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19 Cards in this Set
- Front
- Back
2.C1 State the volumes and titles in the NAVEDTRA 131 and what they contain.
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Volume I (Developers Guide)
Volume I Supplement (Curriculum Developers Aids) Volume II (Sample Products) Volume III(Managers Guide) |
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2.C2 Describe the pre-, post-, and core stages involved in developing materials following the Personnel Performance Profile (PPP) -Based curriculum development method (seven).
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PLANNING – Identifies resource requirements and the sequence of events in the development process (TPP), STAGE 1 – Determines job tasks, supporting skills and knowledge, and level of performance expected (TPS Outputs – TOS, TLA, TAM and TPC). STAGE 2 – Produces the CLO’s and an instructional sequence. (Preliminary TCCD), STAGE 3 – Produces the instructional materials (Lesson Plans and Trainee Guide), STAGE 4 – Begins with CCA approval for a course pilot and ends with Pilot Course Monitoring Report.
STAGE 5 – Begins after fixing all errors from Pilot Course Monitoring Report ends with the CCA’s Letter of Promulgation, EVALUATION – Surveillance, evaluation, change and revision of the training. |
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2. C3 List the contents of a Training Project Plan (TPP).
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Course Data
Justifications Impact Statements Milestones Resource Requirements |
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2.C4 Define a Personnel Performance Profile (PPP).
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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.
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2.C5 State the most critical element of curriculum development per NAVEDTRA 131, and explain its importance.
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PPP’s are the most important element of curriculum development since quality curricula results from quality PPP’s, poor PPP’s result in poor curricula and PPP line items are used throughout a curriculum.
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2.C6 Discuss the products of the Training Path System (TPS) Stage 1.
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Training Objective Statements (TOS) – Describes skills and knowledge
Training Level Assignments (TLA) – Lists specific PPP line items to be taught, where they will be taught and the level of training Table Assignment Matrix (TAM) – Summarizes the training requirements by showing all TOS’s associated with each PPP. Training Path Chart (TPC) – Shows a complete training path for a category of people by listing courses in the path, and PPP Tables covered by each. |
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2.C7 Describe the contents of the preliminary Training Course Control Documents (TCCD) Stage 2.
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Profile Item-to-Topic Objective Assignment Chart (OAC) – Reflects the coverage of PPP line items within a curriculum.
Resource Requirements List (RRL) – Lists resources needed to conduct the course. Curriculum Outline of Instruction (COI) – Course objectives listed in the order they will be taught. |
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2.C8 Describe the elements of the Lesson Plan (LP).
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Front Matter – Provides information for both managing and conducting the course.
Parts – The primary organizational element of the Lesson Plan. RRL (Optional) – List of everything needed to conduct course. |
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2.C9 What are the six types of instruction sheets found in the Trainee Guide (TG)?
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Job
Information Assignment Problem Diagram Outline |
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2.C10 Describe the Training Objective Statement (TOS) codes for both knowledge and skill.
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Skill –
(S)- Skill (Background) (J)- Skill (Task/Function) (O)-Operation (P)-Preventive Maintenance (C)-Corrective Maintenance (M)-Maintenance Knowledge – (F)-Familiarization (T)-Theory |
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2.C11 Define the three "Task Sets."
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Coordinator – One who has overall responsibility and authority. (CO/XO)
Director – Direct supervisor (Dept Head, Div O, LPO) Performer – One who does the hands on work (Worker) |
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2.C12 Discuss the types of courses listed in a Training Path Chart (TPC).
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Background – provides technical knowledge and skills required to prepare for further training
Replacement – Prepares new personnel for their first assignment formal school training to provide people with the minimum required operational and maintenance qualifications on assigned systems. Conversion – Training given to to enable personnel to operate new/modified systems, etc. Advanced – Training that follows Replacement and Conversion Training. Normally completes the TOS coverage for a particular job. Onboard – Training provided aboard ship / shop. |
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2.C13 When should job sheet development begin?
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ASAP, after the TOS and TLA’s are complete.
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2.C14 Explain how Course Learning Objectives (CLOs) are developed.
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CLOs are developed by selecting the appropriate, already prepared CLO Model Statements.
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2.C15 How are part numbers determined?
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Title and number of the Part correspond with the related PPP Table title and number.
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2.C16 What are the eight ways to sequence a course?
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Job Performance Order
Chronological Order Critical Sequence Simple to Complex Comparative Sequence Relationship of like COI Elements Reverse Sequencing Combination Approach |
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2.C17 What is contained in a Resource Requirements List (RRL)?
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Texts
References Equipment Films Graphics Supports Materials Other |
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2.C18 What is contained in the final Training Course Control Document (TCCD)?
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FROMT MATTER COI ANNEXES
Front Matter –Cover Page, Letter of Promulgation, Table of Contents, Foreword, Course Data Trainee Data, Other as required Curriculum Outline of Instruction – CLO’s, Part Titles, Section Titles, Topic Titles, TLO’s Annexes – RRL, Course Master Schedule (CMS), Fault Applicability List (FAL), Profile Item-to-Topic Objective Assignment Chart (OAC) |
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2.C19 What annexes are included in the final Training Course Control Document (TCCD)?
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RRL
Course Master Schedule (CMS) Fault Applicability List (FAL) Profile Item-to-Topic Objective Assignment Chart (OAC) |