Attachment 7_NAVEDTRA 134 series.pdf

Naval Education and Training Command

Training Manual

(TRAMAN)

NAVEDTRA 134A

August 2009

DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited.

NAVEDTRA 134 i

DEPARTMENT OF THE NAVY

COMMANDER, NAVAL EDUCATION AND TRAINING COMMAND

250 DALLAS STREET

PENSACOLA, FLORIDA 32508-5220

LETTER OF PROMULGATION FOR NA VEDTRA 134A

I. Thjs guidance manual has been extensively revised. Most of the revision are in re ponse to user comments and reflect a continuing effort to increase the manual's utility to the training field.

NAVEDTRA 134A supersedes and replaces NAVEDTRA 134, dated August 1992.

2. This publication provides a basi for the delivery of instruction in Navy classroom and laboratorie . The procedures and guidance presented in thjs manual form a foundation for the practical application of instructional methods and techniques which will be developed through formal instructor training.

3. This manual will be used:

a. As a upplementary text for formal in tructor training course A-012-0077, Journeyman instructor Training (JIT).

b. As a reference guide for instructors in their pursuit of a Master Training Specialist (MTS) Designation.

c. As a ba ic source guide for instructor in-service training program within Naval Education and Training Command schools.

d. As a general reference for personnel as igned to Navy instructor duty.

4. Thi publication is available electronicaJly at Navy Knowledge Online (NKO) - NETC N74 Learning Standards Homepage; and Navy Marine Corps Intranet's (NMCI) Total Records and lnforrnation Management (TRIM).

5. Corrections and comments to thi manual are invited and should be addressed to Naval Education and Training Command, attention: N7.

6. Reviewed and approved.

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NAVEDTRA 134 iii

CHANGE RECORD

Number and description of change Entered by Date

Recommended changes to this manual will be forwarded to NETC (N74) via the chain of command. Approved changes will be recorded on the Change Record of this manual.

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NAVEDTRA 134 v

FOREWORD

The NAVEDTRA series manuals:

Development Manual

The NAVEDTRA 130 series of manuals provides fundamental guidance within the Naval Education and Training Command for the development of curricula, the delivery of instruction, and the management and evaluation of training programs.

These manuals do not supersede the directive policy established

also be used as a general reference by those having responsibility for conducting shipboard or on-the-job training programs.

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TABLE OF CONTENTS

LETTER OF PROMULGATION .....................................i

CHANGE RECORD ............................................iii

FOREWORD ...................................................v

CHAPTERS

1. NAVY TRAINING

2. THE NAVY INSTRUCTOR

3. MOTIVATION

4. PRINCIPLES OF LEARNING

5. EFFECTIVE COMMUNICATION

6. INSTRUCTIONAL METHODS

7. LEARNING OBJECTIVES

8. TESTING

9. COURSE MATERIALS

10. INSTRUCTOR EVALUATION

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NAVEDTRA 134A Chapter 1 1

CHAPTER 1

NAVY TRAINING

INTRODUCTION

The primary purpose of the United States Navy’s training establishment is to provide operational forces with trained personnel who can maintain a high degree of Fleet readiness.

Several offices coordinate with each other to plan for training and to determine the purposes of training within various commands.

to training. One of the purposes of this manual is to acquaint you with the details of the Navy’s formal training system and the educational concepts upon which it is based.

REVOLUTION IN TRAINING (RIT)

learning throughout the Navy.

These recommendations included substantial revisions in traditional manpower, training, and education strategies (e.g., changes in the mix of classroom instruction vs. remote learning) and in the content and delivery of learning. A major thrust of the

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INTEGRATED LEARNING ENVIRONMENT (ILE)

practices to enhance institutional and individual learning and to enhance performance support for the Navy’s total force.

ILE Electronic Applications

These applications are key technical components of the ILE:

• Navy Knowledge Online (NKO) Portal:

o Serves as the single point of entry to all Navy E-Learning courses.

o Provides knowledge management features and specialized communities of practice.

o Located at https://wwwa.nko.navy.mil.

• Learning Management System (LMS):

o Contains the ILE master catalog for accessing informal education and training content.

o Manages learner lesson plans and training day-to-day progress.

o Allows management of learning events.

o Provides access to thousands of self-paced training courseware offerings.

• Learning Content Management System (LCMS):

o Provides for creation, storage, reuse, and management of learning content.

profiles.

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• Corporate enterprise Training Activity Resource System (CeTARS):

o Manages the collection of raw training data.

o Compiles the data.

organization.

THE NAVY TRAINING SYSTEM

The purpose of any systems approach is to provide a method by which the

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

PREPARATION OF TRAINING

process through which it determines the formal courses it will offer and the number of students it will train in each course.

Determining Training Requirements

performed within a rating may indicate a need to revise training.

Figure 1-1: Navy Training System

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courses.

Developing Training

to existing training can meet the training requirement or if new curriculum development is required.

If new course development is necessary, the program manager must decide the type of training needed and direct the design and development of course materials. The program manager then must ensure that designated personnel receive the required training to

course materials.

• Identify the manpower, facilities, support, and equipment needed to meet the training requirement.

Courses (CANTRAC).

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dissemination of information to meet the demands of various echelon

The development of technical course materials also follows a systematic procedure. The goal of the systems approach is to establish uniform training. The systems approach has the following advantages:

• Ensures uniform training for all personnel at all facilities through the use of standard guidelines for material design and development.

• Provides up-to-date training through the analysis of training materials and procedures.

program.

Training Staff

complete the appropriate training path for their duty assignments.

training.

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DELIVERY OF TRAINING

All of the analysis, course development, and staff training conducted as part of training preparation culminates in the delivery of training. The responsibility of the instructors and managers of Navy training courses is to help the student to learn. No matter what

the principles learned. An important part of this training is giving the students clear and precise direction and explaining the best way to perform tasks associated with their jobs.

Training Management

Management and administration are two important elements of instruction. Establishing instructional management and administrative guidelines helps to prevent difficulties and solve problems that may develop in a learning situation. Management involves several areas of concern. The primary concern is the safety of the students and staff. Another concern is the effective and economical use of instructional material and equipment.

Management is also concerned with the full use of all educational and training facilities. Management involves the filling

management and course management.

necessary to provide favorable learning conditions for all students. The students should be able to hear and see the instructor without being distracted by other activities around

the instructor adopts in classroom management greatly contribute to the success of the instruction.

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They should report equipment in need of repair and request supplies needed to help them provide effective instruction. They should also

includes preparing all equipment and training materials.

Course management involves management of the instructional

activity.

EVALUATION OF TRAINING

Evaluation is a joint effort and a tool used to improve training.

Evaluation is normally divided into internal evaluation and external evaluation.

Figure 1-2: Evaluation of Training

EVALUATE

TRAINING

I I I

CONDUCT CONDUCT

INTERNAL EXTERNAL

EVALUATION EVALUATION

I I I I I I I

INSTRUCTOR COURSE OTHER FORMAL INFORMAL

EVALUATION EVALUATION EVALUATION FEEDBACK FEEDBACK

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Internal evaluation involves feedback on the course of instruction on a regularly scheduled basis. This information is used to make improvements to training. Examples include the following:

• Reviews of safety, the course, and attrition or setback percentages.

electronic classroom settings.

• Student critique of both the course and the instructors.

External evaluation involves the gathering of feedback by individuals or groups outside the course. Although this information

SUMMARY

training. Although it requires coordination at all levels of the Navy Training Organization, the most essential, single link in the training chain is the instructor. The instructor is the one who must simplify the learning process for students of varied

continuum of lifelong learning and personal and professional

instructor plays in Navy Training.

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CHAPTER 2

THE NAVY INSTRUCTOR

INTRODUCTION

Teaching has been described as both an art and a science.

The science of teaching helps to explain what must be done. It is concerned with the why and how of instruction. The science of teaching helps the new instructor understand the techniques and acquire the knowledge required to do the job. That is why Navy instructor training includes subjects on the principles

That is also why instructor training includes a lot of practice teaching and teaching-performance examinations. These specific parts of the training are designed to help the beginning instructor grasp the basic techniques or the science of instruction.

every opportunity to enhance the learning experience by being more

exploit the rules to their advantage.

will be to develop the art. Although almost anyone can become a

us—with the basics.

effectiveness is doing the right things.

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are effective. Effectiveness in instruction is much more than just

the objectives of the course as result of your instruction.

This chapter presents information on the characteristics or traits

PROFESSIONAL PRECEPTS

If you were to observe efficient and effective instructors, you would see that they all have certain qualities in common. These qualities provide a list of ideal traits toward which you should

Each of these traits belongs in one

three categories contain the professional qualities of an effective and efficient instructor. We refer to these as professional precepts (Fig. 2-1).

KNOWLEDGE

to instructor duty indicates that you are a subject matter expert

the subject well enough to do the job yourself is quite different from knowing how to teach others to do it. Imparting your knowledge to others will bring you both your greatest challenges and rewards as an instructor.

Figure 2-1: Professional Precepts

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You will know and will need to know far more about your subject area than you will actually teach your students. Only through

your role as an instructor. Avail yourself of every opportunity

is to provide the operational forces with trained personnel who can maintain a high degree of Fleet readiness.

Training and education have much in common, but they differ in some important ways. Education does not necessarily have a

The focus of training is to prepare individuals to perform the

students can also provide you with valuable information about your students and courses. However, your interaction with the student in the training environment is your greatest source of information.

science and art of instruction. Formal instructor training and this text will provide you with information on the science of teaching.

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ABILITY

As a Navy trainer you should have two basic types of ability:

leaders.” While certain traits may set those people apart from others, they have probably also worked very hard at being “born instructors and leaders.”

distinguish superior Navy leaders from average performers.

that job experience and formal training alone will prepare you to

dedicated to the Navy and to helping others succeed—but dedication

continually improving them.

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PERSONALITY

To be successful as an instructor, you must gain the respect of your students by displaying a professional attitude toward others.

both in and out of the training environment.

As with most professions, instructors must adhere to certain rules of conduct in the performance of their duties. The following are some of the rules of conduct you should follow:

• If you do not know an answer, admit it. Do not bluff. At times, questions will arise that you will not be able to answer. Find the correct answer at the earliest opportunity, then provide the information to the class as soon as practical.

or obscene language is one of the fastest ways to lose the respect of your students. Do not use inappropriate humor or make disparaging remarks, even in a joking manner.

• Be patient. Be aware that not all people learn in the same way or at the same rate. While you may easily become frustrated

learning styles for different students.

is never appropriate.

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to be too familiar with them. Establish good rapport by connecting with your students using common ground. One such

eager to listen and get a perspective of what they can expect once they reach the Fleet.

• Treat students with respect. All of the individuals you train should feel you have a sincere interest in their efforts to

INSTRUCTOR RESPONSIBILITIES

must exhibit and enforce proper military conduct and discipline at all times. Always maintain a professional relationship with your students both in and out of the classroom.

essential to effective performance.

RESPONSIBILITY TO STUDENTS

Although your instructional and leadership role influences students in the formal training environment, be aware that many other influences also affect their performance.

Students have many military duties and responsibilities that

Figure 2-2: Influences on Student Performance.

PERFORMANCE

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Fraternization

with regard to interactions with students. Not only are personal

Sexual Harassment

command policy.

physical conduct of a sexual nature when the following occurs:

• Submission to or rejection of such conduct by a person is used as a basis for career or employment decisions affecting this person.

role in educating your students on the seriousness of such behavior and immediately confront any conduct that may be construed as inappropriate. When confronted about inappropriate behavior, NAVEDTRA 134A Chapter 216

joke.

Creating a positive command/classroom climate, where behavior is professional and appropriate and where everyone up and down the chain treats his or her subordinates and peers with courtesy and respect, will do more than any other action you may take as an instructor to eliminate sexual harassment.

Diversity

Every member of the Navy is responsible for promoting a culture that embraces diversity. According to the Department of the Navy

characteristics and attributes of individuals that enhance the mission readiness of the Department of the Navy and strengthen the capabilities of our Navy Total Force.”

understanding of diversity as well as support diversity throughout the Navy. Our Core Values of Honor, Courage, and Commitment endorse our efforts to treat each individual with respect and leverage the strength of our nation’s diversity.

as an instructor places you in a unique position to identify

that may hinder their proper training.

RESPONSIBILITY FOR TRAINING SAFETY

NAVEDTRA 134A Chapter 2 17 the chances of mishaps or mishap-related injuries to students and instructors during training. This policy states that safety and supervisory procedures shall be maintained at a level that ensures safe training, while providing the realism needed to fulfill Fleet operational requirements within practical limits. These procedures are essential to an aggressive training program that prepares personnel to perform professionally during normal as well as high-risk activities.

Never forget that as an instructor you are a role model for your students.

demonstrate proper safety procedures in addition to teaching them. Be aware that your behavior often has greater impact on students than your words. You have no greater responsibility as an instructor than that related to the safety of the personnel you train. The safety habits they learn from you will go forward with them beyond the classroom.

RESPONSIBILITY FOR SECURITY

information.

approved curriculum. That includes information incorporated

• Always 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 may constitute a security violation.

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has a great impact upon your students. Never say or do anything

model to your students. The security habits they learn from you will go forward with them beyond the classroom.

RESPONSIBILITY FOR CURRICULUM

A relatively small number of instructors have curriculum development duties. However, you may become involved in curriculum revision and will almost certainly be involved with curriculum

• Surveillance. A process that provides ongoing evaluation of training or training materials to ensure continued effectiveness and currency of content to meet the training requirements.

agency that affects curriculum. A technical change may or may

resources. A revision will incorporate previous changes and supersedes preceding editions of the training materials.

Curriculum maintenance is an ongoing effort to ensure the course curriculum is both current and accurate. Any deficiency noted as a result of surveillance requires a change or revision to the curriculum or training.

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SUMMARY

program. The success of the Navy depends to a great extent on the effectiveness of the instruction that individuals receive during training. As a Navy instructor, you play a critical role in providing our operating forces with personnel trained to maintain a high degree of Fleet readiness. Your success in that role will depend upon your commitment to developing the professional

learning process.

NAVEDTRA 134A Chapter 220

NAVEDTRA 134A Chapter 3 21

CHAPTER 3

MOTIVATION

INTRODUCTION

Motivating students to learn is possibly one of the most pondered and discussed areas among people involved in the education and training of others. How to get students interested and involved in the learning process has long been one of the greatest challenges for

to learn. The majority of your students will respond to general

not motivated to behave in the manner desired by the instructor. A

will respond to certain conditions with increased motivation to learn. As an instructor, you should do everything within your power to establish the most desirable conditions possible to impact a positive learning environment. This chapter provides background information on the principles of motivation and offers some practical techniques for instructors to use in the motivation of their students.

-- Motivation

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MOTIVATION THEORY AND PRINCIPLES

activities are pursued more vigorously than others. Outcomes that usually give rise to pleasant feelings will be pursued;

those that usually give rise to unpleasant feelings will be avoided. While a motive

theories of motivation provide insight into how instructors can use strategies to motivate learners to meet

MASLOW’S HIERARCHY OF NEEDS THEORY

higher order (growth) needs only when all

The implications of this particular theory to the training

an important role in gratifying the needs of your students.

Students are more likely to try to satisfy their desire to know and understand once their physical and psychological needs have

of belonging.

Figure 3-1: Maslow’s Hierarchy of Needs Theory

~ml~~ Fn/PraaUga 'lhreat of Punishment

Usefulness Interest

\Nhy La■m IWP S • f: • Requirement at1s action JlVfXJJJ)~ @t1h@rnJ

~i

EGO

SOCIAL

SAFETY

PHYSIOLOGICAL

NAVEDTRA 134A Chapter 3 23

that interfere with their training. This will greatly increase your effectiveness in motivating students to learn.

that eventually reduces the need and results in satisfaction.

give their full attention to your instruction.

• Values. The students’ values, attitudes, and previous experiences affect the nature and amount of what they learn. The motivation

that deals with goals they see as

Conduct would probably motivate a student who values patriotism.

subject you present can cause the student to want to learn.

Students have more desire to learn when their instructors show an interest in what they teach.

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selection as a distinguished graduate may motivate some students.

students must have a need and a desire to achieve at a certain level.

KELLER’S ARCS MODEL

four principles can be used to meet the