External Triggers
End-To-End
• Navy Training System Plan – modifications or newly Process Internal Triggers
• OCCSTDS – Minimum skills and knowledge required for
installed systems to the fleet.
• Direct Fleet Input – issues ID’d with training during rate.
deployment. (AAR from COC) • Rate Merger – Ratings coming together to make one.
• Fleet Assessments – issues ID’d with training during DP + RM = IT
inspection. (ATG, COMTUEX) • New/Revised NEC – changes to OCCSTDS or Rate
• ORM Assessment – issues ID’d with training regarding Merger may change or create new NECs
safety. (IAMIS)
• TRR – Review of the course. Min. 60 months. NAVEDTRA
133
6 Triggers 4 Messages
• OCCSTDS Annual – 30 days prior to FY
• CCA Directed Announcement – 90 days prior to TRR
• Course Maint. NAVIFOR OPNAV
Agenda – 60 days prior
Requireme Resource
to TRR
• Fleet Feedback nts Sponsor
AAR – Due 30 days after
Sponsor
TRR concluded
• FCR
• Req. Sponsor
Job Duty Task Analysis (JDTA) Front End Analysis (FEA) Business Case Analysis (BCA)
NAVEDTRA 137 NAVEDTRA 138 NETCINST 1510.3
• Repeatable/defendable analysis for • Repeatable/defendable process • Cost per Course of Action (COA) Methods of
content development or revision to for best training and media • Scrap Concurrence
satisfy fleet requirements. delivery method. • Revise • Naval Message
Occupational Hierarchy (Hierarchy • AS IS TO BE (What the rate is • Do Nothing • Digitally Signed
of Work) now, what you want it to be; • JQR Email
• Occ: ET Training gaps in the middle) • PQS • Command
• Job: Radar ET Letterhead
• Duty: Area Sup • 3 Rs CCA gives to Req. and Res. Sponsor
• Task: Initialize Radar • Reuse for final approval.
• Subtask: Turn on Radar • Repurpose
• Step: Flip Switch COAs Reference
Content Planning Module (CPM) –
Training Content CCA Approved NETC N7
CCA Approves Requirements
Sponsor
PADDIE
PLA
+M
Training Project Plan (TPP) – The blueprint for
N developing the course.
1. Endorsement Letter – Approval by the CCA to develop the course.
2. Cover Page – For who/By who Functional
Command Seq. Revision
3. Table of Contents – List of documents er #
4. Course Data – Name/CIN/CDP CIN: A-150-2300_ CDP:
5781 – Type/Location Skill/Def
5. Justification – Why are we teaching this course? Group
6. Summary of Differences – If any changes due to revision, blank if none.
7. Safety/Hazmat – Special directions for safety and use of hazmat. Usually for
High-Risk Training.
8. Curriculum Development Method – How to develop course; Integrated
Learning Environment (ILE – NAVEDTRA 136), Instructor-Led Training (ILT),
Interactive Multi-media Instruction (IMI). (ILE incorporates all others.)
9. Resource Requirements – Big ticket items; Billets, HVAC, Classroom,
Instructor/Student Ratio.
10. Compensation – Money allotted for the course.
ANALY Course Training Task List (CTTL) – Duties, Tasks, & Skills
ZE needed for course.
1. Long Name 2. CIN 3. Mission Statement
• Information • A-150- • Duties, Tasks, Skills
System 2300 align with Fleet
Maintenance mission
requirements.
Number Source Text Type Level
1 References Verb Duties – BOLD SPL – Imitation
Tasks – Not Bold Repetition
Habit
2 KPL –
Knowledge/Comprehension – State/Explain
Application/Analysis –
Demonstrate/Distinguish
Synthesis/Evaluation – Describe/Compare &
Contrast
DESIG Training Course Control Document (TCCD) – Manual on how to run
N the course.
1. Front Matter 2. Curriculum 3. Annexes
• Some contents from TPP Outline of Instruction • Annex A – Resource
• Cover Page (COI) Requirements List –
• Summary of • Learning Objectives Desk, Chairs,
Differences • Behavior – what Computers. (This is also
• Course Data a student will do your Instructional Multi-
• Table of Contents as a result of media Material (IMM))
• Letter of Promulgation training. • Annex B – Course
• Condition – Master Schedule (CMS)
Limiting factor, – Day-to-Day, Hour-to-
how long student Hour break down of the
has to perform course.
said behavior. • Lunch
• Standard – 100% • Lesson Times
unless otherwise • Test Schedule
stated.
• TOs become
Duties
• EOs become
DEVEL Building the Course.
3. Testing Plan NAVEDTRA 132
OP • KTAGS
2. Training Guides – Instructional Sheets for • PTAGS
1. Lesson Plans Students. • Test Versions
• Front Matter • Outline Sheet – List in order • Test Bank
• Safety • Job Sheet – Step-by-step • Remediation
• Objectives • Problem Sheet – Troubleshooting • Targeted – Chapter
• Course Data • Assignment Sheet – Multichoice, • Scalable – Unit/Module
(CIN, Long Homework • Iterative – At risk of
Name, Lesson • Information – Amplifying information failing whole course
Name)
•
• Diagrams – Block Diagrams, Tables
Lesson Topics Outcomes of ARB Academic Review Board
• Discussion • Continue with (ARB)
Points, Course Used to identify learning
(whether it is • Drop barriers to aid in
ILE, ILT, or IMI) • Setback student’s ability to pass
the course.
• Chairmen (E7 or
above)
• SME (Not one of the
Instructors who taught
the student)
• Recorder (Anyone)
Triggers for ARB
• Failing the same test
twice
• Failing 3 tests in 1
IMPLEME Pilot
NT Course
Pilot Course Monitor Report
• Lesson Times
• Lesson plans and trainee guides
• Student and Instructor feedback
• Student questions
• Train the Trainer (T3) – Creators of course train the new instructors.
EVALUAT Surveillance of the
E Course
• Informal Course Review (ICR) – Every year, done by Course Documents Reviewed
• IDP
Supervisor. • Student/Inst. Records
• Evals
• Formal Course Review (FCR) – Every 3 years, done by C2M2 • Certs
• Course Documents
directed by CCA.
OUTCOMES of FCR
• Test Item Analysis (TIA) – determines validity of test questions. • Findings are published
• Timelines are set
• C2M2 passes to CCA
• Training Quality Indicator (TQI) – Course Data, Instructors who
taught, Trainee Data, Testing Info, Course Comments, Quality of Life.
(These are coming from EOBC and EOCC.
MAINTENAN
CE
• Instructional Material Change Request
• Submitted by Course Supervisor to Course Curriculum Model Manager (C2M2) who
manages maintaining or improving the course.
• C2M2 is appointed by Curriculum Control Authority (CCA) who oversees developing &
monitoring curriculum development.
INSTRUCTOR
FUNDAMENTALS
Types of Schools: Six Laws of Learning (REEPIR)
• A School – apprentice level training. • Readiness – physically and mentally ready
• C School – Advanced specialized skill. to learn.
Awards with NEC. • Exercise – Practice makes permanent.
• F School – Individual functional skill. May • Effect – Emotional investment.
or may not award an NEC. • Primacy – First thing taught is the most
retained.
Impaired Training Education Report • Intensity – Experience is real to the
(ITER) student.
• Red – Cancel Training Four Basic Learning
• Recency Styles
– Last thing (CARA)
taught is the first
• Yellow – Delay Training • Concrete – Experience based, sea stories.
thing remembered.
Triggers • Active – Trial and error, hands on. Learning
Personnel while doing.
IT • Reflective – Think and pause. Learn while
Blanket watching.
Facilities •3 Types of –Performance
Abstract Theory [Link]
Learn while thinking.
Ammunition • Product – result of step by step.
Curricula • Process – step by step.
Equipment • Combination – Product of the two
combined.
5 Learning Levels (RRCAA) 4 Barriers to Communication (LOFE)
• Recognition – Verbatim identification • Lack of Common Core experience
• Recall – Respond from memory • Overuse of Abstraction
• Comprehension – Understanding • Fear of Showing Ignorance
• Application – Apply knowledge/learning the job • Environmental Factors
• Analysis/Evaluation – Understanding and
correlating relationships between data. 3 Types of Learners (VAK)
• Visual
• Auditory
4 Principles of John Keller’s Motivational Theory • Kinesthetic
• Attention – Capture student’s focus
• Relevance – Connects learning to job
6 Factors to Consider in Planning Instructional
• Confidence – Students feel they can do the job
Delivery (FARPIG)
• Satisfaction – Sense of achievement • Force of Delivery
• Articulation
5 Ways of Learning • Rate of Speech
• Association – Compares past learning to new learning • Pause
• Trial & Error – Hands on, discovery learning • Inflection
• Imitation – Observing instructor and then imitating • Grammar
• Transfer – Applying past learning to new, but similar
• Insight – The “ah-ha” moment where the student 3 Qualities of a Good Instructor
understands. • Knowledge - SME
• Ability – NETC standards of instruction and
professionalism
• Personality – Professional/Approachable attitude
7 Types of Questions 3 Parts of a Good Question
• Multiple Answers – Has more than 1 correct answer• Clarity – A well-stated, clearly understood of what you’re
• Yes/No – Yes or no (close-ended) asking
• Canvassing – Polling the class • Level of Instruction – Proper grammar, relevant to what
• Leading – Guiding students to the correct answer was taught
• Interest Arousing – Focuses attention • Use of Interrogative – Who, What, Where, When, Why,
• Factual – Memorizing information/facts How
• Throught-Provoking – Stuimulates thinking
APPLE
6 Key Principles of Applying Motivational Theory • Ask
• Needs & Drives – What does the student need and what drives them to be
successful?
• Pause
• Attitude – Students/Instructors are positive, professional, etc. • Pick
• Achievements – When students feel successful. what will they achieve? • Listen
(Knowledge, experience, etc.) • Evaluate
• Values – Personal values of the students. (Honor, Courage, Commitment)
• Interests – Personal interests of the students.
• Incentives – WIIFMs, NECs, what makes students want to do good.
VEGA
6 Types of Tests • Voice – Articulation, grammar, speech
• Pre-Test – Gauging the student’s base knowledge of the course.• Eye Contact – Most influential, keeps students
• Progress – Skills/Knowledge assessments focused
• Performance – Testing a learned skill • Gestures – Natural movement to convey and aid
• Comprehensive – End of course assessment speech
• Oral – Administered by a board • Attitude – Most important trait, how you portray your
• Quiz – A short assessment of recently taught material feelings into instruction
MTS PQS 43100.7G
CANTRAC – Catalog of Navy Training Courses: List of courses, locations, quotas, and
course information. Maintained by Course Supervisor.
CeTARs – Corporate Enterprise and Training Activity System: Student/Course information,
PEVT codes, maintained by Course Supervisor.
eNTRS – Enterprise Navy Training Reservation System: used for class quota seat
reservations. Requests made by Training Officers or COC.
NAVEDTR
As
• 130B – Task-Based Curriculum Based Development (TCBD)
• 131B – Personnel Performance Profile (PPP)
• 132 - Navy School House Testing Program Management (Testing Plan)
• 133A – Training Requirements Review Management Manual (TRR)
• 134A – Navy Instructor Manual
• 135D – Navy School Management
• 136 - Integrated Learning Environment Course and Life-Cycle Maintenance Manual
(ILE)
• 137A – Job Duty Task Analysis Management Manual (JDTA)
• 138 - Front End Analysis Management Manual (FEA)
• 140B – Navy Training Support Management Manual