Master Training Specialist

A systematic approach to determine what to train and how best to accomplish that training.

The instructor.

The instructor must simplify the learing process for students of varied backgrounds and experiences. The instructor is the one who must present the knowledge and skills required to transform students proficient and productive members of the operating forces.

EFFICIENT: know and follow all the rules and techniques of teaching.

EFFECTIVE: those who seize every oportunity to enhance the learning experience by being for creative in their use of the rules and techniques.

Knowledge: must be thourghly familiar w/ the subject taught. You will need to know far more about the topic than you actually teach and basic instrutional startegies/tecniques.

Ability: leadership skills such as planning and organizing, optimizing the use of resources, delegating authority, monitoring progress and results, disciplining and rewarding.

Personality: the pattern of collective character, behavioral, temperamental, emotional and mental traits of an individual.

to teach effectively, set a good example and help resolve conflicts that hinder their training.

Demonstrate proper safety procedures in addition to teaching them. No greater responsibility as an instructor than that related to the safety of the personnel you train.

Never discuss any classified materials not in the approved currriculum. Make sure you can account for classified training materials or references used in the training environment at all times. Immediately report any situation you suspect.

Curriculum maintenance is an ongoing effort to ensure the course is both current and accurate.

all training conducted within a school, outlined into specific topics, along with detailed training objectives.

a modification to training materials that DOES NOT affect course objectives, increase course length, or require additional resources.

a change to any course learning/terminal objective, an increase in course length, or any changes that requires additional resources.

Individuals will seek to gratify higher order (growth) needs only when all lower order (deficiency) needs have been relatively well satisfied.

• Needs/drives
• Interest
• Values
• Attitudes
• Incentives/achievement

a deficit or lack that causes a desire for satisfaction.

refers to a person's view of an activity as worthwhile or enjoyable for its own sake.

students have more interest in a subject that deals with goals they see as important in their lives.

feelings for or against people, objects or ideas.

Showing a positive attitude about the subject you present can cause the student to want to learn.

such as good grades, awards or selection as a distinguished graduate motivate students who want to achieve.

is a strong desire, a longing, an aim, a goal or a desired objective. To make an effort to succeed, students must have a need to achieve at a certain level.

• Attention
• Relevance
• Confidence
• Satisfaction

Grab and RETAIN attention through a solid introduction followed by well developed, intriguing and level appropriate curriculum.

relating what they are learning to what they will be expected to do motivates the learner as to WHY they need to pay attention.

ensure challenging yet achievable goals are implemented and guiding students towards a positive outcome provides an empowering atmosphere.

feeling good about an experience often serves as its own motivator.

• Make the subject matter interesting, establish goals, provide feedback, show interest and encourage participation.
• Plan motivational strategies to keep the lesson interesting.
• Ensure students understand exactly what they are expected to do as a result of training.
• Use appropriate questioning techniques to determine students comprehension.
• Be sure to give recognition for proper behavior/achievements. Also point out errors and how to correct them.
• Be open to student contributions and points of view.

• Develop student interest.
• State the lesson's objectives/significance.
• Direct thinking along desired lines.
• Outline scope of the lesson.
• Show the value of the subject matter.
• Explain the method/methods you will use.
• What is expected of the students.
• How many periods the lesson is scheduled for and when you expect to finish.

to cause students to remain motivated beyond the instructors influence and apply what they have learned.

• Imitation
• Trial & Error
• Association
• Insight
• Transfer

to observe others and to imitate their behavior.

learning by doing.

Comparison of past learning to a new learning situation.

Understanding that the whole is more than the sum of the parts (AH-HA!).

the process of applying past leaning to a new but somewhat similar situation.

• Law of Readiness
• Law of Effect
• Law of Primacy
• Law of Exercise
• Law of Intensity

students learn best when they are physically, mentally and emotionally ready to learn.

students learn best those things that result in satisfying consequences.

students retain information they lean for the first time longer than they retain imformation they must relearn.

students learn best and retain information longer when they have meaningful practice and repetition.

vivid experiences are leaned better and retained longer.

Perhaps the single most important factor in a student's educational advancement is motivation. Motivation often has as much or more impact than scholastic ability.

as much as 75% of our basic learning.

speech patterns and volume are critical class room leaning factors. (stories, jokes, verbal cues, pneumonic devices).

a blend of all the senses with psychomotor & perceptual skills. They would rather just do it rather than talk about it.

• As to retention is has been said that people retain only 10% what they read, 20% what they hear, & 30% of what they see.
• By asking questions to augment sight and sound to stimulate thinking, you can push retention close to 70%. When using all senses in skill training along with procedural steps and prinsicples you can increase retention to 90%.

• Maturity
• Success
• Evaluation
• Falliability
• Fair Play
• Recognition

• Concrete
• Active
• Reflective
• Abstract

• Prefer experience based approach to learning.
• Learn best by imitation after watching others.

• Learn by becoming involved with the subject and taking an active step-by-step approach.
• Learn best from small group discussions, structured exercises and problem solving approaches.

• Like to ovserve and relfect (make comparisons and contrasts) before drawing conclusions.
• Learn best from lectures, films, reading.

• Prefer a theory based analytical approach to learning.
• Learn best by lectures from experts, theoretical reading, case studies, and activities that require solitary thinking.

• Barriers to attention: distractions, failure to grab attention.
• Barriers during perception: perceived irrelevance, repeated or contradictory info, physical discomfort, emotional reaction.
• Barriers in short term memory: interruptions / contradictory prior knowledge.
• Barriers in long term memory: disuse and improperly stored information.

• Lack of common core experience
• Overuse of abstractions
• Fear - may be one of the greatest barriers to effective communication.
• Environmental

• Sending the message
• - formulate the message
• - consider the barriers
• - encode the message
• - send the message
• Receiving the message
• - hear/see the message
• - overcome barriers
• - decode message
• - interpret message
• Feedback
• - use oral questions
• - identify non-verbal behavior
• - facial expressions/body movements

• Articulation - enunciate(speak clearly)/Pronunciate(accent syllables)
• Grammer
• Rate of speech
• Inflection
• Force

• Level of instruction - use simple words, correct grammer, complete sentences. Use words students know and understand. Don't use questions that give away the answer or can be answered with a simple yes/no.
• Use of interrogative - use at beginning of question so students know you are asking a question.
• Clarity of meaning - Make sure the wording of the question conveys to the students the true or intended meaning.

• Factual - specific information
• Thought provoking - stimulate students to think.
• Interest arousing - focus attention and get students to think about the subject you are about to present.
• Multiple answer - more than one correct answer.
• Yes/No - encourage participation, lead in to other questions.
• Leading - suggests their own answer. Confidence builder.
• Canvassing - used to determine who is familiar with a specific area or class level.

• State the question
• Pause
• Call on a student
• Comment
• Emphasize or Repeat the Answer

to enable a better answer following a weak or incorrect reply by asking a follow on question with embedded hints or clues. You may also identify correct portions of an answer and gear them towards a better version of the incorrect portion (dragging the answer out of them)

have the student who has answered correctly correlate that answer to another topic (Where else do we utilize that technique?).

increases class involvement & provides recognition for students who are answering questions correctly. When a student asks a question, redirect another student to answer. *ONLY use if you know the answer and are fairly certain the 2nd student does as well.

• Behavior - what the learning should be able to do after receiving training.
• Condition - aiding and limiting factors imposed upon the student.
• Standard - specifies the criteria the students performance must meet. (time/accuracy/quantity/speed/etc)

Knowledge tests - measure achievment of objectives through the use of test items.

Performance tests - measure skill acquisition by having the student demonstrate specific behaviors defined by the Learning Objective.

• Recognition
• Recall
• Comprehension
• Application
• Analysis/Evaluation

ex. Identifying a piece of equipment from a diagram and matching a name to it.

ex. Listing the steps to a procedure

ex. Asking a student to explain or summarize a procedure or theory.

ex. Solving a computational problem or diagnosing a hypothetical patient.

ex. A question that requires the student to know or determine the best approach to meet a stated objective.

Process

Product

Development of both types is essentially the same and a performance test may require a combination of both types. The difference is in the final evaluation device, with a product method being far less subjective than the evaluation of a process.

is the most important document available to you as an instructor. Provides sequence and depth of instruction required.

provides students with information or directions they need to complete a particular course of study.

any device or piece of equipment that is used to help the student understand and learn.

Instructional Media Materials

Visual Information

JTA is divided into LEVEL 1 and LEVEL 2. Level 1 data describes what work is being performed, while level 2 data describes how the work is being performed.

• Plan
• Analyze
• Design
• Develope
• Implement
• Evaluate

• Cover Page
• Title Page
• Change Record
• Table of Contents
• Security Awareness
• Safety/Hazard Awareness
• Terminal Objectives

• Topic Pages List
• classroom/lab time
• EO's
• trainee prep materials
• instructor prep materials
• training materials

• Discussion/Demostration Acivitiy Pages
• discussion point
• related instructor activity

Tests are the primary tool for determining trainee attainment of TO's/EO's.

• Navy Training Plans (NTP's)
• Tasking by higher authority
• Internal course review and local command initiatives
• External course review
• Surveillance and external feedback
• Training appraisal

The Course Mission Statement might be confused with a TO. The primary difference is that a TO relates to trainee behavior, while the Course Mission Statement is descriptive of the course - not the trainee.

• Vol 1 - Developers Guide: standards and conventions for the development of training programs.
• Vol 2 - Sample Products: provides sample documents for management and curriculum in a format that is consistent with the standards and conventions discussed in Vol 1.
• Vol 3 - Managers Guide: for the individual charged with the management of a course revision or development.

Refers to how important an LO is in relation to actual application on the job:

• HIGH: knowledge is USED during job performance
• MODERATE: knowlege INFLUENCES job performance
• LOW: knowledge has little influence on performance.