED Item No Step Description Observation Deduct Marked and cut all sill plates squarely to proper length within 1 8 0 5 10 Installed sill plates within 1 8 of specified location ensuring they are 0 5 10 square and level Laid out header joists for floor joists 16 on center within 1 8 0 5 10 Measured marked and squarely cut each joist to specified length 0 5 10 within 1 8 Aligned header and floor joists Crown up within 1 8 of specified 0 5 10 locations and height Snapped chalkline across floor joists on centerline of building 0 5 10 within 1 8 Placed and secured bridging staggered 1 1 2 off center 0 5 10 within 1 8 Installed subfloor with joists staggered and butted tightly on center 0 5 10 of the joists driven flush with the surface Subfloor nailed 8 on center with nails driven flush with the surface 0 5 10 Used all tools and materials properly 0 5 10 Critical OBSERVED ALL SAFETY PRECAUTIONS 10 Evaluation Procedure Observe trainee during construction Comment on safety observance and use of tools as appropriate Take
153. individual trainee tests and any effect time spent on the test has on the grade Directions on when to present Instructions to the Trainee 15 3 Evaluation Instrument m As per the Volume II example plus List and number the steps or groups of steps to be evaluated This list will be consistent with the related Job Sheet Step Description describes the type of instrument checklist or rating scale and which steps are critical 8 15 2 NAVEDTRA 131A TEST INFORMATION STAGE THREE gt Description of Errors describes the most common errors trainees might make in completing the step s 15 4 Grading Criteria m Provide a scoring guide that describes how each step or group of steps is to be graded 15 5 Instructions To The Trainee m Describe as appropriate The test Safety precautions which must be observed with specific warnings about any unusual conditions that exist An explanation of the job tasks to be performed and exactly what the trainee is required to do The level of assistance permitted Information on how the grade will be determined including critical steps which may result in mandatory test failure Allocated time for the test and its importance to the trainee s test grade Relationship of the test to the performance objective being tested The consequences of cheating 8 15 3 TEST INFORMATION NAVEDTRA 131A STAGE THREE 15 6 Performance Record Sheet Used for administrative inform
154. ing An approved TPP is the authority to submit requests for resources 2 5 1 NAVEDTRA 131 A TRAINING PROJECT PLAN PLANNING SECTION 6 0 INITIATING A TPP A TPP is a proposal to develop a new course or to revise an existing course The decision to prepare a TPP can come from the commanding officer or officer in charge of the training activity or from higher authority m The Course Curriculum Model Manager CCMM will develop and submit the TPP for a course revision m The CCA via the Functional Commander can designate an activity to be the CCMM for a new course and direct it to develop the TPP fora new course or it may be developed by another agent for the CCA 2 6 1 NAVEDTRA 131 A TRAINING PROJECT PLAN PLANNING SECTION 7 0 TPP OUTLINE The TPP shall contain all the data and information necessary to identify and justify resources required for the training course under consideration Volume ll contains a sample TPP with typical entries It must be emphasized that the entries selected and the data presented for your TPP will be determined by the requirements of the project m Specific elements of data and information shall include the following items where applicable gt Cover Page gt Table of Contents gt Justification gt Impact if the course development or revision is not undertaken gt Course Data Page gt Safety Risks and Hazardous Materials exposure gt Curriculum development method recommended
155. ing those critical tasks the trainee has been trained to perform 8 1 1 TEST INFORMATION NAVEDTRA 131A STAGE THREE m Develop the Written Tests gt Decisions will be made as to where and what Written tests are required to support the performance testing program m Develop Administrator s Guide Trainee Testing Information gt Essential information will be developed for facilitating the administration of both Performance and Written Tests m Develop Test Plan and Test to Objective Comparison 8 1 2 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 2 0 DESIGN PERFORMANCE TESTS m During Performance Test Design you will decide what skills to test for by selecting TLOs how to test for these skills and when in the testing program to test for this knowledge m Ofthese two processes test design and test development test design is most important and effective tests seem to follow naturally from a good test design 2 1 Performance Test Design requires that you determine m Criticality of each performance topic learning objective This process will help you decide which performance objectives to measure through testing and which should be measured by practical work m Whether to use the actual equipment in the test situation or to simulate performance on the equipment may also be a factor In many cases this decision will already have been made gt If not see Addendum 8 B for guidance in deciding whether to test using the
156. ing the pilot class size and student instructor ratio used during the pilot is also located on the AOIT page Topic times in the curriculum serve as a BENCHMARK for the instructor to use to help determine if the instruction is proceeding at the intended pace These topic times are FIXED and should not vary from class to class by more than 10 percent Should time variances greater than 10 percent occur repeatedly the topic should be monitored for time and formally changed accordingly Topic times and the information on the Allocation of Instructional Time page is static and shouldn t vary Scheduling of the course using the Course Master Schedule and its associated Master Schedule Summary are dynamic and can vary from class to class and can differ from site to site due to differences in class loading lab trainer configuration and other scheduling variables The data located on the Allocation of Instructional Time page serves as a source of management information used to schedule courses and school resources i e instructors classrooms laboratories planned hardware trainer maintenance trainer upgrades etc and to report course and resource information to higher authority using Master Course Reference Files MCRF and the Navy Integrated Training Resources and Administration System NITRAS CNET INSTRUCTION 1540 13 refers 6 4 5 LESSON PLAN NAVEDTRA 131A STAGE THREE 4 11 Course Learning Objectives m The CLOs are taken directly fro
157. ing the revision or development of new training materials for existing training courses a TPP will be developed and approved in accordance with CNETINST 1550 10 NEW COURSE DEVELOPMENT Completing a TPP for new course development requires establishing a Course Identification Number CIN Course Data Processing Code CDP initiating entries for the Catalog of Navy Training Courses CANTRAC and the Navy Integrated Training Resources and Administration System NITRAS identifying preliminary resource requirements and possibly planning for facilities requirements This entails careful research and documentation See NAVEDTRA 135A for a complete listing of steps required to implement a new course 2 1 1 NAVEDTRA 131 A TRAINING PROJECT PLAN PLANNING SECTION 2 0 JUSTIFICATION FOR COURSE REVISION OR DEVELOPMENT There has to be a reason or reasons to undertake the development of a new course or the revision of an existing course The justification for initiating the development of a new course or the revision of existing training materials may come from Navy Training Plans NTPs OPNAVINST 1500 8 Tasking by higher authority Internal course reviews and local command initiatives External feedback Surveillance Training Appraisal 2 2 1 NAVEDTRA 131 A TRAINING PROJECT PLAN PLANNING SECTION 3 0 TRAINING PROJECT PLAN TPP The TPP presents a plan for curriculum development and training material modification which con
158. ing this manual you should read them now if you have not already done so Development of the Lesson Plan Trainee Guide and Tests to a large extent occurs simultaneously That is as you are creating an LP TG or Test you are shifting back and forth to the other two as good ideas come to mind Hence it is important to read all three chapters before attempting to develop either an LP TG or 6 3 NAVEDTRA 131A LESSON PLAN STAGE THREE CHAPTER S SCOPE m Specify the minimum content and format requirements for a Lesson Plan m Discuss the three instructional strategies most commonly used in Navy courses m Provide step by step procedures for developing the Lesson Plan and associated Lesson Topics 6 5 NAVEDTRA 131A LESSON PLAN STAGE THREE SECTION 1 0 THE LESSON PLAN m Provides specific definition and direction to the Instructor on training objectives equipment and support material requirements and course conduct m Programs the use of all other training materials m Contains Learning Objectives LOs that reflect the skills and knowledge to be attained upon successful completion of the course m Provides an outline of instructional materials to be taught in a logical and efficient manner m Provides specific equipment and support material requirements and guidance for conducting the course 6 1 1 NAVEDTRA 131A LESSON PLAN STAGE THREE SECTION 2 0 LESSON PLAN ELEMENTS ARE m Front Matter gt Provides essential i
159. ir effectiveness in attaining the Course Objective s 1 1 Implementation At the conclusion of the course pilot and after corrections indicated by the pilot have been incorporated into the course materials the course is implemented by issuance of a Letter of Promulgation by the Curriculum Control Authority CCA Formal training commences at all designated sites 1 2 Pilot Trial Procedures m Volume Ill Chapter 6 provides detailed information on conducting a course pilot and subsequent implementation m The procedures of Volume lll Chapter 6 are generally applicable to pilot convenings of contractor developed courses 1 3 Implementation Procedures m A pilot trial serves to validate a Curriculum and its Supporting Materials Implementation includes formal approval of the course for instruction and placing it on line Revise the material as indicated by the pilot gt CCA issues Letter of Promulgation 10 1 1 PILOT AND IMPLEMENTATION APPROVAL NAVEDTRA 131A STAGE FOUR m Following implementation emphasis shifts to training course management and curriculum maintenance the subjects of NAVEDTRA 135A Navy School Management Manual 10 1 2 NAVEDTRA 131A VOLUME 1 KEYWORD LIST VA SSIETIREOSHESS DGGESS ES cid aa a add dp edgy ede sol oio he ani goed 6 5 8 7 8 1 8 8 6 PUL Cry 946052 ode Mu ME SU Lb LM ese S WU se EL a aA 1 1 2 1 3 2 1 4 4 Background 3 2 1 3 2 2 3 2 4 3 2 8 3 2 12 3 2 13 3 3 1 3 3
160. item that is used when only one plausible alternative to an item exists The true false test item s primary drawback is its susceptibility to guessing Trainees have a 50 chance of responding correctly even though they don t know the correct answer True false items may be written to test recognition comprehension application or evaluation Format of true false test items is straightforward The stem is a direct statement The two alternatives are labeled a True and b False or a Yes and b No depending on whichever is most appropriate Example TRUE FALSE When placing the CA in stowage CA temperature must be normal prior to securing heater power a True b False Construction of True False Test Items The stem descriptive statement must include all relevant information required to correctly answer the item 8 B 4 1 ADDENDUM 8 B NAVEDTRA 131A TEST DEVELOPMENT The stem must be concise and clear The proposition to be judged as true or false must be evident The identification TRUE FALSE must precede the descriptive statement or stem A false statement must be consistent with a commonly held misconception Specific determiners such as always never none all may sometimes will not be used Keep descriptive statements short Long statements are harder to read and more difficult to judge true or false When possible state each item positively to minimize confusion True False test items will not
161. item to topic objective assignment chart which enables each PPP line item to be tracked throughout the curriculum Develop Job Sheets m Even though developing Job Sheets is actually part of Trainee Guide development you should begin thinking about their development as soon as possible after the TOS and TLAs are done Job Sheets are one of the most critical of all the curriculum elements They are based on the critical skills the trainees will be expected to do upon graduation And thus determine what the person will be able to do at his follow on duty station 4 16 1 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE For all of these reasons you should allow yourself ample time for preparing Job Sheets See Chapter 7 Trainee Guide for a complete discussion of Job Sheet development 4 16 2 NAVEDTRA 131A STAGE TWO CHAPTER 5 TRAINING COURSE CONTROL DOCUMENT 5 1 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO INTRODUCTION Stage One was initiated in the previous chapter with the creation of a Training Path System TPS where fundamental training decisions were made such as who will be trained what will the sailor be trained to do where will the training be provided etc With completion of the Training Path System you are ready to begin the next part of the Design Process Training Course Control Document TCCD development The TCCD aspect of Stage Two focuses
162. ith operational trainers 9 7 1 INSTRUCTIONAL MEDIA MATERIAL NAVEDTRA 131A STAGE THREE In the informal training environment the Exercise Controller may use the ECG as a stand alone document To conduct independent training 7 3 Advantages The ECG can be used to satisfy specific operational and laboratory training requirements at both individual and team levels The ECG can serve to assess trainee team proficiency across the entire spectrum of operational or laboratory tasks indicating areas where further training is required The ECG can be used to assess trainee or team proficiency operational readiness or both Training may be accomplished at convenient times Training may be repeated as necessary 7 4 Disadvantages Development time may be long The end user particularly if an operational unit may lack the wherewithal to develop an ECG as a skilled curriculum developer is usually required to develop an ECG 7 5 Cost Considerations The cost for developing an ECG s is likely to be quite low as these are usually in house or schoolhouse efforts SEE THE VOLUME 1 SUPPLEMENT FOR DEVELOPMENT PROCEDURES 9 7 2 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE SECTION 8 0 SUMMARY Development of the appropriate VI materials and IMM starts when all Learning Objectives for the course have been evaluated and the type or types of instructional support has been selected VI materials other than simple transparanc
163. ividual m Training Level Assignments TLAs gt 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 m Table Assignment Matrix TAM gt The TAM summarizes the training requirements for PPP Tables listed on the TPC see below by showing all TOS associated with each PPP m Training Path Chart TPC A TPC graphically shows a complete training path for a category of people by listing courses in the path and PPP Tables covered by each 4 2 1 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 3 0 TPS CHAPTER S GOALS ARE To help you determine ALL training requirements for the course by leading you step by step through the decision making process These decisions are WHO will be trained WHAT will the person be trained to do gt Operate something Maintain something gt Operate and Maintain something gt Perform Or Direct Or Coordinate a certain task or function gt Acquire some skill s knowledge needed for learning any of the above skills WHAT exact skills will the person learn to perform WHAT knowledge is needed to perform these skills WHERE will the training be provided m WHAT other courses come before or after You should now turn to the Sample TPS in Volume II TAB A 3 and glance over it before reading the TPS discussion As you read the following pages you sho
164. l knowledge or values orientation teaching fundamental facts and terminology Lecture with Instructional Media Materials IMM m Is the most commonly used Navy instructional strategy EXAMPLE Teach equipment operation by using transparencies and a mock up or the actual equipment 6 7 6 NAVEDTRA 131A LESSON PLAN STAGE THREE IMM is used to M Focus trainee interest and attention m Show basic structure of a concept m Relate general concepts to an observable reality m Turn difficult concepts into meaningful pictures m Explain relationships A Demonstration is m The process wherein one person does something in the presence of others to show them how to do it or to illustrate a principle EXAMPLE Show the effects of acids on metals by pouring hydrochloric and sulfuric acids on a variety of metals Demonstration Practice is usually used m Ademonstration is presented by the instructor this is followed up by some type of repetition after which all trainees practice what has been demonstrated m Repetition reinforces the demonstrated action Types of repetition include m jnstructor Repetition m Trainee Repetition 6 7 7 LESSON PLAN NAVEDTRA 131A STAGE THREE m nstructor Trainee Repetition m Group Performance Repetition m Coach and Pupil Repetition Trainees always practice under supervision m Until they have attained the required proficiency m Afterwards they are usually evaluated by a performance tes
165. l Report Naval Education and Training Program Management Support Activity NETPDTC 1 4 4 NAVEDTRA 131A TRAINING MATERIALS DEVELOPMENT INTRODUCTION SECTION 5 0 SECURITY REQUIREMENTS Classified information will be handled in accordance with the Department of the Navy Supplement to the DOD Information Security Program Regulation OPNAVINST 5510 1 1 5 1 NAVEDTRA 131A TRAINING MATERIALS DEVELOPMENT INTRODUCTION SECTION 6 0 SAFETY REQUIREMENTS Safety occupational health and hazard awareness information must be incorporated into the curricula of all appropriate training courses as prescribed by CNETINST 1500 20 and in NAVEDTRA 135A 1 6 1 NAVEDTRA 131A PLANNING CHAPTER 2 TRAINING PROJECT PLAN 2 1 NAVEDTRA 131 A TRAINING PROJECT PLAN PLANNING INTRODUCTION A curriculum development project is a complex undertaking bringing together a wide range of human and material resources for the goal of creating quality training Planning consists of gathering information and building the plan for training material revision or development The output product of this step is the Training Project Plan TPP When approved the TPP becomes the authorization to undertake a course revision or a new course development project and initiate resource requisitions The TPP is often developed by senior course managers in conjunction with the Curriculum and Instructional Standards Office CISO As it describes the scope and intent o
166. lications citing specific paragraphs figures tables etc Types of information include gt Information on new concepts gt Background information gt Clarifying information 7 7 1 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 8 0 PREPARE ASSIGNMENT SHEETS 8 1 Assignment Sheets m Simplify the trainees search for relevant data m Prepare trainees for future job specific skills that require researching and locating data in the technical documentation used for operation and maintenance purposes m Maximize effectiveness of the trainees study by providing clear statements of the TLOs and study questions 8 2 Assignment Sheet content m Topic Learning Objectives list the applicable objectives covered by the assignment and read identically with those listed in the TCCD m Study Assignment lists material to be studied before after or as part of the Topic m Specific study instructions including preferred sequence of study may be included m Study Questions should provide questions which assess the trainees understanding of what was studied or test their ability to apply the information 7 8 1 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 9 0 PREPARE PROBLEM SHEETS 9 1 Problem Sheets Present practical problems requiring analysis and decision making similar to what the trainee may encounter either in the laboratory or at their eventual duty station Engage the trainee in problem solving emphasizi
167. m the COI in the TCCD and must match exactly the CLOs in the COI as to content and sequence 6 4 6 NAVEDTRA 131A LESSON PLAN STAGE THREE SECTION 5 0 DEVELOP PARTS Part elements are 5 1 Tab Divider Section Page s Topic Pages Discussion Demonstration Activity DDA Pages NOTE This chapter does not discuss Tab Divider and Section Page s see instead TCCD Chapter 5 for an in depth discussion of these two elements including the following Sections Lesson Topics Lesson Topic Learning Objectives Note also A Lesson Topic results from combining Topic Pages and Discussion Demonstration Activity DDA Pages Topic Pages List number of Periods required to conduct the class and or laboratory exercise without consideration of bottle necks or other constraints List Topic Learning Objectives TLOs Describe Trainee preparation Describe Instructor preparation Periods 6 5 1 LESSON PLAN NAVEDTRA 131A STAGE THREE Fractions of a period are not usually shown if a period has a classroom and or a laboratory exercise list only that which is applicable If itis necessary to show fractions of a period they will be shown as quarters of a period e g 1 25 1 5 1 75 hours etc with each 15 minutes representing one fourth of a period Standard mathematical rules of rounding up down will be followed m TLOs List them in the order they are intended to be taught Must be consistent with the
168. mance of KNOWLEDGE TOPIC TITLES FOR NON HARDWARE PPPs T Understanding of T4 Application of 10 9 Prepare the TLOs for your course See Volume II TAB A 4 m TLOs TOPIC LEARNING OBJECTIVES reflect the coverage provided in the Topic by using those PPP line items identified by the TLA gt Applicable PPP subitems are either listed under the TLO as they were with the related PPP line item or they may be incorporated in the TLO m TLOs contain these elements gt Behavior gt Condition gt Standard may be implied m The behavior consists of gt A subject gt A performance oriented verb action verb 5 10 8 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO gt And an object The Behavior identifies what the trainees should be able to do upon completion of the Topic The PPP line item forms the behavior though the verb may be modified to improve clarity if done however thought should also be given to likewise modifying the PPP s behavior 10 10 Conditions and Standards m The condition describes those aiding or limiting conditions which influence how the behavior is performed gt The condition is usually traceable back to the appropriate TOS these phrases have been lifted from the TOS and are listed on pages 5 37 and 5 38 for incorporation into the TLO as the condition gt Conditions other than these TOS related phrases may be used as necessa
169. measurements upon completion of project and grade in accordance with Job Sheet 10 3 1 Grading Criteria FIGURE 8 2 SAMPLE PERFORMANCE TEST RATING SCALE 8 6 6 NAVEDTRA 131A TEST INFORMATION STAGE THREE PERFORMANCE TEST JOB SHEET 5 1 5 GRADING CRITERIA TITLE Measuring a Crankshaft Journal Grading Criteria for Job Sheet 5 1 5 is SAT UNSAT There is no product created by the trainee during this performance test The sequence in which measurements are taken during the test is not as important as the correct use of measuring tools accuracy of the measurements and interpretation of tool readings A numeric score is derived from the following All trainees start the test with 100 points Ten 10 points are deducted for any recorded measurement that exceeds journal proof dimensions by 0001 and results in an UNSAT for that measurement Comments to aid remediation are required for each UNSAT marked A score of 80 points or above is SATISFACTORY completion of the test Procedures Steps 1 2 and 3 relate to measurement techniques tool reading and safe practices Three or more incorrect readings results in failure of the test Safe practices are mandated If unsafe practices are observed the instructor has two options 1 Interrupt the test and correct the trainee Make appropriate comment on Job Sheet check list 2 If safety violation warrants STOP THE TEST AND PROCEED IN ACCORDANCE WITH SCHOOL DIRECTIVES This
170. mn Gives specific directions to the instructor with specific regard to his and the trainee s behavior gt The RIA is identified in the same manner as the corresponding DP gt Oral discussion is necessary for each DP though entries directing oral discussion should not be entered in this column m Reference used to aid the instructor in locating information needed to personalize for a particular DP gt IT IS NOT intended to direct the instructor to use that reference material in the classroom 6 5 5 LESSON PLAN NAVEDTRA 131A STAGE THREE gt The first time the reference is listed in the RIA column list it by complete number and title m Refer to provides direction for the instructor when the reference material is actually intended for classroom use m When the trainee must use these same materials various phrases may be used as long as the intent is clear for example Trainee refer to Refer trainee to Instructor refer trainee to Refer to trainee only etc m Display directs the instructor to use a particular IMM as referenced by its alpha numeric identifier title Demonstrate Show Point to Display and so forth etc may also be used to tell the instructor what actions are required Identify any unique approach that may be necessary to teach the lesson Review as Required used to indicate points in the topic where the instructor may wish to gauge the trainees
171. mportance DPs may range from being nothing more than a skeletal outline minimal level of detail to that where little research of the technical documentation is required gt DPs normally will be key words or phrases only and are usually prepared by outlining the TLOs Adequacy of technical documentation volatility of the subject matter anticipated instructor knowledge expertise of the subject matter command preference all are factors which influence the amount of detail provided in the DP column NOTE A skeletonized outline is less likely to require change whenever the technical documentation changes 6 5 4 NAVEDTRA 131A LESSON PLAN STAGE THREE m Compensating for inadequate technical documentation Provide enough information in the DP column of the DDA pages so no reference is required or develop a reference to support the DP gt This reference should be a Trainee Guide Information Sheet Do not use a Trainee Guide Information Sheet if its only purpose is to provide a reference source for LP personalization m DPs will not exceed four levels as follows 3 1 a There will be ample space between DPs for instructor personalization of the topic m A Review and Summary major DP is included in knowledge topics and a Critique major DP in skill topics these DPs are not normally submitted m The final DP in all but the last topic is Assignment m Related Instructor Activity RIA Colu
172. n Test Administrator s Guide 8 17 1 Assemble Test Design 8 18 1 Assemble Test Plan 8 19 1 Assemble Test to Objective Comparison 8 19 1 CHAPTER OUTLINE ADDENDA TITLE PAGE NUMBER ADDENDUM 8 IN DEPTH DISCUSSIONS OF 8 A PERFORMANCE WRITTEN TEST DESIGN 8 A 1 8 B WRITTEN TEST ITEM DEVELOPMENT 8 B 1 8 C GRADING CRITERIA FOR PERFORMANCE TESTS 8 C 1 8 7 NAVEDTRA 131A TEST INFORMATION 1 1 1 2 STAGE THREE SECTION 1 0 INTRODUCTION TO TESTING Definitions Tests are the primary tool for determining trainees attainment of the CLOs TLOs and therefore their relative success in the course Performance tests measure a trainee s ability to perform a specific skill or behavior by using actual equipment or training devices Written tests are used to support the performance of a skill by measuring the trainee s achievement of theory and or background knowledge as it applies to a skill or behavior Measurement is the process of assessing what the trainee has demonstrated by taking the Performance Written test Evaluation is the process of comparing the measurement against an established standard Grading is labeling scoring the evaluation usually according to a level of success e g go no go Required events for test development are Design the Tests Here decisions as to the What When and How testing will be determined Develop the Performance Tests gt Job Sheets will be developed and used as the basis for test
173. n item to perform a certain function To assemble connect equipment to perform a certain function To finish the task within a given time m Combined Product and Process Tests incorporate the requirements of each of the two types of tests described above 8 A 10 1 NAVEDTRA 131A ADDENDUM 8 A TEST DESIGN 10 2 Written Tests are developed next m Written Tests Measure the trainee s knowledge or comprehension of certain facts or procedural steps Trainee answers may be orally or in writing gt The test types include multiple choice true false matching completion and essay items gt Written test items written to test a particular Part Section or Topic are assembled into a Test Item Bank 10 3 Determine number of written test items m There is no established formula for determining the most appropriate number of test items required to test any given topic learning objective However the below listed guidelines are factors to consider m Criticality of the objective When both most critical and least critical objectives are measured on the same test the most critical objective s should have more items to ensure that the test reflects the critical aspects of the course m Instructional time allotted to present the material For example if the majority of the material covers one objective then the majority of the tests items should cover that objective This ensures that the emphasis on the test is the same as the emphasis
174. n the market IBM Zenith Compaq Zeos etc 2 06 Non Hardware PPPs Defined m TASK FUNCTION may be defined as The knowledge and skills required to perform work NOT directly related to any specific system subsystem or equipment Task Function PPPs list the knowledge and skills required to perform a Task or Function m BACKGROUND these PPPs describe 3 2 8 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE The PREREQUISITE knowledge and skills required for learning Operation and Maintenance of a System Subsystem Equipment or performance of a Task or Function These PPPs list those things a person must FIRST know and be able to do e Hence PREREQUISITE e in order to learn to Operate and Maintain a particular System Subsystem or Equipment or to perform a specified Task or Function gt A body of knowledge and skills the trainee must possess before entering the classroom laboratory to begin learning the Hardware or Task Function skills These PPPs are often organized around subject matter areas such as the following Mathematics Basic Electricity Basic Electronics 2 7 Non Hardware PPP Discussion Task Function T F A T F is not unique to the operation and maintenance of any one particular system subsystem or equipment To perform a given T F e g instructing requires many different skills and knowledge all leading to a single application m AT F usually ha
175. nance of OR to support documented corrective maintenance of T3 to support undocumented corrective maintenance requiring advanced analysis for O1 in accordance with normal operation procedures for O2 in accordance with casualty degraded abnormal operation procedures for the 5 11 1 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO P1 in accordance with preventive maintenance procedures for C1 in accordance with documented corrective maintenance procedures for C2 in accordance with undocumented corrective maintenance methods requiring advanced analysis for 5 11 2 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 12 0 NON HARDWARE TOS DETERMINED CONDITION STATEMENTS S B G in accordance with prescribed documentation for name of documentation or other appropriate condition or modifier J T F in accordance with prescribed documentation for name of documentation or other appropriate condition or modifier TO B G in accordance with prescribed documentation for name of documentation to support the PREREQUISITE Background Skills of or other appropriate condition or modifier T4 T F in accordance with prescribe documentation for name of documentation to support those skills required for the performance of task or function or other appropriate condition or modifier 1
176. nd test equipment to perform preventive maintenance on the CUCV Type A in accordance with preventive maintenance procedures in the applicable documentation Finish the sequencing of your course You have developed all CLOs TLOs Parts Sections and Topics for your course These COI elements must now be arranged into a logical teaching sequence You should sequence in this order Parts gt Sections Topics TLOs To sequence you can go by Job Performance Order The order in which the skills of the job are performed The sequence is the same as the job sequence For example a gunner will learn to load aim and then fire the weapon 5 12 2 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO m Chronological Order Sequence flows from Part Part Section gt Section and Topic Topic according to the order in which the events covered occur in time For example recruits may be taught in order World War World War II Korean War Viet Nam gt Desert Storm m Critical Sequence Ordered in terms of their relative importance For example a first aid course may address potentially fatal injuries gt permanently disabling injuries minor injuries m Simple to Complex Sequence in terms of increasing difficulty For example marine navigation based on buoys and landmarks may be taught before navigation based on the location of stars or the angle of the sun m Comparative Sequence Teach what is already familiar
177. neh be sei Se teks 8 4 8 3 1 Curriculum and Instructional Standards Office CISO 0 2 0 0 0 0 00 eee eee 2 2 6 7 9 Curriculum Control Authority CCA 0 00 e eee eee 1 2 1 3 1 5 3 6 3 1 6 4 3 Curriculum Developer Aids CDA d yaemsWREAD SEA S E RR ROSE 3 3 2 3 3 3 Curriculum materials llle Rh 1 1 1 2 2 4 5 9 9 3 10 8 Curriculum Outline of Instruction 5 3 5 6 3 5 10 1 5 10 2 5 13 1 5 13 3 7 4 5 Defense Audio Visual Information System DAVIS 0 0 6 7 9 Dependent Relationship 22 2122 E lE RI ER ke RSTEDESGOAET A LES GU EAS 5 12 3 Diagram Sheets 4 eise oe E eae AENEAN EA rE ENE AEn OAR RV DK ed Pt Ie E 7 10 1 Discussion Potnt DDP ta eet up eO TREO EID ONE ENDO Ne Y Edi ees 6 5 4 Discussion Demonstration Activity DDA ssseeeeee eens 7 11 1 Drop on Request DOR ile kRigk eR EGG REA X vie se ia R4 EAR CE Ed E 6 4 5 Equipment 1 2 1 1 4 2 1 4 4 3 2 1 3 2 4 3 2 7 3 2 9 3 3 1 3 3 11 3 7 2 4 4 4 6 1 4 6 2 4 7 1 4 7 2 4 8 1 4 8 4 4 14 2 5 6 5 5 7 1 5 7 2 5 9 1 5 9 3 5 12 2 5 12 3 5 12 5 5 12 6 6 1 1 6 5 7 6 7 2 6 7 6 6 7 8 7 2 1 7 4 3 7 6 2 8 5 3 8 6 7 8 6 8 8 7 1 8 7 4 8 8 3 8 8 5 8 A 4 1 8 A 4 3 8 A 5 1 8 A 6 4 8 A 10 1 8 B 3 9 8 C 1 2 9 6 9 5 2 9 5 3 9 5 6 9 5 8 9 6 1 NAVEDTRA 131A VOLUME 1 KEYWORD LIST Continued 9 A 1 4 External Feedback esci ous peice dh ho ree alco Ad Sob he Salou
178. nformation both for managing and conducting the course m Parts The primary organizational element of the Lesson Plan based on the Personnel Performance Profile PPP Tables to be taught in the course m Resource Requirements List Optional gt A list of everything required to conduct the course m Figure 6 1 on the following page shows those elements which usually comprise the Lesson Plan 6 2 1 LESSON PLAN STAGE THREE NAVEDTRA 131A RRL Lesson Topic 1 2 FAL Lesson Topic 1 1 Course Learning Objectives How to use the Lesson Plan Safety Hazard Awareness Notice Security Awareness Notice Table of Contents Change Record List of Effective Pages Title Page Cover Page LESSON PLAN Optional FIGURE 6 1 LESSON PLAN ORGANIZATION 6 2 2 NAVEDTRA 131A LESSON PLAN STAGE THREE SECTION 3 0 REGARDING FORMAT m tis not necessary that all Navy curricula look exactly alike right down to the most minute detail m What is required is that a particular document must generally look like others of its type m What is not necessary and in fact is counter productive is worrying that every document looks exactly like
179. nformation on these topics may be found in the related ADDENDA located several pages farther on 8 12 1 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 13 0 PUTTING IT ALL TOGETHER So Far m You have developed a variety of documents that are associated with Testing and the Measurement of Trainee Achievement m These documents should include the following gt Performance Tests Job Sheets gt Performance Test Administrator s Information gt Written Test Booklet gt Written Test Administrator s Information gt Performance Written Test Design Testing Plan gt Test to Objective Comparison m Having done this it is now time for you to take each grouping or category of documents individual pages and assemble them into a single cohesive document complete with Cover Page Format considerations will be discussed only where necessary and because just looking at the provided example may leave you guessing about format As you assemble each document look at the related example in Volume ll for required headings information and overall document format 8 13 1 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 14 0 ASSEMBLE JOB SHEETS As per Chapter 7 and the Volume II example plus m Security classification if applicable must appear on the page m All written test questions must meet the requirements for writing written test questions 8 14 1 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION
180. ng the fundamentals of logical thinking and giving practice in the application of knowledge to practical situations Are used when the subject matter of a course requires an ability to solve problems in a logical manner 9 2 Problem Sheet content Problems presents problems which Are organized in any reasonable manner that promotes problem solving abilities gt Provide a clear statement of the problem s and the conditions and parameters affecting the problem s Directions provides instructions and procedures for the solution to the problem Drawings diagrams may be used as necessary Problem Sheets will not be used for testing as a make work device or as a Substitute for a laboratory activity 7 9 1 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 10 0 PREPARE DIAGRAM SHEETS 10 1 Diagram Sheets m Provide the trainee with copies of special course material such as diagrams schematics or illustrations 10 2 Diagram Sheet content m They may depict a sketch the instructor will also draw on the board Instructional Media Material IMM or any diagram or schematic deemed important for trainee use gt Diagrams should be large enough so trainees have room to make pertinent notations m Diagram Sheets are not to be provided where materials exist in reference documentation and the use of that documentation will suffice 7 10 1 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 11 0 PREPARE OUTL
181. not constitute a major portion of the trainees overall grade If you require more information about developing grading criteria see Addendum 8 C Grading Criteria for Performance Tests at the end of this chapter and NAVEDTRA 135A Appendix B 6 3 Evaluation Instrument selection m t may make no difference whether a checklist or rating scale is used because almost all rating scales can be turned into checklists and some checklists can be made into rating scales m Grading criteria for the course is a factor If the course is graded SAT or UNSAT a checklist may be the most appropriate to use If the course is graded with a numerical grade a rating scale may be the most appropriate to use 8 6 3 TEST INFORMATION NAVEDTRA 131A STAGE THREE 6 4 It is important m To define checklist steps and rating scale decisions as precisely as possible The more precisely you can describe the behaviors the more effective the Job Sheet Checklist Rating Scale will be m To make the grading criteria for each Job Sheet Checklist and Job Sheet Rating Scale as precise as possible This helps remove instructor subjectivity from the grading process 6 5 Construct the Job Sheet Evaluation Instrument Each Checklist Rating Scale Grading Criteria should include as appropriate A list of steps to be evaluated this information comes from the related job sheet When impossible to evaluate each step separately revie
182. nowledge required for THEIR course In making this mistake the developer Shortens the list of PPP line items Narrows the scope of the PPP Reduces its usability so that it applies only to a single course or skill category 3 8 Skills are always determined first m Knowledge is always determined last gt After ALL skills have been identified This rule applies everywhere in this system of curriculum development m ALL knowledge must support a skill s gt Either directly or indirectly m Nice to know information is not allowed 3 3 9 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE By determining skills first and knowledge last you ensure that training emphasizes performance such as gt Operating maintaining hardware gt Performing a task or function Your focus as a developer must always be gt PERFORMANCE of the skills 3 9 Skills require directly supporting knowledge 1 5 2 1 1 6 2 2 Operational description KNOWLEDGE DIRECTLY SUPPORTS Operation SKILL Maintenance description KNOWLEDGE DIRECTLY SUPPORTS Maintenance SKILL m Every skill PPP statement must have a related knowledge PPP statement s Note in the following example item 1 5 2 directly supports skill line item 2 1 1 and knowledge line item 1 6 2 directly supports line item 2 2 1 3 3 10 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES 2 STAGE ONE EQUIPMENT SKILLS 2 1 OPERATIO
183. nrolling in the present course Many courses provide the person with the technical knowledge and skills necessary to prepare for their first shipboard duty There are other courses that provide advanced follow on training once the present course has been completed gt Still other courses provide shipboard training m A training path may be very brief consisting of only a few courses m A training path may be a lengthy one comprising all courses a person may take during a Naval career while in a particular rating 14 2 What is a Training Path Chart TPC See Volume II TAB A 3 Training Path Chart TPC as you read the following discussion m The TPC is used to show the training path gt By looking at the TPC you can readily see where your course fits in relation to all other courses in the pipeline gt The TPC also shows the courses according to whether they provide basic entry level training advanced training etc 4 14 1 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE 14 3 The following definitions apply to developing TPCs Background Training Prerequisite training that provides basic technical knowledge and skills required to prepare for further specialized training or a first assignment Replacement Training gt Prepares new personnel for their first assignment Formal school training to provide people with the minimum required operational and maintenance qualifications on assigned equipment
184. nt directives Because professional VI production is costly and takes time early liaison with the command s VI Manager is essential 9 4 1 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE SECTION 5 0 VI CHARACTERISTICS TABLE Applications advantages disadvantages and cost considerations 5 1 Audio Presentation m APPLICATIONS When sound is critical to training Large group instruction gt Small group instruction gt Individual instruction May support a slide presentation gt Augment other VI and IMM packages m ADVANTAGES Provide alternate information sources for trainees with low reading skill levels gt Permit the rearrangement of sound materials through editing Playback units can be small and portable gt Tapes may be erased and reused DISADVANTAGES gt Susceptible to outside distraction if earphones are not used gt Fixed rate of information flow therefore adjustments to learning rate are difficult 9 5 1 INSTRUCTIONAL MEDIA MATERIAL NAVEDTRA 131A STAGE THREE COST CONSIDERATIONS When recordings are produced locally with existing recorders the cost is very low Audio tape recorders players are inexpensive m DEVELOPMENT PROCEDURES gt n accordance with CNETINST 5290 3 See your command s VI Manager 5 2 Slide Presentation m APPLICATIONS gt Presentations consist of a series of 35mm slides which are developed to assist and supplement instruction by providing a seque
185. ntent of the course What Training Level Assignment Applicability Indicators Do m Xs may be used instead of Training Level Assignment Applicability Indicators gt You may want to use Xs when the TLA s being developed are for an individual course vice a training pipeline of courses X s may also be used as a placeholder until the correct Training Level Assignment Applicability Indicators are known It is time for an accuracy check m The Skill TOS Columns used in each TLA must agree with the Skill TOS you selected earlier 4 10 3 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE m TOS Columns for Operation O1 O2 can only be used with 2 1 Operation PPP line items m Likewise TLA TOS Columns P1 C1 C2 C3 apply only to the 2 2 Maintenance PPP line items gt Reading all 2 2 line items closely will reveal additional subtleties which will affect the TLA TOS Column chosen some describe preventive maintenance only others corrective maintenance only Also recall that TOS Column T1 is used only with normal operation 1 5 PPP line items Column T2 can be used with abnormal operation 1 5 and all 1 6 PPP line items TOS Column T3 applies only to 1 6 corrective maintenance PPP line items 10 5 Thoughts about TLA development m Always remember to prepare a separate TLA for each PPP Table used in the course or listed on the Training Path Chart TPC if appropriate m Asa ILA developer you must be kn
186. ntial visual presentation of materials ideas or concepts Present a complete subject within a self contained package May be programmed by a Lesson Plan audio cassette or other software gt Supplement or reinforce discussion points within a topic m ADVANTAGES gt The full range of photographic techniques stop action selected depth of field microphotography air brushing etc is available gt Slide sequence may be rearranged easily to meet specific needs m Slide update is easily accomplished without extensive changes or expensive equipment gt Slides can be made with any 35mm camera 9 5 2 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE The projected image can be seen by large groups Can easily be produced by computer graphics packages DISADVANTAGES Full motion cannot be shown For group use the room must be partially darkened for good visibility The instructor cannot provide additional visual data as with a transparency m COST CONSIDERATIONS Individual slides are relatively inexpensive to produce The major cost of slide presentations is development of the audiovisual concept of the program itself Transparencies and other single visual media do not require the planning and coordination necessary to build an entire slide presentation m DEVELOPMENT PROCEDURES In accordance with CNETINST 5290 3 See your command s VI Manager 5 3 Transparency m APPLICATIONS
187. nts TPC Training Path Chart TPEB Training Performance Evaluation Board TPP Training Project Plan TPS Training Path System TRACOM Training Command TSA Training Support Agency TTAP Technical Training Audit Program TTE Technical Training Equipment TTO Training Time Out VI Visual Information xvi NAVEDTRA 131A INTRODUCTION CHAPTER 1 TRAINING MATERIALS DEVELOPMENT 1 1 NAVEDTRA 131A TRAINING MATERIALS DEVELOPMENT INTRODUCTION INTRODUCTION m The core procedures for developing training materials following the Personnel Performance Profile Based Curriculum Development method consists of five interrelated Stages The five stages are preceded by planning and followed by training materials evaluation surveillance and modification A curriculum development project is a complex under taking bringing together a wide range of human and material resources for the goal of creating quality training gt PLANNING identifies resources requirement and the sequence of events in the development process gt STAGE ONE consists of determining job tasks supporting skills and knowledge and level of performance gt STAGE TWO determines the skills and knowledge which must be taught and produces the course learning objectives and an instructional sequence gt STAGE THREE produces the instructional materials for the instructor and the trainee gt STAGE FOUR begins when the Curriculum Control Authority CCA has ap
188. o duplicate either one time or in large quantity Provide alternate information channels for trainees with low reading skills Provide continuity of action showing events as they actually occur Front seats can be provided Demonstrations can be shown using all necessary equipment showing all of the actual steps Everything can be shown at the right angle aspect and speed for the best analysis and learning Skills can be learned by watching a task performed on film and subsequently practicing the task Dangerous or expensive procedures can be shown m DISADVANTAGES Tape size and format differences make video tapes incompatible with some types of video playback equipment Playback units systems are expensive m COST CONSIDERATIONS Development of high quality videotaped studio productions requires a large and highly skilled staff As technology continues 9 5 6 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE to grow better results are being obtained using hand held cameras and mobile studios Original productions require a significant amount of preliminary design work long before actual taping begins m DEVELOPMENT PROCEDURES gt n accordance with CNETINST 5290 3 See your command s VI Manager 5 5 Wall Charts WC m APPLICATIONS Used much like transparencies to assist and supplement instruction by providing a visual presentation to the trainees gt Programmed by the Related In
189. on stating in specific terms what the trainees must know and be able to do and determining the form and structure of the course The Curriculum Outline of Instruction COI is the document used to accomplish these goals Stage Two concludes by compiling documents of the COI with other documents such as course and trainee data resources and course scheduling information to create the Training Course Control Document TCCD The TCCD serves as the primary management document for the training program Development of Course Learning Objectives CLOs is the first step of Stage Two Building from everything that has been done so far the broad job related skills and knowledge are determined From there you will proceed through a series of steps and related document development which enable you to more specifically define the organization of the course and its content Though most of the documents submitted for review and approval are laid out vertically portrait format each may be formatted with Curriculum Control Authority CCA approval so that it can be transposed directly to the Lesson Plan LP with no additional work being required on it In most cases this means laying out the document horizontally landscape format 5 3 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO CHAPTER S SCOPE m To lay out content requirements and format conventions of documents comprising the COI TCCD Within Navy technical trainin
190. ontents of all volumes in the LP In following volumes only the Lesson Topics contained in that volume are listed Security Awareness Notice Describes procedures for handling and safeguarding classified materials used in the course Refer to OPNAVINST 5510 1 Security Program Regulations to ensure all training materials are marked and handled in accordance with the latest policy guidance Each LP shall bear the highest security classification demanded by its contents You as the developer must state whether or not the course contains any classified material Safety Hazard Awareness Notice Identifies hazards to personnel and equipment Provides special directions to personnel concerning safety Provides safety precautions for protection of personnel and equipment Refer to NAVEDTRA 135A and CNETINST 1550 20 on Training Safety to ensure incorporation of the latest policy guidance in the Notice 6 4 3 LESSON PLAN NAVEDTRA 131A STAGE THREE m Provides instructions for reporting safety and hazard violations m Is tailored to the specific safety requirements and hazards found in the course m Identifies relevant documentation containing specific precautions and preventive measures m f applicable gt Provides specific policy on Training Time Out TTO gt Provides specific policy on Drop on Request DOR for designated Volunteer High Risk Courses gt Describes the purpose of Pre Mishap Plan
191. ored to the specific safety requirements and hazards found in the course m Identifies relevant documentation containing specific precautions and preventive measures m If applicable gt Provides specific policy on Training Time Out TTO gt Provides specific policy on Drop on Request DOR for designated Volunteer High Risk Courses gt Describes the Pre Mishap Plan and specifies its location s in the training environment Security Safety Hazard Awareness Notices must be written to reflect the individual course Security Safety Hazard requirements must be incorporated throughout the course wherever they must be restated 4 9 Table of Contents In Volume provide a complete listing of the contents of all volumes inthe TG In following volumes only the Instruction Sheets contained in that volume are listed 4 10 Howto Use Your Trainee Guide This provides a general description of the composition function and 7 4 4 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE use of Instruction Sheets and the Trainee Guide m Describes the Instruction Sheet Types m Discusses the use of the Instruction Sheets m Describes what the trainee may expect on examinations and quizzes administered in the course m Discusses organization of the course 4 11 Course Learning Objectives CLOs m The CLOs are taken directly from the Curriculum Outline of Instruction COl and must match exactly the CLOs in the COI as to content and
192. ou chose while developing your Training Path System TPS Refer to the CLO Model Statements as you read the following discussion m Coordinate CLOs begins on page 5 14 m Direct CLOs begins on page 5 17 m Perform CLOs begins on page 5 20 6 1 Prepare the CLOs for your course m Use the TPS documents to determine gt Titles of all PPPs taught in the course gt All TOS CODES which apply to each PPP Table m Select one of the TLAs used in the course NOTE arrange TLAs in alphabetical order gt 1st using the TOS column note all TOS CODES which apply to the PPP gt 2nd note the title of the PPP Table 5 6 1 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO MEMORY REFRESHER TOS CODES NUMERIC VALUES 1 Familiarization 0 4 Theory G Skill background F Skill Task Function 2 Operation 2 Preventive Maintenance 2 Corrective Maintenance Maintenance B T zOUuOoco 47 PE i 1 1 gt Qrd this PPP Table title will be worked into the CLOs 6 2 Use the CLO Model Statements m Go to the COURSE LEARNING OBJECTIVE MODEL STATEMENTS appropriate for your course EXAMPLE A TLA shows use of these TOS Codes O1 0O2 P1 C1 C2 TO T1 T2 T3 T4 CLOs chosen are O1 0O2 P1 C1 C2 5 6 2 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO Choose as the CLOs for this PPP Table those CLOs which corre
193. ou step by step through the process of identifying all knowledge and skill items required to complete your PPP table Then use the appropriate PPP Table Checklist to ensure the content of your PPP is complete To develop any Task Function PPP gt Refer to the sample Task Function PPP in Volume II Tab A 2 gt Use the Task Function Model Statements and PPP Checklist to ensure content of your PPP is complete m To develop any Background PPP gt Refer to the sample Background PPP found in Volume II Tab A 2 Use the Background PPP Model Statements and appropriate PPP Table Checklist 3 6 5 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE If you re experienced and or confident m To develop any Hardware PPP gt Use the Hardware PPP Model Statements and appropriate PPP Table Checklist While the Model Statements can be used alone using the Checklist also will assure you of the accuracy of your PPP To develop any Task Function PPP Use the Task Function PPP Model Statements or be creative whichever is easiest for you To develop any Background PPP gt Use the Background PPP Model Statements or be creative whichever is easiest for you 3 6 6 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE SECTION 7 0 WHAT IS NEXT You will develop the TRAINING PATH SYSTEM TPS m You will determine whether to train someone to gt PERFORM
194. ourse Control Document TCCD Discussed in Chapter 5 m Testing Plan Discussed in Chapter 8 and NAVEDTRA 135A m Pilot Course Monitoring Report Discussed in Chapter 10 TRAINING MATERIALS DEVELOPMENT NAVEDTRA 131A INTRODUCTION m Audit Trail Documentation Discussed in NAVEDTRA 135A 1 2 Curriculum Materials Curriculum materials include materials required for the presentation of information and the development of skills in formal school training Chapters in this manual contain detailed content requirements format conventions and development guidelines for curriculum materials Under this definition curriculum materials include m Lesson Plan LP Discussed in Chapter 6 m Trainee Guide TG Discussed in Chapter 7 m Test Package Discussed in Chapter 8 and in NAVEDTRA 135A m Other Materials helpful in the preparation and presentation of Lesson Topics e g Exercise Controller Guide 1 3 Support Materials Support materials are instructional materials and other devices used in support of formal instruction informal instruction or for independent study The following are the most common support materials E Visual Information and Instructional Media Materials Discussed in Chapter 9 m Textbooks m Technical Manuals m Training devices m Other materials helpful in the preparation and presentation of Lesson Topics e g Fault Insertion Guide Instructor Utilization Handbook 1 1 2 NAVEDTRA 131A
195. ow ready to begin work on the Visual Information VI that supports the Lesson Plans and Trainee Guides that you have already developed Additionally information will be provided for developing an Exercise Controller Guide and On The Job Training Handbook each forms of IMM Note that VI either singly or in combination with other VI may be transformed into IMM by making it a self supporting package Selecting VI materials always begins with a careful analysis of learning objectives to determine the most appropriate VI and ends with the course promulgation In this chapter step by step procedures for the analysis of objectives and selection of the most appropriate VI based on analysis are outlined Production of VI materials other than simple graphics and overhead transparencies is seldom accomplished directly by in house curriculum developers This is because VI production is governed by detailed OPNAV and CNET instructions VI products must be developed in accordance with the latest regulations Your command s Video Information Manager will assist you in gathering information and completing required forms OPNAVINST 5290 14 encl 1 para 3 1 f defines the VI products exempt from production reporting requirements Exemptions include graphics and overhead transparencies The Foreword and How to Read NAVEDTRA 131A contain guidelines for reading this manual you should read them now if you have not already done so 9 3 NAV
196. owledgeable about the people and the Hardware or Non Hardware for which the TLA is being developed gt n order to accurately select PPP line items for training you must understand What do the individuals currently know What skills will be performed on the job What training comes afterward m Aknowledge of how one TOS relates to another is essential do not specify 72 if teaching O1 only or T3 if O2 or P1 or C7 etc skills are indicated 4 10 4 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE 10 6 Develop the Table Assignment Matrix TAM See Volume II TAB A 3 TABLE ASSIGNMENT MATRIX TAM as you read the following discussion m The TAM is developed in conjunction with the TLA gt The TAM lists sequentially all PPP Tables taught in the course or NEC and the TOS applicable to each PPP NOTE TAM readability and comprehension may be enhanced by listing sequentially all Hardware PPP Table Numbers first followed by those for Task Function and Background Non Hardware training TOS are designated by an X in the appropriate block gt Like the TLA the TAM represents a training requirement when filled out 4 10 5 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 11 0 WHERE WILL EACH SKILL KNOWLEDGE BE TRAINED Training Level Assignment Applicability Indicators Show where training occurs a Replacement Training course Advanced Training course Both Replacement and Advance
197. p was completed earlier But the information is needed now so you will know how many written test items to develop for each objective 2 2 Most of the remainder of this Addendum focuses on How to develop each of the five most often used written test item types and a brief description as to the best use for each type of test item Types of written test items are gt Multiple Choice gt True False gt Matching gt Completion gt Essay Each type will be discussed in the order listed above 8 B 2 1 NAVEDTRA 131A ADDENDUM 8 B 3 1 3 2 3 3 TEST DEVELOPMENT SECTION 3 0 DEVELOP MULTIPLE CHOICE KNOWLEDGE TEST ITEMS The multiple choice test item is The most versatile of all Knowledge test item formats It can be used to test for all levels of knowledge except recall A cardinal rule in test item development is to communicate effectively Otherwise the trainee must guess at what the test writer is asking Following the guidelines discussed in this section on multiple choice test writing will ensure effective communications between the trainee and test writer The multiple choice test item consists of A stem containing the problem statement A list of possible answers or alternatives As a rule there are four alternatives or possible answers but depending upon the nature of the content being tested there can be more than or fewer than four possible alternatives Only one alternative is the correc
198. performed which require trainees to apply what they have learned m Ensure the trainees have an opportunity to practice the most appropriate job related experience 7 5 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 1 0 THE TRAINEE GUIDE m Is the primary trainee material m Contains skill and knowledge objectives the trainee is to attain upon successfully completing the course m Provides an outline of instructional material in a logical and efficient manner 7514 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE SECTION 2 0 TRAINEE GUIDE ELEMENTS Front Matter Instruction Sheets gt The six types of instruction sheets are Job Information Assignment Problem Diagram Outline Occasionally both individual instruction sheets and a Trainee Guide will be used due to security requirements or changes in equipment or procedures Figure 7 1 on the following page shows those elements which usually comprise the Trainee Guide 7 2 1 TRAINEE GUIDE STAGE THREE NAVEDTRA 131A Instruction Sheets Course Master Schedule Course Learning Objectives How to Use Your Trainee Guide Table of Contents Safety Hazard Awareness Notice Security Awareness Notice Change Record List of Effective Pages Title Page Cover Page
199. pment Direct the instructor in starting up and shutting down the equipment laboratory and safety precautions that require positive instructor action 6 5 7 LESSON PLAN NAVEDTRA 131A STAGE THREE Fault Isolation Exercises Provide directions for conducting the exercise s Include the fault alpha numeric identifier if listed in the Pre Faulted Module Also indicate faults inserted by switch panels software etc Identify the applicable fault description document number s Sequence fault isolation exercises so that the average trainee can progressively develop his skill performance to at least the minimum standard required gt When C1 faults must be used as C2 faults only C1 faults approved for C2 use are allowed These faults are indicated as C1 and C2 in the fault user s manual which may also list additional directions on fault use under WARNINGS CAUTIONS NOTES These directions may be modified for the LP but the intent must remain m Instruction Sheets Direct the instructor on their use the classroom laboratory Direct trainees to perform Job Sheet Refer to Diagram Sheet Distribute Information Sheet etc m Answer Key Provide answers to questions on job sheets assignment sheets and problem sheets at the appropriate point For fault related questions reference the users document when it has the correct answers m Note taking Provide special instructions for note taking during presentation of clas
200. pport Materials try not to use transparencies only to the exclusion of all other IMM m Use the IMM Selection Model in Chapter 9 of this manual It will help you to identify the IMM that is truly best for a particular training situation m By this time Job Sheet development should either be well underway or perhaps even finished you will recall that you were advised after having finished with development of the PPPs and TPS to begin developing the Job Sheets m By this time also you are nearing the end of what has probably been for you a long and arduous but hopefully enjoyable and educational process 6 11 1 NAVEDTRA 131A STAGE THREE CHAPTER 7 TRAINEE GUIDE 7 1 NAVEDTRA 131A TRAINEE GUIDE STAGE THREE INTRODUCTION The curriculum developer is responsible for ensuring that the instructor and the trainees use their time to the maximum advantage Training materials are a reflection of the curriculum developer s skills knowledge and understanding of the subject matter and his her choosing of that instructional strategy which he she believes will best guide the trainees to achieve the stated learning objectives To ensure uniform coverage of the subject matter the Lesson Plan is developed to guide and direct the instructor Through the use of various materials aids the curriculum developer directs the trainees to supplementary material structures their note taking replaces abstract ideas with concrete imag
201. proved a course for pilot and ends with submittal of the Pilot Course Monitoring Report gt STAGE FIVE begins after the incorporation of the results of the pilot course red line into smooth curriculum and management materials and ends with the Curriculum Control Authority s Letter of Promulgation which approves the material for use in support of Navy training 1 3 TRAINING MATERIALS DEVELOPMENT NAVEDTRA 131A INTRODUCTION gt EVALUATION is the surveillance evaluation change and revision of the training materials based on assessment of the training materials and the performance of the graduates in the fleet m NAVEDTRA 131A Personnel Performance Profile Based Curriculum Development is designed to guide Navy activity personnel curriculum developers in the development of accurate and effective training materials This manual Specifies the tasks necessary to develop and support training materials Establishes the sequence of task performance gt Assigns task performance responsibilities m The overall process is illustrated in Figure 1 1 1 4 NAVEDTRA 131A TRAINING MATERIALS DEVELOPMENT INTRODUCTION PLANNING CCA Functional Commander CNET OPNAV m Training Project Plan TPP STAGE ONE m PPP Table List E New and Modified PPP Tables m Training Path System TPS STAGE TWO CCA m Preliminary Training Course Control Document TCCD STAGE THREE Instructional Materials Cross Section If Required Lesson
202. quality assurance assistance review with the Curriculum and Instructional Standards Office CISO or Quality Assurance Officer 6 7 9 LESSON PLAN NAVEDTRA 131A STAGE THREE m Coordinate review of instructional materials by the CCA if appropriate Volume III of this manual and NAVEDTRA 135A give specific guidance on managing curriculum development STEP 6 CONDUCT PILOT The pilot may include m The entire course m Or it may cover only a major segment of the course usually at least one Part or Section in length m Review material for correctness and completeness m The pilot itself will determine if the trainees have learned what the objectives called for STEP 7 FINALIZE TOPIC LESSON PLAN Revise and prepare m The final drafts of the Lesson Plan Trainee Guide and all support materials including tests and IMM Any change to the topic sequencing or titles must be reflected in the TCCD 6 7 10 NAVEDTRA 131A LESSON PLAN STAGE THREE SECTION 8 0 LESSON PLANS m When necessary may be organized into one or more volumes at approximately 200 page intervals m Subsequent volumes will repeat only those Front Matter elements which are necessary for understanding and use of the volume m May be printed on one side of the page or back to back m The phrase This page intentionally left blank or similar phrase will not be required on blank pages unless all pages must be accounted for because of the class
203. quired safety precautions m Correct operation of equipment after completed assembly m Physical testing of the finished job m Time required to complete the job m Skill in using tools m Care and use of the equipment m Whenever any of the above factors apply the grading criteria must describe what the trainee is expected to do and what happens if the requirements are not met 8 C 1 2 NAVEDTRA 131A ADDENDUM 8 C GRADING CRITERIA SECTION 2 0 TESTING PLAN 2 1 Cover Page m The Cover will contain gt Course Title gt Course Identification Number CIN gt The phrase Test Plan gt Security classification if applicable Date the Testing Plan was prepared 2 2 Tests And Methods m Under the heading Tests and Methods describe the types of tests and methods used to determine trainee grades 2 3 Testing Constraints m Under the heading Testing Constraints describe any situation that prevents the testing of the objectives as stated and explain what actions have been taken to eliminate the constraints 8 C 2 1 NAVEDTRA 131A ADDENDUM 8 C GRADING CRITERIA SECTION 3 0 PERFORMANCE TEST NUMERICAL GRADE m Under the heading Performance Test Numerical Grade describe the method used to assign numerical grade to Performance Tests 3 1 Minimum Passing Grade m Under the heading Minimum Passing Grade describe the minimum passing grade and rationale for establishing the grade 3 2 Final Grade m Under the heading Final Grade
204. r Subject Matter Experts should also be considered STEP 3 ORGANIZE THE INDIVIDUAL TOPICS Organizing an individual Topic requires m Development of the content outline m Selection of an instructional strategy m Determine order of presentation of the DPs 6 7 3 LESSON PLAN NAVEDTRA 131A STAGE THREE Develop a content outline to support the objectives m Begin by outlining the TLOs normally their behavior elements become the outline s elements m Develop subheads to support these elements usually these are subitems of the TLO The preferred Topic is that where the only DPs are those derived from outlining the TLOs and referring the instructor to the reference for personalization thus resulting in a skeletonized outline m Add additional DPs if more detail is required These DPs are often identified in Step 2 above during a review of the technical documentation DETERMINE ORDER OF PRESENTATION OF THE DPS m DPs may be arranged in the same order that the events steps occur or in the order that they are performed EXAMPLE Discuss cleaning then priming then painting metal surfaces m DPs may also be arranged according to some directional strategy top to bottom bottom to top from center to the outside EXAMPLE Discuss an aircraft s control panel by describing first those instruments in the center most often used then moving out toward the surrounding instruments which are least often used
205. r instance You decide that TLOs ranked in the upper 6696 are most critical They require formal testing TLOs ranked in the lower 33 are less critical Formal testing is not required 3 4 Performance Objective test guidelines m Those performance objectives having the highest criticality rating must be formally tested As a rule of thumb those performance objectives judged to rank in the upper one third as to criticality should be tested by a Progress Comprehensive Performance Test gt Performance objectives judged to rank in the middle to lower one third as to criticality should be tested by having the trainees complete job sheets in a laboratory as part of the application section of a Lesson Topic gt Performance objectives judged to rank in the middle to lower one third as to criticality may also need to be tested to show the logic of the learning process 3 5 When you have completed this process m You will have one set of Performance TLOs from which to build the tests 8 3 2 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 4 0 DEVELOP PERFORMANCE TESTS Performance Test components are m Job Sheets m Job Sheet Evaluation Instruments m Performance Test Administrator s Guide 8 4 1 NAVEDTRA 131A TEST INFORMATION 5 1 5 2 STAGE THREE SECTION 5 0 DEVELOP JOB SHEETS For specific guidance on developing job sheets see Chapter 7 Trainee Guide of this volume Job Sheet problems must be consisten
206. ratively large body of information as well as individual elements within that body The test item must state clearly and precisely the type of response that is required Limits for the response must be identified by specifying the points to be addressed Limits include length of response and time allowed to respond Example Compare and contrast gas turbine and 1200 PSI propulsion plants Your discussion should include descriptions of the major components of each system Partial credit will be given 8 B 7 1 ADDENDUM 8 B NAVEDTRA 131A TEST DEVELOPMENT 7 3 7 4 Essay Test Items are useful for Comparison or contrast of items and procedures A decision for or against system or equipment operation Relationships such as causes and effects Illustration sketch of principles learned Statement of purpose in selecting a method or technique Criticism of the adequacy correctness of a diagram or procedure Discussion of primary alternate and or emergency procedures Explanation or definition of tasks Observation from illustration or operation Evaluation of the appropriateness of a procedure technique etc A Model Answer or Grading Criteria is required The grading criteria should list all essential data a knowledgeable trainee can be expected to provide The model answer grading criteria are used as the standard answer by which all other answers are scored They set the weight value of each item or part of an item When to
207. red in their eventual job assignment Provide a means for the trainee to apply knowledge acquired during instruction Do not contain any directions to the instructor Require the trainees to use the technical documentation in performing the skill just as they would at their ultimate duty station 6 2 Identify What Skills Must Be Trained First identify the task skill the trainee will perform using the TLA and PPP table for example gt Perform normal operations on the CUCV gt Perform preventive maintenance on the CUCV gt Classify sonar contacts Second analyze the skill from the PPP table line items to identify the procedural steps gt See Chapter 3 Personnel Performance Profiles PPPs for an example of a list of tasks supporting a job Third select those tasks you are able to train in your course These become the basis of your Job Sheets 7 6 1 TRAINEE GUIDE NAVEDTRA 131A STAGE THREE 6 3 Job Sheet content Use the Introduction to describe the purpose of the Job Sheet and the trainee benefits that can be expected Under Equipment provide a complete listing of all equipment required to perform the Job Sheet References list all publications required to perform the Job Sheet Job Steps list the procedures for performance of operation maintenance troubleshooting repair of the equipment or performance of a task function gt They do not duplicate the procedures listed in the technic
208. results in immediate test failure FIGURE 8 3 SAMPLE GRADING CRITERIA FOR A CHECKLIST 8 6 7 TEST INFORMATION NAVEDTRA 131A STAGE THREE PERFORMANCE TEST JOB SHEET 10 3 2 GRADING CRITERIA TITLE Construct a Box Sill Floor Frame Grading Criteria is SAT UNSAT based on a numerical threshold A numeric value must be assigned to each evaluated step A safety violation will stop the performance test and the Administrator will immediately provide remediation Safety violations which may have led to injury or damage to equipment will result in an UNSAT performance and failure of the Test Any product dimension within 1 8 of specification 0 points Any product dimension 3 16 out of specification 5 points Any product dimension more than 3 16 out of specification 10 points Each noted occurrence of improper tool usage 5 points Critical step All students start with 100 points Minimum passing score is 75 points FIGURE 8 4 SAMPLE GRADING CRITERIA FOR A RATING SCALE 8 6 8 NAVEDTRA 131A TEST INFORMATION 7 1 STAGE THREE SECTION 7 0 DEVELOP PERFORMANCE TEST ADMINISTRATOR S GUIDE Develop Instructions to the Trainee including See Figure 8 5 for an example A description of the test m Safety precautions which must be observed with specific warnings about any unusual conditions that exist m An explanation of the job tasks to be performed and exactly what the trainee is required to do
209. ry and conditions may be implied The condition is critical because this phrase tells the instructor to what depth to cover the related discussion point m The standard specifies those criteria which the demonstration of performance or knowledge must meet gt If implied the standard is assumed to be without error 100 percent accuracy etc 5 10 9 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO The standard is critical because it is an indicator of how well the Trainee should be able to perform the job Both condition and standard are discussed in greater detail on the following pages Chapter 4 of NAVEDTRA 130A Task Based Curriculum Procedures provides an in depth discussion of these TLO elements 10 11 Aiding and Limiting Conditions The TLO condition element describes the circumstances under which the behavior will be performed Circumstances must be selected that clarify how the behavior will be demonstrated gt Most often the TOS determined condition will suffice Limiting Conditions These place limits or restrictions on desired performance behavior Examples include gt Fieldstrip the M16A2 Rifle while blindfolded gt Classify received signals according to frequency modulation and type of function of the emitter Aiding Conditions These describe the help or assistance permitted or afforded the trainee in performing the desired behavior Examples are
210. s refer to or reference in the RIA column including the same data as required for Trainee Preparation Only those references cited in the RIA column are ordinarily listed under Reference Publications gt Training Materials Required List all Instructional Media Materials IMM and other materials required for Topic presentation e g publications wall charts transparencies nteractive Courseware ICW etc giving each category a separate heading as appropriate 5 2 DDA Pages Outline the subject matter in sufficient detail to support the Topic Learning Objectives Provide the instructor with adequate direction to guide him in his presentation of the subject matter 6 5 3 LESSON PLAN NAVEDTRA 131A STAGE THREE DDA Pages consist of two elements Discussion Point column Related Instructor Activity column Discussion Point DP column Lists all DPs and sub points in correct instructional sequence this is usually the same as PPP and TLO sequence For Topics which include labs involving equipment the first DP will include a review of Training Time Out TTO procedures if applicable For those courses designated Volunteer High Risk the first DP only of the first Topic will review Drop on Request DOR procedures gt The first DP of each lesson may be introductory in nature and include DPs such as Review TLOs Topic Overview Motivational statements on subject matter i
211. s and TLOs by showing gt The subject matter that is to be taught gt And the order of subject matter presentation To develop the COI you must first determine m Part Title s m Section Title s m Topic Titles m Topic Learning Objectives TLOs Next you must determine m Organization and sequence of these several components m You are looking for that arrangement of Parts Sections gt Topics gt TLOs that promotes gt The most complete knowledge of the material And learning within the shortest possible time Prepare the COI for your course See Volume Il TAB A 4 for a Sample Curriculum Outline of Instruction in the TCCD as your read the following discussion 5 10 1 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO 10 4 Prepare the Parts for your course The Part is the primary organizational element of the Curriculum Outline of Instruction Lesson Plan COI LP and each is divided into one or more Parts gt Each Part may cover A PPP Table A part of a PPP Table A combination of PPP Tables The Part is the largest element of the COI LP because the PPP is the largest unit of analysis done to identify skills and knowledge to be taught in the training program Title and number of the Part correspond with the related PPP Table title and number gt Each Part normally covers all PPP line items from the related PPP which are to be taught Sometimes teachability may require that one PPP be
212. s later subjected to a comprehensive task analysis gt Each is expanded into a list of tasks that must be performed in the workplace These tasks form the basis of course related Job Sheets used for learning and practicing skills in the training environment m When the technical documentation is updated the PPP may be rewritten as a minimum requirements listing as this information is now available where required m To protect integrity of already developed courses gt PPPs are modified only in accordance with procedures contained in Volume III gt The PPP goes away only when the hardware goes away 3 7 PPPs are not course personnel specific Only one PPP is allowed per each hardware task function or background subject area m A given PPP serves as the foundation for all training on the subject hardware task function or background subject area m PPPs are not developed in such a way that they serve only one course As with all rules occasions sometimes arise which justify violating the rule A course specific PPP may be warranted Two activities may each need their own PPP for the same device 3 3 8 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE PPP USABILITY The PPP must be usable for training everyone from military recruit to commanding officer The most serious and frequent error occurs because the developer has a specific course in mind The developer thinks only of those skills and k
213. s a question format This type encourages memorization and the taking of test items verbatim from the material Hence use sparingly 3 8 Example of Open Stem Test Item When crimping both a stranded wire and a solid wire in the same contact the solid wire s position in relation to the stranded wire s position is above below beside diagonal a b c d 8 B 3 6 NAVEDTRA 131A ADDENDUM 8 B 3 9 3 10 TEST DEVELOPMENT Advantages Disadvantages to open stem test items Note that the response position is always at the end of the statement and that each alternative provides a logical conclusion to the stem gt Open Stem items are easier to write than closed stem test items There is a tendency to avoid thinking about the question before the alternatives are developed resulting in illogical and unrelated alternatives gt The less similar alternatives are in content the easier it becomes for trainees to select the correct alternative Formats for Multiple Choice Test Items Standard Format Use this format when you just want the trainee to select the correct answer from among the four alternatives provided Except Format Use this format when you want the trainee to recognize the correct alternatives and select the one which is incorrect Example of Standard Format During system verification test what supplies voltages for TVC position sensor tracking a Minus 20 VDC
214. s one of the following endings ING ION MENT gt Cooking NOT Cooker gt Navigation NOT Navigator 3 2 9 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE gt Training Management NOT Training Manager m See Figure 3 3 for an illustration A TASK FUNCTION PPP WILL ALWAYS DESCRIBE m A Job Cook Mess Management Specialist OR A Billet Navy Instructor OR A Function Trainee Counseling OR A Task Conduct a counseling session A Noun Word almost always expresses a Job and never an adjective i e ing ending 3 2 10 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE TASK FUNCTION Computerized Support Instruction for Training Lesson Topic Development Curriculum Maintenance Trainee Remediation Trainee ff Evaluation Academic Review Board Trainee Counseling Administrative Duties Instructor Security and Evaluation Safety Application Navy Instructor FIGURE 3 3 SKILLS AND KNOWLEDGE REQUIRED FOR THE TASK FUNCTION NAVY INSTRUCTOR 3 2 11 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE Non Hardware PPP Discussion Background BG m BG skills and knowledge describe prerequisite requirements m BG skills and knowledge apply to all many or at least more than one Hardware or Non Hardware PPP line items m BG skills and knowledge are not directly related to any one particular Hardware or Non Hardware PPP m Any category of BG
215. ship to the objective State any special safety precautions procedures that may be applicable 3 Provide additional information specific to the test Orally quiz student on applicable safety precautions using questions from the evaluation checklist If the trainee fails a critical step remediate by r FIGURE 8 6 SAMPLE INSTRUCTIONS FOR THE ADMINISTRATOR This concludes the refresher discussion on Performance Test Design Development Remember if you need more information see Addendum 8A on Performance Test Design Development 8 7 4 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 8 0 DESIGN WRITTEN TESTS m During Written Test Design you will decide what Knowledge to test by selecting TLOs how to test for this knowledge and when in the testing program to test for this knowledge m Ofthese two processes test design and test development test design is most important and effective tests seem to follow naturally from a good test design 8 1 Written Test Design requires that you determine Level of learning required of each knowledge TLO This process requires you to examine how the knowledge will be used on the job and to design the test accordingly gt For instance if instantaneous total recall to a situation is necessary such as the proper response to an incoming Exocet missile your test must require the trainee to answer from memory you could hardly give the trainee the time to locate the answer in the t
216. sified materials m Review as Required This entry indicates that the amount of discussion for the DP will depend on the class level The entry is not meant to imply that discussion of the DP is optional 6 5 8 NAVEDTRA 131A LESSON PLAN STAGE THREE Assignments Reminds the instructor to determine necessary study assignment s if the trainees are to understand materials already covered or to be presented Decisions regarding assignments are made on a daily basis according to the class performance level and the topics planned for the following day Tests Indicate testing points in the Topic use of the Test Administrator s Guide etc The RIA Column is not restricted to the use of the phrases and examples discussed above Other explanatory phrases examples notes etc may be used in the RIA Column as required Those discussed above however have proven to cover most classroom laboratory training situations and hence to be the most helpful 6 5 9 NAVEDTRA 131A LESSON PLAN STAGE THREE SECTION 6 0 DEVELOP REFERENCE MATERIALS m Reference Materials are a component of the Training Course Control Document They may also be included as an annex to the Lesson Plan at CCA CCMM discretion m Inthis case Reference Material includes Resource Requirements List RRL Profile Item to Topic Objective Assignment Chart OAC Fault Applicability List FAL m Reference Material will be located immediately behind the las
217. source Requirements List Course Master Schedule Fault Applicability List Profile Item to Topic Objective Assignment Chart 5 13 1 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO A sample TCCD is shown in Volume II TAB A 4 13 3 Develop Front Matter m Cover Page gt Contains the same information as the Training Project Plan Cover Page m Letter of Promulgation gt Issued after successful course pilot at the initial CCA review and approval It consists of a reserved page m Table of Contents gt Self explanatory m Foreword gt Not required but serves as a place to explain to reviewers any unique aspects of the course which may not be apparent from the basic data m Course Data Page gt Data should be identical to that listed on the Training Project Plan s Course Data Page m Trainee Data Page Includes the following elements 5 13 2 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO Personnel Physical Requirements For a rating YN RP AT etc these physical requirements are found in Manual of Navy Enlisted Manpower and Personnel Classification and Occupational Standards NAVPERS 18068 1 Additional physical requirements may be imposed by specialty groups aircrew SEALS diver etc which involve many ratings See Navy Military Personnel Command NMPC Manual Article 1830180 2 Specific physical requirements for each specialty group are found in Manu
218. spond to each TOS CODE s assigned to the PPP Table In the space provided within each CLO write the title of the PPP Table m Repeat this process for each TLA PPP Table m If two or more PPP Tables apply to a CLO they may be listed subordinate to the CLO statement 6 3 The sample Curriculum Outline of Instruction Volume Il TAB A 4 m Shows the format of the Course Learning Objective page Note that CLOs in the sample are organized in Lesson Plan format and style so as to require no revision when they become an integral part of the LP All COI elements may be formatted like this Note use and placement of title and introductory phrase on the first and subsequent CLO pages Knowledge CLOs are always on the left Skill CLOs are always placed on the right Arrange CLOs in ascending order e g T1 T2 T3 O1 O2 P1 5 6 3 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO When all CLOs are developed and sequenced major divisions of the course can be identified as to Parts Sections Topics Quickly scanning the sequenced CLOs will reveal natural breaks The PPP Tables become Parts Skill CLOs become Skill Sections Knowledge CLOs become Knowledge Sections 6 4 Thoughts about developing CLOs The same CLO Model Statement can apply to more than one PPP Table When this occurs additional PPP Tables are listed alphabetically within the CLO or subordinate to it
219. st of Acronyms is provided in the Front Matter of this manual 4 1 RELATIONSHIP TO AIM AIM Authoring Instructional Materials is a computer based training materials authoring tool developed by the Navy Training materials developed using AIM may be different in appearance than examples shown in this manual However all training materials developed using AIM are compatible with the concepts of this manual 4 2 PUBLICATIONS Chief of Naval Operations OPNAVINST 1500 2 Responsibilities and Procedures for Establishment and Coordination of Contractor Developed Training for Military and Civilian Personnel OPNAVINST 1500 8 Navy Training Plan Process OPNAVINST 1500 19 Authority and Responsibility of Fleet Commanders in Chief Atlantic and Pacific and the Chief for Naval Education and Training for Naval Education and Training Activities Ashore OPNAVINST 1500 27 Interservice Training 1 4 1 TRAINING MATERIALS DEVELOPMENT NAVEDTRA 131A INTRODUCTION OPNAVINST 1500 44 Responsibilities for Development of Personnel Training Requirements and Related Plans OPNAVINST 1500 52 Surface Warfare Training System Policy Organization and Responsibilities OPNAVINST 1500 69 Navy Training Requirement Review NTRR OPNAVINST 1500 71 Navy Training Feedback System NTFS OPNAVINST 1550 6 Review of Navy Formal School Curricula and Instructional Literature OPNAVINST 1550 8 Development Review and Approval of New or Modified Training Course Curricula OP
220. structor Activity RIA column of the Lesson Plan Directs the Instructor to provide information while addressing the Wall Chart as a visual to amplify the information being presented gt In general Wall Charts Supplement do not replace the instructor Focus rather than divert attention Present one central idea with maximum clarity and simplicity Can be used to provide visual support to more than one discussion point 9 5 7 INSTRUCTIONAL MEDIA MATERIAL NAVEDTRA 131A STAGE THREE m ADVANTAGES Require fewer environmental adjustments than projected visuals gt Not dependent upon availability and operability of projection equipment m DISADVANTAGES gt Rely heavily on the effectiveness of the instructor May contain too much detail gt In large quantities more difficult to use and store in comparison to projected visuals gt Relatively long lead time for revision m COST CONSIDERATIONS gt WCs are primarily an inexpensive medium Development and implementation costs are relatively low because of the minimal expense of the materials utilized Maintenance and duplication are relatively inexpensive m DEVELOPMENT PROCEDURES gt n accordance with CNETINST 5290 3 See your command s VI Manager 9 5 8 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE SECTION 6 0 ON THE JOB TRAINING OJT HANDBOOK 6 1 Information IMM is a self supporting stand alone instructional package The O
221. supporting knowledge Duties Areas should be traceable to their directly supporting knowledge by their numbers gt Itis desirable for tasks components to be traceable however this is not a requirement m Indirectly supporting knowledge is used as needed m Numbers letters are used with two digit numbers gt To indicate sequence of PPP line items gt To list subitems of a line item WB Three subitem levels are allowed 3 6 2 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE Background PPPs are often developed using standard task analysis procedures which are not discussed in this manual The Navy s reference document for Task Analysis information is NAVEDTRA 130A Task Based Curriculum Development Manual One approach to creating a Background PPP table is to begin by organizing your Background PPP table according to duties skills or major subject areas knowledge see the Background and Task Function PPP table examples in Volume ll Tab A2 Another method of organizing your Background PPP table may work equally well for you The only requirement is that gt Skills must begin with the number 2 gt Knowledge must begin with the number 1 6 1 T F B G PPP Special Considerations m Write each PPP line item so that it remains a logical expression when any one of the skill descriptors is added to the line item as shown below 3 6 3 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE D
222. t A topic may use multiple strategies m Such as incorporating theory and a demonstration into the same Topic Role playing Case Study and Discussion are other instructional strategies which have specialized use in Navy training STEP 4 CHOOSE DEVELOP IMM Use IMM in a Topic to provide m raining when equipment space or time is lacking m Remedial or accelerated instruction m Reinforcement m Instruction in subjects which are difficult to present 6 7 8 NAVEDTRA 131A LESSON PLAN STAGE THREE Review existing IMM for application to the Topic Consult Defense Audio Visual Information System DAVIS and the Defense Instructional Technology Information System DITIS for a list of existing IMM and Interactive Courseware ICW which might support the Topic Review technical documentation for possible illustrations Review material used in other courses teaching similar subject matter Whatever the instructional media selection it must support and help achieve the CLOs TLOs STEP 5 PREPARE INITIAL TOPIC LESSON PLAN Prepare a Topic draft Use of electronic media in preparing the Topic Lesson Plan is highly encouraged Review CCA and CCMM requirements for word processing program to be used font size and specific formats beyond those established in this manual Review the printing and publications guidance in NAVEDTRA 135A to ensure compliance Use classified material only when absolutely necessary Coordinate
223. t m What to call this Hardware depends upon gt Size and complexity gt Eventual usage and developer s intent 3 2 3 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE 2 5 Thus these Hardware TYPES are not necessarily fixed when applied to a specific hardware Hardware PPP types are often directly related to one another gt Any Equipment can be part of a Subsystem a Subsystem can be part of a System gt Two or more related Equipments can make up a Subsystem and gt Two or more related Subsystems can comprise a System To best determine PPP types titles do the following Designate the weapons platform ship aircraft etc to be the System Designate the weapons platform department weapons engineering power plant airframe etc as the Subsystem Determine to develop System Subsystem PPPs only if needed Recognize that most makers of military hardware call their Whatever Hardware a System when their System is probably an Equipment Thus the Systems become Equipment PPPs Write the System PPP title and Subsystem PPP titles needed for your training program Write in this order the titles of the Equipment Task Function and Background PPP Tables that are required This somewhat involved process helps to ensure that only the PPPs that are necessary for the training program are developed 3 2 4 Sg c IN31SAS AHL SV WHOALV Id SNOdV3M 3HL 1 38f19l4 CG47 TICONDEROGA
224. t Topic in the Lesson Plan gt For multi volume Lesson Plans the Reference Materials for each volume is located behind the last Topic in the last volume For the FAL the approval FAL will be placed behind the lesson topic for which it applies m Chapter 5 TCCD provides directions for developing all Reference Materials 6 6 1 NAVEDTRA 131A LESSON PLAN STAGE THREE SECTION 7 0 7 STEP METHOD TO LP DEVELOPMENT Some developers can use the content and format guidelines presented in previous sections to develop new or revised LPs or individual Topics The 7 Step Development Plan is made available if a more structured approach is desired The seven steps are gt Review Learning Objectives Review technical documentation gt Organize individual Topics gt Choose or develop Instructional Media Material IMM Prepare initial Topics Lesson Plan gt Conduct Pilot Finalize Topics Lesson Plan STEP 1 REVIEW THE LEARNING OBJECTIVES Review the TPS and COI to determine Level s at which the objectives are to be taught CLOs and TLOs Course sequence Any modifications that may be required to the objectives or their sequence 6 7 1 LESSON PLAN NAVEDTRA 131A STAGE THREE Objectives may require modification because m The costs associated with performance objectives are prohibitive and oaper and pencil alternatives must be substituted for actual hands on training m Required equipment or publica
225. t answer General Guidelines for Stem Construction The stem must include all information conditions assumptions and details required to correctly answer the question without making the trainee to read the alternatives 8 B 3 1 ADDENDUM 8 B NAVEDTRA 131A TEST DEVELOPMENT m The stem should be phrased positively instead of negatively If a negative must be used it should be highlighted in caps or underlined so that the trainee will notice it and interpret the item correctly m Wording in the stem should be clear and unambiguous so that only one answer is correct m Words phrases etc that pertain to all alternatives must be included in the stem rather than being repeated in the alternative m Information not essential to the interpretation of the test item must be omitted m lf the test item uses an illustration on a separate sheet of paper that illustration must be referenced by a figure number at the beginning of the stem Test items in the form of questions must be complete sentences ending with a question mark m The completion position of an incomplete statement test item must be near or at the end of the stem m There should be only one completion position in a stem m Stems prepared in question form are preferred over the incomplete statement form except when it would make the test item grammatically clumsy or difficult to understand m Test only one idea or central thought 8 B 3 2 NAVEDTRA 131A ADDENDUM 8 B
226. t area Item No Knowledge Skills Basic Driving Subject Describe the Rules of the Road PPP line item a Traffic signs and signals a Sublevel 1 1 Shape Sublevel 2 a Octagon Sublevel 3 m 2 is associated with Skills m 2 X indicates a Duty m 2 X X indicates a Task supporting the Duty gt i e The PPP Line item 3 5 1 PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A STAGE ONE Item No Knowledge Skills Perform Basic Driving Duty Observe Rules of the Road PPP line item a Observe traffic signals and signs Sublevel 1 1 Perform action required by Sublevel 2 traffic signs a Stop upon recognition Sublevel 3 of octagon shape Each Duty or Task or group thereof must have directly supporting knowledge gt Duties must be traceable to their directly supporting knowledge by their numbers gt It is desirable for tasks to be traceable to their directly supporting knowledge however this is not a requirement Indirectly supporting knowledge is used as needed Numbers letters are used with the two digit numbers gt To indicate sequence of PPP line items gt To list subitems of a line item Three subitem levels are allowed 3 5 2 NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES STAGE ONE Task Function PPPs are developed using standard task analysis procedures which are not discussed in the manual The Navy s reference document for T
227. t with but not identical to those used during the course nor can they introduce unfamiliar information All Job Sheets must require the trainees to use the technical documentation just as they will upon reaching their ultimate job assignments gt Amplifying information may be incorporated into the job sheet to compensate for inadequate incomplete technical documentation Each Job Sheet must be directly related to either a skill CLO or a skill TLO Job Sheets also provide a means for the trainee to apply knowledge obtained during instruction and may therefore be used in place of a written test for the information Each Job Sheet will support one of these test types A product a process or product and process combined Performance Test types are m Product m Process m Combination Product and Process Performance Test types explained 8 5 1 TEST INFORMATION NAVEDTRA 131A STAGE THREE m Product gt A product is an observable result something you can see hear or touch A solder joint is a product because it can be seen and touched Acompleted form is a product because it can be seen m Product testing is possible when gt The objective specifies a product The product can be measured as to the presence or absence of certain characteristics for example does it look right have the right texture sound the way that it should gt Procedural steps may be performed in a different order or sequence without
228. tains course data justifications for the course revision or new course development impact statements milestones and resource requirements Each project plan will be as unique as the project it describes The CCA working with the TPP developer shall designate mandatory TPP elements and possibly call for additional data which will reinforce the project plan All data should be researched referenced and as accurate as possible However the TPP is recognized as a planning document subject to revision 2 3 1 NAVEDTRA 131 A TRAINING PROJECT PLAN PLANNING SECTION 4 0 PURPOSE AND USE OF A TPP The TPP describes training and training support required to provide trained personnel to operate and maintain systems or equipments or perform tasks and functions m t provides a Plan of Actions and Milestones POA amp M to achieve a predetermined implementation date A TPP describes all the factors necessary to prepare and conduct a successful training program and attain optimum use of personnel hardware and funds A TPP should meet and not exceed the training requirement 2 4 1 NAVEDTRA 131 A TRAINING PROJECT PLAN PLANNING SECTION 5 0 CATEGORIES OF RESOURCES Course development and often course revisions require resources to develop or implement the proposed course Resources fall into four broad categories 1 facilities 2 funding 3 personnel and 4 equipment All four categories require long lead time plann
229. tem is easy to construct Completion test items are useful in situations where trainees must write a computational equation define terms list part names and functions etc However they are more difficult to score and must be accompanied by grading criteria Formats of Completion Test Items Complete a statement by providing the missing word or phrase Example 8 B 6 1 ADDENDUM 8 B NAVEDTRA 131A TEST DEVELOPMENT 6 4 The station clock and time display tests check performance of the individual stages of the register designated State a definition or computational formula or define a term in response to a question Example What is the name of the unit which detects angular motion and supplies an output through precession List a series of procedures steps etc from memory This test item may be written as a question or statement Example What are the steps in ordering DLR equipment Construction of Completion Test Items Wording must be clear and comprehensive so that the trainee who is knowledgeable in the subject area can answer correctly The missing segment of the incomplete statement must be important such a key element of a process piece of equipment etc Provide adequate space on the answer sheet for the response to be entered Use a direct question to test for comprehension of technical terms or knowledge of definitions Do not make the correct answer give away words which may be guess
230. the appropriate Training Level Assignment Applicability Indicators 4 9 2 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 10 0 WHAT KNOWLEDGE WILL BE TRAINED 10 1 Develop the list of knowledge to be trained m This is done exactly as you did in determining the skills to be trained in the course except gt Note that several categories of knowledge are required to adequately perform the skills gt There is of course that knowledge which describes HOW to perform the skill this is directly supporting knowledge gt Other knowledge describes purpose equipment interface general physical and functional description etc associated with performing the skill this is indirectly supporting knowledge To refresh your memory as to the terms Directly Supporting Indirectly Supporting refer to the PPP Chapter gt You must be sure to select those PPP line items which describe ALL the different knowledge that is necessary to adequately and safely perform the skills you have decided to train First select all Directly supporting knowledge PPP line items as follows 1 5 Operational Description and 1 6 Maintenance Description m Next select the Indirectly Supporting knowledge PPP line items beginning with 1 1 General and ending with 1 7 Documentation Description 4 10 1 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE gt n most cases you will select all indirectly supporting kno
231. the learning objectives Completed at the same time other course materials are piloted m VI selection factors are discussed in the following paragraphs 9 2 1 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE SECTION 3 0 VI NEEDS ASSESSMENT Follow the steps listed below to complete your VI materials Needs Assessment gt Evaluate the Topic Learning Objectives TLO in a lesson topic using the questions listed below Would VI Aids enhance Hands On Training Would VI Aids enhance understanding of the Learning Objective Continue with the following steps if you answered Yes to either of the above questions All No responses indicate VI materials may not be appropriate gt Evaluate the LO s against the VI characteristics applications advantages disadvantages and cost considerations listed in the VI characteristics outline on the following pages to determine the type s of VI which best supports the learning objective s Review LOs to determine if multiple learning objectives could be supported by a single VI ie videotape or slide presentation gt Repeat the process until the VI Needs Assessment has been completed for each lesson topic 9 3 1 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE SECTION 4 0 VI DEVELOPMENT Other than creating simple transparencies and training aids within the capability of in house developers all development of VI products must comply with curre
232. this chapter The number of training devices equipment may be insufficient to allow for adequate practice remediation or testing The suggestions given above apply here also In either case performance cannot be as good as desired if the trainees cannot be given sufficient time for practice and remediation Space availability Available space for performance testing is limited You may not be able to conduct as many performance tests as desired Simulation or pencil and paper performance tests can alleviate this situation to some degree Number of trainees Design the tests to accommodate the expected maximum Trainee loading Time required to administer the test Performance Tests must constitute the major portion of testing time in the absence of any of the above constraints major portion means that the time devoted to performance testing will fall within a range of 51 100 also expressed as ranging from required ideal Time required to set up the test situation time allocated for taking the test and reviewing and grading it should also be considered 8 A 6 2 ADDENDUM 8 A NAVEDTRA 131A DESIGN PHASE 6 6 6 7 6 8 However the Course Master Schedule reflects only the time allocated for the trainee s taking and reviewing the test Adequacy of technical documentation All technical documentation must be reviewed by SMEs to determine if it is adequate to support performance When technical documentation is
233. time or instructors m Provide training that may be used for remedial or accelerated instruction m Provide prerequisite training for advanced courses m Fill gaps in training that occur within or between courses m Provide instruction in subjects which are difficult to present in the lecture environment or skills which cannot be performed in the laboratory environment m Generate maintain trainee interest in a lesson topic Because of its wide range of applications and uses INTERACTIVE COURSEWARE ICW is NOT addressed in this chapter as audio visual media CNETINST 1500 21 OPNAVINST 1500 73 and DODINST 1322 20 address analysis development and application of ICW 9 7 NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL STAGE THREE SECTION 1 0 VI MATERIALS AND IN HOUSE CURRICULUM DEVELOPERS m Because of the requirements of governing instructions VI materials development is generally limited to simple transparencies and schoolhouse produced training aids m Complex transparencies requiring graphics arts services and VI products meeting the definition in current instructions need to be produced in accordance these directives Development of professional looking pedagogically effective VI materials is costly and time consuming NAVEDTRACOM has been criticized for failure to properly manage VI production to reduce duplication of effort Therefore VI materials of greater complexity than what can be produced by in house developers
234. tions are unavailable or not available in the quantity needed m Constraints in training time do not allow enough time for trainees to practice or reach a specific level of proficiency Topics may require resequencing because m More time is required to practice or prepare for a performance test A Topic requires more time to teach than was estimated A Topic s content is a prerequisite to another Topic If the preliminary TCCD has been approved m The CCMM can approve objective resequencing and minor word changes The CCMM may also approve changes which do not effect CLOs course length or resources m The CCA must approve those changes which do effect CLOs course length or resources m All changes to CLOs TLOs Topic titles or sequence must be incorporated into the TCCD 6 7 2 NAVEDTRA 131A LESSON PLAN STAGE THREE When finalized CLOs TLOs in the TCCD must be in the same sequence as those in the implemented course STEP 2 REVIEW THE TECHNICAL DOCUMENTATION Determine the main points to be included in the topic m These main points may need to be added as DPs or it may be appropriate to leave these for instructor personalization m Information must support the CLOs TLOs m Information must also aid both instructor and trainee in the teaching learning process Lesson Topic development should always begin with the latest reference material but the developer s own Rating MOS experiences and the experiences of othe
235. to the instructor You may then quietly leave the room or remain at your seat while the proctor scores your answer sheet if the test is not machine scored There will be a complete review of the test If you have any questions regarding these instructions notify the administrator immediately DO NOT WRITE OR MAKE ANY STRAY MARKS IN YOUR TEST BOOKLET FIGURE 8 8 SAMPLE WRITTEN TEST INSTRUCTIONS TO THE TRAINEE This concludes the refresher discussion on Written Test Design Development Remember if you need more information see the associated Addenda on Performance Test Design Development 8 10 3 NAVEDTRA 131A TEST INFORMATION STAGE THREE SECTION 11 0 DEVELOP TESTING PLAN The Testing Plan documents the test procedures for the course Testing Plan components are Cover Page Discussion of Tests and Methods Testing Constraints if applicable Performance Tests Numerical Grade if applicable Minimum Passing Grade Procedures for Computing Final Grade Discussion of Remediation Strategy Materials Test Schedule NAVEDTRA 135A provides more detail on Test Plans General Guidelines for Developing Testing Plans Tests and Methods gt Describe the types of tests including any other methods for determining trainee achievement of the objectives Testing Constraints 8 11 1 TEST INFORMATION NAVEDTRA 131A STAGE THREE gt Describe any situation that prevents testing of the objectives and explain what
236. ts location capabilities and limitations of a system subsystem equipment m Organization content and use of the technical documentation provided for use with the system subsystem equipment 7 3 E SS S OPERATION MAINTENANCE SKILL TOS O1 Skill Completion of training provides the ability to direct normal operations O2 Skill Completion of training provides the ability to direct m Normal operations requiring advanced analysis defined on 4 14 m Abnormal operations defined as casualty degraded not full mission capable M1 Skill Completion of training provides the ability to direct maintenance 7 4 E SS S OPERATION MAINTENANCE KNOWLEDGE TOS T1 Knowledge Completion of training provides the knowledge to direct normal operations m Organization content and use of the technical documentation provided for use with the system subsystem equipment 4 7 2 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE T2 Knowledge Completion of training provides the knowledge to direct Normal operations requiring advanced analysis defined on 4 14 m Abnormal operations defined as casualty degraded not full mission capable m Maintenance 4 7 3 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 8 0 PERFORM TASK SET TO B G BACKGROUND AND T F TASK FUNCTION 8 1 SKILL KNOWLEDGE TOS TO Includes The background skill and knowledge which is prerequisite to the understanding of the operation and maintenance
237. ttempting to develop either an LP TG or Test CHAPTER S SCOPE To provide information on Test Development and Administration for those involved in developing PPP Based curricula m The diagram below lays out the Testing process in the order that events should occur 8 3 TEST INFORMATION NAVEDTRA 131A STAGE THREE INTRODUCTION TO TESTING PERFORMANCE TESTS WRITTEN TESTS Test Design Test Design Develop Tests Develop Tests Develop Test Develop Test Administrator s Guide Administrator s Guide Develop Testing Plan Develop Test Item To Objective Cross Reference Pilot Tests As Part of Course Pilot and Implementation Phase 8 4 NAVEDTRA 131A TEST INFORMATION STAGE THREE CHAPTER OUTLINE TITLE PAGE NUMBER INTRODUCTION TO TESTING 8 1 1 Definitions 8 1 1 Required Events Are 8 1 1 DESIGN PERFORMANCE TESTS 8 2 1 DECIDE WHICH PERFORMANCE TLOS TO TEST 8 3 1 Criticality of Skill 8 3 1 Other Criticality Factors 8 3 1 Rank order TLOs 8 3 1 Performance Objective test guidelines 8 3 2 DEVELOP PERFORMANCE TESTS 8 4 1 Develop Job Sheets 8 5 1 Performance Test Types 8 5 1 Deciding Which Performance Test Type to Use 8 5 4 Develop job sheet evaluation instruments 8 6 1 Sample Performance Test Checklist Figure 8 1 8 6 5 Sample Performance Test Rating Scale Figure 8 2 8 6 6 Sample Grading Criteria for A Checklist Figure 8 3 8 6 7 Sample Grading Criteria for A Rating Scale Fi
238. uate any test items challenged by the trainees Carry out any other local instructions as necessary FIGURE 8 7 SAMPLE INSTRUCTIONS FOR THE ADMINISTRATOR 10 3 Develop Test Instructions to the Trainee including See Figure 8 8 for an example m Howto fill out answer sheet administrative data 8 10 2 NAVEDTRA 131A TEST INFORMATION STAGE THREE m The consequences of cheating m How to handle the test answer sheets and test support materials TEST INSTRUCTIONS TO THE TRAINEE Print name rate class number and the date at the top of the answer sheet There will be no talking during the test nor are you permitted to leave your seat without permission If you have a question raise your hand and the administrator will come to you If you cheat during a test your test booklet answer sheet and all scratch paper will be confiscated You will receive a zero as your grade Disciplinary action will be taken Read each test item carefully Choose the answer you believe to be correct There is only one correct answer to every test item Darken the appropriate box on your answer sheet for each test item If you wish to change your answer circle the unwanted answer and darken in the appropriate box This instructions is included only when matching readable scoring sheets are used with true false multiple choice and matching test items When you have finished the test turn in the test booklet answer sheet and all scratch paper
239. uld refer to appropriate sections of the Sample TPS 4 3 1 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 4 0 WHO WILL BE TRAINED m ALL Navy personnel fit into one of three groups Course scope and content are determined by the group for whom the training is intended m The kind of work that is to be trained determines the personnel group that is selected 4 1 The three different groups of personnel are gt Those who COORDINATE the work of others i e the Coordinator gt Those who DIRECT the work of others i e the Director gt Those who PERFORM the hands on work associated with operation and or maintenance or doing the task function i e the Performer 4 2 The following descriptions will help to identify who will be trained or that group of personnel for which the training is to be designed gt Coordinator One who has overall authority and responsibility i e CO XO the system manager Director Direct supervisor i e department head division officer leading petty officer gt Performer One who does the hands on work of operating and or maintaining the system subsystem or equipment or doing the task function i e technician operator 4 4 1 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE 4 3 Choosing the Personnel Group m Enlisted personnel may require training to be a Coordinator Director such as when a Chief is assigned as the Craftmaster of a tug m
240. ume TABLE OF CONTENTS Continued Page Chapter 9 Visual Information and Instructional Media Material 9 1 Addendum 9 A Audio Tape Presentation Stage Four Chapter 10 Pilot and Implementation Approval T xii NAVEDTRA 131A Volume LIST OF ACRONYMS AIM Authoring Instructional Materials BG Background CANTRAC Catalog of Navy Training Courses CCA Curriculum Control Authority CCMM Course Curriculum Model Manager CDA Curriculum Developer Aids CDP Course Data Processing Code CIN Course Identification Number CISO Curriculum and Instructional Standards Office CLO Course Learning Objective CMS Course Master Schedule CNATRA Chief of Naval Air Training CNET Chief of Naval Education and Training COl Curriculum Outline of Instruction COMTRALANT Commander Training Command Atlantic COMTRAPAC Commander Training Command Pacific e E Defense Audio Visual Information a IERI EN DDA Discussion Demonstration Discussion Demonstration Activty DITIS Defense Instructional Technology Information System xiii NAVEDTRA 131A Volume LIST OF ACRONYMS Continued DOR Drop on Request DP Discussion Point ECG Exercise Controller Guide EFR Equipment Facility Requirements FAL Fault Applicability List ICW Interactive Courseware IMI Interactive Multimedia Instruction IMM Instructional Media Materials LOEP List of Effective Pages LP Lesson Plan MCRF Master Course Reference File NAVEDTRACOM
241. used on the job gt Therefore if your analysis determines that the information is used at the application level on the job then the corresponding test item must be at the application level 8 4 The levels of learning are described as follows m K1 Recognize Recognition is the process of verbatim identification of specific terms facts rules methods principles procedures objects etc that have been presented during training The information to be identified is selected from two or more alternatives gt EXAMPLE Identify a particular switch on a piece of equipment by matching its name to a diagram of the switch m K2 Recall Recall is the verbatim remembering of specific terms facts rules etc In answering a recall test item the trainee remembers and responds exactly as taught For a recall test item the trainee responds from memory instead of selecting the response from two or more alternatives Recall is tested with closed book tests otherwise the trainee s ability to remember information is not tested and the item becomes a recognition item gt EXAMPLE List the steps of a maintenance procedure m K3 Comprehend Comprehension is understanding what was taught rather than simply memorizing the words It can be demonstrated by interpreting explaining translating or summarizing information When measuring the trainee s understanding of an objective verbatim recall or recognition must be avoided This requires the dev
242. ve Courseware ICW in Support of Instructional Systems CNETINST 1500 23 nterservice Training Review Organization ITRO CNETINST 1500 25 Surface Warfare Training Requirements Review SWTRR CNETINST 1500 28 Total Quality Instruction 1 4 3 TRAINING MATERIALS DEVELOPMENT NAVEDTRA 131A INTRODUCTION CNETINST 1500 24 Training Performance Evaluation Board TPEB CNETINST 1510 1 Navy Integrated Training Resources and Administration System NITRAS CNETINST 1540 7 Responsibility for Revising Navy Occupational Task Analysis Program NOTAP Survey Booklets and Procedures for Requesting NOTAP and Occupational Standards OCCSTD Data and Services CNETINST 1540 13 Preparation of Course Master Schedules and Master Schedule Summary Sheets CNETINST 1543 4 Technical Training Equipment TTE CNETINST 1550 10 Production Approval Implementation and Cancellation of Training Programs and Materials CNETINST 1550 21 Occupational Standards OCCSTDS Training Task Analysis TTA Procedures CNETINST 3500 3 Personnel Qualification Standards PQS Program CNET 5100 2 Safety and Occupational Health Program CNETINST 5290 3 Chief Naval Education and Training CNET Visual Information Program Management CNETINST 5311 1 Computation of Instructor Requirements CNETINST 7500 2 Technical Training Audit Program TTAP CNETINST 11102 2 Policies and Procedures for Training Equipment Facility Requirements EFR Training Requirements Data Base Annua
243. verall skills and knowledge to be acquired by the trainee upon completion of training The specific skills and knowledge to be acquired by the trainee during each Topic 5 3 1 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO m The organization of the subject matter into specific units of instruction Parts Sections and Topics and the sequence or order in which this subject matter will be taught m The developer s intent with respect to the course and each unit of instruction as to content sequence purpose and desired outcome 3 2 The goal of this plan Must be to prepare the trainees as completely as possible for the job to which they will be assigned 5 3 2 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 4 0 DOCUMENT COMPILATION m Preparation of COI elements leads to the development of related documents The COI is completed when you have prepared all COI elements listed on pages 5 4 and 5 5 m When finished with the COI compile all your documents in the order they are discussed in the following pages Documents developed m These correspond to the COI Elements listed on the previous page Take a few moments now to study the Sample COI in Volume II TAB A 4 While reading the following pages you will want to refer back to the Sample COI NOTE The COI will be assembled later with other documents to form the Training Course Control Document See Chapter 5 of Volume lll and TAB A 4 of
244. w the job sheet and where possible group individual steps into like areas and evaluate them as one step Each step or group of steps will be numbered Briefly describe the evaluation procedures Indicate the type of instrument Indicate critical steps Provide space for comments or description of errors Include space for required administrative information e g name Social Security Number class beginning and ending time score etc 8 6 4 NAVEDTRA 131A TEST INFORMATION STAGE THREE PERFORMANCE TEST JOB SHEET 5 1 5 CHECKLIST TITLE Measuring a Crankshaft Journal TRAINEE NAME RATE SSN INSTRUCTOR EVALUATOR DATE TIME STARTED TIME COMPLETED Evaluation instructions This test evaluates procedures and use of measuring tools Observe trainee taking measurements indicated Watch for correct application of tools and ability to interpret record tool readings Observe that student uses correct methods to move heavy parts If unsafe practices are observed STOP THE TEST All recorded measurements for this Job Sheet must be 0001 of journal proof dimensions Mark each measurement as SAT or UNSAT If UNSAT comment as to why 1 Measure and record outer end of journal a Vertical dimension SAT UNSAT b Horizontal dimension SAT UNSAT Comment 2 Measure and record center of journal a Vertical dimension b Horizontal dimension Comment 3 Measure and record inner end of journal a Vertical d
245. will always be used to show this skill is acquired via operational experience i e shipboard performance 4 8 3 TRAINING PATH SYSTEM NAVEDTRA 131A STAGE ONE 8 5 E SS S OPERATION MAINTENANCE KNOWLEDGE TOS T1 Knowledge Completion of training provides the knowledge to perform normal operations m Organization content and use of the technical documentation provided for use with the system subsystem equipment T2 Knowledge Completion of training provides the knowledge to perform m Normal operations requiring advanced analysis defined on 4 14 m Abnormal operations defined as casualty degraded not full mission capable B Preventive maintenance m Basic corrective maintenance T3 Knowledge Completion of training provides the knowledge to perform advanced corrective maintenance 4 8 4 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE SECTION 9 0 WHAT EXACT SKILLS WILL BE TRAINED See Volume II TAB A 3 TRAINING LEVEL ASSIGNMENT TLA as you read the following discussion 9 1 These skills are taken from the PPP Table s m First select a PPP Table for the course next select PPP line items from this Table then write their numbers on a TLA Form last make entries in the correct TOS code column s 9 2 To develop the list of skills to be trained m Obtain all PPP Tables for your course gt PPP Tables are used in this order Equipment Subsystem System Task Function Background m Sele
246. wledge Demonstrate an understanding of the knowledge required to COORDINATE direction performance of all task or function skills 5 7 1 TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A STAGE TWO 7 7 FAMILIARIZATION CLO F1 Knowledge State the capabilities and limitations of the Subsystem Equipment necessary to understand the related System Subsystem and describe associated documentation 7 8 OPERATION MAINTENANCE KNOWLEDGE CLO T1 Knowledge Describe the theory and associated documentation necessary to understand all operational tasks and all maintenance procedures without going into functional circuit details or program flow diagrams of the 5 7 2 NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT STAGE TWO SECTION 8 0 DIRECT CLO MODEL STATEMENTS 8 1 S BACKGROUND SKILL CLO S B G SKILL Perform the prerequisite Background skills necessary to successfully complete follow on training in DIRECTING the operation or maintenance of System Subsystem Equipment performance of task or function receipt of further background training 8 2 J TASK FUNCTION SKILL CLO J T F SKILL Direct performance of all task or function skills 8 3 TO BACKGROUND KNOWLEDGE CLO TO B G Knowledge Demonstrate an understanding of the knowledge required to perform the prerequisite Background skills necessary to successfully complete follow on training in DIRECTING the operation or maintenance of
247. wledge PPP line items the exception being when a PPP knowledge line item does not apply For instance some hardware is totally stand alone and has no interface with any other hardware thus interface description would not be taught in the course 10 2 Do the Non Hardware PPPs m When all Hardware PPP Tables have been analyzed it is time to do the Non Hardware PPP Table s gt Remember Task Function PPPs are done first and any Background PPP Tables are done last gt Just as you did with the Hardware PPPs list by their 2 X numbers all the skills that must be trained in the course gt When all skills have been selected list by their 1 X numbers all knowledge that must be trained in the course being sure to identify all directly supporting knowledge first 4 10 2 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE Placing a Training Level Assignment Applicability Indicator beside each PPP line item selected for training in the appropriate TOS Column s 10 3 10 4 Directs where training will be conducted Indicates nature of work to be performed with respect to the PPP line item i e normal gt abnormal operations preventive basic corrective gt undocumented corrective maintenance procedures gt basic advanced performance of job function skills Determines the skills that the trainee must learn by attending the course Completed approved TLAs are directive in nature and prescribe the co
248. x documented procedures require advanced analysis m Some courses may require using two or even three TASK Sets gt The Senior Enlisted Academy course is one example and it utilizes TOS from all three TASK Sets Familiarization has unique purposes It is teaching trainees the use of the documentation associated with the hardware or task function It is also selected when the intent is to teach trainees to perform general watchstanding duties which require no knowledge of how the hardware is operated or maintained 4 5 8 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE 5 7 Select TASK Set TOS m You now know all that you need to know to decide which TASK Set and TOS to use for your course m After selecting the appropriate TASK Set TOS gt You must write the course name at the end of or into each TOS 5 8 Amending Revising TOS m Remember you may add to or modify any TOS thus describing more clearly the training program that you intend to develop By doing this another developer has a better understanding of what you intended to include in the course 5 9 USING EXPANDED TOS m For each TOS contained in this volume there is a corresponding Expanded TOS contained in the Volume Supplement gt Using the Expanded TOS the developer can describe in great detail the planned for training Expanded TOS are best used to ensure that required subject matter and design considerations are incorporated into th
249. ximum extent possible gt Background PPPs will be listed alphabetically last of all m PPP Table titles will reflect the exact Hardware Non Hardware for which the Table is being provided MK and MOD numbers will be included if applicable m The suffix M or R will be placed following the PPP Table Number of Tables to be revised modified gt Volume Ill of this Manual discusses revisions and modifications to existing PPP Tables 3 7 2 NAVEDTRA 131A STAGE ONE CHAPTER 4 TRAINING PATH SYSTEM 4 1 NAVEDTRA 131A TRAINING PATH SYSTEM STAGE ONE INTRODUCTION In the previous chapter Personnel Performance Profiles PPPs were created or selected which identified the skills and knowledge required to operate and maintain a system subsystem or equipment or perform a task function Development of the Training Path System TPS completes Stage One Building upon the previously developed PPPs you will make a series of decisions fundamental to the later development of training materials Though the procedures for developing a TPS are presented in a certain sequence this is not necessarily the sequence in which the elements of the TPS must be developed and in fact the various elements can be developed in almost any sequence The Foreword and How to Use NAVEDTRA 131A contain guidelines for reading this manual you should read them now if you have not already done so CHAPTER S SCOPE To help make some

Download Pdf Manuals

Related Search

Related Contents

Tripp Lite USB 3.0 SuperSpeed Device Cable (AB M/M) Black, 15-ft.  E650 Series 3  EXHAUST MANIFOLD  Manule di Istruzioni ed uso    1. Lieferumfang 2. Einführung 3. Wichtige Hinweise!  Air-Mate™ Belt-Mounted High Efficiency Powered Air Purifying  Betriebsanleitung Kolbenmembranpumpe C409.2  

Copyright © All rights reserved. Failed to retrieve file