Transcript JOBS

1 TRAINING
HIP POCKET
CPL 0104
OVERVIEW
TO PROVIDE YOU WITH BASIC
KNOWLEDGE OF COMMUMICATION AND
INSTRUCTION TECHNIQUES
TERMINAL LEARNING
OBJECTIVE
GIVEN A TRAINING SITE
WITH TRAINING SUPPORT EQUIPMENT
AND WITH THE AID OF REFERENCES
CONDUCT INDIVIDUAL TRAINING
ENABLING LEARNING
OBJECTIVES
DEFINITION OF A HIP POCKET CLASS
ELEMENTS OF AN INDIVIDUAL TRAINING
STANDARD (ITS)
DEFINITION OF A LEARNING OBJECTIVE
YOUR EVALUATION
LESSON OUTLINE & PRESENTATION
COMP 1
QUESTIONS ABOUT:
LEARNING OBJECTIVES?
EVALUATION?
A HIP POCKET CLASS IS*
SHORT, INFORMAL PERIOD OF
INSTRUCTION
GIVEN ON THE SPUR OF THE MOMENT
TO A SMALL UNIT OR INDIVIDUAL
CORRECTS A DEFICIENCY
INDIVIDUAL TRAINING
STANDARDS (ITS)
ESTABLISHES TASKS FOR UNITS &
INDIVIDUALS
DEFINES PROFICIENCY
IDENTIFIES TRAINING DEFICIENCIES
5 ELEMENTS OF AN ITS*
1. TASK
2. CONDITIONS
3. STANDARD
4. PERFORMANCE STEPS
5. ADMINISTRATIVE INSTRUCTIONS
EXAMPLE
0104-1
E
DIRECTING A HELICOPTER IN A
LANDING ZONE
INSTRUCTIONAL METHODS
LECTURE
DEMONSTRATION
SEMINAR/GUIDED DISCUSSION
PRACTICAL APPLICATION
PAPER/COMPUTER BASED SELF
INSTRUCTION
SIMULATORS
VIDEO-TELECOMMUNICATION
LECTURE
• Utilize one or more instructors to present
information to a group of students, usually in a
classroom setting.
• Used to teach large amounts of information in a
relatively short period of time.
• Provide little feedback from the student.
• The instructor cannot be sure if all the students
understand the information until they take the test.
• Take relatively little time to prepare.
DEMONSTRATION
• Extremely effective when used in
conjunction with a lecture.
• Students observe a sequence of events
designed to teach a procedure , technique,
or operation.
• An example in which the student can
observe directly.
SEMINAR/GUIDED
DISCUSSION
• Instructor-led interactions which involve
participation from all class members.
• Encourage student participation in exchange
of ideas, values, or attitudes.
• Amount of information is typically far less
than in other methods.
PRACTICAL APPLICATION
• Students apply previously learned knowledge or
skills under controlled conditions with close
instructor supervision.
• Can involve all five of the student’s senses and
therefore, has the highest degree of transfer of
learning.
• Great deal of feedback.
• Takes a lot of preparation, more resources, more
time to perform, and more instructor supervision
than other types of instruction.
PAPER/COMPUTER BASED,
SELF-PACED INSTRUCTION
• Does not rely on an instructor.
• Every student receives the same amount of
instruction.
• Student works/learns at his own pace.
• Minimum amount of supervision.
• If the student has questions, he may have to
communicate with the instructor over long
distances.
SIMULATORS
• Duplicate job performance in a controlled
environment on a mock-up of the
equipment, or in some cases, the actual
equipment.
• They give detailed feedback to the
instructor throughout the entire evolution.
• They remove safety hazards and minimize
pressures for productivity.
VIDEOTELECOMMUNICATION
INSTRUCTION
• Uses a satellite communications link or a
telephone line to simultaneously distribute
instruction to students at multiple sites
throughout the country or the world.
• Presented via lecture when information
must be delivered to many students in a
standardized format.
YOUR OUTLINE HAS 2 PARTS
1. THE LEARNING OBJECTIVE
2. POINTS THAT YOU WILL COVER
A LEARNING OBJECTIVE IS*
CLEARLY WORDED ACTION
STATEMENTS THAT DESCRIBE THE
PLANNED OUTCOME OF THE
INSTRUCTION ( WHAT THE STUDENTS
WILL DO AT THE END OF THE CLASS)
DESCRIBES A TASK THAT THE STUDENT
MUST BE ABLE TO COMPLETE
DIFFERENCES BETWEEN:
JOBS
TASKS
STEPS
JOBS
• Execute the duties of the squad leader.
• Execute the duties of a sergeant of the
guard.
• Execute the duties of a mechanic.
TASKS
• Conduct a patrol.
• Conduct morning colors.
• Perform a tune-up on a truck.
STEPS
• Perform immediate action drills.
• Attach the colors to the lanyard.
• Drain the oil from the oil pan.
BEHAVIOR
IDENTIFIES AN OBSERVABLE AND
MEASURABLE ACTION
ONLY ONE ACTION VERB AND ONE
OBJECT FOR EACH BEHAVIOR
POOR ACTION VERBS
GOOD ACTION VERBS
MAIN POINTS
NEEDED TO ACCOMPLISH YOUR
LEARNING OBJECTIVE
MUST BE CLEAR
IN A LOGICAL SEQUENCE
MINIMUM OF 2
OUTLINE SAMPLE
0104H-13
LEARNING OBJECTIVE
MAIN POINTS
MEDIA
USED TO COMPLIMENT THE
PRESENTATION
ENHANCES LEARNING
INCREASES MEANINGFULNESS
GENERAL CONSIDERATIONS
NECESSARY
APPROPRIATE
SIMPLE
ACCURATE
PORTABLE/DURABLE
ATTRACTIVE/NEAT
COLORS
SIGNIFIES MEANINGS
/
SHOWS DIFFERENCE SIMILARITY
VISUAL INTEREST
AMOUNT OF INFORMATION
SIMPLICITY
USE BULLET STATEMENTS
SIZE AND TYPE
EASILY READ BY THE CLASS
NO EYE TESTS!
MEDIA DISPLAY
VISABILITY
DISTRACTION
MEDIA TYPES
CHALKBOARDS
FLIP CHARTS
SLIDES
OVERHEAD TRANSPARANCIES
AUDIO/VIDEO TAPES
HOOK-AND-LOOPS
ACTUAL OBJECTS
MODELS
FUNDAMENTALS OF
ORAL
COMMUNICATION
COMMUNICATION SKILLS
VOLUME
PITCH
SPEED
PAUSES
CLARITY
VOCABULARY-**SLANG**PROFANITY**
SUPPORTING MANNERISMS
APPEARANCE
GESTURES
BODY MOVEMENT
EYE CONTACT
FACIAL EXPRESSIONS
KEY ELEMENTS
SINCERITY
ENTHUSIASM
RAPPORT
THE SECRET TO A
SUCCESSFUL
PRESENTATION
IS..........
PRACTICE
PRACTICE
PRACTICE
QUESTIONS FROM
THE CLASS?
QUESTIONS TO THE
CLASS
Q: WHAT IS A HIP
POCKET CLASS?
A: A SHORT INFORMAL PERIOD
OF INSTRUCTION THAT IS
GIVEN ON THE SPUR OF THE
MOMENT TO A SMALL UNIT OR
INDIVIDUAL TO CORRECT A
DEFICIENCY
Q: WHAT IS A
LEARNING
OBJECTIVE?
A: CLEARLY WORDED ACTION
STATEMENTS THAT DESCRIBE
THE PLANNED OUTCOME OF
INSTRUCTION
WE HAVE DISCUSSED:
WHAT A HIP POCKET CLASS IS
INDIVIDUAL TRAINING STANDARDS (ITS)
INSTRUCTIONAL METHODS
WHAT A LEARNING OBJECTIVE IS
MEDIA
FUNDAMENTALS OF ORAL
COMMUNICATION
SUPPORTING MANNERISMS
KEY ELEMENTS OF ATTITUDE
TAKE A 10 MINUTE
BREAK