SECTION 110 - CONTENT DEVELOPMENT Flashcards
What are the item(s) developed in Plan Phase of Task-Based Curriculum development?
Training Project Plan (TPP): Used as a blueprint for the development of a new course or revision of an existing
course. CCA approves the TPP.
What are the items developed in Analyze Phase?
You will examine and analyze all available documents/data in order to determine what is necessary to do a job.
The duties, tasks, and/or skills that you select for training will be organized in a Course Training Task List (CTTL).
The CTTL is the output of the Analyze Phase and is the building block of the new/revised course.
What are the items developed in Design Phase?
The TCCD is a collection of products that expresses the content, structure, and essential management
information for a course. The TCCD consists of the following items:
Front Matter
Curriculum Outline of Instruction.
Annexes.
What is required of a skill and knowledge learning objective?
Knowledge
Performance
Objectives will be either skill or knowledge. Skill, isolate the “action” portion, consisting of a performance action
verb, the object of that action, and the minimum qualifiers, so that the statement makes sense. Knowledge,
isolate the “action” portion, consisting of an action verb, the object of that action and the minimum qualifiers, so
that the statement makes sense.
What are the items developed in Develop Phase?
Lesson Plan (LP) Trainee Guide (TG) Test Items Instructional Media Material (IMM)
What is the purpose of the Implementation Phase?
Resolve any discrepancies identified in the pilot course and implement the course by issuance of the CCA’s Letter
of Promulgation.
What is the purpose of the Evaluate Phase?
Internal assessment of training methods, materials, and external feedback of performance of graduates in the
fleet.
What are the seven stages involved in developing materials following the Personnel Performance Profile (PPP) -
Based curriculum development method?
PLANNING identifies resources requirement and the sequence of events in the development process.
STAGE ONE consists of determining job tasks, supporting skills and knowledge, and level of performance.
STAGE TWO determines the skills and knowledge which must be taught and produces the course learning
objectives and an instructional sequence.
STAGE THREE produces the instructional materials for the instructor and the trainee.
STAGE FOUR begins when the Curriculum Control Authority (CCA) has approved a course for pilot and ends with
submittal of the Pilot Course Monitoring Report.
STAGE FIVE begins after incorporation of the results of the pilot course (“red-line”) into smooth curriculum and
management materials, and ends with the CCA’s Letter of Promulgation that approves the material for use in
support of Navy training.
A: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.
What are the products of the Training Path System (TPS) Stage 1?
TPS ELEMENTS (OUTPUTS)
Training Objective Statements (TOS) describe skills and knowledge to be learned by the individual.
Training Level Assignments (TLAs) list specific PPP line items to be taught, the training environment where each
will be taught, and the level of training to be provided to each PPP line item.
Table Assignment Matrix (TAM) summarizes the training requirements for PPP Tables listed on the Training Path
Chart.
(TPC) (see below) by showing all TOS associated with each PPP.
Training Path Chart (TPC) graphically shows a complete training path for a category of people by listing courses in
the path, and PPP Tables covered by each.
What are Training Objective Statement (TOS) codes for both knowledge and skill?
TOS CODE identifies each individual TOS and each TOS has its own unique TOS Code:
This TOS CODE is a letter/number identifier placed just to the left of each TOS
TOS Codes provide a shorthand method of referring to a particular TOS
TOS Codes are used to relate selected PPP line items to designated training objective statements using a TLA
form, exemplified in Volume II Sample Products
The letter TOS Codes for skill are:
TO/(S)—Skill (Background)
TO/(J)—Skill (Task/Function)
O—Operation
P—Preventive Maintenance
C—Corrective Maintenance
M—Maintenance
The letter TOS Codes for knowledge are:
F—Familiarization
T—Theory
The number TOS Codes for skill and knowledge are:
0/ — 1 — 2 — 3 — 4
What are the three “Task Sets”?
Coordinator: 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
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?
What are the types of courses listed in a Training Path Chart (TPC)?
Background Training: “Prerequisite” training that provides basic technical knowledge and skills required to
prepare for further specialized training, or a first assignment.
Replacement Training:
Prepares new personnel for their first assignment
Formal school training to provide people with the minimum required operational and maintenance
qualifications on assigned equipment, 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-NAVEDTRA 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.
When should job sheet development begin in the Instructional Systems Design (ISD) process?
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
What are the triggers and process for converting PPP based curriculum to Task based curriculum?
Revision or outdated system in a course where training only needs to be knowledge/task based.
What are the three types of training materials provided by the Integrated Learning Environment (ILE)?
(1) Instructor-led training,
(2) Interactive multimedia instruction,
(3) Blended
