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MTS Flashcards

1
Q

Discuss the purpose of OCCSTDs

A

Statements of minimum skills required of Navy enlisted ratings as established by primary (resource/warfare) sponsors.

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2
Q

List the primary basis for which OCCSTDs are used

A

Basis for implementing and supporting actions for manning, distribution, training, and advancement

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3
Q

Explain where the remaining E4 and below OCCSTDs that are not selected to be taught in “A” school, should be taught, in which other training environments

A

Individual, unit onboard (OBT), on-the-job training (OJT), proficiency training, etc

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4
Q

Explain each role as it pertains to OCCSTDs

A

OPNAV. review and approve OCCSTDs per OPNAVINST 1223.1 Navy Enlisted Occupational Classification System (NEOCS).
Resource Sponsors. review and approve the Training Task Analysis (TTA) report.
Fleet and Type Commanders. ensure participation in the Navy Skills Management System (SMS).
Navy Manpower Analysis Center (NAVMAC). ensures SMS surveys are conducted and OCCSTDS are issued in a timely manner.

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5
Q

What is OPNAVs Role as it pertains to OCCSTDs.

A

review and approve OCCSTDs per OPNAVINST 1223.1 Navy Enlisted Occupational Classification System (NEOCS).

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6
Q

What is Resource Sponsors Role as it pertains to OCCSTDs.

A

review and approve the Training Task Analysis (TTA) report

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7
Q

What is Fleet and Type CommandersRole as it pertains to OCCSTDs.

A

ensure participation in the Navy Skills Management System (SMS).

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8
Q

What is Navy Manpower Analysis Center (NAVMAC) Role as it pertains to OCCSTDs.

A

ensures SMS surveys are conducted and OCCSTDS are issued in a timely manner.

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9
Q

State the purpose of a Job Duty Task Analysis (JDTA)

A

Establish a repeatable and dependable job analysis process of developing and revising training content to meet fleet requirements.

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10
Q

State the roles and responsibilities of the following for the JDTA process implementation and execution

A

NETC. Policy and guidance for JDTA process.
NETC N7. oversight of policy and guidance.
Learning Center CO. Serves as CCA, signs and forwards JDTA Data Report to Requirement Sponsor.
LC Director of Training. Approves release of JDTA messages, assigns coordinators and facilitators.
LC Learning Standards Officer. Reviews messages and reports.

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11
Q

State the roles and responsibilities of NETC for the JDTA process implementation and execution

A

Policy and guidance for JDTA process

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12
Q

State the roles and responsibilities of NETC N7 for the JDTA process implementation and execution

A

oversight of policy and guidance

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13
Q

State the roles and responsibilities of Learning Center CO for the JDTA process implementation and execution

A

Serves as CCA, signs and forwards JDTA Data Report to Requirement Sponsor

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14
Q

State the roles and responsibilities of LC Director of Training for the JDTA process implementation and execution

A

Approves release of JDTA messages, assigns coordinators and facilitators

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15
Q

State the roles and responsibilities of LC Learning Standards Officer for the JDTA process implementation and execution

A

Reviews messages and reports.

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16
Q

State the roles and responsibilities of the following for the JDTA process implementation and execution

A

LC JDTA Coordinator. Drafts announcement, agenda, and completion report messages. Oversees liaisons, manages documentation, inputs onto NKO JDTA CoP website.
Stakeholders. Provides technical documentation.

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17
Q

State the roles and responsibilities of the LC JDTA Coordinator for the JDTA process implementation and execution

A

Drafts announcement, agenda, and completion report messages. Oversees liaisons, manages documentation, inputs onto NKO JDTA CoP website.

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18
Q

State the roles and responsibilities of the Stakeholders for the JDTA process implementation and execution

A

Provides technical documentation

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19
Q

State the roles and responsibilities of the requirement sponsor prior to and after the completion of the JDTA

A

Provides SME prior to and during JDTA. Reviews and approves JDTA report afterwards.

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20
Q

List the external triggers to perform a JDTA

A 
NTSP Revision.
ORM Assessment.
Fleet performance assessment.
Direct fleet input.
HPRR.
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21
Q

List the internal triggers to perform a JDTA

A

Revision to OCCSTDs.
Rating merger.
Establishment or revision of an NEC

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22
Q

Explain a targeted JDTA

A

Directed by CCA when:

  • Insufficient course data exists to support HPRR.
  • Mishap occurs during training that requires immediate action.
  • Directed by higher authority.
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23
Q

Explain the triggers that may cause a targeted JDTA

A

NTSP Revision.

  • ORM Assessment.
  • Fleet performance assessment.
  • Direct fleet input.
  • HPRR.
  • Directed by CCA when:
  • Insufficient course data exists to support HPRR.
  • Mishap occurs during training that requires immediate action.
  • Directed by higher authority.
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24
Q

Explain the hierarchical structure of work

A
  • Occupation. Family of jobs with common set of skills.
  • Job. Duties and tasks in an occupation.
  • Duty. Set of related tasks.
  • Task. Behavior, condition, standard, ORM, delivery.
  • Sub-task. Major part of a task.
  • Step. Major part of a sub-task.
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25
Q

Explain the preparation process of a JDTA to include:

A
  • Coordinator. Leads process.
  • Messages. Announcement, JDTA Agenda, Completion report within 30 days of conclusion.
  • Documents. POA&M, AIM content planning module inputs.
  • Stakeholders. FLTFORCOM, OPNAV 15, Enlisted Community Managers, SYSCOM, Technical Warrant Holder, Class Squadron, NETC.
  • Community of Practice. NKO online website for JDTA participants.
  • Post JDTA. Collect output data, CCA presents to Requirement Sponsor for validation.
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26
Q

Explain where the non-selected for formal training E-4 and below OCCSTDs are to be trained

A

Individual, unit onboard (OBT), on-the-job training (OJT), proficiency training, etc.

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27
Q

List the responsibility of each of the following members of the training organization structure?

A
  • OPNAV.
  • NETC. meet strategic goals in leadership, Navy training, instruction, quality of life, infrastructure, EO, curriculum, and technology.
  • Learning Centers. monitor quality of curriculum, instruction, and evaluation functions.
  • Learning Standards Officer (LSO). functions in support of the LC CO / LC OIC to ensure quality training.
  • Course Curriculum Model Manager (CCMM). developing, revising, and maintaining a course.
  • Participating activity. provides assistance to CCMM.
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28
Q

List the responsibility of NETC to the training organization structure?

A

meet strategic goals in leadership, Navy training, instruction, quality of life, infrastructure, EO, curriculum, and technology.

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29
Q

List the responsibility of Learning Standards Officer (LSO) to the training organization structure?

A

Learning Standards Officer (LSO). functions in support of the LC CO / LC OIC to ensure quality training.

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30
Q

List the responsibility of Learning Centers to the training organization structure?

A

monitor quality of curriculum, instruction, and evaluation functions.

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31
Q

List the responsibility of Course Curriculum Model Manager (CCMM). to the training organization structure?

A

developing, revising, and maintaining a course.

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32
Q

List the responsibility of Participating activity to the training organization structure?

A

provides assistance to CCMM.

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33
Q

Discuss the purpose of the Catalog of Navy Training (CANTRAC)

A

Publication of general information on all training activities and course descriptions.

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34
Q

Discuss the functionality of the Corporate Enterprise and Training Resource Activity System (CeTARS)

A

Collects, compiles, and provides training managers and higher Navy echelons with student and course information.

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35
Q

Discuss the use of a Course Identification Number (CIN)

A

Unique to course
Consists of three segments:
Example: K-231-1331

Functional commander identity
Skill defense group (two to three digits)
Sequence Identifier (four digits)
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36
Q

Discuss the use of a Course Data Processing Code (CDP)

A

Uniquely identifies course and its location. Assigned to courses with CINs taught at more than one location.

Example - CIN: K-231-1331

	CDP:
	11FY – Everett, WA
	11FZ – Jacksonville, FL
	11G0 – San Diego, CA
	11G1 – Virginia Beach, VA
	11G2 – Yokosuka, Japan
	11G3 – Pearl Harbor, HI
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37
Q

Discuss who is responsible for ensuring accuracy of data in CeTARS

A

Curriculum Control Authority (CCA)

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38
Q

Discuss the relationship between CeTARS and CANTRAC

A

Learning Center data populated in CeTARS automatically updates and feeds CANTRAC for course information

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39
Q

Describe the “A”, “C”, and “F” type course of instructions

A

A” – basic knowledge and skills for rating entry level.

“C” – advanced specialized skills, knowledge, aptitude, qualification to fill particular billet. Rewards an NEC.

“F” – individual functional skill or rate training required by fleet or TYCOM. No NEC awarded.

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40
Q

Discuss what a Person Event Code (PEVT) is and where it is found/entered

A

Indicates student status in CeTARS. Complete listing of PEVTs are located on CeTARS website.

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41
Q

Discuss when an Academic Review Board (ARB) may be convened

A

When all other means of academic counseling, remediation, and initial setback fail to meet student performance.

Additional academic setbacks must be directed by ARB.

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42
Q

Describe the ARB process

A

Standardize procedures to protect individual rights of privacy and fundamental fairness, to ensure accurate and complete records are kept, and to ensure best decisions made concerning student progress.

  • Goal:
    1) to help students solve problems that may prevent training completion.
    2) Make recommendations based on findings.
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43
Q

who is responsible for maintaining a Master Record Audit Trail and what it contains

A

CCMM is responsible for maintaining

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44
Q

what is contained in a Master Record Audit Trail

A

Contains summary of major events impacting course, all pertinent correspondence leading to course development / revision, report of trips, conferences, meetings necessary for development / revision, copies of all supporting documents and approval letters, copy of Pilot Course Monitoring Report (PCMR).

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45
Q

Describe the evaluation of instructors in laboratory, classroom, and facilitated environments

A

Instructors teaching in class and lab will be evaluated in both environments. Number of evaluations conducted should approximate ratio of lessons taught in each

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46
Q

Discuss the student critique program within your learning environment

A

Provide feedback on areas such as training and curriculum effectiveness, instructor performance, safety, and quality of life.

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47
Q

Discuss the importance of Formal Course Reviews (FCRs) and audit trails

A

Evaluates course materials for technical accuracy, teachability, conformance to standards and instructions

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48
Q

Identify the periodicity for conducting FCRs per current NETC guidance

A

Will be conducted on an annual, biennial, or triennial cycle as determined by CCA.

FCR cycle shall never exceed three years.
Scheduled, monitored, and regulated by CCMM.

Should always be shortly before and in preparation for a HPRR.

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49
Q

State the purpose of the Navy Training System

A

To ensure a systematic approach for determining what to train and how best to accomplish that training.

Three inter-related elements:

  1. Preparation to train
  2. Delivery of training
  3. Evaluation of training
50
Q

Define the most essential, single link in the training chain

A

The instructor. must simplify the learning process for students of varied backgrounds and experiences

51
Q

State and discuss the three qualities of an efficient and effective instructor

A
  1. Knowledge. Know more the subjects than just what you teach.
  2. Ability. planning and organizing, maximizing resources, delegating, monitoring progress and results, disciplining and rewarding.
  3. Personality. Professional attitude, interest in students.
    • If answer isn’t known, admit it
    • No profanity
    • Be patient
    • Maintain rapport (no sarcasm)
    • Treat students with respect
52
Q

Discuss the Instructors responsibilities

A

Responsibility to students
Responsibility to training safety
Responsibility for security
Responsibility to curriculum

53
Q

Instructor Responsibility to security

A

must be aware of all requirements for teaching and storage of classified material.

54
Q

Instructor Responsibility to curriculum

A

know differences between changes and revisions and how they affect the course

55
Q

Instructor Responsibility to training safety

A

paramount at all times. Instructor must demonstrate proper procedures in addition to teaching.

56
Q

Instructor Responsibility to students

A
  1. Responsibility to students: help resolve conflicts that may arise from outside influences (military duties, family concerns, etc.). Since instructors interact with students on a frequent basis, they should be able to notice changes in a student’s performance and behavior
    - Fraternization. be aware of the Navy’s policy. Be especially careful in your personal associations, particularly with interactions with students.
57
Q

List and discuss the four principles of John Keller’s model of motivational theory

A

CARS

  • Confidence. when confident they can do something competently, they’re more likely to give it a try.
  • Attention. important first step. Learners must think about what they hear, see, or do to optimize learning.
  • Relevance. connects what they are learning to what they will perform on job.
  • Satisfaction. often serves as its own motivator.
58
Q

List and discuss the key principles of applying motivation theory in a training situation

A

NAAVII

  • Needs and drives. Lack of something desirable or useful that causes a desire for satisfaction.
  • Attitudes. Feelings for or against people, objects, and ideas. Show positive attitude when presenting lessons.
  • Achievements. A strong desire, an aim, a goal, or a desired objective.
  • Values. Must use motivation technique which fits the student’s values system.
  • Interests. person’s view of an activity as worthwhile or enjoyable. Learning process breaks down if interest is lost.
  • Incentives. rewards. Awards, orders choice, honor graduate, etc.
59
Q

State the ultimate goal of instruction

A
  • Cause students to remain motivated beyond instructor’s influence
  • apply what they’ve learned on job and other areas of their lives.
60
Q

State and discuss the six laws of learning

A

PIERRE

  • Primacy. The first instructional event often creates a strong and unshakeable impression on student.
  • Intensity. If the experience is real, a change in learning is far more likely to occur.
  • Exercise. Practice makes permanent and perfect.
  • Readiness. People can only learn when they are physically and mentally ready.
  • Recency. The things learned last will be best remembered.
  • Effect. Learning will always be more effective when accompanied by satisfaction.
61
Q

State and discuss five ways of learning

A

ITAIT

  • Imitation. Observing performance of others.
  • Trial and Error. Hands-on experience
  • Association. Experience based approach to new learning situations.
  • Insight. The “ah-ha” phenomenon.
  • Transfer. Experience based approach to new but similar situations.
62
Q

how does motivation affects student learning

A
  • Determines whether or not a student achieves course objectives.
  • Students bring different abilities and experience levels
63
Q

State and discuss the types of sensory learners

A

First type of learning that occurs for any human.

Various types:

  • Visual. Accounts for 75% of basic learning. -Prefer and enjoy graphics, colors, maps, written materials, etc.
  • Auditory. Prefer verbal presentations, lectures, group discussions, stories.
  • Kinesthetic. Blend of all senses. Like movement, hands-on experience, gestures, role-play.
64
Q

State and discuss the four basic learning styles

A

CARA

  • Concrete. Prefer experience based approach to learning. Rely on own feelings and judgments.
  • Active. Step-by-step approach.
  • Reflective. Make comparisons and contrasts before drawing conclusions.
  • Abstract. Theory based, analytical approach.
65
Q

Discuss the barriers to effective communication

A

LOFE

  • Lack of common core experience. Unlikely to find a group where students have same experience levels.
  • Overuse of abstractionisms. Concepts, ideas, and words not directly related to subject. Analogies.
  • Fear. Of ignorance, disapproval, losing status, judgment.
  • Environmental. Noises and temperature
66
Q

State and discuss the purpose of an effective communication process

A

Communication. Exchange of thoughts, opinions, and information through speech, writing, non-verbal cues, signs and images.

67
Q

what is the importance of listening communication skills

A

Instructor must ensure learning environment is free of distractions that might interfere with student’s ability to listen.

68
Q

What are the six factors that must be considered in planning instructional delivery

A 
Grammar.
Inflection.
Rate of speech.
Articulation.
Force of delivery.
69
Q

what is the importance of body movement as an important part of successful communication

A

Reinforces, emphasizes, and clarifies verbally expressed ideas.

70
Q

What are the four purposes of oral questioning

A

Focuses attention.
Arouses interest in subject matter.
Drills students.
Stimulates thought.

71
Q

What are the characteristics of a good oral question

A
  • Clarity of meaning. Do not use trick phrases. Limit to one thought, not to confuse students.
  • Level of instruction. Be grammatically correct and use simple words.
  • Use of an interrogative. Begin each question with a who, what, when, where, why, or how.
72
Q

What are the types and purposes of oral questions

A

MYCLIFT

  • Multiple answer. More than one correct answer.
  • Yes / No.
  • Canvassing. Helps determine student experience.
  • Leading. Suggests its own answer.
  • Interest arousing. Focus student attention.
  • Factual. Specific information.
  • Thought provoking. Stimulates thought.
73
Q

What are the types and purposes of oral questions

A

MYCLIFT

  • Multiple answer. More than one correct answer.
  • Yes / No.
  • Canvassing. Helps determine student experience.
  • Leading. Suggests its own answer.
  • Interest arousing. Focus student attention.
  • Factual. Specific information.
  • Thought provoking. Stimulates thought.
74
Q

What are the five-step questioning technique

A

APPLE

  • Ask.
  • Pause.
  • Pick. call on student by name.
  • Listen.
  • Emphasize. correct answer.
75
Q

List the different instructional methods

A 
Lecture.
Lecture with audiovisuals.
Lesson.
Demonstration.
Role-playing.
Team Dimensional Training.  diagnose and correct own performance problems.
Gaming and Simulation.
76
Q

What are the three parts of a learning objective

A
  • Behavior. What student will be expected to do as a result of learning.
  • Condition. Aiding and limiting factors imposed on student in satisfying objective requirements.
  • Standard. Degree of proficiency required to perform the behavior.
77
Q

What are two methods of testing and their importance

A
  • Knowledge. Test items written at appropriate learning level.
  • Performance. Measure skill acquisition. Demonstrate behaviors.
78
Q

Explain the five learning levels a knowledge test may assess

A
  • Recognition. Verbatim identification of terms, facts, rules, methods, principles, procedures, and objects.
  • Recall. Respond from memory.
  • Comprehension. Understanding rather than simple memorization.
  • Application. Use acquired knowledge in a job-related situation.
  • Analysis/Evaluation. Judgment of value of effectiveness of procedures
79
Q

What are different types of performance tests

A

-Product. Comparing student efforts to acceptable completed example.
-Process. Ability to correctly follow procedural steps in completing a task.
Combination.

80
Q

List and describe the primary materials used in presenting instruction

A
  • Lesson plan. Ensures proper sequence and depth required by objectives.
  • Instruction sheets. Provide students with information or directions.

-Types of instruction sheets (OJPAID):
Outline, Job, Problem, Assignment, Information,
Diagram

-Instructional / Visual Media Material (IMM). Powerpoint, illustration, DVD / Blu-ray, computer based, MPEG.

81
Q

What is the student feedback/course critique

A

Provide feedback on areas such as training and curriculum effectiveness, instructor performance, safety, and quality of life.

82
Q

What are the following programs and include possible actions and responsibilities of an instructor

A
  • Equal employment opportunity.
  • Navy Core Values.
  • Sexual Harrassment.
  • Diversity.
83
Q

What isthe instructor qualification process

A

Learning centers will direct a formal process to certify new instructors.

Ensure proficiency in two areas:

1. Instructional technique.
2. Technical knowledge.
84
Q

What is the instructor disqualification factors and process

A

-fails to maintain screening requirements -receiving unsatisfactory evaluations shall be grounds for disqualification.

85
Q

What items can be found on the MTS Community of Practice (CoP)

A

MTP program manager
all applicable instructions
MTS PQS, certificate requests
program description, and feedback.

86
Q

Was is the purpose of a FEA

A

Front End Analysis (FEA)

Defendable and repeatable process to determine the best training and media delivery methods to satisfy new training requirement or identify gaps in existing courses

87
Q

When is a FEA performed

A

Following a JDTA

88
Q

List the triggers of a FEA

A 
Revision to a fleet requirement.
Revision to OCCSTDs.
New system not addressed in acquisition process.
Fleet feedback.
FCR.
Establishment/disestablishment/revision of NEC.
Rating merger.
Directed by CCA.
HPRR.
89
Q

Explain the documentation of a FEA as detailed on the template

A

Requesting Authority, Requesting Command, Start/End dates, Reason, Docs from existing course (TPP, CTTL, TCCD, JDTA), New training requirements, Gaps in training, FEA of existing materials, FEA of training delivery methods, FEA of recommendations, FEA output statement.

90
Q

Identify who determines what curriculum development model will be used for modifications within your learning environment

A

CCA

91
Q

Explain the approval process of the finalized FEA

A
  • Prior to routing to CCA, send approval request to Requirements Sponsor.
  • Route FEA and Requirements Sponsor concurrence together.
92
Q

State the purpose of a BCA

A

Facilitates the decision making process. Presents all benefits and costs (quantity and quality) of each planned action over time.

93
Q

Explain the purpose of the executive summary of a BCA

A

-Provides concise summary of the business case. Reader should be able to understand what the project is about, role of the project, business justification of the project, and how it improves efficiency/effectiveness of the government

94
Q

Describe how strategic alignment is important in a BCA

A
  • Provides reader with understanding of how initiative aligns with overall business plan of the Navy.
  • Identifies the level of impact initiatives have on achieving its goals
95
Q

Explain what analysis of alternatives does

A

Provides reader with outline of alternatives to address problems or opportunities.

96
Q

Discuss risk assessment in decision making of a BCA

A

Provides understanding of risks related to the initiative and how risks vary by alternative. Assigns an estimate of risk to likely outcomes of alternatives and includes risk mitigation strategy

97
Q

Explain how cost benefit impacts a BCA

A

Ensures reader can understand and compare initial and on-going expenditures to expected financial/non-financial benefits for each alternative

98
Q

Explain the final stages of a BCA

A
  • Conclusions and recommendations
  • Implementation strategy
  • Review and approval.
99
Q

Conclusions and recommendations of BCA

A
  • Provide selected alternative based upon overall evaluation in terms of impact, risk, cost/benefit.
100
Q

Implementation strategy of BCA

A

Ensures BCA approvers understand resources (people, dollars, time) that must be allocated to complete.

101
Q

Review and approval of BCA

A

Final outcome

102
Q

State the purpose of a TPP

A

Describes all factors necessary to prepare and conduct a successful training program and attain optimum use of personnel, hardware, and funds.

103
Q

Who has initial approval authority of a TPP?

A

CCA

104
Q

Who approves implementation of a TPP?

A

Submitted to NETC per triggered event with zero sum gain. NETC N7 approves TPP not requiring offsets.

Submitted to NETC requiring additional resources or offesets. OPNAV.

105
Q

Explain contents of a TPP

A
  • CCA endorsement letter.
  • Cover page.
  • Course data.
  • Justification.
  • Safety Risks/Hazardous materials.
  • Curriculum development method.
  • Resource requirements.
  • Compensation.
  • Milestones.
106
Q

Describe SERENA web application

A
  • Allows Learning Centers to upload, maintain, and manage TPPs.
  • Also allows flow of TPP from initial submission to final approval or suspense
107
Q

Explain how TPPs are identified and maintained in SERENA

A
  • Each TPP is serialized upon entry

- separated by Learning Center for easy retrieval

108
Q

NAVEDTRA 130A

A

Specifies the tasks necessary to develop and
support training materials

Establishes the sequence of task performance

Assigns task performance responsibilities

109
Q

NAVEDTRA 130A Volume I, II, III

A

Volume I - Contains step-by-step guidance for developing training materials

Volume II - Contains samples of documents discussed in volume I

Volume III - Contains management information important to planning, analysis, design, development, implementation, and evaluation of curriculum

110
Q

NAVEDTRA 130A

Training materials

A

Management materials – define training requirements & provide overall plan for accomplishment of these
requirements

Curriculum materials – include all materials required for presentation of information & development of skills in formal school training

Support materials – instructional materials & other devices used in support of instruction

111
Q

What are the 6 phases for developing training materials

A
  1. Plan
  2. Analyze
  3. Design
  4. Develop
  5. Implement
  6. Evaluate
112
Q

What is the planning phase

A

Identifies resource requirements & sequences of events in development process.

-Creates Training Project Plan

113
Q

What is the analyze phase

A

Produces job task, task sequence, level of
performance & skills/knowledge which must be taught

-Creates Course Training Task list

114
Q

What is the design phase

A

Produces course learning objectives &
instructional sequence

-Creates:
1) Curriculum Outline of Instruction
2) Training Course Control Document
(requires CCA/Functional CMD, NETC, or OPNAV Approval)

115
Q

What is the development phase

A

Produces instructional materials for instructor & students

-Creates: Leason Plan, Student Guide, test & Admin Material

116
Q

What is the implementation phase

A

Begins instruction following course approval by Curriculum Control Authority (CCA) & authorization by functional commander

-Conduct Instruction

117
Q

What is the Evaluation phase

A

Consists of evaluation & revision of course based on assessment of training materials & performance of fleet graduates

  • Creates:
    1) Internal Evaluation/FB
    2) External Evaluation/FB
118
Q

TRAINING PROJECT PLAN (TPP)

A
  • Cover page
  • Table of contents
  • Justification
  • Impact if course development or revision is not undertaken
  • Course data page
  • Safety risks
  • Curriculum development method recommended
  • Resource requirements
  • Milestones
119
Q

COURSE TRAINING TASK LIST (CTTL)

A

Foundation for the entire curriculum development effort

List of duties & tasks to be trained in course

Describes duties/tasks that support the course mission

Describes job-related duties & tasks that will be performed by the end of the course

Developed by analysis of course mission & technical documentation

120
Q

What is a Curriculum outine of Instruction (COI) used for and what 3 elements are made up of it.

A
  • Created using CTTL
  • Made up of 3 elements
    1) Behavior – what trainee/student is expected to do following training
    2) Subject- Trainee/student is always the subject
    3) Condition- Circumstances under which behavior will be performed.
121
Q

Lesson Plan (LP)

A
  • Program use all other training materials
  • Contains Learning objectives (LO) that reflect knowledge/skills attained upon successful completion of course
  • Provide outline of instructional material to be taught
  • Provides specific equipment and instructional media requirements & guidance for conducting a course.

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