DEPARTMENT OF THE NAVY

CENTER FOR NAVAL AVIATION TECHNICAL TRAINING 230 CHEVALIER FIELD AVENUE SUITE C PENSACOLA, FLORIDA 32508-5168

CENNAVAVNTECHTRAINST 1540 N7/

CENNAVAVNTECHTRA INSTRUCTION 1540 Subj: Encl: CURRICULUM MANAGEMENT MANUAL (1) CURRICULUM MANAGEMENT MANUAL (2) CURRICULUM DESIGN SAMPLE PACKAGE

1. Purpose. To distribute the Center for Naval Aviation Technical Training (CNATT) Curriculum Management Manual, enclosure (1), Curriculum Design Sample Package, enclosure (2), and provide standards in curriculum design, development, and maintenance. This instruction is a major revision and should be reviewed in its entirety. 2. Cancellation. NAMTRAGRU 1540C.

3. Objective. This manual sets forth policy, processes, procedures and documentation required for management and conduct of courses within CNATT. This manual, with the accompanying sample package, provides the guidance necessary to plan, analyze, design, develop, implement, and evaluate all Center for Naval Aviation Technical Training (CNATT) courses of instruction. Although this document does not cover requirements specific to the development of Interactive Multimedia Instruction (IMI) materials, instructional design documentation described in this manual is required. IMI Guidance is provided by the Integrated Learning Environment (ILE) Functional Governance Board. NETC provides ILE development guidance in the document Content Design Development, and Deployment for the Navy Integrated Learning Environment available on the ILE web site https://www.netc.navy.mil/ile 4. References. matter. Each chapter identifies references pertinent to the subject

5. Comments. Comments concerning enclosures (1) and (2) are encouraged and should be addressed to Commanding Officer, Center for Naval Aviation Technical Training (N7). 6. Reviewed and approved.

T. L. MERRITT

CENNAVAVNTECHTRAINST 1540 Distribution: CNATT Units/Detachments/Teaching sites Copy to: CNO (N882B3) COMNAVAIRESFOR (Code N7211) COMNAVAIRSYSCOM (PMA205H) COMNAVAIRFOR (N421, N422) CG MCCDC (C4610) NPDC (N712) NAVAVNMAINTOFF (Code 730-5)

CURRICULUM MANAGEMENT MANUAL

Enclosure (1)

NOTICE TO ELECTRONIC USERS OF THIS MATERIAL

To keep online file size to a minimum, blank pages added in the paper copy of the document, for pagination purposes, have been omitted. Only printed pages are contained in the electronic version.

CHANGE RECORD

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Date Entered

Signature

TABLE OF CONTENTS Paragraph PAGE

LIST OF FIGURES.............................................................. ii FOREWORD .................................................................. iii CHAPTER 1 CHAPTER 2 CHAPTER 3A CHAPTER 3B CHAPTER 3C CHAPTER 4A CHAPTER 4B CHAPTER 4C CHAPTER 4D CHAPTER 5 CHAPTER 6A CHAPTER 6B APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E APPENDIX F APPENDIX G APPENDIX H PLAN PHASE .................................................... 1-1 ANALYZE PHASE ................................................. 2-1 DESIGN PHASE Objectives .....................................3A-1 DESIGN PHASE TCCD ...........................................3B-1 DESIGN PHASE Trainee Evaluation..............................3C-1 DEVELOP PHASE Lesson Plan....................................4A-1 DEVELOP PHASE Trainee Guide..................................4B-1 DEVELOP PHASE - Instructional Media Materials..................4C-1 DEVELOP PHASE - Course Pilot...................................4D-1 IMPLEMENTATION PHASE........................................... 5-1 EVALUATE PHASE - Formal Course Review (FCR)....................6A-1 EVALUATE PHASE - Course Maintenance............................6B-1 AIM II CHANGE REQUEST FORM..................................... A-1 DOCUMENT REQUIREMENTS MATRIX................................... B-1 GLOSSARY OF TERMS.............................................. C-1 MAINTENANCE TRAINING UNIT (MTU) NUMBERS........................ D-1 CeTARS CHANGE FORM............................................. E-1 AMTCS MTL APPROVAL AUTHORITY................................... F-1 LEARNING DOMAINS, LEVELS, and ACTION VERBS..................... G-1 ACE PROGRAM OF INSTRUCTION (POI) SUBMISSION FORM............... H-1

LIST OF FIGURES Figure Page

FORWARD - FIGURE 1 INSTRUCTIONAL SYSTEMS DEVELOPMENT PROCESS................. v 1-1 1-2 1-3 3A-1 3C-1 3C-1 3C-3 4A-1 4C-1 4C-2 4C-3 4C-4 4C-5 4C-6 4C-7 4C-8 4D-1 4D-2 4D-3 4D-4 4D-5 4D-6 4D-7 5-1 5-2 6A-1 6A-2 6A-2 6A-3 6A-4 PLANNED COURSE DATA SHEET........................................... 1-14 TRAINING PROJECT PLAN (TPP) WORKSHEET............................... 1-15 TRAINING PROJECT PLAN (TPP) ROUTING FLOWCHART....................... 1-19 LEARNING OBJECTIVE ANALYSIS WORKSHEET..............................3A-11 TEST DESIGN SUMMARY SHEET -1 .......................................3C-7 TEST DESIGN SUMMARY SHEET -2........................................3C-8 LEARNING LEVEL TO TEST ITEM COMPARISON.............................3C-12 LESSON PLAN OUTLINING FORMAT........................................4A-6 IMI AID LOCATION/ACQUISITION........................................4C-4 IMI REFERENCE NUMBERS...............................................4C-5 IMI MODULE REFERENCE NUMBERS........................................4C-6 CBT TRACKING NUMBERS................................................4C-7 ILE CATALOG CODES...................................................4C-7 MEDIA FILE NAMES....................................................4C-9 MEDIA FILE LOCATIONS 1 and 2.......................................4C-10 ELECTRONIC IMI CROSS-REFERENCE LIST................................4C-12 USER ACTIVITY REVIEW STATEMENT......................................4D-4 PRE-PILOT CONFERENCE MINUTES RESULTS................................4D-5 INSTRUCTOR FEEDBACK FORM............................................4D-6 STUDENT BACKGROUND DATA SHEET.......................................4D-7 COURSE MONITORING OUTLINE SHEET.....................................4D-8 TRAINEE FEEDBACK FORM..............................................4D-13 COURSE MONITORING TIME LOG.........................................4D-15 FINAL PACKAGE APPROVAL CHECKLIST.....................................5-2 TRAININGCOURSE CONTROL DOCUMENT (TCCD) PROCESS.......................5-11 FCR INTERNAL REVIEW RECORD (PARTS 1-9).............................. 6A-5 FCR EXTERNAL REVIEW RECORD - SECTION 1 (Graduate).................. 6A-16 FCR EXTERNAL REVIEW RECORD - SECTION 2 (Supervisor)................ 6A-17 FCR SAFETY REVIEW RECORD........................................... 6A-18 FCR PROCESS........................................................ 6A-21 ii

FOREWORD This manual and the accompanying Sample Package have been prepared with guidance from the following references: (a) NAVEDTRA 130 (b) NAVEDTRA 135 (c) MIL-PRF-29612-B, Performance Specification, Training Data Products and Data Item Descriptions (DID) (d) OPNAVINST 1540.2F, Naval Aviation Technical Training Program Administration and Operation (e) OPNAVINST 5100.23F, Navy Occupational Safety and Health Program Manual (f) OPNAVINST 1510.10B, Corporate Enterprise Training Activity Resource Systems (CeTARS), Catalog of Navy Training Courses and Student reporting Requirements (g) NETCINST 5100.1, Occupational Safety and Health, Training Safety and Firefighting Training Certification Programs (h) CNATTINST 4440.1, Equipment Requirement List (ERL) and Equipment Shortage List (ESL) Development and Processing Procedures (i) NAVMED P-117, Manual for the Medical Department (j) SECNAVINST 5510.36, Department of the Navy (DON) Information Security Program (ISP) Regulation (k) MPT&ECIOSWIT-ILE-HDBK-1A, Navy ILE Content Developer Handbook (l) CNATTINST 1543.1A, Training Deficiency Reporting Management System (TDRMS) (m) CNETINST 3040.1A, Technical Training Equipment and Training Device Casualty Report (CASREP) (n) NETCINST 1540.1, Impaired Training and Education Report (ITER) (o) CNATTINST 5600.1P, Procedures for Procurement, Control and Review of Technical Publications 1. PURPOSE. To identify assigned responsibilities and provide required standards, definitions and procedures for planning, analyzing, designing, developing, implementing, and evaluating CNATT training materials and associated software. 2. DISCUSSION. References (a) through (o) provide guidance applicable to the development, revision, implementation, control and management of aviation training programs. References (a) and (b) outline the procedures for the planning, analysis, design, development, implementation and evaluation of Navy technical training courses. Reference (c) is the Department of Defense document designed for use when contracting for course development and training. Procedures presented in this document follow the Authoring Instructional Materials (AIM II) curriculum development tool. This manual, in concert with the Authoring Instructional Materials (AIM) II Sample Package and embedded Users Manual, identifies CNATT curriculum development requirements. The information provided in the AIM II Sample Package is for example purposes only and is provided to illustrate key points. Sites shall develop courses using the latest version of the AIM II software program. Contact the CNATT AIM Representative for information concerning AIM II updates. Contact your local NMCI administrator for initial installation of AIM II software. During development, any issues with the AIM II software program or recommendations for improvement should be submitted to CNATT using the AIM II Change Request Form found in Appendix A. Note: Courses currently taught, or in development, will be converted to AIM II during the next course revision. iii

3. INSTRUCTIONAL SYSTEMS DEVELOPMENT (ISD). Procedures for developing training materials using the Task Based Curriculum Development Method are divided into six interrelated phases - Plan, Analyze, Design, Develop, Implement and Evaluate (Figure 1). This document does not cover requirements for development of Integrated Learning Environment (ILE) materials, but describes the ISD process, which can be useful in developing all types of training media. a. Plan Phase. Identifies resource requirements and the sequence of events in the development process. b. Analyze Phase. Produces the job tasks, training tasks, task sequence, level of performance and the skills and knowledge, which must be taught. c. Design Phase. Produces the course learning objectives and an instructional sequence. d. Develop Phase. Produces the curricula and instructional materials for the instructor and the trainee. To help the developer ensure all required documents have been created, a quick reference document matrix is included in Appendix B. e. Implement Phase. Curriculum Control Authority (CCA) approves a course for use and authorizes the course to be taught. f. Evaluate Phase. Consists of analysis and revision of training materials based on assessment of the training materials, inputs from other training authorities and performance of course graduates.

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Figure 1

INSTRUCTIONAL SYSTEMS DEVELOPMENT PROCESS

4. MOBILE TRAINING TEAMS (MTT). Training provided at the requesting activity's site. Since CNATT courses are normally developed around trainers/equipment that cannot be easily transported from location to location, it is CNATT policy that Mobile Training will be provided only with the approval of the CNATT Commanding Officer. Funding for MTTs is usually provided by the requesting activity. 5. RESPONSIBILITIES. The guidelines and standards for CNATT course development, revision, implementation, control and management of aviation training programs are established as follows: a. Commanding Officers (COs) and Officers in Charge (OICs) for CNATT Units, Detachments, and Sites, shall: (1) Ensure the quality and completeness of the training materials and associated software for all courses under their cognizance. (2) Ensure that all courses use the full capabilities of the available trainers and/or equipment for hands-on training, i.e., troubleshooting techniques, etc. (3) Maintain an up-to-date Course Master Record (CMR) for each course assigned as Course Curriculum Model Manager (CCMM). (4) Establish and maintain liaison with local user activities and other teaching sites. (5) Develop and submit for approval new/revised courses in a timely manner. (6) Establish an audit trail for external review of courses. (7) Advise local user activities on procedures for identifying training requirements per reference (d). (8) Initiate action for cancellation and/or discontinuance of courses. (9) Ensure first aid and/or cardiopulmonary resuscitation (CPR), as required by reference (e), chapter 6, is provided to personnel who require it due to the nature of their work. Initial training is completed in accordance with American Red Cross or American Heart Association CPR training and certification standards. Maintain proper documentation of training. (10) Maintain each instructor's technical expertise within an MTU by means of an instructor cross-training program. (11) Ensure Training Quality Indicator (TQI) Executive Summary Reports are submitted quarterly. b. Field Training Specialist (FTS). The FTS is responsible to the CO/OINC on all curriculum and instructional design matters. The FTS is the resident authority concerning curriculum development and will be consulted in all matters requiring clarification/interpretation of this instruction. The FTS shall be consulted before making changes or revisions to course materials. The FTS shall:

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(1) Serve as the resident expert on the content of this document and the documents referenced within. (2) Advise on training, curriculum development, and training related issues. (3) Provide professional guidance to Unit/Detachment personnel in: training methodology; curriculum development and revision procedures; organization, development, preparation, revision, and approval of training related course documents. (4) Provide training and guidance to staff personnel on the ISD process and curriculum related issues. (5) Liaise with CNATT (N7) on all curriculum matters. Review and forward course documents to CNATT (N7) for approval. Review Lesson Plans, Trainee Guides, Tests and all other instructional materials. (6) Liaise with user activities to obtain feedback on provided training. (7) Working with the Curriculum Manager and appropriate Integrated Product Team (IPT) leads from CNATT headquarters coordinate the review of contractor developed training materials within the applicable MTU. Ensure all local/contractor developed training materials, to include ILE products, are incorporated in this process and that all training materials have been reviewed, accepted, and approved by CNATT headquarters for use. (8) Provide guidance to staff personnel on the AMTCS Program. (9) Participate, as required, in training related conferences such as HPPRs. (10) Participate in site visits. c. Course Curriculum Model Manager (CCMM). CNATT will identify a CCMM for each course. The CCMM, in concert with the FTS, will coordinate the development, revision and maintenance of all curricula used in the course. The CCMM shall: (1) Submit new or revised courses to CNATT for approval. (2) Perform a Task Analysis for each new or revised course. (3) Assist the ISD Office in the preparation of course documents. (4) Coordinate Formal Course Reviews (FCR) with user activities and alternate MTUs. Ensure that courses are standardized, meet fleet requirements and are compatible with follow-on training. (5) Conduct course pilots for new or revised courses. (6) Maintain an up-to-date Course Master Record (CMR). (7) Ensure the quality, completeness and up-to-date status of lesson plans by reviewing technical publication changes, Navy Training System Plans (NTSP), Engineering Change Proposals (ECP) and course materials. vii

(8) Ensure all alternate teaching sites receive all course changes. (9) Conduct course and instructor evaluations. (10) Maintain a master set of all Visual Information (VI) materials for courses managed and ensure reproducible masters are not used in the classroom. (11) Consult with the FTS and ISD Specialist concerning changes or revisions to training materials. (12) Ensure all VI materials incorporated into existing courses are appropriate, accurate, and maintained in good condition. d. Instructional Systems Development (ISD) Specialist. Personnel assigned as ISD Specialists reside in the CNATTU/CNATTMARU/CNATTDET, not in individual Maintenance Training Units (MTU). It is highly recommended that ISD personnel have prior instructor experience. The ISD Specialist is responsible for the development and revision of curriculum materials. The ISD Specialist will provide training materials to the FTS for approval and submission to CNATT (N7). Guidance in all aspects of instructional systems development will be provided by the FTS. The ISD Specialist will be involved throughout the curriculum development process and shall: (1) Meet periodically with Subject Matter Experts (SME) and the Course Curriculum Model Manager (CCMM) to ensure there is complete understanding of the tasks to be accomplished. (2) Provide draft training materials to the SME for technical review. Make corrections and updates, as required, to ensure quality training materials. (3) Establish a Plan of Action and Milestones (POA&M), with the FTS, for new or revised course development efforts. e. Instructors. Each instructor serves as a Subject Matter Expert (SME), providing assistance to the ISD Specialist in the preparation and upkeep of all course materials. Instructors shall: (1) Monitor assigned courses to ensure they reflect the latest information, including compliance with the latest changes and directives, such as safety messages, bulletins and technical publication changes. Report deficiencies to the FTS. (2) Keep abreast of all aspects of teaching assignments, both technically (including training technology) and professionally. (3) Provide SMEs, as directed, for conferences and meetings. (4) Refer all questions/requests for interpretation of this publication to the FTS. f. Unit/Detachment Aviation Maintenance Training Continuum System (AMTCS) Coordinators shall be: (1) Designated in writing by the CNATTU/CNATTMARU/CNATTDET CO/OIC as a direct extension of CNATT (N7) on all AMTCS efforts. viii

(2) The Unit/Detachment central point of contact in all matters relating to AMTCS Materials. (3) Responsible, in concert with the FTS, for ensuring all local/contractor developed materials have been reviewed and subsequently approved by headquarters for use in CNATT courses. (4) Responsible for ensuring all change requests are forwarded via the FTS to the cognizant CNATT (N7) Curriculum Manager. (5) Responsible for interfacing with alternate teaching site coordinator(s) in all ILE matters affecting assigned courses. 6. ACTION. This publication and the associated Sample Package will be used as the primary guidance and direction for all CNATT courses. This guidance applies to new or revised in-house or contractor developed curriculum documents for legacy, blended, or IMI styled courses. The appropriate CNATT (N7) Curriculum Manager will answer any issues that cannot be resolved at the local level. 7. GLOSSARY OF TERMS. A glossary of terms is located in Appendix C.

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TABLE OF CONTENTS CHAPTER 1 Paragraph PLAN PHASE Page

Section 1-1 - ESTABLISHING NEW OR REVISING EXISTING COURSES................1-2 Section 1-2 - COURSE IDENTIFICATION NUMBER (CIN)...........................1-2 Section 1-3 - COURSE LONG TITLE............................................1-4 Section 1-4 - COURSE SHORT TITLE...........................................1-4 Section 1-5 - COURSE DEVELOPMENT...........................................1-5 Section 1-6 TRAINING PROJECT PLAN (TPP)..................................1-5 Section 1-7 - TPP ROUTING PROCEDURES...................................... 1-11 Section 1-8 - DELETION AND DISCONTINUANCE TPP PROCESS..................... 1-13 Figure 1-1 1-2 1-3 PLANNED COURSE DATA SHEET ........................................... 1-14 TRAINING PROJECT PLAN (TPP) WORKSHEET ............................... 1-15 TRAINING PROJECT PLAN (TPP) ROUTING FLOWCHART ....................... 1-19

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CHAPTER 1 PLAN PHASE 1-1. ESTABLISHING NEW OR REVISING EXISTING COURSES. Most courses, whether new or revised, are developed whenever a specific training requirement is identified. Commander, Naval Air Systems Command (COMNAVAIRSYSCOM) will normally procure a training package to support a new weapon system or associated equipment. Requests for new or revised courses, including those procured through the COMNAVAIRSYSCOM/CNATT contract training process, must be submitted as a Training Project Plan (TPP) based on a validated Fleet requirement or tasking from: a. b. c. d. e. Chief of Naval Operations Navy Training System Plans (NTSP) Human Performance Requirements Reviews (HPRR) Integrated Logistics Support Management Team (ILSMT) Meetings Weapons Systems Planning Documents (WSPD)

Courses are assigned to a Maintenance Training Unit (MTU), such as a CNATTU/CNATTMARU/CNATTDET. The Teaching site is responsible for specific weapon system and/or rate training, following the direction of the assigned Course Curriculum Model Manager (CCMM). MTUs are listed in Appendix D. 1-2. COURSE IDENTIFICATION NUMBER (CIN). Upon receipt of tasking to develop a new course, CNATT (N5) shall validate the training requirement and forward to CNATT (N7) and (N9) to determine the best delivery method. The CNATT (N7) Curriculum Manager will: initiate a Planned Course Data Sheet (Figure 1-1); coordinate with CNATT (N5) to assign a CIN and a Course Data Processing (CDP) code and enter appropriate data into the Corporate Enterprise and Training Activity Resource System (CETARS) per reference (f); send a copy of the Planned Course Data Sheet to the CCMM. An example of a CIN is C-646-3676. The CIN is comprised of the following elements: a. Letters. Functional Commander Codes A, C, J, K, P and V are assigned to NETC. Refer to the CeTARS Help Menu, Valid Values, for a list of codes. b. Occupational Grouping (maximum three alphanumeric characters) (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) C-050 C-1 C-10 C-100 C-102 C-103 C-104 C-11 C-111 C-112 C-12 C-121 C-122 C-13 C-130 C-15 C-150 C-16 Air Crew, General Electronic Equipment Repairman Radio/Radar Radio/Radar, General Navigation, Communication and Countermeasure Air Traffic Control Radar Surveillance/Target Acquisition and Tracking Radar Fire Control Electronic Systems (NON-MISSILE) Bomb-Navigation Airborne Fire Control Missile Guidance Control and Checkout Missile Guidance and Control Missile Checkout Equipment/Test Equipment/Calibration Sonar Equipment Sonar, General ADP Computers ADP Computers, General Teletype and Cryptographic Equipment

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(19) (20) (21) (22) (23) (24) (25) (26) (27) (28) (29) (30) (31) (32) (33) (34) (35) (36) (37) (38) (39) (40) (41) (42) (43) (44) (45) (46) (47) (48) (49) (50) (51) (52) (53) (54) (55) (57) (58) (59) (60)

C-160 C-19 C-198 C-2 C-2A C-2C C-2D C-2E C-2G C-210 C-222 C-4D C-420 C-5 C-50 C-500 C-51 C-516 C-55 C-551 C-555 C-6 C-60 C-600 C-601 C-602 C-603 C-604 C-64 C-646 C-670 C-69 C-690 C-750 C-8B C-821 C-822 J-495 K-860 M-232 Q-4E

Teletype and Cryptographic Equipment, General Other Electronic Equipment Electronic Instruments Tactical Operations Officer Fixed Wing Fighter and Bomber Pilots Helicopter Pilots Aircrew Mission Commander Air Department Officer Sonar Operator General Air Traffic Control Aviation Maintenance and Allied Weather, General Administrative Specialists and Clerks Personnel Personnel, General Administration Aviation Maintenance Records and Reports Supply and Logistics Supply Administration Aviation Maintenance Records and Reports Electrical/Mechanical Equipment Repairman Aircraft Aircraft, General Aircraft Engines Aircraft Accessories Aircraft Structures Aircraft Launch Equipment Armament and Munitions Aviation Ordnance Precision Equipment, General Other Mechanical and Electrical Equipment Other Mechanical and Electrical Equipment, General Cryogenics Equipment Supply Missile Fuel and Petroleum Warehousing and Equipment Handling Firefighting and Damage Control Forward Area Equipment Support, General Analysis Ordnance

c. Last four digits are sequence numbers assigned to systems as follows:

0036-0037 0640-0650 3000-3009 3010-3100 3103-3125 3126-3175 3176-3200 3201-3210 3211-3340 3341-3350 3351-3375 3406-3415 3416-3440 MQ-8B Remote Piloted Vehicle Unassigned Common Avionics/Calibration Ordnance Engines Fundamentals Maintenance Administration ASE/GSE H-1N AH-1T/W-TOW H-60 H-46 3441-3455 3471-3490 3491-3500 3501-3520 3571-3610 3626-3675 3701-3715 3741-3760 3866-3875 3886-3895 3940-3999 TBD TBD H-53 E-2 C-2 KC-130/E-6 P-3C V-22 CAL EA-6B F/A-18 AV-8B EA-6B EA-18G F-35 JSF

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Note: Legacy courses may contain numbers outside the parameters of this list, but will not be changed to conform to this list. Use this list for new development only. Courses that became Initial and Career courses were assigned numbers from 9000 to 9999, i.e., C-102-3740 became C-102-9740. d. When a group of sequence numbers has been exhausted, a new group beginning with 4XXX vice 3XXX will be used. e. When a course is revised, an alpha character starting with "A" for the first revision, "B" for the second revision, etc., will follow the CIN, i.e., C-102-4784A. 1-3. COURSE LONG TITLE. Developed and assigned by CNATT (N7) when a new training requirement is identified and validated. The course long title must be descriptive and follow a pattern of standardization. Do not use, for example, H-3 when the system taught is the SH-3D. Also avoid using titles such as Pilots Fam, AD Course, PHASE I Course, etc. Do not use abbreviations. The Long Title must not be longer than 100 characters. a. Familiarization Course. The description for this course will begin with the weapon system identification. Familiarization course titles normally include the classification type of trainee in parentheses. Examples include: (1) H-1E Aircraft Familiarization Course (Pilot) (2) F/A-18C/D Systems Familiarization Course (Enlisted) b. Organizational Maintenance Course. The description for this course will begin with the appropriate weapon system identification. If specific equipment is taught in the course, the equipment identification will be listed following the weapon system. If the course is Initial or Career, the word "Initial" or "Career will appear in parentheses before "Organizational" in the title. Some examples are: (1) F/A-18E/F Avionics System (Career) Organizational Maintenance Course. (2) F-18 Avionics Systems (Initial) Organizational Maintenance Course. c. Intermediate Maintenance Course. The description for this course will begin with the specific equipment if only one end item is taught; otherwise, a specific family of equipment will be utilized. The weapon system will not be identified in the title. Examples include: (1) 490T-1 Antenna Coupler Intermediate Maintenance Course. (2) AN/ASA-32 Automatic Flight Control System Intermediate Maintenance Course. 1-4. COURSE SHORT TITLE. The description will be an abbreviated alphanumeric title of the course within a space constraint of 16 characters. Limit symbols to hyphens and slashes (-/). Do not use unnecessary letters or blank spaces, i.e., use SPS-48 instead of AN/SPS-48 or FA-18 instead of F/A18. If this is an initial or career course, the last character will be an I or C.

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1-5. COURSE DEVELOPMENT. This section contains the procedures for developing the initial component of the course, the Training Project Plan (TPP). The information presented in the rest of this instruction is intended to provide guidelines that will aid instructors and supervisors in the development of new courses and in the revision of existing courses. These guidelines are consistent with the systems approach to Instructional Systems Design (ISD) procedures outlined in references (a) and (b). 1-6. TRAINING PROJECT PLAN (TPP). The TPP describes all training and training support elements required to train personnel to operate and maintain systems or equipment, or to perform tasks and functions. It is the initial planning document produced when creating, revising or deleting a course of instruction. A TPP is required whenever changes are made to the course mission statement or terminal objective(s), when changes result in modifications to resources, facilities, or time to train, or when a course is cancelled. The TPP includes a Plan of Action and Milestones (POA&M) and describes all the factors necessary to successfully prepare and meet a training requirement through the optimum use of personnel, hardware, and funds in accordance with reference (a). The CCMM shall submit the TPP electronically, with a cover letter, to CNATT (N1) Admin for routing. a. PLAN OF ACTION AND MILESTONES (POA&M). Upon receipt of tasking to develop a new course or revise an existing course, based on a validated requirement, a POA&M meeting will be held by the CCMM. Recommended attendees are listed below. Prior to this meeting, the CNATT (N7) Curriculum Manager will submit a Planned Course Data Sheet (Figure 1-1). When required, a new CIN number will be assigned by CNATT using the X-XXX-XXXX format. (1) Recommended Attendees: (a) (b) (c) (d) (e) (f) (g) (h) (i) Course developer, a Subject Matter Expert (SME) ISD Specialist Lead Instructor MTU CCMM/Course Supervisor FTS (Chair) Supply Representative (if applicable) AMTCS coordinator (if applicable) Technical Librarian (if applicable) OINC/Division Officer (optional)

(2) Directives. During this meeting, the attendees will be apprised of the requirements of reference (a), this instruction, and other applicable directives concerning format and the procedures for developing and/or revising and implementing the course. (3) TPP Worksheet. The TPP worksheet (Figure 1-2) will be reproduced for all attendees and discussed during the POA&M meeting. The chair will complete the master POA&M worksheet and forward electronically to the CNATT (N7) Curriculum Manager. CNATT (N7) will add the POA&M Worksheet to the Course Correspondence File on the shared drive. The POA&M Worksheet must include Training Project Plan and Course Pilot milestone start/completion dates. The TPP will be produced with information from this worksheet. (4) In-Progress Checks. Conducted by the ISD/FTS, following the POA&M worksheet, to ensure normal progress and timely submission of training plan components. A tickler file will be developed and maintained by the ISD

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Office for this purpose. Progress updates will be provided to the N7 Curriculum Manager as they occur. (5) ISD Material/Publications/Training. Will be made available to the individual(s) tasked to develop or revise the course. b. DEVELOPMENT OF A NEW OR REVISED TPP. Using AIM II, enter TPP data following the sample package format. The following information will be recorded: (1) The Cover Page will contain the following information: (a) Title - TRAINING PROJECT PLAN (b) Course Title - The course long title in CAPS. (c) CIN - The Course Identification Number in CAPS. (d) The title and address of the Curriculum Control Authority will be centered and read as follows: PREPARED FOR CENTER FOR NAVAL AVIATION TECHNICAL TRAINING 230 CHEVALIER FIELD AVE SUITE C PENSACOLA, FL 32508-5168 (e) The title and address of the Curriculum Control Model Manager will be centered and read as follows: PREPARED BY CENTER FOR NAVAL AVIATION TECHNICAL TRAINING UNIT JACKSONVILLE BUILDING 848 EAST NAS JACKSONVILLE, FL 32212-0060 (f) Date - The date (month and year) of preparation will appear at the bottom center of the page in CAPS. If the course is a revision, and the original course was produced in AIM, as Rev 0 Chg 0, the revision date will appear in parentheses below the original date. If the original was not produced in AIM, only the date of preparation of the revision will appear. (2) Table of Contents Page. The table of contents page will list the sections of the TPP with the page number on which each section and subsection begins. This page will be number 2. (3) Course Data (Sample Package TPP item A). (a) CIN - The same as shown on the cover page. the course is new, a revision, or a cancellation. Indicate whether

(b) Course Data Processing (CDP) NUMBER A CDP is four alphanumeric characters used to identify each teaching site authorized to teach a specific CIN. A list of all proposed teaching sites by CDP, location, and MTU number will be listed. The CCMM will be identified with an asterisk.

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(c) Type Training - A two-character code identifying the course of instruction as defined in Appendix (C) and reference (b), Chapter 1, Section 2, Types of Courses. (d) Work Center List the aircraft and/or work center that this course supports. State "None" if none is assigned or does not apply. (e) Purpose of Course - Identify the rating(s) attending the course, the purpose of the course and the knowledge/skills gained by the trainee upon completion of the course. (f) Occupational Classification/Prerequisites Identify the four digit Navy Enlisted Classification (NEC) Code, Military Occupational Specialty (MOS), or Naval Officer Billet Code (NOBC) recommended upon completion of the course. List any prerequisites to training, for example CPR, Laser safety, etc. If applicable, list the training track(s) to which this course is assigned. (g) Course Overview - An outline of the course listing the units of instruction. The course overview will not contain the course objectives. (h) Training site(s) Summary - State the current and proposed course length (in calendar days), class capacity (as constrained by equipment, manpower and facilities), number of class convenings, average on board (AOB), and student throughput for each site. The AOB is determined by multiplying the course length in calendar days by student throughput (number of student per year) divided by 365. The student throughput should be consistent with CeTARS. List course classroom, laboratory, and practical application hours. Hours include bottleneck periods. (4) Justification (Sample Package TPP item B). (a) Reference Identify the specific source document tasking course development or revision: CNO tasking letter, HPRR action item, NTSP or written request of a user activity. (b) Reason/Source of Information The justification statement will begin with, "This course development or revision is being undertaken in response to...etc." Summarize the tasking. (If this is a course consolidation, identify each course by CIN). (c) Summary of Differences List course differences resulting from the change/revision. (d) Impact if not approved - A statement of the impact on Fleet requirements/capabilities if the project is not undertaken. (5) Safety Risks and Hazardous Materials (Sample Package TPP item C). (a) Safety Risks/Risk Management Per reference (g), CNATT activities will conduct a Total Risk Assessment and Control System (TRACS) (https://www2.cnap.navy.mil/navytracs/Default2.asp) for all training courses as they are developed or revised. The results of the risk analysis shall determine the level of risk. Courses with risk assessments of 1 or 2, prior to implementation of controls, will be considered high-risk courses. Highrisk courses will place special emphasis on strict compliance of published safety precautions and ensure all personnel have a comprehensive knowledge of

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emergency procedures. For those courses with a risk assessment of 3 or above prior to implementation of controls, state Not a high-risk course. (b) Hazardous Materials List all hazardous materials the trainees will use or to which they will be exposed, during training, by nomenclature and specification. If no hazardous materials are used in the course, state, Hazardous Materials are not used in this course. (6) Curriculum Development Method (Sample Package TPP item D). (a) Item 1 Populated automatically by AIM with: The following documents will be developed in support of this course. (b) Item 2 Indicate which documents will be developed by placing an (X) next to the item. (c) Item 3 Identify the primary mode(s) of instruction. (7) Resource Requirements (Sample Package TPP item E). (a) Manpower - List, by site, the manpower required to teach the course for a five-year plan and any resource requirements. Identify resources that require CNO or NETC/NPDC funding separately. The requirements will be based on CeTARS. CNATT (N8) will review and validate the manpower requirements. 1. Determine Billets required This is the number of billets needed to teach a class. This can usually be determined by analyzing a draft master schedule. State the minimum number of billets needed to teach a course per instructor computation computed from the draft master schedule. Include the following: a. Billets Authorized - If the TPP is for a new course, the billets authorized will normally be zero. If the TPP is for a revised course, then the number of billets approved in the current Activity Manpower Document (AMD) will be the authorized number. b. Billets Compensated - If the billet(s) required can be satisfied by re-purposing billets previously authorized in support of the number available, it will be listed here as compensation. An explanation of where the billets were obtained must be provided. c. Billets Available List excess billets in the case of deleted or discontinued courses. However, this number will probably be zero if there is cross utilization of instructors. d. Delta - The mathematical difference between Billets Required and the total of Billets Authorized, Compensated and Available, reflected as a + (positive) or - (negative) number. A positive number indicates excess instructors and a negative number indicates additional instructors are required. (b) Funding Contact CNATT Resource Management (N8) for assistance in completing funding elements. 1. Program Element is an eight character numeric/alpha code used to identify the program area from which resources will be obtained. See below:

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0804731N General Skills Training 0804742N Undergrad Navigator/NFO Training (NASC) 2. Activity Group (AG) is a two character code used to identify budget function or segments. Sub-Activity Group (SAG) is a two character code used to further breakdown the AG to a more specific area to which resources are assigned. The Old AG/Old SAG is the previous break downs of the AG/SAG. For CNATT Domain, these codes are as follows: AG/SAG/Old AG/OSAG 3B/1K/K2/BC Communications AG/SAG/Old AG/OSAG 3B/1K/K2/BH Boat Overhaul AG/SAG/Old AG/OSAG 3B/1K/K2/KJ Initial Apprentice AG/SAG/Old AG/OSAG 3B/1K/K2/KK Gen Skill Progression Trng AG/SAG/Old AG/OSAG 3B/1K/M6/MK Specialized Skill COMS AG/SAG/Old AG/OSAG 3B/1K/M6/SO SOMS AG/SAG/Old AG/OSAG 3B/1K/K2/UL Specialized Skill Fuel AG/SAG/Old AG/OSAG 3B/2K/K2/LL NASC Flight Trng 3. Appropriation An account category that identifies the purpose for which resources have been authorized. Usually Operations and Maintenance, Navy (O&M,N). 4. at OPNAV. 5. Object Class Code A seven position code used to describe the purpose for which funding will be utilized. See below. 308-21.01.00 401-26.01 VR 507-31.01 RF 635-25.33 EO 914-23.31 00 920-26.01 00 921-24.01 00 922-25.71 00 925-31.01 UZ 987-25.31 00 989-25.21 00 Travel of Persons MOGAS Unleaded Regular GSA Managed Equipment NAV PWC Other EC Purchase Communications Supplies & Material Print & Reproduction Equip Maintenance Contracts Equipment Purchase Other Intra-service Purchases Other Contracts Resource Sponsor The Department Code of the Fund Sponsor

(c) Facilities Identify, by site, the requirements for Military Construction (MILCON) projects, requirements for modification or rehabilitation of current facilities, or state that no problems exist with the present facilities. If applicable, provide the MILCON project number and the estimated cost of the project. (d) Resource Requirements List - Include any of the following categories appropriate to the course being developed/revised.

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1. Publications - List all references such as DOD directives, military technical publications, and COMNAVAIRSYSCOM manuals alphanumerically by number, type, and title. For commercial publications, provide the author, title, publisher, date and ISBN. Provide the total quantity required for each teaching site including the technical library. Do not consider class overloads. 2. Visual Information (VI) Equipment - Materials Required to Conduct Training may include the following; each is listed separately in AIM II: - IMI -Interactive Multimedia Instruction List all IMI required to support the instruction, either directly (integrated into the curriculum) or indirectly (used for remediation). Computer-Aided Instruction Interactive Courseware Transparencies Films/Videos Wall Charts Slides Photographs

3. Training Materials - List the lesson plans, trainee guides, tests, etc., by type and quantity per class required for each teaching site. Quantities and costs should be estimated through course pilot, or until training activity funding support can be established. 4. Software List all software required.

5. Refurbished Equipment - List all equipment that needs to be replaced, updated, upgraded or modified, including publications, instructional media aids, training material, facilities, personnel, related end-item equipment, etc. required for conducting training. 6. Related End-Item Equipment Required to Conduct Training. This is the Equipment Requirements List (ERL) that will be prepared and provided by the CCMM per reference (h). Although AIM II will produce these items in the RRL, they must be created separately in a Microsoft Excel spreadsheet to support the CNATT N9 ERL/ESL software program. The ERL/ESL spreadsheet will be submitted with the TPP. An Equipment Shortage List (ESL) will also be prepared by the CCMM and all alternate teaching sites when equipment identified on the ERL is not on hand. An ESL for each teaching site will be submitted as a spreadsheet. If no shortages exist, each site will submit an ESL to the CCMM with the annotation, No Additional Resources Required. After the ERL is approved by CNATT N9, the CCMM will generate a text delimited file using CeTARS/ATEM and input into AIM II to create a complete RRL. ERL items are categorized in accordance with reference (h) (8) Compensation (Sample Package TPP item F) - List manpower and/or funding compensation, the source of the compensation, and any shortfalls, if known. (9) Milestones (Sample Package TPP item G) Provide the start date and completion dates for all required course documents as outlined in Appendix C, Document Requirements Matrix.

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(10) Additional Tasking. Although not specifically part of a Training Project Plan, the CCMM will submit the following draft documents with a Revision TPP: (a) Draft Course Master Schedule (See Chapter 3B TCCD). Enter CMS into CERS as version 100. Ensure the effective date matches the planned implementation date. (b) Draft Master Schedule Summary Sheet (See Chapter 3B TCCD). (c) Draft Instructor Computation forms from each teaching site. 1-7. TPP ROUTING PROCEDURES. All TPPs will be routed in accordance with Figure 1-3, TPP Routing Flowchart and the procedures outlined in this section. a. The CCMM will:

(1) E-mail the proposed TPP, with ERL package, to each alternate teaching site for evaluation. Direct alternate teaching sites to review and E-mail TPP inputs to the CCMM within 10 working days, including the following information: (a) Any equipment refurbishment required. (b) Required facility construction, modification or rehabilitation. (c) An instructor computation sheet, indicating instructor manning. (d) Any additional recommendations, as applicable. (2) Incorporate the alternate's inputs. Note: CNATT (N7) will resolve any disagreements in curriculum matters between the CCMM and alternate teaching sites. (3) Verify TPP data accuracy and completeness. (4) E-mail the TPP package with a cover letter to CNATT Admin (N1). Include an ERL/ESL spreadsheet IAW ref (h). b. CNATT responsibilities:

(1) Administration Directorate (N1): Receive, log and post TPP package to the shared drive, and notify the Training Directorate (N7). (2) Training Directorate will log and notify the Functional Integration Directorate (FID) (N5). (3) Functional Integration Directorate (N5) - (10 day review cycle) (a) Validate training requirement to include: 1 Concurrence of Commander Naval Air Forces (CNAF) 2 Concurrence of Commander Naval Air Force Reserve (CNAFR)

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3 4 5 6 within CeTARS

Concurrence of Foreign Military Sales (FMS) Reconcile impact on assigned quotas within CeTARS Reconcile impact on NEC/MOS if applicable with TYCOM, NPC Reconcile impact on applicable training track (pipeline)

(b) If it is determined that a requirement is not valid, CNATT (N5) will notify N7 Admin and the Curriculum Manager. The Curriculum Manager will send a disapproval letter. (c) If the requirement is valid, N5 will notify Training Directorate N7. (4) Training Directorate (N7). (a) Inform appropriate IPT Leads of the training requirement. Distribute TPP tasking to the Curriculum Manager (N7), Manpower and Funding (N8), and applicable Logistics Manager (N9), via e-mail, with due dates for review/processing. The review process will occur concurrently across directorates. Use the TPP tracking spreadsheet to provide progress updates to all N7 Curriculum Managers. Maximum review time, across directorates is 45 days. (b) After N7, N8, and N9 representatives have reviewed the TPP package for accuracy and completeness, mark the task complete when notified by the reviewing directorate. (5) Technical Support Directorate (N9): (a) Validate ERL/ESL and enter into the ERL/ESL Database Program. (b) Coordinate with (N8) for additional resources if required. (c) Update electronic copy of the TPP and send an E-mail notification of completed ERL/ESL to appropriate (N7) Curriculum Manager and update Training Directorate (N7) Tracker by marking task complete. (6) Resource Management Directorate (N8): (a) Review for unfunded requirements. (b) Review for manpower billet requirements. (c) Send an e-mail notification of any required changes and/or corrections to (N7) Curriculum Manager and update (N7) TD by marking task complete. (7) Training Directorate (N7) Curriculum Manager: (a) Review TPP and incorporate N8 and N9 corrections and any additional changes. (b) Draft TPP approval letter. (c) Send draft letter to CNATT (N7) for approval and forwarding to CNATT Admin (N1) to prepare final. N1 will route final to all

1-12

Directorates, XO and CO for review and approval, respectively. to N1, the approved TPP will be distributed.

Upon return

(d) When approval or disapproval letter is signed, N1 will ensure that copies to and blind copies are provided to all codes/commands/units identified by N7. N1 will also provide a copy to the N7 Curriculum Manager. 1. If approved, move the final TPP and the approval letter to the course shared drive Active Curriculum Folder (ACT_CURR) and delete the TPP working copy on the shared drive Admin Incoming Folder. 2. If disapproved, delete the TPP working copy from the shared drive Admin Incoming Folder and place the disapproval letter in the course Shared drive Active Curriculum Folder (ACT_CURR). 1-8. DISCONTINUANCE AND DELETION TPP PROCESS.

a. Discontinuance TPP Upon validation of the requirement to discontinue a course at one or more, but not all teaching sites, the CCMM will submit a Discontinuance TPP, in accordance with the TPP routing process, and a CeTARS Change Form (Appendix E). Upon CNATT approval, the N7 Curriculum Manager will update ATEMS to reflect site discontinuance and submit the CeTARS Change Form and the CERS QA page to N5 to deactivate applicable CDP(s). If a deleted site is the CCMM, N7 will reassign CCMM duties to one of the remaining sites via official letter. b. Deletion TPP - Upon validation of the requirement to delete training at all sites, The CCMM will submit a Deletion TPP, in accordance with the TPP routing process, and a CeTARS Change Form (Appendix E) to delete a course from all teaching sites. Upon CNATT approval, the N7 Curriculum Manager will archive the curriculum in the shared drive Archived Curriculum Folder (ARC_CURR Folder), archive the course in the Aviation Training and Equipment Management (ATEM) program after trainers have been removed in ATEM by N95, forward e-mail to N7 ACE manager to remove the course in ACE and forward the CeTARS Change Form and CERS QA page to N5 for course deletion.

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FIGURE 1-1 Planned Course Data Sheet Include information for each teaching site CIN _______________________________________________________________________ Teaching Teaching Teaching Teaching site site site site __________________ __________________ __________________ __________________ CDP(S) CDP(S) CDP(S) CDP(S) ____________________ ____________________ ____________________ ____________________

Course Long Title _________________________________________________________ Course Short Title ________________________________________________________ Annual Throughput _____________ Max Class Size _______________ Max Number of Convenes ______________ Course Length in Instructional Hours________________________________ Theory/Class Hours _________Lab Hours __________ A/C Hours _________ Curriculum Classification _________ Student Classification _________ Type Course _______________ NEC/MOS Awarded ________________________ Eligible Student Ratings ___________________________________________ Course is: Standalone ______ In Training Track

Justification (HPRR, NTSP, etc)_____________________________________ Effective Date (pending activation date)____________________________ Ratios from TPP (if available) _____________________________________ Potential Student Throughput Per Shift Based On: 1 Shift: Equipment Availability_______ Space Constraints________ Personnel________ 2 Shifts: Equipment Availability_______ Space Constraints________ Personnel________ 3 Shifts: Equipment Availability_______ Space Constraints________ Personnel________ Remarks: _________________________________________________________________ __________________________________________________________________________ Originator/code/signature/date/telephone number ___________________________________________________ CeTARS Coordinator/signature/date data entered

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FIGURE 1-2 TRAINING PROJECT PLAN (TPP) WORKSHEET

DATE: _______________________ COURSE TITLE: ___________________________________________________________ COURSE IDENTIFICATION NUMBER (CIN): _____________________________________ TASKING/JUSTIFICATION: REQUIREMENTS A. ATTENDEES: 1. 2. 3. 4. 5. 6. 7. 8. 9. B. Course Developer(s): ISD Specialist: Lead Instructor: MTU CCMM/Course Supervisor: FTS: Supply Representative (If applicable): AMTCS Coordinator (If applicable): Technical Librarian (if applicable): OIC/Division Officer (Optional): _________________________________________________

NEW COURSE: 1. Is a contractor providing course development? ______________ If yes: a. b. c. d. Company name? When is factory training scheduled? Where will factory training be held? Have course deliverable documents been reviewed?__________

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C. REVISED COURSE: 1.

(Not required if item B is filled in)

Course overview:

2.

Change(s)

Reason for change(s)

3.

Is a contractor providing course revisions? a. Company name?

D.

RESOURCES: 1. Publications:

a. Are there any shortages of required publications or changes to existing publications? b. If yes, list the shortages and changes in space provided and include document numbers. Publication/Change No. Document No.

c.

What procedures have been taken to obtain shortages/changes?

2.

Equipment: a. b. If shortages exist, attach a copy of the ESL to this worksheet. Have proper agencies been notified?

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3.

Facilities: If existing facilities are inadequate, what modifications are

a. required?

b.

If new facilities are required, briefly describe them.

c. 4.

Have the responsible agencies been notified?

Manpower: a. Course Supervisor:

b. Anticipated availability of Course Developers/SMEs with planned leave, liberty and collateral duty time being considered. NAME NAME NAME NAME Rate Rate Rate Rate PRD PRD PRD PRD %AVAILABLE %AVAILABLE %AVAILABLE %AVAILABLE

c. If additional personnel are needed, what action has been taken to obtain them?

E.

COURSE INFORMATION: 1. 2. 3. Maximum class size: Planned number of trainees per year: Planned number of classes per year: _____________ _____________ _____________

4. Can the planned number of classes be conducted with existing manpower?

_____________

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5.

Course Length: a. b. c. d. e. Classroom Periods: Laboratory Periods: Aircraft Periods: Total Instructional Periods: Calendar Days:

CURRENT

PROPOSED

F.

MILESTONES: 1. 2. TPP (Start/Completion Dates): Course Pilot (Start/Completion Dates):

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Figure 1-3

TRAINING PROJECT PLAN (TPP) ROUTING FLOWCHART

1-19

TABLE OF CONTENTS CHAPTER 2 Paragraph ANALYZE PHASE Page

SECTION 2-1 - DESCRIPTION AND PURPOSE .................................... 2-2 SECTION 2-2 - JOB, DUTY, TASK DEFINED.................................... 2-2 SECTION 2-3 TRAINING TASK LIST (TTL) RESOURCES......................... 2-2 SECTION 2-4 SELECTING TASKS FOR TRAINING............................... 2-3 SECTION 2-5 - CTTL STATEMENTS............................................ 2-4 SECTION 2-6 - LEVEL OF TRAINING.......................................... 2-4 SECTION 2-7 - CTTL SAMPLE ACTION VERBS................................... 2-4 SECTION 2-8 - SAMPLE DUTY AND TASK STATEMENTS............................ 2-5 SECTION 2-9 - CTTL FORMAT................................................ 2-5

2-1

CHAPTER 2 ANALYZE PHASE 2-1. DESCRIPTION AND PURPOSE. The purpose of this phase is to determine what will be taught in the new or revised course. The analysis conducted during this phase will produce a Course Training Task List (CTTL). A CTTL is a list of duties and tasks to be trained in a course. Statements are written as close as possible to duties/tasks performed in the fleet. Duties and tasks are job related. They must support the course mission and be performed by the end of the course. CTTLs are used to develop learning objectives and instructional strategies. A CTTL will be submitted 30 days after TPP submission. 2-2. JOB, DUTY, TASK DEFINED. A JOB is comprised of duties and tasks. A DUTY: (1) is a major part of a job; a collection of duties makes up a job. (2) Occupies a major part of the work time. (3) Occurs often in the work cycle. (4) Must be observable and measurable. (5) Involves a group of closely related tasks. c. A TASK: (1) Is a major part of a duty; clusters of tasks make up a duty. (2) Is performed in a relatively short period of time (usually less than 8 hours). (3) Must be observable and measurable. Each task is an independent part of the job; it is independent of other tasks. Tasks are NOT components of a procedure. There cannot be one task under a duty that is identical to the duty, nor can there be only one task per duty. An example of an incorrect Duty and Task: (a) Duty: (b) Task: Maintain Arresting Gear Maintain Arresting Gear

a. b.

2-3. TRAINING TASK LIST (TTL) RESOURCES. TTL duties and tasks are extracted from many sources. Rarely will all the following sources of information be available, especially for new systems and programs; however, it is important to exhaust all possible sources of data when developing a CTTL. a. The Aviation Maintenance Training Continuum System (AMTCS) Software Module (ASM) provides the following:

2-2

(1) The Master Task List (MTL) - A list of tasks, by job, required to maintain a specific type/model/series aircraft. (2) Many platform MTLs are available through the Aviation Maintenance Training Continuum System (AMTCS) Software Module (ASM). The ASM provides the capability to produce Task Lists relating to weapons platforms, systems/sub-systems, and components. It is a validated database listing of all duties and tasks that make up all the jobs on a particular platform. For additional information on MTLs, visit the AMTCS website https://amtcs.kpt.nuwc.navy.mil/. For access to specific platform ASM MTLs, follow the directions listed on the website homepage for obtaining a user name and password from NUWC Keyport. MTL approval authorities are listed in Appendix F. b. Occupational Standards Naval Enlisted Classification (NEC) descriptions and Navy Officer Billet Classification (NOBC) list skills and knowledge and should be included on the documentation list. c. Military Standards - An established set of standards that must be achieved or exceeded. d. e. f. Technical manuals. Engineering drawings. 3M (Maintenance, Material, and Management) data.

g. Personnel Qualification Standards (PQS) PQS lists skills and knowledge appropriate to your needs. h. Job Task Analysis (JTA) data.

i. Front End Analysis Reports Skill and knowledge inventories are available for many Navy courses and ratings. j. Observations and job interviews. Personnel are observed and interviewed on the job. Skills and tasks required to complete the job are listed and may include task duration, frequency, working conditions, required tools, etc. 2-4. SELECTING TASKS FOR TRAINING.

a. After source data is gathered, it must be analyzed and reviewed to determine tasks for training. In order to select the proper tasks: (1) The job and its skill elements must be clearly understood. (2) The accuracy of analyzed data must be based on SME evaluation. b. Determine which tasks are critical and mission essential to justify training. c. Select the tasks that should be trained taking in to account constraints such as funding, time, personnel and equipment.

2-3

2-5.

CTTL STATEMENTS.

CTTL statements will:

a. b. c. d. e.

Support the Course Mission statement. Be short. Begin with a performance action VERB. End with an OBJECT. Be OBSERVABLE and MEASURABLE.

2-6. LEVEL OF TRAINING. Determine the level of training for each Duty/task. S indicates the duty/task will be taught at the skill or hands-on level and trainees will actually perform the duty/task in the schoolhouse. K indicates the duty/task will be taught to the knowledge level only. Remember you will write knowledge objectives to support the performance objective written for the S duty/task. AIM II will not automatically generate these supporting knowledge objectives. 2-7. CTTL SAMPLE ACTION VERBS. used. Actuate Adjust Administer Align Arm Brief Calculate Calibrate Certify Change Check Clean Compute Conduct Connect/Disconnect Construct Control Coordinate Design/layout This list is a sample of verbs that may be

Diagnose Document Don Download Enter Evaluate Fabricate Fill (in/out) Handle Implement Inspect Install Inventory Isolate Issue Load Lubricate Maintain Counsel

Monitor Observe Operate Pack Patch Prepare Prevent Record Remove/Replace Repair Service Solve Test Troubleshoot Tune/Analyze Use Utilize Verify Weigh

2-4

2-8.

SAMPLE DUTY AND TASK STATEMENTS. Good MAINTAIN aircraft utility systems INSPECT Common Ejection Seats K-Level S K

Unacceptable DESCRIBE aircraft utility Systems DESCRIBE Common Ejection Seats Sample statements:

Duty - 1.0 MAINTAIN EGRESS/EJECTION SEAT SYSTEMS Task - 1.1 RECOGNIZE Egress Systems Task - 1.2 MAINTAIN Egress Systems Task - 1.3 INSPECT Common Ejection Seats Task - 1.4 MAINTAIN Martin Baker SJU-5A/6A Ejection Seat

S K S K S

a. There is no need for task 1.1. Any knowledge enabling objectives could be written for any of the other tasks. Remember, knowledge objectives will be written for skill objectives. If inspecting the ejection seat is part of maintaining the seat, there is no need for task 1.3. b. Knowledge enabling objectives would be written for task 1.4. Also, it is best to avoid naming items in the task. For example, it would be better to say maintain ejection seats vice stating the specific Martin Baker SJU-5A/6A ejection seat, or maintain hydraulic pumps vice maintain a Vickers hydraulic pump. When equipment or numbers change, the task is still functional. The specific equipment can be named in the objective or lesson title. 2-9. CTTL FORMAT. Enter CTTL data into AIM II following the sample package format. For additional information on creating a CTTL in AIM II, refer to the AIM II Users Manual, Chapter 4, Course Training Task List Module. A CTTL will consist of the following: a. b. c. Heading Provides the Course title and CIN. Course Mission Statement Copied from TPP. Number A sequential listing of CTTL line items

d. Source Identifies documentation for a duty or task. The information may come from technical publications, technical manuals, instructions, etc. e. Duty/Task - Described above.

f. Level Identifies each duty/task as a knowledge (K) or skill (S) component.

2-5

TABLE OF CONTENTS

CHAPTER 3A Paragraph

DESIGN PHASE LEARNING OBJECTIVES Page

SECTION 3A-1 DESCRIPTION AND PURPOSE....................................3A-2 SECTION 3A-2 LEARNING OBJECTIVE DESCRIPTION AND PURPOSE.................3A-2 Section 3A-3 - CLASSIFICATION OF LEARNING OBJECTIVES .....................3A-2 SECTION 3A-4 - LEARNING OBJECTIVE DEVELOPMENT PROCESS.....................3A-3 SECTION 3A-5 - WRITING LOs DERIVED FROM A LEARNING HIERARCHY..............3A-5 SECTION 3A-6 - APPROPRIATE OBJECTIVES.....................................3A-8 SECTION 3A-7 - SEQUENCE OF LEARNING OBJECTIVES............................3A-9 SECTION 3A-8 - LEARNING OBJECTIVE FORMAT.................................3A-10 TABLE 3A-1 THREE PARTS OF A WELL-STATED LEARNING OBJECTIVE..............3A-5 TABLE 3A-2 WRITING THREE PARTS OF A LEARNING OBJECTIVE..................3A-6 TABLE 3A-3 STATEMENT OF TRAINING CONDITION(S)...........................3A-7 TABLE 3A-4 CRITERIA FOR STANDARDS IN OBJECTIVES.........................3A-7 TABLE 3A-5 FIVE TYPES OF STANDARDS FOR OBJECTIVES.......................3A-8 FIGURE 3A-1 - LEARNING OBJECTIVE ANALYSIS WORKSHEET.............................3A-11

3A-1

CHAPTER 3A DESIGN PHASE LEARNING OBJECTIVES 3A-1. DESCRIPTION AND PURPOSE. The Design Phase is the transition between job performance and course development and is based on the results/findings of the analysis phase. In the design phase, instructional designers develop Learning Objectives (LOs), a Curriculum Outline of Instruction (COI) and the TCCD, a testing strategy, and test item development. During the design phase, the instructional designer also determines the instructional strategies and selects the instructional methods and media. Formative evaluation activities continue in this phase with process and product evaluations. The quality of the process and products are of concern during the design phase and play a key role in determining the effectiveness and cost-efficiency of the training developed in the next phase of the process. This chapter has been divided into three sections: Learning Objective development, Training Course Control Document (TCCD) development, and Trainee Evaluation. 3A-2. LEARNING OBJECTIVE DESCRIPTION AND PURPOSE.

a. A critical segment of course development is the identification and design of Learning Objectives (LOs). All duties and tasks selected for training, as identified on the Course Training Task List (CTTL), will be developed into LOs. LOs describe exactly how the job and its duties, tasks and skills will be taught and performed in the course. Breaking down CTTL statements into individual components and their interrelationships is called a learning hierarchy. It is from a learning hierarchy that the LOs are developed. b. Since learning objectives are crucial to determining the delivery method of instruction, it is important to consider the learning domain and the learning level to which the objective must be taught to ensure mastery. Verb choice is also dependent on the domain and level. For a complete list of learning domains, learning levels, and action verbs, refer to Appendix G. Additional information on developing learning objectives can be found in reference (a). 3A-3. CLASSIFICATION OF LEARNING OBJECTIVES. be classified as either Terminal or Enabling. a. Terminal Objective (TO). All learning objectives will

(1) A Terminal Objective is developed from one or more duties listed in the CTTL. A TO is a learning objective that the trainee will accomplish by the end of the course. A TO is a specific statement of the performance expected from a trainee as the result of an experience, expressed in terms of the behavior to be exhibited, the condition(s) under which it is to be exhibited, and the standard to which it will be performed. TOs indicate the ability of a trainee to perform the tasks selected for training. (2) Do not confuse the Course Mission Statement with a TO. The primary difference is that the Course Mission Statement is descriptive of the course, not the trainee, while a TO relates to trainee behavior. b. Enabling Objective (EO).

(1) An Enabling Objective is a specific statement of the behavior to be exhibited, condition(s) under which it is to be exhibited, and the standard to which it will be performed. EOs directly support the achievement

3A-2

of a TO. Conditions and standards may be implied for EOs when they are stated in the TOs they support. 3A-4. LEARNING OBJECTIVE DEVELOPMENT PROCESS.

a. Assessing Target Population Entry Level. The course target population must be identified. A thorough study should be made of all available documentation that describes the target population. Such factors as rating, physical requirements, and the established Armed Services Vocational Aptitude Battery (ASVAB) test scores selection criteria should be examined. When an existing course is revised, the LOs of any prerequisite training must be reviewed. This is also true of a course being developed for inclusion in an established training pipeline. The entry-level skills of the target population should be documented to ensure that there are no problems in the transition from previous training to the course being developed. NEVER ASSUME the target population has been provided with all prerequisite knowledge or skills. Analyze, document, and verify all entry-level skills. b. Developing a Learning Hierarchy. A task may be part of a more complex task. The number of hierarchies and their complexity are determined by the tasks selected and the nature of the duties and jobs they reflect. Developing the hierarchy requires that the most complex task be broken down into subtasks until entry level skills of the target population is achieved. At the end of the process, the developer should be able to: (1) Identify all directives, manuals, publications, etc., which specify the steps. (2) Identify when the procedure is followed. (3) Identify how the procedure is begun and what initiates the first step in the procedure. (4) Identify all steps in sequence. (5) Identify when the procedure is stopped. (6) To construct a learning hierarchy, perform the following steps: (a) Group the tasks. Loosely group the tasks selected for training according to a major piece of equipment, system or skill to be performed. (b) Select the most complicated major tasks from the group. The most complicated tasks: 1. Involve a large part of the job time. 2. Require many subtasks and steps for its completion. 3. Tend to be one of the most difficult. (7) Divide all the major tasks into component sub-tasks. The developer, with the assistance of other SMEs, analyzes the performance components using a procedural, hierarchical, or combined approach. Identify: (a) Task decision points.

3A-3

(b) Tasks that must be performed from memory. (c) Job aids/checklists used in performing a task. (8) Determine if there are too many sub-tasks or steps. The developer will determine whether any of the following criteria applies to the sub-tasks or steps: (a) If any sub-task is a lower-level component of another subtask listed. (b) If any sub-task repeats another sub-task already listed. (c) If any sub-task is not necessary to accomplish the main task. (9) If it is determined that there are too many sub-tasks, proceed as follow: (a) Narrow the list to the minimum set of sub-tasks necessary to perform the task. Eliminate any overlapping sub-tasks, any sub-task that is part of another sub-task on the list and sub-tasks that are not essential for performance of the main task may narrow the list of sub-tasks. (b) Formative and summative evaluations will help to determine whether there are too few sub-tasks. If, after having learned all the subtasks, receiving simple instructions and some practice, the trainee is unable to perform the main task, then one or more of the sub-tasks has been omitted. These additional sub-tasks must be identified and added to the list. (10) Arrange the tasks in a hierarchy. Upon completion of the process described above for all tasks, arrange and rearrange the tasks until the proper training sequence is established. Make a permanent record of the results. Methods of sequencing objectives may include: (a) Job Performance Order This is the order in which the duties and tasks are performed on the job. For example, a gunner must learn to load, aim, and then fire a weapon. (b) Chronological order Tasks may be sequenced on the basis of the order in which events occur over time. For example, students may be taught about World War I, World War II, and then Korea. (c) Critical Sequence Ordered by criticality. For example, a First Aid course may address fatal injuries, disabling injuries, then minor injuries. (d) Simple to Complex Sequenced by increasing difficulty. (e) Comparative Sequence Familiar topics are covered before unfamiliar topics. (f) Dependent Relationships One or more LOs must be mastered before the next.

3A-4

(g) Supportive Relationship - The learning in one LO transfers knowledge to make mastery of the next LO easier. LOs are building blocks for one another. each other. (h) Independent Relationship - LOs are not linked or related to They can be sequenced and taught as desired.

Use one or more of these methods, sequence the LOs in the most logical teaching order. This should be considered a tentative order with the final order occurring after the course pilot. 3A-5. WRITING LOs DERIVED FROM A LEARNING HIERARCHY. After completing a hierarchy for tasks, task elements, and supporting knowledge and skills to be mastered by the trainee, the next step is to develop LOs. All LOs are written in behavioral terms to specify exactly what the trainee must be able to do after receiving instruction. All LOs contain three essential elements: a. A statement of the behavior, or performance, expected of the trainee as a result of the learning experience. Behaviors must be observable and measurable and each objective will contain only one behavior. b. The condition under which the behavior is to be exhibited.

c. The standard (criteria) to which the behavior will be performed or demonstrated. d. Tables 3A-1 and 3A-2 provide further guidance on constructing effective LOs. TABLE 3A-1 - THREE PARTS OF A WELL-STATED LEARNING OBJECTIVE PERFORMANCE/BEHAVIOR(S) (ACTION) Description of the action or behavior. What the trainee is expected to do. CONDITION(S) Description of the condition(s) of performance. What is presented to the trainee. STANDARD(S) A statement of the output or outcome of the performance and the standard(s) of performance.

3A-5

TABLE 3A-2 - WRITING THE THREE PARTS OF AN OBJECTIVE BEHAVIORS SPECIFY WHAT A TRAINEE DOES Characteristics: Observable Measurable Verifiable Reliable (not prone to varying interpretation) Environmental Conditions Special Instructions CONDITIONS SPECIFY WHAT A TRAINEE IS GIVEN Include: Technical References STANDARDS SPECIFY HOW WELL A TASK IS TO BE DONE (OUTPUT OR OUTCOME) Criteria for Standards: Completeness Accuracy Types of Standards: Standard Operating Procedure (SOP) No Error Time Requirements Qualitative Indices e. Properly stated LOs are the foundation for Instructional System Development. The following are benefits of properly stated learning objectives: (1) Establish clear-cut instructor and trainee goals. (2) Provide a firm basis for criterion-referenced tests. (3) Permit selection of the most suitable instructional strategy. f. An instructor cannot read the mind of trainees to see how well they understand. Only through some observable (overt) activity of the trainee can the extent of their knowledge or skill be measured. The behavior (performance) element of an LO should state specifically what the trainee is to do. g. Use action verbs to reduce ambiguity. Unless the trainee behavior is specified with an action verb, the trainee may do something other than intended. There are "good" verbs, but there are also "poor" verbs that do not accurately communicate desired trainee actions. The verbs selected to convey desired behavior should reflect actions that are observable, measurable, and verifiable. h. Ideally, the behavior described in the enabling objectives will be the same as required by the job (skill or knowledge to be identified as a TO). If the job behavior involves typing letters, the behavior should involve typing letters. On the other hand, some job behaviors cannot be duplicated in the training environment. This may be due to safety, economic, or other practical considerations. i. Properly prepared LOs state the conditions of trainee performance, and describe the important aspects of the performance environment. Statements of training condition(s) are shown in TABLE 3A-3. The following are questions to be asked as you develop LO conditions of trainee performance: (1) Have the trainees had prior experience or training? (2) What do the trainees have to work with?

3A-6

(3) Can they select their own tools? (4) Are the trainees allowed to use notes they have taken on the subject? (5) Are technical publications, job aids, or checklists available as a starting point? TABLE 3A-3 - STATEMENT OF TRAINING CONDITION(S) GOAL Do not overuse the word "given." Use variations. EXAMPLE "FIELD-STRIP and ASSEMBLE an M-16-A2 rifle under conditions of total darkness." This implies that the trainees will be provided with the rifle, and requires that they strip and assemble the weapon in complete darkness. Establish the working Conditions. "PREPARE a staff study comparing the communications support contributions made by five military leaders during the 19th century, using available library resources."

j. A well prepared LO is a clearly stated standard of performance. The criteria for Standards: completeness, accuracy, and time are summarized in TABLE 3A-4. TABLE 3A-4 - CRITERIA FOR STANDARDS IN OBJECTIVES CRITERIA FOR GOOD STANDARDS WHAT IS SPECIFIED The precise nature of the output. Number of features that the output must contain. Completeness Number of steps, points, pieces, etc., that must be covered or produced. Any quantitative statement that indicates an acceptable portion of the total. How close to correct the performance must be. Exact numbers reflecting tolerances. Accuracy Values or dimensions that acceptable answers/performance can assume. (These may be qualitative.) How many days, hours, minutes, or seconds can be used.

Time

k. The trainee's action will result in an output, the quantity or quality of which is the standard of performance. Describe the standard the trainee will be required to meet, following the examples shown in TABLE 3A-5.

3A-7

TABLE 3A-5 - FIVE TYPES OF STANDARDS FOR OBJECTIVES NO. 1. DESCRIBE STANDARDS BY Referring to a Standard Operating Procedure. Implying the Standard of NO ERROR. Specifying minimum acceptable level of performance. Specifying the time requirements. Specifying qualitative requirements. EXAMPLE "Perform an instrument landing in accordance with local operating procedures." "COMPUTE to two decimal places the surface area of the sphere." Adding, "perform without error" would not increase the requirement for accuracy. "Multiply two three-digit numbers and write the answer to the nearest tenth." This clearly states the degree of accuracy required for satisfactory achievement of the objective. "Type a letter, without error, at a minimum speed of 40 words per minute." Time is an important factor, so it is included in the objective. "Adjust a carburetor to idle at its smoothest point." Smoothness is a qualitative Standard.

2.

3.

4.

5.

l. The following assumptions may be made concerning Conditions and Standards: (1) Many objectives contain "implicit" or implied conditions and standards. Unless otherwise stated in the objective, it will be assumed that the trainee is to perform under normal classroom conditions. (2) Unless otherwise stated, it will be assumed that the responses must be "100 percent correct." Therefore, when an objective says "state" or "recall", it will be assumed that this means "from memory with 100 percent accuracy." m. The Learning Objective Analysis Worksheet (LOAW), FIGURE 3A-1, provides a convenient means of tracking all Terminal and Enabling LOs, while providing a link to the course training task list. This LOAW is neither mandatory nor deliverable, but is provided as a job aid. As each LO is written on the LOAW, all equipment required to achieve the specific objective must be identified. Indicate whether the equipment is available at the training activity. As LOs are written, it is vital to the rest of the course design and development process that they accurately describe equipment available and conditions reproducible in the actual setting in which achievement of the objectives will be demonstrated. Each LO must be numbered so that any EO can be traced directly to the TO which it supports. The task on the CTTL, from which the TO or EO was derived, will be listed in parentheses after the objective. AIM II will automatically associate the CTTL task number to TOs, but not EOs. The developer will be required to add the CTTL task number as each EO is written. Each TO will be a whole number such as 1.0, 2.0, 3.0, 4.0, etc. The number assigned should be based on the logical teaching order. EOs will be assigned numbers to the TO they support. EOs numbered 1.1, 1.2, 1.3, 1.4, support TO 1.0; EOs numbered 2.1, 2.2, 2.3, etc., support TO 2.0. 3A-6. APPROPRIATE OBJECTIVES. An LO may be clear (with a Behavior, Condition, and Standard), but be inappropriate for the intent of the instructional program. In this case, the objective is inadequate. To be

3A-8

appropriate, an LO must prepare the trainees for what they will be required to do or know following the instructional program. The follow-on duty could be anything from actual job performance, on-the-job training, another formal follow-on school; these are all "Jobs" after a training program. To determine appropriateness, always remember the job. If the LO is clearly stated and appropriate in terms of the job, then the LO is adequate. The procedure for determining if an objective is properly stated and appropriate, is provided below: a. do. (2) Behavior is observable, measurable, and verifiable. (3) Standard, which the trainee performance must meet. specified or implied? Examples: Is it Correctly stated learning objective. (1) Contains one action verb, used to specify what the trainee must

(a) Performance (how much of the task must be performed) (b) Accuracy (how well each task must be performed) (c) Time limit (how much time is allowed) (d) Rate (how fast task must be done) (e) Product completeness (what finished product must contain) (f) Quality (what objective standard product must meet) (g) Judgment (what subjective opinions product must satisfy) (4) Identifies the conditions under which trainee is to perform. (a) Environment only required if the environment will be unique (i.e. Assemble weapon in the dark) or requires a team. Individual training should be assumed. (b) Information - Special instructions for a resource that is unique. (c) Resources are implied - job aids (cards, charts, graphs, checklists, etc.), equipment, tools, and technical manuals. b. Determine whether or not the objective is appropriate.

(1) Are the Conditions appropriate for the work to be performed on the job or for later training? (2) Are the Standards appropriate for the work to be performed on the job or for later training? (3) Is the task level of the action appropriate for the work to be performed on the job or for later training? 3A-7. SEQUENCE OF LEARNING OBJECTIVES. After identifying the tasks to be trained and developing the LOs, the objectives must now be sequenced; that is, arranged in the way the instruction will be presented to the trainee. The purpose of sequencing LOs is to help ensure that when instructional materials are developed, each objective is placed in optimum relationship to other objectives. Proper sequencing will help produce the most learning in the shortest period of time, will help the trainee make the transition from

3A-9

one skill or body of knowledge to another, and will ensure that the supporting knowledge and skills are acquired before dependent subject matter is introduced. The best sequence is the one that works best for the trainee. 3A-8. LEARNING OBJECTIVE FORMAT. Enter learning objective data, in the order in which it will be taught, into AIM II following the sample package format. Identify the CTTL Line Item number and add it to each EO as it is entered. LOs will be used to create the Curriculum Outline of Instruction (COI) described in the next section of the Design Phase.

3A-10

FIGURE 3A-1 - LEARNING OBJECTIVE ANALYSIS WORKSHEET

LEARNING OBJECTIVE ANALYSIS WORKSHEET COURSE: LESSON TOPIC: [ ] TERMINAL ELO FILL OUT ONE SECTION ONLY THAT LEARNING UNIT: CTTL TASK I.D. NUMBER: OBJECTIVE TLO:

SUPPORTS

THE

[ ] ENABLING TLO THAT

LEARNING ELO

OBJECTIVE

THIS

SUPPORTS:

BEHAVIOR:

CONDITION:

STANDARD:

TEST ITEM(S):

MEDIA SELECTION:

EQUIPMENT REQUIRED FOR PERFORMANCE OF OBJECTIVE:

ADDITIONAL NOTES:

3A-11

TABLE OF CONTENTS CHAPTER 3B DESIGN PHASE - TRAINING COURSE CONTROL DOCUMENT (TCCD) Paragraph Page

Section 3B-1 - DESCRIPTION AND PURPOSE....................................3B-2 Section 3B-2 DEVELOPMENT PROCEDURES.....................................3B-2 Section 3B-3 CERS DATA..................................................3B-8

3B-1

CHAPTER 3B DESIGN PHASE TRAINING COURSE CONTROL DOCUMENT (TCCD) 3B-1. DESCRIPTION AND PURPOSE. The TCCD is a collection of products, which express, in summary form, the content, structure, and essential management information for the course. Most of the information has already been developed, but in the TCCD, it is placed in a standard format. Some of the information contained in the Training Project Plan (TPP) will be included in the TCCD; however, some of the information in the TPP may be out of date by the time the TCCD is developed. Validate the data as the TCCD is populated. Approval of the TCCD, by the CCA, is the authority to implement and teach the course. 3B-2. DEVELOPMENT PROCEDURES. The TCCD consists of Front Matter, the Curriculum Outline of Instruction and Annexes. Enter data into AIM II following the sample package format. The following information will be recorded: a. Front Matter.

(1) Cover Page - The cover page contains the same information as the TPP cover page, with the identifier "Training Course Control Document". The PREPARED FOR and PREPARED BY sections will be the same as described in the TPP. The date (month and year) of preparation will appear at the bottom center of the page in CAPS. If the course is a revision, and the original course was produced in AIM, as Rev 0 Chg 0, the revision date will appear in parentheses below the original date. If the original was not produced in AIM, only the date of preparation of the revision will appear. (2) Letter of Promulgation- not required, but generated by AIM II. It is issued after successful course pilot. AIM II reserves a page as a place holder for the Letter of Promulgation. (3) Foreword - Not required, but serves as a place to explain any unique aspects of the course which may not be apparent from the basic data. (4) Summary of Differences Should be copied from the TPP, but updated as required. It lists curriculum changes by identifying the differences between the baseline curriculum and the revision. (5) Table of Contents Lists all contents of the TCCD by page number. (6) Course Data - Should be the same as the Course Data reported in the TPP, but if not, update as required. (7) Trainee Data - Consists of the following: (a) Personnel Physical Requirements. Physical requirements for a rating (AO, AE, etc.) may be found in the Manual of Navy Enlisted Manpower and Personnel Classification and Occupational Standards, NAVPERS 18068. 1. Specialty groups (aircrew, submarine, diver, etc.) may impose additional physical requirements that involve many ratings. 2. The current list of specialty groups is located in the Naval Military Personnel Manual, Article 6120-010. Specific physical requirements for each specialty group may be found in the Manual for the Medical Department, NAVMED P-117, reference (i).

3B-2

3. Physical requirements for training are entered into CANTRAC and revised as necessary. The CANTRAC is accessible via CeTARS. (b) Security Clearance. for the course. This is the security clearance necessary

(c) Obligated Service. This information is available in NAVMILPERSCOM manuals. An entry of "number of months in accordance with the Enlisted Transfer Manual, NAVPERS 15909 may also be used. (d) NOBC/NEC/MOS Earned. List the NOBC/NEC/MOS that will be earned by completing the course or training track. Enter None if NOBC/NEC/MOS is not awarded by completing the course or training track. b. Curriculum Outline of Instruction (COI). The COI provides the structure and detail of the course by sequencing the learning objectives into Units and Topics. Refer to the AIM II Users Manual, Chapter 7, COI Module or the sample package for guidance. (1) The COI Summary page will indicate the instructional periods for each unit and topic by class, lab, practical application and total periods. The summary will also provide class, lab, and practical application periods and percentages for the entire course. Note: Topic hours will not include bottleneck time. Annex C. See bottleneck in

(2) The Curriculum Outline of Instruction will show the Units, TOs, EOs, and Topics. When all LOs for the course are properly sequenced, the divisions of the course can be identified: (a) The course is first broken down into Units. (b) Units are then broken down into Lesson Topics. (3) Use the "natural breaks" method to determine both Units and Lesson Topics. Look at the list of sequenced LOs for major changes in subject matter content. For example: (a) Go from one system or sub-system to another. (b) Go from theory/knowledge to performance/skill. (c) Go from operations to maintenance. (4) If a course is providing training on the operation and maintenance of a hardware system, the natural breaks for units may include System Operation, then (depending on the size of the system) Preventive Maintenance, and Corrective Maintenance. Apply a similar process for each topic within the unit. Refer to the Course Training Task List for guidance. After all LOs have been sequenced into Units and Lesson Topics, assign titles to each Unit and lesson topic. Titles should be descriptive of the content of the Unit or lesson topic. For example: (a) Introduction to...

3B-3

(b) Operation of the... (c) Theory of the... (d) Knowledge of... (e) Preventive Maintenance of... (f) Corrective Maintenance of... (5) Assign consecutive numbers to the sequenced Units and lesson topics. (a) Unit Number. Use a whole number. Number the first Unit "1", and continue using consecutive whole numbers until all Units have been numbered. (b) Lesson Topic Number. Use two numbers separated by a period. The first number indicates the Unit supported by the lesson topic. The second number indicates the sequence in which the lesson topic is taught. EXAMPLE: UNIT 2: AN/APN-154(V) Radar Beacon

Lesson Topic 2.1 AN/APN-154(V) Receiver-Transmitter Basic Test Setup Lesson Topic 2.2 AN/APN-154(V) Initial Control Settings and Test Equipment Familiarization Lesson Topic 2.3 Preliminary Turn-On Procedures and RT-763 ReceiverTransmitter Operational Check-Out Lesson Topic 2.4 AN/APN-154(V) Receiver-Transmitter RF Tuning Adjustments Lesson Topic 2.5 AN/APN-154(V) Control Unit C-4419 Test Bench Setup and Check-Out Note: The remaining lesson topics are numbered sequentially in the order in which they are taught. c. Annexes - TCCD annexes provide the resource requirements and time allocations for the training course. (1) Annex A - Resource Requirements List (RRL). The RRL, a composite listing of all material needed to conduct training, was previously developed during TPP submission. (2) Annex B - Master Schedule Summary Sheet (MSSS) and the Course Master Schedule (CMS). An MSSS and CMS will be developed for all new and revised courses. Course Curriculum Model Managers (CCMM) will prepare a CMS and an MSSS for each new or revised course to indicate the period-by-period program for each day and week of the course of instruction. The MSSS will contain activity and course identification information, along with a summarization of the CMS ratios, periods and other pertinent data. If ratios are different at alternate teaching site(s) a separate CMS and MSSS must be submitted for each site where differences are indicated.

3B-4

(a) The Master Schedule Summary Sheet (MSSS): The purpose of the MSSS is to provide a uniform title/cover sheet for each CMS and to properly summarize certain detailed data contained in the body of the CMS. Experience has shown that if no formal, standardized method is used to summarize the periods, ratios, etc., for each course, a wide range of errors will appear in CETARS data, instructor computations, and other documentation. Past errors have included: 1. 2. 3. length in periods. 4. standard. 5. Failure to show actual instruction time and the length of time per period of instruction. 6. Failure to identify the course title, CIN, or the training activity on the CMS. 7. 8. No justification for other than standard ratios. Format for MSSS. a. b. Date - The date the MSSS was prepared. Activity CCMM Name, location and MTU number. Entry of incorrect number of periods at each ratio. Ratios that differ from those listed in the CMS. Ratio periods when totaled do not equal the total course Training work weeks that do not meet the NETC minimum

c. Locations - For each teaching site enter CDP, site location and MTU number. Indicate the CCMM with an asterisk (*). d. is 16 characters). (2) CIN Course Identification Number. (3) Periods Per Week - Class periods (hours) scheduled per week, excluding the lunch period, normally eight instructional periods per day, or 40 periods per week. (4) Period Length - 60 minutes, actual instructional contact time is 50 minutes followed by a 10-minute break. e. MASTER SCHEDULE SUMMARY COURSE DATA. (1) Short title - must match the CeTARS. (Max length

(1) Standard Periods- This is the course length minus any bottleneck periods and includes trainee to instructor ratios. (2) Bottleneck Periods - Number of periods for each different parenthetical ratio in the course will be shown in the space provided. (3) Total Periods List the total standard and bottleneck periods for the course. They must equal the course length. (4) Ratio Justification - Complete justification for any ratios, other than the planned class size, will be provided.

3B-5

(b) Course Master Schedule (CMS): This will be the source data for the "Course Periods" section of CeTARS. Each different trainee-toinstructor (T:I) ratio that exists in the course and the number of standard periods throughout the course at that ratio will be listed here. On the main TPP screen, the CNATT course block will be checked. This creates a standard entry at the top center of the CMS as follows: Length of period: 60 minutes. This provides for a 50 minute teaching period and a ten minute break. The format for the CMS: 1. The first column indicates the topic number.

2. The second column indicates the type of instructional situation - class (theory), lab/shop (practical application (PA)), aircraft/line/field (practical job training (PJT)) or Test (Written or Performance). 3. The third column is the sequential period number (i.e., a three week course would have periods numbered 1 through 120). This total is reached by multiplying 8 periods per day times 5 days per week times 3 weeks. 4. titles. 5. The fifth column indicates the period length. AIM II defaults to 50 minute periods. Total period length for the course is tabulated automatically by AIM II and is reflected in the Total Period Length field. The Total Period Length is a summation of all the period times, excluding break time (not all versions of AIM will display this column). 6. The sixth column indicates the ideal maximum trainee-toinstructor (T:I) ratio that can be accommodated for each period. 7. The seventh column indicates bottleneck ratios. The fourth column contains a list of lesson topics

a. A bottleneck situation exists when restrictions such as lack of equipment, personnel, space or safety preclude the simultaneous advancement of the entire class through a unit of instruction. Try to develop an even number of bottleneck periods; odd numbers are very difficult to enter into CERS. b. The usual procedure to overcome bottlenecks is to divide the class into groups small enough to be accommodated safely within the restrictions. While one group is being processed through the segment of training with the restriction, the other group(s) will be in a standby status while waiting their turn to enter the bottleneck. c. Bottleneck periods extend the course length by the number of additional periods required to rotate the groups through the topic with the restriction. Only these additional periods are the Bottleneck periods. Therefore a course without bottleneck(s) has standard periods only. d. Bottleneck situations are indicated on the CMS by the addition of a parenthetical ratio, placed in the seventh column. The number of parenthetical ratios ((4/1) in the sample package) indicates the number of periods required to rotate one group through the bottleneck. The 4/1 ratio shown in parentheses reflects the actual laboratory ratio for the bottleneck situation; however, note that one instructor is required during lab situations. The correct ratio should read 8/1. As an example, the ratio in the sample package is 8:1 for the entire class. The lab ratio is 4/1, indicating there are 4 trainees and 1 instructor in the lab (4/1) + 4 trainees and no instructors in standby. The actual bottleneck ratio of (4/1) is shown in the seventh column for the number of periods required to complete the laboratory material one time. All additional periods required to

3B-6

complete the laboratory for the rest of the class will be listed, but without the parenthetical ratio. For example, if a lab can normally be accomplished in two hours for 8 students, but a bottleneck occurs that allows only 4 students at a time in the lab, the number of lab periods would be four. e. It is important to understand that the first segment of training in a bottleneck situation is listed as standard periods. The periods necessitated by the requirement to cycle additional groups of trainees through the same lesson topic are the bottleneck periods. 8. The eighth column indicates justification of ratios.

(c) CMS Definitions: 1. Class Ratios: A T:I ratio of 25:1 is the planning standard for formal theory work and testing. This ratio represents an optimum and has been validated as a planning factor through years of experience and research in civilian and military schools. This standard is flexible since space configuration, personnel, equipment, aircraft or other factors may sometimes dictate variation. For example, if a classroom can physically accommodate only 20 trainees, the ratio for those classroom periods should be set at 20:1. The ratio for progress tests (written) situations normally will be the same as for classroom teaching situations in the same course. 2. Practical Application (PA)/Practical Job Training (PJT) Ratios: In order to determine the maximum (highest) ratio of trainees per instructor, in consideration of the type of equipment, aircraft, safety and teaching effectiveness for the particular teaching situation, PA/PJT ratios must be based on and be a result of a verification of each such period in the CMS. The importance of establishing these ratios accurately cannot be overemphasized since manpower determinations cannot yield the correct instructor requirement if the underlying CMS ratios are inaccurate. The ratio of trainees per instructor for each instructional situation must be set at that point which yields the highest possible ratio without serious detriment to safety or to the quality of training. PA/PJT ratio periods are designed to allow each trainee to perform the hands-on application. Attention is directed to establishing, validating, updating and monitoring these ratios. 3. Double PA/PJT Periods: If it is necessary to use double shifting in a course, the CMS will show the second shift as a duplication of the previous shift and will be indicated by an asterisk (*) to the left of the Topic Number. At the bottom of each page that shows double shifting, the following note will be annotated: "* Denotes PA/PJT ratios taught as a second shift. The periods, per trainee, are doubled without extending class length in days." The T:I ratio is computed as if the double shifting was not occurring. Double PA/PJT periods are recommended, where necessary, when extending the length of the course is not feasible. 4. 5. on the CMS: a. Command/Base indoctrination is distinguished from course indoctrination, and is accomplished prior to formally convening a class. b. Field day will not be held during the normal scheduled training day. Class Overload: Class overloads are no longer allowed. The following will not be included

Non-technical time:

3B-7

c. Individual medical and dental time, overseas interviews, ceremonies not directly related to training, and administrative/command time. d. Check in and check out times. e. PFT/PRT, unless it supports the LOs of the course. 3B-3. CERS DATA.

a. A CeTARS Change Form (Appendix E) will be submitted to update any changes to CRES/CMS data (CERS0080 Master Course Schedule screen). b. The CCMM will update CERS for any changes to the CMS; the new schedule will be saved as version 100 (working copy). For new courses or revisions a CeTARS Change Form will be submitted with each final package. The information will be used to update CeTARS, including any CANTRAC changes. c. The N7 Curriculum Manager will disapprove the current CeTARS version number and change the working copy, previously submitted by the CCMM, from 100 to the next sequential number. For example, if the current version is 36, the new approved version will be 37. The CeTARS file would then contain three versions: version 35 (baseline), version 36 (disapproved), and version 37 (approved). All versions of the CMS will be maintained in CeTARS.

3B-8

TABLE OF CONTENTS CHAPTER 3C DESIGN PHASE TRAINEE EVALUATION Paragraph Page

Section 3C-1 DESCRIPTION AND PURPOSE OF THE TESTING PROGRAM............ 3C-2 Section 3C-2 - TEST DESIGN............................................... 3C-4 Section 3C-3 - COMPREHENSIVE TESTS....................................... 3C-5 Section 3C-4 - PROGRESS TESTS............................................ 3C-5 Section 3C-5 DEVELOPING TEST ITEMS..................................... 3C-5 Section 3C-6 - WRITTEN TESTS (KNOWLEDGE)................................. 3C-8 Section 3C-7 - WRITTEN TEST FORMAT.......................................3C-12 Section 3C-8 - PERFORMANCE TESTS (SKILL).................................3C-12 Section 3C-9 - PERFORMANCE TEST FORMAT...................................3C-13 Section 3C-10 - GRADING GUIDELINES.......................................3C-14 Section 3C-11 - TEST REVIEW..............................................3C-15 Section 3C-12 - TEST ITEM VALIDATION.....................................3C-15 Section 3C-13 - TEST ITEM ANALYSIS.......................................3C-16 Section 3C-14 - TESTING PLAN.............................................3C-16 Section 3C-15 TESTING INSTRUCTIONS FOR PROCTORS AND EXAMINEES..........3C-17 Section 3C-16 - SECURITY CLASSIFICATION MARKINGS.........................3C-18 Section 3C-17 - TESTING FORMAT...........................................3C-18 TABLE 3C-1 TEST DESIGN SUMMARY SHEET 1................................3C-7 TABLE 3C-2 TEST DESIGN SUMMARY SHEET 2................................3C-8 TABLE 3C-3 LEARNING LEVEL TO TEST ITEM COMPARISON......................3C-12

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CHAPTER 3C DESIGN PHASE TRAINEE EVALUATION 3C-1. DESCRIPTION AND PURPOSE OF THE TESTING PROGRAM. Although the primary purpose of testing is to measure student achievement, it is useful for much more. Analyzing test results can help identify instructional materials that are not adequate, an instructor who didnt adequately teach a topic, or topics that are receiving too much instruction and wasting resources. A pretest can identify students who are not prepared for a course and need more prerequisite training, or those who might not need all the training and can bypass or accelerate through a course. Testing helps validate new materials or identify students who are falling behind and need extra help. Finally, testing is a powerful incentive for students to study and provides the basis for effective and efficient review of materials following a test. Testing is accomplished through laboratory (performance) tests, written (knowledge and performance) tests, practical work and quizzes. In the Design phase the developer will determine the types of tests to be used, where in the course they will take place and how extensive they will be. Guidelines, responsibilities and procedures for the CNATT testing program were derived from references (a), (b), and (c). a. Tests used for measuring trainee achievement of course learning objectives (LOs) will be prepared and used per guidelines set forth in this document and reference (b). Testing periods will be identified in the Course Master Schedule (CMS). b. COs/OINCs/LCPOs shall:

(1) Implement a testing program that provides a measure of the trainee's achievement of the LOs. (2) Account for all tests used. (3) Designate, in writing, a Testing Officer for each MTU. c. The Testing Officer shall:

(1) Ensure all tests are stored in a locked container accessible to staff personnel only. (2) Establish a login and log-out procedure for all tests and maintain a positive inventory of all tests. (3) Ensure test materials maintained in word processing centers on tapes or disks, and those in draft stages, are secured in the same manner as finalized tests. A computer having test items stored on a hard disk drive will be in an area accessible to staff personnel only. (4) Ensure there are a sufficient number of tests, (all versions) to supply the maximum class size for the course. (5) Ensure Master Test Booklets are maintained and stored separately from the Trainee Test Booklets. (6) Ensure that each copy of the Trainee Test Booklet is serialized with a number for identification and accountability. (7) Conduct test item analysis and test average analysis per reference (b).

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(8) Ensure all tests are handled and maintained in such a manner as to prevent compromise. When test booklets are worn-out, they will be disposed of in the same manner as classified material. (9) Provide answer sheets for use with the test. must be properly disposed of after use. d. The CCMM for assigned courses shall: These answer sheets

(1) Be responsible for the preparation and revision of all tests and Master Test Booklets for each testing situation. (2) Designate, in writing, a Testing PO/NCO for the MTU. (3) Ensure a different version of a test is used for retesting purposes. To be considered different, it must contain no test items from the original test and must cover the same material at an equal degree of difficulty. (4) Ensure tests, Test Answer Key/Test Item Cross-Reference Sheets, Practical Work (PW) Grade Sheets, Performance Grade Sheets and the Testing Plan are developed for each course; submit to CNATT (N7) with the Final Package. (5) Ensure all progress tests (written or performance) are numbered sequentially. There will be a minimum of two versions of each written progress test, sequenced alphabetically after the test number (3A/3B, 4A/4B, etc). For example, the first progress test will be numbered Progress Test No. 1A or 1B. The second progress test will be numbered Progress Test No. 2A or 2B. (6) Ensure all alternate teaching sites administer the same tests for a course. (7) Be the only person authorized to change a test. (8) Encourage alternate teaching sites to submit suggestions for test improvement to the CCMM. (9) Be responsible for populating and maintaining test banks using the CeTARS Software Module (CSM) for administration of computer generated tests. (10) Conduct test item validation. e. The Testing PO/NCO shall: (1) Ensure all tests are stored in a locked container accessible to staff personnel only. (2) Establish a test log-in and log-out procedure; maintain a positive inventory of each test. (3) Ensure test materials are maintained in word processing centers on tapes or floppy disks, and those in draft stages, are secured in the same manner as finalized tests. A computer having test items stored on a hard disk drive will be in an area accessible to staff personnel only. (4) Ensure there is a sufficient number of tests, (minimum of an A and B) to supply the maximum class size for the course. (5) Ensure Master Test Booklets are maintained and stored separately from the Trainee Test Booklets.

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(6) Ensure that each copy of the Trainee Test Booklet is serialized with a number for identification and accountability. (7) Conduct test item analysis per reference (b). (8) Ensure all tests are handled and maintained in such a manner as to prevent compromise. When test booklets become too worn for use, they shall be disposed of by shredding. (9) Provide answer sheets for use with the test. must be properly disposed of after use. These answer sheets

f. CeTARS TESTING MODULE. CNATTU/CNATTMARU/CNATTDETs should coordinate with NETPDTC personnel for access and training on CeTARS for generating and issuing online tests, if applicable. These tests must be in compliance with the Course Testing Plan. (1) The Testing PO/NCO duties regarding manual/online administered tests are: (a) Generate CeTARS online test(s) upon notification by the instructor prior to the examination as reflected on the Master Schedule. (b) Testing Center staff will perform the following tasks: 1. If online testing is available, two separate tests will be created within CeTARS and printed, in case unforeseen circumstances prevent continued use of online testing. These tests are to be treated in the same manner as any other paper test. 2. Coordinate with FTS/ISD personnel for access and training on CeTARS. 3. Generate test/test item analysis reports for review by the CCMM. (2) Alternate teaching sites will administer tests for courses as outlined in the Testing Plan. For online testing, the Testing Plan must be in sufficient detail to ensure the computer-generated tests are equivalent (i.e., same number of questions per Task Identification Number (TIN in ASM), closed or open book, etc.) for each evolution. 3C-2. TEST DESIGN.

a. Comprehensive testing will be used to measure the accomplishment and/or retention of critical objectives. If unable to administer comprehensive test(s), justification must be outlined in the testing plan. b. The trainee's achievement of each LO will be evaluated.

c. The criticality of tasks, as defined by the LOs, will determine which LOs are tested. Highly critical LOs must be formally tested. Less critical LOs may be evaluated by other means such as practical work or by higher, critical LOs. d. The number of test items used to measure achievement of a specific LO will usually vary directly with the complexity of the objective and the amount of time devoted to the training of that LO.

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e. The number, type, and length of performance tests must take the following into consideration: (1) Availability of lab equipment. (2) Availability of support materials/equipment. (3) Anticipated annual class throughput. 3C-3. COMPREHENSIVE TESTS. Include written (knowledge) and performance (skill) testing. a. A comprehensive test is given at the end of the instruction or after large blocks of material to measure mastery of the critical objectives in the course or to measure retention of previously tested material. b. Within course comprehensive tests are administered for longer courses when it is not practical to administer one final test. c. Final course comprehensive tests are given at the end of the course and measure mastery of the critical objectives. d. A final or within course comprehensive test can include questions that would have been on the last progress test. This eliminates the need to have a progress test, then a comprehensive test back-to-back. e. Comprehensive tests only measure the most highly critical objectives in the course as determined by Subject Matter Experts. 3C-4. PROGRESS TESTS. Include written (knowledge) and performance (skill) testing. Progress Tests are administered at appropriate points and usually cover several topics. There is no established number of tests prescribed for testing of a course. The accepted rule of thumb is that courses should have one testing situation for approximately every 40 periods of instruction. Courses with less than 40 periods should be tested as appropriate. Another accepted rule is that total testing time should not exceed 10 percent of the total course training time for written tests. 3C-5. DEVELOPING TEST ITEMS. All tests will be criterion referenced and developed to measure the degree of trainee achievement of the LOs. Test items will always measure mastery at the same level of learning as indicated by the LOs in the TCCD. There are five knowledge K levels used to help ensure that the knowledge level to which test items are written, and the types of test items selected, is appropriate to the knowledge objective elements. AIM II supports True/False, Multiple choice, Fill-in-the-Blank, and 2-Column Matching question styles. Following are definitions and examples of the five "K" levels: a. Recognition (K1). Recognition is the process of verbatim identification of specific terms, facts, rules, methods, principles, procedures, objects, etc., that have been presented during training. EXAMPLE: A test item asking the trainee to identify a particular switch on a piece of equipment by matching its name to a diagram of the switch. B. Recall (K2). Recall is the verbatim remembering of specific terms, facts, rules, etc. where the examinee remembers and responds exactly as taught. Cannot be measured by True/False or Multiple Choice questions, must be fill-in-the-blank. EXAMPLE: A question asking for a definition of the purpose of a component, written from memory.

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c. Comprehension (K3). Comprehension is understanding what was taught rather than simply memorizing the words, and can be demonstrated by interpreting, explaining, translating, or summarizing information. EXAMPLE: The act of obtaining specific information from graphs, charts, scales, schematics, manuals, or procedures is a demonstration of comprehension. d. Application (K4). The ability to use acquired knowledge in a new situation; that is, a situation not specifically demonstrated during instruction, but job-related. Application questions require examinees to demonstrate knowledge through mental skill exercises. EXAMPLE: Solving a computational problem or determining resistance values when given a circuit diagram. e. Analysis/Evaluation (K5). Analysis demonstrates understanding of elements of data and relationships among data that make the meaning of information explicit. Evaluation involves judgment of the value or effectiveness of procedures or solutions based on data, criteria, and standards. EXAMPLE: Asking the examinee to select the best approach to meet a stated objective would require the examinee to know or determine which options would meet the objective (analysis) and which single option would be best (evaluation). f. Refer to the LOs in the TCCD to determine which of the five "K" type levels best tests each objective element. Some objective elements may be adequately tested by one "K" level test item; others with a higher learning level may require more test items to ensure understanding. These items must be written no higher than the learning objective specifies. Sample Test Design Summary Sheets are provided in Table 3C-1 and Table 3C-2. g. Tests may be administered orally on an individual basis, as deemed appropriate, by the test administrator.

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TABLE 3C-1 - TEST DESIGN SUMMARY SHEET - 1 UNIT 6 and 7 KNOWLEDGE TEST T-22 TEST DESIGN SUMMARY

TEST ITEM NUMBER 1-3 3-6 7-9 10-12 13-15 16-20 21-26 27-31 32-35 36-39 40-42 43-45 46-50

LEARNING OBJECTIVE K-LEVEL 5.2(K3) 5.4(K1) 5.5(K1) 5.6(K1) 5.9(K1) 5.11(K3) 5.15(K1) 5.17(K3) 5.19(K3) 6.1(K1) 6.3(K3) 6.5(K1) 6.6(K3)

LESSON TOPIC NUMBER 6.1 6.2 6.3 6.3 6.3 6.4 7.1 7.1 7.1 7.2 7.2 7.2 7.3

TEST ITEM K-LEVEL K3 K1 K1 K1 K1 K3 K1 K3 K3 K1 K3 K1 K3

CRITERION REFERENCED RAW SCORE 2 OF 3 2 OF 3 2 OF 3 2 OF 3 2 OF 3 3 OF 5 3 OF 6 4 OF 5 3 OF 4 2 OF 4 2 OF 3 2 OF 3 4 OF 5

TEST ITEM FORMAT MC MC Labeling MC MC MC 2 T/F 4 MC MC MC MC MC MC MC

RAW SCORE = 33 OF 50 MC = Multiple Choice T/F= True/False

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TABLE 3C-2 - TEST DESIGN SUMMARY SHEET - 2 UNIT 8 FINAL COMPREHENSIVE KNOWLEDGE TEST T-23 TEST DESIGN SUMMARY

TEST ITEM NUMBER 1-3 4-6 7-9 10-12 13-15 16-20 21-26 27-31 32-34 35-38 39-41 42-44 45-47 48-50

LEARNING OBJECTIVE KLEVEL 1.11(K3) 2.13(K1) 3.18(K3) 4.19(K3) 5.4(K1) 5.19(K3) 6.3(K3) 7.6(K3) 8.5(K3) 8.6(K5) 8.7(K3) 8.8(K5) 8.9(K3) 8.10(K5)

LESSON TOPIC NUMBER 4.13 4.13 5.1 5.1 6.1 7.1 8.3 8.4 8.5 8.5 8.5 8.5 8.5 8.5

RAW SCORE K-LEVEL K3 K1 K3 K3 K1 K3 K3 K3 K3 K5 K3 K5 K3 K5 2 OF 3 2 OF 3 2 OF 3 2 OF 3 2 OF 3 4 OF 5 4 OF 6 4 OF 5 2 OF 3 3 OF 4 2 OF 3 2 OF 3 2 OF 3 2 OF 3

TEST ITEM FORMAT MC MC MC MC MC MC MC MC MC MC MC MC MC MC

RAW SCORE = 35 OF 50 MC Multiple-Choice This sample shows last unit test rolled into final comprehensive test. 3C-6. WRITTEN TESTS (Knowledge). LOs, which require the trainee to demonstrate the ability to recall or apply facts, principles, concepts, etc., are usually tested by written tests. Written tests are used to determine if a trainee has attained the knowledge and understanding necessary for performance of a skill. a. Test items are written to measure trainee achievement. The test items will measure the trainee's attainment of the LO at the learning level determined by the Behavior, Condition, and Standard of the objective. b. Written test items may be developed as closed book or open book.

(1) A closed book test item requires no supporting reference document for its proper administration. A closed-book test item may contain illustrations. (a) Develop closed-book test items when the LOs require that the information be remembered. An important consideration in job-specific

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testing is measuring the trainee's mastery of knowledge in the way that the knowledge is required on the job. (b) Before an item is designated a closed book item, ensure that the knowledge tested is normally known on the job without reference to documentation. This is typically the case in immediate or emergency action procedures, some casualty operating procedures and certain safety/security procedures. (c) Questions that probe for understanding and items that require the remembering of rules, facts, or concepts are examples of closed book test items. (2) An open book test item requires the support of a specified reference document for its proper administration. (a) Develop open-book items when the LO does not require that the information be memorized. When the knowledge element being tested is contained in a step of a documented procedure, which is usually referenced on the job, the test item should be designated as open book. (b) When the knowledge is seldom used and an immediate response on the job is not required, the item should be developed as an open-book item. (c) Test items may be developed to cover more than one knowledge element when identified in the LO to be tested. The following example was developed to measure knowledge of the functional operation of the Radar Beacon (AN/APN-154(V)). In addition, the item requires the trainee to locate information in a reference document. EXAMPLE: power supply? (d) It is important that items be selected on the basis of their appropriateness for testing the specified LOs. At no time should both openbook and closed-book items be mixed in one test section or administered at the same time. (e) The equipment name or designator should be stated within the test item. EXAMPLE: pulse transformer? What circuit in the AN/APN-154(V) activates the What is the purpose of R-210 in the AN/APN-154(V)

c. Written test items most often used are in the multiple choice, matching, completion, true/false or labeling type formats. Table 3C-3 provides guidelines for selecting test item types based on the LO behavior and cognitive domain level of learning. The following examples describe the format, utility for testing, and guidelines and rules for constructing jobspecific test items. (1) The multiple-choice format is the most popular in technical training testing. The items must measure the knowledge required to function on the job, as defined by the LOs. Guidance for stems and alternatives is as follows: (a) Stem Construction. 1. The stem must include all information, conditions, assumptions, and details.

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2. The stem should be phrased positively. negative questions. 3. alternatives. 4. by figure number.

Avoid using

Words, phrases, etc., in the stem should pertain to all Reference test items that use an illustration in the stem

5. Question type test items should be complete sentences, punctuated with a question mark at the end of the sentence. 6. Punctuation should precede or follow the completion position in an incomplete statement type test item, so that all alternatives are grammatically correct if placed in that position of the stem. 7. For standard format items, every effort should be made to prepare stems in the question form. An exception is those cases where the question form would make the test item grammatically clumsy/difficult to understand. In these cases, use the incomplete statement form. 8. For completion statements, the blank should be placed at or near the end of the statement. (b) Alternative (Distracter) Construction - Each multiple-choice test item has one correct answer and three distracters. Distracters should be plausible but clearly incorrect, and should fit well with the stem. The difficulty of the item will depend largely upon the distracters. Distracters should be based upon common misconceptions. The following requirements apply to the development of multiple-choice test items: 1. 2. The item must have only one correct answer. All alternatives must be closely related.

3. The use of interrelated answers (such as: "C" is true if "A" and "B" are false) should never be used. 4. used on the job. 5. Use terminology that is familiar to the trainees and is Alternatives should be of the same length and complexity.

6. Alternatives of "all of the above", "none of the above", "always", only and "never" should not be used. 7. Never use indefinite distracters such as maybe, sometimes, occasionally, etc. 8. Negative wording is confusing and should not be used.

9. Incomplete statement test item alternatives must match that of the item stem. (2) True-False - A two-response multiple-choice item that is used when only one plausible alternative to an item exists. This type of test item asks the trainee to use logic in identifying which of the associated components could or could not cause the stated problem. The true-false test item's primary drawback is its susceptibility to guessing the correct response. This form of question should be used sparingly. (a) True/False Test Item Construction:

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1. The stem (descriptive statement) must include all relevant information required to correctly answer the item. 2. The stem must be concise and clear, and the proposition to be judged as true or false must be evident. 3. The identification (True/False) must precede the descriptive statement or stem. 4. misconception. 5. Specific determiners, such as: always, never, none, all, may, and sometimes will not be used. 6. Descriptive statements will be short. Long statements are harder to read and more difficult to judge true or false. 7. confusion. (3) Matching - The standard matching format consists of two lists containing related words, phrases, or symbols. The trainee is required to match elements on one list with associated elements on the other list. The matching items are ideally suited for testing topics dealing with; recognition, explanation and understanding. Generally, a matching exercise is used when it is difficult to develop plausible distracters or the items are closely related. (a) Matching Test Item Format - There are several variations of the matching exercise and each depends upon the subject matter content, test objective, etc. The traditional matching test item consists of a stem and two columns listed below the stem. The stem provides directions on how the trainee must match the items in the two columns. One column represents the questions and the other consists of the answers. (b) Matching Test Item Construction - Rules that should be followed in constructing the matching test items are as follows: 1. The stem must clearly specify how the trainees are to match the questions and answers. 2. The question items are placed in the left hand column, and the response items are placed in the right hand column. Each question item will be treated as a single test item. 3. When feasible, the response list should consist of single words, numbers, codes, symbols, etc. 4. The lists must be closely related to provide a good discrimination of knowledge. 5. The question list should contain between four and eight items. More responses than questions should be included to reduce the effect of guessing. (4) Completion Test Items - Require the trainee to complete a sentence by supplying the correct word or phrase. (a) Test items will be constructed to ensure there is only one correct and indisputable answer. When possible, state each item positively to minimize A false statement must be consistent with a typical

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(b) The number of blanks will be kept to a minimum and placed at or near the end of the item. (5) Labeling - Labeling test items are constructed by using drawings or illustrations of items which the trainee will identify in blank spaces provided. TABLE 3C-3 COGNITIVE DOMAIN LEARNING LEVEL TO TEST ITEM COMPARISON Cognitive Domain Recognition Recall Comprehension Application Analysis/ Evaluation 3C-7. X X X X X X X X Multiple Choice X True False X Matching Completion Labeling Essay

X X X X X X X X X

WRITTEN TEST FORMAT.

a. Master Test Booklet - Is compiled upon the completion of test item development. It provides those items necessary for the administration of the test and consists of (1) Cover Page, (2) Instructions for the Test Administrator, (3) Test Answer Key/Test Item Cross-Reference Sheet and (4) Trainee Test Booklet. When Test Answer Sheet requirements differ from the standard multiple choice type answer sheets, a copy of those answer sheets will be made a part of the Master Test Booklet. (1) Cover Page - Provides identification of the test. (2) Instructions for the Test Administrator - The Test Administrator Guide provides testing guidance to the Test Administrator and trainee. (3) Answer Key/Test Item Cross-Reference Sheet - Provides complete and accurate answers to the test given, cross-referenced to the test item number, topic number and the LO numbers. (4) Trainee Test Booklet - Provides the trainee with guidance for completing the test and consists of: (a) A Cover Page identifying the test by title, serial number, and number of items and their applicability. (b) Instructions that clearly specify how to complete the answer sheet, consequences of cheating, and handling of test answer sheets and test support materials. (c) The test consisting of test items developed in accordance with paragraph 3C-5. 3C-8. PERFORMANCE TESTS (Skill). Objectives that require demonstration of observable skills are tested by performance tests. Skills are often identified in the Course Mission Statement. Performance tests are sample work situations requiring the trainee to demonstrate the practical application of a skill or an operation as an essential part of a job or task. Performance is observed and evaluated under the Conditions and Standards as

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stated in the LOs. Evaluation is based upon predetermined checklists and rating scales that include the steps to be evaluated, the performance standards and the administrative guidelines. Either the process or the product, or in some instances both, will be evaluated. a. The process test is best used when measuring achievement of welldefined steps (a procedure that must be performed in a proper sequence). The Test Administrator, having a list of the steps that are required, evaluates the steps as the trainee performs them. Since close observation is required by the Test Administrator, a one-to-one testing situation is desirable. Alignment, adjustment, and calibration of electrical or mechanical equipment are examples of skills requiring close observation. b. The product test is best used when the actual step-by-step procedure is of little or no significance. Only the end result, the final product, is evaluated. The trainees' product serves as a measure of their performance. Examples of product performance testing are: soldering, welding, troubleshooting, or completing a prepared form. c. If the objective calls for group or team performance, the Test Administrator will rate each trainee according to the individual's performance and participation in the group or team. A trainee will not be given a performance grade for just reading directions to other trainee(s) from a technical manual. 3C-9. PERFORMANCE TEST FORMAT.

a. Master Test Booklet - Provides those items necessary for the administration of the performance test and consists of (1) Cover Page, (2) Test Instructions for the Test Administrator and (3) Trainee Test Booklet. (1) Cover Page - Provides identification of the test. (2) Instructions for the Test Administrator - Provide the instructions for administering the test, a description of the test and related information. The instructions will provide the detailed step-by-step procedures for establishing the test conditions and will be organized and outlined in a manner that is easy to read and follow. The descriptive statements to be presented to the trainee will provide information necessary for the trainee to take the test. Specific areas may be as follows: (a) Test description. (b) Job to be performed and exactly what the trainee is to do. (c) Level of assistance permitted. (d) Scoring procedures, including critical steps, which may result in mandatory failure of the test. (e) List of tools, test equipment and materials required for performing the test. (f) Time limit allowed and the relationship of time to the score. (g) Safety precautions, which must be observed during the test with specific warnings about any unusual conditions that exist. b. Trainee Test Booklet - Provides the trainee with guidance for performing the test and consists of (1) Cover Page, (2) Instructions to the Trainee, a Job Sheet and (3) Evaluation Checklist. The Trainee Test Booklet will be an exact copy of the Trainee Test Booklet in the Master Test Booklet.

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(1) The Cover Page provides identification of the test. (2) Instructions to the trainee for the performance test provide directions to be followed by the trainee. Specific areas may be as follows: (a) Task or job description. (b) List of tools, test equipment, and materials required for performing the test. (c) Special precautions/procedures. (d) Additional steps required during testing. (e) Performance considerations such as instructor check points throughout the test and any other considerations. (3) Job Sheet - Provides guidance to the trainee during test performance. Performance test Job Sheet problems will be consistent with but not identical to those used during instruction of the course. The Job Sheet is normally developed before the Test Administrator guide, since the information provided by a completed Job Sheet supports the development of the Test Administrator guide. The Job Sheet has four sections: (a) Introduction - Describes the purpose of the Job Sheet and what the trainee is expected to do. (b) Equipment - Lists the tools, test equipment and materials required for the performance of the job. (c) Reference(s) - Publication(s) required to perform the steps on the Job Sheet. Each reference must fully identify the document by number, volume, part (as applicable), and complete title. (d) Job Steps - Consists of step-by-step procedures for performing operation, maintenance, troubleshooting, or repair during the performance test. If being performed in accordance with the manual, have the procedures indicate use of the manual. 3C-10. Work. GRADING GUIDELINES. Written Tests, Performance Tests and Practical

a. Written Criterion-Referenced Test Grading The minimum passing grade for all written tests will be 63; any minimum-passing grade other than 63 must be justified in the Testing Plan. Refer to reference (b). This is not a percent but a score. Individual test items may require 100 percent accuracy. Refer to the Test Design Summary Sheets, TABLE 3C-1 and TABLE 3C2. Note: The minimum passing grade for a particular course may be higher, but this must be written in the Testing Plan. Note: All aircraft/support equipment related C school courses will have a minimum passing grade of 75 or higher indicated in the Testing Plan. (1) If trainees fail a test, they will receive remedial training and be retested. (a) Trainees passing the retest will be assigned the minimum passing grade. (b) Trainees failing the retest will be counseled and may be referred to an Academic Review Board (refer to the Course Testing Plan).

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b. Performance Test Grading - Evaluation involves the observation and critique of a trainee's performance by the Test Administrator and is recorded on an evaluation checklist. Checklists should include evaluation factors and performance standards for each factor. (1) Performance can be evaluated by the following methods: (a) Observing work in progress. (b) Measuring completed work. (c) Checking operation of equipment after completed assembly. (d) Physical testing of the finished job. (e) Skill in using tools and compliance with required safety precautions. Care of equipment can also be checked effectively by performance tests. (2) Evaluation Checklist - Two methods, "Yes/No" and "Rating Scale are provided on the checklist. An asterisk (*), identifying a step deemed to be significant or critical, such as a procedural step or one involving a safety hazard, will be placed to the left of the step number. Refer to the Sample Package. This checklist is only a sample; there can be many variations, which may be as unique as the performance test requirements. c. Practical Work (PW) Grading Practical work usually involves practice performance exercises in the laboratory or on the aircraft. The CCMM is responsible for determining which areas in the course merit PW based on criticality and difficulty of tasks. When PW time exceeds 10 percent of the course time, PW grades will be assigned. PW grading sheets will be developed to provide a high degree of objectivity in assigning PW grades. d. Final Grades Final grades are computed by combining all grades according to their relative value as outlined on the test weight sheet in the testing plan of each course. 3C-11. TEST REVIEW.

a. Test items will be reviewed with the trainees after each testing situation. b. If an incorrect response was made, the correct information must be reviewed; remediate as necessary. 3C-12. TEST ITEM VALIDATION. Test items must be validated to ensure they are technically and grammatically accurate and adhere to the guidelines presented in this section. Technically qualified subject matter experts rather than the test item author must conduct the validation process. Test validation data and records will be retained in the master test folders. Validated test items must answer the following questions: a. b. Is the item technically accurate and the correct response keyed? Does the item content match the objective it was written to measure?

c. Does the item measure a critical knowledge element of the task associated with the objective? d. If memorization of the knowledge being tested is required for competent performance on the job, is the item identified as a closed-book item?

3C-15

e. If the knowledge being tested is normally looked up during performance of on-the-job task(s), is the item either identified as an openbook item or is the essential reference material supplied with the test item as an illustration? f. g. h. i. Is the item written at the appropriate knowledge level? Is the item written to the appropriate training level? Are all words spelled correctly; is the item grammatically correct? Is the test item provided in the lesson topic?

Note: If the answer to any validation criteria is "NO", correct the discrepancy and revalidate the test item. 3C-13. TEST ITEM ANALYSIS. Test item analysis shall be conducted in accordance with reference (b). a. Analysis from one test will be submitted with the annual Formal Course Review. b. Corrective action must be taken for any test versions flagged due to large differences in usage or deviation of +3 or 3 in grade average. Examples test 1A was given 20 times with an average grade of 85 and test lB was given 12 times with an average grade of 70. This shows that test 1A and 1B were not administered with the same frequency, and that test 1B had a higher degree of difficulty. 3C-14. TESTING PLAN. A testing plan is a document outlining the testing procedures for a course. Testing plans will be submitted with the Final package. Test Plans will be entered into AIM II following the sample package format and below guidance. Identify any course unique requirements. A Testing Plan shall include the following: a. Cover page (automatically generated by AIM) (1) Title - TESTING PLAN (2) Course Title - The course long title in CAPS. (3) CIN - The CIN in CAPS, including version and change number. (4) The title and address of the Curriculum Control Authority will be centered and read as follows:

3C-16

PREPARED FOR CENTER FOR NAVAL AVIATION TECHNICAL TRAINING 230 CHEVALIER FIELD AVE SUITE C PENSACOLA, FL 32508-5168 (5) The title and address of the Curriculum Control Model Manager will be centered and read as follows: PREPARED BY CENTER FOR NAVAL AVIATION TECHNICAL TRAINING UNIT JACKSONVILLE BUILDING 848 EAST NAS JACKSONVILLE, FL 32212-0060 (6) Date - The date (month/year) of preparation or revision will be near the bottom center of the page in CAPS. b. Test Plan Data Page Populate the following fields: (1) (2) (3) (4) purpose. Purpose The purpose of the testing plan. Course Overview Automatically populated by AIM Data. Minimum Passing Grade Enter minimum passing grade criteria. Justification and/or Comments Enter test description and

(5) Test Procedures and/or Constraints - Enter testing procedures and any constraints, including time for testing, cut-off scores and remediation requirements and compromise procedures. (6) (7) Version Numerical version of the Test Plan. Testing Plan Matrix.

(a) Test Type Describes the types of tests used in the course (i.e. knowledge progress, skill comprehensive, etc.) (b) Min Grade List the minimum passing grade for each test type. (c) Weight - Determine the weight for each exam using the criticality of course learning objective(s). The total of all tests cannot exceed 100%. (d) Retest Enter Yes or No for retesting option. (e) Retest Criteria Identify the criteria and procedures for retests. 3C-15. TEST INSTRUCTIONS FOR PROCTOR AND EXAMINEE. Use the canned statements in AIM II for these pages and/or add and delete statements as required to customize these instructions

3C-17

3C-16.

SECURITY CLASSIFICATION MARKINGS.

For classified testing material:

a. Cover pages of tests containing classified information when completed will be marked with the same classification/downgrading data required for the trainee guide cover page. b. Each test item, in a classified test, must be marked as Unclassified (U), Confidential (C), or Secret (S) after its test number. Individual distracters should not be marked. c. The test answer key/test item cross-reference sheet will carry the highest overall classification of any test item. 3C-17. TESTING FORMAT. Develop test items, including the criticality index, and test administration materials, including a Testing Plan, Test Plan Matrix, Test Instructions for the Trainee, and Test Instructions for the Proctor. Refer to the sample package or the AIM II Users Manual, Chapter 6 for guidance.

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TABLE OF CONTENTS CHAPTER 4A DEVELOP PHASE LESSON PLAN Paragraph Page

Section 4A-1 - DESCRIPTION AND PURPOSE....................................4A-2 Section 4A-2 - LESSON PLAN FRONT MATTER...................................4A-2 Section 4A-3 - LESSON TOPICS (LT).........................................4A-4 Section 4A-4 - LESSON PLAN SPECIFICATIONS.................................4A-8 Section 4A-5 - LESSON PLAN REVISIONS AND CHANGES..........................4A-8 Section 4A-6 - LESSON PLAN FORMAT.........................................4A-8 Figure 4A-1 LESSON PLAN OUTLINING FORMAT.......................................4A-6

4A-1

CHAPTER 4A DEVELOP PHASE LESSON PLAN 4A-1. DESCRIPTION AND PURPOSE. Curriculum materials are a plan for learning and include Lesson Plans (LP). The care and accuracy devoted to developing them will affect the quality of the course and its results. Lesson Plans identify a list of required training materials, including specific equipment and instructional media. Lesson Plans also contain learning objectives that reflect knowledge and skills attained upon successful completion of the lesson/course, an outline of instruction taught in a logical and efficient manner, and guidance for conducting the course. Additional information is available in references (a) and (b). A Lesson Plan is composed of Front Matter and Lesson Topics (LT) assembled in a classified or unclassified volume(s) and developed in sufficient depth so that a newly assigned instructor may use them as the primary teaching document. The Course Master Record (CMR) LPs will not be personalized or used as teaching documents. LPs used for teaching will be personalized by annotation or by inserting additional pages. The personalized LP is each instructor's individual plan. If the personalization information is of a nature that should be included in all LPs, a change recommendation will be generated. The course effectiveness is determined by the correctness of the LPs. Outdated LPs will guarantee an ineffective presentation. Therefore, the updating and refining of LPs will be continuous. 4A-2. LESSON PLAN FRONT MATTER. Each page, except the title page, has a two line-running header consisting of the phrase LESSON PLAN and the CIN. If there are multiple volumes, the volume number will follow the CIN. LPs should be split into volumes if the are excessively large. Lesson Plan front matter consists of the following elements: a. Title Page - A title page will be prepared for each LP and includes the following information: (1) (2) (3) (4) (5) (6) (7) preparation The phrase LESSON PLAN FOR Course Title Course long title CIN If a revision, include the alpha character after the CIN Volume number Include if part of a multi-volume Lesson Plan Prepared By - Name and address of CCMM Prepared for Name and address of CCA Date (month and year) of preparation - For revisions, the date of will be placed in parenthesis under the original LP date.

b. Change Record Page - This page provides space for recording information of each change made to the LP when the change is approved. The information to be recorded is the number and description of the change, name of the person making the change and the date the change was entered. c. Table of Contents Page. (1) Single Volume LP: (a) (b) (c) (d) (e) Change Record Security Awareness Notice Safety/Hazard Awareness Notice Terminal Objectives Unit and Lesson Topic titles (do not include page numbers)

(2) Multiple Volume LP:

4A-2

(a) Consists of all items listed for a single volume LP. Additionally, the first volume must list the complete contents of all volumes in the LP. Classified Lesson Topics will be indicated by an asterisk before the LT number with a note at the bottom of the page stating that the marked LTs are contained in a classified LP volume. (b) In subsequent volumes, list LPs by their number and complete title in the order in which they are presented. d. Security Awareness Notice Page.

(1) State whether classified material is or is not contained in the course. Each LP will bear the highest security classification demanded by its contents. (2) Describe procedures for handling and safeguarding all classified materials used in the course. (3) Refer to reference (j) on security program regulations to ensure all training materials are marked and handled per the latest policy guidance. (4) The Security Awareness Notice should be as individual as the course. This notice does not relieve the developer from the responsibility of incorporating security requirements throughout the course. e. Safety/Hazard Awareness Notice - The Safety/Hazard Awareness Notice will be as individual as the course. This notice does not relieve the developer from the responsibility of incorporating safety requirements throughout the course. The Safety/Hazard Awareness Notice Page may include: (1) Notice of promulgation. (2) Specific policy on Training Time Out (TTO). (3) Special direction to personnel concerning safety. (4) Emergency procedures in accordance with the Pre-Mishap Plan. (5) General safety precautions, including: (a) Instructions for reporting of safety and hazard violations. (b) Warning others of known or developing hazards. (c) Reporting of accidents, injuries, or impairments. (d) Wearing of personal protective equipment (PPE), such as hearing and eye protection. (6) Any hazardous materials used in the course. List all materials that the trainee will use. Ensure maintenance Safety Data Sheets (MSDS) have been read by each trainee. (7) Relevant documentation containing specific precautions and preventive measures. (8) A description of the Operational Risk Management (ORM) Program. f. Terminal Objectives (TOs) Page(s):

(1) TOs listed on this page will be the same as listed in the TCCD Curriculum Outline of Instruction.

4A-3

(2) List the TOs in numeric sequence. 4A-3. LESSON TOPICS (LT).

a. LTs are organized by unit and topic. The units and topics are numbered as listed in the TCCD Curriculum Outline of Instruction. Topics are listed in the Table of Contents for organizational purposes but there are no page numbers listed. b. Each page of a LT has a three-line running header: (1) First line contains the phrase Lesson Plan. (2) Second line contains the unit number, unit title, CIN and, if required, the revision alpha character and change number. (3) Third line contains the LT number and title. c. Each LT contains an introductory page that includes the following: (1) Allocation of classroom, laboratory and practical time (a) The time required to teach the LT one time, regardless of the number of times necessary to repeat the LT to accommodate bottlenecks. For example, a two-period lab session that must be conducted with three groups will be shown as two periods, not six. List times in standard periods, not in hours or minutes. (b) Standard periods are defined as 60 minutes, consisting of 50 minutes of instructional time followed by a 10-minute break. Time will not be listed in fractions of a period. (May not apply to Inter-service Training Review Organization (IRTO) courses.) (2) Enabling Objectives - List in the order in which they are taught. EOs will be the same as listed in the TCCD. (3) Trainee Preparation Materials including Trainee Support Materials and Reference Publications. (a) Trainee Support Material, include handout materials such as the Trainee Guide (TG). The TGs will contain all the Instruction Sheets required to conduct the lesson. If no support materials are required, state None. (b) Reference Publications, list all reference material to be read by the trainee, such as technical manuals or instructions. List all references by identification number/publication number and full title. Any publication listed here will also be listed as an instructor Preparation Reference Publication. If no reference publications are required, state None. (c) Trainee Preparation Materials will usually be listed on the Discussion-Demonstration Activity (DDA) pages as part of the assignment of the previous lesson. (4) Instructor preparation guidelines. (a) Item A - Enter the phrase, Review Assigned Trainee Materials. (b) Item B - Reference Publications. List all references that are cited as Refer to or "Reference" in the Related Instructor Activity (RIA) column.

4A-4

1. List all references by identification number/publication number and full title. 2. No reference will be listed under Reference Publications if it is not cited in the RIA column. (c) Item C - Training Materials Required. List all support materials that are required for the instructor to conduct the LT, such as wall charts, transparencies, CBT materials and fault insertion guides. 1. List support material by type and identification number.

2. If all Instruction Sheets are bound into a Trainee Guide, list "Trainee Guide" and CIN number. If they are issued separately, list the individual Instruction Sheet by type and number. 3. Common classroom materials such as desks, chalk/VAP boards, podium, overhead projector and screen will not be listed under Instructor Preparation. d. Each LT contains Discussion-Demonstration Activity (DDA) pages. DDA pages consist of two columns. The left column is labeled Discussion Point and the right-hand column is labeled Related Instructor Activity and include the following: (1) Discussion Points (DP) Discussion points are listed in the proper presentation sequence, including all sub-points necessary to ensure the proper level of coverage for each DP. There will be a DP to support each Lesson Topic (LT) EO. (2) The first DP will be numbered 1 and will be the introduction to the lesson. During the introduction: (a) Provide an overview of the LT. (b) Provide motivational statements on the importance of the subject matter. (c) Review any safety precautions and operational risks related to the LT. This includes hazardous materials and Training-Time-Out (TTO) procedures. (d) In each instance where a trainee will use hazardous materials, incorporate the following: "Have each trainee read the applicable Material Safety Data Sheet (MSDS) and sign a statement of understanding." (3) The second DP will be numbered 2 and titled "This Lesson Topic". Under this DP the Topic EOs will be explained to the trainees. All DPs that follow will: (a) Be numbered consecutively, starting with 3. (b) Support the LT EOs. (c) Be presented in learning objective sequence. (d) Cover facts, concepts, principles and procedures that trainees must know to accomplish the tasks being trained. (e) Break down the general concepts into their simplest component parts and segments, which are presented one by one.

4A-5

(f) Be presented in sufficient detail to lead the instructor smoothly and comprehensively through all portions of the presentation. (g) Detail information, which may range from minimal to a level where no research of the technical documentation is necessary. (h) Use key words or phrases to guide the instructor's presentation. 1. Leave ample space between DPs for the instructors to insert notes and examples as part of their personalization of the LT. 2. Format Lesson Plans as shown in Figure 4A-1.

3. Only use technical information that can be traced to an official/formal document. FIGURE 4A-1 LESSON PLAN OUTLINING FORMAT FORMAT GUIDE FOR ALL TRAINING DOCUMENTS IN CNATT COURSES Example 1. a. (1) (a) 1. a. (1) (a) Note: If a 1. is used, there must be a 2.; if an a. is used, there must be a b., etc. (4) A DP labeled Summary and Review will: (a) Be a review of the DPs. (b) Condense and repeat the principal points of the LT. (c) Condense and repeat the EOs. (d) Check for understanding of the LT by providing review questions/problems. (5) A DP labeled Assignments will inform the instructor to: (a) Direct the trainees to Instruction Sheets that will assign homework to reinforce the LT material. (b) Direct the trainees to Instruction Sheets that will assign trainee preparation for the next LT. (c) If there is no assignment, state None. (6) The Application DP directs the instructor to administer tests or to tell the trainees when the tests will be administered. Also used to direct the trainees to an Instruction Sheet, usually a Job Sheet, which assigns a problem or a laboratory/aircraft exercise that allows the trainee to practice what has been taught. If there is no Application, state None. (7) When safety is part of a DP, it should begin with the words "Safety Precaution", followed by the specific information.

4A-6

(8) When there are multiple teaching sites: (a) Verify that each site has the equipment, facilities, etc., before including the requirement in the LT. (b) Site unique requirements, which cannot be changed to a standard, will require a site-specific alternative DP or special instructions to the instructor. (9) Related Instructor Activity (RIA) will be instructor specific directions which: (a) Aid the instructor in presenting the DP. (b) Are keyed/numbered to correspond to the DP to which they relate. (c) There does not have to be an entry in the RIA column for every entry in the DP column. (d) There must be an entry in the DP column for every entry in the RIA column. (e) Refer to reference documents that the instructor can use to prepare to teach a particular DP or the LT. (f) Refer to Instructional Media Materials (IMM) and appropriate demonstrations that are to be used to support DPs. (g) List actions to be performed by the trainee during the presentation of instruction such as take notes, refer to, etc. (h) Provide guidance to the instructor on how to present the DP such as draw on whiteboard, demonstrate procedure, refer to NAVAIR Manual 0035B-16, etc. (i) Use the phrase "Reference" to direct the instructor where to locate information needed to prepare to teach a DP. Each time a reference is listed in the RIA column, list it by complete number. (j) Use the phrase "Refer to..." to direct the instructor and student to use, during the presentation, a particular reference, document or instruction. (k) Use the phrase "Display" to direct the instructor to use a particular IMM reference by identification number. (l) Refer to Instruction Sheets by type and number such as Job Sheet 4-2-4, in the order of their use within the LT. (m) Cite or assign all Instruction Sheets provided in the Trainee Guide. (n) Provide additional information on DPs to be emphasized, such as safety precautions. (o) Describe demonstrations to be performed by the instructor. (p) Provide guidance for administering trainee laboratory/aircraft practice sessions. (q) Provide directions to the instructor for environmental requirements such as temperature, lighting, ventilation and cleanliness.

4A-7

(r) Indicate Computer Based Training (CBT) materials with the phrase "Present using CBT Material." Insert in the blank the system or subsystem that will be discussed or similar wording. 4A-4. LESSON PLAN (LP) SPECIFICATIONS.

a. LPs will be oriented horizontally on standard 8 1/2" X 11" paper. This orientation is often referred to as landscape layout. b. LPs may be organized into one or more volumes. It is not necessary to repeat all elements of the front matter for each additional volume. c. LPs will be printed on both sides of the sheet, head to foot. The phrase "This page intentionally left blank" will not be used on blank pages unless all pages must be accounted for because the LT is classified. d. Lesson Plan and Lesson Topic page numbering

(1) Lesson Plan Front Matter pages will be numbered consecutively, using Arabic characters. Page numbers will be located in the lower righthand corner of the page. A page number is not placed on the Title page; however, it is counted as page 1. (2) LT pages will be numbered consecutively within the LT using Arabic characters. Page numbers will be located in the lower right-hand corner of the page. The number will consist of the unit number, LT number and sequential page number. For example, the LT page number 4-10-3 will translate as: Unit 4, LT 10, page 3. 4A-5. LESSON PLAN REVISIONS AND CHANGES.

a. If components of an LP are modified as part of a revision, an alpha character starting with "A" for the first revision will follow the CIN on the Title page and a new publication date will be shown below the original date. The last revised date will be shown in parentheses. The Change Record Page will be replaced during a revision and will have no entries. Revisions are discussed in Chapter 6B and require the submission of a TPP. b. If components of an with a number starting with every page of the entire LP on the Change Record Page. Chapter 6B. LP are modified as part of a change, the term CH, "1" for the first change, will follow the CIN on (i.e., C-123-4466 CH 4). All changes are entered Changes and their routing are discussed in

c. The instructor enters interim changes. The entry is noted on the Change Record Page. The CCMM will retain all Interim Changes for inclusion in later revisions or changes as appropriate. Interim Changes and their routing are discussed in Chapter 6B of this instruction. 4A-6. LESSON PLAN FORMAT. Enter Lesson Plan information into AIM II following the sample package format. For additional information on creating LPs in AIM II, refer to the AIM II Users Manual, Chapter 10, Lesson Plan Module.

4A-8

TABLE OF CONTENT CHAPTER 4B DEVELOP PHASE TRAINEE GUIDE Paragraph Page

Section 4B-1 - DESCRIPTION AND PURPOSE....................................4B-2 Section 4B-2 - FRONT MATTER SPECIFICATIONS................................4B-2 Section 4B-3 - INSTRUCTION SHEETS.........................................4B-3 Section 4B-4 - INSTRUCTION SHEET SPECIFICATIONS...........................4B-4 Section 4B-5 - TYPES OF INSTRUCTION SHEETS................................4B-4 Section 4B-6 - TRAINEE GUIDE FORMAT.......................................4B-7

4B-1

CHAPTER 4B DEVELOP PHASE TRAINEE GUIDE 4B-1. DESCRIPTION AND PURPOSE. The Trainee Guide (TG) consists of Front Matter and a series of Instruction Sheets assembled in separate classified and unclassified volumes which collectively provide the trainee with the supplementary material (in addition to technical manuals) needed for successful completion of a particular course of study. The TG is prepared in coordination with the Lesson Plan (LP). The TG should not duplicate existing documents and manuals; use it in conjunction with them as training materials for a course. At times, however, it is more efficient to duplicate a few pages from a manual if, for example, the manual is very large or has classified sections. 4B-2. FRONT MATTER SPECIFICATIONS. Front Matter pages will be numbered consecutively using Arabic numbers. The page number will be placed at the lower right corner of the page. Do not place a number on the Cover Page, although the Cover Page is counted in the numbering of the Front matter as page 1. The front matter of the TG consists of the following elements: a. Title Page - A title page will be prepared for each TG and includes the following information: (1) (2) (3) (4) (5) (6) The phrase TRAINEE GUIDE FOR Course Title Course long title CIN If applicable, include revised course alpha character Prepared By - Name and address of CCMM Prepared for Name and address of CCA Date (month and year) of preparation

b. Change Record Page - This page provides space for recording information of each change made to the LP when the change is approved. The information to be recorded is the number and description of the change, name of the person making the change and the date the change was entered. c. Table of Contents Page that includes the following: (1) (2) (3) (4) (5) (6) (7) (8) d. Title Page. Change Record. Security Awareness Notice. Safety/Hazard Awareness Notice. Terminal Objectives. Course Master Schedule. Unit and Lesson Topic titles (do not include page numbers). Instructional Sheets.

Table of Contents Page(s) for a multiple volume TG list:

(1) In the first volume, list the complete contents of all volumes in the TG. Instruction Sheets for classified lessons will be identified by an asterisk (*) before the LT number with a note at the bottom of the page stating that those sheets are contained in a separate classified volume of the TG. (2) In subsequent volumes, list contents by their number and complete title in the order in which they are presented. e. Security Awareness Notice Page.

(1) Each TG will bear the highest security classification demanded by its contents.

4B-2

(2) State whether classified material is contained in the course or not. Describe procedures for handling and safeguarding classified materials used in the course. (3) Refer to reference (j) on security program regulations to ensure all training materials are marked and handled per the latest policy guidance. (4) The Security Awareness Notice should be as individual as the course. This notice does not relieve the developer from the responsibility of incorporating security requirements throughout the course. f. Safety/Hazard Awareness Notice Page. The Safety/Hazard Awareness Notice will be as individual as the course. This notice does not relieve the developer from the responsibility of incorporating safety requirements throughout the course. The Safety/Hazard Awareness Notice Page may include: (1) Notice of promulgation. (2) Specific policy on Training Time Out (TTO). (3) Special direction to personnel concerning safety. (4) Emergency procedures in accordance with the Pre-Mishap Plan. (5) General safety precautions, including: (a) Instructions for reporting of safety and hazard violations. (b) Warning others of known or developing hazards. (c) Reporting of accidents, injuries, or impairments. (d) Wearing of personal protective equipment (PPE), such as hearing and eye protection. (6) Any hazardous materials used in the course. List all materials trainees use. Ensure MSDS sheets have been read by each trainee. (7) Relevant documentation containing specific precautions and preventive measures. (8) A description of the ORM Program. g. Terminal Objectives (TOs) Page(s).

(1) TOs listed on this page will be the same as listed in the TCCD Curriculum Outline of Instruction. (2) List the TOs in numeric sequence. h. 4B-3. a. b. c. d. e. Course Master Schedule (previously developed). INSTRUCTION SHEETS. Information Sheets Outline Sheets (Required) Diagram Sheets Job Sheets Assignment Sheets TG Instruction Sheets consist of the following:

4B-3

f.

Problem Sheets

Note: Lesson Topics do not require every type of Instruction Sheet. 4B-4. INSTRUCTION SHEET SPECIFICATIONS. Specifications for Instruction Sheet development, regardless of Instruction Sheet type, are as follows: a. Organize Instruction Sheets by Units and LTs. List each Instruction Sheet by Lesson Topic (LT) number and complete title, according to the TCCD Outline of Instruction, and in the order in which they are presented. LT numbers are composed of the unit and lesson numbers. The first lesson in Unit One will be listed as 1.1. The fourth lesson in Unit Three will be listed as 3.4. b. Instruction Sheets are arranged according to the sequence in which they are used within the LT they support with the Outline Sheet always provided first. c. Each Instruction Sheet has a running header. (1) The first line contains: (a) The phrase TRAINEE GUIDE and CIN (Revision number in alpha characters if applicable). (b) Volume number if a multi-volume TG. (e) Security classification (if applicable). (2) The second line contains the name of the instructional sheet and its sequential number within the lesson topic. The number of pages for the instruction sheet are listed on the far right. (3) The Instruction Sheet type and its number are centered on the page. Each Instruction Sheet is identified with a three-digit number which relates the Instruction Sheet to the Unit/LT in the TG it supports or supplements. (a) First digit - Unit number (b) Second digit - LT number (c) Third digit - Sequence number within the LT. Examples: Outline Sheet 6-4-1 Information Sheet 6-4-2 Job Sheet 6-4-3 4B-5. TYPES OF INSTRUCTION SHEETS.

a. Outline Sheet - Provides the trainee with an outline of the major teaching points in the LT and is consistent with the outline of discussion points in the LT. Outline Sheets allow the trainee to follow the progress of a LT, to take notes as desired, and to retain topic information for future reference. Outline Sheets consist of: (1) Title - Shall be the same as the LT in the LP. (2) Introduction - Will consist of a narrative statement describing the purpose and intent of the Outline Sheet and the overall scope and content of the LT. A statement of what benefits can be expected by the trainee is helpful.

4B-4

(3) Enabling Objectives (EOs) - Identical to those in LP and TCCD. (4) Outline. (a) Presents an outline of the major points to be covered in LT. (b) Only key words or phrases should be entered. b. Information Sheet - Provides additional, amplifying, or background information essential for the trainee but not contained, or not easily found, in the technical manuals or other official documentation. The Information Sheet consists of: (1) Title - Should describe the subject matter of the sheet. (2) Introduction - Will consist of a narrative statement describing the purpose and intent of the Information Sheet. It is a statement of how or why the information benefits the trainee. (3) References - List all references used to develop the information section of the Information Sheet. (4) Information - Presents material designed to aid the trainee in comprehending the instructional topic and not contained in the technical manuals identified for use in the curricula. Examples of material to consider for inclusion are: (a) References to technical manuals or other approved publications. (b) Information on new concepts. (c) Background information. (d) Clarifying information. c. Diagram Sheet - Provides illustrative material such as a chalkboard sketch, Instructional Media Material, or any diagram or schematic deemed important to the trainee. The Diagram Sheets consist of: (1) Title - Should describe the subject matter of the sheet. (2) Diagram - Under the heading Diagram, provide illustrative material: (a) Organized in any reasonable manner to accomplish the LT objective. (b) May range from foldout schematics or block diagrams to a simplified schematic. Avoid foldouts wherever possible. (c) Should be large enough so the trainee can make notations. (d) If graphics are computer generated, they will be saved as jpg or gif files. (e) Diagram Sheets are not to be provided where material exists in reference documentation.

4B-5

d. Job Sheet - Directs the trainee to use technical documentation, if available, in the step-by-step performance of tasks or functions encountered in an operational environment. The Job Sheet consists of: (1) Title - Should describe the subject matter of the sheet. (2) Introduction - Will consist of a narrative statement describing the purpose and intent of the Job Sheet. A statement of what benefits can be expected by the trainee is helpful. (3) Tools, Test Equipment and Material - List, by nomenclature, all equipment and material required for accomplishing the job. (4) References - List all reference publications required to complete the Job Sheet. (5) Self-Test Questions - Provide questions that: (a) Require decision making similar to that required in the operational environment. (b) Are technically correct and have direct application to the task being performed. (c) Are easily understood, grammatically correct and easily graded by the instructor. (6) Safety Precautions to be observed - List all precautions that must be observed during performance of the Job Sheet. (7) Job Steps - List the procedures for performing the task or function. (a) Do not duplicate the procedures listed in the reference. (b) Provide sufficient space under each job step to record information. (c) Identify critical job steps and require the instructor's initials and date of completion. e. Assignment Sheet - Used to assign required reading material and to pose questions on the assignments for an individual topic. The Assignment Sheet consists of: (1) Title - Describes the subject matter of the sheet. (2) Introduction - Consists of a narrative statement describing the purpose and intent of the Assignment Sheet. It is a statement of how or why the information benefits the trainee. (3) Enabling Objectives Direct the trainees to refer to the outline sheet by number. (4) Study Assignment. (a) Material to be studied by the trainee before, after, or as part of the LT. (b) Specific study instructions, including preferred sequence of study, may be included.

4B-6

(5) Study Questions. (a) List questions that assess understanding of what was studied, or tests the trainee's ability to apply the information. (b) Study questions will be written at the same learning level as the related EO. f. Problem Sheet - Provides practical problems requiring analysis and decision making similar to those that will be encountered on the job. Problem Sheets will engage the trainee in problem solving, giving practice in the application of knowledge to practical situations. Problem Sheets are used when the subject matter requires the ability to solve a problem in a logical manner. Problem Sheets consist of: (1) Title - Should describe the subject matter of the sheet. (2) Introduction - Consists of a narrative statement describing the purpose and intent of the Problem Sheet. A statement of what benefits can be expected by the trainee is helpful. (3) References - List all reference publications required to perform the task or function. (4) Problems - Present problems which: (a) Provide a clear statement of the problem, the conditions and parameters of the problem, and any directions for solving the problem. (b) Are organized in a manner that promotes problem-solving skills. (c) If required, drawings/diagrams are included as part of the Problem Sheet, not as a separate Diagram Sheet. Note: A Problem Sheet is not to be used for testing, as a make-work device, a substitute for laboratory activities, or a do-it-yourself training method. 4B-6. TRAINEE GUIDE FORMAT. Enter Trainee Guide information into AIM II following the sample package format. For additional information on creating Trainee Guides in AIM II, refer to the AIM II Users Manual, Chapter 11, Trainee Guide Module.

4B-7

TABLE OF CONTENTS CHAPTER 4C - DEVELOP PHASE INSTRUCTIONAL MEDIA MATERIALS (IMM) Paragraph Page

Section 4C-1 - INSTRUCTIONAL MEDIA MATERIALS (IMM)........................4C-2 Section 4C-2 - RESPONSIBILITIES FOR IMM AIDS..............................4C-2 Section 4C-3 - IMM REFERENCE NUMBERING....................................4C-5 Section 4C-4 REVISION OF IMM AIDS.......................................4C-7 Section 4C-5 INDIVIDUAL IMI MEDIA FILE NAME.............................4C-8 Section 4C-6 - IMI MEDIA FILE LOCATION....................................4C-9 Section 4C-7 - IMI ELECTRONIC CROSS-REFERENCE LIST.......................4C-11 Section 4C-8 - MASTER IMM AIDS...........................................4C-12 Section 4C-9 - CLASSROOM IMM AIDS........................................4C-13 Section 4C-10 - PLATFORM/RATING AND SYSTEM CODES.........................4C-14 Figures 4C-1 - IMM AID LOCATION/ACQUISITION.......................................4C-4 4C-2 - IMI REFERENCE NUMBERS..............................................4C-5 4C-3 - IMI MODULE REFERENCE NUMBERS.......................................4C-6 4C-4 CBT TRACKING NUMBERS...............................................4C-7 4C-5 ILE CATALOG CODES..................................................4C-7 4C-6 MEDIA FILES NAMES..................................................4C-9 4C-7A - MEDIA FILE LOCATIONS - 1.........................................4C-10 4C-7B - MEDIA FILE LOCATIONS - 2.........................................4C-11 4C-8 - ELECTRONIC IMI CROSS-REFERENCE LIST...............................4C-12

4C-1

CHAPTER 4C DEVELOP PHASE INSTRUCTIONAL MEDIA MATERIALS 4C-1. INSTRUCTIONAL MEDIA MATERIAL (IMM). For purposes of this manual, IMM is visual and/or audio media used in support of training. IMM is divided into two categories, Electronic Interactive Multimedia Instruction (IMI) and Non-Electronic IMM. Responsibilities and procedures for identifying, procuring and maintaining IMM; developing IMI reference numbers and media file names; and identifying file locations are provided in this section. a. Electronic IMI A visual medium that is electronically delivered and may include elements of Computer Aided Instruction (CAI), Interactive Courseware (ICW), Interactive Electronic Technical Manuals (IETM), Electronic Performance Support Systems (EPSS), Power Point (PPT) Presentations and PC Simulations. Electronic IMI also includes but is not limited to: Two Dimensional Drawings (DW2), Three Dimensional Drawings (DW3), Two Dimensional Animations (AN2), Three Dimensional Animations (AN3), motion pictures, videotapes and audiotapes. b. Non-Electronic IMM Visual/audio medium existing in other forms. This medium includes but is not limited to: Wall-Charts (WCH), Illustrations (ILL), Transparencies (TRA), 35MM Slides (SLD) and Sound Slide Presentations (SSP). 4C-2. a. RESPONSIBILITIES FOR IMM AIDS. Instructors shall: (1) Effectively utilize IMM as indicated by course materials. (2) Ensure that all IMM used in the classroom and under their control is maintained in good condition. (3) Notify the Course Curriculum Model Manager (CCMM) of all IMM discrepancies. (4) Send all requests for new and/or updated IMM to the CCMM. b. Course Curriculum Model Manager (CCMM) shall:

(1) Ensure procedures to locate and acquire IMI, outlined in Figure 4C-1, are followed, including searches of MediaTrax, Defense Automated Visual Information System (DAVIS), and Defense Instructional Technology Information System (DITIS) databases. (2) Ensure requests for updates of Electronic IMI follows the guidelines established in reference (k) and are submitted in accordance with the Training Tool Change Management System (TTCMS) Program. Instructions for submitting TTCMS Change Requests can be found at: https://amtcs.kpt.nuwc.navy.mil/TTCMS/. Upon approval, utilize the ILE Business Rules and Practices/IMI Development Style Guide identified in reference (k). (3) Maintain copies of IMM as well as intermediary items used in the development of the IMM Aids. These items must be retained for future updates. 4C-2

(4) Ensure Non-Electronic IMM Masters contain an IMM reference number that is displayed in the viewing area of the IMM Aid. If the IMM Aid contains classified information, the classification will be annotated on the IMM Aid in accordance with reference (j). (5) Set-up and maintain a Multiple Course Cross-Reference System to identity all courses in which the IMM is used. An AIM II Resource Requirements List must be loaded correctly to generate a valid crossreference list. (a) If utilizing CDs from the IMI Master Library, utilize the CBT Tracking Number (CTN) when referencing these CDs. (b) Generate and maintain a cross-reference list for electronic IMI. This Cross-Reference list must contain the media file name and location. A sample of this Cross-Reference list is in Figure 4C-2. (6) Update Lesson Plans, RRL and Multiple Cross-Reference List, and IMI Cross Reference List when changes to IMM Aids are made. (7) Maintain back-up IMM materials, wherever practical. (8) Review and approve IMI reference numbering. (9) Ensure distribution of IMM to alternate teaching sites if they are not available locally.

4C-3

Figure 4C-1 - IMI AID LOCATION/ACQUISITION

START

Id e n tifie s n e e d fo r IM I A id S e a rch o th e r D o D site s a n d lo ca l IM I fa c ilitie s

S e a rc h e s M e d ia T ra x a n d /o r D iT IS / D A V IS

A va ila b le?

NO

YES A cq u ire s / R e vie w s IM I A id

YES

A v a ila b le? NO

YES

A cc e p ta b le ?

NO

IC W /C A I m a te ria l?

NO

A c q u ire lo ca lly? NO R e q u e st a s sista n ce fro m C N A T T tth ro u g h TTCM S syste m NO

YES

YES

In co rp o ra te in to co u rs e (u p d a te )

C u rricu lu m A p p ro v a l P ro ce s s R e cie ve s IC W /C A I m a te ria l END

CBT R e vis io n/ D e v e lo p m e n t P ro ce ss o r su b m it to T T M C S fo r u p d a te s

A cce p ta b le?

YES

In p u t/O u tp u t D IT IS P ro ce ss o r M e d ia T ra x

c. Instructional Systems Development (ISD) Specialist shall advise and assist the FTS in obtaining, preparing, numbering, using and maintaining IMM. d. e. FTS shall verify compliance with applicable directives. CNATT (N7)shall: (1) Ensure the reproduction and distribution of Electronic IMI Aids. (2) Maintain backup masters of all Electronic IMI Aids (Original masters will be stored at NUWC Keyport). (3) Maintain original IMI source files as required. includes original media and programming source code. (4) Input IMI data into MediaTrax. (5) Provide overall coordination for updates to IMI as a result of a Technical Directive (TD), Engineering Change Proposal (ECP), course 4C-4 The source

curriculum changes, or trainer updates through the TTCMS Program. https://amtcs.kpt.nuwc.navy.mil/ 4C-3. IMI REFERENCE NUMBERING.

a. IMI Reference Number A unique reference number that represents a specific IMI Aid used in the support of training and consisting of the Type Equipment Code (TEC)/Equipment Designation (ED), Work Unit Code (WUC), Sequence Number (SQN), and Version Number (VR). For training materials that are not specific or directly related to a TEC and/or WUC, reference the ratings and systems code listings provided at the end of this chapter (Section 4C-10). The ratings and systems code listing can apply to IMM/IMI that is rate specific or more general in nature. b. IMI Reference Numbering Procedures Reference numbering for IMI aids is shown in Figure 4C-2. The following are step-by-step procedures and examples for constructing reference numbers. In column A, aircraft specific IMI Aids should use the TEC for the appropriate aircraft and nonspecific aircraft equipment IMI Aids should use the equipment designation for the specific piece of equipment. For general IMI Aids, non-aircraft or non-equipment specific, the Course Identification Number (CIN) for which the IMI Aid is developed is entered into column A. Column B will use either a five-digit or seven-digit alphanumeric code (WUC) for the specific system/subsystem/equipment or be left blank for general IMI Aids. In column C under Type, use a three character alpha code found in paragraphs 1a and 1b to identify the IMI Aid. Under Number a four digit sequential number is used for each IMI Aid. Contractor developed IMI Aids will use the block of numbers from 0001 to 5000 and CNATT developed IMI Aids will use the block of numbers from 5001 to 9999. The sequence number will be assigned sequentially within each work unit code group and each time the work unit code changes, the sequence number will revert back to 0001 or 5001. Column D uses a two digit numeric code to identify the version for each IMI Aid. The version shall be referenced in instructor and student guides. Column E identifies the IMI reference number. FIGURE 4C-2 - IMI REFERENCE NUMBERS EXAMPLE COLUMN A TEC/ED/CIN COLUMN B WUC COLUMN C SEQUENCE NUMBER TYPE 1 2 3 AMAF AN/ASH-33 GAC6 27000 736C130 44FMO DW2 DW2 WCH NUMBER 0001 0001 0002 01 01 03 AMAF 27000 DW2 0001 01 AN/ASH-33 736C130 DW2 0001 01 GAC6 44FMO WCH 0002 03 COLUMN D VERSION COLUMN E IMI REFERENCE NUMBER

(1) Example 1 represents an IMI Aid for an F/A-18C Aircraft at the organizational level. Column A identifies the TEC for an F/A-18C. Column B identifies the WUC for a turbofan engine. Column C identifies the two elements of the SQN for the first sequential DW2 developed by a contractor of a turbofan engine. Column D identifies the first version of the IMI Aid. Column E identifies the IMI reference number that will appear in the RRL, the lesson plan, and the lower right corner of the Aid. (2) Example 2 represents an IMI Aid for an AN/ASH-33 Digital Data Recorder/Reproducer set at the intermediate level. Column A identifies the 4C-5

equipment designation for the AN/ASH-33. Column B identifies the WUC for an AN/ASH-33. Column C identifies the two elements of the SQN for the first sequential DW2 developed by contractor for the AN/ASH-33. Column D identifies the first version of the IMI Aid. Column E identifies the IMI reference number that will appear in the RRL, the lesson plan, and the lower right corner of the Aid. (3) Example 3 represents an IMI Aid for a NC-8A (Support Equipment). Column A identifies the TEC for a NC-8A. Column B identifies the WUC for a NC-8A. Column C identifies the two elements of the SQN for the second sequential WCH developed by a contractor for a NC-8A. Column D identifies the third version of the IMI Aid. Column E identifies the IMI reference number that will appear in the RRL, the lesson plan, and the lower right corner of the Aid. Reference numbering for IMI Aids applicable to ground support equipment at the organizational and intermediate levels will be constructed in the same manner. c. If the electronic IMI to be referenced is an entire CD of CAI, ICW or a module found on Navy E-Learning, the reference number should consist of the CTN and/or the ILE Catalog Code ID. These numbers are assigned by the CNATT N-7 Cybrarian. Examples of CD and ILE content reference numbers are found in Table 4C-3. The IMI reference number will be listed in the TCCD to identify the IMI aids used within a specific course and in the LP to identify when and how the specific IMI aid is to be used. FIGURE 4C-3 - IMI MODULE REFERENCE NUMBERS* Example Rate or platform assignment 004 System Code N/A Series Module number 005 Version CTN/ILE Catalog Code ID

001

1.0

004-R-001-005-1.0-R

2 008 ALR 002 003 A0 CNATT-008-ALR-002-003-A0 * For configuration management purposes, these numbers assigned by CNATT N-7 Cybrarian (1) Example 1 represents a CD consisting of an AMTCS module used in a course. The 004 identifies it as ABE rate training. The R identifies it as a runtime file. It is the 5th CD in the 001 series and is version 1.0. (2) Example 2 represents IMI that consists of a module of content found on the ILE. This is for the AZ rate and consists of a module on Aircraft Logs and Records. It is module 3 in the series or set. This is the 1st version. d. Both examples are derived from documentation on the MediaTrax Library. At some future date, the CTN numbers will migrate to the ILE catalog code format. Refer to Figures 4C-4 and 4C-5 to see examples of CTN and catalog codes. In addition, new platform/rating and systems will be added as required. For a complete listing of rating and system codes, refer to Section 4C-10.

4C-6

Figure 4C-4 CBT TRACKING NUMBERS (CTN) Requirement Platform/Rating 999 Code Description Three digit numerical code to identify platform or rating specific training. See codes below. One digit R or S to identify as runtime or source Three digit numerical code for series position (tied to delivery). Even though this is a MediaTrax fallback it is still viable in courseware delivery arena. Tied to delivery. Three digit numerical code for position in series. Identifies minor updates Identifies major revisions R for CD-Rom D for DVD Figure 4C-5 ILE CATALOG CODES Requirement Center ID Platform/Rating System Code CNATT 999 999 Description Identifies courseware for the CNATT claimancy Three digit numerical code to identify platform or rating specific training. See codes below. Three digit alpha-numerical code to system. (000 reserved for General N/A). To be developed similar to platform/rating codes. Three digit numerical code for series position (tied to delivery). Even though this is a MediaTrax fallback, it is still viable in the courseware delivery arena. Three digit numerical code for position in series. One alpha (for major revisions) and one numerical (for minor revisions) digit. Note: The initial delivery will always be A0. First numerical digit (for major revisions) and second numerical (for minor revisions).

Identify as runtime or source Series Position

R or S

999

Position in series Version

999 1.1 2.0

Delivery Method

R or D

Series Position

999

Position in series Version identifier and runtime or source identifier 4C-4

999 X9 Runtime

99

Source

REVISION OF IMM AIDS.

a. When an IMI aid is revised, the new version will be identified by the last two digits of the IMI reference number, 01, 02, etc., indicating the first, second, third, etc., version. This is also true of CTN numbers. If the IMI is on a CD or DVD, the version number will be 1.1, 1.2, etc. for minor changes or 2.0, 3.0, etc. for major revisions. For ILE content, version numbers for will designated as A1, A2, etc. for minor changes and B0, B1, etc. for major revisions.

4C-7

b. Non-Electronic aids, except contractor developed aids not numbered per this instruction, will be renumbered when the course undergoes a revision or when the Non-Electronic IMI aid is converted to an Electronic IMI aid. c. Electronic IMI aids, except contractor developed aids not numbered per this instruction, will be renumbered when the course undergoes a revision. d. IMM aids with contractor assigned numbers will not be renumbered. contractor number will be retained for as long as the aid exists. If the contractor deliverables are CDs and ILE content, the CNATT N-7 Cybrarian (working with NUWC Keyport) will assign CTNs and ILE catalog code IDs. The

e. During a course revision, when IMI masters are revised and/or new IMI masters are developed, any aid used in other courses that contains the required or usable information will be used. Do not change the reference numbers on the IMI master used in other courses. For IMI masters used in more than one course, the Multiple Course Cross-Reference System will be used to identify all courses in which the IMI master is used. f. Future IMI aid numbering will correspond to the IMI reference numbering system identified above. 4C-5. INDIVIDUAL IMI MEDIA FILE NAME.

a. Media File Name A media file name is an alphanumeric identifier that uniquely names a specific file or Power Point (PPT) Presentation slide and consists of the Type Equipment Code (TEC)/Equipment Designation (ED), Work Unit Code (WUC)/Descriptor, version, IMI Aid type, and file format. For IMI that is non-specific or NOT tied directly to a single TEC/WUC, refer to the Rating and System Codes in section 4C-10. b. Media File Naming Procedures Step-by-step procedures for constructing media file names are provided below with examples listed in Figure 4C-6. Media File Names include a: (1) TEC An alphanumeric identifier found in the Work Unit Code Manual (WUC). Refer to Figure 4C-2. (2) Equipment Designation (ED) An alphanumeric identifier used to describe a specific piece of equipment. (3) WUC Five or seven digit alphanumeric code used to identify a specific system/subsystem or piece of equipment. (4) System Descriptor An alphanumeric identifier used when a WUC does not apply (description of PPT slide, etc.). Refer to Figure 4C-2. (5) Sequence number For Unit/Detachment developed media use a sequence number beginning with 5000 for each WUC. (6) Version A two character numeric identifier used to identify media version. (7) File Format A three character alphanumeric identifier, preceded by a period, used to identify file format.

4C-8

Figure 4C-6 - MEDIA FILE NAMES TEC/ED WUC/DESCRIPTOR SEQUENCE NUMBER

5001 5002 5001 5000 5004

VERSION

FILE FORMAT
.jpg .tif .mp3 .jpg .swf

EXAMPLE MEDIA FILE NAMES

AMAF AMAF ASH-33 ASH-33 004

27000 27000 7360C 736C130 G01

01 01 20 21 03

AMAF-27000-5001a.jpg AMAF-27000-5002a.tif ASH33-736CO-5005a.mp3 ASH33-736C130-5004b.jpg 004-G01-5004c.swf

4C-6.

IMI MEDIA FILE LOCATION.

a. Media File Location Media file location identifies the location for a specific media file in relationship to the Computer Drive, Path, CD-ROM ID, Program Executable, Navigational Menu Name and Media File Name. File location is dependent upon the computer system configuration (Local Area Network (LAN) or local drive (CD-ROM, disk, etc.)) and how the media file is accessed. This can be through the use of original source files or a run-time program. Media file location examples are provided in Figures 4C-7A and 4C-7B. Media file location components are defined as follows: (1) Computer Drive [drive] Computer storage device (drive) upon which the media file is located. (2) Disk Operating System Path [DOS path] Disk Operating System path where the media file is located. (3) Media File Name [filename] Computer file name for the specific IMI Aid or components of the IMI Aid. Media file names should be developed in accordance with paragraph 4C-5 of this section. (4) CD-ROM ID (CTN Number) Title of the CDROM, disk number of the disk-set, and the release date (mm/yyyy). (5) Program Executable [run-time.exe] Run-Time executable program used to execute the media file. (6) Navigational Menu Names [navigational nomenclature] Selectable navigational menu components leading to the specific media file. b. Media File Location procedures Step-by-step procedures for constructing media files: (1) Identify the computer drive on which the media file is located. (2) Determine if the original media source file is available or if the media file is available through a run-time program. If both the original file and the run-time program are available, the original source file should be used in the development of the media file location. (a) If the original source file is available for the media file, the following procedures should be used to identify media file location: 4C-9

1. Media file on a LAN The media file location would be identified by the drive, path, media file name. 2. Media file in a run-time program The media file location would be identified by the drive, CTN, path, media file name. (b) Media file available through a runtime program; the following procedure should be used to identify the media file location: 1. Media file on a LAN The media file location would be identified by the drive, path, run-time program executable, navigation menunames, and media file name. 2. Media file in a run-time program The media file location would be identified by the drive, CTN, run-time program executable, navigation menu-names, and media file name. Figure 4C-7A - MEDIA FILE LOCATIONS - 1 ON LOCAL AREA NETWORK (LAN) WITH ORIGINAL SOURCE FILE Example 1 2 Drive X X Path X:\f18pp X:\ash33 Media File Name AMAF-27000-01.jpg ASH-33-736C120-01.kcd Media File Location X:\f18pp\AMAF-27000-01.jpg X:\ash33\ASH-33-736C120-01.kcd

(3) Example 1 Media file located on a LAN, drive X, in subdirectory, f18pp, with original source file available. (This is the first version of a .jpg media file for an F/A-18 turbofan engine component.) (4) Example 2 Media file located on a LAN, drive X, in subdirectory, ash33, with original source file available. (This is the first version of a .kcd media file for an AN/ASH-33 Digital Data Recorder/Reproducer set.)

4C-10

Figure 4C-7B - MEDIA FILE LOCATIONS 2 ON LOCAL DRIVE WITH ORIGINAL SOURCE FILE Example 1 Drive E CD/DVD ID CTN 015-R-00101-1.0-R CAI 1 of 2 081999 CTN 015-R-00101-1.0-R CAI 1 of 2 081999 CTN 015-R-00101-1.0-R CAI 1 of 2 081999 Path E:\ash33 Media File Name ASH-33-736C0-01.avi Media File Location E:\ash33 CAI 1 of 2 081999\ash33\ASH33\736C130-01.jpg E:\ash33 CAI 1 of 2 081999\ash33\ASH-33736C300-01.cai E:\ash33 CAI 1 of 2 081999\ash33\ASH-33736C200-01.avi

E:\ash33

ASH-33-736C30001.cai

E:\ash33

ASH-33-736C20001.avi

(5) Example 1 Media file located on a local CDROM drive E that is titled, CTN 015-R-001-01-1.0-R CAI disk 1 of 2, with a release date of 08/1999, and located in subdirectory ash33. Original source file is available and the media file is the first version of an AN3 .jpg of an AN/ASH-33 Digital Data Recorder/Reproducer Recorder set. (6) Example 2 Media file located on a local CDROM drive E that is titled, CTN 015-R-001-01-1.0-R CAI disk 1 of 2, with a release date of 08/1999, and located in subdirectory ash33. Original source file is available and the media file is the first version of an IMI of an AN/ASH-33 Digital Data Recorder/Reproducer Recorder Set Magnetic Tape Control (C10553). File format is not applicable. (7) Example 3 Media file located on a local CDROM drive E that is titled, CTN 015-R-001-01-1.0-R CAI disk 1 of 2, with a release date of 08/1999, and located in subdirectory ash33. Original source file is available and the media file is the first version of a MOV .avi of an AN/ASH33 Digital Data Recorder/Reproducer Recorder Set Magnetic Tape Control (C10553). 4C-7. IMI ELECTRONIC CROSS-REFERENCE LIST.

a. The Electronic IMI Cross-Reference List is a cross-reference list that relates Electronic IMI aids (Reference Numbers) to specific media files and their locations. This may be a one-to-one or a one-to-many relationship. b. Electronic IMI Cross-Reference List development procedures. Step-bystep procedures for constructing an Electronic IMI Cross-Reference List are provided below. Samples are shown in Figure 4C-8. (1) IMI Reference Number - For step-by-step procedures for constructing IMI reference numbers, refer to paragraph 4C-3. (2) Media File Name For step-by-step procedures for constructing a media file name, refer to paragraphs 4C-5 and 4C-10. (3) Media File Location For step-by-step procedures for constructing media file locations, refer to paragraph 4C-6.

4C-11

Figure 4C-8 - ELECTRONIC IMI Cross-Reference List IMI Reference Number AN/ASH-33 736C120 DW2 0001 01 AN/ASH-33 736C0 PPT 0001 01 Slide 1 Slide 2 Slide 3 Media File Name ASH-33-736C130-01.jpg ASH-33-736C0-01.ppt ASH-33-736C130-01.jpg ASH-33-736C120-01.kcd ASH-33-736C0-01.avi Media File Location E:\ash33 CAI 1 of 2 081999\ASH-33-736C130-01.jpg C:\ash33\ASH-33-736C0-01.ppt E:\ash33 CAI 1 of 2 081999\ASH-33-736C130-01.jpg X:\ash33\ASH-33-736C120O1.kcd E:\ash33 CAI 1 of 2 081999\ASH-33-736C0-O1.avi

4C-8.

MASTER IMM AIDS.

a. When IMM aids contain classified information, they will be annotated in accordance with reference (j). b. New or revised IMM masters will contain the title and IMM reference number. The IMM reference number will be displayed in the lower right-hand viewing area, if possible. c. Where identical IMM masters are used in more than one course, only one IMM master will be retained. d. IMM masters no longer used in any course will be retained by the CCMM in an inactive file until otherwise directed by CNATT (N7). e. All electronic and non-electronic IMM masters will be reviewed during course updates and Formal Course Reviews for completeness, currency, and accuracy. (1) IMI masters will be controlled through limited access, kept in a separate file, and not used in the classroom. IMI masters will be identified and clearly marked as masters and maintained in a suitable environment. (a) IMI masters will be the latest version, reproducible, and fully functional. (b) Only authorized personnel will have access to IMI masters. (c) Motion Picture Film, Video and Audio Tapes, Sound Slide Presentations, or 35mm Slide Masters, will be fully functional and stored in an appropriate environment. (d) IMI masters that reside on CD will be stored at NUWC Keyport with backup masters held by CNATT N7. These masters may include digitized media for an entire course stored on CD ROM and referenced in the MediaTrax Library. (2) Non-Electronic IMM masters will be kept in a separate file and not used in the classroom. IMI Masters will be clear, concise, legible, and readily reproducible (no poor or illegible copies or negatives). 4C-12

(a) Illustrations and transparency masters will be a paper positive or a transparent/translucent print (clear background) in either color or black and white, preferably the master artwork or photograph. (b) Wall Chart masters will be clear, concise, and legible. The master will be a black line drawing on translucent paper, or transparent film, 36 height maximum, no maximum length. The title will be in a clear, unobscured area of the chart with bold letters, high minimum. 4C-9. CLASSROOM IMM AIDS. Electronic and Non-Electronic Classroom IMM aids will be controlled through limited access, clearly marked as a classroom aid, and maintained in a suitable environment. a. Classroom IMM aids will be maintained in good condition, i.e., fully functional, accurate, clear and legible. b. Classroom IMM aids will be the latest version.

c. If the classroom aid contains classified information, it will be annotated in accordance with reference (j). d. New or revised IMM masters will contain the title and IMM reference number. The IMM reference number will be displayed in the lower right-hand viewing area if possible. e. Classroom IMM aids that are no longer used in any course will be disposed of in accordance with local directives. f. Classroom IMM aids will be reviewed during course updates and Formal Course Reviews for completeness, currency, and accuracy. g. Classroom IMM aids may have multiple copies.

4C-13

4C-10.

PLATFORM/RATING AND SYSTEM CODES. Platform/Rating Codes

Num 000 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024

Rate or platform General Support Equipment Ordnance Components AE Specific Training ABE Specific Training ABH Specific Training ABF Specific Training General Aviation Training Aviation Maintenance Management (AZ Specific) AV-8B EA-6B A6 (for archival purposes) E-2/C-2 F-14 (for archival purposes) F-18 A-D (F-18 E-G handled in other groups) E-6 S-3 (for archival purposes) CH-46 P-3 H-1 (to be broken down further H-1,UH-1, etc) AH-64 H-60 (to be broken down further SH-60, MH-60, etc) EP-3E/ES-3A CH-53 (to be broken down further)

Num 025 026 027 028 039 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049

Rate or platform C-40A V-22 UAV KC-130F/R/T KC-140J C-130 H-3 AM Specific Training AD Specific Training AV Specific Training F-35 Joint Strike Fighter AT Specific Training AO Specific Training JETI AB Specific Training AME Specific Training AC Specific Training (ATC) I Level Avionic PR Specific Training F-18 E/F F-18 G AG Specific Training ARS CASS Test Cell

4C-14

System Codes System/Environment Codes This section is Alpha-numerical for 3888 possibilities. Air Vehicle Systems/Targets/Trainers start with a zero 0 then the system WUC for the system. Number 000 001 010 011 012 013 014 015 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 System/Environment N/A Multi Aircraft Familiarization Airframes FuselageFurnishings/compartments Alighting/Landing Gear Directional Flight/Flight Control Rotary Systems Escape Systems/Egress Training equipment flight characteristics Training equipment visual/ aural systems Reciprocating engine or radial type Turboshaft/turboprop engine Turbojet engines Auxillary power systems Propulsion systems Helicopter VTOL/STOL transmissions/drives Turbofan engines Power plant installation Conditional Inspections Propellers Number 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 System/Environment Vehicle management system Flight reference system Integrated guidance/flight control In-flight test/malfunction analysis and recording Target scoring and augmentation

HF communications VHF communication UHF communication Interphone systems IFF systems Emergency radio systems COMM/NAV/IFF (CNI) integrated packages Miscellaneous communication systems Radio navigation systems Radar navigation systems Bombing navigation systems Weapons control systems Weapons delivery Countermeasures Photographic/reconnaissance Training equipment instrumentation/communication (equipment not listed in 50-69) Training equipment navigation, weapons delivery, ECM and reconnaissance (not listed in 71-77)

034

079

035 036 037 038 039

Ducted fans

080 082 081 083 084

Airborne expendable ordnance

4C-15

040 041 042

Environmental control/pneumatic system Electrical power supply/distribution/lighting systems Lighting Systems Hydraulic-Pneumatic power systems Fuel systems Oxygen systems Ice/deice and rain removal/protection systems Miscellaneous emergency/utility systems Cockpit management system Instrumentation systems (not part of a functional system) Autopilot Systems Drone guidance system Telemetry system

085 086 087

Airborne weapons containers

043 044 045 046 047 048 049 050 051 052 053 054

088 089 090 091 092 093 094 095 096 097 098 099 Emergency equipment Tow target/towed mine countermeasures Deceleration/drag chute Meteorological equipment systems and equipment Integrated processor system Personal equipment Explosive devices Training equipment general purpose computer system

100 101 102 103 104 105

106 107 108 109 110 300 320 AC0 ACL ADF AGS AHR AIM ALT AMP ANT

Systems - General, Misc. Aviation History FA0 First Aid Publications FC0 Fire Control NAMP/Aviation Programs FCS Fire Control Systems Safety General FI0 Fuel Injection Systems Safety Hazmat FIL Filters FPS Flap Systems Flight Deck/Airfield Familiarization and Awareness Tools Basic FRA Fractions Aircraft Handling FWS Fire Warning System Support Equipment GEN Generators NAVRIIP/Airspeed GFE Gas Free Engineering Nalcomis General/Basic Intro GPS Global Positioning Systems Plane Captain HYJ Hydraulic Jacks Air Crew/Flight Engineer IND Indicators Basic Air Conditioning INS Inertial Navigation Systems Automatic Carrier Landing HFC Hydraulic Fluid Contamination Systems Automatic Direction Finder HYD Basic Hydraulics Arresting Gear Systems HYJ Hydraulic Jacks Altitude Heading Reference IND Indicators Systems AIM training and software INS Inertial Navigation Systems Altimeters IRF Infrared Fundamentals Amplifiers ISP Inspections, General Antennas JIS Jet Ignition Systems

4C-16

AOA AR0 ASM ASR ASW AVI BLD BP0 CCA CCB CD0 CD1 CD2 CLS CM0 CNR COM CPS CRT DEC DIV DPN E01 E02 E03 E04 E05 E06 E07 EA0 ED0 EDC ENG

Angle of Attack Acceleratometers and Resolvers ASM training and software Airborne Search Radar Antisubmarine Warfare Avionics Block Diagrams Basic Blue Print Reading Corrosion Control Avionics Corrosion Control Basic Curriculum Development Conventions and Standards Curriculum Management Carrier Landing System Composite Materials Comm, Nav, Radar Basic Communications Computer Programming Skills Cathode Ray Tube Decimals Dividers Doppler Navigation Basic Electronics and Electrical Systems Digital Logic Microprocessors Wiring and trouble shooting Power Distribution Connector Maintenance Digital Multimeter Electronic Attack Encoders/Decoders Eddy Currents and Testing Engines General

L01 L02 LC0 MDS MEM MET MGP MUL NDI NWS OSC PHY PM1 PMS PPI PSS RC0 RCC RFP RGE RK0 SA0 SBS SIR SYN TBS TCN TQ1 UST VBM WNB

Lasers General Laser Safety Limitors and Clampers Maintenance Data System Memory and address Metals Magnetic Particles Multipliers Non-destructive Inspection Nose Wheel Steering Oscillators Physics Precision Measuring Pressure Measurement Systems Plan Position Indicators Pitot Static System Resonant Cavities Release Control Check Radio Frequency Propagation Radiographic equipment Reflex Klystrons Signal Analysis Speed Brake Systems Sealed Instruments Repair Synchrous Trouble shooting TACAN Torque Techniques Ultrasonic test/testing and equipment Vibration Measurement Whole Numbers

ALR ELR DA1 DBA SA1 PC1

Systems - AZ Set Aircraft Logs and Records MC1 Maintenance Control Equipment Logs and Records WB1 Weight and Balance Data Analysis SAM Similar Automated Maintenance Environment Database Administration MA1 Maintenance Administration System Administration 101 **Technical Publications (already identified) Production Control OA1 Operations Administration

4C-17

G01 G02 G03 G04 G05 G06 C01 C02 C03 C04

Arresting Gear Topside

Systems - AB Set GC1 General Arresting Gear and Catapults Arresting Gear Below Deck V11 ABH Flight Deck Engine Arresting Gear Sheave Damper V12 ABH Support Equipment and Special Tools Barricade V13 ABH Hanger Deck Arresting Gear MOD 4 V14 ABH Crash and Survival Sheaves and Drive Systems V41 ABF Topside Catapult Topside V42 ABF Below Deck Catapult Below Deck V43 ABF Ashore/Afloat Deck Gear and AOC AB1 General AB information Jet Blast Deflector (JBD) Systems - Ordnance Naval Ordnance Maintenance RT0 Management Program (NOMMP) Ammunition Administration ALM Ammunition Ashore PYR Ammunition Afloat BM0 Battle Damage Repair FUZ Special Purpose Munitions GN0 Linkless Ammunition Loading GA0 System Armament Weapons Support AAE Equipment Aircraft Armament Test Set BRU CRALTS Set Airborne Rockets General Air Launched Missiles Pyrotechnics Bombs General Fuses General Guns General Gun Ammunition Aircraft Armament Equipment BRU-32

OMM AAD AAS AAF BDR SPM LAL WSE ATS CRL

AM1 AME AT1 AE1

Systems - Platform Specific Rate Training General AM training tied to AD1 General AD training tied to a a specific platform specific platform General AME training tied to AO1 General AO training tied to a a specific platform specific platform General AT training tied to a specific platform General AE training tied to a specific platform

4C-18

TT1 TT2 TT3 TT4 TT5 TT6 TT7

CG1 CG2 CG3 CG4 CG5 CG6 CG7 MP1 HS1 HS2 WL1 LB1

Systems - Support Equipment A/S32A-45 MRTT MG0 Basic Mobile Generators A/S32A-31A 31B Tow Tractor MG1 MEP 006A Diesel Driven A/S32A-42 Mid Range Tow MG2 MEP 105A Tractor A/S32A-37 (TA-35) Tow MG3 MEP 009A Tractor JG-75/1/3 Tow Tractor PP1 NC-10A/B/C AND THE A/M32A-108 Shore MEEP A/S32A-30A Tow Tractor with PP2 MMG-1A MOBILE ELECTRIC POWER Diesel A/M47A-1 GTE (GTCP-100) Tow PP3 A/S37A Shipboard MEEP Tractor Mounted Enclosure CR1 A/S32M-14, 8.5 Ton Maintenance Crane A/M26M-3 LOX System CR2 A/S32A-44 A/C Utility Crane 1500LBS TYPE 4 LOX Cart CR3 A/M32M-24 Hangar Deck Crane 2000 LBS Capacity TMU-70/M LOX Cart CR4 A/S32A-36A Amphibious Assault Crash Crane TMU-27/M LOX Cart CR5 A/S32M-17 Maintenance Crane NAN Carts DI1 TM-1800 Truck De-icer A/U26U-1A Gaseous O2 Cart FT1 A/S32P-25 Fire Truck A/M26U-4B Nitrogen Service RR1 A/M32/C-17 Refrigeration Trailer Servicing and Reclamation A/S48M-2/3 Maintenance RR2 A/M32/C-21 Refrigeration Platform Servicing and Reclamation A/M27T-5 Hydraulic Power DET Diesel Engine Tuneup Supply A/M27T-9 Hydraulic Power SD1 A/S32-A-32 Spotting Dolly Supply A/S32K-1D Weapons Loader ML1 Man Lift DA-675/MSM Dummy Load Load ECU Environmental Control Unit Bank

4C-19

Systems UAV

EXP IOP PLO INP MSC

External Pilot Internal Operators Payload Operator Internal Pilot Mission Commander Systems - PR PR Maintenance - Paraloft Maintenance - Floatation Maintenance - Oxygen

13A 81A 81B 81C

O-level I-Level I-Level I-Level

011 074 074 074

Systems - Non operator Use existing system WUCs RQ2B (Air Vehicle) GCS (Ground Control Station) TCU(Tracking Communications Unit) PCS(Portable Control Unit)

4C-20

TABLE OF CONTENT CHAPTER 4D - DEVELOP PHASE COURSE PILOT Paragraph Page

Section 4D-1 - DESCRIPTION AND PURPOSE....................................4D-2 Section 4D-2 - COURSE PILOT APPROVAL......................................4D-2 Section 4D-3 - COURSE PILOT FORMS.........................................4D-3 FIGURES 4D-1 USER ACTIVITY REVIEW STATEMENT.....................................4D-4 4D-2 PRE-PILOT CONFERENCE MINUTES RESULTS...............................4D-5 4D-3 INSTRUCTOR FEEDBACK FORM...........................................4D-6 4D-4 STUDENT BACKGROUND DATA SHEET......................................4D-7 4D-5 COURSE MONITORING OUTLINE SHEET....................................4D-8 4D-6 TRAINEE FEEDBACK FORM.............................................4D-13 4D-7 COURSE MONITORING TIME LOG........................................4D-15

4D-1

CHAPTER 4D DEVELOP PHASE COURSE PILOT 4D-1. DESCRIPTION AND PURPOSE. A course pilot is conducted when a new or revised course is taught, for the first time, by the CCMM. A course pilot is conducted to validate the curriculum course materials and determine their effectiveness in attaining course objectives. During the pilot, any discrepancies should be corrected and materials fine tuned prior to submission of the final package to CCA for approval. Prior to piloting the course, the User Activity Review Statement(s) must be completed. When piloting a new course, findings may indicate the need to rewrite content areas and conduct additional teachings of corrected content areas to complete the pilot. 4D-2. COURSE PILOT APPROVAL.

a. Prior to pilot, the CCMM will email draft course materials (TCCD, LP, TG, Tests/Testing Plan, IMI, etc.) to alternate teaching site(s) for review and comment. Alternate teaching sites will be responsible for providing the documents, less tests, to reviewing activities. Reviewing activities are listed in Chapter 5, Implementation Phase, page 5-8, Section 5-5 COMNAVAIRFOR ACTIVITIES DESIGNATED TO REVIEW CNATT CURRICULA. Reviewing activities should provide comments/recommendations to the teaching site within 30 days using the User Activity Review Statement (UARS). The CCMM, prior to pilot, will review teaching site and user recommendations and notify teaching sites of any comments not incorporated. Final disposition of comments will be annotated on the original UARS. b. Course Pilot Procedures.

(1) For all courses, the Course Pilot Approval Authority (CPAA) is the Curriculum Control Authority (CCA), CNATT N7. (2) Course Curriculum Model Manager (CCMM) will prepare and submit a pre-pilot package to the FTS to ensure course materials are ready for Course Pilot. The course pre-pilot package will include, as a minimum, the following documents: (a) TCCD. (b) Lesson Plan(s). (c) Trainee Guide. (d) Tests/Testing Plan. (e) IMI. (f) Pre-Pilot Conference Minutes including a pilot POA&M. Also annotate that the course pilot team has reviewed the following standard forms (requests for deviations must be submitted for approval): 1. 2. Pilot Course Monitoring Report. Student feedback forms.

4D-2

3. 4. 5.

Time Log. Instructor Feedback Form(s). Monitor Feedback Form(s).

(g) User Activity Review Statement (UARS). The UARS is a document that allows user activities an opportunity to provide course comments/recommendations to the CCMM. Refer to Figure 4D-1. (3) Course Curriculum Model Manager (CCMM) shall submit the Pre-Pilot package to the CNATT (N7) Curriculum Manager via CNATT Admin (N1) at least 20 days prior to conducting a course pilot. The package approval or disapproval, with comments, will be provided by the curriculum manager via email to the CCMM/FTS. (4) CNATT (N7) Curriculum Manager will enter course pilot approval data into the Aviation Training and Equipment Management (ATEM) database within CeTARS with tentative date for conducting pilot. The Curriculum Manager will utilize ATEM to monitor pilot completion dates. (5) Course Curriculum Model Manager - The CCMM shall conduct the course pilot and proceed with finalization of the course. For revised courses, it may not be necessary to pilot the entire course; only pilot those sections of the course which have been revised. If it is determined, after pilot, that additional resources are required to meet course objectives, a revised TPP must be submitted. (6) Upon completion of the course pilot, submit a post pilot monitoring report to CNATT (N7) with cover letter via CNATT (N1), with a copy to the alternate teaching site(s). The CCMM will retain the original User Activity Review Statement (UARS). The CCMM should correct course documents, as a result of pilot findings. (7) If the Course Pilot is successful, the CCMM shall submit final package prior to the next scheduled convening. Teaching sites may begin teaching the new/revised course materials after final documents have been submitted to and approved by CNATT (N7). Alternate teaching sites will be notified, via letter, of course approval. (8) If the Course Pilot is unsuccessful, CCMM will not teach new materials until corrections are completed and the material is re-piloted. CCMM must request approval from CNATT (N7) to conduct an additional course pilot. Any student participating in a failed course pilot, will retake any lessons, units, etc. that failed the pilot using currently approved curriculum. 4D-3. COURSE PILOT FORMS. The Course Pilot forms contained in Figures 4D-1 through 4D-7 shall be used; mark any items that are not applicable with N/A.

4D-3

FIGURE 4D-1 - USER ACTIVITY REVIEW STATEMENT USER ACTIVITY REVIEW STATEMENT COURSE TITLE: CIN: COURSE MISSION: Course materials meet the requirements of the tasking directive (HPPR, NTSP, etc.). __________________________________ (Course Managers Signature, Date)

(Course Manager) (Print/Type)

(ISD Reviewer)

(Print/Type)

__________________________________ (ISD Reviewer Signature, Date)

(FTS Reviewer)

(Print/Type)

__________________________________ (FTS Reviewer Signature, Date)

First Endorsement: Originators Reviewing Activity: ___________ Course materials have been reviewed and found to be: 1. 2. ____ Acceptable ____ Acceptable subject to the recommendations in encl ____

(Name and Title) (Print/Type)

__________________________________ (Signature, Date)

Second Endorsement: Originators Cognizant Wing/MAG: ___________ Course materials have been reviewed and found to be: 1. 2. ____ Acceptable ____ Acceptable subject to the recommendations in encl ____

(Name and Title) (Print/Type)

_________________________________ (Signature, Date)

4D-4

FIGURE 4D-2 - PRE-PILOT CONFERENCE MINUTES

MEMORANDUM From: To: Via: Subj: CCMM CNATT (N7) FTS PRE-PILOT CONFERENCE MINUTE RESULTS FOR THE

DATE:

_________________________________________________________COURSE, CLASS______ Ref: (a) CNATT 1540

1. Per reference (a), a Pre-Pilot Conference was held on as scheduled. The following items were discussed: a. Pilot Course Monitors Assigned: (1) Team Chairman (2) Course Monitor b. Status of course Management materials: All Proposed course control documents have been reviewed. All course control documents are on file in the Course Master Record (CMR). c. Status of course Curriculum Materials: All Lesson Plan and Trainee Guide materials have been reviewed and are technically and instructionally accurate. d. Status of course Support materials: All support materials have been reviewed and they are technically and instructionally accurate. e. Course pilot standard forms were reviewed. Requested deviations:

f. 2.

Assignment of Instructor(s):

Point of contact is ____________________________ at _____________________

4D-5

FIGURE 4D-3 - INSTRUCTOR FEEDBACK FORM INSTRUCTOR FEEDBACK CIN ________________ Lesson Topic Number ________________ Date ______________ Directions: Complete this form at the end of each lesson and submit to the Course Pilot Team Chairman. Using a scale from 1 to 5, 1 POOR, 2 - FAIR, 3 - AVERAGE, 4 - GOOD, 5 - EXCELLENT, answer the following questions: _____ _____ _____ _____ _____ _____ _____ 1. 2. 3. 4. 5. 6. 7. The material in the Lesson Plan was easy to follow. The Job Sheets were complete and easy to follow. The Information Sheets were complete and relevant to the material. The material was easy for the student to understand. The training aids were effective. The graphics/transparencies were effective. The grading criterion for Job Sheets (Lab) was easy to understand.

Answer the following questions: 1. 2. How long did it take you to prepare for this lesson? ____________________ Outline the steps you followed to prepare for teaching this lesson:

3. 4.

The reference material was readily available. The lesson was technically correct. YES ( )

YES ( NO (

) )

NO (

Use the space below, or a separate sheet to make comments and recommendations you may have concerning the lesson:

4D-6

FIGURE 4D-4 - STUDENT BACKGROUND DATA SHEET STUDENT BACKGROUND DATA CIN: 1. 2. 3. 4. 5. __________________

Class Number:___________________________________ Date:___________________ Education (number of years completed):___________________________________ Time in service: __________________________________ Present Rate: _____________________________________ Military service schools attended: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

6.

Most recent job/title/billet, prior to school: __________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 7. Previous command:________________________________________________________

4D-7

FIGURE 4D-5 - COURSE MONITOR OUTLINE SHEET COURSE MONITOR OUTLINE SHEET NAME______________________________________________ DATE _____________________ UNIT/LESSON TOPIC NUMBER:________________________ CLASS/LAB:________________ LESSON TOPIC TITLE:__________________________________________________________ 1. Were LESSON PLAN components accurate and correctly formatted? a. Front Matter

b.

Learning Objectives

c.

Discussion Points

d.

Related Instructor Activity

e.

Instructor/Trainee Preparation

f.

Other

2.

Were TRAINEE GUIDE components accurate and correctly formatted? a. Front Matter

b.

Outline Sheet

c.

Information Sheet

d.

Assignment Sheets

e.

Job Sheets

f.

Diagram Sheets

g.

Problem Sheets

4D-8

3.

EQUIPMENT/TOOLS a. Was equipment correct and available in sufficient quantity?

b.

Were tools correct and available in sufficient quantity?

4.

SUPPORT MATERIALS/INTERACTIVE MULTIMEDIA INFORMATION a. Was support material relevant to the lesson topic?

b.

Is the IMI clear and legible?

5.

INSTRUCTIONAL ACCURACY/ADEQUACY a. Is the content accurate?

b.

Is the material presented in a logical sequence?

c. Does the lead-in information motivate the student to pursue the material?

d.

Do the teaching-learning activities encourage learning?

e. Is the material written in a manner that allows maximum student participation?

f.

Are there opportunities for review and practice?

g. Does the material effectively teach the behaviors specified in the Learning Objectives?

h.

General Information (1) Are abbreviations, terms and symbols accurate?

(2) Are operational characteristics, capabilities and limitations accurate?

(3) Is documentation accurate?

4D-9

i.

Physical Information (1) Is functional information accurate?

(2) Is information on controls and indicators accurate?

(3) Is information on computer software operation and maintenance programs accurate?

j.

Interface Information (1) Is information on physical interface accurate?

(2) Is information on functional interface accurate?

k.

Operational Information (1) Is information on initialization accurate?

(2) Is information on normal operational tasks accurate?

(3) Is information on casualty/degraded modes accurate?

(4) Is information on securing/shutdown accurate?

(5) Is information on personnel and equipment safety accurate?

l.

Maintenance Information (1) Are preventive maintenance procedures accurate?

(2) Are operational tests and diagnostic programs accurate?

(3) Are malfunction indications accurate?

(4) Are fault isolation procedures accurate?

(5) Are alignment, calibration and adjustment requirements accurate?

(6) Are disassembly, repair and reassembly requirements accurate?

4D-10

(7) Are tools and test equipment accurate?

(8) Are post-repair procedures accurate?

(9) Are personnel and equipment safety procedures accurate?

(10) Are maintenance policies accurate?

6.

INSTRUCTION a. Did the instructor(s) demonstrate adequate preparation?

b. Did the instructor(s) demonstrate appropriate instructional methods and techniques?

c. Depth of coverage

(1) Was the depth of coverage appropriate in relation to the objectives?

(2) Was the depth of coverage appropriate in relation to the experience level of the trainees?

d. Did the instructor(s) demonstrate appropriate questioning techniques?

e. Was the instructor(s) presentation pertinent to the Discussion Points?

4D-11

7.

TESTING a. Do tests cover too much or too little material?

b. Do tests adequately measure trainee comprehension of learning objectives?

c.

Are performance tests indicative of actions performed on the job?

d.

Are sufficient test items and alternative test forms available?

e.

Are all trainees tested under the same conditions?

f. Are performance tests similar to, but not the same as, job assignments?

g.

Is test security maintained?

h.

Test Data: (1) Number taking test_____________________ (2) Number passing test_____________________ (3) High score_____________________ (4) Low score______________________ (5) Median score_____________________ (6) Minimum passing score__________________ (7) What remedial options (if any) were utilized?

4D-12

FIGURE 4D-6 - TRAINEE FEEDBACK FORM TRAINEE FEEDBACK NAME _______________________________________________DATE___________________ LESSON NUMBER_________________________________ Please select the best answer for each of the questions below and comment where you feel necessary. Rating Scale: 1 2 3 4 5 Strongly Disagree, Disagree Neither Agree nor Disagree Agree Strongly Agree

1. _____The objective(s) of this lesson/unit were made clear at the beginning of the lesson. Comments:

2.

_____The lesson/unit thoroughly covered the objective(s). Comments:

3. _____The IMI (transparencies, video, charts equipment, power point) helped in understanding the lesson learning objectives. Comments:

4. _____The instructor(s) presented the material in a clear, understandable manner. Comments:

5.

_____The amount of practice or drill in the lesson was adequate. Comments:

6.

_____The pace of the lesson was adequate. Comments:

7. _____Do you have any other general comments about the overall lesson? How can it be improved?

4D-13

8.

How well did the test cover the material taught in the lesson? ( ( ( ( ( ) ) ) ) ) Excellent Good Average Fair Poor

9.

Select the statement that describes the Trainee Guide (TG). ( ) ( ) ( ) I would NOT have understood the material without the TG. Helped me understand the material, but was NOT necessary. The TG made the material more confusing.

10. Select the statement that describes the Instruction Sheet (Instructions Sheets include the Outline, Information, Assignment, Problem, Diagram and Job Sheets). ( ( ( ( ) ) ) ) The The The The Instruction Instruction Instruction Instruction Sheets Sheets Sheets Sheets were were were made helpful in reviewing material. time consuming, but very helpful. time consuming and NOT very helpful. the material more confusing.

11. How much time did you spend: Completing the Assignment Sheets: __________________________________ Studying for the test? _____________________________________________ 12. Do you have any general comments about the lessons or how to improve any individual lesson(s)? Please provide comments below or on a separate sheet of paper.

4D-14

FIGURE 4D-7 COURSE MONITORING TIME LOG COURSE MONITORING TIME LOG

COURSE TITLE_______________________ CIN__________________ MONITOR NAME_______________________________REPRESENTING_________________ CLASS SCHEDULED CLASS ACTUAL LAB SCHEDULED LAB ACTUAL

DATE

TOPIC

COMMENT REQUIRED WHEN ACTUAL TIME VARIES BY +/-10% FROM SCHEDULED TIME

4D-15

TABLE OF CONTENT CHAPTER 5 IMPLEMENTATION PHASE Paragraph Page

Section 5-1 - DESCRIPTION AND PURPOSE.................................... 5-2 Section 5-2 - TRAINING COURSE CONTROL DOCUMENT (TCCD).................... 5-2 Section 5-3 - FINAL PACKAGE APPROVAL..................................... 5-6 Section 5-4 - EXTENSIONS FOR SUBMISSION OF COURSE MATERIALS.............. 5-8 Section 5-5 - COMNAVAIRFOR ACTIVITIES DESIGNATED TO REVIEW CNATT CURRICULA ................................................. 5-8 Section 5-6 - MARINE CORPS ACTIVITIES DESIGNATED TO REVIEW CNATT CURRICULA ................................................ 5-10 Section 5-7 - ACTIVITIES DESIGNATED TO REVIEW CNATT A SCHOOL AND NON-PLATFORM SPECIFIC CURRICULA .......................... 5-10 Figure 5-1 FINAL PACKAGE APPROVAL CHECKLIST..................................... 5-2 5-2 TRAINING COURSE CONTROL DOCUMENT (TCCD) PROCESS...................... 5-11

5-1

CHAPTER 5 IMPLEMENTATION PHASE 5-1. DESCRIPTION AND PURPOSE. At the conclusion of the course pilot, and after corrections indicated by the pilot have been incorporated into the course materials, the course is implemented by issuance of a Letter of Promulgation from the CCA. Formal training can now commence at all designated sites. The TCCD approval process provides an established procedure for course implementation. 5-2. TRAINING COURSE CONTROL DOCUMENT (TCCD). There will be an approved TCCD for each course offered by CNATT. Refer to Chapter 3B for information on developing a TCCD. All Final Packages must be submitted via the Training Specialist (FTS). E-mail will be used whenever possible to track and forward training materials. a. A Final Package Checklist (Figure 5-1) will be used for all Final Packages submitted to CNATT (N7). A completed Final Package Approval Checklist for each course will be retained in the teaching sites Course Correspondence File and replaced by a new checklist when the next revision is submitted. FIGURE 5-1 - FINAL PACKAGE APPROVAL CHECKLIST

I.

FINAL TCCD A. TCCD COVER PAGE 1. 2. 3. B. C. Is course title stated correctly? Is Course Identification Number correct? Has the revision date, if any, been entered?

CHANGE RECORD PAGE No entries. TABLE OF CONTENTS PAGE 1. Are all the contents of this section listed?

D.

COURSE DATA PAGE Is the course title correct? Is the CIN listed? Are the CDP codes by site correct? Is the Course Status correct? Does the Course Mission match the User Activity Review Statement and contain all required elements? 6. Has the Curriculum Material Classification been correctly identified? 7. Have occupational classifications been listed? 8. Does the course overview list all unit titles in correct order? 9. Have site unique considerations been identified and stated? 10. Has the instructor manning level been stated? 11. Is the Hazardous Material statement correct? 12. Is there a High Risk statement? 1. 2. 3. 4. 5.

5-2

13. Has the training track(s) been identified? 14. Has an Aircraft/Work-Center been identified as applicable? 15. If there are Hazardous Materials used, are they correctly identified with an (HM) on the ERL. E. TRAINEE DATA PAGE 1. 2. 3. 4. 5. 6. F. Are personnel physical requirements listed (if required)? Has security clearance been stated for each teaching site? Has prerequisite training been stated? Has obligated service been listed per ENLTRANSMAN? Have the NEC/MOS statements been entered? Are the Rating(s) Eligible listed?

OUTLINE OF INSTRUCTION SUMMARY 1. 2. 3. 4. 5. Are all units listed by title as in item E.8. Are the lessons listed identified by title and type of instruction in periods? Are the total periods correct for each unit (Do not include bottleneck time)? Does the sum of training periods in all units equal the total standard periods shown on the Master Schedule Summary Sheet? Do the percentages for theory, PA and PJT add up to 100 percent?

G.

CURRICULUM OUTLINE OF INSTRUCTION 1. 2. 3. 4. 5. 6. Are Terminal Objectives (TOs) listed in the units in which they are applicable? Do all TO numbers end with ".0"? Is the outline arranged in unit and topic number order? Do the EOs relate to their TO by number? Is there a clearly identifiable relationship between the TO and the supporting EOs? Have objectives been written to include hands-on training of which the trainer or prime equipment is capable?

H.

ANNEX A - RESOURCE REQUIREMENTS LIST (RRL) 1. 2. 3. 4. 5. Are complete titles used in the reference list? Are the references listed alphanumerically? Are all IMI in the correct categories? Are graphic aids listed alphanumerically? Does the Trainee handout material list include all handouts?

I.

ANNEX B - MASTER SCHEDULE/MASTER SCHEDULE SUMMARY SHEET 1. 2. 3. 4. 5. 6. 7. Are ratios stated correctly? Justify all ratios other than 25:1? Are all sites listed with correct CDP on the MSSS? Are all lesson topics listed for the correct number of periods on the Master Schedule (MS)? Are the topic titles complete in the MS? Are tests properly identified by type, number, and topic in which administered? Are bottlenecks correctly shown on the MS and MSSS?

5-3

J.

Program of Instruction (POI) for ACE is included

II. LESSON PLAN (LP) A. FRONT MATTER 1. 2. 3. 4. 5. 6. 7. 8. 9. B. Do the cover page, course title, and CIN match the TCCD? Is there a blank change entry record page? Is the table of contents page correct? Are classified lessons identified with an asterisk? Is the Security Awareness Notice page correct? Does the Safety/Hazard Awareness Notice contain specific data for this course? Does the Front Matter have an even number of pages? Does the TO Page list all of the TOs correctly and in the correct teaching sequence? Does instructor verify precautions and self-test items?

LESSON TOPIC 1. 2. Are the Unit and Topic titles the same as in the TCCD and TG? Do the periods of instruction in the LP agree with the Course Master Schedule Standard Periods and the Outline of Instruction Summary? (Bottlenecks are not incorporated.) Are the EOs for this lesson the same as in the TCCD and TG? Have Trainee Preparation references been cited in the RIA column? Do Instructor Preparation references include all the Trainee Preparation references? Are Instructor Preparation references not included as Trainee Preparation references cited for the instructor's use in the RIA column? Are all references listed in the Resource Requirements List? If there are no references, is NONE annotated? Are all required training aids, including IMI software listed? Are all required Visual Information aids listed? Is the Trainee Guide Book listed by CIN? Are all required instruction sheets not included in the TG and other handouts listed? Is the introduction appropriate for this lesson? Is the lesson topic the same as it is shown in the header listed in the Table of Contents, the TCCD, and TG? Has the LP been developed in sufficient detail? Is there a discussion point for each EO? Is outlining correct? Are spelling and grammar correct? Are all RIA numbers matched to Discussion Point numbers? Is there a summary statement? Is there an assignment for this lesson? Is the application, if any, appropriate to this lesson? Has the progress test been identified by type, number, and the lesson in which it will be administered? Are pages numbered with the lesson topic and page number in the lower right corner? Does the lesson topic have an even number of pages?

3. 4. 5. 6.

7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

5-4

III. TRAINEE GUIDE (TG) A. B. C. D. E. F. G. H. I. J. K. Does the cover page include all elements? Does the date(s) on the cover page show the last change (in parentheses) if a revised course and new date of preparation? Does the Trainee Guide contain all the required Front Matter pages? Is the TO the same as stated in the TCCD? Is there an Outline Sheet for each LT? Are the necessary instruction sheets included? Do the trainee information sheets list the references to be used alphanumerically by number and title? Have the pages been numbered correctly (bottom center)? Is the Trainee Guide Book cover page annotated "FOR TRAINING PURPOSES ONLY" (Top and Bottom of Page) Do the page numbers on the Table of Contents match the page numbers on the Instruction Sheets? If Job Sheets are used, do they meet the following criteria? 1. Does the title describe the subject matter of the Job Sheet? 2. Are Job Sheet numbers stated correctly and required by a corresponding LP? 3. Is there an appropriate introduction? 4. Are all required references listed? 5. Are required equipment, tools, and materials listed? 6. Are the self-test items safety and job related? 7. Are job steps clearly stated? 8. Is a VIDS/MAF (NALCOMIS) step included if applicable?

IV. CTTL A. B. C. D. V. All duties and tasks contain an action verb. All duties and tasks are marked as S (skill) or K (knowledge). Each duty has two or more tasks. References are listed for each duty and task.

TESTS A. B. C. D. E. Are all objectives evaluated? Is test item behavior on the same learning level as the related objective? Is the Master Test Booklet complete? Are performance test instructions for classroom/laboratory preparation explicit and complete? Is there an Evaluation Checklist and is the checklist included in the Testing Plan for a performance test? Is there an evaluation conducted for approximately every 40 periods of instruction or at logical intervals? Is there a Testing Plan? Do cognitive test items satisfy ASM requirements if applicable? Is there a minimum of 2 versions of each written test?

F. G. H. I.

VI. TESTING PLAN A. Is there a Practical Work Grade Sheet if 10% or more of the course is Practical Work? Practical work may be in the form of labs, homework assignments and/or in-class assignments. While practical work grades

5-5

B.

C. D. E. VII. A. B. C. D. E. F. G. H.

may be used in calculating the trainees grade, they are normally limited to 10% of the overall grade. Do the performance evaluation checklists for each different performance testing situation match those in the Master Performance Test booklets? Is there a Test Weight Sheet with all grading situations listed? Do all testing elements total 100%? Is each testing event clearly articulated? USER ACTIVITY REVIEW STATEMENT Is the CIN listed? Does Course Title match TCCD? Does Course Mission match TCCD? Has the MTU representative signed? Have user activity and Wing representatives signed, as appropriate? Are all comments from course reviewers included? Are copies of itemized statements of resolution included? Are justification statements for non-incorporated items included?

5-3.

FINAL PACKAGE APPROVAL.

a. The approval of the final package is the authorization for all MTUs, listed as teaching sites, to teach the course when they are capable. The CCMM, upon completion of course pilot(s), shall: (1) Prepare the final package and a copy of Quality Assurance pages for each site to reflect latest approved version. Include the following: (a) (b) (c) (d) (e) (f) (g) (Appendix H). TCCD (with updated AIM II ERL). Lesson Plan. Trainee Guide. Testing Plan and Tests/Test Bank. IMI. CeTARS Change Form (Appendix E). Program of Instruction (POI) form for ACE submission

(2) Prior to submission of the final package, CCMM, ISD, and the FTS will conduct a review of the new/revised components using the Final Package Checklist. Figure 5-2 is the TCCD process. (3) E-mail the final package to CNATT (N1), via the FTS, for distribution. b. CNATT (N7) process for final approval: (1) CNATT (N7) Admin will: (a) Log the final package when received from CNATT (N1). (b) Forward package to CNATT (N7) Curriculum Manager. (2) CNATT (N7) Curriculum Manager will:

5-6

(a) Update ATEM database with current information. (b) Post final curriculum in the ACT_CURR folder on the shared drive in accordance with the following sub-directory file structure. Place superseded documentation into the historical file sub-directory. 1. 2. 3. 4. 5. 6. 7. 8. CORR TPP TCCD LP TG TESTS FCR HIST

(c) Forward an electronic copy of the Program of Instruction (POI) for ACE (Appendix H), Training Course Control Document (TCCD), and Course Master Schedule (CMS) to CNATT ACE Coordinator for submission to ACE for evaluation; include supervisor as info copy on email. (d) Complete CeTARS Change Form (Appendix E) and route to CeTARS coordinator for processing. When changes have been completed, update CERS by disapproving the currently approved version and changing version 100 to the next sequential number available after the currently approved version. For example, if version 35 is the currently approved version, it will be disapproved and version 100 will be approved and renumbered 36. Note: Version 35 will be retained as the baseline version and will never be deleted. (e) Route copy of final TCCD to N9 contract administrator for courses with contract instructors. (f) Draft approval letter and forward to the Learning Standards Officer for review. Include a draft copy of approval letter, final TCCD, and copies of the ACE POI and CeTARS Change Forms. (3) Learning Standards Officer responsibility: Review draft letter, final TCCD, and ACE POI and CeTARS change forms for accuracy and completeness. Ensure CERS and ATEM have been updated. Submit package to CNATT admin via CNATT (N7) for approval and routing to N1. Review package when returned from admin and forward to N7 director for signature. Admin (N1) will e-mail approval letter to CCMM and all alternate teaching sites. (4) CCMM and alternate teaching sites will: (a) Upon receipt of authorization to teach, CCMM and Teaching sites shall report asset shortages with a Training Deficiency report (TDR) to CNATT (N9). Continue to submit Situation Reports, per reference (l), until shortages are resolved. CNATT Pensacola will submit a CASREP (when applicable) and ITER per references (m) and (n). (2) Identify course software shortages to CNATT (N7) via routine correspondence.

5-7

5-4.

EXTENSIONS FOR SUBMISSION OF COURSE MATERIALS.

a. All extension requests, with justification, will be submitted to CNATT (N7) via the FTS. b. Extensions of due dates for the Course Pilot and Final Package may be granted by CNATT (N7) after consultation with the Functional Integration Directorate CNATT (N5). c. When requesting an extension for a course, with an approved TPP that impacts the scheduled implementation date, a revised milestone chart reflecting the extension will be submitted with the request. 5-5. COMNAVAIRFOR ACTIVITIES DESIGNATED TO REVIEW CNATT CURRICULA. Weapon System/Course Type SH-60F/HH-60H "O" Maintenance "I" Maintenance SH-60B O P-3 "O" Maintenance "I" Maintenance ASE F/A-18 C/D O Maintenance I Level Maintenance F/A-18 E/F O Maintenance "I" Maintenance UAV Ordnance University E-2/C-2 "O" Maintenance "I" Maintenance H-53 "O" Maintenance "I" Maintenance MH-60S "O" Maintenance "I" Maintenance AB Courses ALW Reviewing Activity

Location/MTU # Jacksonville/1005

COMHSWINGLANT FRC Jacksonville HSL-40

Jacksonville/1011

VP-30 FRC Jacksonville FRC Jacksonville VFA-125 FRC Lemoore VFA-122 FRC Lemoore VMU-1 Yuma CNAF

Jacksonville/3032 Lemoore/1038

Lemoore/1040

Milton/6001

Norfolk/1026

VAW-120 FRC Norfolk

Norfolk/1031

COMHELTACWINGLANT FRC Norfolk

Norfolk/1044

HSC-2 FRC Norfolk COMNAVAIRFOR CV/CVN(as available)

Norfolk/3040 Norfolk/4032

5-8

Location/MTU # North Island/1022

Weapon System/Course Type SH-60B "O" Maintenance "I" Maintenance MH-60R O SH-60F/MH-60RS/HH-60H "O" Maintenance "I" Maintenance MH-60S O

Reviewing Activity

HSL-43 FRC North Island HSM-41

HS-10 FRC North Island HCS-3 MAW Miramar Nearest user FRC Nearest user FRC COMNAVAIRFOR CV/CVN(as available)

North Island/3011 North Island/3022 North Island/3033 North Island/3041 North Island/4033 Oceana/1039

ATE "I" Maintenance CAL ASE AB Courses ALW F/A-18 C/D "O" Maintenance "I" Maintenance F/A-18 E/F "O" Maintenance "I" Maintenance ATE "I" Maintenance E-6 "O" Maintenance "I" Maintenance EA-6B "O" Maintenance "I" Maintenance P-3 "O" Maintenance EP-3 O Maintenance "I" Maintenance

VFA-106 FRC Oceana

Oceana/1041

VFA-106 FRC Oceana FRC Oceana

Oceana/3010 Tinker/1080

VQ-3/VQ-4 FRC Tinker

Whidbey Island/1083

VAQ-129 FRC Whidbey Island COMPATRECONWINGTEN VQ-1 FRC Whidbey Island

Whidbey Island/1012

5-9

5-6.

MARINE CORPS ACTIVITIES DESIGNATED TO REVIEW CNATT CURRICULA. Platform H-1 AV-8 ECM Acft Weapons KC-130 CH-46E CH-53E V-22 CH-53D Reviewing Activity MAG-39/3D MAW MAG-14/2D MAW MAG-14/2D MAW MAG-14/2D MAW MAG-14/2D MAW MAG-26/MAG-29/2D MAW MAG-26/MAG-29/2D MAW MAG-26/MAG-29/2D MAW MAG-24/1ST MAW

Location/MTU # Camp Pendleton/1031 Cherry Point/1006 Cherry Point/3001 Cherry Point/4034 Cherry Point/1078 New River/1027 New River/1063 New River/1035 New River/1032

5-7. ACTIVITIES DESIGNATED TO REVIEW CNATT A SCHOOL AND NON-PLATFORM SPECIFIC CURRICULA. Location/MTU # Athens/2021 Ft. Lee, Va Goodfellow AFB, Tx Keesler/2018 Lakehurst/2016 Meridian/2019 Non Platform Training ALTIS PR AB Firefighting AG and Calibration AB/IC/EM AZ A School MARAOSC IMRL ASSET MGR MARMAK JR CRS A Schools Reviewing Activity N/A ARMY ITRO AIR FORCE METOC/HPRR COMNAVAIRFOR Rate/MOS Specific CNATTU

NATTC

Rate/MOS Specific CNATTU HPRR

NASC Pensacola/5010

Primary Flight Training Aircrew Training Swim/Rescue Training

5-10

Figure 5-2 TRAINING COURSE CONTROL DOCUMENT PROCESS

5-11

TABLE OF CONTENT CHAPTER 6A EVALUATE PHASE FORMAL COURSE REVIEW Paragraph Page

Section 6A-1 - DESCRIPTION AND PURPOSE.................................... 6A-2 Section 6A-2 - FORMAL COURSE REVIEW (FCR) PROCEDURES...................... 6A-2 Section 6A-3 - INTERNAL REVIEW............................................ 6A-3 Section 6A-4 - EXTERNAL REVIEW............................................ 6A-3 Section 6A-5 - SAFETY REVIEW.............................................. 6A-4 Section 6A-6 - FCR REPORTING PROCEDURES................................... 6A-4 Figure 6A-1 FCR INTERNAL REVIEW RECORD (PARTS 1-9)............................... 6A-5 6A-2 FCR EXTERNAL REVIEW RECORD - SECTION 1 (Graduate)................... 6A-16 6A-2 FCR EXTERNAL REVIEW RECORD - SECTION 2 (Supervisor)................. 6A-17 6A-3 FCR SAFETY REVIEW RECORD............................................ 6A-18 6A-4 FCR PROCESS......................................................... 6A-21

6A-1

CHAPTER 6A EVALUATE PHASE FORMAL COURSE REVIEW (FCR) 6A-1. DESCRIPTION AND PURPOSE. The objective of the FCR is to determine the correctness of the existing training. The CNATT FCR program is used to maintain training effectiveness through a system of internal and external annual reviews, followed by initiation of necessary corrective actions. A training safety review will be conducted during the FCR using the Course Safety Review Record. The completed record will be maintained in the Course Master Record (CMR). 6A-2. FORMAL COURSE REVIEW (FCR) PROCEDURES.

a. It is the responsibility of the CO/OIC to ensure that training appraisals and course reviews are conducted per reference (b) using the Formal Course Review Record, consisting of Internal, External, and Safety reviews (Figures 6A-1 thru 6A-3). Student critiques, collected throughout the academic year per reference (b), will be reviewed for FCR applicability. b. An FCR is required for all legacy and ICW courses being taught, even if the courses are under revision. c. The CCMM will conduct an annual FCR in the quarter of the anniversary of the course's final approval date as reflected on the ATEM within CeTARS and report the results to CNATT (N7). The annual FCR will include an internal and external review. Figure 6A-4 is the FCR process. d. The internal and external reviews will be analyzed to determine the training adequacy of the course. If the course is deficient, the CCMM will correct the deficient areas. e. Reviews by a alternate teaching site will be conducted in the quarter preceding the anniversary of the course's final approval date as reflected on the ATEM. The completed FCR record will be sent to the CCMM with copies retained in the Course Correspondence File. f. Recommendations by alternate teaching sites:

(1) If a requirement for a modification exists, a recommendation for making the modification will be identified on the cover of the FCR and submitted to the CCMM. (2) The CCMM will inform the submitting MTU, within 30 days after receipt, of action to be taken on the submitted recommendations. (3) Submitting MTU will keep their respective user activities informed of the status of the user's recommendations. g. CNATT (N7) will resolve differences over the recommendations between alternate teaching sites and the CCMM. h. The latest copies of the Formal Course Review Record, including the Internal Review Record, External Review Record, and Course Safety Review Record will be maintained with the Course Master Record (CMR).

6A-2

6A-3.

INTERNAL REVIEW.

a. An internal review is based on information obtained from the CCMM and alternate teaching sites. Refer to Figure 6A-1, Parts 1-9. (1) This information will help determine how effectively the course material was developed and how well it is being presented. (2) The internal review will include an assessment of trainee performance and an evaluation of the effectiveness of the instructional materials, media, and methods. b. All training course materials including the Course Master record (CMR), active teaching copies and items listed in the Resource Requirements List of the TCCD, will be made available for review to determine training adequacy. c. The current ERL and ESL(s) will be reviewed for accuracy during the Formal Course Review. Alternate teaching site(s) will forward ERL/ESL changes to the CCMM. Any updates required will be forwarded by the CCMM to CNATT (N9) in accordance with reference (h). d. Rating codes of Yes, No and N/A will be assigned to review items of the FCR record. 6A-4. EXTERNAL REVIEW.

a. An external review is based on information obtained from outside the training activity and is commonly referred to as Fleet (i.e., squadrons, FRC, customers, etc.) review or feedback, as applicable. Refer to Figure 6A-2, Sections 1 and 2. (1) This information will help determine how well the CNATT course graduates can perform their jobs in the Fleet and if the objectives of each course are, in fact, the objectives that should be taught. This includes training relevance, over/under training, and validation of instructor to trainee training transfer. (2) Use the External Review Record to externally review and identify any shortfalls in all CNATT courses. b. Arrangements for external review of training must be made through the appropriate Wing Commander, where applicable. Designated reviewing activities are listed in Chapter 5. c. If authorized by the Wing Commander, the external review may be accomplished in one of the following ways: (1) Maintain direct liaison with user activity personnel for collection of training feedback information on a not-to-interfere basis. (2) Arrange liaison visit to user activities with the functional Wing Commander. d. The evaluator must have extensive knowledge of the course and its objectives. Teaching experience in the course is desirable. The evaluator will:

6A-3

(1) Establish liaison with appropriate personnel of the user activity and request permission to interview recent course graduates and their supervisors, where applicable. May be accomplished by mail if necessary. (2) Establish a date and time for interviews which will have a minimum impact. Request a quiet room for use during interviews. (3) Interview one person (supervisor or graduate) at a time. the purpose and procedures of the interview. Explain

(a) Have user activity representatives review the External Review Record and provide answers to related questions. (b) The user activity representatives should be an on-the-job supervisor of course graduates. (c) Recent course graduates may serve as an additional user representative if they have been on the job for at least 3 months. (d) Write an (S) for supervisor or a (G) for graduate immediately after S/G to identify the user representatives status. (4) Furnish a copy of the Training Course Control Document (TCCD) to the user activity representative during the review. (5) Request the Maintenance Officer/Assistant Maintenance Officer to review any recommended changes to the course and sign the review record. e. The CNATTU/CNATTMARU/CNATTDET CO/OIC will inform user activities of the status of reviewed courses relevant to the user recommendations. f. Copies of correspondence with the user activities will be retained in the applicable Course Correspondence Files. 6A-5. SAFETY REVIEW. A safety review will be conducted for each CNATT course following the questionnaire provided in Figure 6A-3. Ensure each item is evaluated in accordance with the listed instructions. 6A-6. FCR REPORTING PROCEDURES.

a. Alternate teaching site(s) will submit the Internal and External Review Records to the CCMM. Alternate teaching site(s) shall submit the Internal and External Review Records to the CCMM the quarter prior to the FCR due date. b. The CCMM will send a copy of the completed Formal Course Review Record to CNATT (N7). The FCR report is due no later than the 15th of the month following the review quarter. If the CCMM deems it necessary, alternate inputs may be made as enclosures to the FCR report. CNATT (N7) will review the FCR and update ATEM with the date of the FCR.

6A-4

FIGURE 6A-1 FCR INTERNAL REVIEW RECORD (PARTS 1-9) DATE: COURSE TITLE: COURSE CIN: CCMM: REVIEW: DATE OF LAST REVIEW: DEVELOPMENT STANDARD: CURRICULUM STATUS: Is a revision required? Date of planned revision: Is a change required? Yes ( ) No ( ) Yes ( ) No ( )

Number and date of latest change: Equipment Requirement List verified by: ALTERNATE TEACHING SITE(S) MTU Location

6A-5

PART 1 COURSE CONTROL DOCUMENTS To complete this part, review the course audit trail. Copies of each document with approval letters should be in the Master Training Plan/ Correspondence Control File. Review NITRAS and CANTRAC documents/data. Ensure all records maintained are current and accurate. Respond to the questions as directed. If an item does not apply, mark N/A. All N/As and NOs require an explanation. A. 1. TRAINING PROJECT PLAN (TPP) YES NO N/A

An approved TPP for this course is on file.

B. 1. 2.

TRAINING TASK LIST (TTL)

TTL analysis data on file. TTL analysis data is accurate.

C. 1. 2. 3. 4.

TRAINING COURSE CONTROL DOCUMENT (TCCD)

An approved TCCD for this course is on file. TCCD data is accurate and current. Master Schedule is accurate. Master Schedule Summary Sheet is accurate.

D. 1. 2.

OTHER COURSE DOCUMENTS

Course listing in the CANTRAC is accurate. NITRAS View ALL data (Form INSTR051) is accurate.

6A-6

PART 2 TESTING PROGRAM

To complete this part, review the testing plan, test item bank, grading criteria, performance and knowledge tests. A. 1. 2. 3. 4. TESTING PLAN YES NO N/A

An approved Testing Plan is on file. The objectives are tested per the Testing Plan. Criterion testing is being conducted. Testing procedures are per approved Testing Plan.

B. 1. 2. 3. 4. 5. 6. 7.

TEST DESIGN AND DEVELOPMENT

Minimum passing scores are established. The number of test versions is adequate. There is an equal degree of difficulty between test versions. There are an adequate number of test items to measure the objective(s). Item types and degree of difficulty are consistent with the objectives. Tests are designed and developed IAW CNATTINST 1540 Tests used for retest have different test items from those on the original version.

C. 1. 2.

TEST ITEM BANKS

Test item banks are maintained. A sufficient number of items are in the test banks.

6A-7

PART 2 TESTING PROGRAM (cont.)

D.

PERFORMANCE TESTING

YES

NO

N/A

1. Performance testing is being conducted. 2. Rating scales/checklists are used to evaluate the performance tests. 3. Weighting of performance tests for the overall grade is consistent with the course objectives.

E.

TEST ADMINISTRATION

1. Proctor Guides being used are clear and exact. 2. Administration procedures are adequate to prevent test compromise. 3. Procedures for test security are adequate. 4. Test critique procedures are per the testing plan.

F.

TEST ANALYSIS

1. Test item analysis is being conducted. 2. Test analysis results are being used to improve the training. 3. Changes based on the analysis are documented. 4. Test item statistics related to safety are being maintained.

6A-8

PART 3 INSTRUCTIONAL MATERIALS To complete this part, review lesson plans, trainee guides and training support materials. Provide specific feedback on any discrepancies. A. LESSON PLAN YES NO N/A

1. A master copy of the lesson plan is maintained. 2. Lesson plans developed IAW CNATTINST 1540 3. All changes have been approved and annotated in the master copy and instructor's lesson plan. 4. The lesson plan is technically accurate. B. TRAINEE MATERIALS YES NO N/A

1. A master copy of the trainee guide is maintained. 2. Trainee guides are developed IAW CNATTINST 1540 3. The trainee guide is technically accurate and formatted correctly.

C. INSTRUCTIONAL MEDIA MATERIAL (IMM) 1. IMM are used effectively to support the course. 2. IMM is in good condition. 3. The IMM list in the TCCD is current.

D.

TECHNICAL MANUALS AND PUBLICATIONS

1. The technical manuals and publications listed in the TCCD are in adequate number, current, accurate and in good condition.

E.

SECURITY

1. Classification assigned to curricula is correct and properly marked.

6A-9

PART 4 INSTRUCTIONAL STAFF To complete this part, review the training records for instructor personnel and training support billets. A. INSTRUCTOR YES NO N/A

1. Personnel assigned to instructor billets have completed instructor training requirements. 2. Instructors are being trained per the approved instructor certification program. 3. Instructors are being evaluated per the approved instructor evaluation program.

B.

INSTRUCTOR EVALUATOR

YES

NO

N/A

1. Personnel assigned as evaluators have met the CNATT certification process.

C.

UTILIZATION OF STAFF PERSONNEL

1. Course is adequately tracked for personnel gains/ losses to ensure maximum utilization of personnel.

D.

RECORD KEEPING

1. Training is documented and adequate training records are kept for all personnel.

6A-10

PART 5 TRAINING RESOURCES To complete this part, review the facilities and equipment for adequacy. Any deficiencies will require appropriate paperwork submission. A. FACILITIES YES NO N/A

1. The classroom is adequate, comfortable and conducive to learning. 2. The laboratory/aircraft areas are adequate, comfortable and conducive to learning.

B.

EQUIPMENT

YES

NO

N/A

1. Equipment is safe for training and stowed properly. 2. Objectives are being met using the current equipment. 3. The number of existing training devices is adequate. 4. The operating condition of the equipment is adequate.

6A-11

PART 6 TRAINEE PROGRAMS

To complete this part, review trainee records, trainee counseling and remediation programs and ARB records. Provide specific guidance on any discrepancies. A. TRAINEE RECORDS YES NO N/A

1. Trainee's academic progress is monitored and tracked. 2. Trainee records are maintained for two years. B. TRAINEE COUNSELING PROGRAM

1. Preventive counseling is available to help trainees solve their academic and personal problems. 2. Trainee counseling sessions are properly documented. C. TRAINEE RECOGNITION PROGRAM

1. A trainee recognition program has been established. D. REMEDIATION PROGRAM

1. A remediation program has been established to provide trainees voluntary or mandatory extra training. 2. Instructors are available for after-hours study. E. ACADEMIC REVIEW BOARD (ARB)

1. ARBs are conducted IAW applicable CNATT guidance

6A-12

PART 7 EVALUATION PROGRAM

To complete this part, review all methods of collecting feedback and determine how effective the methods are, in improving course material. Provide specific explanations for any discrepancies. A. INTERNAL EVALUATION YES NO N/A

1. Formal Course Reviews are on file for past two years. 2. Previous course review discrepancies were corrected. 3. Trainee critique program is per approved guidelines. 4. Training quality indicators are summarized as required. B. EXTERNAL FEEDBACK

6A-13

Part 8 SUMMARY AND EVALUATION

To complete this part, list findings, responsibility for corrective action and estimated completion date. Additional sheets may be used if required.

6A-14

Part 9 COURSE UTILIZATION, JUSTIFICATION, AND ENDORSEMENTS UTILIZATION MTU Number Planned Input Actual Input Attrition Setback *Percent of Utilization

* Computed by dividing the actual input by the planned input. will be for the past two fiscal years. JUSTIFICATION

Input data

YES If required, is a justification letter attached? ENDORSEMENTS

NO

N/A

Evaluator's Name, Rate and Date

Evaluator Signature

ISD Specialist's Name, Rate and Date

ISD Signature

Commanding Officers Name, Rank and Date

CO Signature

FTS Name and Date

FTS Signature

6A-15

FIGURE 6A-2 FCR EXTERNAL REVIEW RECORD SECTION 1 GRADUATE

MTU: COURSE TITLE: CIN: USER ACTIVITY:

LOCATION:

___________________________

DATE:

MTU EVALUATOR NAME/RATE: WORK CENTER:

USER REPRESENTATIVE NAME/RATE:

Responses to this questionnaire will be used to identify training course deficiencies. Please review the learning objectives for this course prior to completing this questionnaire, since all questions relate directly to those objectives.
BACKGROUND INFORMATION: YES/NO 1. Did the training you receive prepare you for follow-on training? If "NO", please provide amplifying comments on the reverse of this form.

2. If this course is an organizational maintenance course, was practical-job training provided?

YES/NO COURSE INFORMATION: 1. Are there any training requirements or tasks in this course that should be eliminated? If "YES", amplify on the reverse of this form. YES/NO 2. Are there any training requirements or tasks that should be included that are not being taught? If "YES", amplify on the reverse of this form. YES/NO

___________________________

___________________________

USER REPRESENTATIVE Type Rate Last, First

USER MAINTENANCE OFFICER Type Rate Last, First

___________________________ CNATTU/MTU EVALUATOR Type Rate Last, First

________________________ ISD REPRESENTATIVE Type Rate Last, First

______________________________________ COMMANDING OFFICER

6A-16

FIGURE 6A-2 FCR EXTERNAL REVIEW RECORD SECTION 2 SUPERVISOR

MTU: _______

LOCATION:

___________________________

DATE: _______________

COURSE TITLE: _________________________________________________________________ CIN: _____________________ MTU EVALUATOR NAME/RATE: _____________________________ WORK CENTER: _________

USER ACTIVITY: _______________________________________

USER REPRESENTATIVE NAME/RATE: ______________________________________ Responses to this questionnaire will be used to identify training course deficiencies. Please review the learning objectives for this course prior to completing this questionnaire, since all questions relate directly to those objectives. BACKGROUND INFORMATION: 1. Did the training received by graduates prepare them for follow-on training? If "NO", please provide amplifying comments on the reverse of this form. YES/NO 2. If the course is an organizational level maintenance course, was practical-job training provided? YES/NO If no, would it have been beneficial? COURSE INFORMATION: 1. With supervision, can graduates of this course perform the tasks specified in the learning objectives? YES/NO If "NO", please provide amplifying comments on the reverse of this form and identify, by the learning objective number(s), training considered to be inadequate. 2. Are there any training requirements or tasks that should be included as learning objectives? YES/NO If "YES", amplify on the reverse of this form. 3. Are there any training requirements or tasks in this course that should be eliminated? YES/NO If "YES", amplify on the reverse of this form. YES/NO

___________________________

___________________________

USER REPRESENTATIVE Type Rate Last, First

USER MAINTENANCE OFFICER Type Rate Last, First

___________________________ CNATTU/MTU EVALUATOR Type Rate Last, First

_______________________ ISD REPRESENTATIVE Type Rate Last, First

______________________________________ COMMANDING OFFICER

6A-17

Figure 6A-3 - SAFETY REVIEW RECORD CIN MTU DATE _______________ YES NO N/A

A. Applicable to all courses 1. Instructor training completed. (D,E) 2. Quarterly in-service safety training conducted. (E) 3. Medical alert procedures in place. 4. Mishap/injury analysis conducted. (D) (D)

5. Instructor ratios are properly filled to prevent accidents during potentially hazardous or dangerous performance exercises. (D,G) 6. Safety is given top priority by all instructors. (D,F) 7. Facilities ensure a safe training environment, including the posting of a pre-mishap plan and emergency evacuation route procedures. (D,F,G) 8. Performance exercise procedures eliminate or minimize potential safety risk. (D,G) 9. Tools and equipment are in good condition and safe to use. (D) 10. Performance exercises considered hazardous are essential to completing the learning objectives. (D,G) B. Procedures for the following are in place: (Complete as applicable) 1. Ordnance handling. (A,B,C) (A) (A,B,C)

2. Heat stress control.

3. Laser and radiation protection. 4. Hazardous material handling. 5. Hazardous waste disposal. 6. Sight conservation. (B,C) (B,C) (B,C)

(B,C)

(A,B,C)

7. Hearing conservation.

8. Respiratory protection.

6A-18

SAFETY REVIEW RECORD (cont.) C. Procedures for the following are in place: (Complete as applicable) 9. Back injury prevention. 10. Foot injury protection. 11. Head injury protection. 12. Hand injury protection. (B,C) (B,C) (B,C) (A,B,C) (B,C) (B,C) YES NO N/A

13. Lead exposure protection.

14. Falling objects prevention. 15. Log out/tag out. (B,C)

16. Falls from ladder/stand prevention. 17. Correct use of hand tools. 18. Machinery operation. 19. Refueling operation. (A,B,C)

(B,C)

(A,B,C) (A,B,C) (B,C) (A,B,C)

20. Material handling operation.

21. Electrical/electronic operation. 22. Shipboard/aircraft safety. (B,C)

23. Correct handling and use of compressed air/ pressurized gas. (B,C) The letter(s) in parenthesis at the end of each item on the checklist refer(s) to the following instructions or manuals. (A) (B) (C) (D) (E) (F) (G) OPNAVINST 5100.12 (Series) OPNAVINST 5100.19 (Series) OPNAVINST 5100.23 (Series) NETCINST 5100.1 (Series) NAVEDTRA 135 Manual CNATTINST 1540 CNATTINST 1500.16

6A-19

COURSE SAFETY REVIEW RECORD (cont) D. Comments Use this space to respond, by item number, to all safety items checked no or N/A.

6A-20

Figure 6A-4 FCR PROCESS

6A-21

TABLE OF CONTENT CHAPTER 6B EVALUATE PHASE COURSE MAINTENANCE Paragraph Page

Section 6B-1 - DESCRIPTION AND PURPOSE................................... 6B-2 Section 6B-2 - ROUTING TECH PUBS/INFORMATION WITHIN TEACHING SITES....... 6B-4 Section 6B-3 - PRINTING AND DISTRIBUTION................................. 6B-4 Section 6B-4 - SUBMISSION OF SOFTWARE COMPONENTS......................... 6B-4 Section 6B-5 - COURSE MASTER RECORD (CMR)................................ 6B-4 Section 6B-6 - REQUESTS FOR TRAINING MATERIAL............................ 6B-5 Section 6B-7 - ROUTING AND FORWARDING COURSE MASTER RECORD COMPONENTS.... 6B-5 Section 6B-8 - PUBLICATION REVIEW........................................ 6B-5 Section 6B-9 - COURSE CORRESPONDENCE FILE................................ 6B-6 Section 6B-10 - RELOCATION OF ESTABLISHED COURSES........................ 6B-6

6B-1

CHAPTER 6B EVALUATE PHASE COURSE MAINTENANCE 6B-1. DESCRIPTION AND PURPOSE. The intent of training material modifications is to maintain the currency and accuracy of curricula while maintaining consistent instructional standards. Each CO/OIC will establish a standardized process to ensure training materials are continuously updated. Modifications will be in the form of an interim change, change, or revision. a. Interim Change. A pen-and-ink change to training materials incorporating technical, safety, or urgent type commander changes. An interim change will not affect course mission, terminal objectives (TO), or length of the course, and will not require additional resources. A Training Project Plan (TPP) is not required for an interim change. (1) Interim changes requiring immediate action, resulting from safety messages and bulletins, will be incorporated as they occur and noted on the Change Record Page of course curricula materials. Notify the CCMM, in writing, of these incorporated interim changes. Interim changes will be incorporated when a change or revision is made. (2) Alternate teaching site(s) are responsible for submitting nonurgent interim change recommendations to the CCMM. The CCMM is responsible for reporting the incorporation or non-incorporation of recommendations to alternate teaching site(s) within 5 working days. Reassignment of a CCMM or other minor changes directed, in writing, by CNATT (N7) will be entered immediately and need not be reissued as a change. b. Change. A modification to training materials that does not affect the course mission or TO(s), does not change course length by one day, and does not require additional resources. Each change will incorporate outstanding interim changes. Minor time reallocation, changes due to publication updates, minor updating of equipment and general technical change updating are examples of changes. The FTS must be consulted prior to initiating a change. CCMM is the authority for approving changes, with notification provided to the CCA. Note: Changes to ERLs, deleting equipment, must be done IAW reference (h).

(1) Changes to a Lesson Plan (LP) lesson topic require that all pages in that particular lesson topic be changed. LPs that are changed will be annotated with the applicable change number. Example: C-123-4466 CH4. Dates on the cover page of the Lesson Plan Front Matter will not be changed. LP changes will be annotated on the Change Record Page with Change #, date change was made, and the name of the person making the change. Changes to a Trainee Guide (TG) or test will require a complete new TG or test. When a TG or test is changed place the change number in Arabic numbers after the CIN. (2) Change Numbering. (a) Changes will be numbered consecutively. (b) The first change after course development/approval will be Subsequent changes will be numbered accordingly.

Change 1.

6B-2

(c) The CCMM will incorporate any interim changes into the next change, assign a change number, and distribute as required. (3) Change Record Page. (a) Changes will be annotated on the Change Record Page of the affected documents. (b) The CCMM will maintain a copy of all changes in the Course Correspondence File. CNATT (N7) will record the change number in ATEM. (4) Change Recommendations. Alternate teaching sites will initiate a change by submitting the proposed change to the CCMM for evaluation. (a) If the recommendation is to be incorporated, the CCMM will send changes to alternate teaching site(s) with revised/updated course materials (diskette, CDROM, or E-mail) for incorporation. The FTS will send revised/updated course materials to the applicable CNATT (N7) Curriculum Manager for record keeping purposes. (b) If a proposed change recommendation is not incorporated by the CCMM, an E-mail with complete justification for non-incorporation will be sent to the teaching site proposing the change within 45 days of receipt by the ISD. A copy of the E-mail will be sent to CNATT (N7). (5) Changes to the Equipment Requirements List (ERL) - Changes to the ERL will be made per reference (h). (6) Distribution of Changes - The CCMM will be responsible for preparing and distributing changes. The CCMM will E-mail changes to teaching sites and CNATT (N7) via CNATT (N1) Admin; include teaching sites in To line or as a copy to in letter to CNATT. Additionally, include the N9 Logistics Manager on email so they know a change has been completed. CNATT (N7) will place the files on the shared drive, N7 ACT-CURR folder, and update the date and change number in ATEM. c. Revision. A change to the Course Mission, course length, or training materials that require additional resources constitutes a revision. A revision will incorporate previous changes and supersedes preceding editions of the training materials. During a revision, all components of the course will be formatted in AIM II if not currently in AIM II. Revisions require the development and submission of a TPP. (1) A revision is further described as: (a) Any change to the course length (by one calendar day), to the TO and/or subject matter to such an extent that logistics, personnel allocation, funds or other resources become significantly involved. A change to a TO may not always necessitate a revision. An actual determination will be made at the Plan of Action and Milestone (POA&M) meeting. (b) An addition, deletion, or alteration (except minor updating) to the prime equipment that is taught in the course constitutes a revision. (2) The FTS must be consulted prior to initiating a revision.

6B-3

(3) The requirement for a revision may be generated as a result of a Human Performance Requirements Review, ILSMT, Weapon System/Equipment Modification, Navy Training System Plan, or External Review. (4) Additionally, any teaching site may initiate a recommendation for a revision by submitting a proposed TPP to CNATT (N7) via the CCMM, setting forth the detailed justification. (5) Revisions to a course will follow the approval procedures in the same manner as a new course. 6B-2. ROUTING TECHNICAL PUBLICATIONS AND INFORMATION WITHIN TEACHING SITES.

a. Teaching sites will establish an internal system for routing, processing, controlling, and following up on publication changes affecting course materials. b. The FTS and the Instructional Systems Development (ISD) Specialist will be included in the routing of all correspondence affecting any training course. 6B-3. PRINTING AND DISTRIBUTION.

a. The CNATTU/CNATTMARU/CNATTDET will be responsible for coordinating the printing, reproduction, and distribution of all required training plan components. b. The CNATTU/CNATTMARU/CNATTDET must ensure that the most current version of the course is used for printing. c. Upon final approval of a course, the CCMM and CNATT (N7) will maintain duplicate masters. d. All training plan components stored on electronic media will be stored in secure areas. The CO/OIC will implement positive control programs to ensure only authorized changes are incorporated. 6B-4. a. FTS. b. c. SUBMISSION OF ELECTRONIC MEDIA. The CCMM will send all electronic media to CNATT (N7) via the ISD and

All unclassified media will be E-mailed to CNATT (N7). Classified material will be submitted per reference (j).

6B-5. COURSE MASTER RECORD (CMR). The CMR consists of masters of all course training materials from which copies can be made. The CMR will be maintained by the CCMM. a. If the master pages are lost and the course is not in an electronic media format, the best available printed copy will be used. If course files are only available in printed form, CCMM will scan required documents to create an electronic version. b. All alternate teaching sites will maintain a copy of the CMR.

6B-4

c. The CMR will be maintained in an area designated by CCMMs CO/OIC. Classified training materials will be maintained and stored in accordance with reference (j). d. The CMR will be maintained in an up-to-date status, with all changes, modifications, and revisions to course materials and will not be personalized nor used in the classroom. e. When a course is transferred to a new CCMM, the CMR and all associated software (tests, course correspondence file, electronic media, and reproducible masters) will be sent to the new CCMM. Transferring teaching site(s) shall make copies of the Course Correspondence File for record keeping purposes. f. Each CMR will contain the following items listed in the order below: (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) Locator Sheet Last two Formal Course Reviews with Safety Review Approval Letter Training Plan Change Entry Record Technical Publication Review Record Training Project Plan Training Course Control Document with Annexes Testing Plan Lesson Plan(s) Trainee Guide/Handouts

g. A clean copy of all trainee handouts such as Trainee Guide Diagram Sheets, Information Sheets, and Job Sheets that are peculiar to a course (excluding maintenance manuals) will be maintained with, and updated in the same manner as the CMR. 6B-6. REQUESTS FOR TRAINING MATERIAL. All training material requests from outside activities will be sent to CNATT (N7). When the request is approved, CNATT (N7) will provide the material in the appropriate media. The CNATTU/CNATTMARU/CNATTDET will only provide materials when directed by CNATT (N7). Provided materials must be returned to CNATT (N7) upon completion of the project, contract, etc. NOTE: When training materials are provided to outside activities, the cover letter must indicate that no updates will be provided to the material provided. 6B-7. ROUTING AND FORWARDING COURSE MASTER RECORD COMPONENTS.

a. All course components must be submitted with a signed, serialized and dated cover letter from the appropriate CCMM. b. Originators and action addressees will retain copies of the cover letter in the applicable Course Correspondence File. 6B-8. PUBLICATION REVIEW. Each review of publication changes/revisions will be recorded on the Technical Publication Review Record and maintained with the CMR. Changes initiated by the CCMM, as a result of the publications review, will be recorded as stated above. Refer to reference (o) for information on publication reviews.

6B-5

6B-9.

COURSE CORRESPONDENCE FILE.

a. Each teaching site will maintain a Course Correspondence File for each course they are authorized to teach. b. When any correspondence material affects more than one course, one copy of the correspondence will be filed with each affected course. c. Course Correspondence Files will be maintained for the entire lifetime of an active course. d. When a change of CCMM occurs, the Course Correspondence File will be sent to the new CCMM. e. Whenever a course is cancelled, the Course Correspondence File and the associated media will be retained by the CCMM in an inactive status for one year, at which time it will be destroyed per local directives. CNATT (N7) will archive course materials in electronic media. 6B-10. RELOCATION OF ESTABLISHED COURSES. assets will be distributed as follows: When a course is relocated,

a. Software - All usable course software will be sent to the new location. b. Hardware - ERL items, requisitioned for a specific course, belong to that course and will be transferred to the new location upon relocation of the course. CNATT (N9) must approve retention of items time-shared with other courses within the transferring teaching site.

6B-6

APPENDIX A - AIM II CHANGE REQUEST FORM

AUTHORING INSTRUCTIONAL MATERIALS (AIM II CHANGE REQUEST (ACR)

1. Requesting Activity: (Name/Address) 2. 3. 4. Requested By: (Signature, title, and code) 7. 5. Requestor Control No.: NAVAIR Orlando Control No.: Date: 6. DSN Phone:

Title of Change: (not to exceed 70 characters)

8.

Type Change: (More than one may be checked) _____Hardware _____Software _____Other_____________________ _____Documentation

9.

Type Hardware System Affected:

10. Hardware Subsystem Affected: (i.e., Printer, File Server, Other) 12. References: (Document, Page, Para No.)

11.

Software Module Affected:

13.

Describe the reason for the change: (Use continuation sheet, if needed)

14. Recommendations: (Provide additional information and/or data to expedite processing of the change request)

15. Impact of Non-implementation: (Provide statement of effect if this change is not implemented)

16. 17.

Are Additional Sheets Attached? Has SSO Been Contacted?

(Circle one) Yes/No

Yes/No

(Circle one)

If Yes, SSO Name Contacted ______________________________ Date Contacted: _________________________

18. 1= 2= 3= 4=

Priority of Change: _______

Critical Items; no work-around. Important Item; no work-around. Important Item; work-around possible. Other, with explanation or referral.

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APPENDIX B - DOCUMENT REQUIREMENTS MATRIX

TPP

ICOMP

CMS

MSSS

CTTL

ERL/ESL X X

TCCD

LP

TG

TEST PLAN X X

TEST(S)

Summary of Differences

IMI

New Course Course Revision Ratio Course Cancellation Add Teaching site Discontinuance

X X

X X X

X X X

X X X

X X

X X X

X X

X X

X X X

X X

X X X X* X* X* X ** ** X* X X X X X X X*

Teaching site Course Change

* Required if changes occurred **Pen and ink change upon CNATT approval This is quick reference chart. situation. Refer to specific sections of this manual for details for your particular

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APPENDIX C - GLOSSARY Academic Review Board (ARB) - A board which evaluates the trainee's progress and recommends a course of action when the trainee has failed to achieve learning objectives (LOs) or when the trainee is qualified to accelerate training. Accelerated Training - A program that permits the exceptional trainee to complete a course in less than the allotted time. Action Verb - That portion of the LO or task statement which conveys action and reflects the type of learning that is to occur. Action Verbs must reflect behaviors that are measurable, observable, verifiable and reliable. Use only one action verb for each objective. Alternate teaching site A site authorized to teach a course, but is responsible to the CCMM. A teaching site can make recommendations for course changes, but must receive approval from the CCMM/CCA, as required, before incorporating changes. Authoring Instructional Materials (AIM II) AIM II software is a complete computerized system for developing and maintaining task based curriculum products Audit Trail - A documented record of the processes, procedures and major decisions used to design, modify, develop, implement and evaluate training materials. Average Onboard (AOB) - The annual trainee input multiplied by the course length in calendar days (including weekends and holidays) divided by 365. Aviation Maintenance Training Continuum System (AMTCS) - The Aviation Maintenance Training Continuum System (AMTCS) Program is comprised of all training and associated infrastructure required to support the naval aviation maintenance training. The Naval aviation communitys recent engineering initiatives culminated in redefining the way aviation maintenance training was conducted in the past. The resulting Aviation Maintenance Training Continuum System is an integrated schoolhouse and fleet training continuum, which meets the training/administrative requirements for the individual technician, Sailor/Marine, and the organization. Technology investments provided the means to integrate the various elements of the training continuum by enabling the design/development of state-of-the-art training and administrative tools capable of supporting the training requirement in both the formal schoolhouse and in Fleet activities with common tools. The AMTCS continuum consists of: I-Trax - Incremental Courseware Tracking System An AMTCS web server where courseware can be tested prior to delivery. I-TRAX is also where the CBT developer will request CBT Tracking Numbers (CTN) numbers for source disks. https://amtcs.kpt.nuwc.navy.mil/Itrax. MediaTrax MediaTrax is an on-line Interactive Multimedia Instruction (IMI) repository for aviation maintenance courseware. It was designed and is managed by the NAVSEA Naval Undersea Warfare Center Division Keyport (NUWC DK) for the Naval Air Systems Command (NAVAIRSYSCOM) to support Center for

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Naval Aviation Technical Training (CNATT) Pensacola. The design provides a single point for selecting Naval Aviation Maintenance IMI Training Courses. In addition, Mediatrax is the repository for source code, media, and documentation. https://amtcs.kpt.nuwc.navy.mil/mediatrax. MediaTrax allows the user to browse the courseware repository using several search criteria including the Computer Based Training (CBT) Tracking Number (CTN), the hardware platform, and keywords. MediaTrax allows the user to request specific courseware (runtime files) and track the status of the courseware order. TTCMS - The Training Tool Change Management System (TTCMS) is an on-line tool that supports the Life-Cycle Management, including upkeep and revision of Interactive Multimedia Instruction (IMI) materials, procedures, applications, and hardware for both Fleet and Schoolhouse Computer Based Training System Initiative (CBTSI) items. TTCMS maintains historical reference data including names, initiation dates, notes and dates of disposition. TTCMS is accessible from any location via the World Wide Web (WWW). It was designed and is managed by NUWC DK for Naval Air Systems Command (NAVAIRSYSCOM) to support CNATT Pensacola. https://amtcs.kpt.nuwc.navy.mil/ttcms Aviation Training and Equipment Management (ATEM) - A computerized database in CETARS listing all CNATT courses. Provides status of course development or revision. Aviation Maintenance Training Program Manager (AMTPM) Designated activity, normally co-located with Course Curriculum Model Manager, responsible for standardization of assigned training tracks, Maintenance Training Improvement Program/Maintenance Training Management and Evaluation Program, and/or Aviation Maintenance Training Continuum System content. Works closely with assigned Course Curriculum Model Manager and coordinates with appropriate user activities. Aviation Maintenance Training Program Repository and Distribution Activity (AMTPR/DA) An activity designated as the central point for aviation maintenance training materials. Aviation Maintenance Training Program Support Activity (AMTP SA) Designated activity responsible for the administrative support of the Aviation Maintenance Training Continuum System, Master Task List and associated data elements in coordination with the Aviation Maintenance Training Program Manager and Course Curriculum Model Manager. Behavior - That portion of the LO or task statement related to the performance expected of a trainee after a learning experience. Behavior is any activity, overt or covert, capable of being measured. Bottleneck - A scheduling situation that occurs when it becomes necessary to divide a class into two or more groups in order to cycle each group separately through the scheduled training periods. Bottlenecks will be reflected on the Course Master Schedule and Master Schedule Summary Sheet. Cadre Training - Training provided to an initial (nucleus) group of personnel, such as Navy instructors, by a contractor, before a CNATT course is Ready-For-Training (RFT).

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Casualty Report (CASREP) A message report submitted by the commanding officer of a ship or shore activity when there is a significant casualty affecting equipment essential for the performance of assigned missions and tasks. A casualty is an equipment malfunction or deficiency that cannot be corrected within 48 hours and reduces the commands ability to perform its mission, or a significant segment of its mission. Catalog of Navy Training Courses (CANTRAC) An on-line database containing information concerning all formal courses of instruction throughout the Navy. Access can be gained through the CeTARS web site. Certificate of Completion (Diploma) - Issued to a trainee upon completion of a course if all requirements for graduation are met. CeTARS Corporate enterprise Training Activity Resource System (CeTARS). The Navys Corporate Training Database and sole source of official Navy training statistics for all formal training. The CNO owns CeTARS and has designated the Naval Education and Training Command (NETC) as the programs Executive Agent. Class Capacity - The maximum number of trainees who can be taught safely and effectively (with dual instruction, if applicable) without degrading the training provided. Class Overload Class size exceeding the maximum planned trainee input. Comprehensive Test Used to measure mastery of the critical objectives or retention of material already previously tested. Comprehensive tests may be performance or knowledge, and may be categorized as within-course comprehensive tests. Computer Aided Instruction (CAI) - The use of computers to aid in the delivery of instruction. Also called "Computer Aided Instruction or Learning". This definition is expanded to include the use of computer resources for the display and/or delivery of information in a group paced instructional environment where the instructor controls the pace and sequence of the presentation. Computer Based Training (CBT) - Instruction delivered by a computer which includes Computer Assisted Instruction (CAI) and Computer Managed Instruction (CMI) as well as computer simulation and part-task training. Any form of instruction wherein a computer has a role in the training process. Computer Managed Instruction (CMI) - The use of computers to manage the instructional process, generally including registration, diagnostic counseling, pre-testing, progress testing, post-testing, determination of technician mastery of objectives, and disenrollment. Condition - That portion of the LO or task statement which describes the situation/environment in which trainees write/express/perform the specified behavior. Conditions include any pertinent influence upon task performance, including any or all of the following - location of performance, environment, equipment, manuals or supervision required. Conditional Training - Training conducted for fleet personnel when a situation exists where a new system, sub-system or equipment has been

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delivered/inducted into the fleet inventory and all the materials, publications, equipment, facilities, etc. required to support the new formalized training program have not been delivered or are incomplete. Conditional training is training that is degraded due to the lack of or incomplete publications, course software, facilities, equipment, trainers, etc. Course Cancellation - A course eliminated from training. Canceling a course requires a Training Project Plan (TPP) to be submitted to the Curriculum Control Authority (CCA) for approval. Course Completion Record - A document sent to the trainee's command after completion of a CNATT course. Course Correspondence File A file maintained by the CCMM containing all course correspondence, including teaching site comments, CNATT approval/disapproval letters, Formal Course Reviews, etc. Course Curriculum Model Manager (CCMM) - MTU assigned responsibility by CNATT for the course curriculum development, implementation and upkeep of a specific course. The CCMM and Course Manager (CM) are synonymous. CCMM refers to the person in charge of the MTU. Alternate sites refer to the person in charge of the MTU as the Course Supervisor. Course Data Processing (CDP) - A four-character code that identifies a Course Identification Number (CIN) to the teaching site. Course Discontinuance - A course no longer taught at a particular teaching site; but still taught at one or more other teaching sites. Course discontinuance requires a TPP to be submitted for approval via the CCMM. Course Length - The sum of the standard periods plus the sum of the bottleneck periods. Course Identification Number (CIN) - Alphanumeric designator used to identify a military training course. Course Master Record (CMR) A complete set of the software components (disks/CDROM/IMI and a hard copy) of a course kept in an up-to-date status at each location where a course is taught, with all applicable changes (inserted as changes occur) to be used as masters for duplication purposes. To prevent the loss of a Course Master Record in the case of a disaster such as a fire or flood, the CMR will be maintained at the MTU and a duplicate copy of the disks/CDROM/IMI and a hard copy of the graphics portion of the trainee guide will be maintained by CNATT (N7). All testing will be maintained as confidential material. Course Master Schedule (CMS) - A schedule of instruction, prepared by the training activity, to indicate the period programmed for each topic by the day and week of the course. Course Mission Statement - The purpose of the course, with a statement of who is to be trained, what they are to be trained to do, the degree of qualification required after the training, where and under what general conditions the graduate will perform.

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Course Pilot - A trial teaching process for the purpose of refining a course and for determining the course length. The culmination of the course pilot is the completion of the pilot course monitoring report and submission of the finalized training plan materials to CNATT (N7) for approval. Also referred to as a "Course Trial". Course Pilot Approval Authority (CPAA) - The CPAA for all courses is the CCMM. Course Pilot approval will be granted only when sufficient required elements of training are in place and are of a quality level so as to be ready for the course pilot to commence. Course Supervisor - The supervisor of a course at a alternate teaching site that is not the Course Curriculum Model Manager (CCMM). See Course Curriculum Model Manager. Criterion Referenced Testing - Criterion-referenced testing uses an objective standard to measure achievement. A trainee is required to demonstrate ability at a particular level by performing tasks at that degree of difficulty. Scores on criterion-referenced tests indicate what individuals can do not how they have scored in relation to the scores of other students, as in norm-referenced tests. Results of the test translate into a statement about the behavior to be expected of a person with that score. CTN Number A CBT Tracking Number used for cataloguing IMI. Ex: 000-R-00101-1.0-R (000=Platform, R or S = Runtime or Source, 001 = Delivery, 01=Number of the CD, 1.0=Version, R or D=CD Rom or DVD). Curriculum Control Authority (CCA) - The agency that approves the instructional methods and curriculum materials and plans, manages, and budgets program resources for assigned courses. The Commanding Officer of CNATT is the CCA for all CNATT courses. Curriculum Outline of Instruction (COI) - An outline of the course of instruction. The COI is a part of the Training Course Control Document (TCCD). Defense Automated Visual Information System (DAVIS) - A standard DoD-wide ADP system for Visual Information (VI) management at DoD Component and major command levels. It includes a production database covering production, acquisition, inventory, distribution, production status, and archival control of AV productions and VI material and a VI facilities database that includes activities, facilities, personnel, and funds. Defense Instructional Technology Information System (DITIS) A database of Interactive Courseware (ICW) managed by the Defense Manpower Data Center. The purpose of DITIS is to provide a central source of information pertaining to ICW funded by DOD, encourage resource sharing, and reduce spending resulting from redundant ICW development. Discussion Point (DP) - Teaching points. The first DP of a lesson will list any safety precautions related to the topic.

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Duty - A primary skill consisting of one or more tasks performed in a functional area. A duty is the major subdivision of the work performed by one individual. A duty represents one of the incumbent's principal responsibilities. Electronic Classroom (ECR) - A technology enhanced classroom that uses a variety of presentation media including computer generated graphics, animations, simulations, digital video, televideo, etc. Emergency Action Plan (EAP) Planned response to training mishaps. Enabling Objective (EO) - The specification of prerequisite knowledge and skills necessary for the achievement of a Terminal Objective (TO). Equipment Requirements List (ERL) - A list of instructional equipment and material required to teach a course of instruction. The ERL will include all hardware items required to teach the course, i.e., trainers, equipment, aircraft, special tools, visual information devices, hand tools, consumables, etc. Any shared equipment will be listed on the ERL of every course that uses that equipment. The content and format of the ERL is computer generated. Equipment Shortage List (ESL) - A document that is prepared when equipment listed on the ERL, required for conducting a course, is not on hand. External Review - Fleet evaluation or feedback information on CNATT courses from outside the training activity. (See Formal Course Review). Formal Course Review (FCR) An annual internal and external review of each CNATT course, to determine the quality of existing training and to ensure that training effectiveness is maintained. Fleet Readiness Center (FRC) Centralized shore repair facility formerly known as Aircraft Intermediate Maintenance Department (AIMD). Graphic - A still picture or illustration, such as a chart, poster or diagram, produced from artwork or by photography. Hazardous Material - A material that has a physical and/or health hazard. A material is hazardous when, because of its quantity, concentration, physical, chemical or infectious characteristics, it may: (a) significantly contribute to increased mortality or cause serious, irreversible, or incapacitating reversible illness; or (b) poses a substantial present or potential hazard to human health or the environment when improperly treated, stored, transported, disposed of or otherwise managed. (Defense Environmental Quality Program Policy Memorandum 80-5 refers) Impaired Training - A situation that occurs when specific courses and/or classes are conducted under less than desirable conditions. Impaired Training and Education Report (ITER) The method to report potential or currently impaired/degraded training and/or education at a teaching site.

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Individual Task List (ITL) - A tailored list that identifies those tasks for personnel assigned to a particular job, which they are required to perform for their specific maintenance/duty areas, and are derived from the CTTL (rating/NEC/MOS/billet). Instruction Sheet - A generic term for any of a variety of single purpose, single or multi-page guide sheets designed to give the trainee certain detailed information or instruction about a task to be performed or learning activity to be undertaken. Instructional Day An 8 hour day divided into instructional periods. Interactive Multimedia Instruction (IMI) - All graphic and audiovisual materials used in a course of instruction. The terms Interactive Multimedia (IMM), Visual Information (VI) and Audiovisual (AV) used in conjunction with aids and devices, refer to the same category. IMI Equipment - Equipment used to record, produce, process, and exhibit AV products. IMI List - A listing under the heading of Instructional Media Material in the TPP and TCCD of all transparencies, charts, recorded tapes, slides, films, etc., used in a course, even if they are shared with other courses. IMI Materials - Any Visual Information (VI) product used to facilitate and reinforce learning through sight and/or hearing. IMI is a general term that refers collectively to all of the various VI still and motion films, tapes, discs, or graphic aids. Includes all retained recorded imagery. Instructional Period - An hour in the instructional day consisting of 50 minutes of contact time followed by a 10-minute break. Instructional Systems Development (ISD) - An orderly process for planning, analyzing, designing, developing, implementing and evaluating instructional programs which ensures that personnel acquire the knowledge, skills and attitudes essential for successful job performance. Interactive Courseware (ICW) - Computerized instruction characterized by the ability of the trainee to determine the order and pace of instruction by responding through an input device. Interactive Electronic Technical Manual (IETM): Technical manuals that use a computer to display technical data and interactions with other computer programs. Also known as Integrated Electronic Technical Manual System. Intermediate ("I" Level) Maintenance Training - Training, designed to train personnel in performing "I" level maintenance duties as performed in the Fleet Readiness Center (FRC) and Marine Aviation Logistics Squadrons (MALS). Internal Review - An assessment of trainee performance and an evaluation of the effectiveness of the instructional materials, media, and methods. The review is conducted by the CCMM with inputs from teaching sites. ITRO Inter-service Training Review Organization. The goal of ITRO is to eliminate redundant training, across the services, without negatively impacting on training quality. Where feasible, ITRO will attempt to develop

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cost effective, multi-Service training at a single site. ITRO training consolidations or collocations are designed to improve training effectiveness, while maintaining or improving combat readiness, and eliminating or reducing infrastructure, thus reducing overall cost to the Department of Defense and the U. S. Coast Guard. Job Consists of duties and tasks performed by an individual. Job Analysis - The basic method used to obtain prominent facts about a job, involving observation of workers, conversations with those who know the job, analysis questionnaires completed by job incumbents, and/or study of documents involved in performance of the job. Job Task List (JTL) - Results of information gathered in Job Analysis; a list of duties and tasks, varying in refinement from basic input data to duties and tasks that constitute the job performed by incumbents, within a rating. Knowledge - Information required for developing skills and attitudes for effective accomplishment of the jobs, duties and tasks. Learning - A change in the behavior of the trainee as a result of stimulus or experience. The behavior can be physical and overt, or it can be intellectual or attitudinal. Learning Objective (LO) - A statement of the behavior or performance expected of a trainee as a result of a learning experience, expressed in terms of the behavior, the conditions under which it is to be exhibited, and the standards to which it will be performed or demonstrated. Learning Resource Center (LRC) - A computer equipped center providing students with resource materials to supplement existing training. Lesson Plan (LP) - A plan for instruction that provides specific definition and direction on the conduct of the training. Lesson plans are the principal component of curriculum. They sequence the presentation of learning experiences and program the use of supporting instructional materials. A Lesson Plan was previously referred to as an Instructor Guide (IG). Local User Activity - A term used to identify the local activity providing trainee input to CNATT courses. Maintenance Training Unit (MTU) - A training unit assigned, by number, to a CNATTU/CNATTMARU/CNATTDET that is responsible for the training of a particular weapon system or rate training program. Master Task List (MTL) A complete list of tasks relating to weapons platforms, systems/subsystems, and components. The MTL is correlated to questions and answers, training tools, Navy Enlisted Classification Codes (NEC)/Ratings, Marine Corps Military Occupational Specialties (MOS), Billets, and Collateral Duty assignments. Upon approval of the task list by the Subject Matter Experts (SME) and/or Model Managers, a Core Task List (CTL) is distributed to the Fleet and Schoolhouse communities. The CTL is uploaded into the sites AMTCS database, and Individual Task List (ITL) may be generated for maintenance personnel.

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Military Occupational Specialty (MOS) - A code assigned to Marine Corps and Army enlisted personnel that identifies their job/skill specialty. Navy Enlisted Classification (NEC) - A code assigned to Navy enlisted personnel that identifies their job/skill specialty. Naval Officer Billet Code (NOBC) - A code assigned to Naval Officers that identifies their job/skill specialty. Navy Training Feedback System (NTFS) - A single, integrated, training feedback system designed to facilitate the identification of training deficiencies at the unit level with respect to the issues of both "what to train" and "how to train." Navy Training System Plan (NTSP) - The principle document used to establish all aspects of a training program, such as instructors, trainers, publications, MILCON, training material, factory training, teaching sites and follow-on training for a weapon system or equipment. Norm-Referenced Testing - Norm-referenced tests compare an individual's performance to the performance of others in a group. Scores are reported as a percentage rank. Students are then compared to determine who knew the most or least. On-the-Job Training (OJT) - Training in designated job skills provided in the actual job situation during daily operations and routine maintenance evolutions. Operator Training - Trainees are taught the methods, procedures and skills necessary to manipulate the controls of a specific system/equipment. Organizational ("O" Level) Maintenance Training - Training provided for a weapon system. Knowledge training will be provided in classrooms, PA in the lab and/or PJT on assigned aircraft. PC Simulation (PCSIM) - A personal computer used to provide simulated performance training at a fraction of the cost of actual equipment. Useful for teaching procedural steps and troubleshooting methods/techniques. Performance Measure - The absolute standard by which a job performance is judged. Performance Test - A sample work situation in which trainees perform a practical task to demonstrate how well they have mastered the skills required for performance of the job. In some circumstances this could be a written test if designed as a job sample for trainees whose responsibilities involve only paper procedures. Personalization - Annotation by instructors to their lesson plans to support and enhance the presentation of the course. This additional information is for the benefit of the individual instructor. If the material is of a nature that requires all instructors to present it, a change or the recommendation for a change, as appropriate, will be submitted to the CCMM.

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Practical Application (PA) - The hands-on practical work or trainee application that is provided using trainers/equipment as an application of the knowledge/theory that has been taught. Normally conducted in a laboratory. Practical Job Training (PJT) - Supervised hands-on training in a real or simulated work situation. Normally conducted on the aircraft or support equipment. Practical Work (PW) - Instructional periods involving actual or simulated job experience. This includes shop, line, field, or laboratory instruction. Pre-Faulted Module (PFM) - An equipment module that has a pre-engineered casualty installed to produce a documented set of conditions or indications for training purposes. Prerequisite Training - Specific training that a trainees must have previously completed in order to be qualified for entry into training for which they are now being considered. Process - A series of steps resulting in a single discrete result. The task is evaluated by observing the process and by scoring each step as it is performed in terms of sequence, completeness, accuracy or speed. Product Task - A task that terminates in a discrete product or outcome that is observable and measurable. Progress Test - A test, written or performance, which is used at various points in the course to evaluate the trainee's progress. Quota Control - The specific desk, office or command that fills assigned quotas or blocks of quotas by assigning a space in a course for a trainee. Remedial Instruction - Planned instruction conducted outside of normal training hours for those trainees who need additional study to maintain class progress. Remedial instruction is directed toward trainees in group-paced courses with specific deficiencies in the achievement of the LOs. Resource Requirements List (RRL) - A listing of all the training materials required to conduct training. Risk Management Actions taken to eliminate, reduce or control the impact of hazards and risks during training. Simulator - A training device used to imitate the actual equipment. Although not the "real thing", a simulator is useful when teaching procedural steps and theory of operation. Skill - The ability to perform a job-related activity for the effective performance of a task. Standard - That portion of the LO or task statement which states the degree of accuracy to which the LO or task must be performed.

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Standard Training Workday (Trainees) 8 periods of instruction; may include classroom, lab or practical application events. Standard Training Workweek (Trainees) - The normal scheduled training workweek for trainees will be 40 hours (periods) of instruction. Nothing in this manual precludes additional training outside the normal workweek. Storyboard - A paper based form that lists the sequence, text scripts, audio and video sequences used in video, audio, and interactive courseware productions. Subject Matter Expert (SME) - An individual who has a thorough knowledge of a job (duties/tasks) that can be used to assist in the training development process (i.e., consultation, review, analysis, etc.). Surveillance - Those monitoring, analyzing and reporting procedures used to ensure that training materials remain job-task oriented, accurate and up-todate. Task - The most specific level of behavior in a job that describes the performance in terms of a specific action. The behavior must be observable, have a definite beginning and end, and result in a completed work action or measurable work product (either the performance can be observed or the results of the performance can be seen and measured). Teaching site Are subcomponents of Learning Centers and will have an Officer-in-Charge unless designated as a separate command by NPDC. Teaching sites will be efficient organizations staffed to perform their function of training delivery within local facilities, and can act as SME for development projects. Terminal Objective (TO) - A definitive specification of behavior stated in terms of a performance criterion desired of a trainee upon completion of a course of instruction or major segment thereof. Test - Any device or technique that measures trainee performance on a specific task or subject matter. See also norm-referenced and criterion referenced testing definitions. Test Weight Sheet - Used to calculate a trainee's final grade. Each progress test and practical work (PW) grading situation is listed with a percentage assigned to each situation. Testing Plan - A document that outlines the testing procedures for a course. Trainee are six diagram require will be ONLY". Guide (TG) - Consists of front matter and Instruction Sheets. There types of Instruction Sheets: information, job, assignment, problem, and outline/note taking. Not all lesson topics of the LP will the use of all six types of Instruction Sheets. All Trainee Guides marked on the title page top and bottom: "FOR TRAINING PURPOSES

Trainee Handout - Any item such as the Trainee Guide and other printed materials, including maintenance manuals, used by the trainee in the course. CNATT maintenance training courses include maintenance on the actual equipment and training on the use of associated maintenance manuals in

C-11

maintaining the equipment. Therefore, the preparation and use of any handout material that would be used by the trainee in lieu of the actual maintenance manuals is to be avoided. All handouts used by the trainee during the course will be listed as Training Material Required to Conduct Training in the RRL section of the TPP and the TCCD, Annex B. Trainee-to-Instructor Ratio (T:I) - The comparison of the maximum number of trainees to the minimum number of instructors required during a given training period. Listed on the Course Master Schedule and the Master Schedule Summary Sheet. Training Continuum (TC) - The "cradle to grave" structure that trains aviation maintenance personnel to operate and/or maintain weapon systems and support systems. Training Course Control Document (TCCD) - The TCCD is the output of the Design Phase and serves as the primary development and management document for a course. It is a collection of products that expresses, in summary form, the content, structure and essential management information. The TCCD consists of Front Matter, a Curriculum Outline of Instruction and Annexes. Training Deficiency Report (TDR) - A system managed by CNATT for reporting training deficiencies (equipment, personnel, facilities, technical publications, etc.) which impair the successful accomplishment of assigned courses. Training Performance Evaluation Board (TPEB) Assists NETC with assessments and evaluations of high- and moderate-risk training, and safety and occupational health programs. Training Plan - A term used to identify all of the curriculum components of a CNATT course of instruction. Training Project Plan (TPP) - A formal planning document submitted for approval of new/revised courses and cancellation/deletions of courses. The TPP is submitted to CNATT (N1) and includes information such as course data, justification for course development/revision, a statement of the impact if development is not undertaken, a milestone chart, resources, equipment and facilities requirements. Training Support Center (TSC)/Training Support Detachment (TSD) Established to ensure that the Learning Centers and their associated Teaching sites remain responsive to Fleet Readiness requirements and to provide administrative and supply support to Teaching site staffs when requested by their associated Learning Center. Training Task Analysis - An ISD process of analyzing training tasks. Training Task List (TTL) - Identifies JTL items that require training. Training Track - OPNAV approved training required to meet the Navy Enlisted Classification (NEC)/Marine Military Occupational Specialty (MOS) qualifications or to fill a specific maintenance billet in a squadron or "I" level maintenance activity.

C-12

Type Training - Refers to the class of school/course code. The code can be an alpha/alpha or alpha/numeric indicator that designates the class and subdivision of the school or course. Selected examples are shown below. See the CANTRAC Volume I for a complete listing of the classes and codes. Class "A" AA AP AR A1 A2 A3 A4 Initial Initial Initial Initial Initial Initial Initial Skill Skill Skill Skill Skill Skill Skill Training Training Training Training Training Training Training Apprentice Training Enlisted Preparatory Enlisted Remedial Training Enlisted "A" School Officer Enlisted A School and /or NEC/MOS Enlisted Non-Accession A School

Class "C" C1 C2 C5 C6 Skill Skill Skill Skill Progression Progression Progression Progression Training Training Training Training Enlisted NEC Awarding Officer Billet Specialty Enlisted Medical NEC Medical Officer NOBC

Class D D1 Professional Development Functional Skill Training - Enlisted D2 Professional Development Functional Skill Training - Officer Class "F" F1 Functional Training - Enlisted F2 Functional Training - Officer Class "G" G1 Pipeline Skill Progression Training - Enlisted G2 Pipeline Skill Progression Training - Officer Class M M1 M2 M3 M4 USMC USMC USMC USMC Initial Skill Enlisted Initial Skill Officer Specialized Skill Training Enlisted Specialized Skill Training Officer

Class T T1 Team Functional Skill Training Enlisted T2 Team Functional Skill Training - Officer User Activity - Any Wing, MAG, MALS, Squadron, NAS, MCAS, Ship or FRC that receives CNATT graduates. User Activity Review Statement (UARS) - A document used to give local user activities the opportunity to provide training comments and recommendations to the CCMM during the final stages of course development and prior to course pilot

C-13

APPENDIX D MAINTENANCE TRAINING UNIT (MTU) NUMBERS MAINTENANCE TRAINING UNIT (MTU) NUMBERS. A training unit assigned, by number, to a CNATTU/CNATTMARU/CNATTDET that is responsible for the training of a particular weapon system/rate training program. The following is a list of CNATT MTUs: MTU 1005 1011 1022 1026 1030 1032 1037 1039 1041 1067 1080 2004 2019 3001 3011 3033 3041 4033 4035 5010 6010 LOCATION Jacksonville Jacksonville North Island Norfolk Camp Pendleton New River Jacksonville Oceana Oceana North Island Tinker Atsugi Meridian Cherry Point North Island North Island North Island North Island Whidbey Island NASC Pensacola Milton PLATFORM SH/HH-60 P-3C H-60 E-2/C-2 H-1 CH-53 S-3 F-18C/D F-18E/F SH-60B E-6 2M AZ/AV ECM ATE SE AB ALW ALW Aircrew AMO MTU 1006 1012 1025 1027 1031 1035 1038 1040 1044 1078 1083 2018 2021 3010 3032 3040 4032 4034 5002 6001 LOCATION Cherry Point Whidbey Is. Point Mugu New River Norfolk New River Lemoore Lemoore Norfolk Cherry Point Whidbey Is. Keesler Athens Oceana Jacksonville Norfolk Norfolk Cherry Point Cherry Point Milton PLATFORM AV-8 P-3C/EP-3 E-2/C-2 CH-46E MH-53 V-22 F-18C/D F-18E/F MH-60S C-130 EA-6B/EA-18G NATTU ALTIS ATE SE AB ALW IMA ORD CRYO UAV

Special MTU Codes: MECH Mech Dept AVIC Avionics Dept AIR1 Air Dept AIR2 Air Dept L-hurst ATC1 Air Traffic

NATTC NATTC NATTC NATTC NATTC

ST46 ST45 ST51 ST58 ST60 ST65

CNATTU CNATTU CNATTU CNATTU CNATTU CNATTU

Norfolk Oceana Jax Whidbey Is. Lemoore North Is.

STAR21 STAR21 STAR21 STAR21 STAR21 STAR21

D-1

APPENDIX E - CeTARS CHANGE FORM CETARS CHANGE FORM Course Title: _____________________________________________________________ CDP: _________________ CIN: _______________________________________________ INFO: Point of Contact ___________________________________________________ Phone # DSN ________________________________________________________ Activity ___________________________________________________________ E-mail _____________________________________________________________ ________________________________________________________

Nature of Change:

Effective Date of Change: _________________________________________________ Authority/Reference: ______________________________________________________ CNATT Final TCCD approval date: ___________________________________________ Course Length: Instructional days: _______________________________________

Cross utilization of Instructors: _________________________________________ Changes In: Equipment ________ People __________ Space: _______

Theory: ___________________________ Lab: ______________________________

List Per Site if different Max Class Size: ___________________________ Max number of convenes: ___________________

Ratio Student/Instructor Ratios & Periods: (Samples only, list your ratios) 25:1 25:5 6:1 6:2 3:1

Periods

Date entered into CeTARS: _________________ CeTARS Version Number: _________________

E-1

APPENDIX F AVIATION MAINTENANCE TRAINING CONTINUUM SYSTEM (AMTCS) MTL APPROVAL AUTHORITY The approval authority for O Level MTLs (Field Activities) is the Aviation Maintenance Training Program Manager (AMTPM). The approval authority for O Level MTLs (Training Activities) is the Aviation Maintenance Training Program Support Activity (AMTPSA). The Aviation Maintenance Training Program Repository and Distribution Activity (AMTP R/DA) approval authority for I Level MTLs is CNATT. I level AMTPSA responsibilities will be designated by separate correspondence. PLATFORM MH-53 MK-105 CH-53 S-3 E-2/C-2 P-3 EP-3 EA-6B AV-8 E-6 F/A-18 H-60 H-46 C-130 H-1 UAV V-22 AMTPM HELTACWINGLANT HELTACWINGLANT MAG-29 SEACOMWINGPAC AEWWINGLANT PATWINGSLANT PATWINGSPAC VAQWINGPAC MAG-14 STRATCOMMWING ONE COMSTRKFIGHTWINGPAC COMHSWINGPAC MAG-26 MAG-14 MAG-39 HELTACWINGLANT MAG-26 AMTPSA CNATTU NORFOLK CNATTU NORFOLK CNATTU NORFOLK CNATTU NORTH ISLAND CNATTU NORFOLK CNATTU JACKSONVILLE CNATTU WHIDBEY ISLAND CNATTU WHIDBEY ISLAND CNATT MARUNIT CHERRY POINT CNATTDET TINKER CNATTU LEMOORE CNATTU NORTH ISLAND CNATT MARUNIT NEW RIVER CNATT MARUNIT CHERRY POINT CNATT MARUNIT CAMP PENDLETON CNATTDET MILTON CNATT MARUNIT NEW RIVER AMTP R/DA CNATT CNATT CNATT CNATT CNATT CNATT CNATT CNATT CNATT CNATT CNATT CNATT CNATT CNATT CNATT CNATT CNATT

F-1

APPENDIX G - LEARNING DOMAINS, LEVELS, and ACTION VERBS 1. Cognitive Domain High Evaluation Synthesis Analysis judges the value of information builds a pattern from diverse elements separates information into part for better understanding applying knowledge to a new situation understanding information recall of data

Application Comprehension Low Knowledge

a. Knowledge - The ability to recall, to bring the appropriate material to mind. Advise Allocate Announce Answer Arrange Assign Authorize Brief Calculate Categorize Certify Choose from a list (judgment not included) Cite Classify Coach Collate Compare Complete Confirm Consolidate Contrast Correlate Cross-check Define (give a dictionary definition) Describe Designate Differentiate Discriminate Distinguish Distribute Divide Duplicate Elaborate Eliminate Enumerate Exchange Express Extract Fill in the blank (or complete) Finalize Follow directions Gather Group Identify Indicate Inform Instruct Label Learn Level List Locate (on a map or given document) Match Memorize Name Notify Order Organize Outline Quote Rank Read Realign Rebuild Recall Recite Recognize Recollect Recommend Record Recount Recreate Redistribute Reexamine Relate Reorganize Repeat Reproduce Respond Restate Schedule Select (judgment not involved) Separate Sort Specify State Task Teach Tell Template Train Translate Tune Underline Update

G-1

b. Comprehension (Requires knowledge) - The ability to grasp the meaning, intent, or relationship of facts, principles, or procedures. Translating material from one form to another (words or numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). Appraise Change Classify Code Compile Compose Compute Confer Correct Decipher Decode Defend Define (in students words) Depict Describe Discriminate Discuss Distinguish Encrypt Estimate Evaluate Explain (express in other terms) Express Extend Figure Find (locate) Find (as in math) Find the difference Format Forward Generalize Give example Identify Illustrate Indicate Infer Locate Measure Obtain Outline Paraphrase Predict Put in order Recognize Record Report Restate Review Rewrite Route Select Simplify Solve Subtract Suggest Summarize Trace Trace (on map, chart) Transcribe Translate

c. Application (Requires comprehension and knowledge) - Ability to use ideas, principles, procedures, and theories in specific and general situations.
Accumulate Activate Advice Affect Allocate Apply Assert Assume Build Calculate Call Change Check Clear Collect information Compute Condense Conduct Construct Convert Counsel Delete Deliver Demonstrate Derive Determine Develop Differentiate Differentiate between Discover Discuss Dispense Distinguish Distinguish between Download Dramatize Draw Edit Employ End Estimate Execute Expand Express Express in a discussion Facilitate Find (implies investigation) Finish Gauge Graph Host Illustrate Implement Indicate Initiate Interpret Investigate Keep records Locate Log Log-in (as in computers) Log-out Make Manipulate Map Modify Operate Organize Participate Pause Perform Persuade Phone Plan Practice Predict (from known factors) Prepare Present Prioritize Process Produce Program Proof Prove Prove (in math) Provide Reclaim Refer to Relate Resume Retrieve Scan Schedule Sending Set up Ship Show Sign on Situate Sketch Solve (problems expressed in words) Sort Start Stop Store Submit Supply Terminate Trace Transfer Translate Upload Use Write

G-2

d. Analysis (Requires application, comprehension, and knowledge) Ability to break down values and organize them into clear ideas or patterns, detecting, and establishing relationships among them. Analyze Appraise Breakdown Calculate Categorize Challenge Classify Compare Contrast Criticize Debate Deduce Detect Determine Diagnose Diagram Diagram Audit Differentiate between (by analysis) Discriminate Distinguish Draw conclusions Examine Experiment Form generalizations Formulate Generalize Identify Illustrate Infer Inspect Interview Make inferences Organize Outline Point out Probe Process Question Relate Select (judgment involved) Separate Show relationships Solve Subdivide Survey Test Troubleshoot Verify

e. Synthesis (Requires analysis, application, comprehension, and knowledge) - Putting together elements or parts of a whole that reflects originality; to form a new whole, e.g., production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information. Analyze Annotate Apply Arrange Assemble Assume Categorize Change Collect Combine Compile Compose Conceive Conclude Construct Convert Create Criticize Decide Defend Derive Design Determine Develop Devise Diagram Direct Discover Document Draft Effect Establish Explain Extend Find Formulate Generalize Generate Guide Hypothesize Illustrate Infer Integrate Invent Investigate Lay-out Locate Make Manage Maneuver Manipulate Mediate Mitigate Modify Monitor Observe Organize Originate Oversee Perform Plan Predict Prepare Prescribe Present Produce Project Propose Rearrange Reason Reconstruct Relate Reorganize Resolve Revise Rewrite Search Solve Set up Summarize Supervise Synthesize Tell Triage Use War game Write

G-3

f. Evaluation (Requires synthesis, analysis, application, comprehension, and knowledge) - Judging the value of an idea, procedure, method; make qualitative judgments using criteria from internal and external sources. Appraise Argue Ascertain Assess Attach Avert Choose Compare Conclude Consult Contrast Criticize Critique Decide Defend 2. Affective Domain Describe Discriminate Edit Enlist Estimate Evaluate Explain Hire Interpret Judge Justify Lead Make A Decision Measure Negotiate Offer Predict Rate Recommend Recruit Relate Resolve Revise Score Select Summarize Support Validate Value Write

High

Internalizing Values Organization Valuing Responding to phenomena Receiving phenomena

behavior which is controlled by a value system organizing values into order of priority the value a person attaches to something taking an active part in learning; participating an awareness; willingness to listen

Low

a. Receiving (Ability to receive or to attend to particular phenomena or stimuli) - Divided into three subcategories: awareness, willingness to receive, and controlled or selected attention. Acknowledge Ask Attend Be aware Choose Describe Direct attention Follow Get attention Give Hold Hold attention Identify Listen Name Receive Reply Select Show alertness Tolerate Use View Watch

G-4

b. Responding (Requires receiving) - Ability to participate. Seeks out and gains satisfaction from working or engaging in activity. Accomplish Achieve Acknowledge Advise Agree Aid Allow Announce Answer Anticipate Apologize Ask Assist Communicate Complete Complete assignment Comply Conform Consent Contact Contribute Cooperate Demonstrate Describe Discipline Discuss Dispatch Encode Execute Follow-up Give Greet Help Indicate Inquire Interpret Label Notify Obey Obey rules Participate Question Permit Praise Pursue React Read Refuse Reply Report Request Respond Resume Seek Select Show Visit Volunteer Welcome Write

c. Valuing (Requires receiving and responding) - Ability to see worth or value in the subject, activity, and assignment. Student is motivated, not by the desire to comply or obey, but by the commitment to the underlying value guiding the behavior. Behavior is consistent and stable making value clearly identifiable. Accept Adopt Approve Choose Commit Complete Describe Desire Differentiate Display Dispute Endorse Enjoy Ensure Exhibit Explain Express Form Initiate Invite Join Judge Justify Prefer Propose Read Report Sanction Select Share Study Work

G-5

d. Organizing (Requires receiving, responding, and valuing) - Ability to bring together different values, resolve conflicts between them to build an internally consistent value system. Adapt Adhere Align Alter Arrange Attend closely Categorize Characterize Classify Combine Compare Complete Complex Coordinate Defend Establish Explain Formulate Generalize Group Identify Integrate Listen Listen attentively Modify Monitor Observe Order Organize Perceive Prepare Rank Rate Recognize Reconnoiter Relate Show awareness Show sensitivity Synthesize Systemize

e. Internalizing (Requires receiving, responding, valuing, and organizing) - Ability to internalize values developing a life style. behavior is pervasive, consistent, and predictable. Act Advocate Alert Allow Alter Appreciate Approve Assess Assume Authenticate Behave Balance Belief Cancel Choose Command Complex Conceive Conform Conjecture Conserve Constitute Continue Coordinate Defend Develop Devise Devote Disclose Discriminate Display Encourage Endure Enforce Ensure Exemplify Exonerate Favor Formulate Function Imagine Incorporate Innovate Judge Justify Listen Maintain Modify Pattern Perform Practice Prescribe Preserve Prioritize Promote Propose Qualify Question Rally Rationalize Reassess Reserve Respect Retain Review Revise Sell Serve Share Support Study Uphold Use Validate Verify Vindicate

The

G-6

3.

Psychomotor Domain High Naturalization Articulation The intermediate stage of learning a complex skill Ability to modify movement patterns to fit special requirements or to meet a problem situation. The overt response is complex and performed without hesitation. Ability to continue practicing a skill or sequence until it becomes habitual. Ability to learn complex skills overtly.

Precision (Mechanism) Manipulation (Continuous Movement) Low Imitation (Gross Motor Skill)-

a. Imitation (Ability to learn complex skills overtly) - Repeating an act that has been demonstrated or explained, via trial and error until an appropriate response is achieved. Assault Assemble Attempt Begin Blueprint Break up Calibrate Carry Carry out Carve Construct Copy Creep Cut Delineate Depart Depict Detect Diagram Disassemble Discompose Disjoint Disorganize Dissect Disturb Divide Draft Draw Duplicate Enlarge Fall Feel Follow Fortify Hear Hold Imitate Increase Jump Lift Mimic Mock Move Organize Outline Perforate Perform Pierce Pull Practice Proceed Reinforce Remove Repair Repeat Replace Replicate Represent Reproduce Respond Run Scan Scatter See Separate Shift Shorten Simulate Sketch Slice Split Smell Start Stay Strengthen Stretch Swim Taste Throw Try Turn Twist Visualize Wear

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b. Manipulation (Requires imitation) - Ability to continue practicing a skill or sequence until it becomes habitual. The response is more complex than at the previous level, but learners still are not "sure of themselves."

Acquire Advance Assemble Break apart Carry Clean Complete Conduct Control Disconnect Dismantle Disperse Distribute

Do Drive Execute Fit (parts together) Follow Guide Handle Hover Improve Insert Land Lift Load

Maintain Make Maneuver Manipulate Open Operate Pace Perform Produce Progress Raise Regulate Rewire

Steer Stoop Take off Track Transfer Transport Traverse Use

G-8

c. Precision (Requires imitation and manipulation) - Skill has been attained. Proficiency is indicated by a quick, smooth, accurate performance, requiring a minimum of energy. The overt response is complex and performed without hesitation. Access Accomplish Achieve Activate Actuate Adjust Administer Advance Align Archive Arm Assemble Attach Attain Automatize Balance Beat Become proficient Breach Calibrate Camouflage Center Charge Clean Clear Climb Close Collect Connect Cover Debrief Debug Decontaminate Deliver Destroy Diagnose Dig Disassemble Disconnect Disengage Dismantle Dispatch Displace Display Dispose Disseminate Drive Egress Elevate Emplace Employ Energize Engage Enter Enter Establish Evacuate Exceed Excel Exchange File Fill out Fire Fit Fuel Ground Harden Hoist Initialize Input Insert Inspect Install Integrate Intercept Isolate Issue Jack Key Launch Load Log Lubricate Make safe Maneuver Maintain Manage Master Mount Move Navigate Obtain Open Operate Order Outdo Outmatch Outperform Outrank Outweigh Overcome Overhaul Park Pass Perform Place Plot Police Position Post Press Pressurize Process Procure Provide Publish Qualify Raise Range Rank Reach Receive Record Reestablish Refine Refuel Regulate Release Relocate Remove Repair Replace Replenish Reset Retrieve Return Rise Rotate Save Scale Score Secure Selfregulate Send Service Set up Shut down Sight Signal Splint Squeeze Stockpile Store Stow Strike Submit Succeed Supervise Support Surpass Sweep Take Take charge Tap Test Tighten Trace Transcend Transfer Transmit Transport Treat Troubleshoot Type Unload Update Utilize Write Zero

G-9

d. Articulation (Requires imitation, manipulation, and precision) Higher level of precision: Ability to modify movement patterns to fit special requirements or to meet a problem situation. Acclimatize Accommodate Adapt Adjust Alter Ambush Attack Bend Break Bypass Change Conduct Deploy Direct Draw Evade Fit Fix Flip Grasp Infiltrate Inverse Invert Lay Lead Map Modify Modulate Mutate Navigate Neutralize Occupy Orient Oscillate Pack Patrol Prevent Program Protect Queue Readjust Rearrange Reconcile Reconstitute Reconstruct Recover Reduce Regulate Relieve Reorder Reorganize Reorient Reshuffle Retool Revert Revise Spin Square Suppress Surpass Swing Swirl Tailor Temper Train Transcend Transpose Turn Twirl Twist

e. Naturalization (Requires imitation, manipulation, precision and articulation) - Response is automatic. Ability to experiment, creating new motor acts or ways of manipulating materials out of understandings, abilities, and skills developed. One acts "without thinking." Acquire Arrange Assemble Blend Break up Carry Carry out Cause Clean Combine Complement Complete Compose Conduct Connect Constitute Construct Contrive Control Correct Create Design Disconnect Dismantle Disperse Distribute Divide Do Drive Enact Encircle Enclose Establish Execute Fit Handle Hold Improve Incorporate Initiate Insert Invent Involve Join Lift Link Load Maintain Make Manipulate Merge Open Operate Originate Pace Perform Produce Progress Raise Refine Reject Relate separate Rewire Stoop Transcend Transfer Transport Unite

G-10

APPENDIX H - ACE PROGRAM OF INSTRUCTION (POI) SUBMISSION FORM PROGRAM OF INSTRUCTION (POI) for ACE 1. POC: Center for Naval Aviation Technical Training 230 Chevalier Field Avenue, Suite C Pensacola FL 32508-5168 Attn: ACE Representative (CNATT N7) (No abbreviations):

2.

FULL TITLE OF COURSE:

3. COURSE ID NUMBER (CIN): If attended by members of other services, list their course ID#:

4.

TEACHING SITES (Include ALL): a. Official Name: Address: Student UIC:

b.

Official Name: Address:

Student UIC:

5. 6. 7. 8. 9.

LENGTH IN 5-DAY WEEKS: NUMBER OF ACADEMIC HOURS: IMPLEMENTATION DATE OF CURRENT CURRICULUM: COURSE MISSION: PREREQUISITES:

H-1

10. 11.

METHOD OF INSTRUCTION: PIPELINE INFORMATION:

12.

LIST OF MAJOR TOPICS/LEARNING OUTCOMES:

(See TCCD)

13.

HOURLY BREAKDOWN OF MAJOR TOPICS/LEARNING OUTCOMES:

(See TCCD)

14.

THIS COURSE IS A (CHECK ONE): ___ New Course ___ Existing course never evaluated ___ Course previously evaluated by ACE, which has undergone a revision.

H-2

CURRICULUM DESIGN SAMPLE PACKAGE

TABLE OF CONTENTS

CONTENTS

DOCUMENT PAGE

Training Project Plan Learning Objectives Training Course Control Document (TCCD) Testing Lesson Plan Trainee Guide

Annex A Annex B Annex C Annex D Annex E Annex F

Annex A

Annex B

Annex C

Annex D

TESTING PLAN

FOR

S-3B ELECTRICAL SYSTEMS (INITIAL) ORGANIZATIONAL MAINTENANCE

CIN C-602-9677 Ver 1 Chg 0

PREPARED FOR Center for Naval Aviation Technical Training 230 Chevalier Field Ave., Suite C Pensacola, FL 32508-5168

PREPARED BY CENTER FOR NAVAL AVIATION TECHNICAL TRAINING UNIT JACKSONVILLE BLDG 848 E NAS JACKSONVILLE, FL 32212-0060

August 2004 TESTING PLAN

TESTING PLAN TESTING PLAN

CIN C-602-9677 Ver 1 Chg 0

PURPOSE: The purpose of this testing plan is to establish the policies and procedures which will be used to evaluate the trainees achievement of the course Learning Objective(s) (LOs).

TESTING PLAN TESTING PLAN

CIN C-602-9677 Ver 1 Chg 0

COURSE OVERVIEW: The course content will include the following Units of Instruction: I. COURSE INTRODUCTION A. B. C. D. II. Introduction to the Course S-3 Publication Familiarization S-3 General Safety Precautions Binary Logic Description

S-3 ELECTRICAL POWER GENERATION AND ELECTRICAL/INSTRUMENT SYSTEMS A. B. C. D. E. F. G. AC/DC Power Generation Systems Interior Lighting Systems Exterior Lighting Systems Interior/Exterior Lighting Systems Practical Troubleshooting TF34 Engine Ignition, Indication, and Warning Systems Interior/Exterior Fuel Systems Environmental Control Systems

III.

S-3 HYDRAULIC CONTROLLED SYSTEMS A. B. C. D. E. Hydraulic Indicators and Controls Description and Operation Wing and Fin Fold Systems Landing Gear/Nose Wheel Steering Systems Launch Bar/Arresting Hook Systems Aircraft Brake Systems

TESTING PLAN TESTING PLAN F. IV. Bomb Bay Door System

CIN C-602-9677 Ver 1 Chg 0

S-3 FLIGHT AND NAVIGATION INSTRUMENTATION SYSTEMS A. B. C. D. E. Standard Central Air Data Computer System Pitot/Static System Angle of Attack System S-3 CAINS II/EGI/EFI Operational Description Miscellaneous Instruments

V.

S-3 FLIGHT AND AUTOMATIC FLIGHT CONTROL SYSTEMS A. B. C. Primary Flight Control Systems Leading/Trailing Edge Flap Systems Automatic Flight Controls System

Not a high risk course. Hazardous Materials are not used in this course.

MINIMUM PASSING GRADE: The trainee must pass the Written Progress Test prior to progressing to the next lesson topic. In order to accomplish a remediation decision, a cut-off score of 75 has been established JUSTIFICATION AND/OR COMMENTS: The Written Progress Test is designed to test the trainees knowledge of the LOs which require the trainee to demonstrate the ability to recall or apply facts, principles, concepts etc. Written tests in CNATT courses are used to determine if a trainee has attained the knowledge and understanding necessary for performance of a skill. They measure the trainees ability to recall, comprehend, analyze, and evaluate technical data. Written test item types include: Completion, Multiple-choice, True/False, Matching, etc. The selection of a test item type to measure the achievement of an objective is based on the level of the knowledge or skill being acquired and the way the knowledge is used on the job.

TESTING PLAN TESTING PLAN

CIN C-602-9677 Ver 1 Chg 0

TEST PROCEDURES AND/OR CONSTRAINTS: The Written Progress Test is administered at the end of a unit following all instructional lessons for a specific TO. It is administered, where applicable, prior to the Performance Progress Test. Written Progress Tests will normally be given for approximately each 40 periods of instruction. For courses of less than 40 periods the tests will be administered as appropriate. The trainee must pass the Written Progress Test prior to progressing to the next lesson topic. In order to accomplish a remediation decision, a cut-off score of 75 has been established. Trainees scoring at or above the test cut-off score pass the test and progress as appropriate. Trainees scoring below the test cutoff score fail the test and are counseled to determine academic action. Trainees passing the test will be remediated to mastery of missed items. Trainees failing the tests are individually counseled. Depending on the results of counseling, the trainee may receive immediate private remediation to the specific problem areas, be retested and continue with the class. A failure of a retest will result in an Academic Review Board.

TESTING PLAN TESTING PLAN MATRIX

CIN C-602-9677 Ver 1 Chg 0

Test type Knowledge Progress Skill Comprehensive Knowledge Comprehensive Knowledge Progress Knowledge Progress Knowledge Comprehensive Skill Comprehensive Knowledge Progress

Min Grade 0% 75% 75% 0% 0% 75% 75% 0%

Weight 10% 15% 15% 5% 10% 15% 20% 10%

Retest Yes Yes Yes Yes Yes Yes Yes Yes

Retest Criteria

TEST INSTRUCTIONS TO THE EXAMINEE

Place your name, rate, class number, and date at the top of your answer sheet. There will be no talking between examinees while the test is in progress, nor are you permitted to leave your seat without permission of the proctor. If you have a question, raise your hand and the proctor will come to you. If you cheat during a test, your test booklet, answer sheet and all scratch paper will be confiscated by the proctor and you will receive a zero as your grade. Disciplinary action will be taken. Read each test item carefully. Choose the answer you believe to be correct. There is only one correct answer to every test item. Darken the appropriate box on your answer sheet for each test item. If you wish to change your answer, circle the unwanted answer and darken in the appropriate box. When you have finished the test, turn in the test booklet, answer sheet, and all scratch paper to the proctor. You may then quietly leave the room or remain at your seat while the proctor scores your answer sheet. There will be a complete review of the test. If there are any questions regarding these instructions, notify the proctor immediately. DO NOT WRITE OR MAKE ANY STRAY MARKS IN YOUR TEST BOOKLET.

-1-

TEST INSTRUCTIONS FOR THE PROCTOR

1.

Prior to the start of testing: Cover or remove all training aids that could assist the examinees in answering test

a. items. b. c. d. e. f. g.

Have examinees clear their desks of all unrelated testing material. Inform the examinee of the test time limit, if any. Provide pencils and scratch paper as necessary. Read the test instructions to the examinees. Provide reference documentation if applicable and any instructions for its use. Carry out any other local instructions as necessary.

2.

At the completion of testing: a. b. c. d. e. Collect and inventory all testing material. Review the test with the examinees. Evaluate any test items challenged by the examinees. Fill out the test item analysis record for each item. Carry out any other local instructions as necessary.

-1-

Annex E

LESSON PLAN FOR S-3B ARMAMENT CONTROL AND DELIVERY SYSTEMS (INITIAL) ORGANIZATIONAL MAINTENANCE COURSE C-646-9678A

PREPARED BY CENTER, NAVAL AVIATION TECHNICAL TRAINING UNIT, NORTH ISLAND P.O. BOX 357059 SAN DIEGO, CA 92135-7059

PREPARED FOR CENTER FOR NAVAL AVIATION TECHNICAL TRAINING 230 CHEVALIER FIELD AVE., SUITE C PENSACOLA, FL 32508-5168

DECEMBER 2004 (NOVEMBER 2003)

LESSON PLAN C-646-9678A CHANGE RECORD Number and Description of Change(s) Entered By Date

LESSON PLAN C-646-9678A TABLE OF CONTENTS Contents Change Record Security Awareness Notice Safety/Hazard Awareness Notice Terminal Objectives .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. Page 2 5 6 8

UNIT 1: INTRODUCTION TO S-3B PUBLICATIONS AND GENERAL MAINTENANCE SAFETY Lesson Topic 1.1: INTRODUCTION TO THE COURSE Lesson Topic 1.2: INTRODUCTION TO PUBLICATIONS PERTAINING TO ORDNANCE SYSTEMS Lesson Topic 1.3: INTRODUCTION TO MAVERICK PLUS SYSTEM Lesson Topic 1.4: GENERAL MAINTENANCE SAFETY Lesson Topic 1.5: ELECTRICAL POWER SYSTEM Lesson Topic 1.6: AIRCRAFT PREOPERATIONAL MAINTENANCE Lesson Topic 1.7: STORES CAPABILITIES UNIT 2: SEARCH STORES AND CONVENTIONAL WEAPONS SYSTEMS Lesson Topic 2.1: INTRODUCTION TO THE INTEGRATED CONTROL SYSTEM Lesson Topic 2.2: INTRODUCTION TO THE SYSTEM TEST PROGRAM Lesson Topic 2.3: INTEGRATED AVIONICS SYSTEM 3

LESSON PLAN C-646-9678A TABLE OF CONTENTS (CONT.) Lesson Topic 2.4: Lesson Topic 2.5: Lesson Topic 2.6: Lesson Topic 2.7: Lesson Topic 2.8: Lesson Topic 2.9: Lesson Topic 2.10: Lesson Topic 2.11: Lesson Topic 2.12: Lesson Topic 2.13: SEARCH STORES CONTROL GROUP SONOBUOY FIRING CIRCUIT TEST SET B566 AIRCRAFT FIRING CIRCUIT TEST SET AN/AWM-54 SEARCH STORES CONTROL SUBSYSTEM OFF-LINE TESTING AND TROUBLESHOOTING PYLON CONVENTIONAL WEAPONS CONFIGURATION BOMB BAY CONVENTIONAL WEAPONS CONFIGURATION PYLON AND BOMB BAY CONVENTIONAL WEAPONS CONFIGURATION AIRBORNE TORPEDO PRESETTER TEST SET MK 432 MOD 4 BOMB BAY TORPEDO RELEASE WING AND BOMB BAY WEAPON RELEASE

UNIT 3: HARPOON AIRCRAFT COMMAND AND LAUNCH CONTROL SET, ELECTRONIC COUNTERMEASURES Lesson Topic 3.1: INTRODUCTION TO THE HARPOON AIRCRAFT COMMAND AND LAUNCH CONTROL SET Lesson Topic 3.2: AIR LAUNCH MISSILE TEST SET SIMULATOR TS-3519D/DSM Lesson Topic 3.3: HARPOON AIRCRAFT COMMAND AND LAUNCH CONTROL SET TEST ANALYSIS AND EXECUTION Lesson Topic 3.4: HARPOON AIRCRAFT COMMAND AND LAUNCH CONTROL SET TESTING AND TROUBLESHOOTING Lesson Topic 3.5: INTRODUCTION TO THE ELECTRONIC COUNTERMEASURES DISPENSING SYSTEM Lesson Topic 3.6: ELECTRONIC COUNTERMEASURES DISPENSING SYSTEM TEST SET AN/ALM-225 Lesson Topic 3.7: ELECTRONIC COUNTERMEASURES DISPENSING SYSTEM TEST ANALYSIS AND EXECUTION Lesson Topic 3.8: ELECTRONIC COUNTERMEASURES DISPENSING SYSTEM TESTING AND TROUBLESHOOTING

LESSON PLAN C-646-9678A SECURITY AWARENESS NOTICE This course does not contain any classified material.

LESSON PLAN C-646-9678A SAFETY/HAZARD AWARENESS NOTICE This notice promulgates safety precautions to the staff and trainees of this course in accordance with responsibilities assigned by the Naval Education and Training Command and the Commanding Officer of the Center for Naval Aviation Technical Training. Any time a trainee or instructor has apprehension concerning his or her personal safety or that of another, he or she shall signal for a "Training Time Out" (TTO) to clarify the situation or procedure and receive or provide additional instruction as appropriate. TTO signals, other than verbal, shall be appropriate to the training environment. Instructors are responsible for maintaining situational awareness and shall be constantly alert to signs of trainee behavior that may impair safe completion of the training exercise, and shall immediately stop the training, identify the problem, and make a determination to continue or discontinue training. The safety precautions contained in this course are applicable to all staff and trainee personnel. They are basic and general in nature. Personnel who operate or maintain equipment in support of this course must be thoroughly familiar with all aspects of personnel safety and strictly adhere to every general, as well as specific, safety precaution contained in operating and emergency procedures and applicable governing directives. All personnel must have a comprehensive knowledge of emergency procedures which prescribe courses of action to be followed in the event of equipment failure or human error as stated in the Pre-Mishap Plan. Strict adherence to approved and verified operating, emergency and maintenance procedures is MANDATORY. As a minimum, each individual is responsible for knowing, understanding and observing all safety precautions applicable to the command, course, their work and their work area. In addition all personnel are responsible for observing the following general safety precautions: a. Reporting for work rested and emotionally prepared for the tasks at hand. b. Using normal prudence in all their functions, commensurate with the work at hand. c. Reporting any unsafe conditions or any equipment or material which they consider to be unsafe, and any unusual or developing hazards.

LESSON PLAN C-646-9678A SAFETY/HAZARD AWARENESS NOTICE (CONT.) d. Warning others believed to be endangered by known hazards or by failure to observe safety precautions, and of any unusual or developing hazards. e. Reporting any accident, injury or evidence of impaired health occurring in the course of their work or during a non-training environment. f. Wearing or using the protective clothing and/or equipment of the type required, approved and supplied for the safe performance of their work. g. Wearing appropriate hearing protective devices when in the vicinity of a designated noise hazardous area or noise hazardous operation. Hazardous Materials: All personnel must have a comprehensive knowledge of hazardous material used in this course. It is the instructor's responsibility to make trainees aware of the hazardous materials they will use or come in direct contact with while progressing through the course. Trainees must be made aware of the nature of the hazardous materials, symptoms of being exposed to the Hazardous materials, first aid procedures to render if exposed and safety precautions to be observed while handling hazardous materials. This is accomplished by the instructor ensuring each trainee has read the appropriate Material Safety Data Sheet (MSDS) for each hazardous material used, and signing a statement of understanding. The following hazardous materials are used in this course: a. None

LESSON PLAN C-646-9678A TERMINAL OBJECTIVES

1.0 2.0

PERFORM external power application to S3-B aircraft in accordance with applicable publications. (CTTL item # 1) MAINTAIN S-3B Integrated Control System, System Test Program, Search Stores Control Group, and the Armament Subsystem Control Group in accordance with applicable publications. (CTTL item # 44) MAINTAIN Harpoon Aircraft Command and Launch Control Set (HACLCS) and Electronic Countermeasures (ECM) system in accordance with applicable publications. (CTTL item # 104) THERE is no terminal objective for this lesson (CTTL item # 134)

3.0

4.0

LESSON PLAN Unit 1. INTRODUCTION TO S-3B PUBLICATIONS AND GENERAL MAINTENANCE SAFETY Topic 1.3 INTRODUCTION TO MAVERICK PLUS SYSTEM C-646-9678A CLASS PERIODS: 2 LAB PERIODS: 0 PA PERIODS: 0 Trainee Preparation Materials: A. Trainee Support Materials: 1. 1.12 DESCRIBE the characteristics of the major WRA/component of the Maverick Plus System in accordance with applicable publications. 1.13 DESCRIBE the characteristics of the Maverick Plus System test equipment in accordance with applicable publications. 1.14 DESCRIBE the characteristics of the weapons launched by the Maverick Plus System in accordance with applicable publications. 1.15 STATE the purpose of the SLAM-ER Advanced Weapon DataLink (AWDL) in accordance with applicable publications. B. None

Enabling Objectives: 1.11 STATE the purpose of the Maverick Plus System in accordance with applicable publications.

Reference Publications: 1. None

Instructor Preparation: A. B. Review Assigned Trainee Material Reference Publications: 1. C. None

Training Materials Required: 1. Instruction Sheets a. INTRODUCTION TO MAVERICK PLUS SYSTEM, Outline Sheet 131 1-3-1

LESSON PLAN Unit 1. INTRODUCTION TO S-3B PUBLICATIONS AND GENERAL MAINTENANCE SAFETY Topic 1.3 INTRODUCTION TO MAVERICK PLUS SYSTEM DISCUSSION POINT 1. Introduction RELATED INSTRUCTOR ACTIVITY 1. Prior to class, obtain and distribute copies of the Trainee Guide. Introduce self and topic. Stress the importance of trainees acquiring the information and retaining it for future reference. C-646-9678A

a.

Due to the S-3B's superior sensor systems and longrange capability, the Viking is extremely effective in its ASW mission. With the addition of the Maverick Plus System, its overall mission capability is greatly enhanced by not only protecting the carrier battle group but also from surface vessels.

b.

This lesson is intended to familiarize the technician with the Maverick Plus System.

2.

This Lesson Topic

a.

Topic - INTRODUCTION TO THE MAVERICK PLUS SYSTEM

a.

Direct trainee to Outline Sheet 1-3-1, INTRODUCTION TO MAVERICK PLUS SYSTEM.

1-3-2

LESSON PLAN Unit 1. INTRODUCTION TO S-3B PUBLICATIONS AND GENERAL MAINTENANCE SAFETY Topic 1.3 INTRODUCTION TO MAVERICK PLUS SYSTEM DISCUSSION POINT b. Topic Objectives RELATED INSTRUCTOR ACTIVITY b. Explain Enabling Objectives. C-646-9678A

3.

Maverick Plus System general description

a.

Augments the S-3B ARMCOS to provide the following capabilities:

(1)

AGM-65E/F/G Infrared (IR) and Laser Maverick initialization and launch

(2)

AGM-84H/K SLAM-ER initialization and launch

(3)

Control of the AWW-13 pod for AGM-84H/K SLAM-ER post-launch functions

(4)

Video processing for AGM-84H/K SLAM-ER missile data received via data link 1-3-3

LESSON PLAN Unit 1. INTRODUCTION TO S-3B PUBLICATIONS AND GENERAL MAINTENANCE SAFETY Topic 1.3 INTRODUCTION TO MAVERICK PLUS SYSTEM DISCUSSION POINT (5) Growth potential to JADM and other MIL-STD1760 advanced weapons. RELATED INSTRUCTOR ACTIVITY C-646-9678A

4.

Maverick Plus System WRA/Component Description

a.

Advance Missile Interface Box (AMIB)

(1)

Provides the primary interface and control for the MPS

(a)

Located in the left internal avionics bay

b.

Missile Controller (MC)

1-3-4

LESSON PLAN Unit 1. INTRODUCTION TO S-3B PUBLICATIONS AND GENERAL MAINTENANCE SAFETY Topic 1.3 INTRODUCTION TO MAVERICK PLUS SYSTEM DISCUSSION POINT (1) (1) Provides the COTAC the cability for controlling the Maverick Missile, OR-263 FLIR and the AGM84H/K SLAM-ER via the AWW-13 Pod RELATED INSTRUCTOR ACTIVITY C-646-9678A

(a)

Located on the COTAC side console

c.

Armament Control Display Navigation Unit (ACDNU)

(1)

Provides primary interface between operators and the MPS

(a)

Located on the center console

d.

AN/AWW-13 Advance Weapon Data Link (AWDL) Pod

1-3-5

LESSON PLAN Unit 1. INTRODUCTION TO S-3B PUBLICATIONS AND GENERAL MAINTENANCE SAFETY Topic 1.3 INTRODUCTION TO MAVERICK PLUS SYSTEM DISCUSSION POINT (1) Used for post-launch man-in-the-loop control of the SLAM-ER RELATED INSTRUCTOR ACTIVITY C-646-9678A

(a)

Can only be functionally carried on W6

5.

Test Equipment to test the Maverick Plus System

a.

AN/AWM-92 Aircraft Weapon Control Test Set

(1)

Used to perform operational checks of various missile launch and control systems

b.

AN/AWM-96 Aircraft Weapon Control Test Set

(1)

Tests all systems which use Mil-std-1760 aircraft/store electrical Interconnections

1-3-6

LESSON PLAN Unit 1. INTRODUCTION TO S-3B PUBLICATIONS AND GENERAL MAINTENANCE SAFETY Topic 1.3 INTRODUCTION TO MAVERICK PLUS SYSTEM DISCUSSION POINT c. S3-AN/AWM-96 1760 Interface Adapter RELATED INSTRUCTOR ACTIVITY C-646-9678A

(1)

The WI6MBS3 adapter is used in conjunction with AN/AWM-96 test set for 1760 Release and Control Check

d.

AN/AWM-54 or AN/AWM-102 Firing Circuit Test Set

(1)

Used or flight line testing of the aircrafts bomb release and missile firing circuits, and for checking stray voltages prior to arming. The test set provides a GO/NO-GO indication for the circuit being tested. The AN/AWM-102 test set is a replacement for the AN/AWM-54 test set but uses the same test set adapters.

6.

Weapons launched by the Maverick Plus System

1-3-7

LESSON PLAN Unit 1. INTRODUCTION TO S-3B PUBLICATIONS AND GENERAL MAINTENANCE SAFETY Topic 1.3 INTRODUCTION TO MAVERICK PLUS SYSTEM DISCUSSION POINT a. AGM-65 Maverick Missile RELATED INSTRUCTOR ACTIVITY C-646-9678A

(1)

The AGM-65 missile is a guided, rocket propelled, air-to-ground missile for use against field fortifications, surface-to-air missile sites, armed vehicles and ships.

(a)

AGM-65E Laser Maverick. The Laser Maverick contains a sensitive detector that converts laser energy into electrical signals. These electrical signals are processed to provide synthetic video to the cockpit and missile guidance signals to the flight control surfaces.

(b)

AGM-65F Infrared (IR) Maverick. The IR missile guides autonomously, providing standoff launch and leave capability. The IR Maverick allows operations during daylight, the hours of darkness, against camouflaged targets, and in some degraded weather conditions. 1-3-8

LESSON PLAN Unit 1. INTRODUCTION TO S-3B PUBLICATIONS AND GENERAL MAINTENANCE SAFETY Topic 1.3 INTRODUCTION TO MAVERICK PLUS SYSTEM DISCUSSION POINT b. AGM-84H/K Standoff Land Attack MissileExpanded Response RELATED INSTRUCTOR ACTIVITY C-646-9678A

(1)

The AGM-84H/K SLAM ER has low-level cruise trajectory, over the horizon range, active guidance with infrared imaging, countermeasure capability, and a penetrating high explosive blast type warhead with selectable fuze delay. The low-level cruise trajectory assures minimum detection probability by defense weapon systems, thereby enhancing the capability of penetrating enemy air defenses. The SLAM-ER is designed for use against highvalue, fixed land targets, surface ships in port, and discriminatory standoff attack of surface ships at sea, fulfilling both Strike Warfare (STW) and Surface Warfare (SUW) roles.

7.

SLAM-ER Advanced Weapon Data Link (AWDL) System

1-3-9

LESSON PLAN Unit 1. INTRODUCTION TO S-3B PUBLICATIONS AND GENERAL MAINTENANCE SAFETY Topic 1.3 INTRODUCTION TO MAVERICK PLUS SYSTEM DISCUSSION POINT a. The SLAM-ER missile is designed to provide an effective surgical strike Capability for Pre-Planned (PP) targets and Targets-of-Opportunity (TOO). It is controlled by the Advance Weapon Data Link (AWDL) System. The SLAM-ER AWDL system consists of the missile AWDL transmitter/Receiver subsystem, the AWDL antenna contained in the missile, andThe AWW-13 AWDL Pod. RELATED INSTRUCTOR ACTIVITY C-646-9678A

8.

Summary and Review

8.

Review the Dps and repeat the EO(s).

9.

Assignment - None

10.

Application

10.

Administer Progress Test No. 1 (Written) at the end of Lesson Topic 1.7.

1-3-10

Annex F

TRAINEE GUIDE

CHANGE 1 C-601-3868B

TRAINEE GUIDE FOR GTC36-200 SERIES AUXILIARY POWER UNIT (APU) THIRD DEGREE INTERMEDIATE MAINTENANCE COURSE

C-601-3868B CHANGE 1

PREPARED BY CENTER FOR NAVAL AVIATION TECHNICAL TRAINING UNIT, OCEANA 790 D AVENUE VIRGINIA BEACH, VIRGINIA 23460-2299

PREPARED FOR CENTER FOR NAVAL AVIATION TECHNICAL TRAINING 230 CHEVALIER FIELD AVENUE, SUITE C PENSACOLA, FL. 32508-5168

DECEMBER 2003

FOR TRAINING USE ONLY

TRAINEE GUIDE CHANGE RECORD Number and Description of Change 1. AIM II conversion. Entered By atcs bush

CHANGE 1 C-601-3868B

Date 13 Apr 2005

FOR TRAINING USE ONLY

ii

TRAINEE GUIDE TABLE OF CONTENTS Contents

CHANGE 1 C-601-3868B

Page

Title Page................................................................................................................................................. i Change Record .......................................................................................................................................ii Security Awareness Notice.................................................................................................................... vi Safety/Hazard Awareness Notice .........................................................................................................vii Terminal Objectives .............................................................................................................................. ix Course Master Schedule ......................................................................................................................... x Unit 1 - INTRODUCTION TO THE GTC36-200 SERIES AUXILIARY POWER UNIT (APU) COURSE AND THE PUBLICATIONS Lesson Topic 1.1 - INTRODUCTION TO THE COURSE INFORMATION SHEET 1-1-1 LOCAL POLICIES .................................................................... 1 INFORMATION SHEET 1-1-2 SAFETY POLICY FOR CONDUCTING TRAINING............. 7 Lesson Topic 1.2 - INTRODUCTION TO PUBLICATIONS OUTLINE SHEET 1-2-1 INTRODUCTION TO PUBLICATIONS ............................................ 8 ASSIGNMENT SHEET 1-2-2 INTRODUCTION TO PUBLICATIONS.................................... 9 Unit 2 - GTC36-200 SERIES AUXILIARY POWER UNIT (APU) THEORY Lesson Topic 2.1 - INTRODUCTION TO THE GTC36-200 SERIES APU OUTLINE SHEET 2-1-1 INTRODUCTION TO THE GTC36-200 SERIES APU.................... 11 ASSIGNMENT SHEET 2-1-2 INTRODUCTION TO THE GTC36-200 SERIES APU ........... 12 Lesson Topic 2.2 - DESCRIPTION AND OPERATION OF THE GTC36-200 SERIES APU STARTING SYSTEM OUTLINE SHEET 2-2-1 DESCRIPTION AND OPERATION OF THE GTC36-200 SERIES APU STARTING SYSTEM ........................................................................................................ 15 ASSIGNMENT SHEET 2-2-2 DESCRIPTION AND OPERATION OF THE GTC36-200 SERIES APU STARTING SYSTEM .......................................................................................... 16 Lesson Topic 2.3 - DESCRIPTION AND OPERATION OF THE GTC36-200 SERIES APU FUEL SYSTEM OUTLINE SHEET 2-3-1 DESCRIPTION AND OPERATION OF THE GTC36-200 SERIES APU FUEL SYSTEM .................................................................................................................. 18 FOR TRAINING USE ONLY iii

TRAINEE GUIDE SECURITY AWARENESS NOTICE This course does not contain any classified material.

CHANGE 1 C-601-3868B

FOR TRAINING USE ONLY

vi

TRAINEE GUIDE SAFETY/HAZARD AWARENESS NOTICE

CHANGE 1 C-601-3868B

All personnel involved in operation or maintenance of electronic equipment must be thoroughly familiar with the electronic equipment safety precautions contained in Electronic Installation and Maintenance Book, General, NAVSEA SE000-00-EIM-100, Section 3, and Naval Ships' Technical Manual, Chapter 300, S9086-KC-STM-010/CH-300, Section 2. In addition, attention is directed to the Navy Safety Program Instructions, OPNAVINST 5100.19 (series) and 5100.23 (series), and the safety training requirements contained in CNETINST 1500.20 (series). This equipment employs voltages, which are dangerous and may be fatal if contacted by operating or maintenance personnel. There are mechanical safety devices associated with this equipment that must be maintained in a constant state of readiness to preclude causing injury to personnel and/or damage to equipment. Extreme caution must be exercised when working with or handling this equipment. Some components are extremely heavy. Rigid pre-inspections must be made to handling equipment to ensure their safety and safety summaries must be read to the handling teams prior to conducting dangerous evolutions. Hazard awareness dictates that this equipment must always be viewed as an integral part of a system and not as a component. While every practical precaution has been incorporated into this equipment, it is not possible or practical to try to list every condition or hazard that you may encounter. Therefore, all operating or maintenance personnel must at all times observe as a minimum, the following: DON'T SERVICE OR ADJUST ALONE Under no circumstances will a person operate or maintain equipment without the immediate presence or assistance of another person capable of rendering aid. Unless under direct supervision of a qualified person, no person shall operate or maintain equipment for which he is unqualified. DON'T TAMPER WITH INTERLOCKS Reliance on interlock circuits to remove power from the equipment is never to be assumed. Until operation of the interlock is verified, equipment is assumed to be in the hazardous mode of operation. Under no circumstances will any access gate, door, or interlock switch be removed, bypassed, or modified in any way by other than authorized maintenance personnel and then only after observing proper tag-out procedures. REPORT ALL HAZARDS If at any time you detect a hazard, it is your responsibility to report the hazard to ensure that it is corrected. If at any time you detect a "new" or "suspected new" hazard, particularly due to equipment installation, modification, or repair, it is your responsibility to ensure that a SAFETYGRAM is submitted to the Naval Safety Center, Norfolk, VA, in accordance with OPNAVINST 5102.1 (series). This will ensure that this hazard will be investigated, publicized, or corrected, as required. FOR TRAINING USE ONLY vii

TRAINEE GUIDE SAFETY/HAZARD AWARENESS NOTICE - Continued

CHANGE 1 C-601-3868B

Additionally, SSPINST 3100.1 (series) requires SWS personnel to submit special check TFRs when a potential or actual unsafe condition is noticed that could cause injury to personnel and/or damage to equipment. When a problem/failure occurs involving the safety of personnel or equipment and it cannot be immediately resolved by command/technical assistance on-site, the TFR data shall be transmitted to SSP and others by Naval Message. SAFETY - "TRAINING TIME OUT" In any training situation when a student or instructor expresses concern for personal safety, it is an indication that a need for clarification of procedures or requirements exists and a "Training Time Out" shall be called. An individual should verbally call "TRAINING TIME OUT" (TTO) if they detect a hazardous condition during any teaching session (lab or theory), or raise a clenched fist to indicate a "TRAINING TIME OUT" (TTO) if the verbal command cannot be heard. Training activities will be suspended until the hazardous situation has been examined and additional explanation and instruction has been provided to allow safe resumption of training. Caution should be used to ensure a halt to a procedure does not result in additional hazards. TTO follow-up procedures will be performed in accordance with CNET Instruction 1500.20(Series). PRE-MISHAP PLAN The Pre-Mishap plan explains the procedures to follow and essential telephone numbers to call in case of an accident or emergency. It is located by the emergency exit in the laboratory.

FOR TRAINING USE ONLY

viii

TRAINEE GUIDE TERMINAL OBJECTIVES

CHANGE 1 C-601-3868B

1.0 USING and in accordance with applicable publications, the trainee will demonstrate a knowledge, in writing, of the GTC36-200 Series APU system related publications. 2.0 USING and in accordance with applicable publications, the trainee will demonstrate, in writing, a knowledge of the GTC36-200 Series APU starting, fuel, surge control, lubrication, electrical systems, and testing/troubleshooting procedures. 3.0 USING and in accordance with applicable publications and given the necessary tools, test equipment and a GTC36-200 series APU, the trainee will demonstrate by practical application the Borescope, removal, inspection and replacement of external components of the GTC36-200 Series APU while observing all safety precautions, calculations and shimming procedures. 4.0 THERE is no terminal objective for this lesson.

FOR TRAINING USE ONLY

ix

TRAINEE GUIDE COURSE MASTER SCHEDULE C-601-3868B Change 1 Length of period: 60 minutes WEEK 1 Day 1 Topic No. 1.1 1.2 2.1 2.2 2.3 2.4 2.5 2.6

CHANGE 1 C-601-3868B

Type Class Class Class Class Class Class Class Class

Period Topic Title 1 INTRODUCTION TO THE COURSE 2 INTRODUCTION TO PUBLICATIONS 3 INTRODUCTION TO THE GTC36200 SERIES APU 4 DESCRIPTION AND OPERATION OF THE GTC36-200 SERIES APU STARTING SYSTEM 5 DESCRIPTION AND OPERATION OF THE GTC36-200 SERIES APU FUEL SYSTEM 6 DESCRIPTION AND OPERATION OF THE GTC36-200 SERIES APU SURGE CONTROL SYSTEM 7 DESCRIPTION AND OPERATION OF THE GTC36-200 SERIES APU LUBRICATION SYSTEM 8 DESCRIPTION AND OPERATION OF THE GTC36-200 SERIES APU ELECTRICAL SYSTEM 9 GTC36-200 SERIES APU TESTING AND TROUBLESHOOTING 10 INSPECTION CRITERIA 11 INSPECTION CRITERIA 12 INSPECTION CRITERIA 13 REVIEW AND PROGRESS TEST NO. 1 (WRITTEN) 14 REVIEW AND PROGRESS TEST NO. 1 (WRITTEN) 15 REVIEW AND PROGRESS TEST NO. 1 (WRITTEN) FOR TRAINING USE ONLY

BottleNeck Ratio Ratio 4:1 4:1 4:1 4:1 4:1 4:1 4:1 4:1

Day 2 2.7 3.1 3.1 3.1 3.1 3.1 3.1

Class Class Class Class Class Class Class

4:1 4:1 4:1 4:1 4:1 4:1 4:1 x

TRAINEE GUIDE INFORMATION SHEET 1-1-1 LOCAL POLICIES A. INTRODUCTION

CHANGE 1 C-601-3868B Sheet 1 of 6

This Information Sheet is designed to provide you with a listing of key personnel and the daily schedule. This Information Sheet covers "Training Time Out" and "Operational Risk Management" procedures that are to be used during the conduct of this course. B. REFERENCES C. INFORMATION NAME ____________________________________________________RATE ______________ DETACHMENT ________________________________________________________________ TITLE OF COURSE _____________________________________________________________ INSTRUCTOR'S NAME(S) and RATE ______________________________________________ 1. Detachment Personnel a. Commanding Officer/OINC Name _________________________________Telephone_____________________ b. Executive Office/Assistant OINC Name _________________________________Telephone_____________________ c. MTU Officer/CPOINC/NCOINC Name _________________________________Telephone_____________________ d. Course Supervisor Name _________________________________Telephone_____________________ 2. Schedule a. Muster_____________________________________________________________ b. Class________________________________to_____________________________ FOR TRAINING USE ONLY 1

TRAINEE GUIDE Information Sheet 1-1-1

CHANGE 1 C-601-3868B Sheet 2 of 6

c. Lunch________________________________to____________________________ d. Clean-up_____________________________Secure_________________________ 3. Routine procedure for a. Daily Clean-up _____________________________________________________ b. Field Day _________________________________________________________ c. Special Liberty _____________________________________________________ d. Sick Call __________________________________________________________ e. Watches __________________________________________________________ f. TAD Personnel ____________________________________________________

4. Regulations and instructions for a. Smoking _________________________________________________________ b. Food and beverages ________________________________________________ c. Evacuation of building ______________________________________________ d. Telephone calls - Emergency/Routine __________________________________ e. Bulletin board _____________________________________________________ f. Personal appearance ________________________________________________

g. Parking __________________________________________________________ h. Security __________________________________________________________ i. Local instructions

5. Course Description a. Length b. Content FOR TRAINING USE ONLY 2

TRAINEE GUIDE Information Sheet 1-1-1 (1) Unit(s) (2) Title(s) c. Grading Criteria (1) Written Test (2) Performance Test (3) Practical Work d. Graduation (1) Certificate (2) Service record entry (3) Comment sheets e. Checking Out (TAD) 6. Trainee Guide Restrictions a. Retention by trainee (1) "FOR TRAINING PURPOSES ONLY"

CHANGE 1 C-601-3868B Sheet 3 of 6

(2) "NOT AUTHORIZED FOR USE IN MAINTENANCE WORK CENTERS" b. Classifications (1) Unclassified (2) Classified 7. Safety Precautions a. High voltage on panels b. Moving equipment (surfaces) c. Training panel operators - instructors or trainees under close supervision of an instructor FOR TRAINING USE ONLY 3

TRAINEE GUIDE Information Sheet 1-1-1 d. Hazardous materials procedures e. Operational Risk Management (ORM)

CHANGE 1 C-601-3868B Sheet 4 of 6

(1) A decision making tool which increases the ability to make informed decisions and reduce the risks to acceptable levels (2) ORM Terms (a) Operational Risk Management - The process of dealing with risk associated with military operations, which includes, risk assessment, risk decision making, implementation of effective risk controls. (b) Risk assessment - the process of detecting hazards and assessing associated risks. (c) Hazard - a condition with the potential to cause personal injury or death, property damage, or mission degradation. (d) Risk - an expression of possible loss in terms of severity and probability. 1) Severity - the worst credible consequence which can occur as a result of a hazard. 2) Probability - the likelihood that a hazard will result in a mishap or loss. (e) Control - a method for reducing risk for an identified hazard by lowering the probability of occurrence, decreasing potential severity, or both. (3) The ORM Process (a) Identify Hazards (b) Assess Hazards (c) Make Risk Decisions (d) Implement Controls (e) Supervise (4) ORM Principles (a) Accept risk when benefits outweigh the cost FOR TRAINING USE ONLY 4

TRAINEE GUIDE Information Sheet 1-1-1 (b) Accept no unnecessary risk (c) Anticipate and manage risk by planning (d) Make risk decisions at the right level 8. Emergency building evacuation procedures a. Proceed in quiet and orderly manner when directed or upon alarm actuation b. Use secondary route if primary route is inaccessible c. When well away from building, assemble in ranks at the designated area d. Muster will be taken by instructor e. Stand fast until further directed by instructor f. Classified material (1) Security of classified material must be maintained

CHANGE 1 C-601-3868B Sheet 5 of 6

(2) If available, all classified material will be placed in a lockable metal cabinet (3) If secure storage is unavailable, assist instructor in moving classified material to evacuation muster area g. Required actions (1) Alarm actuation (a) When a fire is discovered, it is that individual's duty to pass the word. If the situation warrants, the nearest alarm pull box should be activated. (b) Following alarm actuation, that individual shall notify the front office of the type of fire, its location and relative severity. (2) Classroom and passageways (a) All air conditioners and electrical devices secured prior to exiting (b) Lights off FOR TRAINING USE ONLY 5

TRAINEE GUIDE Information Sheet 1-1-1 (c) All doors closed and unlocked 9. Pre-Mishap Plan a. Provides telephone numbers to be called in case of an emergency b. Provides locations of emergency equipment c. Provides direction for submitting incident/hazard report d. Located in each classroom/lab and working space 10. Training Time Out (TTO) a. Purpose

CHANGE 1 C-601-3868B Sheet 6 of 6

(1) Provides a method by which the trainee or instructor can stop training if personal safety is in question (2) Allows time to evaluate a possible safety hazard. b. Procedures (1) A TTO may be initiated by verbally calling out "Time Out". (2) A TTO may be initiated by a predetermined signal

FOR TRAINING USE ONLY

TRAINEE GUIDE OUTLINE SHEET 1-2-1 INTRODUCTION TO PUBLICATIONS A. INTRODUCTION

CHANGE 1 C-601-3868B Sheet 1 of 1

This lesson describes the purpose and use of the GTC36-200 series APU Maintenance Manuals, including Intermediate Maintenance Manual with Illustrated Parts Breakdown, Standard Maintenance Procedures Manual, and Use and Care of Hand Tools and Measuring Tools. B. ENABLING OBJECTIVES 1.1 IDENTIFY the Publications utilized to perform APU Maintenance.

C. TOPIC OUTLINE 1. Work Package Numbering System a. b. 2. Work Package number location Sub-Work Package Numbering System

A1-580AA-MIB-200 a. Technical Manual, Intermediate Maintenance With Illustrated Parts Breakdown (Gas Turbine Engine Auxiliary Power Unit) Model GTC36-200, GTCP36-201, GTCP36201c

3.

NAVAIR 02-1-517 a. Standard Maintenance Procedures

4.

NAVEDTRA 12085 a. Use and Care of Hand Tools and Measuring Devices

FOR TRAINING USE ONLY

TRAINEE GUIDE ASSIGNMENT SHEET 1-2-2 INTRODUCTION TO PUBLICATIONS A. INTRODUCTION

CHANGE 1 C-601-3868B Sheet 1 of 2

A thorough understanding of the publications needed to perform maintenance on the GTC36-200 series Auxiliary Power Units is a must in becoming a sound APU maintenance technician. Understanding these publications will save valuable man-hours in repairing, testing, and troubleshooting the GTC36-200 series Auxiliary Power Units. B. ENABLING OBJECTIVES 1.1 IDENTIFY the Publications utilized to perform APU Maintenance.

C. STUDY ASSIGNMENT 1. 2. Read Technical Manual, A1-580AA-MIB-200 Read Technical Manual, NA 02-1-517

D. STUDY QUESTIONS 1. The A1-580AA-MIB-200 provides intermediate maintenance _______ with an illustrated parts breakdown. a. b. c. d. activities instructions levels groups

2. The part number MS20819-4j is located in _______ of the A1-580A-MIB-200. a. b. c. d. WP 010 00, Figure 1, Index No. 7 WP 011 00, Figure 1, Index No. 6 WP 029 00, Figure 4, Index No. 76 WP 009 00, Figure 8, Index No. 1

FOR TRAINING USE ONLY

TRAINEE GUIDE Assignment Sheet 1-2-2

CHANGE 1 C-601-3868B Sheet 2 of 2

3. Given a list of A1-580AA-MIB-200 work packages and a list of maintenance functions, match the work package to its proper maintenance function by writing the number preceding the maintenance function in the space provided under work package. Work Package 043 00 011 00 003 00 001 01 021 00 013 00 001 00 a. b. c d. e. f. g. h. Maintenance Function Description and principles of operation Monopole removal and installation Carrier assembly repair Numerical index or part numbers Alphabetical index Oil pump assembly removal Primary fuel manifold removal and installation Oil sample valve

FOR TRAINING USE ONLY

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TRAINEE GUIDE JOB SHEET 3-2-2 COMPONENT REMOVAL AND INSTALLATION A. INTRODUCTION

CHANGE 1 C-601-3868B Sheet 1 of 3

The maintenance technician must be able to perform maintenance on the GTC36-200 series APU. In this lab assignment, you will remove and install components of the APU. B. EQUIPMENT 1. 2. Maintenance Trainers a. AUXILIARY POWER UNIT, 3800076-4-5 b. ENGINE, GAS TURBINE, 3800152-4-1 Special Tools a. FIXTURE ASSEMBLY, 298274-1

C. REFERENCES 1. Technical Manual, A1-580AA-MIB-200

D. SAFETY PRECAUTIONS 1. 2. 3. 4. 5. Wear appropriate clothing and safety shoes. Remove watches, rings, necklaces and dog-tags. Ensure APU is in the correct position. Inspect for physical condition of equipment. Ensure equipment is properly installed and no obstructions exist around/in area that work is being performed. Ensure correct work packages in proper publications are selected.

Note: Have the instructor verify the self-test items and the safety precautions prior to continuing engine maintenance. E. JOB STEPS 1. Utilizing the applicable publications, perform borescope inspection. Date: Instructor Initial:

FOR TRAINING USE ONLY

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TRAINEE GUIDE Job Sheet 3-2-2 2.

CHANGE 1 C-601-3868B Sheet 2 of 3

Utilizing the applicable publications, prepare the APU for component removal and installation. Date: Instructor Initial:

3.

Remove and install external components. Date: Instructor Initial:

4.

Monopole pre-installation shimming procedures. a. b. c. Dimension A _____________ Dimension B _____________ A __________ - B __________ + __0.015___ = __________ d. Dimension B subtracted from dimension A plus 0.015 inch equals thickness of shims to provide a 0.012 0.018 inch between monopole and gear.

5.

Install monopole and shims. Date: Instructor Initial:

F. SELF-TEST QUESTIONS 1. State the precautions to be observed when installing the APU into the APU support assembly.

2.

State the hazards associated when handling lubricating oil. FOR TRAINING USE ONLY 41

TRAINEE GUIDE Job Sheet 3-2-2

CHANGE 1 C-601-3868B Sheet 3 of 3

3.

State the precautions to be observed when replacing the oil pump assembly.

4.

State the precautions associated with exposing the fuel control assembly to magnetic fields.

FOR TRAINING USE ONLY

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