NAVY SCHOOL MANAGEMENT MANUAL
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Naval Education and NAVEDTRA 135C Support Manual for<br />
Training Command March 2010 MIL-HDBK-29612-2A<br />
<strong>NAVY</strong> <strong>SCHOOL</strong> <strong>MANAGEMENT</strong><br />
<strong>MANUAL</strong><br />
DISTRIBUTION STATEMENT A: Approved for public release;<br />
distribution is unlimited.<br />
i<br />
NAVEDTRA 135C
RECORD OF CHANGES<br />
Number Description of Change Entered by Date<br />
ii<br />
NAVEDTRA 135C
FORWARD<br />
NAVEDTRA SERIES <strong>MANUAL</strong>S:<br />
NAVEDTRA 130 - Task Based Curriculum Development Manual<br />
NAVEDTRA 131 - Personnel Performance Profile Based<br />
Curriculum Development Manual<br />
NAVEDTRA 134 - Navy Instructor Manual<br />
NAVEDTRA 135 - Navy School Management Manual<br />
The NAVEDTRA 130 series of manuals provides fundamental<br />
guidance, within the Naval Education and Training Command<br />
(NETC), for the development of curricula, the delivery of<br />
instruction, and the management and evaluation of training<br />
programs.<br />
These manuals do not supersede the directive policy established<br />
by Commander, Naval Education and Training Command Instructions<br />
(NETCINSTs) in these subject areas. Rather, they supplement the<br />
NETCINSTs in two important ways. First, they reflect the<br />
philosophical principles underlying NETC policy for curriculum,<br />
instruction, and evaluation, and second, they provide procedures<br />
for carrying out that policy.<br />
Each of the NAVEDTRA 130 series manuals is designed as a standalone<br />
document to serve a specific user group such as curriculum<br />
developers, instructors, training managers, or evaluators of<br />
training. The manuals are, however, interrelated and crossreferenced<br />
to one another.<br />
SCOPE:<br />
NAVEDTRA 135C: Navy School Management Manual provides guidance<br />
for developing and deliverance of training materials. While the<br />
overall process of curriculum development remains unchanged,<br />
this revision incorporates changes and updates based on the<br />
experiences and feedback from NETC training activities.<br />
iii<br />
NAVEDTRA 135C
NAVEDTRA 135C - <strong>NAVY</strong> <strong>SCHOOL</strong> <strong>MANAGEMENT</strong> <strong>MANUAL</strong><br />
TABLE OF CONTENTS<br />
Title<br />
Title Page<br />
Record of Changes<br />
Foreword<br />
List of Acronyms<br />
Page<br />
i<br />
ii<br />
iii<br />
vi<br />
CHAPTERS<br />
Chapter 1 - Organization Structure 1-1<br />
Chapter 2 - Staff Management 2-1<br />
Chapter 3 - Student Management 3-1<br />
Chapter 4 - Curriculum Management 4-1<br />
Chapter 5 - Assessment Strategy 5-1<br />
Chapter 6 - Support Functions 6-1<br />
Appendix<br />
Appendix A - In-Service Training A-1<br />
Appendix B - Elements of Training Analysis B-1<br />
Appendix C - Testing Programs C-1<br />
Appendix D - Laboratory Evaluations Procedures D-1<br />
Appendix E - Student Critique Forms E-1<br />
Appendix F - Safety Review Checklist F-1<br />
Appendix G - Formal Course Review Program G-1<br />
Appendix H - CeTARS Formulas H-1<br />
Appendix I - List of Type Courses Code Description I-1<br />
Checklist<br />
Safety Review Checklist F-2<br />
Course Review Sample Checklist Cover Page G-16<br />
Part 1 - Course Control Document (Sample) G-17<br />
Part 2 - Testing Programs (Sample) G-18<br />
Part 3 - Instructional Staff (Sample) G-19<br />
Part 4 - Instructional Materials (Sample) G-20<br />
Part 5 - Training Resources (Sample) G-21<br />
Part 6 - Student Programs (Sample) G-21<br />
Part 7 - Evaluation Programs (Sample) and Summary and<br />
Evaluation Sheets (Sample) G-22<br />
iv<br />
NAVEDTRA 135C
Title __ Figures _ Page<br />
2-4-1 - Instructor Certification/Evaluation Flow Chart 2-25<br />
6-1 - Reaffirmation of Accreditation by the Council<br />
on Occupational Education (COE) 6-10<br />
6-2 - Screening of Navy Training Courses for American<br />
Council on Education (ACE) Evaluation for Civilian<br />
Academic Credit Typical Process Flowchart 6-14<br />
Forms<br />
Student Critique of Training E-2<br />
Student Critique of High Risk Training E-3<br />
Student Critique of Team Training E-4<br />
Quality of Life Critique E-5<br />
Tables<br />
2-1 - Fractional Manpower Cut-Off Values 2-37<br />
2-2 - Matrix List 2-44<br />
3-1 - Task Matrix 3-38<br />
4-1 - Curriculum Management Matrix 4-5<br />
4-1-1 - Training Delivery Method 4-7<br />
5-1 - Responsibilities Matrix 5-27<br />
6-1 - Security Matrix 6-34<br />
A-1 - In-Service Training Topics A-4<br />
A-2 - Recommended Periodicity and Prerequisites A-5<br />
D-1 - Laboratory Instructor Evaluation Checklist D-8<br />
v<br />
NAVEDTRA 135C
LIST OF ACRONYMS<br />
ACE American Council on Education<br />
AEC Automated Electronic Classroom<br />
AEL Allowance Equipment Lists<br />
AIM Authoring Instructional Material<br />
AIM I PPP Based Authoring Tool<br />
AIM II Task Based Authoring Tool<br />
ALO Accreditation Liaison Officer<br />
AOB Average On Board<br />
ARB Academic Review Boards<br />
BUPERS Bureau of Naval Personnel<br />
CANTRAC Catalog of Navy Training Courses<br />
CCA Curriculum Control Authority<br />
CCMM Course Curriculum Model Manager<br />
CDP Course Data Processing<br />
CeTARS Corporate enterprise Training Activity Resource System<br />
CIN Course Identification Number<br />
CIO Chief Information Office<br />
CMS Course Master Schedule (per NAVEDTRA 130/131)<br />
CNO Chief of Naval Operations<br />
COE Council on Occupational Education<br />
COR Contracting Officer’s Representative<br />
CTTL Course Training Task List<br />
CUIT Core Unique Instructor Training<br />
CWC Continue with Class<br />
DOT Director of Training<br />
eNTRS enterprise Navy Training Reservation System<br />
FEA Front End Analysis<br />
FCR Formal Course Review<br />
FCA Fleet Concentration Area<br />
HPRR Human Performance Requirements Review<br />
ILC Instructor Laboratory Checklist<br />
IMI Interactive Multimedia Instruction<br />
IMM Instructional Media Material<br />
INTRPD Integrated Training Requirements and Planning Database<br />
IPR In-Progress Review<br />
IPRD Instructor Preparation and Related Duties<br />
IS In-Service Training<br />
ISS Instructional Systems Specialists<br />
IT Information Technology<br />
ITRO Inter-Service Training Review Organization<br />
JDTA Job Duty Task Analysis<br />
JIT Journeyman Instructor Training<br />
LC Learning Center<br />
LS Learning Site<br />
vi<br />
NAVEDTRA 135C
LSO<br />
LP<br />
MCS<br />
MTT<br />
MTS<br />
NAVOSH<br />
NEC<br />
NETC<br />
NETPDTC<br />
NETSAFA<br />
NKO<br />
NLFT<br />
NROTC<br />
NTMPS<br />
NSTC<br />
NTSP<br />
OJT<br />
OIC<br />
PADDIE<br />
PEVT<br />
PII<br />
POA&M<br />
POM<br />
PPP<br />
PSD<br />
PT<br />
RTC<br />
SCO<br />
SIP<br />
SME<br />
SMF<br />
SOH<br />
SOW<br />
TCCD<br />
TO<br />
TPP<br />
TQI<br />
TS<br />
TSA<br />
TSD<br />
TM<br />
TTT<br />
UM<br />
VTT<br />
YSI<br />
Learning Standards Officer<br />
Lesson Plan<br />
Master Course Schedule (per CeTARS)<br />
Mobile Training Team<br />
Master Training Specialist<br />
Navy Occupational Safety and Health<br />
Navy Enlisted Classification<br />
Naval Education and Training Command (Staff)<br />
Naval Education and Training Professional Development and<br />
Technology Center<br />
Naval Education and Training Security Assistance Field<br />
Activity<br />
Navy Knowledge On-Line<br />
Naval Leadership Facilitator<br />
Naval Reserve Officer Training Corps<br />
Navy Training Management and Planning System<br />
Naval Service Training Command<br />
Navy Training System Plan<br />
On-The-Job Training<br />
Officer-In-Charge<br />
Planning, Analysis, Design, Develop, Implement, and Evaluate<br />
Person Event<br />
Personally Identifiable Information<br />
Plan of Action and Milestones<br />
Program Objectives Memorandum<br />
Personnel Performance Profile<br />
Personnel Support Activity Detachment<br />
Physical Training<br />
Recruit Training Command<br />
Student Control Officer<br />
Student Input Plan<br />
Subject Matter Expert<br />
Student Master File<br />
Safety and Occupational Health<br />
Statement of Work<br />
Training Course Control Documents<br />
Testing Officer<br />
Training Project Plan<br />
Training Quality Indicator<br />
Training Specialist<br />
Training Support Agency<br />
Training Support Detachment<br />
Training Manager<br />
Time to Train<br />
Umbrella Manager<br />
Video Tele-Training<br />
Yearly Student Input<br />
vii<br />
NAVEDTRA 135C
CHAPTER 1<br />
ORGANIZATIONAL STRUCTURE<br />
1-1<br />
NAVEDTRA 135C
INTRODUCTION<br />
Training to support the Fleet is conducted by several major<br />
manpower claimants with the largest amount of training being<br />
conducted by the Naval Education and Training Command (NETC).<br />
The responsibility for conducting and monitoring this training<br />
has been delegated by NETC to the following NETC Shore Training<br />
Activities:<br />
<br />
<br />
Naval Service Training Command (NSTC), located in Great<br />
Lakes, Illinois, provides guidance and resources for all<br />
Naval Officer and Enlisted accessions except for U. S.<br />
Naval Academy. Enlisted recruit and veterans orientation<br />
training is conducted by Recruit Training Command (RTC).<br />
Naval Reserve Officer Training Corps (NROTC) is located in<br />
60 universities and consortiums throughout the United<br />
States. Officer Training Command (OTC) in Newport, RI,<br />
provides training for newly commissioned officers and<br />
Officer Candidate School (OCS). NSTC manages training for<br />
OTC and RTC.<br />
Learning Centers (LCs), LC Detachments (DET)/Learning Sites<br />
(LSs), Schools and training activities deliver the<br />
knowledge, skills, and abilities necessary to satisfy Fleet<br />
performance requirements needed to improve Fleet readiness<br />
through the professional and personal growth of Sailors<br />
reporting directly to NETC.<br />
It is essential to provide an orderly and efficient approach to<br />
the planning, development, implementation, instruction,<br />
management, evaluation, and support of training. To accomplish<br />
this, Navy training goals, objectives, and policies are<br />
developed throughout the chain of command. This chain of<br />
command originates with the Chief of Naval Operations (CNO) and<br />
continues down through NETC to the various NETC Commands and/or<br />
Training Activities. OPNAVINST 1510.10 (series).<br />
SECTION 1 - ORGANIZATION<br />
1.1. OPNAV Training Policy. OPNAV provides policy for<br />
implementing and supporting the Department of the Navy (DON)<br />
Strategic Goals regarding Human Resources, Education, and<br />
Training. Specifically, OPNAV will strive to improve the<br />
quality of our military and civilian work force through factbased,<br />
innovative, systemic changes affecting recruitment,<br />
training, and quality of life. To achieve these overall goals,<br />
NETC will:<br />
1-2<br />
NAVEDTRA 135C
Provide for assessment of formal training.<br />
Assist combatant commanders and Commander, Naval Reserve<br />
Force (COMNAVRESFOR) by ensuring that an effective,<br />
responsible assessment/feedback system exists which<br />
measures the quality of formal school training provided to<br />
the Fleet.<br />
Coordinate the standardization of training.<br />
Identify cost-effective training methods.<br />
Maintain involvement with technical manual quality control.<br />
Identify and validate the training resource base to develop<br />
future training requirements.<br />
NOTE: Corporate enterprise Training Activity Resource<br />
System (CeTARS) is the authoritative data source and<br />
access point to training resources.<br />
<br />
<br />
Provide inputs to OPNAV concerning resource shortfalls,<br />
which highlight execution year shortfalls, alternatives for<br />
meeting training requirements, and the impact of<br />
requirements that cannot be met.<br />
Maintain a Navy-wide management information system to<br />
support formal courses of instruction.<br />
1.2. NETC Training Policy. NETC Training Policy is designed to<br />
meet the NETC Strategic Goals in the areas of leadership, Navy<br />
Military Training, instruction, quality of life, infrastructure,<br />
equal opportunity, curriculum, and technology. NETC's<br />
objectives include reducing the infrastructure cost of training,<br />
improving readiness, and aligning training to Fleet requirements<br />
to improve readiness. To accomplish these objectives, NETC<br />
activities will:<br />
<br />
<br />
<br />
<br />
<br />
Provide a continuum of learning and development for all<br />
enlisted and officer personnel.<br />
Monitor and improve instructor selection and training to<br />
achieve the highest professionalism and diversity of the<br />
cadre.<br />
Improve feedback process and decrease time to obtain<br />
feedback from course graduates and/or supervisors of course<br />
graduates.<br />
Optimize time to make content changes and to teach revised<br />
curriculum.<br />
Implement new technology by applying lessons learned while<br />
integrating new technology into Navy training.<br />
1-3<br />
NAVEDTRA 135C
Provide oversight of the external evaluation procedures<br />
used to provide feedback on the quality of the training.<br />
Coordinate with NETC shore training activities to provide<br />
training for training managers, course supervisors,<br />
curriculum managers, and NROTC instructor candidates in the<br />
fulfillment of the NETC qualification requirements.<br />
Monitor and evaluate the effectiveness of the training<br />
requirements for training managers, course supervisors, and<br />
curriculum managers.<br />
Provide oversight of the internal evaluation procedures<br />
used to provide feedback on the quality of the training.<br />
Move students through the training pipeline as quickly as<br />
possible by minimizing time not under instruction.<br />
1.3. Commands, LCs, and Shore Training Activities. NETC LCs<br />
and Shore Training Activities responsibilities:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Continuously monitor the quality of curriculum,<br />
instruction, and evaluation functions.<br />
Ensure that all training activities under their cognizance<br />
have Learning Standards Offices (LSOs), or similar<br />
organizations, which meet the requirements established by<br />
NETC.<br />
Monitor new technologies which have application to<br />
curriculum development, instructional delivery, and<br />
evaluation procedures and make recommendations to NETC for<br />
their implementation.<br />
Provide curriculum and other support as needed for the<br />
various Human Performance Requirements Review (HPRR) and<br />
Navy Job-Duty-Task Analysis (JDTA) groups.<br />
Ensure certification programs are conducted which meet the<br />
requirements of Chapter 2, Section 4.5 (Page 2-24).<br />
Ensure that safety policies and procedures are included as<br />
an integral part of all curricula.<br />
Ensure safety awareness training is included in the<br />
training courses. Training shall include the application<br />
of NETC policy, higher authority safety directives,<br />
precautions in technical manuals and publications,<br />
applicable lessons learned summaries of mishaps, and Naval<br />
Safety Center safety advisories.<br />
Ensure all personnel eligible for possible American Council<br />
on Education (ACE) credit are evaluated by ACE subject to<br />
security requirements; see NETCINST 1560.1 (series).<br />
1-4<br />
NAVEDTRA 135C
Distribute approved Core Unique Instructor Training (CUIT)<br />
programs, including training materials modification, to all<br />
course sites. CUIT is high-risk training.<br />
Provide guidance regarding LC/LS accreditation through the<br />
Council on Occupational Education (COE).<br />
1.4. CCMM Training Activity. NETC has included in the training<br />
policy a requirement for LC Commanding Officers (COs) to ensure<br />
the quality of training by applying the procedures for<br />
curriculum, instruction, and evaluation as outlined in this<br />
instruction. To assist in this effort a Course Curriculum Model<br />
Manager (CCMM) is assigned the responsibility for developing,<br />
revising, and maintaining a course of instruction. For courses<br />
taught at only one site, the CCMM duties will be performed by<br />
the LS where the course is taught. For courses taught at two or<br />
more LSs, the CCA will designate the CCMM.<br />
1.5. Non-CCMM Training Activity. When the activity providing<br />
training is not the CCMM, it is a participating activity.<br />
Participating activities will provide assistance to CCMM<br />
training activity to develop, revise, modify, maintain, and<br />
review training material when requested.<br />
1.6. Learning Standards Office. The LSO is an integral part of<br />
a training activity and performs functions in support of the<br />
LC/LC DET/LS to ensure quality training. The LSO will:<br />
<br />
<br />
<br />
<br />
<br />
Be staffed with professional education and training<br />
personnel.<br />
Support curriculum development and management,<br />
instructional management, and evaluation management.<br />
Coordinate In-Service Training (IS).<br />
Develop additional IS requirements that are not unique to a<br />
course. For example, personnel assigned to testing should<br />
receive training in test item construction regardless of<br />
the course to which they are assigned.<br />
Act as the command's educational representative and<br />
advocate for the application of training technology, and as<br />
advisor to the CO on how to make the best use of training<br />
technology assets.<br />
SUMMARY<br />
Chapter 1 provides an overview of NETC policy and the structure<br />
of the training organization that implements and executes the<br />
policy.<br />
1-5<br />
NAVEDTRA 135C
CHAPTER 2<br />
STAFF <strong>MANAGEMENT</strong><br />
2-1<br />
NAVEDTRA 135C
INTRODUCTION<br />
The NETC mission is to educate and train military and civilians<br />
who serve, and provide the tools and opportunities to:<br />
<br />
<br />
<br />
Ensure Fleet readiness and mission accomplishment.<br />
Enhance professional and personal growth and development.<br />
Enable life-long learning.<br />
The personnel assigned to conduct the training must be of the<br />
highest quality. In an effort to provide the right person for<br />
the right job, training commands must be concerned with the<br />
following:<br />
<br />
<br />
<br />
<br />
<br />
<br />
The categories of personnel required to complete the<br />
mission.<br />
The skills personnel must possess.<br />
The staff training required to complete the job.<br />
The number of personnel required to accomplish the mission.<br />
Recognition programs for staff personnel.<br />
Record keeping procedures for staff personnel.<br />
Titles for the different categories of personnel listed on<br />
the following pages are generic and are not intended to<br />
dictate organizational structure. The actual structure of<br />
the organization and the titles of the positions will vary<br />
between commands. The categories are not intended to be<br />
mutually exclusive. Curriculum developers can also be<br />
instructors.<br />
SECTION 1 - STAFF REQUIREMENTS<br />
1.1. General Personnel Categories<br />
<br />
<br />
Training Managers are the personnel responsible for<br />
command-wide or department training programs. They provide<br />
guidance in the overall management of the training as<br />
directed by higher authority. Examples include: Director<br />
of Training, Department Directors, Safety Officers,<br />
Curriculum Managers and Developers, and LSOs.<br />
Course Supervisors are the personnel responsible for the<br />
training in a specific course or for specific areas of<br />
training in several courses. The job of the course<br />
2-2<br />
NAVEDTRA 135C
supervisor is to ensure policy provided by the training<br />
managers and higher authority is carried out at the course<br />
level.<br />
Instructors are any officer, enlisted, civil service or<br />
contract personnel whose duties involve teaching or<br />
evaluating in the classroom, laboratory, or other learning<br />
environment.<br />
1.2. General Staff Training Requirements<br />
<br />
Each category of personnel may receive any or a combination<br />
of three types of training:<br />
<br />
<br />
<br />
Formal training<br />
Certification training<br />
In-Service (IS) training.<br />
<br />
<br />
<br />
<br />
<br />
To complete training in a training path, personnel may be<br />
required to complete one formal course or several,<br />
depending on the assignment.<br />
LC personnel are generally categorized as managers. This<br />
is also true for the commanding officer (CO), executive<br />
officer (XO) and other LS/DET/Participating Activity<br />
identified billets. The number of non-instructor positions<br />
at an LS/DET/Participating Activity should be minimized.<br />
Most LS/DET/Participating Activity personnel shall be<br />
initially assigned duties as instructors and may later be<br />
assigned as course/curriculum supervisor or curriculum<br />
maintenance personnel.<br />
Personnel who have duties in more than one category, or who<br />
are reassigned from one category to another, will complete<br />
the required training for each category prior to assuming<br />
responsibility for the new assignment.<br />
Ensure that commercial certifications are obtained in<br />
accordance with current guidelines via the LC CO.<br />
1.2.1. Instructor Certification training is designed to prepare<br />
personnel to assume duties as instructors in a specific course<br />
or series of courses. This training is designed to prepare<br />
personnel to teach in a course or segment of a course without<br />
the direct supervision of a certified course instructor.<br />
1.2.3. Course Supervisors are responsible for ensuring<br />
certification requirements for instructors are being met. This<br />
information should be specific to the course and annotated in<br />
2-3<br />
NAVEDTRA 135C
the Course Indoctrination Plan. Each NETC course should have a<br />
Course Indoctrination Plan that contains such topics as:<br />
<br />
<br />
<br />
<br />
Course Management Data: Purpose, scope, curriculum<br />
maintenance, instructional delivery system, class hours,<br />
surge plan, and security requirements.<br />
Student Management Data: Accession, remediation, retesting,<br />
academic review board, and non-graduate<br />
information.<br />
Instructor Certification and Evaluation Program:<br />
Instructor roles, instructor certification process,<br />
instructor evaluation, instructor evaluators, master<br />
training specialist program, and additional guidance.<br />
Safety: Pre-brief, Emergency Action Plan, and reporting of<br />
unsafe conditions.<br />
The status of the instructor certification program (i.e., number<br />
of certified instructors and number of instructor trainees) will<br />
be prepared by the course supervisor and forwarded to the LSO as<br />
training quality indicators.<br />
1.2.4. IS Training is designed to provide additional training<br />
for instructors and to provide training managers, course<br />
supervisors, and curriculum managers with the training necessary<br />
to perform their duties efficiently and effectively. It is also<br />
designed to provide refresher training for personnel on repeat<br />
tours of duty. The training provided may be course specific<br />
technical training or general type training. Appendix A<br />
provides suitable IS training topics and recommended training<br />
periodicity.<br />
1.2.5. DET/LS/Participating Activities COs/Officers-in-Charge<br />
(OICs) are responsible for ensuring IS training requirements are<br />
met.<br />
<br />
Quarterly IS training on safety is mandatory for all<br />
personnel. COs will establish requirements for IS training<br />
that are consistent with the requirements of this manual.<br />
1.2.6. Training Activities are also required to conduct Navy<br />
Occupational Safety and Health (NAVOSH) training as described<br />
below.<br />
<br />
Training managers, course supervisors, and instructors will<br />
receive training that will enable them to recognize<br />
2-4<br />
NAVEDTRA 135C
unsafe/unhealthy working conditions and practices in the<br />
workplace.<br />
Safety training shall include:<br />
<br />
<br />
Skill development to manage the activities NAVOSH<br />
program at unit work level. These management skills<br />
require the eventual training and motivation of<br />
subordinates in the development of safe and healthy<br />
work practices and involve the integration of<br />
occupational safety with job training.<br />
Occupational Safety and Health (OSH) performance<br />
measurements, enforcement of NAVOSH standards and<br />
accident investigation, and the use and maintenance of<br />
personal protective equipment.<br />
<br />
Status of the IS program (i.e., types of training provided<br />
and number attending training) will be monitored by the LSO<br />
and summarized as training quality indicators.<br />
SECTION 2 - TRAINING MANAGERS<br />
2.1 Training Managers. Training managers are responsible for<br />
the operation of command-wide training programs and include all<br />
officers and civil service employees who provide guidance and<br />
direction in the areas of curricula, students, instructors, or<br />
other training related activities. This section discusses the<br />
responsibilities and training required for specific training<br />
managers.<br />
<br />
<br />
Personnel assigned as training managers are not required to<br />
complete any formal training courses. They are, however,<br />
encouraged to complete formal instructor training courses<br />
such as Journeyman Instructor Training (JIT), Leadership<br />
Instructor, or civilian equivalent training. For military<br />
officers, this training may be provided en route to the<br />
duty assignment or at the local site when possible. Both<br />
officers and civil service employees assigned as training<br />
managers will complete IS training requirements for the<br />
position as established by the LC or LS CO/OIC.<br />
Safety training for training managers shall include local<br />
OSH training that enables them to recognize<br />
unsafe/unhealthy working conditions and practices.<br />
2.1.1. COs and Executive Officers (XOs). COs and XOs are<br />
responsible for the quality of the training provided under their<br />
command(s); and as training managers, they manage the overall<br />
2-5<br />
NAVEDTRA 135C
training programs. Their specific duties vary substantially<br />
based on the mission and organization of the command. The<br />
general duties include: Strategic planning, planning for new<br />
training, maintenance, administration of existing curricula,<br />
disestablishment of existing training; and coordinating<br />
facilities resources and personnel to conduct effective training<br />
while minimizing waste. Prospective COs and Education Officers<br />
(EOs) of NETC training commands should attend an LC in-brief<br />
prior to assuming duty. COs and XOs will monitor training.<br />
2.1.2. Director of Training (DOT). The DOT is generally an LC<br />
position and works directly for the CO or Executive Director<br />
(ED) to ensure that quality training is conducted. To assist<br />
DOT in the accomplishment of these duties, the LC N7 LSO will be<br />
organizationally assigned to the DOT. Responsibilities of the<br />
DOT include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Delegated to Curriculum Control Authority (CCA) authority<br />
by the LC CO.<br />
Final authority for all LC curricula training materials, to<br />
include Training Project Plans (TPP) and Letters of<br />
Promulgation. DOTs shall seek NETC concurrence on TPPs<br />
that significantly change resource requirements.<br />
Designation of CCMM for all LC courses.<br />
Final approval for all LC courses for posting on the Navy<br />
Knowledge On-line (NKO) E-learning Network.<br />
Validation of expenditures supporting training operations<br />
domain wide to include course materials, Mobile Training<br />
Team (MTT), travel, etc.<br />
Provide guidance on courseware for which the LC is not the<br />
CCA.<br />
2.1.3. Curriculum Control Authority (CCA). The CCA is the<br />
approval authority for instructional materials. This is<br />
typically an LC function but may also be assigned to training<br />
activities that develop and deliver their own curriculum to meet<br />
stakeholder’s interests (for the purpose of this manual, the<br />
term LC is defined as any command functioning as a CCA). Duties<br />
of the CCA are listed below.<br />
<br />
<br />
Monitor milestones for curriculum development and revision<br />
efforts.<br />
Review, evaluate, and approve/disapprove curriculum<br />
products that do not modify course mission,<br />
increase/decrease course length, or require additional<br />
resources.<br />
2-6<br />
NAVEDTRA 135C
Maintain liaison with other LC and LS/DET/Participating<br />
Activities to preclude course duplication, foster<br />
standardization, and fully utilize feedback from all<br />
sources regarding training efficiencies and deficiencies.<br />
Keep NETC, LCs, and LSs/DETs/Participating Activities<br />
informed regarding progress and general results of the<br />
training being conducted under NETC cognizance.<br />
Ensure courses evaluated by ACE are reviewed for credit,<br />
subject to security requirements, see NETCINST 1560.1<br />
(series).<br />
Ensure that LS/DET continuously review and update all<br />
courses taught to assure adequate quality and coverage,<br />
provide standardization, and ensure the needs of the<br />
students and the Fleet are met.<br />
Coordinate training and certification for courses utilizing<br />
commercially provided curricula.<br />
2.1.4. CCA duties and responsibilities that NETC has retained<br />
include:<br />
<br />
<br />
Ensure that training is conducted in an economical and<br />
effective manner, with special emphasis on responsiveness<br />
to Fleet training requirements.<br />
Approve TPP that is required to document any of the seven<br />
triggers:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Addition of a new training course<br />
Revision to a training course that changes the<br />
instructional strategy or delivery method<br />
Revision to a training course that changes course<br />
length<br />
Revision to a training course which increases resource<br />
requirements<br />
Deletion of a training course<br />
Transfer of a training course between CCAs<br />
Addition or deletion of a training course (Course Data<br />
Processing (CDP))<br />
<br />
<br />
<br />
Provide professional assistance to subordinate activities<br />
in the systematic development of curricula materials and in<br />
the collection and interpretation of training management<br />
information.<br />
Conduct High-Risk training safety evaluations bi-annually.<br />
Review and approve all "CORE" Unique Instructor Training<br />
developed by the CCMM.<br />
2-7<br />
NAVEDTRA 135C
Provide direction on routing and approval for TPP per<br />
Chapter 4.<br />
2.1.5. Learning Standards Officer (LSO). The civilian<br />
instructional systems development specialists, curriculum<br />
management specialists, and/or an individual with special<br />
qualifications in education and training management may be<br />
assigned as LSO. Personnel assigned to these duties will<br />
complete the command's IS training requirements for<br />
instructional management. The LSO is the primary policy advisor<br />
on training delivery administration and LC function.<br />
<br />
The LSO is responsible for developing criteria and drafting<br />
policy for the DOT regarding instructor certification and<br />
evaluation, documentation of training safety requirements,<br />
student management requirements, periodic reports, and<br />
analysis of student feedback. Tasks related to the<br />
position include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Assist the DOT in exercising the responsibility for<br />
the supervision and administration of LC training<br />
activities worldwide.<br />
Evaluate administrative policies and procedures,<br />
curricula, instructional methods and techniques,<br />
qualifications of staff and faculty, adequacy and<br />
utilization of training aids and devices, facilities,<br />
equipment, testing, and student counseling.<br />
Ensure Training Department participation in the<br />
drafting of Statements of Work (SOW’s), Purchase<br />
Descriptions, and adaptation of Navy standards and<br />
requirements to contract training organizations.<br />
Monitor training availability at all sites to ensure<br />
Fleet throughput requirements are met; evaluating<br />
changes in throughput requirements, Allowance<br />
Equipment Lists (AEL), and technology impact the<br />
delivery of training, and planning for resources<br />
necessary to conduct training.<br />
Guide all Instructional Systems Specialists (ISSs),<br />
Training Specialists, and Curriculum Managers internal<br />
and external curriculum development, revision, and<br />
oversight.<br />
Lead, or participate in, cross-functional teams/staff<br />
projects involving Fleet training initiatives, changes<br />
in requirements, implementation of Training<br />
Command/NETC policies, and long-range<br />
planning/budgetary meetings.<br />
2-8<br />
NAVEDTRA 135C
Provide recommendations in the area of plans,<br />
policies, methods, or innovations that will improve<br />
the efficiency and effectiveness of training.<br />
Serve as LC liaison for courses utilizing commercially<br />
provided curriculum.<br />
2.1.6. Curriculum Development/Management Experts are required<br />
to manage curriculum development functions. This includes areas<br />
such as infusion of technology into the curriculum, the quality<br />
of curriculum, both in-house and contractor developed, timely<br />
delivery of the curriculum, oversight of the curriculum<br />
maintenance, and IS training requirements. Specific duties<br />
include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Apply prescribed curriculum, instruction, and evaluation<br />
procedures to ensure quality training.<br />
Develop new curricula and perform training materials<br />
modifications to existing curricula.<br />
Involve participating activities/LSs in all phases of<br />
curriculum development. LCs will resolve all differences<br />
that may arise between the CCMM and the participating<br />
activity.<br />
Ensure NETC, CCA, and participating activities/LSs are<br />
informed of developments that affect projected goals and<br />
milestones.<br />
Distribute a master copy of all training materials.<br />
Training materials include design documents (curriculum<br />
outline or the equivalent), lesson plans, trainee guides,<br />
tests, and instructional media materials. The use of<br />
electronic media for distribution of training materials is<br />
recommended.<br />
Conduct course observation.<br />
Initiate changes to CeTARS.<br />
Maintain a master copy of training materials ensuring that<br />
a duplicate is maintained in a separate location in the<br />
event that the master copy is lost due to a disaster.<br />
Master copies and duplicate copies may be maintained and<br />
stored on electronic media.<br />
NOTE: For multi-sited courses, master copies of training<br />
materials maintained at other sites fulfill the<br />
requirement for a duplicate set of training<br />
materials.<br />
<br />
Originate training materials modifications as required.<br />
Incorporate into the curriculum training materials<br />
2-9<br />
NAVEDTRA 135C
modifications received from higher authority and promulgate<br />
master copies to all participating activities/LSs.<br />
Maintain a course audit trail.<br />
Coordinate the scheduling of Formal Course Reviews (FCR)<br />
with the LSO for the participating activities/LSs. Provide<br />
them with the date scheduled for conducting the course<br />
review. Summarize the findings and forward the summaries<br />
as outlined in Chapter 5, Section 5. Use the compiled<br />
results from all the FCRs to evaluate course<br />
standardization and promulgate changes.<br />
Review proposed changes to the Catalog of Navy Training<br />
Courses (CANTRAC) from participating activities/LSs,<br />
initiate necessary CeTARS changes.<br />
Develop Core Unique Instructor Training (CUIT) programs for<br />
certification of instructors assigned to teach high-risk<br />
courses. Submit these programs to NETC via CCA for review<br />
and approval.<br />
Ensure availability of adequate classroom and laboratory<br />
spaces, training devices, technical training equipment,<br />
test equipment, personnel, and other resources.<br />
Review and provide comments on the adequacy, completeness,<br />
teaching ability, technical content and educational<br />
soundness of contractor developed training materials.<br />
These reviews should fully involve instructor-level<br />
personnel specifically trained in the subject area under<br />
development. Consolidate and forward comments to CCA as<br />
directed.<br />
Participate in, and/or represent the command and<br />
LS/DET/Participating Activity in, workshops and<br />
conferences.<br />
Develop and maintain the highest level of knowledge and<br />
expertise in the subject matter of the assigned course(s).<br />
Maintain technical expertise and curriculum development<br />
expertise for assigned course(s).<br />
Nominate new and revised courses with 45 instructional<br />
hours or more to ACE for evaluation via the CCA, subject to<br />
security requirements; see NETCINST 1560.1 (series).<br />
Submit courses for re-evaluation upon completion of any<br />
course revision.<br />
Test item analysis.<br />
2.1.7. ISS/Curriculum Developers shall oversee the design,<br />
development, maintenance, evaluation, and improvement of LC’s<br />
training programs and courses. Responsibilities of<br />
ISS/curriculum developer include:<br />
2-10<br />
NAVEDTRA 135C
Advise managers, directing specialists, Course Supervisors<br />
(CS), and SME in all internal and external curriculum<br />
development, revision, and oversight efforts.<br />
Write/review course control documents submitted to Learning<br />
Standards Office for approval.<br />
Serve as LC liaison for courses sent to ACE Evaluation.<br />
Manage curriculum delivery consistent with the Plan of<br />
Action and Milestones (POA&M) outlined in the NTSP, TPP or<br />
Integrated Learning Environment (ILE) as appropriate.<br />
Possess a working knowledge of training technology tools<br />
(distance learning/video tele-training) and apply that<br />
knowledge in the analysis of all curriculum development/<br />
revision.<br />
Serve as LC liaison for COE Accreditation/Reaffirmation.<br />
Manage the FCR.<br />
2.1.8. Course Supervisors/Training Specialists (CS/TS) shall<br />
maintain the currency of the curriculum. Responsibilities of<br />
the CS/TS include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Maintain all audit trail items required at the course<br />
level.<br />
Assist in conducting FCRs.<br />
Coordinate all changes to promulgated curricula.<br />
Maintain a master copy of all curriculum materials.<br />
Review and make recommendations on changes to the CeTARS<br />
and CANTRAC programs and monitoring any changes for<br />
accuracy and completeness.<br />
Periodically review course data.<br />
Review contractor developed curricula ensuring approved<br />
curriculum standards are strictly adhered to.<br />
Monitor and participate in curriculum projects for assigned<br />
courses.<br />
Review course control documents prior to submission to LSO.<br />
Monitor POA&M in the TPP for timely completion.<br />
Provide status reports as needed.<br />
Provide support for ACE evaluation.<br />
Assist in COE Accreditation/Reaffirmation by providing<br />
substantive changes to LSO. For example, any changes to<br />
LS/DET names or locations, which require a substantive<br />
change, letter to COE.<br />
Participate in Fleet Training Meetings and other Training<br />
Advisory Group meetings.<br />
2-11<br />
NAVEDTRA 135C
Review/Approve Instructor Lesson plan Personalization.<br />
2.2. Curriculum Management Technology Infusion. Technically<br />
accurate curriculum and sound learning methodologies are major<br />
components of quality training. It is the responsibility of the<br />
LSO to ensure curriculum accuracy is maintained, reviewed<br />
periodically, and developed in accordance with instructional<br />
development standards. Chapter 4 provides guidance in the<br />
curriculum development and maintenance processes. Specific<br />
duties of the LSO include:<br />
<br />
<br />
<br />
<br />
Maintain a master record to track the status of the<br />
curriculum.<br />
Ensure all courses that are eligible for possible ACE<br />
credit and evaluated by ACE subject to security<br />
requirements, see NETCINST 1560.1 (series). Refer to<br />
Chapter 6, Section 3 for information on ACE.<br />
Maintain an audit trail for each course. Refer to Chapter<br />
4, Section 3, for information on the master record and<br />
audit trail.<br />
Manage the curriculum evaluation and feedback program and<br />
coordinate the action with appropriate activities.<br />
<br />
<br />
Examples of this type of data include changes<br />
recommended through curriculum maintenance,<br />
identification of problems because of the student<br />
critique program, changes to the curriculum based on<br />
instructor feedback, etc.<br />
This is accomplished by a review of the<br />
recommendations from the DET/LSs on the feedback and<br />
evaluation data they have collected and analyzed.<br />
<br />
<br />
Identify courses for technology incorporation and<br />
participate in the Program Objectives Memorandum (POM)<br />
submission for the schoolhouses.<br />
Provide professional guidance and support to the curriculum<br />
development and revision program. This includes:<br />
<br />
<br />
<br />
Analyze curriculum revision efforts to determine most<br />
effective delivery method to accomplish the course<br />
objectives. This function may be accomplished inhouse<br />
or by contract personnel.<br />
Prioritize courses for curricula revision through the<br />
application of training technology.<br />
Review and provide input to the TPP.<br />
2-12<br />
NAVEDTRA 135C
Review curriculum materials to ensure compliance with<br />
curriculum development standards.<br />
For in-house developed curriculum, assist in the<br />
establishment of project teams and provide IS training<br />
as required to ensure all team members meet the<br />
required qualification standards.<br />
Provide curriculum development experts to support the<br />
training departments and ensure compliance with<br />
applicable procedures and directives.<br />
Monitor curricula projects to ensure all milestones<br />
are accomplished.<br />
Identify problems associated with the project and<br />
coordinating with LCs to correct the problems.<br />
Ensure course safety requirements are included in<br />
course curricula.<br />
Validate instructor ratios in Master Course Schedule<br />
to ensure optimization of resources and that CeTARS<br />
data is current and accurate.<br />
<br />
Serve as an advisor for the input and review of contractor<br />
developed curriculum materials. This includes:<br />
<br />
<br />
<br />
<br />
<br />
Review the Statement of Work (SOW) per current NETC<br />
Directive 1500 of same subject.<br />
Monitor/support the review of curriculum products as<br />
they are received to ensure compliance with curriculum<br />
development standards.<br />
Track pilot of courses.<br />
Review completed curriculum and make recommendations<br />
to the developing agent.<br />
Review curricula to ensure all safety requirements,<br />
precautions, and safeguards are included in the<br />
Curriculum.<br />
2.3. Instructional Management. LSO in conjunction with<br />
DETs/LSs/Participating Activities are assigned the following<br />
responsibilities:<br />
<br />
<br />
Ensure instructors are certified to instruct utilizing<br />
safety requirements, precautions, and safeguards relative<br />
to the course(s) they teach. This includes the completion<br />
of CUIT and Site Augment plan if required. Provide or<br />
arrange for the required training.<br />
Assess the need for training in curriculum, evaluation,<br />
student management, and technology application and provide<br />
IS training for all personnel as required. Refer to<br />
2-13<br />
NAVEDTRA 135C
Chapter 2, Sections 2 through 5 for specific in-service<br />
training requirements.<br />
Determine the training requirements for personnel assigned<br />
to the command and ensure they are met through the IS<br />
training program.<br />
Monitor the IS training program and report summaries as<br />
Training Quality Indicators. Refer to Chapter 5, Section 5<br />
for additional information.<br />
Maintain a master file of all in-service training modules.<br />
Ensure all personnel assigned to teach IS training topics<br />
are certified to teach the material.<br />
2.4. Evaluation Management. LSO in conjunction with DETs/<br />
LSs/Participating Activities will perform the following:<br />
<br />
<br />
<br />
Monitor and provide guidance on internal and external<br />
evaluation programs. The results of the evaluations will<br />
be documented and used to adjust the related program.<br />
Forward a report of all evaluation findings which may<br />
indicate a need for curriculum revision to the CCMM/CCA.<br />
Determine the need for and schedule the type of course<br />
review required. Types include:<br />
<br />
<br />
<br />
<br />
Formal Course Review<br />
Course Safety Review<br />
Training Analysis Review<br />
Human Performance Requirements Review<br />
<br />
<br />
Conduct, participate in, or provide professional guidance<br />
in the course reviews. Prepare reports for submission to<br />
higher authority. Maintain a record of the results. Refer<br />
to Chapter 5 for additional information.<br />
Provide professional direction in the testing program.<br />
This includes:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Design tests that measure the objectives<br />
Establish remediation programs<br />
Review or approve Testing Plans as required<br />
Provide professional direction in test and test item<br />
construction<br />
Oversee the testing process and test item analysis<br />
Monitor results of test and test item analysis if<br />
resources are not available<br />
2-14<br />
NAVEDTRA 135C
Monitor the instructor evaluation program and ensure<br />
instructors are certified and subsequently evaluated. This<br />
includes:<br />
<br />
<br />
<br />
<br />
<br />
Ensure appropriate application of technology in the<br />
classroom is included as a part of the instructor’s<br />
certification and evaluation program.<br />
Provide assistance or additional training to<br />
instructors whose evaluations indicate a less than<br />
satisfactory performance level.<br />
Reevaluate instructors who have received<br />
unsatisfactory evaluations based on poor instructor<br />
technique.<br />
Ensure appropriate action taken for reclassification<br />
when an instructor cannot attain or maintain a<br />
satisfactory level of performance. Refer to Chapter<br />
2, Section 4 for additional information.<br />
Ensure DETs/LSs/Participating Activities conduct<br />
scheduled/unscheduled evaluations.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Ensure instructor records are maintained.<br />
Ensure that the training required of the training managers<br />
and course supervisors is documented.<br />
Monitor the student critique program. Analyze the feedback<br />
from the student critique program. Refer to Chapter 5,<br />
Section 3 for additional information.<br />
Ensure the effectiveness of the Academic Review Boards<br />
(ARBs).<br />
Monitor the remediation program to ensure effectiveness.<br />
This includes training materials used for remediation,<br />
Learning Resource Centers (LRC) utilization, and the impact<br />
of remediation on attrition and set back rates.<br />
Monitor utilization of the Automated Electronic Classroom<br />
(AEC) to ensure optimal use of resources.<br />
Monitor impact of training technology on attrition, drop<br />
from training, set back, and time to train, and provide<br />
feedback to higher authority as required.<br />
Conduct baseline assessment of training quality prior to<br />
the implementation of new training technology, course<br />
revisions, change in teaching methodology, increase in<br />
course length, etc., and compare with like quality<br />
indicators after implementation. Provide feedback to<br />
higher authority as required.<br />
Diagnose problems in the training provided. Recommend<br />
corrective action and monitor the results. Provide followup<br />
for corrective action taken.<br />
2-15<br />
NAVEDTRA 135C
Coordinate external evaluations.<br />
<br />
<br />
Coordinate command participation, provide professional<br />
direction, assist in preparing survey questionnaires,<br />
assist in interpretation and use of external<br />
evaluation findings, and monitor results.<br />
Upon request, provide Training Course Control Document<br />
(TCCD) to the Fleet review representatives prior to a<br />
Human Performance Requirements Review (HPRR).<br />
<br />
Analyze training quality data and provide reports to CO/XO.<br />
Refer to Chapter 5, Section 4 for additional information.<br />
2.5. Safety and Occupational Health (SOH) Manager. It is the<br />
responsibility of the training command to ensure that safety is<br />
an integral part of training, that students are afforded a safe<br />
training environment, and that all personnel in the<br />
accomplishment of their mission observe sound safety practices.<br />
To ensure the accomplishment of these objectives, SOH managers<br />
are assigned. They are responsible for NAVOSH and High Risk<br />
Training Safety. Activities may appoint two individuals or may<br />
assign both functions to one individual. Refer to OPNAVINST<br />
1500.75 (series) and NETCINST 5100.1 (series) for Training<br />
Safety responsibilities and OPNAVINST 5100.23 (series) for<br />
NAVOSH responsibilities.<br />
2.6. DET/LS/Participating Activities duties and<br />
responsibilities for OIC, Chief Petty Officer in Charge (CPOIC),<br />
Department/Division Head/ Training Officer. OIC/CPOIC and<br />
Department/Division Head are typical titles given to executive<br />
managers responsible for the training provided by a group of<br />
related courses. As such, these executive managers are required<br />
to complete the indoctrination program for executive managers.<br />
This indoctrination should include areas related to the<br />
supervision of staff and students, curriculum<br />
development/maintenance, funding for resources, and evaluation.<br />
<br />
Detachments/LSs/Participating Activities. The DET/LS/<br />
Participating Activities are responsible for the conduct of<br />
quality training as directed by the LC CO. To accomplish<br />
this goal, the DET/LS/Participating Activities must work<br />
closely with the LSO in the areas of curriculum,<br />
instructional, and evaluation management. The general<br />
functions of the DET/LS/Participating Activities are the<br />
same as the LSO:<br />
2-16<br />
NAVEDTRA 135C
Curriculum Management<br />
Instructional Management<br />
Evaluation Management<br />
<br />
Curriculum Management<br />
<br />
DET/LS/Participating Activities will:<br />
• Provide feedback data to the LSO for the<br />
maintenance of the master record used to track<br />
the status of the curriculum.<br />
• Analyze feedback to determine the need for<br />
curriculum changes/revisions/cancellations/<br />
archive.<br />
• Review in conjunction with the LSO, current<br />
assets for curriculum development projects.<br />
• Coordinate with the LSO the schedule for<br />
curriculum changes/revisions/cancellations/<br />
archive.<br />
<br />
For in-house developed curriculum, DET/LS/<br />
Participating Activities may:<br />
• Initiate the TPP as required by NAVEDTRA 130/131<br />
(series).<br />
• Develop, write, assemble, and assist in the<br />
validation of training materials.<br />
• Comply with existing developmental standards<br />
and/or higher command directives during the<br />
development process.<br />
• Develop and maintain audit trail material. If<br />
the training is provided at more than one<br />
activity, the CCMM will develop and maintain the<br />
audit trail.<br />
• Include course safety requirements in the<br />
curricula.<br />
• Provide SMEs to the Curriculum Development<br />
Project team.<br />
• Review materials and recommend changes.<br />
• Review all appropriate safety requirements.<br />
• Assist with the pilot process.<br />
• Participate in In-Progress Reviews (IPR).<br />
<br />
For contractor developed curriculum, LSs/DET may:<br />
• Provide SMEs.<br />
• Review materials and recommend changes.<br />
2-17<br />
NAVEDTRA 135C
• Review all appropriate curricula safety<br />
requirements.<br />
• Participate in the conduct of pilot courses.<br />
• Participate in IPRs.<br />
<br />
Instructional Management. DET/LS/Participating Activities<br />
will:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Conduct technical training.<br />
Coordinate the determination of IS requirements for<br />
training managers, course supervisors, and instructors<br />
with the LSO.<br />
Develop site-specific certification requirements for<br />
instructors assigned to the course. Maintain the<br />
records as required. Refer to Chapter 2, Section 8,<br />
for information on recordkeeping and NETCINST 5100.1A<br />
for information on High-Risk recordkeeping<br />
requirements.<br />
Develop required unique training programs and conduct<br />
these programs. Provide reports of training<br />
completion to the LSO.<br />
Conduct IS training as scheduled by the LSO.<br />
Indoctrinate all instructional personnel in course<br />
specific safety requirements.<br />
Develop a course indoctrination plan for all courses<br />
and provide to all instructors. Provide designated<br />
training as needed.<br />
Maintain required records as prescribed by higher<br />
authority.<br />
<br />
Evaluation Management. DETs/LS/Participating Activities<br />
will:<br />
Designate certified instructors as instructor<br />
evaluators.<br />
Provide support to the LSO and participate in<br />
specified reviews (formal course, safety reviews,<br />
training analysis reviews, etc.).<br />
Conduct FCRs as described in Chapter 5.<br />
Designate a course or department testing officer.<br />
Maintain the test item bank. Develop, administer, and<br />
score tests. Ensure test security. Conduct test item<br />
analysis and/or make changes as directed.<br />
Conduct scheduled and unscheduled instructor<br />
evaluations. Provide for instructor development based<br />
on evaluation results.<br />
2-18<br />
NAVEDTRA 135C
Review student critiques and take corrective action<br />
when required.<br />
Conduct ARBs as required and ensure adequate training<br />
of all personnel assigned to the board.<br />
Assign and conduct remedial instruction.<br />
Provide support to the LSO in diagnosing training<br />
problems.<br />
Provide technical support and participate in all<br />
external evaluations.<br />
Interpret and use the findings from the external<br />
evaluations.<br />
Solicit feedback from staff and senior student<br />
personnel reporting from the Fleet. Analyze the<br />
feedback and recommend changes based on the feedback.<br />
Provide SMEs as required for Fleet review of the HPRR<br />
process.<br />
Collect and summarize data on the training quality<br />
indicators. Provide LSO with the results.<br />
SECTION 3 - COURSE SUPERVISORS<br />
3.1. Introduction. Course supervisors are responsible for the<br />
management of a particular course or a specific function for<br />
several courses. In these instances, the military course<br />
supervisor will complete the formal training and certification<br />
requirements for an instructor. In many cases, the course<br />
supervisors are required to perform several of the functions<br />
discussed in the following sections. These sections identify<br />
typical titles of course supervisors, the duties required of the<br />
position, and the training requirements.<br />
3.2. Course Supervisors. Course supervisors are the first-line<br />
supervisors of courses of instruction. They are responsible for<br />
the direct supervision and evaluation of instructors. Course<br />
supervisors will be graduates of the appropriate instructortraining<br />
course and will complete all instructor certification<br />
requirements. Regardless of the amount of instructing done by<br />
the course supervisors after certification, they are encouraged<br />
to continue improving their instructional skill through the<br />
semi-annual and quarterly, as appropriate, instructor evaluation<br />
program. If they are not scheduled to teach on a regular basis,<br />
they may be exempt from the semi-annual and quarterly evaluation<br />
program. Request for an exemption will be approved by<br />
DET/LS/Participating Activities CO/OICs and documented in the<br />
supervisor's training record. Typical duties include:<br />
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NAVEDTRA 135C
Provide planning inputs to the CCMM relating to the<br />
development, maintenance, or revision of their course.<br />
Coordinate the training program for all assigned personnel<br />
and maintain instructor-training records.<br />
Manage the instructor certification program and coordinate<br />
the evaluation program.<br />
Conduct scheduled and unscheduled instructor evaluations.<br />
Collect and analyze feedback from student critiques, course<br />
exams, and instructor feedback and provide training quality<br />
indicator summary data to the CCMM and the Training Manager<br />
(TM).<br />
Ensure CeTARS and CANTRAC data is accurate.<br />
Provide exam security and testing per Appendix C.<br />
Participate in academic review boards.<br />
Provide evaluation of course curriculum.<br />
Course supervisors assigned direct supervision of<br />
instructors of high-risk courses will be screened by the<br />
commanding officer or designated official, such as the<br />
executive officer or department head, as a part of the<br />
certification process. The screening process will be in<br />
accordance with the guidelines contained in NETCINST 5100.1<br />
(series).<br />
NOTE: In addition to being a certified instructor, course<br />
supervisors must also complete IS training for course<br />
supervisors and any additional IS training as required<br />
by the command. This should include, for example,<br />
training in counseling techniques, CeTARS, student<br />
management, course management, training quality<br />
indicators, etc.<br />
3.3. Instructor Evaluator. Instructors are key elements in the<br />
training process, and as such, they must possess the technical<br />
and instructional expertise necessary to deliver quality<br />
training. To ensure proficiency, instructors will be evaluated<br />
on both a scheduled and unscheduled basis.<br />
<br />
Instructor evaluators may be LC N7 personnel, instructors,<br />
or course supervisors who have received IS training in<br />
instructor evaluation. In some cases, other executive<br />
managers such as COs, department heads or division officers<br />
may conduct evaluations. Executive managers are encouraged<br />
to participate in the instructor evaluation program and<br />
receive IS training as an instructor evaluator. Personnel<br />
who have received IS training in instructor evaluations<br />
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NAVEDTRA 135C
should conduct certification, and semi-annual or quarterly,<br />
as appropriate, evaluations. Executive managers, subject<br />
matter experts, etc., as appropriate, may conduct<br />
unscheduled evaluations or "spot-checks".<br />
Evaluators may be full-time evaluators or may continue with<br />
their normal duties as instructors, course supervisors,<br />
etc. Refer to Chapter 5, Section 2, for information on<br />
instructor evaluation policy and Appendices D and E for<br />
guidelines on how to conduct instructor evaluations.<br />
Instructor evaluators will be thoroughly familiar with the<br />
information contained in the NAVEDTRA 134 (series) and<br />
complete IS training in the following areas: Preparing for<br />
the evaluation, conducting the evaluation, and using the<br />
evaluation form, debriefing the instructor and the<br />
appropriate use of training technology in the classroom.<br />
3.4. Curriculum Maintenance Personnel. Curriculum maintenance<br />
personnel are responsible for maintaining the currency of the<br />
curriculum. It is recommended that personnel assigned to<br />
curriculum maintenance be certified instructors. Typical duties<br />
include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Maintain audit trail items required at the course level.<br />
Assist in conducting course reviews.<br />
Coordinate all changes to promulgated curricula.<br />
Incorporate approved changes to promulgated curricula.<br />
Ensure adequate quantities of lesson plans, student<br />
materials, and visual information are available.<br />
Inventory and order printed materials as necessary.<br />
Maintain a master copy of all curriculum materials.<br />
NOTE: Curriculum maintenance personnel will complete IS<br />
training as required by the command. This should<br />
include training in how to conduct course reviews, how<br />
to coordinate and monitor changes to curricula, and the<br />
contents and purpose of a course audit trail.<br />
3.5. Testing Officer. The testing officer is responsible for<br />
ensuring that the functions of the testing program are<br />
accomplished. The course supervisor is the testing officer<br />
unless otherwise designated. Typical duties of the testing<br />
officer include:<br />
<br />
Preparation of testing materials to include Knowledge Test<br />
Item Worksheet and Skill Test Item Worksheet.<br />
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NAVEDTRA 135C
Test administration<br />
Grading of test<br />
Security of testing materials<br />
Maintenance of a test bank<br />
Coordinate and manage revisions to tests<br />
Analysis testing programs<br />
Provide summary reports of testing information in the<br />
quarterly Training Quality Indicator report.<br />
Conducting IS training in testing areas as required.<br />
NOTE: Testing officers will complete IS training as required<br />
by the command. This should include, for example,<br />
designing a testing program, testing plan development,<br />
test item construction, knowledge and performance test<br />
development, test design, test administration, test<br />
security, and test item analysis.<br />
3.6. Student Control Functions. The functions of a Student<br />
Affairs Coordinator and Student Affairs Officer are primarily a<br />
Training Support Center/Training Support Detachment (TSC/TSD)<br />
function; however, course supervisors and instructors have a<br />
role in student control functions. This role may include<br />
verifying class rosters, ensuring pre-requirements have been<br />
satisfied, providing updated class rosters to TSC/TSD for<br />
enrollment, and providing graduation rosters upon completion.<br />
SECTION 4 - INSTRUCTORS<br />
4.1. Introduction. The instructor is the front-line<br />
representative of the NETC training organization and is a<br />
critical element in the training process. To ensure that<br />
quality instructors are assigned to a training activity,<br />
standardization in the following key areas shall be maintained:<br />
<br />
<br />
<br />
<br />
Selection process for instructors<br />
Training of instructors<br />
Certification of instructors<br />
Evaluation of instructors<br />
Selection, training, and certification of instructors are<br />
discussed in Sections 4.2 through 4.5. Evaluation of<br />
instructors is discussed in Chapter 5, Evaluation Management.<br />
In some cases, contract instructors are required to provide<br />
instructional services. The management of contract personnel is<br />
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NAVEDTRA 135C
different from that of military and DoD personnel. Guidelines<br />
on how to conduct instructor evaluations of contract personnel<br />
are contained in Chapter 6, Support Functions.<br />
4.2. Instructor Selection Policy. It is the transferring CO's<br />
responsibility to determine the suitability of Sailors for<br />
instructor duty. Prior to recommending individuals for, or<br />
transferring individuals to instructor duty, the CO will use the<br />
screening criteria listed in Military Personnel Manual<br />
(MILPERSMAN) 1306-953 to determine the member's suitability for<br />
such duty. These requirements include the following:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Physically, psychologically, and temperamentally suited for<br />
instructor duty.<br />
Knowledge and expertise in the subject area assigned to<br />
teach.<br />
Good communication skills or the potential to develop them.<br />
Maturity.<br />
Emotional stability and the ability to maintain selfcontrol<br />
under all circumstances. If there is any doubt as<br />
to this attribute, psychological screening will be<br />
conducted.<br />
Adherence to Health and Physical Readiness Program<br />
Standards as defined in OPNAVINST 6110.1(series).<br />
Positive role model.<br />
People oriented.<br />
Desire to teach.<br />
NOTE: Enlisted personnel selected for instructor duty shall<br />
meet the screening criteria specified in MILPERSMAN<br />
1306-953. If personnel arrive for instructor duty<br />
without proper screening, the training activity will<br />
notify NETC, by message, for each occurrence.<br />
4.3. Instructor Training Policy<br />
<br />
Personnel assigned instructor duty will complete the formal<br />
training for their job assignment. If quota availability<br />
does not coincide with availability of qualified personnel,<br />
prospective gains will be assigned without instructor<br />
training to avoid billet gapping. Priority of assignment<br />
to instructor school will be given to members ordered to<br />
instructor duty who will not have an instructor school in<br />
the immediate geographic area of their ultimate duty<br />
station. Problems obtaining quotas will be coordinated<br />
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NAVEDTRA 135C
with NETC. If the instructor arrives without the formal<br />
training, the instructor must complete it prior to<br />
qualification.<br />
Appendix A contains recommended IS training for<br />
instructors. Personnel assigned duties in more than one<br />
instructor category must meet the formal training<br />
requirements for each category before assuming<br />
responsibility for the new assignment except as described<br />
below. Graduates of the Naval Leadership Facilitator<br />
Training (NLFT) course (P-012-0045) may be qualified as<br />
group-paced instructors by receiving additional one-on-one<br />
training during the certification process. Training covers<br />
testing, safety procedures, and skill training and must be<br />
documented in the instructor’s record.<br />
Enlisted personnel who already possess NEC 9502, or<br />
officers who have previously completed an instructor<br />
training course, are not required to revalidate their<br />
instructor credentials by re-attending formal instructor<br />
training. When previously qualified instructors are<br />
reassigned to instructor billets, gaining commands will<br />
update their credentials with on-site training and<br />
requalification following the steps shown in Figure 2-4-1<br />
before they assume instructor duties.<br />
In all cases, personnel must satisfy the requirements of<br />
their training activity's certification program prior to<br />
assuming responsibility for the new assignment. Formal<br />
instructor training may only be taken in-residence at one<br />
of the training sites listed in CANTRAC or by mobile<br />
training teams from specified training sites. Documented<br />
requests for mobile training, stating the need and number<br />
of students, should be submitted via the chain of command<br />
to NETC.<br />
4.4. Screening of Instructors Assigned to High-Risk Training.<br />
Instructors assigned to high-risk courses will undergo a<br />
screening process. The LS/DET/Participating Activities CO/OIC<br />
is responsible for ensuring that this evaluation takes place per<br />
OPNAVINST 5100.23 (series).<br />
4.5. Instructor Certification Policy. Certification is a<br />
process that prepares the instructor to conduct training without<br />
the direct supervision of a certified course instructor.<br />
Certification normally begins after the completion of formal<br />
training and upon arrival at the training command for duty.<br />
4.5.1. Minimum Requirements for Certification. Instructor<br />
certification plans will be developed for each course by the<br />
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NAVEDTRA 135C
course supervisor. This plan will describe the general process<br />
for instructor certification. In addition, prospective<br />
instructors will be provided specific guidance on their<br />
individual certification requirements. The following paragraphs<br />
explain the steps involved in the certification process. Refer<br />
to Figure 2-4-1 at the end of this section for a flow chart on<br />
the certification process.<br />
Instructor<br />
Command Indoctrination<br />
Course<br />
Indoctrination<br />
High Risk<br />
Non-High Risk<br />
Attend as<br />
Student<br />
Complete Core<br />
Unique Instructor<br />
Training<br />
and/any<br />
Complete Site<br />
Augment Training<br />
Complete Instructor<br />
Preparation and<br />
Practice<br />
*Two<br />
Satisfactory<br />
Evaluations<br />
Qualified<br />
Instructor<br />
Evaluation Program<br />
*Two evaluations: One will evaluate technical expertise and one technique<br />
Figure 2-4-1. Instructor Certification/Evaluation Flow Chart<br />
2-25<br />
NAVEDTRA 135C
NOTE: Upon completion of Navy-unique certification,<br />
instructors would require command endorsement to obtain<br />
certification to deliver commercial curricula.<br />
Step One: Command Indoctrination. COs are required to ensure<br />
that command indoctrination is provided for incoming<br />
instructors. The indoctrination is designed to provide<br />
information to the instructor on chain of command, command<br />
policies on instructor awards programs, and activities (e.g.,<br />
off-duty education, PSD, Navy Exchange, and any other area<br />
determined appropriate by the Commanding Officer). Safety<br />
training will be included in all command indoctrinations.<br />
Step Two: Course Indoctrination. COs are required to ensure<br />
that course indoctrination is provided to all incoming<br />
instructors. Course indoctrination includes indoctrination to<br />
safety policies and programs unique to certifying instructors<br />
for that course. It is designed for instructor trainees,<br />
introducing them to course policies and general duties they will<br />
be expected to perform. This training is normally provided by<br />
the individual course and may be completed in conjunction with<br />
command indoctrination.<br />
Step Three: Attend the Course as a Student (High-Risk only).<br />
Prospective instructors of high-risk courses will attend the<br />
high risk segments of the course they are to be certified to<br />
teach as a STUDENT, prior to practice teaching, unless a waiver<br />
has been granted by the CO based on prior training and<br />
experience.<br />
Step Four: Core Unique Instructor Training (CUIT) (High-Risk<br />
only). CUIT is designed to prepare the instructor to teach in a<br />
high-risk course. The content of this training will vary from<br />
course to course, but it must include all items of high-risk,<br />
which require special attention. Familiarization with basic<br />
tenants of high-risk training and safety will include<br />
mitigation, protocol, and policy. For Core Unique Training, the<br />
items must apply universally to all sites where the course is<br />
taught. NETCINST 5100.1 (series) provides amplifying guidance<br />
on high-risk training and shall be applied.<br />
NOTE: All instructors assigned to teach in high-risk courses<br />
WILL complete CUIT and any necessary Site Augment<br />
Training prior assuming a role as an instructor<br />
trainee.<br />
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NAVEDTRA 135C
Step Five: Instructor Preparation and Practice Teaching. Prior<br />
to practice teaching, all prospective instructors will review<br />
the curriculum materials, observe classes in session, and<br />
personalize instructor guides. The time required to complete<br />
Instructor Preparation will vary based on the previous<br />
experience of the instructor and the frequency of which the<br />
training is provided. However, every effort shall be made to<br />
keep this time to a minimum.<br />
The purpose of Step Five is to:<br />
<br />
<br />
<br />
<br />
Provide insight into instructional technique/methodology.<br />
Provide the opportunity to personalize lesson plans.<br />
Provide the opportunity to instruct under supervision.<br />
Provide the opportunity for scheduled instructor<br />
evaluations.<br />
NOTE: In addition, prospective instructors will be required<br />
to Practice Teach prior to certification. Practice<br />
Teaching may be conducted in a normal classroom<br />
setting with students or a simulated classroom<br />
setting with peers as students. For Practice<br />
Teaching conducted in the normal classroom setting,<br />
the prospective instructor must be under the direct<br />
supervision of a certified course instructor.<br />
Prospective instructors are NOT required to Practice<br />
Teach every lesson they are to be certified in. The<br />
amount of time devoted to Practice Teaching will vary<br />
based on previous teaching experience of the<br />
instructor but shall be completed in the minimum time<br />
possible.<br />
Step Six: Two Satisfactory Evaluations. During the<br />
instructor’s Practice Teaching period, evaluations will be<br />
conducted to provide feedback to the instructor. This feedback<br />
will include an assessment of understanding of the subject<br />
matter, as well as proper use of instructional techniques. The<br />
prospective instructor must receive satisfactory evaluations on<br />
a minimum of two separate presentations while Practice Teaching.<br />
<br />
One evaluation will be used to evaluate the instructor's<br />
knowledge of the subject matter. This evaluation verifies<br />
the instructor has the necessary technical qualifications<br />
to teach the material without direct supervision. An<br />
instructor evaluator knowledgeable in the subject matter<br />
will conduct this type of evaluation.<br />
2-27<br />
NAVEDTRA 135C
One evaluation will be used to evaluate the instructor’s<br />
technique as taught in the formal instructor-training<br />
course.<br />
Step Seven: Certification. After steps one through six are<br />
satisfactorily completed, the instructor is recommended for<br />
certification. The designated certifying authority for the<br />
command will officially certify the instructor and ensure<br />
documentation is entered into the instructor's training record.<br />
Step Eight: Certification to Teach New Material. The course<br />
supervisor must have a process in place to ensure technical<br />
competency of the certified instructor prior to assigning new<br />
material for the instructor to teach. This may require a<br />
process similar to certification, or portions of it, depending<br />
on the type of material to be taught and the experience of the<br />
instructor. Course supervisors are responsible for ensuring<br />
that instructors are properly prepared and the training<br />
documented prior to their assignment to teach new material.<br />
Navy Enlisted Classification 9502. The NEC 9502 is<br />
automatically assigned upon graduation from the formal<br />
instructor-training course. The instructor will retain the NEC<br />
under the stipulation that all the qualification requirements<br />
previously outlined above are met. If the instructor does not<br />
complete any part of the above requirements, the NEC may be<br />
revoked. Reclassification of instructors is discussed in<br />
Section 4.7.<br />
NOTE:<br />
In order to avoid cancellation of the NEC, training<br />
and appropriate course supervisors shall ensure that<br />
all individuals ordered in as instructors complete<br />
the certification evaluation program.<br />
4.6. Instructor Responsibilities and Additional Duties<br />
<br />
<br />
<br />
Provide subject matter expert (SME) assistance to the CS in<br />
the preparation and upkeep of all components of Lesson<br />
Plans (LPs) and related instructional materials for the<br />
course(s) assigned.<br />
Maintain a constant surveillance of assigned courses to<br />
ensure the courses reflect the latest changes and<br />
directives, such as safety messages, bulletins, and<br />
technical publication changes.<br />
Complete instructor indoctrination training, to include<br />
command and course indoctrination training.<br />
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NAVEDTRA 135C
Ensure minimum physical standards are maintained.<br />
Maintain the highest level of technical and instructional<br />
expertise in the subject area assigned to instruct.<br />
Personalize LPs to ensure accuracy and quality of training<br />
is current.<br />
Some instructors may be assigned additional or collateral<br />
duties. Typical additional duties include:<br />
• Administer tests and critique results with the class.<br />
• Conduct remediation for the students.<br />
• Serve as a member of Academic Review Boards.<br />
<br />
Instructors will complete IS training as required by the<br />
command. This may include how to conduct effective<br />
remediation, how to administer and critique tests, and the<br />
duties and responsibilities of an academic review board<br />
member.<br />
4.7. Reclassification of Instructors. MILPERSMAN 1306-953<br />
describes the requirements for the selection and assignment of<br />
personnel to instructor duty. It also outlines the actions<br />
required in the reassignment of personnel found unsuitable for<br />
duty as instructors. Despite the stringent screening process in<br />
the selection of individuals for instructor duty, there are<br />
isolated cases where individuals are assigned to instructor duty<br />
who are unsuitable for that duty. Individuals unsuitable for<br />
instructor duty are classified into one of two categories:<br />
<br />
<br />
Individuals considered unsuitable for instructor duty<br />
through no fault of their own. Individuals in this<br />
category may have physical defects, speech impediments,<br />
lack of confidence, inability to project in front of<br />
audiences, or have other deficiencies which hamper<br />
effective instructing.<br />
Individuals considered unsuitable for continued instructor<br />
duty because of their own actions. Individuals who are<br />
charged with fraternization or other misconduct, who<br />
demonstrate a lack of interest in instructing, who<br />
demonstrate poor attitudes, or who fail to maintain body<br />
fat or physical fitness standards specified in OPNAVINST<br />
6110.1 (series) fall into this category.<br />
NOTE: While the reasons for unsuitability vary, the actions<br />
to be followed by the training activities are<br />
essentially the same.<br />
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NAVEDTRA 135C
Three specific actions are required:<br />
NOTE: Ensure that appropriate controls and administrative<br />
requirements for Personally Identifiable Information<br />
(PII) are exercised.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
A recommendation to remove the instructor from<br />
instructor duty must be submitted to BUPERS (PERS 40),<br />
or NAVRESPERSCEN (Code 30) for USNR (TAR) personnel.<br />
Each request must include the following about the<br />
instructor: See MILPERSMAN 1306-900, Page 7.<br />
Name, rate, Social Security Number (SSN), Primary NEC,<br />
Secondary NEC, expiration of active obligated service<br />
(EAOS), date reported to current tour of duty, and<br />
number of/location of dependents and household goods.<br />
Specific and detailed reasons why the individual is<br />
considered unsuitable for continued instructor duty.<br />
Indicate in which category of unsuitability the<br />
individual is considered to belong.<br />
Information about the instructor that may be useful to<br />
the detailer in determining his/her next assignment.<br />
In the case of individuals determined to be unsuitable<br />
through no fault of their own, comments concerning the<br />
individual's ability to perform in other than an<br />
instructing capacity; e.g., professional knowledge,<br />
ability, or initiative may be warranted and is<br />
encouraged.<br />
Reason for reassignment is a result of the<br />
individual's own actions; disciplinary action can be<br />
taken or pending. If the reason for reassignment is a<br />
result of the individual’s own actions, include any<br />
NAVPERS 1070/613 (Page 13) counseling sheets that<br />
pertain.<br />
When the instructor is considered unsuitable for<br />
continued duty because of personal actions, a<br />
statement of rebuttal from the instructor is required.<br />
If the instructor desires not to make a statement, the<br />
instructor must indicate this in writing.<br />
The instructor's duty preference, in the event the<br />
transfer is directed.<br />
COs should ensure that individuals who lack an<br />
inherent ability to communicate, but who are otherwise<br />
highly capable, are not demoralized or led to believe<br />
that the nomination for unsuitability through no fault<br />
of their own will constitute a stigma which will<br />
affect future advancement. Reassignment because of<br />
unsuitability for any reason is at the discretion of<br />
2-30<br />
NAVEDTRA 135C
5.1. Introduction<br />
the Bureau of Naval Personnel (BUPERS) or the Naval<br />
Reserve Personnel Center (NAVRESPERSCEN). MILPERSMAN<br />
1306-900 contains factors considered in reassignment<br />
decisions.<br />
SECTION 5 - CURRICULUM MANAGERS<br />
<br />
Curriculum management is a primary concern of all NETC.<br />
Ensuring that the function of curriculum management is<br />
accomplished requires three different types of specialists:<br />
<br />
<br />
<br />
Subject Matter Expert<br />
Curriculum Developer<br />
Curriculum Development Expert<br />
<br />
<br />
<br />
<br />
These specialists are responsible for developing, writing,<br />
assembling, and ensuring the quality of the training<br />
materials. They may also be required to serve as members<br />
of the pilot course monitoring team. The duties of<br />
curriculum managers may be part time or full time depending<br />
on the needs of the command. Curriculum<br />
development/maintenance may be a collateral duty of the<br />
instructor or a contracted function.<br />
The ideal situation for curriculum projects is for the LC<br />
CO to have all three types of personnel available when a<br />
project is required. If this is not possible, some of the<br />
functions may be combined or contracted out.<br />
Curriculum managers fundamentally work as members of the<br />
LSO.<br />
Refer to Appendix A for IS training for curriculum managers<br />
and developers. Navy e-Learning should be evaluated to<br />
provide additional training topics for all personnel<br />
involved in training management and maintenance.<br />
5.2. SME. The SME’s primary responsibility is to provide<br />
technical support to the curriculum project.<br />
<br />
<br />
The SME is not required to be a certified instructor; often<br />
the system/equipment expertise is at the Training Support<br />
Agency (TSA) or program manager’s office.<br />
The SME must have a fundamental understanding of the<br />
curriculum development/revision process.<br />
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NAVEDTRA 135C
An additional responsibility of the SME is to assist the<br />
course supervisor in several internal evaluation efforts<br />
including conducting curriculum surveillance and FCR.<br />
SMEs will be available for external reviews such as HPRRs<br />
and training support activity audits/reviews.<br />
SMEs may also be required to advise contractors and review<br />
contractor-developed curricula to ensure technical accuracy<br />
of the material.<br />
NOTE: At a minimum, SMEs will complete IS training on<br />
curriculum development/maintenance projects, course<br />
surveillance, and formal course review.<br />
5.3. Curriculum Developer. Curriculum development is the<br />
responsibility of the DOT with the oversight responsibility<br />
being the LSO to ensure all in-house and contracted curriculum<br />
development is in accordance with the NETC curriculum<br />
development standards. Curriculum developers must be formally<br />
trained in curriculum development, knowledgeable in the subject<br />
matter, and well versed in the training technology in order to<br />
provide learning solutions that not only meet the training<br />
requirements but are also cost effective and support the CNO’s<br />
vision for developing a highly educated and professional<br />
workforce. The following is a list of some of the typical<br />
duties of the curriculum developer.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Revise curriculum or convert to training technology<br />
Review subject matter to ensure technical accuracy<br />
Review lesson material to ensure continuity and flow<br />
Review tests and test items to ensure sound construction<br />
principles are following current guidelines<br />
Review visual information to ensure<br />
appropriateness/accuracy<br />
Be actively involved in the curriculum development/<br />
maintenance process to ensure proper procedures are<br />
following current guidelines<br />
Provide guidance in all areas of curriculum development/<br />
maintenance as required<br />
Attend pilot course(s); assist in the complete validation<br />
of the material and the preparation of the material for<br />
implementation<br />
Develop new course curriculum<br />
Be actively involved in the delivery methods of training<br />
via distance learning or video tele-training (VTT)<br />
2-32<br />
NAVEDTRA 135C
Responsible for ensuring that proper permissions are<br />
obtained for the use of copyrighted materials (both printed<br />
and visual information (VI)<br />
NOTE: Copyright also covers the copying/display/<br />
performance of certain types of VI as well (i.e.,<br />
movies).<br />
5.4. Curriculum Development Expert. Curriculum development<br />
experts may be officers with the Education and Training<br />
Management Subspecialty, a civilian instructional system or<br />
training specialist, or senior enlisted personnel as designated<br />
by the training activity. The curriculum development expert is<br />
responsible for providing guidance for the curriculum project.<br />
The curriculum development expert should possess specialized<br />
training in curriculum to support multiple instructional<br />
methodologies and should have applicable curriculum development<br />
training In addition, the curriculum development expert should<br />
complete any IS training specified by the command. Typical<br />
duties include:<br />
<br />
<br />
<br />
<br />
<br />
Monitor and participate in all training activity internal<br />
curriculum projects.<br />
Review course control documents prior to submission to<br />
higher authority.<br />
Establish deadlines consistent with the Plan of Action and<br />
Milestones (POA&M) outlined in the Training Project Plan<br />
(TPP).<br />
Provide status reports as needed to higher authority.<br />
Possess a working knowledge of training technology tools,<br />
and apply that knowledge in the analysis of all curriculum<br />
revisions.<br />
NOTE: The curriculum development expert may also be actively<br />
involved in all aspects of the internal evaluation<br />
program. Refer to Chapter 5 for additional information<br />
on internal evaluation. For additional information on<br />
curriculum management, refer to Chapter 4.<br />
SECTION 6 - INSTRUCTOR COMPUTATIONS<br />
NETC instructor computation will be promulgated by a NETC<br />
instruction. In the meantime, the following is provided:<br />
6.1. Introduction. To provide policies and procedures in<br />
regard to the determination, documentation, and utilization of<br />
2-33<br />
NAVEDTRA 135C
instructor manpower resources required to conduct efficient and<br />
effective instruction in schools and courses under the command<br />
of CNETC. Instruction has been extensively revised and reviewed<br />
in its entirety.<br />
6.2. Scope. The policies and procedures in this instruction<br />
apply to instructor requirements at all NETC LSs/DETs and<br />
courses except those staffed through Inter-Service Training<br />
Review Organization (ITRO) agreements, Nuclear Propulsion<br />
Activities, Naval Reserve Officer Training Corps Units<br />
(NROTCUs), RTC Recruit Division Commanders, and Navy Military<br />
Training (NMT), which are covered by other programs. Support,<br />
maintenance, administrative, and other non-instructor<br />
requirements shall be determined through other processes<br />
approved by NETC (N1).<br />
6.3. Discussion. OPNAVINST 1000.16 (series) provides policy<br />
guidance and assigns responsibilities for determining manpower<br />
requirements to Manpower Budget Submitting Offices. NETCINST<br />
1510.1 (series) provides business rules for the conduct of<br />
training under the cognizance of NETC.<br />
6.4. Background<br />
<br />
<br />
The Navy shore establishment must accomplish essential<br />
missions and functions within imposed fiscal, end-strength,<br />
and other constraints through efficiency and productivity.<br />
In view of this, NETC LSs/DETs must utilize a standardized<br />
instructor requirements formula consistent with policy<br />
promulgated by OPNAVINST 1000.16 (series). The process of<br />
determining instructor requirements is based on an<br />
approved, documented course of instruction per NETCINST<br />
1510.1 (series), represented by the Course Master Schedule<br />
(CMS)/Master Course Schedule (MCS).<br />
A CMS/MCS shall be prepared for each course of instruction<br />
as defined in enclosure (2) of NETCINST 1510.1 (series).<br />
Once the approved course has been documented on the CMS/MCS<br />
and approved in compliance with NETCINST 1510.1 (series),<br />
instructor requirements can be identified using the<br />
manpower requirements process outlined below. It is of<br />
paramount importance that the CMS/MCS accurately reflects<br />
the approved course of instruction.<br />
6.5. Policy<br />
<br />
The NETC planning factor for annual instructor utilization<br />
is 1,089 instructor contact hours. This planned<br />
2-34<br />
NAVEDTRA 135C
utilization factor allows for leave, holidays, training,<br />
and service diversion as provided by OPNAVINST 1000.16<br />
(series), and for three hours of Instructor Preparation and<br />
Related Duties (IPRD) time for every five hours of<br />
instructor contact time. This guidance applies to military<br />
and government civilian instructors only. Instructor<br />
contracts are funded annually based on estimated hours of<br />
instruction required. Therefore, contract instructors will<br />
not be expressed in terms of billets or spaces. Funded<br />
contract hours of instruction will be subtracted from total<br />
annual instructor contract hours prior to calculating<br />
military instructor requirements.<br />
NETC LCs will use the procedures in this instruction to<br />
determine instructor manpower requirements for courses<br />
under their purview. Instructor manpower requirements will<br />
be evaluated at least annually, or; as required when<br />
courses are added, deleted, or changed; during POM or<br />
Program Review (PR) development cycles; or during the<br />
Feasibility Study process. Other instructor manpower<br />
requirements determination processes are not authorized for<br />
use. NETC (N1 and N7) will conduct periodic oversight over<br />
the process.<br />
6.6. Reporting. Instructor manpower requirements developed in<br />
support of POM or PR submissions or Feasibility Studies shall be<br />
reported as directed by NETC (N1, N3, N6, or N7). Changes to<br />
existing instructor manpower authorizations necessitated by<br />
annual or other reviews that can be accommodated within existing<br />
authorized end strength levels shall be submitted as Activity<br />
Manpower Document Change Requests via LC manpower personnel to<br />
NETC (N1) following procedures contained in OPNAVINST 1000.16<br />
(series).<br />
6.7. Responsibilities<br />
<br />
<br />
<br />
Commanding officers of LCs shall ensure that instructor<br />
manpower requirements presented to resourcing enterprises<br />
are developed using the guidelines provided in this manual.<br />
Commanding officers of LCs shall ensure that a current<br />
CMS/MCS is maintained in the CeTARS as required by NETCINST<br />
1510.1 (series).<br />
Commanding officers of LCs shall ensure that the<br />
student/instructor ratio for each teaching situation<br />
recorded in the CMS/MCS is the highest such ratio possible<br />
without serious detriment to the quality and safety of<br />
training.<br />
2-35<br />
NAVEDTRA 135C
6.8. General Instructor Manpower Requirement Process<br />
<br />
<br />
<br />
All personnel assigned to billets, which are derived from<br />
the application of the NETC instructor manpower<br />
requirements determination process shall maintain their<br />
instructor proficiency and, at a minimum, perform in<br />
instructional situations to meet peak student loads.<br />
Instructor cross-utilization will be carried out to the<br />
maximum extent possible as limited only by skill<br />
requirements and geographical location. Cross-utilized<br />
courses will be scheduled to minimize the overlapping of<br />
classes. All courses will be scheduled to minimize the<br />
manpower requirements impact of peak instructional<br />
situations.<br />
Physical training (PT) shall not be staffed by the NETC<br />
instructor manpower requirements determination process<br />
unless the requirement exists within the CMS/MCS for<br />
instructor-led PT and approved by the CCA and NETC (N7).<br />
Staff-led PT is normally a function of the NMT program.<br />
However, some High-Risk training courses have PT built in<br />
to the curriculum and must be satisfied to meet the<br />
training objective.<br />
NOTE: In this circumstance, PT will be treated as a highrisk<br />
event and subject to the high-risk training<br />
safety protocol as provide in NETCINST 5100.1<br />
(series).<br />
<br />
<br />
<br />
If course instructor billet requirements generated by the<br />
NETC instructor manpower requirements determination process<br />
do not provide sufficient billets to staff the instructors<br />
required by the highest student to instructor ratio in the<br />
CMS/MCS, the billet requirement shall be computed as the<br />
higher of the two numbers. Every effort shall be made to<br />
minimize the use of this rule through instructor crossutilization.<br />
When computing instructor manpower requirements, funded<br />
contract instructor hours will be subtracted from total<br />
annual instructor contact hours prior to computing military<br />
or civil service instructor requirements. For example, if<br />
total annual instructor contact hours are 50,000 and funded<br />
annual contract instructor hours are 10,000, the military<br />
or government civilian instructor requirement is (50,000 –<br />
10,000) = 40,000/1,098 = 36.43 man-years or 36 billets.<br />
Yearly Student Input (YSI) for each course shall be derived<br />
from the Student Input Plan (SIP). Yearly student input<br />
2-36<br />
NAVEDTRA 135C
divided by class size will determine annual class<br />
convenings. If additional class convening is needed to<br />
optimize student throughput, NETC (N7) shall grant approval<br />
on a case-by-case basis.<br />
Only mission essential tasking will be staffed. Collateral<br />
duties not requiring instructor expertise (e.g., Voting<br />
Officer), local initiatives (e.g., drill teams, plaque<br />
making, etc.), functions assigned to host or support<br />
commands (e.g., public works/building maintenance, base<br />
audio/visual support, printing, etc.), and assumed tasking<br />
will not be staffed.<br />
Training Department Master Chief Petty Officers or other<br />
supervisory billets will not be staffed unless the<br />
requirement is a product of the application of the NETC<br />
instructor manpower requirements determination process.<br />
Cross-utilization of all instructors within a training site<br />
holding rates or NECs certifying them to conduct or assist<br />
in conducting courses of instruction should be carried out<br />
regardless of internal command structures. Instructor<br />
requirements will not be rounded at the Course<br />
Identification Number (CIN)/CDP level, but rather, all<br />
cross-utilized course instructor requirements shall be<br />
totaled prior to rounding.<br />
Rounding of instructor requirements shall be accomplished<br />
using the following NAVMAC-approved table. If computed<br />
instructor requirements exceed the fractional manpower<br />
cutoff value (Table 2-1) in the right-hand column, round up<br />
to the next whole number.<br />
Table 2-1 - Fractional Manpower Cutoff Values<br />
REQUIRED MANPOWER<br />
(N)<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
OVER 7<br />
FRACTIONAL MANPOWER CUTOFF<br />
(FM)<br />
1.072<br />
2.144<br />
3.216<br />
4.288<br />
5.360<br />
6.432<br />
7.500<br />
Required + .500<br />
Requirements<br />
<br />
Contact Periods are periods of curriculum time devoted to<br />
instruction, including breaks, but excluding administrative<br />
time, lunch, medical and dental appointments, or sick call.<br />
2-37<br />
NAVEDTRA 135C
Curriculum Hours are the minimum number of hours of formal,<br />
approved training a student receives to complete the total<br />
course of instruction. These hours do not include<br />
"bottleneck" hours during which the student is in quiet<br />
study while the instructor works with other students in a<br />
lab, etc.<br />
Instructors are those personnel whose primary duties are<br />
instructing or facilitating in classroom, shop, laboratory,<br />
line, or field situations in topics pertinent to the<br />
school, or supervising instruction/testing/evaluation/<br />
curriculum development in the technical specialty of the<br />
course. This definition covers all instructor personnel<br />
(officers, enlisted, and civilians.)<br />
Instructor Contact Hours are the total number of hours<br />
provided by instructors required to teach a course once.<br />
Instructor Workweek is the standard (normal) instructor<br />
teaching load of 25 contact periods per week of<br />
instruction, including lecture, and lab/shop contact time.<br />
This normally will consist of five platform or<br />
instructional periods each day, with the remaining three<br />
periods devoted to IPRD. Due to allowance for leave,<br />
holidays, training, and service contingencies, the<br />
Instructor Workweek averages 21 instruction periods weekly<br />
on an annualized basis.<br />
Non-Technical Training Subjects are training requirements<br />
not essential to technical skill development. These<br />
subjects include NMT and PT that are not course curriculum<br />
requirements. Assigned NMT personnel normally teach these<br />
subjects.<br />
Optimum Student/Instructor Ratio is the ratio of students<br />
to instructors, which is the highest possible considering<br />
facilities, equipment, and learning scenarios without<br />
serious detriment to the quality of training. These ratios<br />
will differ for classroom and practical (lab) situations<br />
and must be determined by SMEs in consonance with LSOs.<br />
Quotas are the planned number of students scheduled to<br />
enter instruction on established convening dates.<br />
Standard Technical Training Day is the normal scheduled<br />
technical training day, which shall consist of eight hours<br />
(periods) of approved technical training topics exclusive<br />
of meal hours.<br />
Standard Technical Training Week is the normal scheduled<br />
technical training workweek of 40 hours (periods) of<br />
approved technical training topics. Time allocated to nontechnical<br />
training requirements, such as NMT, will be in<br />
addition to this requirement. Greater amounts of either<br />
2-38<br />
NAVEDTRA 135C
technical or non-technical training outside the prescribed<br />
workweek may be scheduled if required.<br />
Approved non-technical training subjects scheduled outside<br />
the 40-hour (period) technical training workweek will be<br />
included in the CMS/MCS and considered workload in<br />
instructor requirements computations if technical training<br />
instructors are required to do the training. Physical<br />
training and medical or dental time directly related to or<br />
required for the technical course completion, or required<br />
as a prerequisite or follow-on technical training, may be<br />
included in the CMS/MCS and considered workload in<br />
instructor requirements computations only if technical<br />
training instructors not in a duty or watch status are<br />
required to participate in those evolutions. The normal<br />
scheduled workweek for instructors and support personnel<br />
shall be 40 hours exclusive of duty status (watch)<br />
requirements and meal hours.<br />
Standard Training Period shall be 60 minutes, whether or<br />
not break time is included. Ideally, a period should<br />
consist of 50 minutes of technical instruction and a 10-<br />
minute break; however, local training situations or<br />
curriculum requirements may preclude strict adherence to<br />
this ideal. When variation to this policy is required, the<br />
CMS/MCS should be appropriately adjusted and approved.<br />
SECTION 7 - INSTRUCTOR RECOGNITION PROGRAMS<br />
7.1. Introduction. To provide incentive for greater effort and<br />
morale and to recognize outstanding performance, NETC has<br />
established both an awards program and a certification program<br />
for instructors. The awards program is outlined in NETCINST<br />
1650.1 (series). It should be referred to when recommending<br />
personnel for the Navy Commendation Medal and lesser personal<br />
awards. The certification program is called Master Training<br />
Specialist (MTS) and will be covered in Section 7.3.<br />
7.2. Activity/Course Instructor Recognition Programs. NETC’s<br />
training activities should establish command and course<br />
recognition programs. Training managers should establish<br />
criteria for recognizing outstanding instructors and make the<br />
staff aware of the requirements. Examples include:<br />
<br />
<br />
<br />
Instructor of the Quarter<br />
Instructor of the Month<br />
Letters of Achievement.<br />
2-39<br />
NAVEDTRA 135C
NOTE: These may be given when appropriate. It may be<br />
appropriate to tie class achievement with instructor<br />
awards. In this instance, it is important to<br />
recognize both the students and the instructor.<br />
7.3. Master Training Specialist (MTS)<br />
<br />
<br />
<br />
The MTS program is a certification program designed to<br />
recognize individuals who have achieved a level of<br />
excellence in teaching skills, training management, and<br />
curriculum management. The MTS program is demanding and<br />
can only be achieved by completion of the certification<br />
requirements as specified in NETCINST 1500.2 (series).<br />
Utilization of MTS. Individuals designated as MTS create a<br />
cadre of specialists with valuable knowledge and skills<br />
that can help the command improve training and efficiency.<br />
These individuals may be designated to perform instructor<br />
evaluation, conduct IS training, serve in the MTS program<br />
as command signature authority and on MTS Nomination<br />
Boards, and/or assist with other training and training<br />
management processes.<br />
This program is designed for individuals who are<br />
permanently assigned in a training billet at a NETC<br />
activity whose primary mission is training. Personnel<br />
eligible for MTS are:<br />
<br />
<br />
<br />
<br />
<br />
Executive Managers<br />
Company Commanders<br />
Instructors<br />
Instructional Standards Personnel<br />
LC Supervisors<br />
NOTE: Contract instructors are not included in the MTS<br />
certification program.<br />
<br />
To certify for MTS, the criteria listed in the Core<br />
Competency Qualification Requirements (CCQR) found in<br />
NETCINST 1500.2 (series), must be completed. In addition<br />
to these specific requirements, the following general<br />
requirements must be met.<br />
<br />
<br />
Complete one of the Navy's formal instructor training<br />
courses or have the equivalent training or educational<br />
background.<br />
Possess performance evaluations as outlined in<br />
NETCINST 1500.2 (series).<br />
2-40<br />
NAVEDTRA 135C
Military personnel must pass the Physical Fitness<br />
Assessment (PFA) as outlined in OPNAVINST 6110.1H.<br />
Complete the instructor certification process and<br />
obtain at least two instructor evaluations prior to<br />
completion of the program. All evaluations must<br />
contain an MTS recommendation.<br />
Be recommended for MTS by the command's MTS Nomination<br />
Board.<br />
<br />
The nomination board will forward recommendations to the<br />
commanding officer for approval. If approved, a<br />
Certificate of Accomplishment and a medallion will be<br />
presented by the command.<br />
7.4. Instructor of the Year (IOY). This program was<br />
established to provide recognition for those enlisted and<br />
officer instructors who have displayed outstanding instructional<br />
and leadership performance and who best exemplify the meaning of<br />
personal excellence. This award also serves to communicate to<br />
Fleet Sailors that instructor tours of duty are positive career<br />
enhancing opportunities. The following criteria, as outlined in<br />
NETCINST 1650.1 (series), have been established for the<br />
Instructor of the Year award:<br />
<br />
<br />
<br />
<br />
<br />
This award is open to all active duty personnel including<br />
Full Time Support personnel who have been assigned for a<br />
period of at least one year in an instructor billet.<br />
Individuals nominated for this award will be top<br />
performers, physically fit, and exhibit a professional<br />
military bearing and appearance.<br />
COs of training activities will conduct an IOY competition<br />
open to all eligible personnel under their command.<br />
Nominations will be submitted for Sailors from each<br />
category, as appropriate, and nomination packages will be<br />
prepared and submitted per NETCINST 1650.1 (series).<br />
NETC will conduct an annual board to select an IOY from<br />
each category in accordance with NETCINST 1650.1 (series).<br />
NETC will provide additional guidance for all component<br />
training activities as appropriate.<br />
2-41<br />
NAVEDTRA 135C
SECTION 8 - STAFF RECORD KEEPING<br />
8.1. Staff Record Keeping. All training activities are<br />
required to maintain training records for personnel assigned to<br />
an instructor (I) or (L) billet. The following types of<br />
information will be recorded for personnel assigned to these<br />
billets:<br />
<br />
<br />
Formal Course Completion to include list of courses<br />
completed and graduation date.<br />
Instructor Certification Information<br />
<br />
<br />
<br />
<br />
Date command and course indoctrination completed.<br />
Date CUIT or Site Augment Training was completed, if<br />
appropriate.<br />
Topics the instructor trainee was assigned to teach<br />
and the date the instructor was certified on that<br />
material.<br />
Copies of all instructor evaluations conducted while<br />
an instructor trainee.<br />
NOTE: Specific information pertaining to High-Risk<br />
instructor’s training records and safeguarding<br />
of Health Insurance Portability and<br />
Accountability Act provided in NETCINST<br />
5100.1(series).<br />
<br />
Instructor Evaluation Information<br />
<br />
<br />
<br />
Copies of all instructor evaluations conducted after<br />
certification.<br />
A list of additional topics the instructor has been<br />
approved to teach and the date of approval.<br />
If semi-annual or quarterly, as appropriate,<br />
evaluations cannot be conducted as required, an<br />
explanation as to why they were not conducted.<br />
<br />
<br />
Safety Training Information. A list of all required safety<br />
training and the date, or planned date, of completion.<br />
IS Training Information. A list of all required IS<br />
training and the date, or planned date, of completion.<br />
2-42<br />
NAVEDTRA 135C
8.2. Inter-Service Training Review Organization (ITRO)<br />
<br />
<br />
When the ITRO designates a course as an ITRO course,<br />
records must still be maintained. If the ITRO course is<br />
Navy sponsored, records containing the above types of<br />
information will be maintained for all personnel,<br />
regardless of the service. If the course is not Navy<br />
sponsored, records will be maintained as required by the<br />
sponsoring service. If any conflict occurs, NETC should be<br />
notified for resolution.<br />
Official training records for personnel assigned solely to<br />
training manager and curriculum developer billets are not<br />
required. However, documentation indicating completion of<br />
the following should be maintained:<br />
<br />
<br />
<br />
Formal course training, as appropriate.<br />
Safety training.<br />
IS training.<br />
SUMMARY<br />
Chapter 2 contains a description of the guidelines and<br />
procedures relevant to the management of staff personnel within<br />
a training command. Many of these guidelines and procedures are<br />
general in nature and should be further developed to address the<br />
unique needs of individual commands.<br />
A matrix has been developed as a means to summarize the<br />
information found in Chapter 2. The matrix also identifies who<br />
is typically responsible for ensuring that the tasks are carried<br />
out per policy. In many cases, the authority may be delegated<br />
by the CO; however, the CO is listed as the responsible party on<br />
the matrix.<br />
2-43<br />
NAVEDTRA 135C
Table 2-2 - Matrix List<br />
TASKS<br />
Approve Core Unique Instructor Training and Site<br />
Augment Plans.<br />
Develop Site Augment Plans, as required, for high-risk<br />
courses.<br />
Submit Negative Augment Plan as required.<br />
Ensure newly arriving instructor trainees attend<br />
command and course indoctrination as a part of the<br />
certification process.<br />
Ensure that all training managers complete the<br />
command's IS training for the specific assignment.<br />
Organizationally assign LSO to the DOT if appropriate.<br />
Establish requirements for IS training programs.<br />
Ensure course supervisors for high-risk courses are<br />
screened.<br />
Ensure formal training requirements are completed for<br />
all instructors.<br />
Ensure that previous graduates of formal instructor<br />
training courses are not required to re-attend the<br />
course.<br />
Ensure instructors assigned to high-risk courses are<br />
screened.<br />
Ensure High=Risk instructor requirements are completed<br />
and documentation is maintained IAW NETCINST 5100.1<br />
(series).<br />
Ensure IS training requirements are met.<br />
Ensure personnel assigned from one category to another<br />
complete the training requirements prior to assignment.<br />
Ensure course supervisors complete formal training for<br />
instructors and complete instructor certification<br />
requirements.<br />
Ensure testing officers complete the command's IS<br />
training requirements for the position.<br />
Ensure that unsuitable instructors are reclassified.<br />
Ensure instructor training requirements are documented<br />
and records are maintained.<br />
Develop Core Unique Instructor Training for all highrisk<br />
courses.<br />
Ensure CeTARS schoolhouses complete IS training<br />
requirements for the position.<br />
Monitor status of instructor certification program and<br />
prepare reports.<br />
Ensure instructor evaluators complete the IS training<br />
requirements prior to conducting evaluations.<br />
Ensure instructors assigned to high-risk courses<br />
complete the required certification process.<br />
Develop certification plans for instructors.<br />
Ensure instructors are technically competent to teach<br />
2-44<br />
RESPONSIBILITY<br />
CCA<br />
CCA<br />
CCA<br />
CO<br />
CO<br />
CO<br />
CO<br />
CO<br />
CO<br />
CO<br />
CO<br />
CO/TSO<br />
DET/LS/Participating<br />
Activity CO/OIC<br />
DET/LS/Participating<br />
Activity CO/OIC<br />
DET/LS/Participating<br />
Activity CO/OIC<br />
DET/LS/Participating<br />
Activity CO/OIC<br />
DET/LS/<br />
Participating<br />
Activity CO/OIC/LC N7<br />
Training/CO<br />
DET/LS/Participating<br />
Activity TS<br />
CCCM<br />
N7 Training/TSC/TSD<br />
CS<br />
CS<br />
CS/TS<br />
CS<br />
CS<br />
NAVEDTRA 135C
TASKS<br />
new material.<br />
Ensure quarterly training in safety is received by all<br />
personnel.<br />
Develop IS training material not unique to a course.<br />
Monitor status of IS training and prepare reports.<br />
RESPONSIBILITY<br />
Safety Officer<br />
LSO<br />
LSO<br />
2-45<br />
NAVEDTRA 135C
CHAPTER 3<br />
STUDENT <strong>MANAGEMENT</strong><br />
3-1<br />
NAVEDTRA 135C
INTRODUCTION<br />
The student management process encompasses a wide variety of<br />
programs and methods. Each of these is specifically designed to<br />
address an element in the student management process. Types of<br />
programs or methods discussed in this chapter include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Student Pipeline Management<br />
Student Recognition Program<br />
Student Counseling<br />
Remediation Program<br />
Retesting Program<br />
Academic Review Boards<br />
Student Record Keeping<br />
Navy Military Training Program<br />
International Military Training Program<br />
Class Scheduling Procedures<br />
Student Quota Management<br />
1.1. Introduction<br />
SECTION 1 - STUDENT PIPELINE <strong>MANAGEMENT</strong><br />
<br />
Pipeline management involves the control and supervision of<br />
the movement or flow of students through the training<br />
pipeline. All segments of the student pipeline must be<br />
carefully monitored to provide accountability and to<br />
maintain an uninterrupted flow of students. LCs/LSs and<br />
TSCs/DETs are responsible to provide control and<br />
supervision for that portion of the pipeline over which<br />
they have control. Pipeline time is defined, as the total<br />
time required to train personnel once they are designated<br />
as students. The following areas are included in time-totrain<br />
data:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Travel time to the training activity (i.e. RTC, NSTC,<br />
etc.)<br />
In-process at the LS/DET (that directly reports to an<br />
LC)<br />
Time awaiting instruction<br />
Time in actual training<br />
Interruption of instruction time<br />
Time awaiting transfer after graduation or termination<br />
of training<br />
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NAVEDTRA 135C
Time from transfer until reporting to the ultimate<br />
duty station<br />
<br />
<br />
In pipeline management, attention is focused on reducing<br />
in-processing time and the time it takes a student to<br />
complete the training. Pipeline management is further<br />
concerned with optimum class convenings, the sequencing of<br />
follow-on training, and the timely processing of students<br />
when they are made available for further duty assignment.<br />
CeTARS is a NETC sponsored tool that improves the pipeline<br />
management process by optimizing class convenings and<br />
follow-on training and will be used to develop all class<br />
schedules. The information that follows discusses policies<br />
applicable for effective and efficient pipeline management.<br />
Pipeline management data is a training quality indicator.<br />
Each area listed above, except travel time to the training<br />
activity and time from transfer until reporting to duty<br />
station, will be monitored by the training support<br />
organization and trends summarized and provided to the<br />
LC(s).<br />
1.2. Responsibilities in Pipeline Management. Student<br />
accountability is a key element in effectively managing a<br />
training pipeline. CeTARS is the umbrella program; CeTARS is<br />
the system used to account for the student's pipeline time.<br />
Because CeTARS is used during the budget process to determine<br />
the resources needed to accomplish the training mission, the<br />
importance of accurate CeTARS data cannot be overemphasized.<br />
The key to effective student accountability lies in a high<br />
degree of coordination, communication, and follow-up action<br />
between LC/LS Course supervisors/Instructors and TSC/DET Student<br />
Control Offices (SCOs).<br />
<br />
<br />
<br />
Students will be gainfully employed when not enrolled in<br />
formal training. However, strict accountability of the<br />
student's time in the pipeline precludes utilization in<br />
support functions, course indoctrination, work details,<br />
etc., when such duties delay entry into a class.<br />
LS/DET/Participating Activity COs and TSCs/DETs SCOs shall<br />
maintain on-going liaison with external commands such as<br />
medical commands, legal services, etc., to ensure students<br />
are released from "hold" status and returned to training or<br />
transferred as expeditiously as possible.<br />
CeTARS will be used to construct class-convening schedules<br />
to minimize Not Under Instruction (NUI) time for follow-on<br />
training. LCs for activities that provide follow-on<br />
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NAVEDTRA 135C
training shall review the schedule of training to help<br />
develop optimum schedules to minimize student pipeline<br />
delays between courses.<br />
1.3. Accelerated Training Program<br />
<br />
Students with previous education or job experience may have<br />
the student pipeline shortened. Accelerated training<br />
provides an opportunity for these students to accelerate<br />
through the course. In courses where appropriate,<br />
accelerated training should be instituted and screening<br />
methods established to identify students for acceleration.<br />
Possible methods for screening students include:<br />
<br />
<br />
<br />
Analyze the results of a pretest<br />
Allow student to request acceleration<br />
Instructor may recommend acceleration<br />
<br />
<br />
The LS/DET/Participating Activity CO/OIC an assigned<br />
CCA/CCMM duty is responsible for determining which courses<br />
will have accelerated training programs. Suggested factors<br />
to consider when making this determination include: nature<br />
of the training (high-risk), class scheduling (class/course<br />
are available to accelerate the student into), number and<br />
types of laboratory training (some labs require the<br />
complete student complement in order to operate). The<br />
deciding factors are whether the student is capable of<br />
accelerating through training, if the situation is<br />
conducive to acceleration, and cost effectiveness. When<br />
the course is multi-sited, all courses will have<br />
accelerated training programs or request a waiver from the<br />
CCA/CCMM.<br />
In an accelerated training program, the course supervisor<br />
should review the student's qualifications, interview the<br />
student, and make a decision on the request for<br />
acceleration. LS/DET/Participating Activity may use a<br />
board to review the student's qualifications, interview the<br />
student, and make a decision on the request. Once<br />
acceleration begins, the student should be allowed to<br />
continue as long as all tests are completed successfully.<br />
If the course is completed through acceleration, the<br />
enrollment record shall indicate that the student is a<br />
graduate of the course. Students accelerated through<br />
courses that contain skill-type learning objectives must<br />
successfully complete the performance tests in addition to<br />
the knowledge tests.<br />
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NAVEDTRA 135C
When a student is accelerated, the course supervisor is<br />
responsible for ensuring that a CeTARS Schoolhouse Person<br />
Event (PEVT) Code is assigned and provided to TSC/DET SCO<br />
for input into CeTARS. Total number of accelerations for a<br />
course will be tracked and summarized as a training quality<br />
indicator.<br />
1.4. Setback. The idea is for a student to complete training<br />
in the time scheduled. A setback occurs when a student is<br />
unable to complete the training in the designated time.<br />
Setbacks are classified as either academic or non-academic, in<br />
addition to increase the student's pipeline. Because setbacks<br />
are costly, they should be granted only after all other forms of<br />
remediation have been exhausted and when there is an indication<br />
that a setback is in the best interest of the military and<br />
student.<br />
<br />
<br />
<br />
<br />
<br />
Academic setbacks for "A" and ”C” school students may be<br />
initially granted by the course supervisor as a result of a<br />
preventative counseling session and only after all means of<br />
remediation and retesting have been used with inadequate<br />
results. Subsequent academic setbacks will occur only<br />
because of an Academic Review Board’s (ARB) recommendation.<br />
All decisions to academically set back a student from other<br />
type courses (i.e., “D” and “G”), will be based on a<br />
decision by supervisory personnel above the level of the<br />
immediate instructor. Schoolhouse administrative<br />
procedures resulting in automatic academic setbacks are not<br />
authorized. Students designated as academic setbacks will<br />
be allowed to repeat only that portion of a course for<br />
which they have failed to achieve the objective(s).<br />
Non-academic setbacks may occur when the student is unable<br />
to complete the material due to illness or special<br />
circumstances outside the control of the course or student.<br />
The decision to set back non-academically is a management<br />
decision.<br />
Training managers and course supervisors are responsible<br />
for evaluating the causes for setbacks and taking action to<br />
lower this rate without lowering training standards.<br />
When a student is set back, the course supervisor should<br />
inform student control so the appropriate PEVT code can be<br />
found/used to support the TSC/DET SCO for input into<br />
CeTARS.<br />
If a student in a high-risk course is set back due to a<br />
medical problem, which may result in future problems while<br />
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NAVEDTRA 135C
in training, procedures will be in place to notify the<br />
instructor(s) of the medical problem.<br />
1.5. Drop from Training/Attrition. Every effort will be made<br />
to help students succeed. However, there are times when the<br />
student is clearly unsuited, unable, and/or unwilling to<br />
complete the course. If this occurs, the student is dropped<br />
from training. Students dropped from training may be classified<br />
as an academic drop, non-academic drop, or disenrollment.<br />
Students who are discharged from the Navy will be classified as<br />
attrites.<br />
<br />
<br />
<br />
<br />
Academic drops or non-graduates occur when a student is<br />
unable to achieve the learning objectives because of an<br />
academic problem, such as lack of classroom ability or lack<br />
of laboratory ability. Decisions to academically drop an<br />
"A" or "C" school student will be because of an ARB action.<br />
All decisions for academically dropping a student from<br />
other courses will be based on a decision by supervisory<br />
personnel above the level of the immediate instructor.<br />
Non-academic drops or non-graduates are based on<br />
administrative decisions that are not a result of academic<br />
performance. Examples of non-academic drops include<br />
administrative, disciplinary, motivational, medical, death,<br />
physical, fraudulent enlistment, and convenience of the<br />
government. For some nonacademic drops, higher authority<br />
directs the action. For non-academic drops, the convening<br />
of an ARB is not required.<br />
Disenrollment is based on administrative decisions beyond<br />
the control of the training activity that are a result of<br />
higher authority direction or pre-service condition.<br />
Examples of disenrollment include cancellation of a class<br />
or course, rating or program conversion, incomplete<br />
training as requested by member's command or higher<br />
authority, inability to meet prerequisites (medical,<br />
physical, academic, and/or security).<br />
Attrition is defined as a loss to the Navy. Sailors who<br />
are disenrolled, re-classified, or reassigned are not<br />
considered attrites. A Sailor will be coded as “attrite”<br />
only after official notification is received to that<br />
effect.<br />
NOTE:<br />
NETINST 5100.1 (series) provides specific guidance<br />
concerning Page 13 entries for students dropped<br />
from High-Risk training and provides guidelines<br />
concerning student monitoring criteria following<br />
drop on request (DOR).<br />
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NAVEDTRA 135C
When a student is dropped from training or attrited from<br />
the Navy, the appropriate course supervisor should inform<br />
student control so the appropriate PEVT code can be used to<br />
support the TSC/DET SCO for input into CeTARS. The TSC/DET<br />
SCO is responsible for ensuring timely update to the<br />
disposition codes when final disposition becomes known.<br />
As with setbacks, drop from training and attrition is<br />
costly. Every effort will be made to maintain each as low<br />
as possible without lowering training standards.<br />
NETC (N7) will monitor drop from training and attrition<br />
trends, both academic and non-academic.<br />
Training managers and course supervisors are responsible<br />
for tracking and evaluating the causes for drop from<br />
training and attrition from the Navy.<br />
If through the monitoring process, the course supervisor<br />
determines that drop from training or attrition is a<br />
problem, a Training Analysis will be conducted by<br />
designated LS/LC personnel.<br />
Appendix B contains a list of elements that will help<br />
course supervisors evaluate the possible causes for drop<br />
from training/attrition/setbacks. This checklist may be<br />
used to pinpoint areas within the specific course that may<br />
cause the rates to increase. The training managers in the<br />
LSO and the training department, the CO, or NETC may also<br />
direct a training analysis.<br />
Total drop from training, attrition, and setback rates for<br />
a course will be analyzed and summarized as training<br />
quality indicators. Refer to Chapter 5, Section 4, for<br />
additional information.<br />
1.6. Time-to-Train (TTT)<br />
<br />
<br />
TTT is the principal method used to calculate actual<br />
student man-days expended in training. By understanding<br />
and applying the data from TTT, training managers are able<br />
to determine if excess man-days are occurring and for what<br />
reasons. Refer to NETCINST 1510.1 (series) for amplifying<br />
information.<br />
NETC (N7) sets threshold specifications for training under<br />
their cognizance. These specifications are used to<br />
determine if graduates are flowing through the pipeline<br />
within the specified period. Any man-days above the<br />
specification are considered excess. NETC monitors TTT<br />
data frequently and compares actual graduate man-days to<br />
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NAVEDTRA 135C
the specifications for conformance. In general,<br />
specifications are set as follows:<br />
<br />
<br />
The Under Instruction (UI) specification is set at the<br />
published course length plus additional days for<br />
setbacks and Monday holidays, depending on the length<br />
of the course. One additional day is allowed for any<br />
amount of a 30-day increment of instruction. For<br />
example, a 30-day course would be allowed one day,<br />
whereas a 40-day course would be allowed one day for<br />
the first 30-day increment and one additional day for<br />
the next ten-day increment for a total of two days.<br />
The NUI, includes Awaiting Instruction (AI), Awaiting<br />
Transfer (AT), and Interruption of Instruction (II).<br />
• AI specifications are based on the convening<br />
frequency and whether or not additional<br />
screenings (medical, legal, security, etc.) are<br />
required before a student begins class.<br />
• AT specifications are set for the last course in<br />
the pipeline, based on historical data, but will<br />
not exceed three days.<br />
• II specifications are based on historical data<br />
for the last two fiscal years.<br />
<br />
<br />
<br />
TTT specification will be used as a baseline or<br />
benchmark to assist the manager in reporting trends in<br />
student flow within a training pipeline.<br />
LCs shall establish necessary policies and procedures<br />
to facilitate appropriate oversight management and<br />
review of excess man-days occurring in all schools<br />
under their purview.<br />
It is the responsibility of the training and course<br />
supervisors to continually monitor the excess man-day<br />
reports as provided by TTT specifications to ensure<br />
that the most efficient and effective means are used<br />
to move students through the training pipeline.<br />
Monitoring allows for early detection of variances and<br />
provides the opportunity to isolate out-of-tolerance<br />
areas that require corrective action. If a course is<br />
reported with excessive man-days beyond the<br />
specification levels, training and course supervisors<br />
should first validate man-day expenditures at the<br />
lowest level of data reported and verify data entry.<br />
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NAVEDTRA 135C
The tracking of students NUI in the TTT data is a training<br />
quality indicator. Additional information on the Training<br />
Quality Indicator report for supernumeraries is provided in<br />
Chapter 5, Section 4.<br />
1.7. Student Reporting<br />
<br />
<br />
Student Training Status. Managing the student pipeline<br />
means tracking students from the day they report on board<br />
until the day they leave the training activity. The status<br />
of a student when on board a training activity may be<br />
reported as AI, UI, II, or AT.<br />
PEVT Codes. Indicate student status in CeTARS. Because<br />
CeTARS data is used daily by higher-level headquarters to<br />
make decisions, it is imperative that all student data be<br />
entered as it is received by the servicing Training Support<br />
organization. A complete list of PEVT codes and the<br />
explanation for each can be found at the CeTARS Web Site.<br />
Accurate assignment of the PEVT codes is vital to effective<br />
pipeline management. Personnel responsible for assigning<br />
and tracking the PEVT codes should receive their training<br />
prior to assignment of this duty.<br />
1.8. Student Availability<br />
<br />
<br />
"A" school students will be designated with their course<br />
completion rating immediately upon classing up. This action<br />
requires close coordination with the TSC/DET SCO Office and<br />
the local Personnel Support Detachment (PSD). For core and<br />
strand courses, students will be rated as soon as the rate<br />
is determined. For courses with a high drop rate in the<br />
early portion of the course, students will be rated as the<br />
high drop point is passed. This action is designed to make<br />
the student visible to both the detailer and the<br />
Distribution Planning and Programming systems in order to<br />
ensure there are an adequate number of requisitions to<br />
generate orders in a timely fashion.<br />
If students do not graduate, they must be undesignated<br />
before Navy Personnel Command (NAVPERSCOM) can generate<br />
orders. Orders for undesignated drops should be processed<br />
within five to eight days. If NAVPERSCOM orders are<br />
delayed longer than this estimated time-period, student<br />
control must check with servicing PSD to ensure the<br />
Sailor's designation was removed prior to making the<br />
availability entry.<br />
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NAVEDTRA 135C
1.9. Student Reclassification. Student drops selected for<br />
reclassifications into an "A" school at the same UIC DO NOT<br />
require BUPERS orders. It is the responsibility of the LC/LS to<br />
assess the student's potential for success and enroll<br />
immediately in the selected "A" school.<br />
SECTION 2 - STUDENT RECOGNITION PROGRAMS<br />
2.1. Introduction. Since student motivation is an important<br />
tool in an effective training program, training managers should<br />
develop and implement a student recognition program. Some<br />
awards within the program may be activity-wide while others may<br />
be unique to the individual courses. COs are responsible for<br />
determining the need for, and the types of, programs for student<br />
recognition. The following is a list of programs that may be<br />
used to enhance student motivation.<br />
2.2. Activity-Wide Programs<br />
<br />
Student of the Quarter<br />
<br />
<br />
<br />
<br />
This type of program should be used to recognize not<br />
only the student that excels in academic performance,<br />
but also one who excels in all areas of military<br />
performance.<br />
Activities may desire to differentiate between USN and<br />
USMC students or between "A" school students and other<br />
students if both are located at the same activity.<br />
The training managers are responsible for establishing<br />
the criteria used to evaluate the candidates and<br />
communicating these requirements to all students. The<br />
course supervisors and instructors are responsible for<br />
nominating students for this award.<br />
Awards may include picture in the newspaper,<br />
designated parking areas, etc. This program may also<br />
be implemented on a weekly or monthly basis.<br />
<br />
Activity Honor Roll<br />
<br />
<br />
This type of award should be used for academic<br />
performance only.<br />
Students with the highest grades should be recognized<br />
by the activity on a scheduled basis.<br />
2.3. Course-Unique Programs<br />
<br />
Individual Performance<br />
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NAVEDTRA 135C
As with the honor roll and the student of the quarter,<br />
course supervisors may also establish similar programs<br />
specific to their individual courses.<br />
Awards should be limited as to what the course<br />
supervisors are allowed to do within their activity's<br />
policies.<br />
<br />
Improved Performance<br />
<br />
<br />
While awarding individual performance is important, it<br />
often reaches only a small portion of the student<br />
population. Many times the student recognized would<br />
have been motivated without the program. Improved<br />
performance awards recognize students for something<br />
other than highest course average.<br />
The student, for example, who progressively improves<br />
performance and attitude, may deserve recognition for<br />
the improvements.<br />
<br />
Group Performance. Some courses require students to work<br />
as teams. When this is done, the group should be recognized<br />
for outstanding performance.<br />
SECTION 3 - STUDENTS COUNSELING<br />
Preventive counseling will be instituted in "A" and "C" schools<br />
and should include counseling for performance and personal<br />
problems.<br />
<br />
<br />
<br />
Preventive counseling is designed to provide help to solve<br />
a problem before it results in reduced learning capacity or<br />
course failure.<br />
One of the options of preventive counseling is to recommend<br />
mandatory remediation and in some cases, an initial<br />
academic setback for the student who is having difficulty<br />
achieving the objectives. Course supervisors have the<br />
authority to approve an initial academic setback if deemed<br />
necessary from a counseling session with the student. An<br />
ARB must approve subsequent academic setbacks. Refer to<br />
Chapter 3, Section 6 for ARB policy and procedures.<br />
It is the duty of all staff members to be aware of their<br />
roles and responsibilities as counselors. Refer to<br />
Chapter 2, Sections 2.3 and 2.4, for a list of duties,<br />
responsibilities, and training requirements.<br />
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NAVEDTRA 135C
Preventive counseling requires the early identification of<br />
personal or performance problems and the instructor's<br />
awareness of available resources.<br />
During the student's training, the instructor should be<br />
PROACTIVE in the identification of student problems. Every<br />
effort should be made to:<br />
<br />
<br />
<br />
Review Armed Services Vocational Aptitude Battery<br />
(ASVAB) test scores.<br />
Review records for previous training difficulties.<br />
Determine level of prerequisite knowledge and evaluate<br />
the student's ability in note-taking, study habits,<br />
and testing skills.<br />
<br />
As the course progresses, performance counseling may be<br />
required in order to prevent failure. The instructor must<br />
be aware of such things as:<br />
<br />
<br />
<br />
<br />
<br />
Inconsistent study habits<br />
Poor performance on tests<br />
Declining grades<br />
Lack of motivation<br />
Inappropriate conduct (i.e., sleeping in class,<br />
excessive tardiness, failure to complete assignments,<br />
and lack of attention to classroom or lab activities.)<br />
<br />
<br />
<br />
Each LS/DET/Participating Activity shall establish<br />
guidelines for the identification and resolution of<br />
students' difficulties.<br />
The other aspect of preventive counseling is the counseling<br />
of personal problems that impair the student's ability to<br />
concentrate on the job of learning.<br />
When a personal problem is suspected, the instructor<br />
should:<br />
• Talk to the student in an effort to identify the<br />
specifics of the problem.<br />
• If unable to assist the student, refer to another<br />
agency via the chain of command.<br />
• Follow-up on the student's status.<br />
<br />
Instructors are not trained to counsel students on serious<br />
personal problems. Problems of a serious nature should be<br />
referred to special counseling programs such as Navy<br />
Chaplain, Navy Fleet and Family Support Center,<br />
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NAVEDTRA 135C
Drug/Alcohol Counselors, Red Cross, or Navy and Marine<br />
Corps Relief Society.<br />
In any type of counseling situation, instructors must<br />
establish an atmosphere that encourages the student to seek<br />
out help when problems occur.<br />
The instructor must make the students aware of the proper<br />
chain of command when seeking assistance to their problems.<br />
Instructors should conduct counseling sessions with the<br />
students as soon as problems or potential problems occur.<br />
Often students will respond favorably to an encouraging<br />
word or a clarification of training materials.<br />
Each counseling session will be recorded in the student's<br />
record. The student record will be discussed at the end of<br />
this chapter.<br />
SECTION 4 - REMEDIATION PROGRAMS<br />
Remediation is used to aid students in achieving the objectives<br />
by providing additional instructional study time. The primary<br />
goal of remediation is to motivate and assist students in<br />
achieving the critical course objectives. A second goal of<br />
remediation is to remove barriers to learning. Because students<br />
are different, it may be necessary to use several different<br />
methods of remediation to realize the most effective results.<br />
<br />
The following guidelines apply to the development and<br />
implementation of a remediation program.<br />
<br />
<br />
<br />
<br />
Remediation shall not be used for disciplinary<br />
purposes.<br />
Remediation will be used to motivate and assist the<br />
student in the learning process.<br />
Instructors trained and certified as SME will be made<br />
available to the students during remediation.<br />
Remediation may be voluntary or mandatory.<br />
4.1. 6 +2 Program. 6 +2 is a methodology designed to improve<br />
the learning process by dividing the instructional day into a 6<br />
hour block of instruction and a 2 hour block for enhanced<br />
learning and remediation. This concept is based on research<br />
that indicates students learn better in the morning while they<br />
are more rested and alert. This learning takes place during the<br />
6-hour block of instruction. The +2 contains proactive<br />
interventions for at-risk students and occurs immediately after<br />
lunch when more school resources are available to provide the<br />
assistance the student needs. Benefits of 6 +2 include:<br />
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NAVEDTRA 135C
Reductions in numbers of attrites, students dropped from<br />
training, for both academic and non-academic causes.<br />
Reduce the number of ARBs.<br />
Increase in test scores.<br />
Reduction in setback rates.<br />
4.2. POLICY<br />
All practical efforts will be made to improve the training<br />
provided in the school. Military readiness,<br />
sustainability, course objectives, and safety will not be<br />
compromised. The +2 shall not be used for NMT or PT.<br />
Course Master Schedules/Master Course Schedules will be<br />
developed for an 8-hour instructional day in accordance<br />
with Chapter 2, Section 6. New or revised courses will be<br />
validated using a standard 8-hour instructional day to<br />
determine instructor and equipment requirements.<br />
For courses using 6 +2 where military instructors are<br />
utilized, a separate master schedule identifying the<br />
compressed schedules is not required. Each course may<br />
develop an in-house schedule for the +2 time, which may<br />
vary from one class to the next. Military instructors<br />
shall be made available in sufficient numbers to cover all<br />
the enhanced learning objectives.<br />
For courses taught by contract instructors, a compressed<br />
master schedule will be developed and included in the<br />
Statement of Work (SOW).<br />
COs will implement 6 +2 in all courses deemed appropriate<br />
and ensure written, course-specific guidance on management<br />
and implementation of the enhanced learning options is<br />
provided for all courses using 6 +2.<br />
COs will assess the effectiveness of 6 +2.<br />
COs will ensure the program requirements are fully<br />
explained in the SOW.<br />
4.3. Restructuring the Lesson Components Under 6 +2<br />
<br />
In the standard 8-hour training day, each topic consists of<br />
objectives, discussion points, examples, reinforcement,<br />
questions and answers, and tests. It may also have a<br />
performance element, which is practiced in the lab. During<br />
validation the number of examples, reinforcement and length<br />
of the practice sessions are determined. A number of<br />
examples, type of reinforcing (sea stories), and amount of<br />
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NAVEDTRA 135C
time devoted to questions and answers are determined by<br />
what the majority of students require to achieve the<br />
objectives.<br />
The length of the lab is also a function of the amount of<br />
time the majority of students are required to complete the<br />
job sheets. The topic elements may be in one or more<br />
lesson topics when the course is actually sequenced. All<br />
students are given all examples, all reinforcement, and the<br />
same length of time to complete the job sheets. In the 6<br />
+2 training day, the course is compressed but the topics<br />
are restructured. Topics still contain the same<br />
objectives, discussion points, and tests. The difference<br />
is in the number of examples and reinforcements and the<br />
time allocated for questions and answers. The number is<br />
adjusted to the requirements of the upper portion of the<br />
class vice the middle of the class. The length of time<br />
scheduled for the lab may also be reduced. All students<br />
are given this condensed level of coverage. The<br />
instructional time saved between the original lesson and<br />
the compressed is shifted to the +2 portion of the day.<br />
Examples, reinforcement, and extended periods for questions<br />
and answers are provided only to those students who require<br />
the additional assistance. Sometimes this requires<br />
breaking the discussion points down into smaller segments<br />
or pointing out relationships between points, which might<br />
otherwise be assumed obvious. Additional time might be<br />
required to complete the lab or additional practice<br />
required to reach proficiency.<br />
4.4. Factors Impacting Implementation of Compressed Schedules.<br />
There are several advantages to restructuring the instructional<br />
day to include a 6-hour block and a 2-hour reinforcement block.<br />
<br />
<br />
<br />
Students who are able to learn the material with limited<br />
numbers of examples and reinforcement are able to take care<br />
of personal business, required appointments, study and<br />
complete enrichment materials. These same students report<br />
being less bored and more satisfied with the course and<br />
acknowledge they must study to maintain the progress in the<br />
course.<br />
Students who require more examples or reinforcement are<br />
able to obtain this in a more individualized environment,<br />
which is responsive to their individual needs. The<br />
students are still able to take care of personal business<br />
and required appointments.<br />
Courses will not be converted from the standard 8-hour<br />
instructional day to the compressed 6 +2 schedule without<br />
3-15<br />
NAVEDTRA 135C
careful analysis of all factors which may impact or be<br />
impacted by the change in the schedule. Some of these<br />
factors are under the control of the CO.<br />
Course factors which should be considered before deciding<br />
to implement 6 +2 include the following:<br />
<br />
<br />
<br />
<br />
<br />
To maximize the benefits of 6 +2, the 6-hour block of<br />
training should NOT be interrupted with long breaks<br />
such as meal breaks. Activities may elect to start<br />
the instruction early in the morning. This may cause<br />
a shift in the instructor's work hours. If management<br />
cannot accommodate this shift, compression may not be<br />
appropriate. Without this accommodation, the<br />
instructor's workday increases by several hours which<br />
causes increased instructor dissatisfaction and may<br />
impact the ability of the instructors to provide the<br />
student the level of assistance required.<br />
Courses undergoing a revision should not be considered<br />
for conversion to the 6 +2 schedule until after the<br />
revised course has been validated under the 8-hour<br />
schedule.<br />
Courses, which are less than 80 hours generally,<br />
should not be compressed. The reason a course is<br />
compressed is to provide the opportunity for remedial<br />
instruction. Courses less than 80 hours often do not<br />
have more than one examination occurring at or near<br />
the end of the course. These courses generally do not<br />
experience high drop from training, attrition, or<br />
setback rates.<br />
Courses with few numbers of non-graduates and low<br />
setback rates are not good candidates for 6 +2. It is<br />
the potential savings generated by reducing these<br />
rates which offset the cost of developing alternative<br />
learning options. Exceptions to this generally are<br />
courses where student populations have vast<br />
differences in experience or skill levels. In such a<br />
situation, the +2 period can be used to compensate for<br />
these differences.<br />
Contract instructors are teaching compressed courses<br />
where the work required is clearly delineated in the<br />
SOW. Converting courses to a compressed schedule<br />
after the contract has been awarded will require a<br />
modification to the contract and must be coordinated<br />
with the Contracting Officer's Representative (COR).<br />
Such changes may result in increased contracting<br />
costs, which must be approved prior to implementation.<br />
3-16<br />
NAVEDTRA 135C
Lab sessions can be compressed but not as easily as<br />
classroom topics. The type of lab and availability of<br />
lab equipment will determine if the lab can be<br />
compressed.<br />
If an entire class can work simultaneously on<br />
individual pieces of equipment, the laboratory session<br />
may be a candidate for compression. In this<br />
situation, the student who does not complete the<br />
laboratory job sheet could return for the +2 session<br />
to complete any unfinished steps. The lab should not<br />
be compressed to the point that the majority of<br />
students are unable to complete the job sheet in the<br />
allotted time.<br />
If students must function as a team, the laboratory<br />
session may not be a candidate for compression. If<br />
students can perform their functions without the input<br />
from other students, then compression may be possible<br />
as students who do not complete all their job steps<br />
can stay for the +2 session. Students may volunteer<br />
to fill the other positions during the +2 session<br />
allowing the instructor to concentrate on the at-risk<br />
student.<br />
When instructors, classrooms, labs, or equipment is<br />
cross-utilized, it may be difficult to compress a<br />
course. Compressing both courses may not alleviate<br />
the difficulty. Differences in the length of time<br />
assigned to topics and the unscheduled nature of<br />
breaks under a compressed schedule may mean<br />
instructors are not available at the point at which<br />
they are required in the second course.<br />
If the course is heavily dependent on guest speakers,<br />
who are difficult to schedule or present topics, which<br />
vary in length from class to class, it may be<br />
difficult to compress the topic or course. The<br />
exception is when the guest speakers can be<br />
concentrated in a few segments. In this situation, a<br />
compressed schedule can be followed for the other<br />
portions of the course and a standard 8-hour schedule<br />
followed when a guest speaker is scheduled.<br />
<br />
Non-course factors, which may impact the ability to<br />
compress or affect the efficiency of the compressed<br />
schedule usually, involve support services. Sometimes the<br />
support agency may not be able to adjust procedures or<br />
hours of operation to accommodate the compressed schedule.<br />
Examples of non-course factors include:<br />
3-17<br />
NAVEDTRA 135C
Messing facilities are often set up under the<br />
assumption of staggered release times for students.<br />
The facilities cannot accommodate a major shift in the<br />
number of students to be served at any one time. Hours<br />
of operation at a Training Activity are normally<br />
established around the earlier class; and may require<br />
rescheduling or increasing staff support.<br />
Medical and dental morning appointments have<br />
traditionally been set aside for staff and student<br />
personnel. Revising this procedure to accommodate a<br />
shift in a small portion of the population may not be<br />
an efficient use of the medical and dental staff.<br />
Personnel Support Activities (PSAs)/Personnel Support<br />
Detachments (PSDs) can usually absorb a small shift in<br />
the student population, but coordination is required<br />
to ensure adequate services are provided.<br />
Base transportation is usually more of an issue for<br />
Fleet schools where the student may be coming from a<br />
ship to attend the course. In some locations, base<br />
transportation does not operate 24-hours a day. The<br />
operational hours may start later than the proposed<br />
course start time. The route may also drop students<br />
off at the school later than desired. Depending on the<br />
population supported, changes might not be possible in<br />
either routes or schedules.<br />
Day care is usually an issue for staff. This may be a<br />
contributing factor to instructor dissatisfaction and<br />
requires resolution before implementing 6 +2.<br />
Physical condition program facilities may become an<br />
issue when the conditioning programs must be adjusted<br />
to accommodate extremes in weather. Changing the hours<br />
of operation or rescheduling special use periods for<br />
student PT may impact staff and other users.<br />
4.5. Guidelines for Determining +2 Ratios for Contract Taught<br />
Courses<br />
<br />
<br />
Learning Resource Center (LRCs) are used extensively during<br />
the +2 time. If contract instructors are manning the LRC,<br />
the manning must be included in the instructor ratio. The<br />
typical ratio for the LRC is 15:1. If the LRC is manned by<br />
military personnel or by a separate contract, the manning<br />
will not be included in the instructor ratio.<br />
At the beginning of the course of instruction, prior to the<br />
first test, instructors should evaluate the student. This<br />
is accomplished through diagnostics such as pretests,<br />
3-18<br />
NAVEDTRA 135C
eview of quizzes and homework assignments, counseling, and<br />
mentoring. This time may also be used for command and<br />
course familiarization, how to study, how to take notes,<br />
etc. Instructor ratios should reflect the optimum<br />
classroom ratio.<br />
When the majority of the training provided during the 6-<br />
hour day is classroom, the ratio should provide for two<br />
instructors during the +2 time. This does not include LRC<br />
requirements but will provide instructors for tutoring and<br />
seminars. For example, if the class size is 24, the +2<br />
ratio should be 12:1.<br />
When the majority of the training provided during the 6-<br />
hour day is lab, the ratio should provide one instructor<br />
for seminars and tutoring and two instructors for the lab.<br />
This does not include LRC requirements. For example, if<br />
the class size is 24, the ratio should be 8:1.<br />
It is the responsibility of the LS/DET/Participating<br />
Activity CO/OIC to ensure that the +2 time is used<br />
effectively. If students achieve the objectives with minor<br />
participation in the +2 time, it may be more appropriate to<br />
request a deviation from CCMM for CCA approval.<br />
Refer to Appendix C for additional information and<br />
guidelines on voluntary remediation, mandatory remediation<br />
and 6 +2, as well as guidelines for implementation.<br />
SECTION 5 - RETESTING PROGRAMS<br />
In addition to the remediation policies, retesting procedures<br />
must also be established. Although typically identified within<br />
the course-testing plan, these procedures are contained as a<br />
part of the remediation program. As with remediation, retesting<br />
procedures are also affected by criticality of the objectives.<br />
The following guidelines apply to the retesting of students.<br />
<br />
The student fails to meet the minimum passing grade for the<br />
test as a whole. The student may be retested on the<br />
portion of the test failed or on the entire test. This<br />
decision should be based on the degree of the test failure<br />
and the student's performance on the objectives.<br />
<br />
<br />
If the student passed the material retested, the grade<br />
assigned will be the minimum passing grade for the<br />
test.<br />
This policy applies whether the student is retested on<br />
the entire test or the portion of the test failed.<br />
3-19<br />
NAVEDTRA 135C
The student meets the minimum passing grade for the test<br />
but fails to accomplish the critical objective(s). The<br />
student is retested only on the objective(s) failed. In<br />
this instance, the student will retain the original test<br />
grade. Performance tests may provide an exception to this<br />
rule. If the performance cannot be measured by retesting<br />
only the failed objectives, a complete retest may be<br />
administered.<br />
The student meets the minimum passing grade for the test<br />
but fails an objective, either critical or noncritical, to<br />
the degree that it is clear the student does not understand<br />
the objective. The student will be retested only on the<br />
objective failed and will retain the original test grade.<br />
Retesting will occur as soon as possible after remediation.<br />
Prolonging the completion of remediation and retesting may<br />
cause the student unnecessary difficulties with the new<br />
lesson material. Retesting may take the form of a written<br />
retest or an oral retest. The decision is based on the<br />
individual situation and is at the discretion of the course<br />
supervisor.<br />
When a test falls on the last day of training, and<br />
remediation is not possible, students will be administered<br />
a retest of the material either orally or by written exam.<br />
If the test is failed, the "A" or "C" school student will<br />
be referred to an ARB. For all other types of courses,<br />
supervisory personnel above the immediate instructor will<br />
make the recommendation to attrite, set-back, or graduate<br />
the student.<br />
<br />
<br />
<br />
If it is determined that the student has failed to<br />
achieve the course objectives, the student will not be<br />
given credit for completion of the course and will be<br />
considered an academic drop.<br />
If the student passes the course objectives, the<br />
student will be considered a graduate. The training<br />
managers must ensure that there are methods in place<br />
to determine if the student has passed the course<br />
objectives.<br />
Documentation must be made in the service record<br />
indicating the student either attended training and<br />
did not graduate or did graduate. Guidelines for both<br />
circumstances will be detailed in the testing plan for<br />
the course.<br />
3-20<br />
NAVEDTRA 135C
Commanding Officers of all training activities are<br />
responsible for the development of procedures for voluntary<br />
and mandatory remediation and retesting. All remediation<br />
and retesting procedures will be described in the testing<br />
plan for the course.<br />
SECTION 6 - ACADEMIC REVIEW BOARDS<br />
6.1. Introduction. The ARB process provides for formalized<br />
procedures in handling non-disciplinary problems related to a<br />
student's academic progress. The ARB is an integral part of the<br />
student-counseling program. It is based upon the philosophy<br />
that decisions concerning a student's disposition in training<br />
are better arrived at by group acting together as a board rather<br />
than by an individual acting alone.<br />
6.2. Policy<br />
<br />
<br />
<br />
ARBs will be established at all training activities, which<br />
conduct Class "A" or "C" school training.<br />
Training activities that provide the other types of<br />
training will establish ARBs as directed by the CO/OIC.<br />
ARBs will be convened when all other means of academic<br />
counseling, remediation, and an initial academic setback<br />
have failed to improve student performance. The initial<br />
academic setback may result from an academic counseling<br />
session and be directed by the course supervisor.<br />
Additional academic setbacks must be directed by the ARB.<br />
Examples of when an ARB may be necessary include the<br />
following:<br />
<br />
<br />
<br />
<br />
Student’s course average falls below minimum passing<br />
grade.<br />
Student is unable to achieve the objectives after<br />
counseling, remediation, retesting, and an initial<br />
academic setback.<br />
Student's performance is below expected academic<br />
progress.<br />
Student fails to achieve the objectives after an<br />
academic setback on those same objectives.<br />
<br />
<br />
Students will continue with class until an ARB decision has<br />
been made.<br />
All students enrolled in Class "A" and "C" schools will be<br />
academically dropped from training only because of an ARB<br />
recommendation.<br />
3-21<br />
NAVEDTRA 135C
Administrative procedures resulting in automatic drops or<br />
setback are not authorized. If an ARB is convened for test<br />
failure, the student will be remediated and retested on<br />
failed material prior to the convening of an ARB.<br />
Possible ARB decisions include:<br />
<br />
Continue with Class (CWC) - allows a continuation of<br />
training in the present class with or without<br />
remediation:<br />
• A CWC recommendation requires that the test<br />
records and the interview show clear evidence<br />
that the student can pass the course if allowed<br />
to continue.<br />
• The ARB should decide if remediation is necessary<br />
for the student to continue and set the<br />
remediation requirement.<br />
• The remediation requirement should identify<br />
specific areas of study and indicate the time the<br />
student is to stay in the remediation program.<br />
<br />
Set-back allows an extension of training with or<br />
without remediation:<br />
• When the ARB recommends a setback, the records<br />
should indicate the student is motivated to<br />
remain in training. The test scores and<br />
interviews should indicate an ability to achieve<br />
the objectives after repeating the portion of the<br />
training that was failed. Students will be set<br />
back only over the material they have failed.<br />
Exceptions will be noted in the Testing Plan.<br />
• If remediation can be achieved in any way other<br />
than setback, it shall be considered first.<br />
<br />
Drop from training - results in a recommendation for<br />
disposition.<br />
• When recommending a drop from training, the<br />
student must demonstrate unwillingness or an<br />
inability to continue the training.<br />
• Attention should be given to the student's desire<br />
and eligibility for reclassification when the<br />
board makes the decision to recommend drop from<br />
training.<br />
3-22<br />
NAVEDTRA 135C
• All ARB recommendations for reclassification or<br />
attrite must be forwarded to the CO/OIC for final<br />
approval.<br />
<br />
All ARB recommendations for international military students<br />
will be referred to the International Military Student<br />
Officer (IMSO).<br />
6.3. Procedures. Standardized procedures for conducting ARBs<br />
are essential to protect individual rights of privacy and<br />
fundamental fairness, to ensure accurate and complete records<br />
are kept, and to ensure that the best decisions concerning a<br />
student's academic progress in a training program are made.<br />
<br />
The goals of an ARB include:<br />
<br />
<br />
<br />
<br />
Help students solve problems that may prevent<br />
successful completion of training.<br />
Determine which students are able to complete<br />
training.<br />
Determine which students are unable and or unwilling<br />
to complete training.<br />
Make recommendations concerning their findings.<br />
<br />
ARB is a group action, the following composition and<br />
structure is required.<br />
<br />
<br />
<br />
<br />
<br />
<br />
All ARBs shall be composed of a chairman and at least<br />
two additional members. All persons serving on the<br />
ARB will be required to reach a consensus on the<br />
board's recommendation.<br />
The chairperson will appoint one of the members to<br />
serve as recorder. The recorder will be responsible<br />
for completing the necessary paperwork.<br />
For international students the IMSO shall be a member<br />
of the board.<br />
Other ARB members may be chosen from instructional<br />
personnel. This includes officer and enlisted<br />
instructional/supervisory personnel, classroom and<br />
laboratory instructors, and instructional/training<br />
specialists from the LSO.<br />
At least one member is a certified instructor in the<br />
area in which the student is having difficulty.<br />
Supervisory personnel who have command designated<br />
authority for approval/disapproval of ARB<br />
recommendations may not sit as members of the ARB.<br />
3-23<br />
NAVEDTRA 135C
Membership need not be permanent, but all members must<br />
meet the following qualifications:<br />
• Understand the CeTARS Schoolhouse disposition<br />
codes and reporting procedures.<br />
• Understand the activity's policy for drop from<br />
training, attrition, and pipeline management.<br />
• Receive training in counseling, CeTARS<br />
Schoolhouse student tracking and the purpose,<br />
policy, and procedures of an ARB.<br />
<br />
Duties of an ARB include:<br />
<br />
<br />
<br />
<br />
Review information contained in the student's<br />
performance records prior to the ARB. (i.e., ASVAB<br />
scores, course test records, counseling sheets,<br />
previous Navy training records and Navy Military<br />
Training records.)<br />
Conduct an ARB interview with the student.<br />
Make recommendations for disposition and any necessary<br />
corrective action based on group consensus.<br />
Complete the required paperwork.<br />
<br />
When conducting an ARB, the following procedures will be<br />
adhered to:<br />
<br />
<br />
<br />
<br />
<br />
All procedures will be conducted with respect for the<br />
privacy of the students.<br />
While the ARB is a serious, official board, the<br />
members shall exhibit a presence that is cordial and<br />
supportive.<br />
All participants will be seated and the proceedings<br />
will be conducted in an open and professional manner.<br />
The board chairman will explain to the student that<br />
the board has been convened to help the student<br />
determine why the student is having difficulty. Once<br />
the cause has been identified, the board and the<br />
student, working together, will develop a plan for<br />
success.<br />
The chairman will also inform the student that he/she<br />
has the right and duty to speak.<br />
Before a decision concerning the student can be made,<br />
the ARB should review records and interview the<br />
student to find such information as: area of<br />
difficulty, type and result of remediation applied,<br />
student attitude and personal problems.<br />
3-24<br />
NAVEDTRA 135C
To avoid excessive note taking by the recorder, the<br />
student may provide written responses to typical<br />
questions asked during an ARB (e.g., Why are you<br />
having difficulty? Where are you having problems?<br />
Are there any personal problems that are preventing<br />
you from doing your job? Do you want to remain in<br />
this course?) Prior to convening the board, the board<br />
may then discuss these with the student. The board is<br />
not limited to these questions.<br />
In addition to questions of a personal nature, the<br />
board should assess the student's academic performance<br />
by asking questions specifically related to the course<br />
material. Since the board is tasked with looking at<br />
academic issues, it is important to know just how much<br />
difficulty the student is having and where that<br />
difficulty is occurring. Test scores do not always<br />
indicate the student's level of expertise.<br />
The chairman will make clear to the student what the<br />
recommendation is, what consequences may result from<br />
the approval of that recommendation, and what actions<br />
are expected of the student.<br />
The student will be given the opportunity to make a<br />
written statement. If the student does not wish to<br />
make a written statement, the student will sign a<br />
statement to that effect.<br />
For “A” school students, Navy Military Training<br />
personnel will be notified prior to convening the ARB.<br />
This allows Navy Military Training personnel time to<br />
provide input to the board.<br />
<br />
When an ARB is convened, all proceedings will be<br />
documented. Documentation will include an Academic Review<br />
Board Record and, if appropriate, a Student Drop Record.<br />
The ARB Record is a locally developed form that contains<br />
the following minimum information:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Student data (name, rate, Last four of SSN)<br />
Course data<br />
Board action data (CWC with/without remediation, set<br />
back, drop from training)<br />
Signatures of board members<br />
Final action taken with signature of authority<br />
Title and date of final approving officer<br />
Student signature line<br />
NOTE: Ensure that the student Privacy Information is<br />
protected IAW NETCINST 5211.2 (series).<br />
3-25<br />
NAVEDTRA 135C
The Student Drop Record is a locally developed form used by<br />
both the LS/DET/Participating Activity and TSC/DET SCO to<br />
record student information and track the disposition of the<br />
student. When a student is being dropped from training, a<br />
Student Drop Record will be completed. Both the course<br />
supervisor and the TSC/TSD/TSO are responsible for<br />
completing the required information of the Student Drop<br />
Record, and the record is provided to Training Support<br />
Center/Detachment SCO for appropriate PEVT code entry into<br />
CeTARS.<br />
<br />
<br />
<br />
<br />
The following information on the Student Drop Record<br />
will be completed at the course or department level.<br />
Student data (name, rate, last four of SSN, type of<br />
student [USN, USMC, etc.]). Ensure that appropriate<br />
controls and administrative requirements for<br />
Personally Identifiable Information (PII) are<br />
exercised.<br />
Course data required includes: (title, CIN, CDP,<br />
class number, date convened, date dropped [last day in<br />
class], total time in training in calendar days).<br />
If previously set back, original class number, date<br />
convened, total number of setback (list academic and<br />
non-academic separately), weeks lost due to academic<br />
setback, class standing and final course grade.<br />
Drop code.<br />
NOTE:<br />
Specific DOR codes concerning High-Risk<br />
training are provided in NETCINST 5100.1<br />
(series).<br />
<br />
Signature and date of approving authority. The<br />
elapsed time from the date of the ARB to the date the<br />
disenrollment is approved on the Student Drop Record<br />
should be the next working day.<br />
<br />
Once a student has been dropped from training, the Student<br />
Drop Record will be forwarded to the TSC/DET SCO. The<br />
TSC/TSD SCO will ensure the following:<br />
<br />
Student dropped from training for academic reasons are<br />
reclassified expeditiously. The student will report<br />
to the classifier on the date of disenrollment. The<br />
classifier will document on the Student Drop Record,<br />
the date the individual reported for the interview and<br />
the date reclassification was completed. The<br />
3-26<br />
NAVEDTRA 135C
classifier will retain a copy of the Student Drop<br />
Record. The elapsed time from the date the individual<br />
reports to the classifier to the date reclassification<br />
is completed should be the next working day.<br />
Individuals recommended for assignment to general<br />
detail, during classification re-interview, will be<br />
made available for transfer orders on that date.<br />
Document the date drop information was forwarded to<br />
the PSA/PSD for availability submission to indicate<br />
the timeliness of the audit trail.<br />
Individuals who do not require a classification reinterview<br />
will be made available for general detail on<br />
the date of disenrollment. Document the date drop<br />
information is forwarded to the PSD for availability<br />
submission to indicate the timeliness of the audit<br />
trail.<br />
Reports of non-completion of required training and<br />
requests to modify orders for personnel previously<br />
ordered to an ultimate assignment shall be forwarded<br />
to the detailers/assignment control authority on the<br />
date disenrolled. When applicable, submit rating<br />
conversion requests to BUPERS on the date disenrolled.<br />
Retain copies of modifications and rating conversion<br />
requests with the Student Drop Record.<br />
TSC/TSD/TSOs will advise the PSD of disciplinary or<br />
medical drops upon occurrence to allow for timely<br />
submission of accounting category code changes.<br />
Immediately upon completion of disciplinary action,<br />
refer these personnel to the PSD for availability<br />
processing. TSC/TSD/TSOs will track personnel,<br />
dropped or held for medical reasons, to ensure timely<br />
completion of medical board process or return to full<br />
duty.<br />
7.1. Introduction<br />
SECTION 7 - STUDENT RECORD KEEPING<br />
NOTE: Ensure that the student Privacy Information is protected<br />
per NETCINST 5211.2 (series).<br />
<br />
Student records serve as a basis for training management<br />
decisions, historical reference, and inspections and<br />
audits. All records will be retained by the training<br />
activity for at least two years and are subject to review<br />
during Human Performance Requirements Reviews (HPRRs).<br />
3-27<br />
NAVEDTRA 135C
Specific content of a student record and the procedures for<br />
maintaining those records will vary between training<br />
activities due to the type of training provided and the<br />
method used to store the records. "A" school courses for<br />
example, may require different student information than "F"<br />
school courses. Method of storage may vary based on the<br />
information technology (IT) equipment and software programs<br />
available to a command.<br />
The intent of the following is to standardize the general<br />
information contained in the student records. For this<br />
purpose, all records will contain background data and<br />
student progress data appropriate to the type of training<br />
provided.<br />
<br />
<br />
<br />
<br />
Background data is normally available in the student's<br />
service record and includes student name, age, Social<br />
Security Number, highest educational level attained,<br />
ASVAB scores, test version, and list of technical<br />
schools previously completed.<br />
Student progress data may include test scores,<br />
acceleration data, remediation data, setback data,<br />
counseling data, Academic Review Board actions,<br />
disenrollment disposition, and graduation date/drop<br />
date.<br />
This information may be used to assess the needs of<br />
individual students by identifying students for<br />
possible advanced placement, assisting instructional<br />
personnel in solving individual learning problems, and<br />
determining if course prerequisites have been met.<br />
If students do not meet course prerequisites, a<br />
message will be forwarded to the losing command and<br />
NETC describing the reason the student did not meet<br />
the prerequisite.<br />
7.2. Personal Information Safeguards<br />
<br />
Access to a student record is restricted to the student,<br />
those who maintain student records and those who are<br />
directly involved with the student's training or<br />
evaluation. A record may be disclosed to other DOD<br />
personnel, who have a need for the record in the<br />
performance of their duties, provided this use is<br />
compatible with the purpose for which the record is<br />
maintained. It is the responsibility of all personnel with<br />
access to a student record to prevent the unauthorized<br />
disclosure of personal information contained within it.<br />
3-28<br />
NAVEDTRA 135C
All required data will be recorded in the individual's<br />
service record upon completion of training, transfer, or<br />
discharge. All student enrollment and progress records may<br />
be disposed of after two years provided the information<br />
have been recorded as required in the service record.<br />
Student Test Answer Sheets will be destroyed when they have<br />
been graded and grades have been recorded on the student's<br />
official progress records and all data for test analysis<br />
has been recorded.<br />
8.1. Introduction<br />
SECTION 8 - <strong>NAVY</strong> MILITARY TRAINING<br />
<br />
<br />
LSs/DETs/Participating Activities in NETC are centers of<br />
professional and technical excellence within the Navy.<br />
They also serve as model institutions in terms of<br />
maintaining high military and fitness standards. These<br />
activities are required to motivate and prepare accession<br />
pipeline personnel for duty in the Fleet. NPDCINST 1500.1<br />
(series) governs the policy for conducting military<br />
training under Navy Military Training (NMT) program. In<br />
addition to providing a quality learning experience, these<br />
schools must serve as a role model emulating the highest<br />
Navy standards.<br />
The responsibility of the training activity is to provide<br />
technical, military, and motivational training to the<br />
students. The term used to describe the military and<br />
motivational training program for "A" school students is<br />
NMT. It is the responsibility of the COs to ensure that<br />
the following actions are carried out in all NETC training<br />
activities conducting Class "A" and "C" school and<br />
apprentice training.<br />
8.2. Actions<br />
<br />
<br />
<br />
Military and motivational training will be given equal<br />
emphasis with technical training.<br />
Early identification of students with learning problems and<br />
establishment of remediation programs is vital to the<br />
successful completion of training<br />
Staff and students will maintain the highest standards of<br />
appearance and courtesy.<br />
NOTE: Physical conditioning programs require a deliberate<br />
risk assessment and development of an Emergency<br />
3-29<br />
NAVEDTRA 135C
Action Plan. Any physical conditioning programs<br />
conducted a part of a training objective will be<br />
considered high-risk in nature as shown in NETCINST<br />
5100.1 (series).<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Students and staff will participate in a regularly<br />
scheduled physical conditioning program.<br />
High standards of order and cleanliness in billeting<br />
facilities will be enforced through periodic inspections.<br />
Activities that do not exercise direct control of student<br />
billeting facilities will coordinate with host activities<br />
to ensure billeting requirements are met. Should<br />
difficulties arise, report to LC, info the functional<br />
commander, for resolution.<br />
An environment conducive to study will be maintained in<br />
billeting facilities.<br />
Students will march to class at the discretion of the<br />
LS/DET/Participating Activity CO/OIC/Director.<br />
Periodic personnel inspections will be conducted.<br />
Students will be assigned meaningful watch duties.<br />
Students will receive the formal NMT continuum. NMT<br />
training will be conducted outside normal classroom hours<br />
and will not serve as a basis for increasing course length.<br />
Courses, which are too short to allow adequate time for<br />
completion of the training, will have the syllabus tailored<br />
by the CO.<br />
A formal student chain of command will be established<br />
through which student activities will be administered.<br />
Fleet returnees should be used to provide influence and<br />
guidance to other students as necessary:<br />
<br />
<br />
<br />
<br />
NMT instructors should brief the incoming Fleet<br />
returnee as to the influence he/she may have over the<br />
other students.<br />
It is important that this influence be positive.<br />
Optimal use of Fleet returnees to assist in<br />
supervisory roles is encouraged.<br />
Proper use of Fleet returnees will serve to reinforce<br />
the training objectives and enhance their self-esteem<br />
and motivation.<br />
<br />
For detailed information and policy on NMT, refer to<br />
NPDCINST 1500.1 (series).<br />
3-30<br />
NAVEDTRA 135C
SECTION 9 - INTERNATIONAL MILITARY TRAINING<br />
The Security Assistance Training Program (SATP) consists of U.S.<br />
military training assistance to eligible countries under<br />
International Military Education and Training (IMET) and Foreign<br />
Military Sales (FMS). Its objectives include:<br />
<br />
<br />
<br />
<br />
Develop skills needed for effective operation and<br />
maintenance of equipment acquired by foreign countries from<br />
the United States.<br />
Promote U.S. military rapport with armed forces of foreign<br />
countries.<br />
Promote better understanding of the United States, its<br />
people, political institutions, and way of life.<br />
Increase international military students' awareness of U.S.<br />
commitment to the basic principles of internationally<br />
recognized human rights.<br />
<br />
<br />
<br />
<br />
<br />
<br />
SECNAVINST 4950.4, Joint Security Assistance Training<br />
Regulation (JSAT), prescribes policies,<br />
responsibilities, procedures, and administration for<br />
the education and training of international military<br />
students in DON courses.<br />
NETCINST 4950.1 (series), DOD Field Studies for<br />
International Military Training Under the Security<br />
Assistance Program contains guidance specific to NETC<br />
activities.<br />
NETC serves as the U.S. Navy systems command for<br />
security assistance training.<br />
NETC conducts formal schools training for the<br />
international military students in NETC schools.<br />
NETC provides military technical training as required<br />
when tasked by competent authority.<br />
NETC ensures that all commands appoint an<br />
International Military Student officer (IMSO).<br />
NOTE:<br />
The IMSO monitors and coordinates activities<br />
for international military students' training,<br />
including implementation of the Fields Studies<br />
Program.<br />
<br />
Executes, operates, and administers designated portions of<br />
the SATP through Naval Education and Training Security<br />
Assistance Field Activity (NETSAFA).<br />
3-31<br />
NAVEDTRA 135C
LCs and TSCs will fulfill the responsibility of the United<br />
States to international military students undergoing<br />
training.<br />
<br />
<br />
<br />
<br />
They are expected to treat international military<br />
students with traditional American courtesies.<br />
They are responsible for conducting training and<br />
providing associated student support services.<br />
They are also responsible for fostering friendly<br />
relations with the countries represented by a genuine<br />
display of hospitality, interest in their welfare, and<br />
personal assistance.<br />
Beyond this, a basic rule requires that international<br />
military students be treated, so far as possible, like<br />
their U.S. counterparts.<br />
<br />
Questions regarding foreign training should be referred to<br />
IMSO or NETSAFA.<br />
SECTION 10 - CLASS SCHEDULING PROCEDURES<br />
Class schedules are based on training requirements and are a<br />
critical element in training the right quantity of personnel at<br />
the right time as well as maintaining an acceptable level of AI<br />
and AT time.<br />
<br />
<br />
<br />
Annually, OPNAV (N12) forwards training requirements for<br />
Personalized Recruiting for Immediate or Delayed Enlistment<br />
(PRIDE) courses and NEC-awarding courses to NETC and other<br />
LC/LS/DET/participating activities. Training requirements<br />
are a combination of back door requirements and total<br />
attrition (non-graduates and attrites). Feasibility<br />
studies are then conducted by LC in conjunction with input<br />
from LS/DET/Participating Activity. These studies are<br />
designed to compare the training requirement with the<br />
activity's capacity (based upon equipment, space, and<br />
personnel availability). The final product becomes the<br />
fiscal year training plan, which is recorded in CeTARS<br />
schoolhouse.<br />
OPNAV (N12) also forwards the training requirements for<br />
Selected Reserves, other services (USMC, USA, USAF),<br />
international military students, and authorized civilians.<br />
FY USN training plans for courses other than PRIDE or NECawarding<br />
courses are based on historical utilization and<br />
known TYCOM requirements.<br />
3-32<br />
NAVEDTRA 135C
Annual class schedules are input to CeTARS Schoolhouse<br />
based on the finalized FY training plan approved by the LC.<br />
The LC is responsible for the preparation and input of the<br />
class schedules. The LC works directly with the<br />
LS/DET/Participating Activity to ensure timely and accurate<br />
submission of all class schedules. After class schedules<br />
are input, quotas can then be computed, automatically<br />
spread into the classes, or entered manually into each<br />
class.<br />
Class scheduling procedures can have a tremendous effect on<br />
student management. BUPERS and COMNAVCRUITCOM begin making<br />
PRIDE detailing commitments 18 months in advance of the<br />
execution year and "C" school detailing commitments 9<br />
months and other course types 7 months in advance of the<br />
execution year. If schedules are late or changes are made,<br />
this plan will be disrupted.<br />
Timely, accurate, and stable scheduling for PRIDE courses<br />
is especially important since specific commitments are made<br />
to individuals during the recruiting process.<br />
When preparing class schedules the following factors should<br />
be considered:<br />
<br />
<br />
<br />
<br />
Annual planning data for the appropriate fiscal year<br />
will be used as the determining factor for the number<br />
of classes to schedule.<br />
Training Agent or other authorized CeTARS Schoolhouse<br />
user may adjust the COURSE LENGTH field in CeTARS<br />
Schoolhouse only if curriculum changes necessitate the<br />
adjustment. In addition, in the capacity area the<br />
location course length can be entered by authorized<br />
CeTARS Schoolhouse users to indicate a specific<br />
location requires a different course length from that<br />
approved by the curriculum. This location duration<br />
must be defined by its defining attribute - personnel,<br />
equipment, or space. As a class length is increased,<br />
an approved TPP must be on hand to justify the change.<br />
Courses, which schedule double or triple shifted<br />
classes, will reflect the same convene and graduation<br />
date for each class. The same class number or<br />
sequence identifier can be used for these types of<br />
classes; however, a different section identifier must<br />
be input to identify each shift or section.<br />
During the initial development of annual class<br />
schedules, National holidays will not be scheduled as<br />
convening dates or as days of training. For example,<br />
a 5-day course where a holiday occurs will be extended<br />
to reflect five full days of instruction in the class<br />
3-33<br />
NAVEDTRA 135C
schedule. Graduation will always occur on a normal<br />
training day.<br />
During the execution of the class schedule where<br />
holidays or any other event that impacts the<br />
expeditious movement of Sailors through the training<br />
pipeline occurs, the training activity may extend the<br />
number of daily training hours to compensate.<br />
Decompression of training, however, is not authorized.<br />
Graduations that coincide with the December/January<br />
holiday leave period may be accelerated provided there<br />
is no degradation of training.<br />
National holidays falling on Saturday or Sunday are<br />
observed on the preceding Friday and following Monday,<br />
respectively.<br />
The Friday following Thanksgiving is a normal training<br />
day for scheduling purposes.<br />
State and/or local holidays will not be observed<br />
unless extensive associated civic functions would<br />
seriously hamper execution of the training mission.<br />
The Navy and Marine Corps "birthdays" are normal<br />
training days.<br />
Class schedules will be prepared, whenever possible,<br />
to provide optimum class scheduling of associated or<br />
follow-on courses in order to minimize awaiting<br />
instruction time.<br />
For "A" schools, adequate classes should be convened<br />
during the surge period to manage student flow and<br />
keep AI at a minimum. If convening adequate classes<br />
to manage the surge results in the need for additional<br />
resources, the LC will provide information to NETC for<br />
resolution. LS/DET/Participating Activity is required<br />
to have a current Surge Management Plan. This plan<br />
outlines potential actions to be taken in the event<br />
students arrive for training in greater numbers than<br />
were planned.<br />
Complete FY class schedules must be submitted. Class<br />
additions, changes, or deletions should be submitted<br />
only if they could be processed and published in<br />
CeTARS prior to the detailing procedures. All<br />
requests for changes to a class schedule will be<br />
coordinated with NETC (N7), and they will work with<br />
BUPERS and Commander, Navy Recruiting Command (CNRC)<br />
to determine if the change is possible. A change to<br />
the graduation date of a class already in progress<br />
should not be submitted as a change to CeTARS.<br />
Rather, a change in graduation date should be entered<br />
for those students via CeTARS process.<br />
3-34<br />
NAVEDTRA 135C
Class schedules shall be submitted annually when<br />
specifically requested by NETC message. As a result<br />
of annual feasibility studies, updated student input<br />
plans are not entered into CeTARS Schoolhouse until<br />
just prior to calling for the schedules. Therefore,<br />
do not submit schedules prior to the call.<br />
<br />
<br />
<br />
When resource limitations such as staff, personnel,<br />
equipment, or facilities impact the ability to conduct<br />
classes as scheduled, an Impaired Training and Education<br />
Report (ITER) shall be submitted immediately. Refer to<br />
NETCINST 1540.1 (series). Recommendations to cancel a<br />
class convening due to resource limitations will be<br />
resolved by NETC through the ITER reporting process.<br />
Delaying a class convene for reasons other than resource<br />
limitations is not the same as canceling a class. When a<br />
considering delaying a class convene, ensure the decision<br />
is based on sound cost benefit analysis. An example,<br />
delaying 15 students for three days while awaiting the<br />
arrival of two students in a course that convenes weekly is<br />
not cost effective. However, delaying the same 15 students<br />
three days in a course that convenes quarterly is<br />
justified. If the delay is expected to exceed 15 days,<br />
submit an ITER.<br />
Classes that do not convene due to a total lack of students<br />
or insufficient student numbers to meet a safety<br />
requirement are exempt from submitting an ITER.<br />
SECTION 11 - STUDENT QUOTA <strong>MANAGEMENT</strong><br />
11.1. The overall objective of the Navy Training quota<br />
management process is to train the right quantity of personnel<br />
at the right time. The quota management is directly related to<br />
training requirements and class schedules. Training<br />
requirements are determined, class schedules are submitted to<br />
CeTARS schoolhouse, and quotas are spread. The Planning<br />
Management Office performs centralized quota control for "A" and<br />
"C" and NEC producing pipelines. OPNAVINST 1500.47 (series)<br />
describes the Navy Training Quota Management Process. Quotas<br />
for "F,” “T’ and “D” schools are normally controlled by the<br />
TSC/department, however; in some instances, OPNAV (N132)<br />
controls quotas in these type courses as well.<br />
<br />
In the event OPNAV is unable to fill quotas in "A" and "C"<br />
schools due to non-availability of personnel or lack of<br />
TAD/PCS funds, seats may be filled locally. If quotas for<br />
"A" and "C” schools are not filled 30 days prior to class<br />
3-35<br />
NAVEDTRA 135C
convening (15 days for foreign national students), the<br />
TSC/TSD may use the seats for reclassification or local<br />
training needs. At no time will the schoolhouse reserve<br />
quotas outside this window unless they have received<br />
permission from NETC (N7). This precaution is necessary to<br />
ensure Quota Management Office has adequate seats to fill<br />
the requirements.<br />
The quota control authority for "F,” "D" and "T" courses<br />
shall:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Ensure that quotas assigned for a specific class are<br />
not over-booked.<br />
Ensure that course prerequisites are met prior to<br />
assigning the quota.<br />
Note: This may be verified by any training manager or<br />
instructor if Centralized Quota Control (CQC) is not<br />
manned to perform this function.<br />
Notify quota requesters as soon as possible in the<br />
event that a class is cancelled or rescheduled.<br />
Ensure all area customers are aware of quota<br />
availability and be proactive in filling the seats.<br />
If OPNAV (N132) holds quotas in these classes, they<br />
will be given a priority since these students are<br />
normally PCS and need this training enroute to the<br />
next duty station.<br />
<br />
Special considerations of the quota control authority<br />
include:<br />
<br />
<br />
A standby list can be maintained for full classes. If<br />
confirmed quota holders cancel quotas, new classes are<br />
convened or class capacity is expanded, commands on<br />
the standby list may be notified and given a quota for<br />
the class.<br />
To decrease the no-show rate of a particular course or<br />
to ensure students arrive with the required<br />
prerequisites, personnel responsible for quota control<br />
will transmit advance quota confirmation messages to<br />
all commands holding quotas at least two weeks prior<br />
to each scheduled class. These messages can solicit<br />
clearance data and provide reporting instructions and<br />
uniform requirements.<br />
NOTE: eNTRS generates a reservation reminder e-mail<br />
two weeks prior to class convening for all CQC<br />
made reservations. This meets the above<br />
requirement.<br />
3-36<br />
NAVEDTRA 135C
To increase course utilization, personnel responsible<br />
for quota control should notify ships and commands in<br />
the immediate vicinity advising them of available<br />
quotas and classes when it becomes apparent that seats<br />
are available. TSC/TSDs should send out a weekly<br />
availability message.<br />
When advertising training in Fleet Concentration<br />
Areas, training commands will notify the regional<br />
TSC/TSD for assistance in optimizing utilization. The<br />
TSC/TSD can coordinate with the ships in the area to<br />
ensure seats for training are filled.<br />
11.2. QUOTA CONTROL FOR VTT. In order to determine Return On<br />
Investment for VTT sites or to justify new sites, it is<br />
important that both the host site and the satellite sites<br />
maintain the course utilization data. The following guidelines<br />
apply to quota control for VTT:<br />
• The host site will be assigned a CDP for training<br />
delivered at the host site. Student control will<br />
advertise, enroll, and graduate students for their<br />
activity only.<br />
• Satellite sites with CeTARS access will be assigned a<br />
CDP for training delivered at their site. The<br />
satellite site will advertise, enroll, and graduate<br />
students for their activity only.<br />
• Satellite sites without CeTARS access will work in<br />
conjunction with the TSC/TSD for reporting student<br />
information. The satellite site is still responsible<br />
for advertising the training. The site will provide<br />
the TSC/TSD with a roster upon completion of training.<br />
• Utilization for the VTT courses will be calculated<br />
both for the individual site and for the total<br />
training provided at each site. Utilization data will<br />
be used to ensure adequate resources are available at<br />
both the host site and satellite sites.<br />
SUMMARY<br />
Chapter 3 contains a description of the guidelines and<br />
procedures relevant to the management of students within a<br />
training command. Many of the guidelines and procedures are<br />
general in nature and should be further developed to address the<br />
unique needs of individual commands and in some cases a single<br />
3-37<br />
NAVEDTRA 135C
course. For example, some of the student management programs<br />
are better suited for "A” school students than other types of<br />
students.<br />
In the pages that follow a matrix has been developed as a<br />
means to summarize the information found in Chapter 3. The<br />
matrix further identifies who is typically responsible for<br />
ensuring that the tasks are carried out in accordance with<br />
policy. In many cases, the authority may be delegated by the<br />
CO; however, the CO is listed as the responsible party on the<br />
matrix. In this chapter, there are responsibilities that may<br />
overlap and will vary based on the structure of the different<br />
commands. Finally, the matrix lists the page or pages where the<br />
guidelines, procedures, or tasks may be found.<br />
Table 2-1 - Task Matrix<br />
TASKS<br />
Monitor and analyze student pipeline data.<br />
Ensure CeTARS data is maintained accurately.<br />
Prepare weekly student management message for<br />
student awaiting orders.<br />
Establish an accelerated training program for<br />
courses as appropriate.<br />
Ensure that academic setbacks for "A" and "C" school<br />
students occur either as a result of a counseling<br />
session or as a result of an ARB recommendation.<br />
Ensure that students who are academically set back<br />
repeat only the portion of the course for which they<br />
failed to achieve the objectives.<br />
Ensure that academic setbacks, other than "A" or "C"<br />
schools, are based on a decision by supervisory<br />
personnel above the level of the immediate<br />
instructor.<br />
Track and evaluate the cause for setbacks in a<br />
course or pipeline.<br />
Ensure Instructors are notified when students in<br />
high-risk courses are set back due to medical<br />
problems.<br />
Ensure that academic attrites from "A" and "C"<br />
schools occur only because of an ARB recommendation.<br />
Ensure academic attrites from schools other than "A"<br />
and "C" schools are based on a decision by<br />
supervisory personnel above the immediate<br />
instructor.<br />
Track and evaluate the cause for attrition in a<br />
course or pipeline.<br />
Monitor and manage the student pipeline.<br />
Monitor excess man-day reports.<br />
Track and monitor student NUI to ensure efficient<br />
and effective means of moving students through<br />
training.<br />
3-38<br />
RESPONSIBILITY<br />
Training Manager<br />
LS/DET/Participating<br />
Activity CO<br />
Training Manager<br />
CO<br />
Training Manager<br />
Training Manager<br />
Training Manager<br />
Training Manager<br />
Course Supervisor<br />
Training Manager<br />
Training Manager<br />
Training Manager<br />
Training Manager<br />
Course Supervisor<br />
TSC/TSD Student Control<br />
Office<br />
NAVEDTRA 135C
TASKS<br />
Determine the need for, develop, and implement a<br />
student recognition program.<br />
Ensure preventive counseling is being conducted in<br />
all "A" and "C" schools.<br />
Establish guidelines for the early identification of<br />
students with problems that can affect performance.<br />
Document student-counseling sessions.<br />
Ensure 6+2 programs are implemented where<br />
appropriate and monitored for effectiveness.<br />
Ensure retesting procedures are established in<br />
accordance with established standards.<br />
Ensure ARB recommendations for international<br />
military students are coordinated with the<br />
International Military Student Manager.<br />
Ensure students are given every opportunity to<br />
remediate and retest prior to an ARB.<br />
Ensure ARBs are conducted as per the established<br />
guidelines.<br />
Ensure documentation of ARB proceedings using an ARB<br />
Record and/or a Student Drop Record.<br />
Ensure locally developed ARB Records contain the<br />
minimum established requirements.<br />
Ensure locally developed Student Drop Records<br />
contain the minimum established requirements.<br />
Ensure ARB members are provided IS training prior to<br />
serving on an ARB.<br />
Ensure locally developed student records contain the<br />
minimum established requirements.<br />
Maintain student records for at least two years.<br />
Track performance of students who arrive without<br />
meeting course prerequisites and notify NETC If a<br />
trend is identified.<br />
Prepare Class Schedules.<br />
RESPONSIBILITY<br />
CO<br />
Training Manager<br />
CO<br />
Course Supervisor<br />
CO<br />
CO<br />
LSO<br />
Training Manager<br />
LSO<br />
LSO<br />
LSO<br />
LSO<br />
LSO/Course Supervisor<br />
LSO<br />
TSC/TSD Student Control<br />
Office Course<br />
Supervisor<br />
Training Manager<br />
LC/LS/Det/Participating<br />
Activity<br />
3-39<br />
NAVEDTRA 135C
CHAPTER 4<br />
CURRICULUM <strong>MANAGEMENT</strong><br />
4-1<br />
NAVEDTRA 135C
INTRODUCTION<br />
Managing people, both staff and students, is one aspect of a<br />
Training Manager's job. Another important function is<br />
curriculum management. Curriculum management is a continuous<br />
process; as a function, it overlaps all the staff levels<br />
discussed in Chapter 2, Staff Management. It is the<br />
responsibility of the training, course, and curriculum managers<br />
to ensure that the curriculum is current, technically accurate,<br />
developed and delivered in a timely manner, and available in<br />
quantities to support Fleet demand. In this chapter the<br />
following aspects of curriculum management will be discussed.<br />
<br />
<br />
<br />
<br />
<br />
Curriculum Development and Revision Process.<br />
Curriculum Surveillance, Training Materials Modification,<br />
and the Modification Process.<br />
Cancellation of Courses or Programs.<br />
Printing and Distribution of Training Materials.<br />
Audit Trail/Master Record.<br />
SECTION 1 - CURRICULUM DEVELOPMENTS, MAINTENANCE, AND REVISION<br />
PROCESS<br />
The process of developing a new course or training program, or<br />
revising an existing one, is an important curriculum management<br />
function. NAVEDTRA 130 (series) provides detailed instruction<br />
for this process.<br />
SECTION 2 - PRINTED MATERIALS<br />
<br />
Printing and Distribution of Training Materials. The LS<br />
will maintain an adequate inventory of student materials<br />
and training support materials. These printed materials<br />
include trainee/student guides, technical manuals used as<br />
student materials, lesson plans, etc.<br />
<br />
<br />
<br />
Printing of new material or reprinting existing<br />
material is a responsibility of the<br />
LS/DET/Participating Activity.<br />
The use of electronic media is encouraged. If<br />
electronic media is used, the CCMM is still required<br />
to maintain a duplicate master of the materials.<br />
The LS/DET/Participating Activity is responsible for<br />
the effective use and management of the material.<br />
4-2<br />
NAVEDTRA 135C
Detailed instructions on the reproduction of<br />
classified material are contained in SECNAVINST<br />
5510.36 (series).<br />
Copyright laws strictly prohibit unauthorized<br />
reproduction of copyrighted documents. Permission to<br />
reproduce such materials shall be requested from the<br />
publisher. Some publishers will grant permission to<br />
use their material at no expense to the government.<br />
If the publisher requires a fee, the<br />
LS/DET/Participating Activity will be responsible for<br />
the expense. Every effort will be made to use<br />
copyrighted material that incurs no expense to the<br />
government. Refer to SECNAVINST 5870.4 (series).<br />
Copyright also covers the copying/display/performance<br />
of certain types of visual information (VI) as well<br />
(i.e., movies).<br />
Technical documents, manuals, publications, schematic<br />
diagrams, etc., should not be provided to students for<br />
retention after completion of the course since these<br />
materials can become outdated. Students may retain<br />
information and materials, which are unchanging in<br />
nature, for example, mathematical formulas, recipes,<br />
etc. Any materials provided for student retention<br />
should be clearly marked "FOR TRAINING USE ONLY.”<br />
SECTION 3 - AUDIT TRAIL/MASTER RECORD<br />
<br />
Audit Trail. Maintaining the course audit trail is the<br />
responsibility of the CCMM. The contents of an audit trail<br />
will be maintained for the life of the course. Audit<br />
trails contain the following information:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
A summary of major events impacting the course. This<br />
may be official correspondence or a memorandum to<br />
file.<br />
All pertinent correspondence leading to course<br />
development or revision.<br />
Reports of trips, conferences, meetings, necessary for<br />
course development or revision.<br />
Memoranda of conversations impacting the course<br />
development or revision.<br />
The rationale that influenced curriculum decisions.<br />
Copies of all supporting documents, including<br />
appropriate approval letters. Types of supporting<br />
documents will vary based on the standard used for<br />
development.<br />
A Copy of the Pilot Course Monitoring Report.<br />
4-3<br />
NAVEDTRA 135C
CCMMs shall ensure the audit trail and master course<br />
materials are up to date and securely saved.<br />
CCMMs shall maintain a duplicate of the audit trail<br />
and master course file in a separate location to<br />
prevent loss of the material in the event of a<br />
disaster. Site master copies at other<br />
LS/DET/Participating Activities that teach the course<br />
fulfill this requirement.<br />
Participating activities are also required to maintain<br />
audit trails for all courses excluding the TPP and the<br />
analysis documentation.<br />
<br />
Master Record. The Master Record is a method used to track<br />
the status of the curriculum for all courses taught by the<br />
LS/DET/Participating Activity. It is used as a management<br />
information tool for scheduling curriculum modification<br />
projects. From the Master Record, training managers should<br />
be able to determine:<br />
<br />
<br />
<br />
Courses under modification.<br />
Courses scheduled for modification and date.<br />
Status of needed resources/equipment/funding.<br />
<br />
Training Manager Responsibilities. Responsible for<br />
maintaining the master record. The course<br />
supervisor/instructor is responsible for providing input to<br />
the training manager to ensure currency of the information.<br />
The Master Record, at a minimum, will include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
A chronological listing of all modifications.<br />
Date and authority/reason for the most recent course<br />
modification and the curriculum standard or procedural<br />
document used.<br />
The status of the last course review (i.e., approved,<br />
under modification, stage of development, specified<br />
action pending).<br />
Pertinent data from feedback systems or other<br />
evaluation and feedback systems/sources.<br />
Where applicable, the schedule of courses planned for<br />
development or modification. The schedule should<br />
differentiate between in-house and contractor<br />
developed projects.<br />
The date copies of the modification were forwarded to<br />
the participating activities/LSs.<br />
The date request for evaluation or reevaluation of<br />
courses submitted.<br />
4-4<br />
NAVEDTRA 135C
SECTION 4 - CURRICULUM DOCUMENTATION STANDARDS<br />
<br />
Training Administration Standards<br />
<br />
<br />
<br />
Training records and forms may be either paper-based<br />
or computer based.<br />
Records kept in a digital format require the ability<br />
to track and account for authoritative signatures.<br />
Records forwarded to NETC shall be forwarded<br />
electronically.<br />
<br />
Version Control Standards<br />
<br />
<br />
Each convening of each course must be taught from<br />
authorized curriculum.<br />
The normal means of tracking a version of a course is<br />
through AIM I and II programs.<br />
SUMMARY<br />
Chapter 4 contains a description of the guidelines and<br />
procedures relevant to curriculum management. Many of these<br />
guidelines and procedures are general in nature and should be<br />
further developed to address unique needs of commands.<br />
Table 4-1 - Curriculum Management Matrix<br />
TASKS<br />
Submit TPPs for modification/development projects through<br />
the chain of command for approval.<br />
Request project funding upon approval of TPP.<br />
Approve CIN and CDP.<br />
Approve TCCD.<br />
Provide support and professional guidance to the curriculum<br />
development project.<br />
Establish curriculum development project teams and provide<br />
training.<br />
Approve type of developmental standard for a curriculum<br />
development project.<br />
Approve Pilot Course Monitoring Report.<br />
Approve curriculum for use in Navy training.<br />
Ensure all sites are ready to train.<br />
Ensure CeTARS Schoolhouse and CANTRAC are updated as<br />
required.<br />
Coordinate site-unique considerations for curriculum<br />
development.<br />
Ensure instructors are trained and lesson plans are<br />
personalized.<br />
4-5<br />
RESPONSIBILITY<br />
CO<br />
CO<br />
CCA<br />
CCA<br />
LSO/Training<br />
Manager<br />
LSO/Training<br />
Manager<br />
CCA<br />
CCA<br />
CCA<br />
CS/LSO<br />
CS/LSO<br />
CS/LSO<br />
CS/LSO<br />
NAVEDTRA 135C
TASKS<br />
Monitor TPP milestones and report status to appropriate<br />
authority.<br />
Issue Letter of Promulgation.<br />
Incorporate curriculum modification.<br />
Ensure approved modifications to the curriculum are<br />
documented in the master curriculum and distributed as<br />
required.<br />
Ensure testing material is updated as per approved<br />
modification.<br />
Ensure all instructors annotate approved modifications in<br />
lesson plans.<br />
Canvas users of curriculum to determine any adverse impact<br />
if the course or program is cancelled.<br />
Forward TPP with recommendation to cancel a course or<br />
program.<br />
Authorize the removal of course from CeTARS Schoolhouse data<br />
bank.<br />
Forward one copy of complete curriculum to CCA for archive<br />
purposes.<br />
Ensure adequate inventories of training materials are<br />
maintained.<br />
Ensure printing and distribution of training materials.<br />
Ensure all training materials are reproduced in accordance<br />
with the copyright law. Copyright also covers the<br />
copying/display/performance of certain types of visual<br />
information (VI) as well (i.e., movies)<br />
Print new material or reprint existing material.<br />
Maintain course audit trail.<br />
Maintain course audit trail excluding TPP and analysis<br />
documents.<br />
Maintain master record.<br />
Provide input to LS/Det/Participating Activity on changes to<br />
the master record.<br />
RESPONSIBILITY<br />
CS/LSO<br />
CCA<br />
CS/LSO<br />
CS/LSO<br />
Testing Officer<br />
CS/LSO<br />
CCA<br />
CCA<br />
CCA<br />
CCMM<br />
LS/DET/<br />
Participating<br />
Activity<br />
LS/DET/<br />
Participating<br />
Activity<br />
LS/DET/<br />
Participating<br />
Activity<br />
LS/DET/<br />
Participating<br />
Activity<br />
CCMM<br />
Participating<br />
Activity<br />
LSO/Training<br />
Manager<br />
Course<br />
Supervisor/LSO<br />
4-6<br />
NAVEDTRA 135C
TABLE 4-1-1 - Training Delivery Method<br />
ABBR NAME DESCRIPTION<br />
AEC Automated Electronic<br />
Classroom<br />
Training in a technology enhanced face-to-face<br />
classroom setting that may involve the use of a<br />
projector, document camera, SMART board, video,<br />
and/or a keypad response system, for example.<br />
ATT Audio Tele-Training Training delivered via audio teleconference.<br />
CAS<br />
CBT<br />
Commercial Alternate<br />
Source<br />
Computer Based<br />
Training<br />
Training delivered by non-military entity - e.g.,<br />
at a college or Microsoft sends an individual to a<br />
Navy site to deliver training for a week<br />
(incorporates what was NTT).<br />
Training delivered via a computer on which the<br />
training itself is stored, such as a work-center<br />
designated for individuals to receive CBT.<br />
CDT Compact Disc<br />
Training delivered via CD-ROM.<br />
Training/CD-ROM<br />
DVD Digital Video Disc Training delivered via DVD.<br />
FDT Factory Delivered<br />
Training<br />
Training delivered by the factory that developed a<br />
new system - e.g., when a new system is developed,<br />
this is training delivered to the 1st users at the<br />
factory that developed the new system; Train the<br />
Trainers from the factory go to a Navy site; etc.<br />
ITER Intranet Training delivered via the intranet/an internal<br />
LAN, such as an individual working from his desktop<br />
PC in his own office (i.e., to the user, it may<br />
“feel” like web-based training, but it is actually<br />
not).<br />
LAB Laboratory Training with hands-on practice with actual<br />
equipment.<br />
MTD<br />
Other Mobile<br />
Training<br />
Device<br />
Training delivered via a mobile training device<br />
such as a Tablet PC, PDA, POM, cell phone, etc.<br />
MTT Mobile Team training Training delivered offsite by instructors from the<br />
schoolhouse, whether this is on the ship, at some<br />
deployed classroom site, or any other non-resident<br />
site.<br />
OJT On-the-Job Training Training in the job environment which focuses on<br />
performing actual job tasks?<br />
OST<br />
Other Shipboard<br />
Training<br />
Training that occurs on the ship (formal or<br />
informal), conducted by shipboard personnel, the<br />
Afloat Training Group, or any other command (except<br />
MTT, CAS or FDT), such as in a “classroom” on the<br />
ship, the ready room, the work center/shop, or<br />
another workspace (e.g., to review some basic<br />
concepts; to review the layout of a system in a<br />
tech manual, but not for specific OJT purposes, in<br />
which case the OJT TDM code shall be used.)<br />
PCS PC-Based Simulation/<br />
Simulator<br />
Training with hands-on practice with PC-based<br />
simulation or simulator.<br />
PRE Prerecorded Session A prerecorded training session that is fed via<br />
satellite to the ship.<br />
PRT Print Materials Training using paper-based products, such as an<br />
individual working with a book, a manual, or a<br />
correspondence course.<br />
4-7<br />
NAVEDTRA 135C
ABBR NAME DESCRIPTION<br />
RCR Recruiting CDP The purpose of this TDM code is to identify<br />
Recruiting CDPs currently being used “to recruit<br />
to” for specific ‘A’ school rates as part of the<br />
STAR 21 training process.<br />
RNG Range Training e.g., training at Naval Strike and Air Warfare<br />
Center with instrumented range in Fallon, Nevada.<br />
SAT Live Satellite Feed Live satellite feed to ship.<br />
SIM Simulation/Simulator Training with hands-on practice with simulation or<br />
simulator.<br />
TCT Traditional<br />
Classroom Training<br />
Training in a school/classroom setting and<br />
delivered by a military source.<br />
VIR Virtual Training VCDPs<br />
Path<br />
VTT Video Tele-Training Training delivered via video teleconference.<br />
WCO Web Conference Using web conferencing tools to review and discuss<br />
ILE training products, to help students get<br />
prepared for receiving their training, etc., vs. to<br />
actually deliver the training; in the latter case<br />
the WEB TDM code would be used.<br />
WEB Web-Based or<br />
Internet<br />
Training Delivered over the web, whether through a<br />
browser, an LMS, an LCMS, etc. (incorporates what<br />
was LMS).<br />
4-8<br />
NAVEDTRA 135C
CHAPTER 5<br />
ASSESSMENT STRATEGY<br />
5-1<br />
NAVEDTRA 135C
INTRODUCTION<br />
Assessment strategy is a systemic process designed to measure<br />
the effectiveness of the command's training program. It should<br />
be used as a tool to improve the training provided to increase<br />
efficiency through the elimination of waste. Assessment is<br />
normally divided into internal and external assessments.<br />
<br />
Internal assessment. Feedback gathered about the course on<br />
a regularly scheduled basis. This information is used to<br />
make improvements to training. Examples include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Testing Programs<br />
Instructor Evaluation Program<br />
Student Critique Program<br />
Training Quality Indicators<br />
Training Analysis Reviews<br />
Review of Safety Requirements<br />
FCR<br />
<br />
External assessment. Feedback gathered by individuals or<br />
groups of individuals outside the course. This information<br />
is not gathered as frequently as the internal feedback data<br />
but is also used to make improvements to the training. The<br />
primary tool available to collect this data is the Human<br />
Performance Requirements Review (Aviation, Surface Warfare,<br />
and Submarine).<br />
NOTE: Internal assessment programs will be discussed in<br />
Sections 1 through 5 in this chapter. External<br />
assessment programs will be discussed in Section 6 of<br />
this chapter.<br />
SECTION 1 - TESTING PROGRAM<br />
1.1. Testing Program. The testing program for a course is<br />
designed to evaluate the student's ability to perform the<br />
objectives of the course. This section will provide policy for<br />
the implementation of a testing program and lists the<br />
responsibilities for ensuring the program is adhered to. At a<br />
minimum, the testing programs should achieve the following<br />
goals:<br />
<br />
Measurement of a student's achievement of the Learning<br />
Objectives, at the appropriate level (Apprentice,<br />
Journeyman, Master).<br />
5-2<br />
NAVEDTRA 135C
Assessment of student's ability to understand theory and<br />
concepts in support of skill performance.<br />
Identification of students who are having trouble attaining<br />
the objectives.<br />
Feedback to the students on individual performance.<br />
Motivation for effective learning and reinforcement of<br />
knowledge and skills.<br />
Feedback on instructor and curriculum effectiveness and<br />
data to improve the instructional program.<br />
1.2. The testing program normally contains the following<br />
components:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Test Item Bank<br />
Test Security<br />
Test Administration, Review, and Remediation<br />
Test Plan<br />
Test Item Analysis and Test Analysis<br />
Refer to Appendix C for specific guidance in the following:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Methods of Testing<br />
Types of Tests<br />
Grading Systems<br />
Knowledge Test Items Banks<br />
Test Security<br />
Test Administration, Review, and Remediation<br />
Remediation Programs<br />
Procedures for Analyzing Test Items<br />
1.3. Testing Plan. The testing program will be outlined in a<br />
course-testing plan. The testing plan will be maintained<br />
current and approved as directed by the CCA. The format and<br />
content of testing plans may vary between functional commands.<br />
Local directives may establish specific guidelines. At a<br />
minimum, the plan will contain the following:<br />
<br />
A minimum passing grade and rationale for the selection of<br />
this grade for course.<br />
<br />
<br />
The grading scale contained in Appendix C will be used<br />
when numerical grades designate the minimum passing<br />
grade.<br />
Based on the grading scale, minimum passing grades for<br />
a course will not be lower than 63.<br />
5-3<br />
NAVEDTRA 135C
Scheduling of tests administered in the course and the<br />
objectives measured by each test.<br />
Types of tests and methods used to determine student's<br />
grade.<br />
<br />
<br />
Comprehensive testing will be used to measure<br />
accomplishment and/or retention of critical<br />
objectives.<br />
If unable to administer comprehensive test(s),<br />
justification should be outlined in the testing plan.<br />
<br />
<br />
Grading and weighting criteria for the final course grade.<br />
Review, remediation, and retesting procedures.<br />
<br />
<br />
<br />
Specific procedures for the review of a test will be<br />
outlined in the administrators guide. In the testing<br />
plan, list general statements as to how each missed<br />
item will be reviewed without compromising the test.<br />
Remediation and retesting will occur when an objective<br />
and/or test is failed. In the testing plan, list all<br />
methods used to remediate failed objectives and/or<br />
failed tests. Describe procedures formal, informal,<br />
oral, etc., to retest the student after remediation.<br />
Refer to Appendix C for acceptable methods of<br />
remediation and retesting.<br />
<br />
<br />
<br />
Testing constraints or any situation that prevents the<br />
testing of the objectives as stated. Testing constraints<br />
may be manpower, equipment, space, etc. Within this<br />
section, explain what action has been taken to eliminate<br />
the constraint.<br />
Method used to assign numerical grades to performance<br />
tests. This requires an explanation of the grading<br />
criteria for performance tests. A copy of the checklist<br />
and/or grading criteria may be adequate.<br />
Courses with SAT/UNSAT grading criteria will provide an<br />
explanation of how the grade is determined. Critical areas<br />
and sub-areas must be identified to the trainee.<br />
1.4. Testing Program Responsibilities<br />
<br />
<br />
CCAs are responsible for resolving any differences between<br />
the CCMM and the participating activity.<br />
Training Managers are responsible for monitoring the<br />
testing programs at the training activities. LS/DET LSOs<br />
shall provide IS training as required.<br />
5-4<br />
NAVEDTRA 135C
The LC is responsible for the following:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Oversee development of the testing plan.<br />
Developing, validating, and verifying the initial test<br />
item banks (both knowledge and performance).<br />
Developing test administrator guides and grading<br />
rubrics.<br />
Maintain the Master Test item bank.<br />
Reviewing test items submitted by participating<br />
activities/LSs for possible inclusion in the master<br />
bank.<br />
Maintain testing data for test item analysis.<br />
Provide the participating activities/LSs with the<br />
testing plan and master copies of the test item banks,<br />
scoring keys, and test administrator guides.<br />
Provide the participating activities/LSs with updated<br />
versions of testing program materials, as required.<br />
<br />
Participating Activities are responsible for the following:<br />
<br />
<br />
<br />
<br />
<br />
Provide comments on the testing plan to the CCMM.<br />
Provide timely feedback to the CCMM on testing<br />
problems.<br />
Submitting test items to the CCMM for review and<br />
approval.<br />
Revising/updating the test item bank as directed.<br />
Maintain test analysis data.<br />
<br />
All Activities are responsible for the following:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Appoint Testing Officer(s).<br />
Prepare testing materials.<br />
Administer tests.<br />
Grading of tests.<br />
Security of all test materials.<br />
Coordinating and managing the revisions to the tests.<br />
Conduct analysis to include test item, knowledge test,<br />
and performance test analysis.<br />
Providing feedback on the analysis results to the<br />
course supervisor for possible changes to the<br />
curriculum or instructional program.<br />
Coordinating the IS training needs with LS/DET LSO.<br />
Providing input to the learning center LSO via the<br />
LS/DET/Participating Activity for the quarterly<br />
training quality indicator summary.<br />
5-5<br />
NAVEDTRA 135C
SECTION 2 - INSTRUCTOR EVALUATION PROGRAM<br />
2.1. Instructor Evaluation Policy<br />
The instructor evaluation program, focus is aimed at achieving<br />
and maintaining the highest quality of the instructors. Two<br />
types of evaluations, scheduled and unscheduled are utilized.<br />
Personnel who have met the requirements as instructor evaluators<br />
(outlined in Chapter 2, Section 3) will conduct scheduled<br />
evaluations. Unscheduled evaluations or "spot checks" are aimed<br />
at continuous improvement in the quality of the instructor both<br />
technically and in instructional technique and may be conducted<br />
by training managers or instructor evaluators.<br />
<br />
<br />
<br />
Following the satisfactory completion of the certification<br />
evaluation, a semi-annual evaluation program will begin.<br />
The following guidelines apply to the semi-annual<br />
evaluation program.<br />
The semi-annual evaluation program is used to ensure<br />
continuous technical certifications and satisfactory<br />
instructional technique of the instructor and will be<br />
conducted by instructor evaluators.<br />
These additional guidelines apply to the overall evaluation<br />
program:<br />
<br />
<br />
<br />
<br />
Instructors teaching in class and lab will be<br />
evaluated in both environments. The number of<br />
evaluations conducted should approximate the ratio of<br />
lessons taught in each.<br />
If instructors are assigned new material to teach<br />
within a course or are cross-utilized, they must be<br />
technically competent to teach that material. The<br />
course supervisor must ensure technical competency in<br />
the new subject matter.<br />
Once Instructors are technically competent for crossutilization,<br />
ensure that the instructor’s technical<br />
expertise is maintained current.<br />
Commanding Officers have the flexibility to establish<br />
specific procedures to ensure that these requirements<br />
are met within the boundaries of the command’s unique<br />
training situation.<br />
2.2. Scheduled and unscheduled evaluations shall be used in<br />
combination in order to provide instructors with feedback that<br />
is valuable to them. The following discussion provides<br />
guidelines on when to conduct both types of evaluations, who<br />
should evaluate, and how to use the results.<br />
5-6<br />
NAVEDTRA 135C
A scheduled evaluation is an evaluation where the<br />
instructor or instructor trainee knows in advance that an<br />
evaluation is being conducted. The following guidelines<br />
apply to scheduled evaluations:<br />
<br />
<br />
Scheduled evaluations allow the instructor to prepare<br />
for the evaluation. It may allow the instructor time<br />
to prepare a “show” that may not be typical of usual<br />
performance.<br />
Certification and semi-annual evaluations should be<br />
scheduled. Personnel designated as instructor<br />
evaluators are the only persons qualified to conduct<br />
certification and semi-annual evaluations. The<br />
following is a list of other occasions where<br />
evaluations should be scheduled:<br />
• Evaluations conducted during the new instructor<br />
training period. Since the primary focus during<br />
this period is to become technically proficient,<br />
the course instructor assigned to train the new<br />
instructor need not be an instructor evaluator.<br />
However, he/she must be able to provide feedback<br />
on instructional technique as well as technical<br />
expertise.<br />
• Evaluations used to certify the Instructor to<br />
teach additional material. Since the primary<br />
focus is on technical expertise, the evaluator<br />
need not be an instructor evaluator; he/she must<br />
be a SME in that area.<br />
• Evaluations course instructor difficulty with<br />
developing technical skill and instructional<br />
technique. Since the instructor has already been<br />
identified during a previous evaluation as having<br />
difficulty, it is best to have an instructor<br />
evaluator work with him/her if the problem is<br />
with technique or an instructor knowledgeable in<br />
the subject matter if the problem is with<br />
technical expertise.<br />
<br />
Unscheduled evaluations will be conducted and used as a<br />
tool to improve the quality of the instruction. They are<br />
an important part of the evaluation program; specific<br />
guidelines on how they should be conducted may vary between<br />
commands. COs will provide specific guidelines on how<br />
unscheduled evaluations will be documented and used to<br />
improve training. The following guidelines apply to<br />
conducting unscheduled evaluations.<br />
5-7<br />
NAVEDTRA 135C
An unscheduled evaluation permits the evaluator to<br />
observe the instructor in a normal mode and can result<br />
in a realistic appraisal of the instructor.<br />
Course supervisors and LSOs are examples of persons<br />
who may conduct unscheduled evaluations. The<br />
qualifications of the person conducting the evaluation<br />
will determine whether the evaluation is technique,<br />
technical, or both.<br />
The evaluator conducting the unscheduled evaluation<br />
should use the evaluation forms. If it is less<br />
formal, i.e., a spot check, a form is not necessary.<br />
In both cases, the instructor will be provided<br />
feedback as to his/her performance.<br />
There are no preset requirements for the number of<br />
unscheduled evaluations conducted on an instructor.<br />
Commanding Officers should establish a timetable, a<br />
frequency schedule, and record keeping requirements<br />
for the unscheduled evaluation program.<br />
Instructors certified as Master Training Specialist<br />
(MTS) should take every opportunity to be evaluated to<br />
improve their skills; however, the MTS may be<br />
evaluated on an annual basis if approved by the CO.<br />
LSOs will monitor and regulate the Instructor<br />
Evaluation Program. Refer to Chapter 6, Section 4,<br />
for information on evaluating contract instructors.<br />
2.3. Instructor Evaluation Checklists. There is a sample<br />
evaluation form: Laboratory Instructor Evaluation refers to<br />
Appendix D or NAVEDTRA 134A. Team Trainer Evaluation and<br />
instructor checklists may be developed locally and are based on<br />
the unique training.<br />
2.4. Unsatisfactory Evaluations. If an instructor is evaluated<br />
unsatisfactory, the following guidelines apply:<br />
<br />
Unsatisfactory evaluations based on the instructor's<br />
attitude/behavior may be discontinued if the evaluator<br />
determines it necessary. The instructor should not be<br />
debriefed. The evaluator will inform the appropriate<br />
course supervisor immediately as soon as practical as to<br />
the situation. The training and course supervisors will be<br />
responsible for taking corrective action.<br />
Examples of unsatisfactory attitude/behavior include a<br />
negative attitude toward the students, the Navy, or the<br />
training, insulting remarks, discriminatory remarks,<br />
5-8<br />
NAVEDTRA 135C
sexually harassing remarks, and abusive and/or obscene<br />
language.<br />
<br />
Unsatisfactory evaluations based on poor instructional<br />
technique must be completed and the instructor debriefed on<br />
all problem areas. The instructor and evaluator will<br />
complete an instructor improvement plan and schedule<br />
additional evaluations until the problem areas have been<br />
corrected.<br />
Examples of poor technique include lack of student<br />
interaction, inadequate motivational technique, poor<br />
communication skills, etc.<br />
<br />
<br />
Unsatisfactory evaluations based on lack of technical<br />
expertise must be completed and the instructor debriefed on<br />
all problem areas. The instructor and evaluator will<br />
complete an instructor improvement plan and schedule<br />
additional evaluations until the problem areas have been<br />
corrected.<br />
If the problem areas can not be corrected, the following<br />
guidelines apply:<br />
<br />
<br />
LS/DET LSO will reevaluate all unsatisfactory<br />
technique evaluations.<br />
LS/DET LSO will ensure that all recommendations for<br />
reclassification comply with directives. Refer to<br />
Chapter 2, Section 4.7, for guidelines on<br />
reclassification instructors.<br />
2.4. NROTC Instructors<br />
<br />
The evaluation of NROTC regular classroom instructors will<br />
be conducted as follows:<br />
<br />
<br />
The Professor of Naval Science and/or the Executive<br />
Officer shall personally observe and evaluate naval<br />
science classes at a minimum of once every six weeks.<br />
This replaces the requirement for both monthly<br />
evaluations during the first three months of<br />
instructor duty and quarterly evaluations thereafter.<br />
NROTC classroom instructors will still meet the<br />
requirements for certification discussed in Chapter 2,<br />
Section 4, of this manual.<br />
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NAVEDTRA 135C
SECTION 3 - STUDENT CRITIQUE PROGRAM<br />
The student critique program is a proven, valuable tool for<br />
identifying training and quality of life issues within NETC.<br />
The purpose of the student critique program is to provide<br />
feedback to the training and course supervisors on areas such as<br />
training and curriculum effectiveness, instructor performance,<br />
safety, and quality of life issues. It also provides a source<br />
of feedback to the Instructors on their performance. Appendix E<br />
contains recommended Student Critique forms and check sheets for<br />
instructors.<br />
3.1. Components of the Student Critique Program. The following<br />
guidelines apply to the different components of the student<br />
critique program.<br />
<br />
Instructor Area<br />
<br />
<br />
<br />
Student critiques of the instructor should be used to<br />
provide feedback on the instructor’s performance in<br />
the classroom and the laboratory. It is also an<br />
excellent tool to provide the instructor with feedback<br />
in identifying areas for self-improvement.<br />
While students are encouraged to comment on the<br />
instructor as often as they wish, instructors must be<br />
critiqued on a scheduled basis. The schedule will be<br />
determined by the course supervisor and is based on<br />
the number of students in the class, length of the<br />
course, convening frequency, and number of classes<br />
taught.<br />
When the instructor is scheduled to be critiqued, the<br />
critique form will be provided to the students at the<br />
beginning of class. The instructor will encourage the<br />
students to make their written comments as the<br />
instruction proceeds. This permits students to record<br />
comments throughout the critique period vice having to<br />
recall events and perceptions at the completion of the<br />
critique period. The instructor’s supervisor as well<br />
as the instructor will review all student critiques.<br />
<br />
Course Area<br />
<br />
<br />
Critiques of the course are useful in identifying<br />
material the students find confusing and areas that<br />
can be improved upon.<br />
While students are encouraged to comment on the course<br />
as often as they wish, they will comment on the course<br />
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NAVEDTRA 135C
on a scheduled basis. Courses one week or longer are<br />
required to schedule a critique of the course. All<br />
other courses will conduct scheduled critiques at the<br />
discretion of the Commanding Officer. The scheduled<br />
critique will be administered to the students at the<br />
end of their training. If training in a course is<br />
split between two sites, critiques will be administered<br />
at the conclusion of the training at each site.<br />
If the course is lengthy, it may be appropriate to<br />
collect feedback periodically during training. This<br />
permits students to record comments throughout the<br />
training instead of having to recall events and<br />
perceptions.<br />
<br />
Quality of Life Area<br />
<br />
<br />
<br />
Normally, feedback on quality of life areas such as<br />
messing, berthing and other environmental factors<br />
outside the scope of the course has been collected<br />
through separate systems.<br />
The training activity will determine whether quality<br />
of life and course/instructor critiques should be<br />
collected together or separately. Host tenant<br />
arrangements may influence this decision. Students<br />
should be encouraged to provide feedback as often as<br />
they feel necessary and as soon as they encounter a<br />
problem with a Quality of Life issue.<br />
Quality of Life data should be collected from students<br />
attending training on permanent change of station<br />
(PCS) orders and students attending training one week<br />
or longer. Data for students Temporary Additional<br />
Duty (TAD) or those attending courses less than one<br />
week may complete a critique if they desire.<br />
<br />
<br />
Safety Critique<br />
Student Critique shall provide an area for students to<br />
address Safety related concerns and identify potential<br />
safety problem problems. Appropriate reviews and action<br />
shall be performed for al safety related course.<br />
3.2. Requirements for Collecting Data<br />
Feedback should be collected from each student who completes the<br />
training. The feedback should be collected on the effectiveness<br />
of the course, the effectiveness of the instructors, the safety<br />
of the training environment, and the student's quality of life<br />
during training. Students should be made to feel that their<br />
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NAVEDTRA 135C
feedback is important to the quality of the training provided.<br />
To receive the most valuable information, all students should<br />
provide the feedback; however, they will be informed that<br />
providing this feedback is an option and not a requirement.<br />
Students who are dropped from training or attrite are also<br />
encouraged to provide feedback.<br />
3.3. Analysis of Critiques<br />
As the students complete critiques, the instructors and course<br />
supervisors will review to identify and resolve problems of an<br />
immediate nature. Critiques will be further analyzed for<br />
possible trends. A quarterly summary report of the findings<br />
will be forwarded to the Commanding Officer for review from the<br />
training departments via LSO.<br />
SECTION 4 - TRAINING QUALITY INDICATORS<br />
Training Quality Indicators (TQIs) are functions that, when<br />
monitored, provide the command with valuable information<br />
concerning the overall quality of the training. Many of the<br />
programs and functions already discussed are considered training<br />
quality indicators. This section will discuss the<br />
responsibilities and reporting requirements for the following<br />
training quality indicators:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
ARBs<br />
Course Reviews (FCR, safety reviews, or training analysis<br />
reviews)<br />
Instructor Evaluation Programs<br />
Student Critique Program<br />
Testing and Test Item Analysis<br />
Remediation Programs<br />
External Training Appraisals<br />
Student Management Data<br />
Baseline Assessment of Course Enhancements<br />
4.1. TQI - Responsibilities<br />
<br />
<br />
The responsibility to monitor TQIs is jointly shared by<br />
each training department, LS/DET LSO, and CeTARS personnel.<br />
TQIs should be checked monthly, or as appropriate, by each<br />
training department for possible trends.<br />
The results should be forwarded to the LS/DET LSO<br />
immediately when trends are indicated. These trends may be<br />
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NAVEDTRA 135C
positive or negative trends. The LS/DET LSO is responsible<br />
for summarizing the data from the departments and for<br />
analyzing it for trends affecting the command.<br />
LS/DET LSO will analyze the command summary and recommend<br />
to the CO a plan of action to correct indicated problems.<br />
Critique summary reports and FCR are methods for the CO to<br />
conduct trend analysis.<br />
4.2. TQI - Review Areas<br />
<br />
<br />
<br />
The TQIs selected for review, will vary between commands<br />
and should be based on the type of training provided. The<br />
CO should make the determination as to what areas are<br />
significant for review. Additionally, NETC (N5 and N7)<br />
will monitor TQI.<br />
The content and format of the reports provided to the CO<br />
may also vary. LS/DET/Participating Activity LSO, in<br />
conjunction with the CO, should determine how to display<br />
the information in a usable format. Charts and graphs<br />
should be used when the data is numerical in nature. If<br />
the data is descriptive, a report format may be more<br />
appropriate.<br />
The following is a list of training quality indicator<br />
review areas and the type of information that may be useful<br />
for review. Items and information areas may be added,<br />
deleted, or changed as determined by the CO:<br />
<br />
Academic Review Boards<br />
• Number of boards held<br />
• Recommended actions<br />
• Actual actions taken<br />
<br />
FCR<br />
• Number and percent of complete and number and<br />
percent remaining<br />
• Number and percent scheduled for the next quarter<br />
• Summary listing of major discrepancies. The<br />
summary should indicate an overall condition of<br />
each of the major categories listed on the course<br />
review.<br />
• When the summary indicates problem areas for the<br />
command, department or course includes the<br />
recommended course of action.<br />
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NAVEDTRA 135C
Safety Reviews<br />
• Number and percent of total complete and those<br />
remaining<br />
• Number and percent scheduled for the next quarter<br />
• Summary listing of the major discrepancies<br />
• If the summary indicates problem areas, include<br />
the recommended course of action.<br />
<br />
Training Analysis Reviews<br />
• Number of reviews conducted<br />
• Summary of major discrepancies<br />
• List of recommended action<br />
• Status report on actions taken<br />
<br />
Instructor Evaluation Program<br />
• Total number of certified instructors on board<br />
• Number of semi-annual, quarterly, and monthly<br />
evaluations<br />
• Number of instructors granted waivers from the<br />
monthly, quarterly, and semi-annual evaluations.<br />
• Number of unscheduled evaluations<br />
• Number of course supervisors certified but<br />
granted waivers from the semi-annual or quarterly<br />
evaluation program, as applicable.<br />
• Number of Master Training Specialists (MTS)<br />
• Percent of instructors who have earned MTS<br />
• Summary of major discrepancies identified through<br />
an analysis of the instructor evaluation forms.<br />
The discrepancies should be grouped by major<br />
categories.<br />
• If the summary indicates problem areas for the<br />
command, department or courses, include the<br />
recommended course of action to correct the<br />
problem.<br />
<br />
Student Critique Program. Summary of the responses<br />
for each category:<br />
• Divide the summary report into non-grads and<br />
graduates<br />
• Summary of major discrepancies. Group the<br />
discrepancies by major categories.<br />
• Status on action taken<br />
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NAVEDTRA 135C
Test and Test Item Analysis. Summary of student<br />
performance. This may be compiled by objective, test,<br />
unit, section, etc., and may contain the following<br />
information:<br />
• Number of attempts<br />
• Number of students with passing scores<br />
• Average score<br />
• Number of retakes<br />
• Number of students successful on the first<br />
attempt<br />
• Summary of the results of the test-item analysis.<br />
Summary may include number of courses conducting<br />
test-item analysis, the frequency of the<br />
analysis, problems encountered of a general<br />
nature and actions taken.<br />
<br />
Remediation Programs<br />
• AEC utilization metrics<br />
• Average number of students assigned remediation,<br />
what area do the students most frequently have<br />
difficulty in, what actions have been taken to<br />
improve the remediation program.<br />
<br />
External Training Appraisals<br />
• Indicate number conducted and by whom.<br />
• Summarize action taken and/or planned.<br />
<br />
Student Management Data<br />
• The TSC/TSD/TSO or CeTARS Student Management<br />
clerk will provide to the training departments<br />
the following information:<br />
• Total number of non graduates (academic,<br />
non-academic).<br />
• Total number of setbacks (academic, nonacademic).<br />
• Training departments will review the data for<br />
accuracy and take corrective actions as required.<br />
The summary information and action taken will be<br />
forwarded to LS/DET LSO as required.<br />
<br />
Baseline Assessment of Course Enhancements<br />
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NAVEDTRA 135C
• LS/DET/Participating Activity LSO is responsible<br />
for determining measures of quality, collecting<br />
baseline data and conducting comparative analysis<br />
of the findings.<br />
• The type of data collected will vary based on the<br />
enhancement. For example, have test scores<br />
improved? Has the time to train decreased? If<br />
the course has been revised, how many more<br />
objectives are now being trained in comparison to<br />
the old curricula?<br />
• This information will be used by NETC to justify<br />
resources used to enhance the training.<br />
<br />
Training Effectiveness Measures (Using Question mark<br />
Perception)<br />
• Student Critique – Evaluation and summary of<br />
student responses for each item within a<br />
category. Summarize responses and provide a<br />
recommended course of action to mitigate<br />
discrepancies.<br />
• Learner Analysis – An analysis of non-grads,<br />
attrites, setbacks, and sailorization issues<br />
(Supports Section 5). When analysis indicates<br />
problem areas for the command, department, or<br />
course, identify a recommended course of action.<br />
• On-the-Job Assessments/Analysis - Provides a<br />
summary of graduate and supervisor responses on<br />
formal training. Results can be traced back to<br />
specific course objectives. When analysis<br />
indicates problem areas for the command,<br />
department, or course, identify a recommended<br />
course of action.<br />
NOTE: The development of the actual TQI report requires a<br />
great deal of data collection; however, the final<br />
report to the CO should present the big picture and<br />
note trends. In some instances, data collected may<br />
be forwarded to higher authority as requested.<br />
SECTION 5 - COURSE REVIEW PROGRAM<br />
There are several different types of course reviews that provide<br />
feedback on the training conducted by a course. These include<br />
Safety Reviews and FCR.<br />
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NAVEDTRA 135C
Checklists have been developed to assist in the review of<br />
each of these areas. Sample checklists are contained in<br />
Appendix G. The sections that follow provide guidance in<br />
the following areas:<br />
<br />
<br />
<br />
<br />
<br />
Contents of each different review<br />
Procedures for conducting the review<br />
Responsibility for conducting the review<br />
Requirements for the review<br />
Reporting procedures<br />
5.1. Training Analysis. A training analysis consists of two<br />
parts; trend analysis or the identification of problems in the<br />
training process and cause analysis, used to identify and<br />
control areas where students may have difficulty achieving the<br />
objectives in the specified time.<br />
<br />
<br />
Trend Analysis. Trend analysis requires the activity to<br />
monitor graduation and set back rates on a continuous basis<br />
to identify trends or changes. These statistics are<br />
reported in CeTARS. CeTARS is the official source for this<br />
information. Other sources may be used for information but<br />
will not replace CeTARS.<br />
Cause Analysis. Cause analysis begins when an adverse<br />
trend occurs. It involves an assessment of the training<br />
process to determine the factors that may affect the rates.<br />
The purpose of the cause analysis is to identify changes<br />
that are needed to reverse the rising drop from<br />
training/attrition from the Navy/setback rates.<br />
5.2. Conducting a Training Analysis<br />
STEP ONE:<br />
<br />
When an adverse trend appears to be occurring, the data<br />
reports and the reporting process must first be verified.<br />
Consider the following:<br />
<br />
<br />
A decrease in student input or a delay in the CeTARS<br />
reporting process may cause an erroneous increase in<br />
these rates.<br />
Accuracy of data entered, timely entry and utilization<br />
of established procedures determine the usefulness of<br />
the data reports.<br />
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NAVEDTRA 135C
STEP TWO:<br />
<br />
When an adverse trend cannot be attributed to a reporting<br />
problem, a cause analysis will be conducted. Appendix B<br />
contains a list of elements that may be used to assist in<br />
the evaluation of curriculum, instruction, training, and<br />
student management.<br />
STEP THREE:<br />
<br />
<br />
Once a cause analysis has been conducted, action must be<br />
taken to correct the problem areas. There may be more than<br />
one reason for the adverse trends, so care must be taken to<br />
implement one change at a time and to monitor that change<br />
for significant results.<br />
When the recommended actions are beyond the control of the<br />
training activity, they will be forwarded to the respective<br />
Learning Center for resolution.<br />
5.3. Reporting for High Drop/Attrition/Setback Courses<br />
<br />
<br />
<br />
<br />
Pipeline drop from training/attrition is calculated by<br />
using the student flow methodology as described in Appendix<br />
H. In applying any student-flow formula vice a cohort<br />
formula it is generally recognized that a 12-month moving<br />
average is desirable. The 12-month moving average shows<br />
the latest annual course rate by adding data for the latest<br />
month and dropping data for the earliest month. This<br />
method eliminates seasonal distortions as well as<br />
preventing precipitous action based on fluctuations during<br />
a single month or two. NETC will provide necessary trend<br />
analyses expertise to support NETC in the conduct of the<br />
training analysis.<br />
Rates and trends for all courses will be monitored<br />
continuously. The analysis of performance will be based on<br />
the 12-month moving average. The 12-month moving average<br />
is necessary due to the extended length of most “A" school<br />
pipelines.<br />
NETC will monitor these rates. When the rates fall outside<br />
the NETC norm, the course will be flagged as an outlier.<br />
The first time a course is identified by NETC as an<br />
outlier, a cause analysis will be conducted by the activity<br />
using the element list in Appendix B.<br />
Results of the analysis will be forwarded to NETC complete<br />
with a set of milestones for corrective action.<br />
Information contained should include:<br />
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NAVEDTRA 135C
A list of possible causes categorized into areas<br />
within and areas outside NETC control.<br />
A summary of action taken. Action taken must be<br />
specific. Included is a status report of action<br />
planned or taken to date.<br />
Graph showing actual or predicted changes with<br />
amplifying comments if appropriate.<br />
<br />
Courses will continue to remain as outlier until any of the<br />
following criteria is met:<br />
<br />
<br />
The course has completed all milestones established in<br />
the POA&M and the rates have remained within the area<br />
of control for three consecutive months.<br />
The course has undergone a HPPR review and revised by<br />
addition/deletion of course material.<br />
5.4. Safety Review<br />
<br />
<br />
Safety is an integral part of all elements of the NETC<br />
mission. Safety and supervisory procedures shall be<br />
maintained at a level that ensures safety while providing<br />
realistic training.<br />
To ensure that safety is given a high priority and as a<br />
means of quality control, the training activity will<br />
conduct an annual safety review for all NETC courses. The<br />
purpose of this section is to provide guidance in<br />
conducting the safety review and reporting the results to<br />
higher authority. Specific guidance on safety requirements<br />
may be found in the following sources:<br />
<br />
<br />
<br />
<br />
OPNAVINST 5100.19 (series)<br />
OPNAVINST 5100.23 (series)<br />
OPNAVINST 1500.75 (series)<br />
NETCINST 5100.1 (series)<br />
<br />
Requirements for conducting the Safety Review<br />
<br />
It is the responsibility of the Commanding Officer to<br />
designate personnel responsible for conducting the<br />
review. Safety Review Checklist located in Appendix F<br />
will be used when conducting the safety review and may<br />
be copied from the NETC Web Site.<br />
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NAVEDTRA 135C
5.5. Course Utilization<br />
<br />
Optimal use of resources is one of the many goals of NETC.<br />
All NETC activities must continuously monitor how the<br />
courses are being utilized to ensure optimal use of<br />
resources. Every effort will be made to ensure that only<br />
valid, essential training is planned for and conducted.<br />
For the purpose of this section, the following definitions<br />
apply:<br />
Low Input is defined as actual input of less than 20<br />
percent of annual requirement without apparent plans<br />
to increase the input during the current or future<br />
fiscal years.<br />
Low utilization is defined as a course with an 80<br />
percent or less actual execution of the plan.<br />
High utilization is defined as a course with a 120<br />
percent or more actual execution of the plan.<br />
Both low and high utilization percentages are computed<br />
by dividing annual actual input by planned input.<br />
Courses, which are over or under utilized present a<br />
false indication of training capability as well as<br />
poor requirements planning. Training which can be<br />
accomplished by other means without degradation of<br />
quality or an increase in resources should be<br />
identified.<br />
<br />
<br />
<br />
Policy for Course Utilization Reviews. The purpose of the<br />
annual course utilization review is to determine if the<br />
under utilized courses should be cancelled, if training<br />
could be accomplished by other more effective means such as<br />
non-traditional training, or if the training plan should be<br />
modified. It is the responsibility of NETC to conduct an<br />
annual review of courses that fall into the categories<br />
listed above. The training activities shall be prepared to<br />
provide NETC with information necessary to conduct the<br />
review and to make recommendations to higher authority.<br />
Courses that are exempt from this review are Team Training<br />
and courses that belong to other commands outside the NETC<br />
domain.<br />
NETC will hold an annual utilization review to determine<br />
appropriate actions, including plan changes and course<br />
cancellations. This review will focus on resource<br />
requirements necessary to support adjusted plans.<br />
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NAVEDTRA 135C
NETC (N7) will coordinate input from the training commands<br />
and consolidate individual CDP code reviews into a<br />
composite NEC utilization response which will be forwarded<br />
to the NETC.<br />
For all other courses, NETC will conduct an annual review<br />
to include requirements and planned student input for<br />
courses, which meet or exceed the limits defined as low<br />
input or low/high course utilization during the past two<br />
fiscal years.<br />
NETSAFA will review all recommendations identified during<br />
the annual review of course utilization and will provide<br />
comments to NETC pertaining to impacts on foreign military<br />
sales commitments.<br />
5.6. Formal Course Reviews (FCR)<br />
<br />
The FCR program is designed to provide a check of the<br />
different elements contained in a course and serves as an<br />
excellent source of internal feedback. The completed FCR<br />
shall be maintained in the course audit trail for the<br />
previous two review cycles. The FCR may be used to:<br />
<br />
<br />
<br />
<br />
Evaluate the course materials for technical accuracy<br />
and teachability.<br />
Evaluate course conformance to existing standards and<br />
instructions.<br />
Assist in the overall management of the course.<br />
Assist in identifying areas for course improvements.<br />
<br />
Conducting the Formal Course Review<br />
<br />
SME’s evaluate the technical content of the curriculum<br />
while curriculum development experts evaluate the<br />
effectiveness of course management procedures, such<br />
as:<br />
• Academic review boards<br />
• Drop from training<br />
• Attrition<br />
• Set back<br />
• Remediation programs<br />
• Instructor certification programs<br />
• Conformance to developmental standards, etc.<br />
<br />
The developmental standards will vary between courses.<br />
Examples include NAVEDTRA 130 and 131 (series).<br />
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The guidelines contained in this section apply to all<br />
courses regardless of the standards used for<br />
development. Based on available manpower, tasking,<br />
and organizational structure, LC personnel may conduct<br />
course reviews in conjunction with the course<br />
personnel.<br />
<br />
Formal Course Review Cycle. FCR will be conducted on an<br />
annual, biennial, or triennial cycle as determined by the<br />
CCA. In no case shall the formal course review cycle<br />
exceed three years. The CCMM will schedule, monitor, and<br />
regulate the FCR. Regardless of the cycle, a FCR should<br />
always be conducted shortly before and in preparation for<br />
an HPRR. When scheduling the FCR’s consider the newness of<br />
the course, course development or revision projects,<br />
planned changes in curriculum, existing staff workload,<br />
etc.<br />
<br />
Courses located at more than one site the CCMM will:<br />
• Advise participating activities/LSs of the FCR<br />
input due dates.<br />
• Conduct a FCR. Summarize the inputs from the<br />
participating activities/LSs; forward a summary<br />
to the CCA and a copy to the participating<br />
activities/LSs.<br />
<br />
The LSO for the participating activity will ensure<br />
that all FCRs are completed and a copy of the summary<br />
is forwarded to the CCMM prior to the due date.<br />
<br />
<br />
Formal Course Review Submission. A summary report of the<br />
FCR findings will be forwarded to the CCA. CCMM may submit<br />
findings as soon as received, on a quarterly basis or as<br />
directed by the CCA.<br />
Formal Course Review Checklist. Procedures for conducting<br />
the FCR and a sample of an FCR checklist are contained in<br />
Appendix G.<br />
SECTION 6 - NETC TRAINING FEEDBACK PROGRAM<br />
6.1. There are responsibilities, procedures, and guidance NETC<br />
schools must follow to ensure proper administration, collection,<br />
and reporting of feedback data into the NETC Training Feedback<br />
Program. There are also guidelines for communication between<br />
5-22<br />
NAVEDTRA 135C
schoolhouse and schoolhouse CO’s and between the schoolhouse and<br />
Fleet CO’s for training feedback information and discussion.<br />
<br />
Effective Collection of Feedback Data<br />
<br />
Experience has proven that the most successful and<br />
practical method to effectively collect feedback and<br />
measure training is by collecting data/information at<br />
the unit that receives trained graduates. Training<br />
feedback from the Fleet customer is crucial to the<br />
assessment and validation of training. Measuring<br />
training effectiveness in the past has been performed<br />
in numerous ways:<br />
• Collecting data from training commands on how<br />
well the Sailor has been trained<br />
• Debrief returning instructors; using<br />
comprehensive performance tests.<br />
• CO’s sending letters and making telephone calls<br />
to selected ships, visiting Fleet units, and<br />
surveying Fleet supervisors.<br />
<br />
NETC Training Feedback Program Requirements<br />
<br />
The NETC Training Feedback Program will be used by all<br />
NETC activities. Additionally, COs may communicate<br />
directly with Fleet units or other training COs<br />
concerning the performance of graduates by visits,<br />
letters, e-mail, telephone calls, partnership<br />
programs, and/or surveys.<br />
<br />
Suggested Methods of Obtaining Training Feedback<br />
<br />
<br />
Rapid and timely feedback can be sent to the training<br />
command using the NETCs Navy Feedback Program (NFP).<br />
The Navy Training Feedback Form is found on the<br />
website at www.netc.navy.mil. If the issue is generic<br />
in nature, complete the feedback form and submit to<br />
NETC. NETC will acknowledge receipt via e-mail. The<br />
Training Program Manager will research and resolve all<br />
issues. You will receive periodic updates on the<br />
status of the issue.<br />
You can receive feedback from a specific command by<br />
clicking on the Navy Training Feedback Form then going<br />
to the command or center. The school will provide<br />
response and feedback. For commands without<br />
homepages, respond directly to NETC.<br />
5-23<br />
NAVEDTRA 135C
If resources are required to resolve the issue, NETC<br />
should be contacted or the issue may be presented at<br />
the next Human Performance Requirements Review (HPRR).<br />
HPRR processes allow the Fleet and the schoolhouse to<br />
jointly review curricula and training standards to<br />
determine how best to improve the training processes.<br />
Included in the HPRR process is the need to determine<br />
the status of evaluations for potential college credit<br />
by the American Council on Education (ACE). Status of<br />
revised courses should also be determined.<br />
<br />
Fleet Partnership Program Minimum Goals include:<br />
<br />
<br />
<br />
Training commands located at Fleet Concentration Areas<br />
(FCAs) are encouraged to establish a Fleet Partnership<br />
Program by developing a close relationship with a<br />
small representative sample of customer ships early in<br />
the basic phase of their Inter-deployment Training<br />
Cycle and continue the relationship when the unit<br />
returns from deployment. Collaborating with other<br />
commands such as Afloat Training Groups (ATGs) and<br />
Naval Air Technical Data and Engineering Service<br />
Command can enhance training and provide valuable<br />
feedback. Commands which teach specific skill<br />
training in a FCA should be an advocate for the Fleet<br />
Partnership Program for their counterparts in other<br />
FCAs and in the "A" and "C" schools.<br />
The stakeholders in the FCAs are in an excellent<br />
position to gather feedback on the quality of the<br />
training provided as they canvass the waterfront<br />
concerning training that is not available or difficult<br />
to obtain. Stakeholders must work closely with the s<br />
to provide feedback received on training received.<br />
Partnering with the Fleet is essential in gathering<br />
timely feedback and should, at a minimum:<br />
• Establish rapport between the CO of the TSC/TSD<br />
and the CO of the ship.<br />
• Define objectives of the program and stress that<br />
the program is to improve the quality of the<br />
graduate, not evaluate Fleet performance. This<br />
should provide the participating ship/command<br />
with incentives to belong to the program.<br />
• Provide the partner with the list of graduates<br />
and schedule a meeting at the ship's/command's<br />
convenience to evaluate the quality of the<br />
5-24<br />
NAVEDTRA 135C
trained graduates and the relevance of skills<br />
trained.<br />
• Meet onboard the ship/command. The group should<br />
consist of school instructors, graduates and<br />
their supervisors. Bring student performance<br />
data and end of course critiques with standard<br />
questions as a starting point for discussion.<br />
• Provide collected feedback data to the school<br />
staff and determine courses of action from<br />
findings. Provide the ship/command with feedback<br />
from the meeting including actions that have been<br />
taken.<br />
<br />
TSC/TSDs are encouraged to establish POC with other<br />
TSC/TSDs. "A" and "C" schools should appoint POCs<br />
readily available to exchange ideas and training<br />
information (i.e., syllabus, curriculum outlines,<br />
student evaluations, etc.).<br />
<br />
When a Feedback Issue Requires Resources<br />
<br />
If a training feedback issue requires resources, the<br />
command should send the training feedback issue to<br />
NETC via the Navy Training Feedback Form on the web<br />
site. NETC Navy Feedback Program (NFP) will validate<br />
and disseminate to the appropriate project manager for<br />
resolution and tracking. The ship and/or TSC/TSD will<br />
receive an acknowledgement receipt and the issue will<br />
be entered into the NETC training feedback database<br />
for tracking.<br />
SUMMARY<br />
Chapter 5 contains a description of the guidelines and<br />
procedures relevant to evaluation management. Many of these<br />
guidelines and procedures are general in nature and should be<br />
further developed to address the unique needs of individual<br />
commands.<br />
In the pages that follow a matrix has been developed as a<br />
means to summarize the information found in Chapter 5. The<br />
matrix also identifies who is typically responsible for ensuring<br />
that the tasks are carried out in accordance with policy. In<br />
many cases, the authority may be delegated by the CO; however,<br />
the CO is listed as the responsible party on the matrix.<br />
Finally, the matrix lists the page or pages where the<br />
guidelines, procedures, and tasks may be found.<br />
5-25<br />
NAVEDTRA 135C
Table 5-1 - Responsibilities Matrix<br />
TASKS<br />
Develop a testing plan and establish testing programs<br />
that a student's ability to perform the objectives of the<br />
course.<br />
Develop and maintain course-testing plans.<br />
Monitor the testing program and ensure responsibilities<br />
are carried out as directed.<br />
Conduct evaluations, as appropriate.<br />
Conduct unscheduled evaluations.<br />
Ensure all exceptions to the evaluations are approved and<br />
documented in the instructor's training record.<br />
Ensure that unscheduled evaluations are documented and<br />
used by the command to improve the quality of the<br />
training.<br />
Ensure instructors are technically competent to teach all<br />
assigned material.<br />
Monitor and regulate the instructor evaluation program.<br />
Reevaluate all unsatisfactory technique evaluations.<br />
Take corrective action when an instructor is evaluated<br />
unsatisfactory based on attitude and/or behavior.<br />
Ensure all instructors’ evaluated unsatisfactory based on<br />
technical expertise are reevaluated until problem areas<br />
are corrected.<br />
Ensure recommendations for reclassification of an<br />
instructor are in compliance with directives.<br />
Ensure NROTC instructors are evaluated at least once<br />
every six weeks after certification.<br />
Ensure flight training instructors are certified and<br />
evaluated as required<br />
Ensure that students are given the opportunity to<br />
complete critiques of a course, an instructor, quality of<br />
life and safety concerns.<br />
Ensure that locally developed critique forms comply with<br />
directives.<br />
Ensure measures are in place to prevent intimidation when<br />
the students complete critique forms.<br />
Ensure that all students exposed to moderate/high-risk<br />
training situations complete critiques as required<br />
Ensure feedback from students attending high risk<br />
training courses is collected using the NETC critique<br />
form.<br />
Ensure instructors/courses are critiqued by the students<br />
on a scheduled basis.<br />
Provide feedback to the students as required.<br />
Submit a quarterly summary report of the student critique<br />
results to LSO.<br />
Monitor TQIs and notify CO when a trend is identified.<br />
Analyze command TQI summaries and recommend corrective<br />
action.<br />
5-26<br />
RESPONSIBILITY<br />
CCMM<br />
CCMM<br />
Division Officer<br />
Instructor<br />
Evaluators<br />
Evaluator<br />
LS/DET LSO<br />
LS/DET LSO<br />
LS/DET/<br />
Participating<br />
Activity LSO/CS<br />
LS/detachment LSO<br />
LS/detachment LSO<br />
Training Manager<br />
Course supervisor<br />
LS/DET/<br />
Participating<br />
Activity<br />
LSO/Evaluator<br />
LS/DET LSO<br />
NROTC Training<br />
Department<br />
WING/Squadron<br />
Training<br />
Department<br />
CS<br />
CO<br />
CO<br />
CCMM<br />
CO<br />
CS<br />
CS<br />
CS<br />
LS/DET LSO<br />
LS/DET LSO<br />
NAVEDTRA 135C
TASKS<br />
Summarize TQIs and forward the summary report to the LS<br />
CO and LS LSO as required.<br />
Summarize LS TQIs and forward the summary report to the<br />
LC CO.<br />
Monitor attrition/setback rates.<br />
Conduct trend/cause analysis for courses with high<br />
attrition and/or setback rates.<br />
Conduct Annual Safety Reviews.<br />
Forward results of safety reviews, including negative<br />
reports, to NETC.<br />
Conduct course utilization reviews.<br />
Conduct FCR (FCR) as directed by the CCA.<br />
Monitor, schedule, and regulate the FCRs.<br />
Ensure participating sites complete FCRs as scheduled and<br />
provide summary report to the CCMM.<br />
Submit FCR summary reports as directed by the NETC.<br />
RESPONSIBILITY<br />
LS/DET LSO<br />
Learning Center<br />
LSO<br />
NETC N7<br />
LS/DET LSO<br />
CO<br />
CO<br />
NETC<br />
CCMM<br />
Training<br />
Department<br />
CCMM<br />
CCMM<br />
LC LSO<br />
5-27<br />
NAVEDTRA 135C
CHAPTER 6<br />
SUPPORT FUNCTIONS<br />
6-1<br />
NAVEDTRA 135C
INTRODUCTION<br />
To accomplish the mission of providing efficient and effective<br />
training, training activities are responsible for curriculum,<br />
instruction, and evaluation. Chapters 1 through 5 discussed how<br />
the training manager can manage the above areas through quality<br />
leadership. Other areas do not clearly fall into these<br />
categories and often overlap the three general areas. These<br />
have been grouped in Chapter 6 as support functions. In this<br />
chapter, the following will be discussed:<br />
<br />
<br />
<br />
<br />
<br />
<br />
CeTARS<br />
COE<br />
Contract Management<br />
Information Assurance Systems<br />
Security Requirements<br />
Safety Requirements<br />
SECTION 1 - CeTARS<br />
1.1. CeTARS. Provides the corporate database for formal<br />
training information and ensures the timely collection and<br />
dissemination of information, per OPNAVINST 1510.10 (series), to<br />
meet the demands of various echelon commands including: The<br />
CNO; CNETC; BUPERS; BUMED; COMNAVCRUITCOM; and all ships and<br />
stations, other departments, agencies services, contractors, and<br />
authorized foreign governments. CeTARS is a Navy-wide automated<br />
information system designed to manage and support the Navy<br />
training effort. CeTARS collects, compiles, and provides<br />
training managers and higher echelons of the Navy (e.g., OPNAV,<br />
NRC, BUPERS) with student and course information.<br />
<br />
<br />
<br />
<br />
OPNAVINST 1510.10 (series) governs CeTARS. OPNAV is the<br />
system sponsor; NETC is the program manager, and the<br />
NETPDTC is the project manager.<br />
CeTARS stores and disseminates annual training plans, class<br />
schedules, and quota allocations for all Navy courses. It<br />
stores and disseminates data on the number of student<br />
enrollments, graduates, non-graduates, disenrollment’s,<br />
attrites, and setbacks; course utilization data and Average<br />
on Board (AOB).<br />
CeTARS passes student course completions and NEC award<br />
recommendations to BUPERS.<br />
CeTARS is the official source of student training<br />
statistics. These statistics are used to justify the<br />
6-2<br />
NAVEDTRA 135C
annual Navy training budget. The accuracy of the<br />
information in CeTARS is of vital importance to Navy<br />
training.<br />
CeTARS is the vehicle by which the Navy's inventory of<br />
trained personnel is determined, which in turn, affects new<br />
training requirements.<br />
CeTARS as a system interfaces with approximately 25 other<br />
IT systems. Thus, accuracy and timeliness of data is<br />
critical to other databases as well as CeTARS.<br />
1.2. CeTARS - Control and Use of Information. CeTARS collects<br />
and disseminates a wide variety of training information, which<br />
is used for many functions. All data elements contained in<br />
CeTARS are described in detail in the on-line CeTARS HELP system<br />
available to all CeTARS users. These data elements are compiled<br />
in CeTARS to provide an official source for training statistical<br />
information, a record of course-related data, student<br />
performance tracking and training history, quota management, and<br />
information specifically collected for the production of a<br />
catalog of Navy course descriptions.<br />
<br />
LC/LS/DET/participating activities are required to initiate<br />
semi-annual reviews, validate, and update planned and<br />
active course information with all reporting activities.<br />
<br />
The system is maintained to serve the Navy-wide<br />
training community.<br />
<br />
<br />
<br />
<br />
<br />
Activities and commands are to become familiar with the<br />
data elements and are required to utilize the system to<br />
manage and monitor the training effort. COs of each<br />
activity and command shall ensure:<br />
Competent people are assigned to CeTARS student management<br />
and data entry duties.<br />
CeTARS user training is provided to these people.<br />
There is an effective on-board turnover of duties when<br />
people are reassigned or transferred. CeTARS user training<br />
and Information Technology (IT) security information for<br />
User IDs and passwords should be coordinated with NETPDTC<br />
CeTARS Program Manager.<br />
In response to inquiries from sources external to the<br />
training command, except in emergency situations,<br />
information which has been reported to CeTARS by the<br />
LC/LS/DET/participating activities or training activities,<br />
shall not be duplicated (i.e., separate class<br />
6-3<br />
NAVEDTRA 135C
oster/convening schedules or student statistics will not<br />
be furnished for public use per the Privacy Act).<br />
This information will only be accessible to authorized<br />
CeTARS users, as CeTARS is the official source for such<br />
information. Requests for CeTARS information from sources<br />
external to NETC shall be forwarded to NETC Chief<br />
Information Office (CIO) for action with a copy to OPNAV<br />
(N7). This provides one approved informational front to<br />
organizations requesting information and precludes<br />
defending the existence of several sets of statistics<br />
regarding the same specific subject.<br />
1.3. Policy<br />
<br />
<br />
<br />
CeTARS is the Navy's principal authoritative source of<br />
training information for the elements, which comprise its<br />
database. Timeliness and accuracy of CeTARS data supports<br />
the training managers’ ability to adequately manage and<br />
defend training resource requirements (e.g. staffing and<br />
other resources at the activity level). Accordingly, every<br />
formal COI conducted throughout the Navy, as well as those<br />
conducted for Navy students at other service schools,<br />
factory-training facilities, and civilian educational<br />
institutions, shall be accurately reported to CeTARS.<br />
Other than exceptions defined by NETC N7, reporting by<br />
student name and social security number is mandatory for<br />
all formal training courses. Other courses may be<br />
authorized to be exempt from by-name reporting.<br />
Students attending “T” type courses can be reported<br />
attending as a "group" or as a "team" as defined by NETC<br />
N7. Should by-name reporting be deemed impractical for any<br />
COI and not defined as "exempt" a written exemption from<br />
this policy shall be addressed to NETC CIO for<br />
coordination. Conversely, COI reported as "group" but<br />
deemed beneficial to the individual to also be recorded by<br />
SSN/name, will be recorded in CeTARS under Group Reporting<br />
Phase II. Ensure that appropriate controls and<br />
administrative requirements for PII are exercised.<br />
System Description. CeTARS conforms to NETC technical<br />
architecture, which includes open systems hardware and<br />
software, uses and fourth generation language, and operated<br />
in an "Oracle" relational Database Management System.<br />
CeTARS employs a Windows graphical user interface<br />
environment making it very easy for the authorized user to<br />
retrieve, update and summarize data using shared<br />
telecommunications to fully integrate with other decision<br />
6-4<br />
NAVEDTRA 135C
support systems which comprise the Integrated Training<br />
Requirements and Planning Databases (INTRPD) strategy.<br />
<br />
<br />
The centralized production of CANTRAC is now a<br />
component of CeTARS. The CANTRAC module includes<br />
publication of general information on all training<br />
activities and course descriptions, which are<br />
available on CD-ROM to all ships.<br />
CeTARS schoolhouse is NETC's single activity<br />
information system that provides student data to<br />
CeTARS. CeTARS schoolhouse provides automated<br />
administrative support and seamless reporting of<br />
schoolhouse information with associated benefits of<br />
collecting data one time only at the source. Direct<br />
access to CeTARS schoolhouse enables activities and<br />
LC/LS/DET/participating activities to take full<br />
advantage of on-line transaction reporting and<br />
transmission of reports and maintain automated<br />
interface with other major Navy systems providing or<br />
using CeTARS data.<br />
1.3.1. Major Component Description. All data elements are<br />
described in detail in the on-line HELP system available to all<br />
CeTARS users.<br />
<br />
<br />
<br />
<br />
Course Level. This level contains the basic information<br />
for managing the course regardless of assigned<br />
responsibility or where it is taught.<br />
Functional Course Level. This level contains the<br />
information pertaining to the command(s) designated to<br />
manage training activities conducting the course. It is<br />
generally equivalent to the CIN record.<br />
Location Course Level. This level contains all of the<br />
information unique to the training activity authorized to<br />
teach the course. It is equivalent to the CDP code record.<br />
All of the capacity data, class schedule data, planned and<br />
dynamic quota spreads, etc., is stored at and below this<br />
level.<br />
The Course database contains:<br />
<br />
<br />
<br />
<br />
<br />
Purpose, Scope, Prerequisites, Report-To and Special<br />
Information<br />
Duration (course length, instructional days) data by<br />
fiscal year (FY)<br />
Capacity data by FY<br />
FY training plans and requirements<br />
FY class schedules, planned quotas, and dynamic quotas<br />
6-5<br />
NAVEDTRA 135C
Annual training plan<br />
Class schedules<br />
Quota spreads<br />
1.3.2. CeTARS Course and CANTRAC changes should be sent from<br />
the training activity to the CCMM. The CCMM will send the<br />
changes to the CCA who will ensure that the changes are entered<br />
into the CeTARS database.<br />
<br />
The Umbrella database contains:<br />
<br />
<br />
<br />
<br />
Purpose, Scope, Prerequisites, Report-To, and Special<br />
Information<br />
Training Path data<br />
Curricula site data<br />
Curricula occurrence data<br />
<br />
Student Data previously associated with the CeTARS Student<br />
Master File (SMF) has undergone a major restructuring. The<br />
CeTARS Schoolhouse menu options were redesigned as part of<br />
the CeTARS application redesign effort. CeTARS schoolhouse<br />
feeds student data directly into the new corporate student<br />
training database as it occurs at the training activity.<br />
The transactions or changes in student status must meet<br />
appropriate student action relationship criteria, source<br />
format and logic edits. The CeTARS student history<br />
database contains training-related data on individual<br />
students. It is used daily by schoolhouse activities to<br />
account for all students from the time they arrive until<br />
they depart. Student Control processes the changes in<br />
student status. The student data is updated on-line into<br />
CeTARS. Information contained in the student history<br />
database includes:<br />
<br />
<br />
<br />
<br />
Training history of the students by name and last four<br />
of SSN<br />
Student personnel data<br />
Student status while in training at the activity,<br />
i.e., AI, UI, II, and AT. This data is used for<br />
statistical analysis.<br />
Statistical Data. Student data is compiled into<br />
monthly student statistics available on the CeTARS<br />
side and in the DISCOVERER tool.<br />
• The monthly statistics contain historical<br />
training summary statistics, i.e., average on<br />
6-6<br />
NAVEDTRA 135C
oard (AOB), supernumerary AOB, drop from<br />
training, attrition, set backs, enrollments,<br />
graduates, disenrollments, and utilization on a<br />
course-by-course basis.<br />
<br />
Additional Reports to support schoolhouses<br />
• Daily Schoolhouse Summary<br />
• Students in Multiple CDPs<br />
<br />
Pipelines are defined at the course and location levels and<br />
this permits tracking progress across multiple locations<br />
and pipeline analysis at any level desired. The pipeline<br />
component supports all types of training where multiple<br />
courses lead to a specific award.<br />
<br />
It is also designed to allow Umbrella Manager (UM) to<br />
specify a sequence in which the courses should be<br />
completed, if required. The Pipeline Management<br />
database works in conjunction with the course database<br />
and the student history database to track the progress<br />
of a student through a previously determined series of<br />
courses which typically award a skill (e.g. NEC, MOS)<br />
or rate. The Pipeline Management database provides<br />
training statistics at the pipeline level.<br />
CANTRAC Data includes the text information required to<br />
publish the catalog. Volumes I and II are published semiannually<br />
(March and September) on CD-ROM.<br />
General Information On Training Activity Data (VOL I)<br />
includes several menus which list: LC/LS/DET/participating<br />
activities; a list of schools; information such as seasonal<br />
uniform changes, quarters and mess availability; and any<br />
other pertinent information relative to schools operated or<br />
utilized by the Navy. In some instances information common<br />
to a single geographical area, schools command, or other<br />
training complex may be grouped under the activity to which<br />
it pertains.<br />
Course Descriptions (VOL II) contains course information<br />
such as the CIN, location, course prerequisites, personnel<br />
reporting procedures, skill identifier for which training<br />
is applicable, along with purpose and scope. Courses not<br />
having regular convening dates are not shown. All courses<br />
are arranged in numerical sequence by CIN (disregarding the<br />
command identifier).<br />
6-7<br />
NAVEDTRA 135C
2.1. Introduction<br />
SECTION 2 - COUNCIL ON OCCUPATIONAL EDUCATION<br />
<br />
It is the Navy's goal to provide the opportunity for all<br />
personnel to learn and develop commensurate with personal<br />
abilities and aspirations that are aligned with the<br />
requirements of the naval service. To accomplish this, our<br />
learning organization leads in developing appropriate<br />
competencies in our Sailors chosen professional<br />
specialties. Accreditation is a valuable tool that helps<br />
the Navy realizes this fundamental tenet.<br />
<br />
<br />
<br />
<br />
Accreditation is the primary vehicle that ensures the<br />
Navy is on par with other learning organizations,<br />
within and outside of the military domain, publicly or<br />
privately operated.<br />
Agencies that conduct institutional accreditation are<br />
national or regional in scope, and consider the<br />
characteristics of the whole learning organization.<br />
NETC, in collaboration with the COE, a nationally<br />
recognized accrediting agency, requires all LCs and<br />
their respective LS’s/DET/Participating Activities to<br />
seek and maintain accredited status. The grant of an<br />
accredited status by COE reflects a long and laborious<br />
process. Enclosure (1) to NETCINST 1500.3 (series)<br />
outlines the primary component of the accreditation<br />
process.<br />
Reaffirmation of accreditation must occur from two to<br />
six years after initial accreditation or any<br />
subsequent reaffirmation decision. Figure 6.1<br />
illustrates the typical process flow in reaffirming<br />
accredited status.<br />
<br />
Responsibilities. LCs has the following responsibilities<br />
in the accreditation process.<br />
<br />
<br />
<br />
Designate an Accreditation Liaison Officer (ALO) in<br />
writing, by name, code, email, and commercial<br />
telephone number. Send a copy of the designation<br />
letter to the NETC Accreditation Program Manager<br />
(APM).<br />
Forward copies of all accreditation documents,<br />
including the Self-Study Report and applicable Lessons<br />
Learned, to the NETC APM.<br />
Submit the Annual Accreditation Report to COE on the<br />
date specified by COE (usually due in December).<br />
6-8<br />
NAVEDTRA 135C
Annual Accreditation Report can be accessed via the<br />
COE website: http://council.org/ar-tr/annualreports.<br />
Access is granted only to designate ALOs who have been<br />
issued user names and passwords by COE.<br />
Provide for the following expenses:<br />
• Any dues or fees for additional accreditation,<br />
regional or local, incurred voluntarily or beyond<br />
the required COE accreditation.<br />
• Travel costs for representing a LC at the<br />
required accreditation workshop within 6 to 18<br />
months prior to hosting the accreditation team<br />
visit.<br />
• Cost of producing and publishing the Self-Study<br />
Report.<br />
• Cost of providing administrative support to the<br />
COE visiting team.<br />
• Cost of hosting the COE visiting team beyond the<br />
costs paid by NETC.<br />
6-9<br />
NAVEDTRA 135C
REAFFIRMATION OF ACCREDITATION BY THE<br />
COUNCIL ON OCCUPATIONAL EDUCATION (COE)<br />
START<br />
* KEY METRIC<br />
Center notified that<br />
reaffirmation of accreditation<br />
is required?<br />
NO<br />
Center<br />
submitsannual<br />
report to COE *<br />
YES<br />
Center representative<br />
attends Self-Study workshop<br />
6-18 months prior to COE<br />
Team Visit *<br />
Conduct Accreditation<br />
requirements and Self-Study<br />
training for center Staff<br />
1) Designate Executive Committee Director<br />
2) Center Headquarters assigns Chair to each<br />
Accreditation Standard<br />
Commence Center Self-<br />
Study 9-12 months to<br />
scheduled reaffirmation date<br />
Center decides weather or not to assign a<br />
chairperson for each learning site<br />
Center submits request for<br />
Visiting Team<br />
Complete Self-Study<br />
NO<br />
Reffirmation of<br />
accreditation Self-<br />
Study completed?<br />
YES<br />
Center hosts preliminary<br />
Team Leader visit one month<br />
prior to visiting team arrival<br />
Self-Study document<br />
sent to COE and team<br />
Leader *<br />
Team Leader<br />
approves Self-<br />
Study?<br />
NO<br />
Correct discrepances and<br />
resubmit for approval<br />
YES<br />
Center hosts Visiting Team<br />
Team Leader submits report to<br />
COE Executive Director<br />
COE sends Team report to Center<br />
with findings and recommendations<br />
NO<br />
YES<br />
Standards met?<br />
Center requests<br />
Reaffirmation of Acceditation<br />
Actions taken to meet standards<br />
Review of request by COE<br />
COE Executive Committee<br />
action on reaffirmation<br />
Center appeal of decision Approved? END<br />
NO<br />
YES<br />
Figure 6.1<br />
6-10<br />
NAVEDTRA 135C
SECTION 3 - EVALUATION OF TRAINING COURSES AND OCCUPATIONAL<br />
EXPERIENCES FOR ACADEMIC CREDITS<br />
3.1. Introduction<br />
<br />
<br />
<br />
The Center for Adult Learning and Education Credentials<br />
(CALEC) of the ACE evaluates formal training courses that<br />
are 45 academic hours or longer and makes credit<br />
recommendations to civilian post secondary schools,<br />
colleges and universities in five possible areas:<br />
Vocational-Technical Certificate, Lower-Division<br />
Baccalaureate/Associate Degree, Upper-Division<br />
Baccalaureate Degree, and Graduate Degree.<br />
The ACE academic credit recommendations are published<br />
online in the Guide to the Evaluation of Educational<br />
Experiences in the Armed Services, commonly known as the<br />
ACE Guide. New courses and occupations are continually<br />
being evaluated by ACE, and these entries are added on a<br />
daily basis to the online version<br />
http://militaryguides.acenet.edu. The credit<br />
recommendations of the ACE are widely accepted by civilian<br />
Vocational-Technical (VO-Tech) schools, colleges, and<br />
universities in the granting of academic credit and VO-TECH<br />
qualification to personnel who have successfully completed<br />
evaluated training courses.<br />
Civilian educational institutions affiliated with the<br />
Service Members Opportunity College-Navy (SOCNAV) will<br />
accept the credit recommendations of ACE, if appropriate to<br />
the student's degree. Academic credit recommendations to<br />
Navy training courses are based on ACE evaluations of<br />
relevant course materials and on-site visits to the LS/DET<br />
or training activities, particularly for new or<br />
significantly revised courses. Relevant course materials<br />
include Program of Instruction (POI), the TCCD, and the<br />
CMS/MCS. NETCINST 1560.1 (series) provides samples of<br />
these course materials.<br />
3.2. Policy and Procedures<br />
<br />
NETC is responsible for ensuring the continuing evaluation<br />
of Navy training courses (Appendix I) and Navy ratings, and<br />
conducting policy liaison with other Navy claimants and<br />
ACE. NETC (N5) will coordinate course and rating<br />
evaluations requested by LCs and responses to requests by<br />
ACE for course information. NETC will establish policy,<br />
procedures, and responsibilities for the continuous<br />
evaluation of Navy training courses, service occupations<br />
6-11<br />
NAVEDTRA 135C
(ratings), and professional experiences through NETCINST<br />
1560.1 (series). Figure 6.2 illustrates a typical process<br />
flow in screening a training course for an ACE evaluation<br />
consideration.<br />
LCs is responsible for managing and overseeing the<br />
accreditation of courses and ratings within their domain.<br />
To this end, LCs shall assign a LSO as the ACE Program<br />
Manager. Duties include:<br />
<br />
<br />
<br />
<br />
<br />
Liaison with NETC (N52) and ACE staff members in<br />
managing the ACE program activities within the<br />
command.<br />
Submit copies of required documents of training<br />
courses and/or service occupations (i.e., ratings,<br />
NECs, specialty designators) to ACE needing<br />
evaluation. Electronic copies may be sent to:<br />
www.mileval@ace.nche.edu; hard copies may be sent to:<br />
ACE Military Programs, ATTN: POI Processing<br />
Department, One Dupont Circle NW, Suite 250,<br />
Washington, DC 20036.<br />
Coordinate with LSs/DET/Participating Activities and<br />
ACE staff members in planning and preparing for site<br />
visits, and determining status of applicable training<br />
courses and/or service occupations. Rating<br />
evaluations are typically conducted in conjunction<br />
with course evaluations at a LS/DET.<br />
Publish the official results of ACE evaluations of<br />
training courses an occupational experience within the<br />
command.<br />
Respond to Sailors’ inquiries concerning their<br />
training courses/occupational experiences academic<br />
credit recommendation under the LC/training activity<br />
cognizance.<br />
<br />
LS’s/DET’s are responsible to manage and administer the<br />
evaluation of training courses for which they are the CCMM.<br />
To this end, Sites shall assign a LSO as the ACE Program<br />
Coordinator. Duties include:<br />
<br />
Screen each training course for ACE evaluation<br />
eligibility and maintaining a record of ACE-reviewed<br />
training courses, including a list of those courses<br />
nearing their end-dates. Figure 6.2 describes the<br />
screening and documentation process.<br />
6-12<br />
NAVEDTRA 135C
Prepare necessary training course documents in support<br />
of the ACE process, as required. The enclosures on<br />
NETCINST 1560.1 (series) contain samples of necessary<br />
training course documents.<br />
Coordinate with the LC to request ACE evaluations of<br />
courses requiring evaluation. ACE will decide to<br />
evaluate courses administratively/remotely or through<br />
a site visit.<br />
Coordinate logistical, documentation and other needed<br />
support for the ACE evaluation team during the site<br />
visit to the LS/DET.<br />
Update the cognizant LC with the current training<br />
course information relevant to its accuracy on the ACE<br />
Guide, including its end-date status.<br />
Publish the official results of ACE evaluations of<br />
training courses and occupational experiences within<br />
the command.<br />
<br />
<br />
Requests for evaluation of courses containing classified<br />
information will be resolved on a case-by-ease basis by<br />
NETC, CCA, and Fleet commander.<br />
Reporting. ACE will furnish NETC with the following noncumulative<br />
reports every six months:<br />
<br />
<br />
<br />
A list of on-site evaluations completed during the<br />
past six months with results.<br />
A list of training courses (titles and course numbers)<br />
designated for evaluation.<br />
A list of acceptable training documents received from<br />
commands during the quarter.<br />
6-13<br />
NAVEDTRA 135C
Screening of Navy Training Courses for ACE Evaluation for<br />
Civilian Academic Credit Typical Process Flowchart<br />
START<br />
Course > 45<br />
Academic Hours<br />
in Length?<br />
No<br />
Yes<br />
Course contain<br />
classified<br />
material?<br />
Yes (See NETCINST 1560.1)<br />
No<br />
No<br />
Previously<br />
evaluated<br />
by ACE?<br />
Yes<br />
Is the course<br />
Deactivated?<br />
No<br />
Yes<br />
Create these documents:<br />
Training Course<br />
Control Document<br />
(TCCD)<br />
Course Master<br />
Schedule (CMS)<br />
Program of Instruction<br />
(POI)<br />
Course of Instruction falls into one<br />
or more of these categories:<br />
Course has been Revised,<br />
and/or<br />
Course is within six months<br />
of evaluation “end-date” or<br />
Course is beyond the 10-year<br />
evaluation window.<br />
Update these documents:<br />
Training Course Control Document (TCCD)<br />
Course Master Schedule (CMS)<br />
Program of Instruction (POI)<br />
Send course<br />
deactivation letter<br />
to ACE, copy to<br />
NETC N524 .<br />
ACE Coordinator will submit electronic<br />
copies of required course documents to<br />
the ACE, and assemble hard copies for<br />
the on-site review.<br />
END<br />
Figure 6.2<br />
6-14<br />
NAVEDTRA 135C
SECTION 4 - CONTRACT <strong>MANAGEMENT</strong><br />
Navy contracts personnel to perform services when it is cost<br />
effective or when cutbacks in manpower authorizations make<br />
contracting for services a necessity. In the Navy training<br />
environment, contractor personnel may teach courses, develop<br />
curricula, maintain government equipment, including training<br />
devices, and perform administrative functions. Training<br />
managers who are responsible for courses using civilian<br />
contractors must understand the guidelines governing contracted<br />
services.<br />
4.1. Guidelines for Contractor Services<br />
<br />
Guidelines for acquiring and using contractor services are<br />
outlined generally in Federal Acquisition Regulation Part<br />
37 and are augmented by various DOD and Navy specific<br />
instructions. Personnel who deal with contractor-furnished<br />
services should be aware that they might need to consult<br />
these regulations when acquiring contract services or<br />
interacting with contractor personnel. Training Managers<br />
should also meet with the Contracting Officer's<br />
Representative (COR) who is responsible for monitoring the<br />
contract to discuss their specific contract-related duties<br />
and responsibilities.<br />
<br />
The Contracting Officer provides advice to the<br />
activity during the acquisition planning process,<br />
conducts the formal procurement action, and negotiates<br />
with contractors to obtain the services or products<br />
required by the Navy. Only the Contracting Officer<br />
has authority to enter into contracts on behalf of the<br />
Navy. The Contracting Officer is the activity’s agent<br />
for procuring the required services or product.<br />
Normally, the Contracting Officer also retains<br />
ultimate responsibility for ensuring that the<br />
contractor performs per the requirements of the<br />
contract. Authority to make changes to the scope,<br />
cost, or terms and conditions of the contract also<br />
rests with the Contracting Officer. The Contracting<br />
Officer is also responsible for determining the<br />
contract type (e.g., firm-fixed price, cost, etc.)<br />
although the requiring activity should indicate its<br />
preference as to the type that is the most cost<br />
efficient for the services it requires.<br />
6-15<br />
NAVEDTRA 135C
Contracting Officers located at the Fleet and<br />
Industrial Supply Center Detachment in Philadelphia,<br />
PA and Naval Air Warfare Training Systems Division,<br />
Orlando, acquire most NETC training-related,<br />
contractor-furnished services. The activity should<br />
develop and prepare its SOW for required services in<br />
close coordination with the Contracting Officer. This<br />
is necessary to ensure that all elements of the<br />
required services and all conditions under which the<br />
services will be provided are adequately addressed in<br />
any resulting contract.<br />
4.2. Role of the COR<br />
<br />
<br />
The COR is nominated in writing by the CO of the training<br />
activity and appointed by the Contracting Officer. The COR<br />
acts as the technical liaison between the contractor and<br />
Contracting Officer. It is essential that training sites,<br />
where products and services are contracted for, have a COR<br />
to act as the eyes and ears of the Contracting Officer.<br />
The COR monitors contractor performance, provides feedback<br />
as necessary, provides technical guidance to the<br />
contractor, and acts as liaison between the contractor and<br />
the activity and between the activity and Contracting<br />
Officer. The COR may also accept or provide<br />
recommendations concerning acceptance of the services or<br />
final product. The COR must be technically knowledgeable<br />
of the services and/or materials being purchased. The COR<br />
provides technical interface between the Navy and the<br />
contractor and furnishes technical instructions to the<br />
contractor. These instructions may include:<br />
<br />
<br />
Technical advice/recommendations/clarifications of<br />
specific details relating to technical aspects of<br />
contract requirements milestones to be met within the<br />
general terms of the contract or specific subtasks of<br />
the contract.<br />
Any other interface of a technical nature necessary<br />
for the contractor to perform the work specified in<br />
the contract or order.<br />
<br />
While the COR fulfills necessary liaison and quality<br />
assurance functions, the COR does NOT have the authority to<br />
take any action, either directly or indirectly, that could<br />
change the cost, scope, quantity, quality, delivery<br />
schedule, labor mix, or other terms and conditions of the<br />
6-16<br />
NAVEDTRA 135C
contract. Only the Contracting Officer may make such<br />
changes. COR duties may not be delegated.<br />
4.3. Alternate Contracting Officer's Representative (ACOR).<br />
The ACOR is the alternate government official nominated by the<br />
CO and appointed in writing by the Contracting Officer and<br />
designated in the contract. The ACOR provides technical<br />
direction/clarification only in the absence of the COR.<br />
4.4. Role of Technical Assistants. The COR is aided in quality<br />
assurance by training managers who fulfill technical assistant<br />
functions. Normally, training managers are designated in<br />
writing by the department head as technical assistants for<br />
specific courses or pieces of equipment.<br />
<br />
Technical Assistants<br />
<br />
<br />
<br />
Direct and evaluate the work performance of the<br />
contractor’s instructor/technician staff.<br />
Assist the site manager in contract management.<br />
The contractor determines staffing, not the<br />
government, based on the job requirements listed in<br />
the contract.<br />
4.5. Communication with the Contractor<br />
<br />
<br />
The COR communicates directly with the training managers<br />
and with the contractor site manager on matters pertaining<br />
to the contract. Informally, training managers may<br />
communicate on a daily basis with the contractor's<br />
supervisors, but they may not communicate with the<br />
contractor's non-supervisory personnel on matters<br />
pertaining to the contract or their work performance. For<br />
example, curriculum maintenance requirements or problems<br />
such as an instructor's failure to dress per standards<br />
outlined in the contract may be discussed with the<br />
contractor's supervisors but not with the contractor's nonsupervisory<br />
personnel. It should be noted that while<br />
communication between training managers and the<br />
contractor's supervisory personnel is allowed, all official<br />
communications between the government and the contractor<br />
must go through the COR to the contractor site manager.<br />
The COR will coordinate, as necessary, with the Contracting<br />
Officer.<br />
Evaluation of the Contractor’s Performance. Training<br />
managers must also be familiar with the contractor<br />
requirements. They may evaluate the contractor's<br />
6-17<br />
NAVEDTRA 135C
performance only in terms of the finished product (delivery<br />
of the services outlined in the contract). It is important<br />
that the contract clearly define the job the contractor is<br />
expected to perform, as the Navy must accept or reject the<br />
finished product or service solely on the basis of whether<br />
the product or service meets the contract specifications.<br />
Contractor's Job Requirements. Job requirements for a<br />
contractor are listed in the general job requirements<br />
section or in the Statement of Work. When a contract is<br />
necessary, it is critical that all requirements pertaining<br />
to the performance of the contract be spelled out in the<br />
contract. For example, if contract instructors are<br />
expected to serve as members of ARBs, this must be listed<br />
in the contract. If it is not, neither the COR nor a<br />
training manager may require the contract instructor to<br />
serve as members of ARBs without first requesting and<br />
receiving modification to the contract. Because<br />
modifications to contracts are time consuming, it is wise<br />
to ensure that the initial contract contains a complete<br />
list of job requirements.<br />
Direction and Supervision of Contract Employees. Under the<br />
laws governing contractor-furnished services, training<br />
managers may not direct how the contractor's employees<br />
perform their jobs, nor may they directly or indirectly<br />
supervise their performance. Directing and supervising<br />
contractor personnel is the responsibility of the<br />
contractor. If the training manager directs or supervises<br />
contractor personnel, then the contract may be perceived as<br />
a contract for personal services. Contracts for personal<br />
services are permitted only when specifically authorized by<br />
statute. If the government needs services that are<br />
directed and supervised by military personnel, the<br />
government must employ the personnel directly, per Civil<br />
Service laws that govern civilian hiring practices.<br />
Questions regarding what may constitute personal services<br />
or direct supervision should be directed to the Contracting<br />
Officer or to your activity's legal officer.<br />
Evaluating Finished Products versus Personal Services. The<br />
following examples are provided to clarify the difference<br />
between a finished product and a personal services<br />
contract.<br />
<br />
If the Navy contracted for cooks to work in its<br />
galleys, a Navy contract monitor could order a steak<br />
medium rare and accept or reject the steak when it was<br />
served. Acceptance or rejection of the steak would be<br />
in compliance with a finished product contract.<br />
6-18<br />
NAVEDTRA 135C
However, if the Navy contract monitor tries to ensure<br />
that the steak was cooked to satisfaction by going<br />
into the galley; looking over the cook's shoulder;<br />
telling the cook when to turn the steak and how to<br />
season it, the contract monitor would be violating the<br />
terms of the contract by directly supervising the<br />
cook. Direct supervision of the cook would change the<br />
conditions of the contract from a finished product to<br />
a contract for personal services.<br />
Just as the contract monitor for galley operations<br />
must evaluate based on the finished product, so too<br />
must training managers.<br />
Training managers with oversight responsibilities for<br />
instructional services contracts must evaluate the<br />
quality of instruction without crossing the personal<br />
services threshold. The following provides guidance<br />
on how this may be accomplished.<br />
The training managers or their representative should<br />
evaluate all contract instructors at least annually.<br />
Annual instructor evaluations should be addressed in<br />
the contract. The training manager must communicate<br />
an evaluation of the effectiveness of the training to<br />
the COR. The COR provides feedback to the contractor<br />
site manager. In performing oversight<br />
responsibilities, a training manager may:<br />
• Evaluate classroom and laboratory instruction.<br />
Training managers will use checklists contained<br />
in this manual when evaluating contract<br />
instructors.<br />
• Monitor students-academic progress.<br />
• Monitor attrition/set back data for assigned<br />
courses.<br />
• Sit in a classroom.<br />
• Observe a contract instructor teaching.<br />
• Write an evaluation.<br />
<br />
Training managers should not:<br />
• Personally critique the contract instructor on<br />
the evaluation.<br />
• Perform supervisory functions such as directing<br />
the instructor on how to personalize the lesson<br />
plan.<br />
6-19<br />
NAVEDTRA 135C
4.6. Firm-Fixed Price Contracts<br />
<br />
Most Navy contracts for training related services are firmfixed<br />
price contracts.<br />
<br />
<br />
<br />
<br />
<br />
<br />
This type of contract specifies a fixed price that the<br />
contractor will receive for items/services listed in<br />
the contract. A firm-fixed price requirements type<br />
contract for instructional services specifies class<br />
unit prices for the courses covered in the contract<br />
based on the COR's written request to the contracting<br />
officer.<br />
Once approved, the contracting officer orders the<br />
number of classes for each course into the contract<br />
through the use of delivery orders.<br />
Delivery orders are normally issued monthly.<br />
Delivery orders should list the classes to be taught<br />
by the contractor and the dates that the classes are<br />
to be convened and completed. When the contracting<br />
officer issues a delivery order to the contractor,<br />
this constitutes an order for services and also an<br />
agreement to pay for the services.<br />
Because the contractor must staff to meet the delivery<br />
order requirements, the government may have to pay the<br />
contractor for all classes listed on the delivery<br />
order, even if those classes are not taught.<br />
A class or classes may be canceled before or after the<br />
convening date; however, the contracting officer may<br />
be required to negotiate a settlement with the<br />
contractor for costs incurred. It is imperative that<br />
the COR advise the contracting officer of any such<br />
class cancellations as soon as possible to defray any<br />
costs incurred by the contract.<br />
<br />
Firm-fixed price requirements type contracts for<br />
instructional services place a large responsibility on<br />
training managers to ensure that the information on<br />
delivery orders is correct. The responsibility starts when<br />
the class schedules are originally prepared and approved<br />
for entry into CeTARS. If the class schedule is NOT based<br />
on the number of students to be trained and class size<br />
requirements, the Navy could spend money needlessly.<br />
Example: If 100 students are to be trained in the welding<br />
course in the next FY and the class size is limited to 10<br />
students, the training manager should ensure that 10<br />
classes of the welding course are scheduled for the next<br />
6-20<br />
NAVEDTRA 135C
FY. If 12 classes were scheduled, the Navy would have to<br />
pay for two extra classes at the welding course unit price<br />
even though only 100 students were trained.<br />
<br />
Since CORs normally prepare the request for instructional<br />
services delivery orders based on the information in<br />
CeTARS, training managers are usually required to review<br />
the request before it is submitted to the contracting<br />
officer for issuance of a delivery order. Training<br />
managers must not only verify the number of classes that<br />
must be taught in a given month, but they must also verify<br />
class convening and graduation dates.<br />
If in the example above, the error of the two extra classes<br />
was caught and appropriate changes were made before the<br />
contractor received the delivery orders, the Navy would not<br />
have to pay for the two additional classes. However, since<br />
the 12 classes were scheduled and listed in CeTARS,<br />
deleting two classes could create problems for the detailer<br />
and for any students who had planned to attend the<br />
cancelled classes.<br />
4.7. Firm-Fixed Price Level of Effort Contracts. As previously<br />
stated most Navy contracts for training-related services are<br />
firm-fixed price contracts.<br />
<br />
<br />
<br />
<br />
<br />
<br />
This type of contract specifies a fixed price that the<br />
contractor will receive for a set amount of effort or<br />
delivery of a certain service as required by the contract.<br />
A firm-fixed price level of effort type contract for<br />
instructional services identifies the number of classes to<br />
be convened for each contract year. The contractor must<br />
provide sufficient effort (instructors) to instruct the<br />
classes.<br />
Delivery orders are not issued with this type of contract;<br />
therefore funding is provided on the basic contract. The<br />
contract is divided into and priced by functional areas.<br />
Cost estimates based on classes specified in each<br />
functional area of the contract<br />
Accurate projections of class convening are critical for<br />
this type contract.<br />
Significant changes in class convening are requiring<br />
contract modifications.<br />
The government will periodically review the level of<br />
effort. If the level of effort reflects increases or<br />
decreases in any area that is consistent over at least a<br />
6-21<br />
NAVEDTRA 135C
three-month period, the level of effort ceiling may be<br />
adjusted based on a bilateral agreement between the<br />
government and the contractor.<br />
The contract price will then be adjusted either up or down<br />
for the functional area affected.<br />
4.8. Contractor's Required Adherence to Directives. While<br />
contractor personnel do not directly work for the Navy, they<br />
must follow applicable directives pertaining to Navy training<br />
and to the training site where they work. The directives should<br />
be and are normally listed in the contract and are provided to<br />
the contractor by the COR. This required adherence to<br />
directives ensures that instruction provided by contract<br />
instructors is consistent with Navy policy.<br />
4.9. New Contract for Curriculum Development. It is the<br />
responsibility of Navy and contract instructors to perform<br />
routine curriculum maintenance. This includes course<br />
surveillance and implementing interim changes to existing<br />
instructional materials. Curriculum changes, technical changes<br />
and revisions or new development are all classified as<br />
curriculum development for contracting purposes. When in-house<br />
resources are limited or the Navy desires outside assistance,<br />
curriculum development can be accomplished through the<br />
negotiation and award of a new contract.<br />
<br />
<br />
Requesting a Curriculum Development Contract. Within the<br />
DOD, a systems approach to training will be used to guide<br />
the development of training. Careful planning and<br />
effective communications are the keys to a successful<br />
training program. A systematic and orderly planning<br />
process must be followed to ensure that decisions are made<br />
in a timely and cost-effective manner. Effective<br />
communication between the contracting, developing,<br />
training, and supporting elements is essential to the<br />
planning process and to ensuring that the product complies<br />
with current curriculum development standards. The<br />
contracting and training activities must communicate<br />
effectively to clarify responsibilities, create a plan of<br />
action, and establish milestones for carrying out required<br />
actions. The plan of action and milestones will enable<br />
each organization to manage the appropriate "who," "what,"<br />
"when," and "where" aspects of the training requirement and<br />
to assess progress in meeting required milestones.<br />
Statement of Work for Curriculum Development<br />
Contract/Purchase Orders<br />
6-22<br />
NAVEDTRA 135C
When requesting a curriculum development contract,<br />
every task and all products must be fully explained<br />
with the context of the statement of work (SOW). The<br />
requiring activity prepares a SOW specifying the<br />
requirements of the task and provides an independent<br />
government estimate that indicates work-months and/or<br />
work-hours including the cost required to complete the<br />
task. Prior to submitting the SOW, the SOW and<br />
accompanying Contract Requirements Review Board letter<br />
must be submitted to NETC for review by the Contract<br />
Requirements Review Board. Once approved, the<br />
activity must also ensure that funds are available and<br />
that the appropriate funding document is prepared to<br />
accompany the SOW and other documents. The entire<br />
package is submitted to the supporting contracting<br />
office via the appropriate chain of command. The<br />
contracting office will then prepare and distribute<br />
the solicitation.<br />
The SOW describes the elements of curriculum<br />
development in terms of the deliverables, their<br />
development sequence, review and approval steps,<br />
implementation, and validation in support of existing<br />
courses or development of new courses. Each<br />
curriculum development project has unique<br />
requirements. Some may be complex and others may be<br />
relatively simple.<br />
Each SOW should address the areas below:<br />
• Background. The background paragraph should<br />
identify the title of the course requiring<br />
curriculum development, the activity requiring<br />
the services and its location. It may also<br />
include a brief statement regarding the objective<br />
of the course or any other pertinent information.<br />
• Scope. In this paragraph, training managers must<br />
explain in general terms what the contractor is<br />
required to do.<br />
• Applicable Documents. NETC curriculum<br />
development documents with supporting<br />
instructions that they reference shall form the<br />
basis for the SOW. Other documents,<br />
instructions, manuals, and handbooks may apply as<br />
the scope of the project dictates. All<br />
references shall be listed in this paragraph.<br />
The government will provide all government<br />
furnished information, government furnished<br />
equipment, and government furnished facilities if<br />
6-23<br />
NAVEDTRA 135C
applicable to the contractor within the<br />
timeframes as specified in the SOW.<br />
• Contract Data Requirements List (CDRL). The<br />
government shall provide a list of contract data<br />
requirements that are authorized for the<br />
acquisition. Data item deliveries are key<br />
factors in demonstrating successful performance<br />
under the contract.<br />
• Technical Requirements. The contractor shall<br />
provide qualified/experienced personnel for<br />
curriculum development. All specific<br />
qualifications for personnel shall be listed in<br />
this paragraph. All deliverables will be<br />
developed per directives and instructions current<br />
when the delivery order is issued as listed in<br />
the previous section.<br />
<br />
Training Material Development. A systematic approach to<br />
training shall be used to develop training materials. The<br />
systems approach proceeds from an analysis of job task to a<br />
selection of tasks to be trained, the identification of<br />
skills and knowledge required to support those tasks, the<br />
development of objectives, the design and development of<br />
training materials, the implementation of courses, and the<br />
evaluation of courses and course materials. Since several<br />
curriculum development standards are in use, procedures to<br />
be followed will be specified in the contract or delivery<br />
order. The SOW/delivery order may or may not include all<br />
the processes involved in the systematic approach. List<br />
all that apply.<br />
<br />
<br />
<br />
Analyze. An analysis of the job shall be done to<br />
inventory tasks, which must be performed to determine<br />
the specific skills and knowledge required for each<br />
task. Deliverables may include, but are not limited<br />
to Course Training Task List (CTTL), PPP, or TPP.<br />
Design. Involves the conversion of tasks into<br />
objectives, the determination of test items, the<br />
sequencing of the information taught, and the<br />
selection of the media required to support the<br />
training. Deliverables may include, but are not<br />
limited to Manpower Personnel Training Analysis<br />
Report, Curriculum Outline, Course Master<br />
Schedule/Master Course Schedule, and Training Course<br />
Control Document.<br />
Develop. Involves writing learning activities and<br />
developing materials, which will be used by<br />
6-24<br />
NAVEDTRA 135C
instructors and students to acquire the required<br />
knowledge and skills.<br />
Deliver. Deliverables may include but are not limited<br />
to: Course Learning/Terminal Objectives, Topic<br />
Outline, Topic Learning, Enabling Objectives,<br />
Instructor Guide/Lesson Plan, Student/Trainee Guide,<br />
Tests, Instructional Media Materials, and/or Master<br />
Materials List/Resource Requirements List.<br />
Validate. Validation is used to evaluate the<br />
effectiveness of new or revised materials. The<br />
Government will specify the validation process,<br />
conducting a pilot, student selection, etc.<br />
Implement. Incorporate the curriculum changes or<br />
revisions and/or conduct the new course of<br />
instruction, if applicable.<br />
Presentation. Shall be to the target student<br />
population as defined by the Government.<br />
Collect. Collect Data on Student Achievement<br />
Sufficient data shall be collected for analysis of<br />
student achievement. The Government will specify<br />
forms and content of data to be obtained.<br />
Evaluate. During and after training, the requiring<br />
activity and the developing activity shall evaluate<br />
the training materials for accuracy and effectiveness<br />
(usually a single activity will be both the requiring<br />
and the developing activity.) Discrepancies shall be<br />
corrected by the contractor via the COR. Types of<br />
evaluation may include, but are not limited to,<br />
training effectiveness, training capabilities,<br />
learning objectives, training materials, and/or tests.<br />
Quality Assurance. Training materials shall be<br />
reviewed, evaluated, and corrected to ensure the scope<br />
and content are as defined by the delivery order/SOW.<br />
Although the requiring activity will perform reviews<br />
of the data items, the developing activity has the<br />
responsibility to ensure that the product is correct<br />
and usable.<br />
Technical Documentation. Technical manuals and other<br />
formal documentation shall be the prime source of<br />
information for the development of training materials.<br />
Hazard Awareness. Safety precautions shall be<br />
included in every training program. The materials<br />
developed shall emphasize each person's responsibility<br />
for the prevention of accidents. Actual hazardous<br />
conditions, accompanied by the possible consequence of<br />
each, shall be delineated. NETCINST 5100.1 (series)<br />
and related instructions shall define the<br />
6-25<br />
NAVEDTRA 135C
incorporation of training safety into curriculum<br />
development deliverables.<br />
<br />
Contracting for Curriculum Development Under Existing<br />
Instructor Services Contracts. Curriculum development<br />
products are deliverables and may be ordered on a delivery<br />
order. Navy instructor services contracts may have a<br />
special contract line item (CLIN) for curriculum<br />
development that is priced by either work-month or workhour.<br />
Training managers should consult with the COR<br />
regarding the appropriate procedures for acquiring<br />
curriculum development services under an existing CLIN.<br />
However, like requesting a new contract, before a delivery<br />
order can be issued, a SOW must be developed that addresses<br />
the requirements outlines in paragraph 3b.<br />
4.10. Contract Administration/Surveillance. The COR shall<br />
monitor the contractor's performance and progress under the<br />
contract. In performing contract surveillance duties, the COR<br />
should exercise extreme care to ensure that his/her efforts do<br />
not cross the line of personal services. The COR must be able<br />
to distinguish between surveillance (which is proper and<br />
necessary) and supervision (which is not permitted).<br />
Surveillance becomes supervision when a COR goes beyond<br />
enforcing the terms of the contract. If the contractor is<br />
directed to perform the contract services in a specific manner,<br />
the line is being crossed. In such a situation, the COR's<br />
actions may be perceived as equivalent to using the contractor's<br />
personnel as if they were government employees, thus<br />
transforming the contract into one for personal services. The<br />
COR shall monitor the contractor's performance to see that<br />
inefficient or wasteful methods are not being used. If such<br />
practices are observed, the COR is responsible for taking<br />
reasonable and timely action to alert the contractor and<br />
Contracting Officer to the situation.<br />
5.1. Introduction<br />
SECTION 5 - INFORMATION ASSURANCE SYSTEMS<br />
<br />
Information Assurance (IA) systems are valuable tools for<br />
the training manager. IA systems are currently used in a<br />
variety of ways, including:<br />
<br />
<br />
<br />
Tracking Student Flow<br />
Evaluation Programs<br />
Data Warehousing<br />
6-26<br />
NAVEDTRA 135C
Scheduling (Daily & Annually)<br />
Automated Instructor Computations<br />
<br />
CeTARS schoolhouse. CeTARS schoolhouse is a training<br />
management system which provides a wide range of support<br />
for the administration of day-to-day training functions.<br />
Major functions include personnel management, course/class<br />
management, maintenance of training records and statistics,<br />
student testing and resources, and technical publication<br />
management. CeTARS schoolhouse operates in a client/server<br />
over LAN and WAN (NETMSN) providing real time and near real<br />
time access to personnel, student, and course information<br />
for the NAVETRACOM. Limited CeTARS schoolhouse<br />
functionality is also available on the internet. CeTARS<br />
schoolhouse on the Internet provides real time or near real<br />
time access to student and course schedule information.<br />
CeTARS schoolhouse program management is under the<br />
cognizance of the NETC. IA system management and central<br />
design agency functions are provided by NETPDTC.<br />
5.2. Personnel (PERS)<br />
<br />
Collect and maintain staff and student personnel data<br />
including, but not limited to:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Administrative and personnel related data<br />
Career counseling information<br />
Next of kin and family information<br />
Non military education, training, and qualifications<br />
history<br />
Security clearance information<br />
BSC/Manpower information<br />
NOTE: Ensure that the student Privacy Information is<br />
protected per NETCINST 5211.2 (series).<br />
<br />
Support personnel management functions for the following<br />
purposes:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Manage personnel leave request/approval.<br />
Track personnel General Military Training (GMT).<br />
Track room and bunk assignments.<br />
Maintain duty section information.<br />
Create mailing labels.<br />
Maintain database of instructor certifications.<br />
Track instructor certifications by course and training<br />
event, including evaluation and recertification.<br />
6-27<br />
NAVEDTRA 135C
Maintain a database to identify and track staff and<br />
student certifications.<br />
Maintain locator and command visitor information.<br />
Generate standard reports.<br />
<br />
Student Training Management(STM)<br />
<br />
Provide student allocation support for formal training<br />
courses through reservation scheduling and management<br />
of named, no-name, sit-in, group, stand-by, package<br />
and pipeline seats.<br />
• Provide prerequisite prescreening with waiver<br />
capability.<br />
NOTE: Waivers to course pre-requisites will only<br />
grant by the CCA/CCMM. Document all waivers<br />
in the student record by STM. Careful<br />
consideration must be taken for all waiver<br />
requests as this may affect drop rate and<br />
attrition.<br />
• Utilize fair share constraints that will be<br />
adjustable by the user.<br />
• Generate reports/rosters that display Reservation<br />
Status and No Show activity.<br />
• Allow tracking of class student loads and<br />
reservation intonation.<br />
• Forward/receive reservation information with the<br />
Navy Training.<br />
• Navy Training Reservation System (NTRS).<br />
<br />
Provide the CeTARS data management support as follows:<br />
• Collect specific CeTARS related training events<br />
on students.<br />
• Provide real-time student status.<br />
• Allow users to correct data submitted to CeTARS.<br />
<br />
Classroom Support Management (CSM)<br />
<br />
Provide classroom support by providing storage and<br />
retrieval of test items automated test scoring and<br />
tests analysis, and maintenance of data validation<br />
tables. Provide test management support as follows:<br />
6-28<br />
NAVEDTRA 135C
• Create test items per the appropriate<br />
Instructional Systems Development (ISD)<br />
standards.<br />
• Establish relationships between test items,<br />
objectives, and references.<br />
• Generate tests using individual question<br />
selection for a specified difficulty/knowledge<br />
level and/or training objective statement (TOS)<br />
level. Test questions may be true false,<br />
multiple choice, matching, completion, or essay.<br />
• Electronically score tests and post student<br />
grades.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Provide a means to generate student grade and test<br />
critique reports.<br />
Provide curriculum performance analysis data.<br />
Maintain historical records of student performance.<br />
Provide a means to produce a set of survey questions<br />
to be used for student critiques/surveys and to<br />
evaluate student critiques/surveys.<br />
Provide for test question transfer between CeTARS<br />
schoolhouse activities.<br />
Interface with Authoring Instructional Materials II<br />
(AIM II). Allows for automated upload of answer keys<br />
for tests generated by AIM II. Answer sheets can be<br />
scanned in CeTARS schoolhouse using the normal<br />
screening process.<br />
Provide for classified test questions and tests.<br />
NOTE: The Classified Exam Generator (CEG) Module runs<br />
on a stand-alone PC. The test answer key is entered<br />
into the CSM subsystem in CeTARS schoolhouse so answer<br />
sheets can be scanned using the normal CeTARS<br />
schoolhouse scanning process.<br />
• Create test items per the appropriate ISD<br />
standards.<br />
• Provide graphics and spell check support.<br />
• Generate and print tests.<br />
<br />
Class Event and Resource Scheduling (CERS). Provide<br />
scheduling management for class related resources and for<br />
controlling training resource configurations.<br />
<br />
<br />
Create and maintain standard resource configurations.<br />
Determine the classrooms, labs, and training devices<br />
needed by the configurations and class-training<br />
schedule.<br />
6-29<br />
NAVEDTRA 135C
Provide a detailed list of class schedules.<br />
Determine time and places resources are needed.<br />
Provide a means to create, modify, delete, and<br />
maintain the Master Course Schedule by topics/events.<br />
• Approve course and class schedules.<br />
• Provide for course schedule transfers between<br />
schoolhouses.<br />
• Identify scheduling conflicts.<br />
<br />
Provide Master Material List<br />
• Create listing of technical library resources<br />
needed to teach a class.<br />
• Provide capability to check publication and<br />
equipment resources for availability.<br />
<br />
Publication and Equipment Management (PEM)<br />
<br />
Provide capability to maintain records of training<br />
equipment, publications, and other training materials.<br />
• Provide issue stations and controlled procedures<br />
for issuing training materials to approved<br />
borrowers and moving material/equipment between<br />
issue stations and approved borrowers.<br />
• Tracking and requisitioning of spares.<br />
<br />
<br />
Provide capability to facilitate handling,<br />
accountability, and inventory maintenance of<br />
publications, visual information materials, training<br />
aids, plant property, and calibration requirements.<br />
Provide inventory capability using fixed and portable<br />
bar code readers.<br />
<br />
Utilities (UTIL)<br />
<br />
Provide users the capability to perform various<br />
functions to support site management of CeTARS<br />
schoolhouse.<br />
• Provide management and maintenance of activity<br />
configurations.<br />
• Provide standardized menu structure, menu role<br />
maintenance, and controlled access to data.<br />
• Manage UTIL and other CeTARS schoolhouse<br />
subsystems data validation tables.<br />
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NAVEDTRA 135C
Provide automated User Feedback Reporting and<br />
Enhancement Requests tracking capability.<br />
• Enable management of feedback reports and<br />
enhancement requests progress and status.<br />
• Record/track feedback reports and enhancement<br />
requests.<br />
• Provide descriptions, comments, and status<br />
maintenance.<br />
<br />
Produce long and short feedback reports.<br />
5.3. Navy Training Management & Planning System (NTMPS)<br />
<br />
<br />
NTMPS is a comprehensive decision support system for<br />
Manpower, Personnel, and Training (MPT) managers at all<br />
echelons. NTMPS integrates MPT information from existing<br />
systems and projects training throughput and related<br />
resource requirements for 20 years out. It also provides<br />
detailed personnel training histories and Navy training<br />
requirements/status.<br />
NTMPS is operate by the end user and provides both standard<br />
and ad hoc reports tailored to specific user requirements.<br />
NTMPS is a data warehousing system that extracts data from<br />
numerous sources such as, CeTARS, Total Force Manpower<br />
(TFMMS), HPRR, and Enlisted Master File. Contact NETC CIO<br />
for additional information on NTMPS.<br />
SECTION 6 - SECURITY REQUIREMENTS<br />
6.1. Introduction. To support existing training courses, the<br />
training manager may be responsible for four different areas of<br />
security.<br />
6.2. Test Security. Test security, a long-standing procedure<br />
established to eliminate the compromise of testing material.<br />
Refer to Section 2 of Chapter 5, and Appendix C for guidance on<br />
testing security.<br />
6.3. Information Assurance (IA) Security<br />
<br />
<br />
IA security has become an issue at the training activities<br />
since the personal computer (PC) introduction use.<br />
Frequently the curriculum materials are revised using PCs.<br />
This, while proving to be an effective use of time, may<br />
6-31<br />
NAVEDTRA 135C
produce problems with the introduction of material into the<br />
curriculum that has not been through the approval chain.<br />
Refer to Chapter 4 for guidance on how to establish a<br />
change process.<br />
IA security awareness training is available from the Navy<br />
Knowledge Online (NKO) website at www.nko.navy.mil.<br />
OPNAVINST 5239.1 (series) provides an overview of the IA<br />
security program requirements. SECNAV M-5510.36,<br />
Department of the Navy Information Security Program, also<br />
contains guidance on IA security.<br />
Non-ILE delivered content must use an IA compliant delivery<br />
mechanism, and appropriate accreditation documentation must<br />
be provided to NETC before acceptance, delivery, and<br />
sustainment by NETC.<br />
6.4. Classified Materials Security<br />
<br />
<br />
<br />
The classified material control program established by<br />
SECNAV M-5510.36 affects only those courses of instruction<br />
having classified curriculum material or equipment.<br />
Classified curriculum material custody, handling, marking,<br />
reproduction, and destruction are of prime concern to<br />
course training managers.<br />
Security reviews by the activity as per SECNAV M-5510.36<br />
(Security Inspection Checklist).<br />
6.5. Physical Security. Physical security requirements are<br />
established and outlined in OPNAVINST 5530.14 (series), Navy<br />
Physical Security and Law Enforcement Program.<br />
SECTION 7 - SAFETY REQUIREMENTS<br />
<br />
Safety and safety training are both integral parts of the<br />
training activity's mission for quality training. A safe<br />
environment must be maintained, both within the courses and<br />
around the command. The staff and students both must make<br />
safety a part of their lives; therefore, training is a<br />
must. Safety requirements change rapidly. Because of this<br />
dynamic nature, detailed guidance in this manual will not<br />
be provided. Training managers should be familiar with the<br />
following instructions:<br />
<br />
OPNAVINST 5100.23 (series), Navy Occupational Safety<br />
and Health (NAVOSH) Manual, contains responsibilities<br />
for Safety and Occupational Health (SOH) Manager as<br />
well as NAVOSH training requirements. Chapter 14<br />
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NAVEDTRA 135C
contains requirements for investigating and reporting<br />
formal training mishaps and near misses.<br />
OPNAVINST 1500.75 (series), Safety Policy and<br />
Procedures for Conducting High-Risk Training,<br />
promulgates definitions, policy, and procedures for<br />
Drop on Request (DOR), Training Time Out (TTO), and<br />
Emergency Action Plans. Delineates responsibilities<br />
for LC/LS/DET/participating activities, NETC, Naval<br />
Safety Center, COs and OIC's of naval activities,<br />
CCA's, TYCOMS, and Training Safety Officers in<br />
relation to high risk training.<br />
NETCINST 5100.1 (series), Occupational Safety and<br />
Health, Training Safety, and Firefighting Training<br />
Qualification Programs, promulgates the policies,<br />
procedures, and responsibilities for the training<br />
safety program.<br />
<br />
<br />
Training managers will use the format contained in NETCINST<br />
5100.1 (series) for reporting training injuries and<br />
illnesses. This format may also be used for the quarterly<br />
consolidated summary report for illnesses and injuries.<br />
Training safety reviews of high-risk courses are conducted<br />
on a scheduled basis by TPEB. Training is evaluated during<br />
normal class hours using normal equipment configuration of<br />
technical training equipment (TTE). Training records and<br />
curriculum documentation are reviewed. Upon completion, a<br />
detailed outbrief and discussion of the evaluation is given<br />
to the Commanding Officer. A copy of the evaluation is<br />
also provided.<br />
SUMMARY<br />
Chapter 8 contains guidelines and procedures relevant to support<br />
functions. Safety is an ever-present concern of everyone. Many<br />
of the responsibilities and guidelines for ensuring safe<br />
training environments are integrated throughout this manual<br />
while the policy is contained in other instructions. The matrix<br />
that follows uses the information contained in both the NAVEDTRA<br />
135 (series) and NETCINST 5100.1 (series). In some cases both<br />
references will be cited.<br />
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NAVEDTRA 135C
Table 6-1 - Security Matrix<br />
POLICY/GUIDELINES/PROCEDURES RESPONSIBILITY INST<br />
Ensure safety requirements<br />
identified in OPNAVINST 5100.23 and<br />
5100.19 (series), PQS, technical<br />
manuals, NATOPS manuals, and all<br />
other sources of documentation are<br />
included in the curricula.<br />
Standardize curricula, including<br />
safety, when courses are taught at<br />
more than one site.<br />
Recommend changes to the list of<br />
high-risk courses as required.<br />
Analyze formal training mishap<br />
statistics for all training<br />
courses, and modify curricula as<br />
needed based on the results.<br />
Approve Core Unique Instructor<br />
Training Programs.<br />
Develop Site Augment Plan for highrisk<br />
courses with unique training<br />
situations. Submit negative report<br />
as required.<br />
Ensure student physical<br />
qualifications are completed prior<br />
to beginning training.<br />
Personal involvement in actual<br />
training conducted to a level<br />
necessary to ensure safety<br />
standards are in place and<br />
functional.<br />
Ensure all students attending highrisk<br />
courses are briefed on TTO<br />
procedures.<br />
Designate a Training Safety<br />
Officer.<br />
Report all training-related<br />
mishaps/injuries, as per OPNAV<br />
5100.23 (series), and forward<br />
copies of the OPNAV Safety Report<br />
to TPEB.<br />
Conduct periodic inspections of<br />
training equipment and facilities.<br />
Maintain and analyze reports of<br />
training-related mishaps/injuries.<br />
Appropriate<br />
NETC command<br />
and/or CCA<br />
5100.1<br />
CCA 5100.1<br />
CCA 5100.1<br />
CCA<br />
CCMM<br />
NETC/CCA<br />
Participating<br />
Activity<br />
5100.1<br />
LC CO 5100.1<br />
CO 5100.1<br />
CO 5100.1<br />
CO 5100.1<br />
CO 5100.1<br />
CO 5100.1<br />
CO 5100.1<br />
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NAVEDTRA 135C
POLICY/GUIDELINES/PROCEDURES RESPONSIBILITY INST<br />
Ensure all instructors and<br />
supervisory personnel assigned to<br />
high-risk training courses are CO 5100.1<br />
appropriately screened prior to<br />
assuming their duties.<br />
Establish procedures to ensure<br />
changes in student medical status<br />
are reported to instructional<br />
personnel with an indication of<br />
CO 5100.1<br />
student’s ability to perform the<br />
duties assigned.<br />
Ensure training managers, course<br />
supervisors, instructors, and<br />
curriculum managers complete<br />
introductory and specialized<br />
CO<br />
training that focuses on the<br />
identification and awareness of a<br />
safe and healthy work environment.<br />
Ensure supervisory personnel<br />
complete training to develop the<br />
skills needed to manage the NAVOSH<br />
CO<br />
program at the work unit level.<br />
Designate person(s) responsible for<br />
ensuring that NAVOSH training CO<br />
requirements are carried out.<br />
Establish a preventative<br />
maintenance system (PMS) for all CO 5100.1<br />
training equipment and devices.<br />
Ensure Emergency Action Plan is<br />
developed and maintained for all CO/OIC 5100.1<br />
high-risk courses.<br />
Review all critiques that address<br />
safety issues.<br />
CO/OIC<br />
Support and participate in annual<br />
Safety Reviews.<br />
CO/OIC 5100.1<br />
Distribute Core Unique Instructor<br />
Training materials to participating CCMM<br />
sites.<br />
Ensure Drop on Request (DOR)<br />
procedures are included in all<br />
high-risk voluntary courses, and<br />
that DOR is properly explained<br />
prior to training.<br />
CCMM 5100.1<br />
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NAVEDTRA 135C
POLICY/GUIDELINES/PROCEDURES RESPONSIBILITY INST<br />
Include Training Time Out (TTO)<br />
procedures in all high-risk course<br />
curricula and ensure the procedures CCMM 5100.1<br />
are properly explained prior to<br />
each high-risk evolution.<br />
Standardize TTO procedures to<br />
conform with Fleet indicators of CCMM 5100.1<br />
distress where feasible.<br />
Include in curricula, lessons<br />
learned and safety precautions as<br />
determined by safety directives and<br />
CCMM 5100.1<br />
prior mishap experience.<br />
Identify course prerequisites that<br />
certify the candidate for training<br />
and reflect physical, academic, and<br />
CCMM 5100.1<br />
performance standards.<br />
Delete all high-risk training<br />
exercises determined to be nonessential<br />
for attainment of course<br />
CCMM 5100.1<br />
objectives or for graduation.<br />
Develop Core Unique Instructor<br />
Training.<br />
CCMM<br />
Analyze student critique<br />
information to identify potential CO CS 5100.1<br />
safety problems.<br />
Review Emergency Action Plan on a<br />
monthly basis.<br />
CS 5100.1<br />
Document completion of safety<br />
training for instructors.<br />
CS<br />
Ensure all students are briefed on<br />
COR provisions for students<br />
attending high-risk voluntary<br />
CS 5100.1<br />
courses.<br />
Conduct quarterly Emergency Action<br />
CS 5100.1<br />
Plan walk-through.<br />
Conduct interviews with students<br />
requesting DOR.<br />
Ensure instructors in high-risk<br />
courses are inform if a student’s<br />
is set back due to medical problems<br />
that could cause future problems.<br />
Training<br />
Department<br />
Training<br />
Department<br />
5100.1<br />
5100.1<br />
6-36<br />
NAVEDTRA 135C
POLICY/GUIDELINES/PROCEDURES RESPONSIBILITY INST<br />
Ensure a sufficient number of highrisk<br />
instructional personnel<br />
successfully complete first aid and<br />
CPR qualifications and maintain<br />
qualification while assigned to<br />
high-risk instructional duties.<br />
Ensure all students and<br />
instructional personnel receive<br />
safety indoctrination training<br />
relative to the course prior to the<br />
start of training.<br />
Summarize safety review results as<br />
a TQI input.<br />
Ensure safety requirements are<br />
included in the curricula.<br />
Schedule annual Safety Reviews<br />
Be familiar with the objectives and<br />
evolutions of high-risk course.<br />
Observe high-risk training and<br />
assess compliance with approved<br />
training procedures and emergency<br />
procedures.<br />
Ensure safety standdowns are<br />
scheduled and conducted annually<br />
and results are record.<br />
Make recommendations to the CO on<br />
changes required in the safety<br />
program.<br />
Schedule quarterly walk-through of<br />
the Emergency Action Plan and make<br />
recommendations tor improvement<br />
required.<br />
Ensure Emergency Action Plan is<br />
exercised annually.<br />
Investigate all training-related<br />
mishaps/injuries.<br />
Conduct safety stand downs at least<br />
annually.<br />
Training Dept<br />
Training Dept<br />
LSO<br />
LSO Training<br />
Department<br />
LSO<br />
LSO<br />
Training Safety<br />
Officer<br />
Training Safety<br />
Officer<br />
Training Safety<br />
Officer<br />
Training Safety<br />
Officer<br />
Training Safety<br />
Officer<br />
Training Safety<br />
Officer<br />
CO Training<br />
Safety Officer<br />
CO Medical<br />
personnel<br />
5100.1<br />
OPNAV<br />
5100.23<br />
5100.1<br />
5100.1<br />
5100.1<br />
5100.1<br />
5100.1<br />
5100.1<br />
5100.1<br />
5100.1<br />
5100.1<br />
6-37<br />
NAVEDTRA 135C
APPENDIX A<br />
IN-SERVICE TRAINING<br />
A-1<br />
NAVEDTRA 135C
Purpose<br />
The IS Training Program is conducted to satisfy staff training<br />
requirements. It provides essential technical and instructional<br />
technique information to personnel assigned to training<br />
management, instructional, or instructional support duties.<br />
This training is unique to the academic environment.<br />
Discussion<br />
<br />
<br />
<br />
<br />
IS training will be scheduled by the LSO. Training is a<br />
primary duty and shall be attended except when precluded by<br />
actual instructional duties.<br />
Attendance to IS training is mandatory once it has been<br />
scheduled, and may be canceled only with concurrence<br />
between the DH/DIR and the LSO.<br />
In addition to the predetermined subject matter, additional<br />
IS training topics may be determined by a survey of<br />
instructors, training department requests, instructor<br />
evaluation reports, and/or student comment sheets.<br />
Personnel assigned to LC/LS/DET/Participating Activity duty<br />
will obtain required quarterly IS safety training through<br />
department directed safety meetings.<br />
Responsibility<br />
<br />
LSO<br />
<br />
<br />
<br />
Develop, schedule, and conduct the IS Training Program<br />
using Table 1.<br />
Analyze the effectiveness of the IS Training Program<br />
on a continuing basis as indicated by instructor and<br />
course critiques using Student Comments and Student<br />
Critique of High Risk Training.<br />
Retain IS training records for a period of three<br />
years.<br />
<br />
Division Officers. Assign personnel in the following<br />
billets to complete required IS training:<br />
<br />
<br />
<br />
<br />
<br />
<br />
MP - Maintenance Personnel<br />
CI - Classroom Instructor<br />
LI – Course Supervisor<br />
TO - Testing Officer<br />
DP – Designated Personnel assigned by the DH/Director<br />
MTS - Master Training Specialist<br />
A-2<br />
NAVEDTRA 135C
Course Supervisors<br />
<br />
<br />
Make appropriate entries of completed IS training in<br />
the instructors record of training.<br />
Retain records of divisional IS training for a period<br />
of three years or until member transfers.<br />
<br />
Instructors<br />
<br />
<br />
<br />
<br />
Personnel assigned to an instructor billet shall<br />
complete all required classroom instructor training<br />
within one year of report date.<br />
Personnel will complete all requirements for Course<br />
Supervisor within 15 months of report date.<br />
Personnel assigned as LI or MP billets do not need to<br />
complete all of the IS training listed in Table 1<br />
prior to assumption of duties. However, it is<br />
recommended all workshops be completed as soon as<br />
possible.<br />
Personnel assigned as TO or Curriculum Developer must<br />
complete indicated training prior to assumption of<br />
those duties.<br />
A-3<br />
NAVEDTRA 135C
Table A-1 - IN-SERVICE TRAINING TOPICS<br />
MP CI LI TO CD DP MTS<br />
Primary Instructor Training X X<br />
Advanced Instructor Training X X<br />
Course Supervisor Training<br />
X<br />
CeTARS Schoolhouse CSM X X<br />
Team Dimensional Training<br />
X<br />
New Testing Officer Training<br />
X<br />
CPR Training X X X X<br />
Course Review X X<br />
Piloting Readiness<br />
X<br />
Configuration Management<br />
X<br />
CeTARS Schoolhouse CERS X X<br />
Command Evaluation Team Training<br />
X<br />
Introduction to CeTARS Schoolhouse X X X X<br />
MP = Maintenance Personnel<br />
CI = Instructor<br />
LI = Course Supervisor<br />
TO = Testing Officer<br />
DP = Designated Personnel assigned by the Department Director<br />
MTS = Master Training Specialist<br />
A-4<br />
NAVEDTRA 135C
Table A-2 - Recommended Periodicity and Prerequisites<br />
Topic Length Frequency Prerequisite<br />
100 2 Days IT Grad Completed Instructor<br />
Training<br />
200 2 Days 2 Days Completed IS-100, IS-017<br />
300 4 Hours Quarterly Completed IS-200, IS-<br />
004, IS-014<br />
004 1 Day Quarterly N/A<br />
006 3 Hours Quarterly Completed Instructor<br />
Training Course<br />
007 1 Hour On Demand Division Officer<br />
recommendations<br />
010 8 Hours On Demand N/A<br />
011 1 Day Quarterly Completed Curriculum<br />
Developer qualification<br />
and IS-200<br />
012 4 Hours On Demand This workshop should be<br />
conducted 90 days prior<br />
to a pilot or monitored<br />
convening<br />
014 2 Days Quarterly Attended IS-017, and on<br />
board for 6 months<br />
015 3 Hours On Demand MTS, Designated Dept.<br />
Evaluator, Nominated by<br />
Dept. Head/Director<br />
017 1 Day Quarterly N/A<br />
A-5<br />
NAVEDTRA 135C
APPENDIX B<br />
ELEMENTS OF TRAINING ANALYSIS<br />
B-1<br />
NAVEDTRA 135C
PREREQUISITES<br />
Prerequisites are any requirements the student must have<br />
completed prior to attending the training. While many of the<br />
items listed below may have little or no impact on academic drop<br />
rate, they may impact non-academic drops and attrition.<br />
<br />
Physical (e.g., PFT)<br />
<br />
<br />
<br />
What are the physical requirements?<br />
What requirements are not being met?<br />
Should the prerequisites be adhered to or changed?<br />
<br />
Prior Training/Education<br />
<br />
<br />
What are the requirements?<br />
Are these requirements being met?<br />
<br />
Security Clearance<br />
<br />
<br />
Is a clearance required?<br />
Is the requirement being met?<br />
<br />
Mental (ASVAB, AFQT, reading level, etc.)<br />
<br />
<br />
<br />
<br />
<br />
What is the minimum requirement?<br />
Is the requirement being met?<br />
Are waivers being granted?<br />
Is there evidence that the waivers are affecting<br />
performance?<br />
Does the minimum requirement reflect the abilities<br />
required?<br />
<br />
Screening<br />
<br />
<br />
<br />
Are students being screened as per the transfer<br />
manual?<br />
Are "comply with" items being met?<br />
Are there any skills or abilities not used that may<br />
impact attrition?<br />
<br />
Medical<br />
<br />
<br />
What are the medical requirements?<br />
What requirements are not being met?<br />
B-2<br />
NAVEDTRA 135C
What percentages of attires are due to medical<br />
problems?<br />
Prerequisite Requirements<br />
Are all prerequisite requirements accurately and<br />
consistently documented? (e.g., CeTARS Schoolhouse,<br />
CANTRAC, Recruiting Manual, Transfer Manual)<br />
Is the command formally notifying commands when they<br />
are not complying with the above?<br />
CURRICULUM<br />
A review of the curriculum includes all training materials, FCR,<br />
and specific points in the curriculum that cause the student<br />
difficulty.<br />
<br />
Status of the curriculum<br />
<br />
Undergoing validation/pilot/revision?<br />
<br />
Instructor Guide/Lesson Plan<br />
<br />
<br />
<br />
<br />
<br />
<br />
Is the sequence of material correct? Is there a<br />
logical flow from one point to the next?<br />
Does the material support the learning objectives?<br />
Is the material current and accurate?<br />
What is the date of the latest revision?<br />
Does the material contain adequate personalization?<br />
Is the personalization approved? NAVEDTRA 134<br />
(series) refers.<br />
Does the material contain activities that ensure<br />
adequate time for drill and practice?<br />
<br />
Trainee Guide/Student Guide (TG/SG)<br />
<br />
<br />
<br />
<br />
<br />
<br />
Are the TG/SGs easy to read? Are the graphics clear?<br />
Are the sentences clear? Is the format easy to<br />
follow?<br />
Does the reading level reflect that of the student?<br />
Is the content adequate? For example, is there<br />
enough, too little, or too much information?<br />
Are the TG/SGs current and accurate?<br />
Are the TG/SGs used by the students?<br />
Are there adequate provisions for note taking?<br />
Are there assignment sheets that evaluate learning and<br />
support the objectives?<br />
B-3<br />
NAVEDTRA 135C
FCR<br />
<br />
<br />
Are the FCRs being used to improve training?<br />
Have all the previous discrepancies been corrected?<br />
<br />
High Drop/Attrition/Set-back Points<br />
<br />
To identify these points:<br />
• Determine the unit/part of the curriculum in<br />
which most students are having difficulty.<br />
• Determine the tests on which several students<br />
fail or are unsuccessful on the first attempt.<br />
• Determine the areas within the tests (objectives,<br />
topics, content areas, etc.) with which students<br />
experience the greatest degree of difficulty.<br />
<br />
After these areas have been identified, consider the<br />
following:<br />
• Does the course require skill training to master<br />
the subject and is it adequate?<br />
• Have these areas been revised recently?<br />
• Can the instructors, students, managers, etc.,<br />
identify a reason(s) for poor student performance<br />
in these areas?<br />
• Are additional drills and practice time needed<br />
for these areas?<br />
• Is the time allocation optimum for each topic?<br />
• If not, can time be reallocated from the less<br />
difficult to the more difficult topics?<br />
• Is the teaching methodology consistent with<br />
learning required?<br />
<br />
<br />
Visual Information (VI). Is the VI adequate to promote<br />
understanding of the objectives?<br />
Technical Documentation<br />
<br />
<br />
<br />
<br />
<br />
Is the technical documentation adequate?<br />
Are the manuals worn, hard to use, out of date?<br />
Are maintenance requirement cards up to date?<br />
Does the technical documentation match the Technical<br />
Training Equipment (TTE)?<br />
What is the reading level of the technical manuals?<br />
Is it consistent with the ability of the students?<br />
B-4<br />
NAVEDTRA 135C
If there are problems with technical documentation,<br />
has the appropriate systems command been notified?<br />
<br />
Technology Application<br />
<br />
<br />
Is the course supported by training technology? What<br />
type? (AEC, LRC, IMI?)<br />
Has the curriculum been analyzed for infusion of<br />
technology?<br />
TESTING<br />
The area of testing must be reviewed to ensure that the tests<br />
actually measure student performance against the objectives.<br />
<br />
Testing Program<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Is there an approved Testing Plan?<br />
Is the testing being conducted as per the Testing<br />
Plan?<br />
Are tests given too frequently or too quickly after<br />
the material has been presented?<br />
Are tests not given often enough?<br />
When are tests scheduled? Does the time of day or the<br />
day of the week appear to contribute to<br />
attrition/setback?<br />
Are test items keyed to the objectives/PPP items they<br />
measure?<br />
Is pretesting used to determine the entry-level<br />
knowledge and skills of the students?<br />
<br />
Testing in High Failure Areas<br />
<br />
<br />
<br />
<br />
Do the test items clearly measure the achievement of<br />
the objectives?<br />
Do they meet good test item construction guidelines?<br />
Is item analysis conducted? Is data recorded and<br />
reviewed to identify test items that may require<br />
revision or items that identify a trend?<br />
What methods are used to identify students with<br />
problems before a test is failed? (quizzes, homework,<br />
etc.)<br />
ACADEMIC SETBACKS<br />
Review the academic setback records for a designated time<br />
period. Consider the following:<br />
B-5<br />
NAVEDTRA 135C
Is there an approved setback policy for the course?<br />
Is the setback being used as directed?<br />
Where are the majority of the setbacks occurring?<br />
What is the average number of times a student is setback in<br />
the course?<br />
What is the average length of the setback?<br />
What percentages of students who are set back eventually<br />
graduate?<br />
Is there any evidence that the setback enhances the success<br />
rate?<br />
Can a setback point be identified where attrition is more<br />
cost effective?<br />
What is the percentage of Continued with Class (CWC) with<br />
remediation?<br />
Are all forms of remediation exhausted prior to set back?<br />
What is the average time to train a student, including<br />
setbacks?<br />
EQUIPMENT<br />
<br />
<br />
Equipment Failure. Are there problems with equipment,<br />
which result in downtime and reduce practical training<br />
time? What are the causes of the equipment failure? Can<br />
these be prevented from recurring?<br />
Equipment Adequacy<br />
<br />
<br />
<br />
Is there an adequate amount of TTE or simulators for<br />
practical training?<br />
Are the objectives being measured?<br />
Are there bottlenecks in the master schedule? If<br />
there are bottlenecks, how do students use their time<br />
while waiting to go to the lab? Is the equipment<br />
available for remediation?<br />
FACILITIES<br />
<br />
Training<br />
Does the physical proximity of dining, berthing, and school<br />
building impact the student's day?<br />
Are environmental conditions a problem? Are the classrooms<br />
furnished in a way to enhance learning?<br />
B-6<br />
NAVEDTRA 135C
Berthing. Is the living space and study space adequate?<br />
Are quiet hours enforced for study time?<br />
INSTRUCTORS<br />
Instructors are vital to the training process. It is extremely<br />
important that all instructors meet all training requirements<br />
for an instructor.<br />
<br />
Screening<br />
<br />
Are potential instructor records screened as per the<br />
Transfer Manual?<br />
<br />
Certification<br />
<br />
<br />
<br />
<br />
Are all instructors graduates of the formal instructor<br />
training course?<br />
Is there an approved certification program for<br />
instructors?<br />
Is the certification specific enough to identify<br />
required instructor skills in areas with high<br />
attrition/setback?<br />
Is certification conducted as per guidelines?<br />
<br />
Evaluation<br />
<br />
<br />
<br />
Are instructor evaluations conducted as per<br />
requirements?<br />
Are special instructor evaluations conducted on topics<br />
with high attrition/setback rates?<br />
What steps have been taken to identify instructor<br />
deficiencies? How have they been corrected?<br />
<br />
IS Training<br />
<br />
<br />
<br />
Is there a formal IS training program?<br />
Is the training responsive to the needs identified by<br />
the instructor/departments?<br />
Does it focus on areas identified by the instructor<br />
evaluation program?<br />
<br />
Instructor Critiques<br />
<br />
Is there a formal method of collecting feedback from<br />
the instructors?<br />
B-7<br />
NAVEDTRA 135C
Instructor Utilization<br />
<br />
<br />
<br />
<br />
Are divisional tasks periodically reviewed so that the<br />
main mission (instructing) receives its proper share<br />
of instructors (quantity and quality)?<br />
Do all personnel assigned to instructor billets teach?<br />
Is the rotational strategy of the staff designed to<br />
minimize burnout and maximize performance?<br />
Do the Manpower Authorization documents properly<br />
reflect the skills and experience required of the<br />
instructors?<br />
<br />
General<br />
<br />
<br />
<br />
Is trend analysis of test data conducted in such a<br />
manner that tests can be related to instructors for<br />
problem area justification?<br />
Are profiles of instructors in high<br />
drop/attrition/setback areas available for analysis?<br />
Do instructors having difficulty teaching a subject<br />
have an opportunity to observe more<br />
experienced/proficient instructors teaching it?<br />
STUDENT <strong>MANAGEMENT</strong><br />
How the staff interacts with the student, both inside the<br />
classroom and out, is another key element in quality training.<br />
Review the following programs to ensure effectiveness per this<br />
manual.<br />
<br />
Counseling Program<br />
<br />
<br />
Are the counseling procedures, practices, and training<br />
of personnel adequate for the academic and nonacademic<br />
counseling program?<br />
Are records reviewed for possible trends for recurring<br />
student problems, etc.?<br />
<br />
Academic Review Boards (ARBs)<br />
<br />
<br />
<br />
Are the ARBs conducted per applicable guidelines?<br />
Are records reviewed to identify possible trends?<br />
If so, what action has been taken?<br />
B-8<br />
NAVEDTRA 135C
Retesting<br />
<br />
<br />
<br />
<br />
<br />
When are students required to retest on a complete<br />
exam?<br />
Are students allowed to retest only on the failed<br />
objectives?<br />
Is retesting of failed critical objectives conducted?<br />
When are the retests administered?<br />
Is oral retesting being used?<br />
<br />
Remediation<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Is a remediation program in place and effective?<br />
Does the program provide specific guidance for<br />
voluntary and mandatory remediation?<br />
Are students given remediation in a timely manner?<br />
Does the program clearly identify the type of<br />
remediation to be used in different situations?<br />
(Written/oral remediation assignments, peer tutoring,<br />
etc.)<br />
Are remediation materials appropriate, adequate, and<br />
available?<br />
Is there a standardized, formalized remediation<br />
program for areas with high drop/attrition/setbacks?<br />
How effective is this portion of the remediation<br />
program?<br />
How can the complete remediation program be improved?<br />
Are the right students involved in remediation?<br />
Is remediation staffed with instructors certified in<br />
the subject matter?<br />
Is the instructor/student ratio optimum for these<br />
areas?<br />
Are there options for ratios not considered optimum?<br />
Are the spaces provided for remediation adequate?<br />
<br />
School Day<br />
<br />
<br />
<br />
Does the total length of the student day allow<br />
adequate time for academic and non-academic<br />
requirements?<br />
Are interruptions to training kept to a minimum?<br />
(i.e., dental, medical)<br />
Are students encouraged to develop good study habits<br />
and exercise self-discipline?<br />
B-9<br />
NAVEDTRA 135C
Navy Military Training<br />
<br />
<br />
<br />
Does the NMT staff provide positive military role<br />
models to increase motivation?<br />
Do the NMT staff and instructors work together as a<br />
team?<br />
Does the curriculum enhance a positive attitude toward<br />
the school and the Navy?<br />
<br />
Student Critique Program<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Are student critiques administered and data collected<br />
per the guidelines?<br />
Are critiques routed through the chain-of-command?<br />
Are critiques completed in a timely manner?<br />
Are critiques completed at intervals in long courses?<br />
Are the critiques specific enough to identify<br />
instructor and course strengths and weaknesses?<br />
Is the data collected, analyzed, and used to improve<br />
training?<br />
If so, what action has been taken?<br />
Are all students (non graduates and graduates)<br />
completing critiques?<br />
COMMAND CLIMATE<br />
The emphasis is not only on academic conditions but also on<br />
those areas outside the classroom that may impact the student's<br />
ability for success.<br />
<br />
Orientation Program<br />
<br />
<br />
Does the command provide the student with information<br />
needed while stationed at the command (i.e., chain-ofcommand,<br />
base rules)?<br />
Does the course provide an indoctrination program for<br />
incoming students?<br />
<br />
Quality of Life Programs<br />
<br />
<br />
<br />
Are quality of life critiques completed by all<br />
students (graduates and attrites)?<br />
Are the critiques reviewed and analyzed, and is action<br />
taken to correct the problems?<br />
Are quality of life critiques routed through the chain<br />
as directed?<br />
B-10<br />
NAVEDTRA 135C
Are the recreational and personal needs of the<br />
students provided for?<br />
Are the base facilities providing adequate support for<br />
the students?<br />
Do appropriate levels of training managers<br />
periodically visit the BEQs, galley, medical, etc.?<br />
Does the command leadership, at all levels, promote in<br />
the students a positive attitude toward the school and<br />
the Navy?<br />
B-11<br />
NAVEDTRA 135C
APPENDIX C<br />
TESTING PROGRAMS<br />
C-1<br />
NAVEDTRA 135C
INTRODUCTION<br />
To ensure students meet the requirements of the course<br />
objectives in the most efficient and effective manner, it is<br />
necessary to have both quality remediation programs and testing<br />
programs. The guidelines that follow should be used in<br />
conjunction with the information in Chapters 3 and 5. The<br />
contents of this appendix include a discussion of testing<br />
procedures, remediation programs, and test/test item analysis<br />
procedures.<br />
Methods of Testing<br />
<br />
Performance tests are sample work situations in which the<br />
students demonstrate the ability to complete a task or job.<br />
<br />
<br />
<br />
The goal of many courses in the NETC is to train the<br />
students to perform a skill. Because of this goal,<br />
performance testing may constitute a significant<br />
portion of the testing conducted in a course.<br />
Courses with skill objectives measure the student's<br />
accomplishment of the objectives either through<br />
practical work or through performance testing.<br />
Performance tests are graded with checklists or rating<br />
scales developed after the performance tests are<br />
prepared.<br />
Performance tests may infer knowledge transfer but<br />
should not be the sole measurement of knowledge<br />
transfer.<br />
<br />
Knowledge tests are used to measure a student's ability to<br />
recognize, recall, comprehend, apply facts, or interpret<br />
concepts.<br />
<br />
<br />
Knowledge tests have importance in technical training<br />
courses because they measure a student's ability to<br />
understand knowledge in support of the performance of<br />
a skill.<br />
Knowledge tests should be designed during the<br />
development/revision process and are used to measure<br />
the student's ability to perform the objective.<br />
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NAVEDTRA 135C
Types of Tests<br />
<br />
A pretest may be used in one of the following situations:<br />
<br />
<br />
<br />
During the pilot class, a knowledge pretest may be<br />
administered at the beginning of the course of<br />
instruction and again at the end of the instruction.<br />
A comparison of the results of the two tests helps the<br />
activity determine the effectiveness of the<br />
instruction.<br />
Pretests may be used to determine if a student has the<br />
knowledge or skill for acceleration. The pretest is<br />
similar to the existing test and is designed to<br />
measure mastery of the learning objectives.<br />
Pretests may be used to determine the need for<br />
remediation of a student prior to class convening.<br />
This type of pretesting should measure the<br />
prerequisite knowledge and skills necessary to meet<br />
entry-level requirements.<br />
<br />
A progress test may be either knowledge or performance.<br />
This type of test is administered at some point in the<br />
course, unit, topic, etc. The results are used to<br />
determine how the student is progressing toward the<br />
accomplishment of the objectives.<br />
A progress test should not cover more than 40-50<br />
periods of instructional material.<br />
<br />
A comprehensive test is given at the end of the instruction<br />
or after large blocks of material to measure mastery of the<br />
critical objectives in the course or to measure retention<br />
of previously tested material. It may be either a<br />
performance or a knowledge test. There are two different<br />
types of comprehensive tests: Within-course and final<br />
comprehensive tests.<br />
<br />
<br />
Within-course comprehensive tests are administered for<br />
longer courses when it would not be practical to<br />
administer one final test.<br />
Final course comprehensive tests are given at the end<br />
of the course and measure mastery of the critical<br />
objectives.<br />
<br />
A quiz is a short test used by the instructor to measure<br />
achievement of material recently taught.<br />
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NAVEDTRA 135C
The quiz may be given as often as desired and may or<br />
may not be a formal part of the grading system.<br />
If used to determine a part of the student's grade,<br />
then quizzes and testing procedures must be<br />
standardized. If not, the instructor may prepare and<br />
administer the quiz within the guidelines of the<br />
course and activity.<br />
The quiz is not normally retested. If it is used for<br />
grading purposes, it should be considered a part of<br />
the practical work grade.<br />
<br />
An oral test is normally given when job performance in the<br />
Fleet requires verbal demonstration of a skill.<br />
<br />
<br />
A board of examiners gives the oral test. The<br />
procedures and test items will be consistent for all<br />
students.<br />
Test items used for oral tests must be validated and<br />
approved prior to their use.<br />
Grading Systems<br />
The purpose of a grading system is to communicate whether the<br />
student has successfully completed the objectives and, in some<br />
instances, how well the student has achieved the objectives.<br />
There are two grading systems used in NETC: Satisfactory/<br />
unsatisfactory (SAT/UNSAT) grading and numerical grading.<br />
<br />
SAT/UNSAT. SAT/UNSAT grading systems are used when the<br />
performance is either accomplished or not accomplished with<br />
any varying degrees of performance.<br />
Example: An Aviation Ordnanceman either loads the bomb<br />
successfully or unsuccessfully; there is no marginal or<br />
outstanding performance. When this type of system is used,<br />
the course supervisor is required to develop grading<br />
criteria for the course; i.e., what constitutes SAT/UNSAT<br />
performance and in some cases, establish a method of<br />
ranking all the graduates. The requirements for this type<br />
of grading system are identical to those using the<br />
numerical method with the exception of translating a raw<br />
score to a grade.<br />
<br />
Grading Scale. The use of a grading scale applies only to<br />
courses using the numerical grading system. It is designed<br />
to provide a uniform understanding of the grades a student<br />
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NAVEDTRA 135C
is assigned. This scale applies to both knowledge and<br />
performance testing. These grades do not represent a<br />
percentage rather a placement on the scale. The following<br />
is the interpretation of the scale:<br />
<br />
<br />
<br />
<br />
<br />
90-100: Superior understanding/performance.<br />
Graduates in this category are able to perform quickly<br />
and efficiently with little or no supervision.<br />
80-89: Above average understanding/performance.<br />
Graduates are able to perform efficiently with little<br />
supervision.<br />
70-79: Acceptable understanding/performance.<br />
Graduates complete assignments with minor errors.<br />
Supervision is required.<br />
63-69: Minimally acceptable understanding/<br />
performance. Additional instruction is normally<br />
required along with close supervision.<br />
0-62: Inferior understanding/performance. Students<br />
are unable to meet standards.<br />
<br />
<br />
Minimum Passing Grade for a Course. There are no formulas<br />
for establishing cut-off points. A complex matter and<br />
should be reached only after careful consideration of<br />
acceptable understanding/performance and job performance<br />
criticality (potential damage to personnel or equipment).<br />
The grading scale is a guideline to determine the minimum<br />
passing grade for a course. A minimum passing grade may be<br />
justifiably lowered to meet immediate manpower needs if<br />
errors in performance are less critical than no performance<br />
at all. The minimum passing grade for a course is<br />
determined by the CCMM and approved in the testing plan.<br />
For "A" schools, the minimum grade is between 63 and 75.<br />
Minimum Passing Grade for a Knowledge Test. While the<br />
minimum passing grade for the course is based on the<br />
grading scale, the minimum passing grade for a test is<br />
determined by a panel of SMEs and is established after the<br />
test is designed, and test items are developed. The SMEs<br />
that determine the minimum passing grade for a test should<br />
be different from the SMEs that prepared the test design<br />
and developed the test items.<br />
<br />
The curriculum developer is responsible for test<br />
design and test item development, which occur during<br />
the development/revision project.<br />
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NAVEDTRA 135C
To determine what is minimum passing on a test, the<br />
SMEs decide which test items the student must answer<br />
correctly to indicate minimum acceptable performance.<br />
This number is called the minimum passing raw score.<br />
The minimum passing raw score will vary based on the<br />
content of the material. Example, material that is<br />
most critical may have a higher raw score than less<br />
critical material.<br />
<br />
Translation of the Raw Score on a Knowledge Test to a<br />
Grade:<br />
Step One: Determine the raw score for the minimum<br />
acceptable performance on a test. The minimum is always<br />
equal to 63 (the minimum passing grade on the scale).<br />
Step Two: Calculate the grade equivalents for the<br />
remaining scores above 63. For example, you have<br />
determined that the raw score for the minimum acceptable<br />
performance on a test is 30 of the 50 items.<br />
Subtract the minimum grade from 100.<br />
100 – 63 = 37.<br />
<br />
Subtract the minimum raw score from the total items.<br />
50 - 30 = 20<br />
<br />
Divide the remainder of grade points by the number<br />
above raw score.<br />
37 ÷ 20 = 1.85<br />
Add 1.85 to all grades above 63.<br />
Grade Raw Score<br />
63 30<br />
64.9 31<br />
66.7 32<br />
68.6 33<br />
70.4 34<br />
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NAVEDTRA 135C
Step Three: Calculate the grades for scores below 63.<br />
<br />
Divide the minimum passing grade by the minimum raw<br />
score.<br />
63 ÷ 30 = 2.1<br />
<br />
Subtract 2.1, starting with 63, for each raw score<br />
below 30.<br />
Grade Raw Score<br />
60.9 29<br />
58.8 28<br />
56.7 27<br />
54.6 26<br />
52.5 25<br />
<br />
If the minimum passing grade for a course is established at<br />
a grade higher than the minimum, such as 70, the minimum<br />
acceptable grade must still be determined first by the SMEs<br />
and then the grade translated up to 70. CCA may establish<br />
a higher minimum score.<br />
<br />
<br />
In this instance, the student may perform at the<br />
minimum acceptable level but not pass the test because<br />
the subject matter, the level of training required in<br />
follow-on training or safety requires the graduate to<br />
perform at a higher standard.<br />
In the above example, the student would be required to<br />
answer 34 items correctly to pass the test, which<br />
would be four items above the minimum.<br />
<br />
<br />
Many computer-grading systems are available to do these<br />
computations. For additional information on computer<br />
support systems, refer to Chapter 6, Section 5.<br />
Minimum Passing Grade for Performance Tests.<br />
<br />
<br />
The minimum passing grade for performance tests is<br />
determined very much like the knowledge tests. The<br />
curriculum developer prepares the grading criteria at<br />
the time the performance test is developed. If a<br />
numerical grading system is used, maximum point values<br />
should be assigned for each task on the job sheet.<br />
Total of the maximum points normally equals 100.<br />
To determine the minimum passing grade, SMEs should<br />
review the job sheet, evaluation instrument, and<br />
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NAVEDTRA 135C
grading criteria to identify the minimum acceptable<br />
performance, expressed as a number, for each task.<br />
The total of these point values represents the minimum<br />
passing grade for the test. It is not necessary to<br />
determine a raw score and then translate to a grade as<br />
with knowledge testing.<br />
If the grading system is SAT/UNSAT, minimum acceptable<br />
performance must still be determined. For example, a<br />
performance test has seven tasks graded SAT/UNSAT.<br />
How many of these steps must be completed for minimum<br />
acceptable performance?<br />
Care must be taken when using SAT/UNSAT grades for<br />
performance tests if numerical grades are assigned to<br />
knowledge tests. If this occurs, the student's grade<br />
for the course may be based solely on knowledge. This<br />
may not provide a realistic picture of the graduate.<br />
<br />
Practical Work. Practical work grades are grades derived<br />
from day-to-day assignments. Practical work may be in the<br />
form of labs, homework assignments, and/or in-class<br />
assignments. While practical work grades may be used in<br />
calculating the student's grade, they are normally limited<br />
to 10 percent of the overall course grade.<br />
TESTING PROGRAMS<br />
Knowledge Test Item Bank. The master test item bank contains<br />
all the test items approved for use in the course and is<br />
maintained by the CCMM. Test items will be written in<br />
accordance with NAVEDTRA 130 and 131 (series). Test item banks<br />
should be reviewed during FCR. Test item banks may be<br />
maintained in the form of test item cards, copies of versions of<br />
a test, or computer-stored test items.<br />
<br />
Test items in the bank normally contain:<br />
<br />
<br />
<br />
<br />
<br />
The number of the objective the test item supports.<br />
The learning level of the test item. (Refer to<br />
NAVEDTRA 130 and 131 (series).)<br />
The location of the supporting material in the<br />
curriculum.<br />
Test item analysis data.<br />
The number of the test on which the item is located.<br />
<br />
The number of items contained in the test bank are based on<br />
the objectives and the need for additional test versions.<br />
SMEs should evaluate the objectives and determine the<br />
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NAVEDTRA 135C
number of items required to ensure the measurement of<br />
acceptable student performance. The criticality or<br />
importance of the objectives to overall performance, the<br />
complexity of the material or the amount of time devoted to<br />
the teaching of the objectives may be factors to consider<br />
when determining the number of required test items.<br />
Test Security. Test materials must be accounted for at all<br />
times. Test materials include test item banks; copies of the<br />
tests; scoring keys; computers containing testing materials and<br />
any diagram, formula sheet, etc., used by the student when<br />
taking a test. Test materials may be controlled in the<br />
following manner.<br />
<br />
<br />
<br />
<br />
<br />
Test materials should be stored in a locked container in an<br />
area accessible to staff personnel only. When test<br />
materials are removed, a check-in and check-out system<br />
should be maintained.<br />
Digital test materials on the network need to be secured<br />
via permissions and/or passwords. A computer having test<br />
items stored on a hard disk drive should be in an area<br />
accessible to staff only.<br />
Tests are normally unclassified but are to be handled in an<br />
accountable manner. If the test contains classed<br />
materials, the test will be classified and the material<br />
handled in accordance with the applicable security<br />
classification.<br />
Performance tests and materials should be controlled only<br />
when they contain information that could cause a test<br />
compromise.<br />
When mailing testing materials, a record of receipts, OPNAV<br />
Form 5511/10, S/N 0107-LF-008-8000, will be included. The<br />
receiving activity will sign and return the form to the<br />
sender.<br />
Test Administration and Review. Written guidelines are<br />
developed for the administration of both performance and<br />
knowledge tests. The written guidelines are in the form of test<br />
administrator's guides. NAVEDTRA 130 and 131 (series) contain<br />
specific guidelines on the content and use of an administrator's<br />
guide.<br />
<br />
<br />
During the administration of the test, precautions should<br />
be taken to minimize the possibility of test compromise.<br />
After the test has been given and graded, the test is<br />
reviewed. The review is necessary to correct any<br />
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NAVEDTRA 135C
misconceptions or errors the students may have. The<br />
following guidelines apply:<br />
<br />
<br />
<br />
After the test is graded, review the test in general<br />
with the class. This is normally accomplished by<br />
reviewing the most frequently missed test items with<br />
the class as a whole.<br />
When only one or two students miss an item, this item<br />
may be reviewed in class or individually depending on<br />
the situation and time available.<br />
Since it is important that the student not make the<br />
same mistake again, all missed test items should be<br />
reviewed.<br />
<br />
During the review, precautions must again be taken to<br />
minimize the possibility of test compromise. The following<br />
are examples of methods to prevent test compromise:<br />
<br />
<br />
<br />
Review the missed test items without discussing the<br />
items or the answers verbatim.<br />
Use computer-generated testing. When new tests are<br />
generated each time, the test may be reviewed<br />
verbatim. This may not be practical for courses with<br />
large student input due to the volume of printed<br />
material required.<br />
Develop alternate versions of a test. Alternate<br />
versions of a test will follow the original test<br />
design. Using several versions of a test requires the<br />
course to have a larger test item bank. The rule of<br />
thumb for determining if an adequate number of test<br />
versions is available is to have enough versions to<br />
prevent two classes that are on board at the same time<br />
from being administered the same test version.<br />
Remediation Programs. Regardless of the effectiveness of the<br />
testing program or the review process, there are times when a<br />
student needs to be remediated on material in order to<br />
accomplish the objective. Remediation is normally accomplished<br />
through mandatory and voluntary remediation programs.<br />
Mandatory Remediation. Mandatory remediation may occur when a<br />
student:<br />
<br />
Is recommended by the instructor as a result of a<br />
performance counseling session. In this case, it is the<br />
course supervisor's responsibility to make the final<br />
decision as to whether mandatory remediation is assigned.<br />
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NAVEDTRA 135C
Is recommended by an ARB decision.<br />
Exhibits poor performance on test, homework, and<br />
assignments.<br />
Fails to achieve the minimum passing grade on a progress or<br />
within-course comprehensive test.<br />
Fails a critical objective. This remediation should take<br />
place even though a student has passed the test.<br />
Students shall be given the opportunity for remediation and<br />
retesting prior to the convening of an ARB.<br />
NOTE<br />
While mandatory remediation may occur in any and all of the<br />
above situations, each situation may require different<br />
methods of remediation. For example, the time spent,<br />
instructor involvement, location of remediation, and<br />
structure of remediation may all vary based on the type of<br />
failure, i.e., test failure or objective failure.<br />
<br />
When a test is failed, students may receive remediation on<br />
the entire test or the part of the test failed.<br />
Remediation should be formal and structured for a test<br />
failure.<br />
<br />
<br />
Formal/structured remediation refers to written<br />
guidelines for the student on specific areas to study.<br />
Quizzes may be administered and instructors should<br />
evaluate student performance. Grades on the quizzes<br />
should be recorded in the student's record.<br />
A formal structured remediation program requires<br />
direct supervision and active involvement by the<br />
remedial instructors.<br />
<br />
When the test is passed, but an objective is failed, the<br />
following points should be considered:<br />
<br />
<br />
<br />
If the objective failed is a critical objective,<br />
remediation may need to be formal/structured.<br />
If the student clearly does not understand the<br />
objective, remediation may need to be formal. An<br />
indication of a lack of understanding is the number of<br />
missed items.<br />
Remediation may be accomplished one-on-one by the<br />
instructor. The student may also be allowed to<br />
complete some additional assignment individually in a<br />
non-structured environment.<br />
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NAVEDTRA 135C
Every effort should be made to conduct mandatory<br />
remediation outside the normal training day. If this is<br />
not possible, the situation should be described in the<br />
course testing plan under remediation procedures.<br />
Voluntary Remediation. A voluntary remediation program provides<br />
assistance for the students who seek additional help on their<br />
own. Students must be encouraged to ask for assistance anytime<br />
they are confused about the material. If the student volunteers<br />
for remediation, it may be necessary to separate the voluntary<br />
group from the mandatory group. Students in voluntary<br />
remediation may require a great deal of attention. This may<br />
discourage students with more severe problems from seeking<br />
instructor assistance. The important issue is to provide the<br />
assistance students need to understand the material.<br />
Methods of Remediation and Enhanced Learning Options. Because<br />
students and situations are unique, instructors may use one of<br />
several different methods to remediate students. The following<br />
are examples of different remediation methods that may be used<br />
after the traditional 8-hour day or during the +2 for courses<br />
under 6 +2 program.<br />
<br />
Tutoring may be instructor lead or peer lead tutoring.<br />
<br />
<br />
Instructor tutoring provides a one-on-one remedial<br />
instruction for the student. Instruction may include<br />
discussion of particular points with which a student<br />
is having difficulty, demonstrations and additional<br />
problems or examples.<br />
Peer tutoring happens as a natural consequence of<br />
being teamed up with one or two other students to<br />
discuss questions or solve problems. A variety of<br />
tools may be used to focus these discussions including<br />
prepared question packages, which are tied to each<br />
objective or to individual discussion points.<br />
Evaluation standards/answers should be developed to<br />
ensure consistency between instructors. A single<br />
instructor could usually monitor three groups of three<br />
students each.<br />
<br />
Seminars can be developed from existing lesson materials.<br />
The material may be expanded in detail by increasing the<br />
number and types of examples and illustrations used. To<br />
ensure maximum student interaction, seminars should be<br />
limited to six students per session. Seminars must focus<br />
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NAVEDTRA 135C
on teaching the material in a different way. Restating<br />
what was already stated in the classroom is often not<br />
effective for the at-risk student.<br />
Labs can be open to allow students to complete unfinished<br />
Job Sheets. Students experiencing difficulty in meeting<br />
performance objectives may be assigned additional Job<br />
Sheets or provided the opportunity to do additional<br />
troubleshooting. Safety requirements will determine the<br />
minimum number of instructors.<br />
Learning Resource Center (LRC), if available, may contain a<br />
variety of alternative teaming options. Most products in<br />
the LRC will be developed for individual rather than group<br />
use. The LRC instructors can usually manage 10-15<br />
students. The LRC support allows the instructor to answer<br />
student questions, assess their progress and make<br />
recommendations/assign materials, which are most<br />
appropriate for the student and the topic area.<br />
<br />
<br />
<br />
<br />
<br />
Written self-study remediation packages may contain<br />
additional problems, readings, or assignment questions<br />
that the student answers during an after hour program.<br />
Remedial materials should be developed for areas that<br />
have historically exhibited a high failure rate.<br />
Videotapes may range from in-house productions to<br />
commercially developed. Tapes can be as simple as the<br />
best instructor teaching a lesson or more elaborate<br />
productions, which required the special services,<br />
offered by the Media Resource Centers.<br />
Audiotapes range from local productions to<br />
commercially developed materials. Lectures may be<br />
taped for playback. Recording of sounds can be<br />
developed for recognition drill and practice.<br />
Interactive Multimedia Instruction (IMI) may be<br />
developed for initial or remedial training. New<br />
courseware may be developed in-house, by other<br />
government agencies, or by contractors. Commands are<br />
encouraged to contact other training activities for a<br />
list of IMI available.<br />
<br />
Quiet study as a non-structured type of remediation.<br />
<br />
<br />
This is best suited for a student with good study<br />
habits who has little difficulty in attaining the<br />
objectives.<br />
Normally this student is capable of self-directed<br />
study and will need little help from the instructor.<br />
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NAVEDTRA 135C
Remediation for a student whose unit/course averages or<br />
test grades fall below a predetermined grade.<br />
<br />
<br />
This method helps to identify students with potential<br />
problems before they experience a failure.<br />
These students should be placed in a less structured<br />
and less formal remediation environment than those<br />
assigned mandatory remediation due to test/objective<br />
failure. Once a student shows improvement, the<br />
requirement to attend remediation should be lifted.<br />
Test and Test Item Analysis. Test items and tests are prepared<br />
during development/revision of curriculum. During this time<br />
they are reviewed for content validity but in order to determine<br />
if they have statistical validity, test and test item analysis<br />
techniques are needed. The techniques used for analyzing test<br />
items include difficulty index, index of discriminating power,<br />
and effectiveness of alternatives. Each will be discussed in<br />
the paragraphs that follow.<br />
Procedures for Analyzing Test Items. While test item analysis<br />
procedures may vary between courses, the following general<br />
guidelines apply.<br />
<br />
<br />
Analyses are conducted from student answer sheets. The<br />
recommended sample size is 100. Smaller sample sizes will<br />
be necessary when class size and number of course<br />
iterations dictate. When the answer sheets have been<br />
collected, conduct the analysis manually or with computer<br />
assistance.<br />
Record the date items are analyzed to keep track of the<br />
performance of the test item over time. This information<br />
may be maintained manually on the test item bank or<br />
automatically with some computer programs. Historical data<br />
is used to study trends in order to make decisions about<br />
test items over time. For example:<br />
<br />
<br />
If the difficulty index of the test item suddenly<br />
changes, the testing personnel should investigate<br />
possible causes for the change.<br />
If a difficult item is now very easy, it may have been<br />
compromised. If an easy item suddenly becomes very<br />
difficult, this may mean instructors are not teaching<br />
effectively or the quality of the student has changed.<br />
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The frequency with which an analysis is conducted may vary.<br />
While 100 answer sheets is the recommended number to use<br />
for analysis, this may not always be possible or practical.<br />
<br />
<br />
If a course has a large student input, conducting an<br />
analysis for every 100 answer sheets may be too time<br />
consuming. If this occurs, testing personnel may be<br />
able to conduct a monthly analysis until the items are<br />
considered stable. Once stable, the analysis can be<br />
conducted on a quarterly basis.<br />
If a course has a very small student input, and it may<br />
take several years to collect 100 answer sheets. For<br />
courses with small inputs, the entire sample may be<br />
used to calculate the effectiveness of the<br />
alternatives and the index of discriminating power.<br />
• These courses may also use the 50 percent missed<br />
rule. With this method, each test item that is<br />
missed by 50 percent of the students is reviewed<br />
for possible problem areas.<br />
• If 100 answer sheets can be accumulated in a<br />
year's time, then a complete analysis, using all<br />
three indexes should be conducted. If not, then<br />
a complete analysis may not be required.<br />
• If a complete analysis is not required, the 50<br />
percent missed rule applies.<br />
<br />
The important thing is not so much that an analysis be<br />
conducted every time 100 answer sheets are received,<br />
but that an analysis is conducted and the results are<br />
used to improve the instruction.<br />
<br />
<br />
In the analysis of a test item, it is important to record<br />
the date an item was changed or the date the instructional<br />
materials were changed. Each time an item or material is<br />
changed, the analysis must begin again. When this is done,<br />
it is possible to compare the performance of the test item<br />
before and after the change.<br />
After the test items are analyzed, the next step is to make<br />
decisions based on the data.<br />
<br />
First, determine which items do not fall into the<br />
acceptable indexes discussed earlier. Each item is<br />
then reviewed by asking several questions:<br />
• Is the answer miskeyed?<br />
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NAVEDTRA 135C
• Is there no correct answer or more than one<br />
correct answer?<br />
• Is the question clear to the student?<br />
<br />
If the test item is determined to be sound, the next<br />
step is to review the instructional material.<br />
• Is the information correct?<br />
• Does the material in the student guide support<br />
the information in the lesson plan?<br />
• Does the information in the technical manual<br />
support the material in the lesson plan?<br />
<br />
If the instructional material is correct, next<br />
evaluate the classroom instruction.<br />
• Was the material taught correctly?<br />
• Did the student receive practice prior to<br />
testing?<br />
• Was there adequate time allowed for review and<br />
summary of the material?<br />
• How effective was the instructor in the delivery?<br />
• Can the poor performance of the test item be<br />
tracked to a specific instructor?<br />
<br />
Once all the information has been reviewed, several<br />
possible actions may occur.<br />
• The test, instructional materials, and/or master<br />
schedule may require a change.<br />
• Some areas may be corrected through instructor IS<br />
training. This can be technical or technique in<br />
nature.<br />
• The final possible action is to make no change<br />
until further data is collected.<br />
Techniques for Test Item Analysis. Item Difficulty calculates<br />
the difficulty of the test item. If the item does not have the<br />
correct degree of difficulty, then it may not effectively<br />
discriminate. The acceptable range of difficulty for technical<br />
training is .50 to .90.<br />
<br />
To calculate the difficulty index, take the complete sample<br />
and use the following guidelines:<br />
<br />
Count the total number of correct answers and divide<br />
by the total number taking the test.<br />
C-16<br />
NAVEDTRA 135C
The formula p = Nc ÷ N results in a proportion or<br />
decimal that becomes the index of item difficulty.<br />
The larger the index, the easier the item. If the<br />
item is answered correctly by everyone, the index<br />
would be 1.00. If no one answered it correctly, the<br />
index would be 0.00. For 150 answer sheets, where 100<br />
answers were correct, the difficulty index would be as<br />
follows:<br />
P = 100 = .66<br />
150<br />
<br />
Based on the limits, this item would be considered<br />
acceptable.<br />
<br />
Sometimes a difficulty of 1.00 may be desirable. This<br />
normally occurs in the area of safety where the goal is for<br />
everyone to answer the item correctly.<br />
Effectiveness of the alternatives is used for multiple-choice<br />
test items<br />
<br />
<br />
The multiple-choice test item is only as good as its<br />
alternatives. If the incorrect alternatives are illogical,<br />
not plausible or absurd, the student may be able to select<br />
the correct response without knowing the material.<br />
This index calculates the number of students selecting each<br />
alternative within the high and low groups. The steps are<br />
as follows:<br />
<br />
<br />
After sorting the answer sheets from highest to<br />
lowest, select the highest and lowest 27 percent of<br />
the students.<br />
Count the number of students in each group that<br />
selected each alternative. For example:<br />
Item 1 (a) (b) (c) (d) Total<br />
High 27% 2 15 17 7 41<br />
Low 27% 1 12 15 13 41<br />
<br />
Alternative "a" may need to be improved. It is<br />
ineffective as an alternative since it was selected by<br />
only 3 of 82 students.<br />
C-17<br />
NAVEDTRA 135C
Alternative "c" is more deceiving to the high group<br />
than to the low group. This item can be improved by<br />
making this response less plausible to the high group.<br />
Analyzing Procedures for Performance and Essay Test Items.<br />
Performance and essay items almost always require a checklist or<br />
rating scale. First, check the reliability of the rating scale.<br />
Once you are confident the checklist or rating scale is<br />
reliable, student responses can be analyzed. The following<br />
sections describe the types of errors that raters can make and<br />
procedures for checking the reliability of checklists and rating<br />
scales for performance and essay test items.<br />
Types of Rating Errors. One problem with rating scales is that<br />
different raters often make different judgments about the same<br />
performance. These differences or rating errors can be<br />
classified into four categories:<br />
<br />
<br />
<br />
<br />
Error of Standards. Errors are sometimes made because of<br />
differences in different raters' standards. If rating is<br />
done without any specified standards, there may be as many<br />
different standards as there are observers. This is why it<br />
is important that rating scales be "anchored" with<br />
descriptions of the behaviors for each value on the rating<br />
scale. The more complete these descriptions, the better<br />
the inter-rater agreement.<br />
Error of Halo. A rater’s ratings may be biased because<br />
he/she allows his/her general impression of an individual<br />
to influence his/her judgment. This results in a shift of<br />
the rating and is known as a "halo" effect. If a rater is<br />
favorably impressed, the shift is toward the high end of<br />
the scale. If the rater is unfavorably impressed, the<br />
shift is toward the low end. This type of error frequently<br />
goes undetected unless it is extreme. It is therefore a<br />
difficult error to overcome. Error of halo is reduced by<br />
reminding each rater that he/she is judging specific<br />
performances and should NOT take into consideration of<br />
his/her overall impression of a student.<br />
Logical Error. A logical error may occur when a rater uses<br />
a series of rating scales. When a rater tends to give<br />
similar ratings on scales that are not necessarily related,<br />
he/she is making a logical error. The way to minimize<br />
logical errors is to make clear the distinctions among<br />
different performances or aspects of a product that are to<br />
be measured. Again, behavioral "anchors" help.<br />
Error of central tendency. An error of central tendency is<br />
demonstrated when different raters tend to rate most<br />
C-18<br />
NAVEDTRA 135C
students near the middle of a scale. If, for example, a<br />
scale has seven points and you get a large number of "4s"<br />
from the raters, they may be making this error. One way to<br />
counter this is to use scales with an even number of points<br />
(so there is no middle point). Also, behavioral "anchors"<br />
again help.<br />
Determining Reliability of Rating Scales and Checklists<br />
<br />
Rating Scales. Rating scales are used in items that<br />
involve decisions more complicated than "yes-no" or "go-nogo".<br />
It is important that different raters use the scale<br />
in the same way. To determine how well different raters<br />
agree, construct a chart similar to the one below. The<br />
chart should show the score that each rater gave to each<br />
student on each item. In the example below, three raters<br />
rated five students on five items. The rating scale for<br />
each item was 1 to 5.<br />
Sample Rating Scale Data for Five Item<br />
Student 1 Student 2 Student 3 Student 4 Student 5<br />
Item R1 R2 R3 R1 R2 R3 R1 R2 R3 R1 R2 R3 R1 R2 R3<br />
Number<br />
1 5 5 5 3 3 3 4 4 4 2 2 2 1 1 1<br />
2 5 4 4 4 4 4 3 4 3 1 2 2 2 3 2<br />
3 5 4 5 4 3 3 3 3 3 3 2 2 4 4 4<br />
4 3 5 2 3 1 4 2 4 3 1 2 4 3 2 1<br />
5 4 4 3 3 2 3 4 3 4 3 2 2 3 3 3<br />
R1=Rater 1, R2=Rater 2, R3=Rater 3<br />
<br />
By looking across a row, you can compare the scores given<br />
by the different raters to each student. In the example<br />
above, you can see that for item 1, there is perfect<br />
agreement among raters. For items 2, 3, and 5, there is<br />
some disagreement and for item 4, there is considerable<br />
disagreement. A good guideline is that, if the majority of<br />
raters agree and the raters disagreeing are only off by one<br />
point on a scale, the rating scale is reliable. If,<br />
however, there is no majority agreement or if raters differ<br />
by 2 or more points on the scale, a review is necessary.<br />
The rating scales should be checked to make sure that the<br />
"anchoring" statements are as clear as possible, and the<br />
instructions to scorers should be checked to make sure they<br />
are not misleading some of the raters. It is best to do<br />
this with the raters, because they can tell you what they<br />
thought they were doing.<br />
C-19<br />
NAVEDTRA 135C
Checklists. Checklists should be treated in the same way<br />
as rating scales, except there will be only two possible<br />
scores, 1 or 0, yes or no, or go or no-go. Again,<br />
different raters should be compared with each other, as in<br />
the table above, to determine if there is substantial<br />
disagreement. If so, the checklists and instructions to<br />
scorers should be reviewed.<br />
Essay Test Items. Since essay items are best scored using<br />
checklists or rating scales for major points in the<br />
answers, the procedures described above are applicable.<br />
Test Analysis for Selected-Response Items. Analyzing the<br />
individual test item is only part of the analysis process.<br />
Statistically, individual test items may appear acceptable, but<br />
when placed together on the test, may not accomplish what the<br />
test was designed to do. This section provides some guidelines<br />
to consider when conducting test analysis.<br />
<br />
<br />
Content Validity is defined as the extent to which a test<br />
measures the objectives. Tests should have content<br />
validity prior to conducting the test item analysis.<br />
Measures of Central Tendency are statistical measures<br />
commonly referred to as the mean, median and mode. The<br />
median is the middle grade. The mode is the most frequent<br />
grade in the sample. The mean is the average grade. It is<br />
the statistic to be most concerned with during test<br />
analysis.<br />
<br />
<br />
<br />
The mean grade on a test provides information on the<br />
average student. If the minimum passing score for a<br />
test is set at 70 and the mean is 70, then the average<br />
student is achieving the minimum score. If this is<br />
occurring, then the minimum passing score is probably<br />
set too high.<br />
When the mean grade is low, it could indicate that the<br />
test is too difficult, leading to student frustration.<br />
On the other hand, if the mean grade is 95, the test<br />
is probably not challenging enough for students.<br />
When using the mean, be aware that the grade may not<br />
accurately reflect student performance since it may be<br />
affect by extremely high and low scores.<br />
<br />
Validation requires a list of the number, type, and<br />
knowledge levels for all test items in a course. If a test<br />
was designed properly, there is a greater chance that the<br />
test has content validity and is therefore measuring the<br />
C-20<br />
NAVEDTRA 135C
objectives of the course to the level identified.<br />
Reviewing the test design periodically is another method to<br />
evaluate the effectiveness of the test.<br />
Methods for Reviewing Test Items. So far we have discussed<br />
statistical methods for "flagging" items that may be flawed.<br />
There are other, less formal, follow-up methods for reviewing<br />
items, which should be used to correct these flaws. These<br />
methods are discussed below.<br />
<br />
<br />
<br />
<br />
<br />
<br />
Feedback from students. Feedback from individuals in the<br />
tryout can be extremely useful in identifying flaws.<br />
Interview as many students in the tryout as possible. Have<br />
them "walk through" their thinking as they respond to<br />
items. You should note difficulties with instructions or<br />
with particular items, time pressures, problems with<br />
equipment or facilities, misunderstandings of standards or<br />
scoring, and other points of confusion. It is best to<br />
conduct this review orally with individual students,<br />
because you can ask follow-up questions to pinpoint the<br />
source of problems.<br />
Peer review. Another useful technique is to have<br />
experienced test developers review your items.<br />
Review by test evaluator. The LS/DET LSO, and/or a Testing<br />
Officer are responsible for quality control. They will<br />
have their own procedures for review and revision of tests<br />
and their own sets of criteria that tests should meet.<br />
Review by SME’s. You should always obtain reviews of your<br />
test items from subject matter experts. They should be<br />
asked to check the items for technical accuracy and to note<br />
items that are confusing or misleading.<br />
Review of practice items. If practice items completed by<br />
instructed students are available, they can be used to help<br />
review test items. Since practice items should be similar<br />
or identical to the test items, performance on practice<br />
items can be compared to performance on related test items.<br />
If there are major differences between performance on<br />
practice and related test items, the items should be<br />
reviewed using the procedures described in this section.<br />
Some additional things to look for are inadequate<br />
instruction, long delays between initial training and<br />
testing (which could result in forgetting), practice items,<br />
and test items that are inconsistent, and inappropriate<br />
sequencing of instruction, such that practice items occur<br />
before a proper instructional foundation has been laid.<br />
C-21<br />
NAVEDTRA 135C
Frequency of Testing. Frequency of testing should be reviewed<br />
to ensure tests are administered at optimal intervals. Testing<br />
at too short an interval creates an unnecessary administrative<br />
burden. Testing at too great an interval will delay diagnosing<br />
student academic problems. The recommended testing interval for<br />
a progress test is about 40 periods of instruction. When<br />
information/performance is complex or difficult for students, as<br />
evidenced by low test scores, they often benefit by being tested<br />
on smaller chunks of information/performance more frequently.<br />
C-22<br />
NAVEDTRA 135C
APPENDIX D<br />
LABORATORY EVALUATION<br />
PROCEDURES<br />
D-1<br />
NAVEDTRA 135C
LABORATORY EVALUATION PROCEDURES<br />
Laboratory Evaluation Procedures. This Appendix contains<br />
information on how to conduct laboratory evaluations and how to<br />
evaluate the performance based on the Instructor Laboratory<br />
Checklist (ILC) provided at the end of this Appendix D-1.<br />
Procedures for Laboratory Evaluation<br />
<br />
<br />
<br />
<br />
<br />
Every instructor is responsible for the quality and safety<br />
of training in the laboratory. In many cases, a course<br />
supervisor is aided by one or more assistant instructors.<br />
The course supervisor is responsible for coordinating the<br />
assignments of the assistant instructors. The course<br />
supervisor is also responsible for ensuring that assistant<br />
instructors are familiar with laboratory procedures and are<br />
properly briefed on their responsibilities.<br />
When laboratory training is conducted with more than one<br />
instructor, an evaluator must determine during the<br />
preliminary meeting whether the instructor is the lead or<br />
an assistant instructor and what the instructor's<br />
responsibilities are. Assistant instructors should each<br />
have their own copy of the lesson plans.<br />
Laboratory training shall not begin until the required<br />
number of instructors is present.<br />
Based on the instructor's training responsibilities in the<br />
laboratory, the evaluator determines which of the<br />
evaluation items on the Laboratory Evaluation Form are<br />
applicable to the evaluated instructor and which should be<br />
rated "NA."<br />
Laboratory Grading Criteria. The INTRODUCTION for the<br />
laboratory serves the same purpose, as does the Introduction for<br />
the classroom; to set the stage for learning to take place and<br />
to motivate the students to perform to the best of their<br />
ability. The following is a list of behaviors that should be<br />
observed.<br />
<br />
<br />
<br />
Displayed course and Topic Title.<br />
Introduced Self.<br />
Explained the Objectives to the Students. The instructor<br />
should ensure that the students understand the objectives.<br />
The objectives should be related to the information in the<br />
job sheets. If the objectives are covered when students<br />
begin a new laboratory training session, readdressing the<br />
objectives may not be necessary for continuation periods of<br />
D-2<br />
NAVEDTRA 135C
the same laboratory training session. For continuation<br />
periods, mark the objective block "NA". Depending on the<br />
type of laboratory training, the instructor may find it<br />
more effective to discuss the objectives in the classroom<br />
right before the students go into the laboratory.<br />
Related Classroom Instruction to Lab Performance. The<br />
instructor should relate how previous classroom and/or<br />
laboratory instruction relates to what the students will be<br />
required to do in the lab. The instructor may also find it<br />
appropriate to relate the laboratory work to jobs the<br />
students will perform in the Fleet. Relating classroom<br />
instruction to laboratory performance may not be necessary<br />
for continuation laboratory training periods. When it is<br />
not necessary, this block should be marked "NA".<br />
Reviewed Safety/Sanitation Procedures. The instructor<br />
should review TTO procedures, as appropriate, personnel<br />
safety procedures, equipment safety procedures and<br />
applicable sanitation/hazardous waste disposal procedures.<br />
When the training session extends beyond one training day,<br />
these procedures may be reviewed at the beginning of the<br />
first period of laboratory training each day. Depending on<br />
the type of laboratory training, the instructor may find it<br />
more effective to discuss safety procedures in the<br />
classroom right before the students go into the laboratory.<br />
For continuation periods other than the first continuation<br />
period of the day, this block may be marked "NA". If<br />
safety procedures do not apply, mark this block "NA".<br />
Posted Safety Precautions as Necessary. Emergency Action<br />
Plans, if required, should be posted in all training areas.<br />
Safety precautions must be clearly posted next to or near<br />
any equipment, component, or material which presents a<br />
hazard to the safety of personnel. Emergency first-aid<br />
procedures should also be posted. Cut off switches to<br />
secure power to malfunctioning equipment should be<br />
accessible and marked with instructions regarding their<br />
use. Hazardous areas should be appropriately marked.<br />
Explained Criteria for Satisfactory Performance. The<br />
instructor must ensure that the students understand the<br />
grading criteria standards, including all applicable safety<br />
standards and security procedures. The students should<br />
know it the laboratory session is a practice session or a<br />
test. The instructor may also provide samples of partially<br />
finished and completed projects for the students to examine<br />
in the lab.<br />
D-3<br />
NAVEDTRA 135C
Motivated Students to Do Their Best. Instructors should<br />
motivate the students to take pride in their work and do<br />
their best.<br />
The Presentation. Deals with how well the instructor was<br />
prepared to conduct the laboratory training and how well it was<br />
accomplished. The following behaviors should be observed.<br />
Lesson Plan was personalized. The evaluator should check the<br />
lesson plan for personalization.<br />
<br />
<br />
<br />
<br />
<br />
<br />
Work Spaces/Stations were ready for Training. The<br />
instructor should ensure that each work station is fully<br />
equipped; that equipment, tools, and material are ready for<br />
student use or are ready for the students to set up and<br />
use; and that instructional material, including instruction<br />
sheets, job sheets, schematics, blueprints, checklists, and<br />
rating scales are available in sufficient quantities. The<br />
laboratory area should be clean; neat and free of trip and<br />
slip hazards; and fault conditions set in trainers when<br />
applicable.<br />
Reviewed Instructional Material with Students. The<br />
instructor should ensure that the students know what<br />
instructional materials are available to them and how to<br />
use them. The job sheet(s) should be thoroughly explained,<br />
as they convey directions to the students for completion of<br />
required tasks. Review of instructional material may not<br />
be necessary for continuation laboratory training periods.<br />
For continuation periods, this block may be marked "NA."<br />
Demonstrated Laboratory Procedures Effectively. When a<br />
demonstration is required, the instructor should ensure<br />
that all students could see the demonstration and employ<br />
the “Say and Do” technique; e.g., first explain what will<br />
be demonstrated and then demonstrate it. Safety should be<br />
emphasized at the points in the demonstration where<br />
applicable. If demonstrations are not required, this block<br />
should be marked "NA".<br />
Used Communication Skills Effectively.<br />
Maintained a Positive, Professional Attitude.<br />
Provided Related Instruction when needed. The instructor<br />
should provide related instruction when needed to<br />
accomplish the objectives. The instructor should monitor<br />
students' performance to ensure that they are progressing<br />
at a satisfactory pace. This should be done continuously<br />
while the students are working in the laboratory, rather<br />
than only at the end of the training session. Instructors<br />
D-4<br />
NAVEDTRA 135C
should ensure that all students are kept busy in the<br />
learning environment.<br />
Asked Thought-Provoking Questions. The instructor should<br />
ask a variety of thought-provoking questions to the class<br />
as a whole and to individual students when checking their<br />
progress and understanding. Thought-provoking questions<br />
should be used to make the students think about what they<br />
have learned and/or to stimulate the students to think<br />
independently. The instructor may also use thoughtprovoking<br />
questions to get non-participating students<br />
involved in the training period or to help students who are<br />
experiencing difficulties.<br />
Managed Time Effectively. The instructor should ensure<br />
that students follow procedures and time limits. When<br />
necessary, instructors should provide explanations/<br />
clarifications/demonstrations of common problem areas to<br />
the entire class rather than to the individual.<br />
Instructors may also have students who complete their work<br />
ahead of schedule provide assistance to others or work on<br />
another assignment.<br />
Safety Devices/Equipment were in Good Condition. Equipment<br />
safety devices should be present and in good working<br />
condition. Equipment guards and protective devices should<br />
be properly adjusted.<br />
Issued Tools and Materials Expeditiously. The instructor<br />
should have tools and materials organized so that they can<br />
be issued to the students promptly and efficiently. When<br />
appropriate, the instructor should also have established<br />
procedures for the students to receive tools and materials<br />
without undue loss of valuable training time.<br />
Monitored Students for Safety Practices. The instructors<br />
will monitor students' performance to ensure compliance<br />
with personnel and equipment safety procedures.<br />
Assisted Students as Necessary. Instructors will provide<br />
an environment for students to learn by doing. The<br />
instructor will provide assistance when it is necessary or<br />
as indicated by the grading criteria or when the lesson<br />
plan and/or Administrator's Guide allows the instructor to<br />
provide assistance. Depending on the type of training, the<br />
instructor may use more capable or experienced students to<br />
help other students. During the laboratory session the<br />
instructor should not:<br />
<br />
Demonstrate on a student's practice or test project or<br />
provide assistance if the student can accomplish the<br />
objective without assistance.<br />
D-5<br />
NAVEDTRA 135C
Provide the students more assistance than is required<br />
or take over and complete an assignment for the<br />
student.<br />
To evaluate Instructor/Student Interaction, evaluators should<br />
observe the students as well as the instructors. Students<br />
should be observed during the evaluation of laboratory training<br />
because their performance provides important information on the<br />
quality and safety of the training. Evaluators should note the<br />
following areas.<br />
<br />
<br />
<br />
<br />
Students appeared to understand assignment. Students<br />
should be able to independently start the assignment after<br />
the instructor explains it to them and once started, the<br />
students should work independently. The students should<br />
also complete the assignment correctly. Evaluators should<br />
note if the students were able to accomplish the assignment<br />
without frequent questions and/or assistance from the<br />
instructor.<br />
Students used instructional materials correctly.<br />
Evaluators should note if students are using all of the<br />
instructional materials provided, and if they are using<br />
them correctly. In cases where students are not using the<br />
instructional materials as intended, the evaluator should<br />
note if the instructor observed and corrected the<br />
deficiency.<br />
Students appeared to seek help when needed. Students should<br />
be encouraged to ask for assistance. If students do not<br />
ask the instructor for assistance, note whether they ask<br />
their fellow students or whether they try to proceed<br />
without help. Note the instructor's response and rate this<br />
item accordingly. If the instructor advised them that they<br />
could not seek assistance, mark this item as "NA". If none<br />
of the students ask for assistance because they didn't need<br />
it, mark this item as "NA".<br />
Recognized individual student differences. An instructor<br />
who recognizes individual student differences does not<br />
compare a student's performance to the performance of<br />
his/her peers. The instructor should monitor students'<br />
non-verbal behavior for cues regarding student<br />
understanding and provide the level of assistance required<br />
by the individual student. Instructors should use a<br />
variety of teaching techniques to aid students in<br />
accomplishing the objectives and should use numerous<br />
examples and analogies to aid student performance.<br />
Instructors should monitor more closely students who are<br />
having difficulty than students who are not having<br />
D-6<br />
NAVEDTRA 135C
difficulty and must remain patient and provide additional<br />
practice and remediation when required. Instructors should<br />
provide additional encouragement to students who are<br />
progressing at a slower rate than their classmates should<br />
and provide challenging activities and/or rewards for<br />
students who progress faster than their classmates.<br />
Checked Student Progress and Understanding. The instructor<br />
should check student progress and understanding by<br />
monitoring student performance and by questioning the<br />
students. This should be occurring continuously during the<br />
lesson. Instructors should ensure that the students are<br />
using the job sheets and related instructional material<br />
correctly and that the job steps are followed properly and<br />
performance standards are maintained.<br />
To evaluate the Summary, the evaluator must ensure that the<br />
instructor checked for student achievement of the objectives.<br />
<br />
<br />
<br />
<br />
Related Objectives to the Lesson. To stress the<br />
relationship of the objectives to learning, the instructor<br />
should relate the laboratory session back to the<br />
objectives. This should occur after all students have<br />
completed the lab or the allowed time has expired.<br />
Students Participated in Review; asked questions. Students<br />
should participate in the review and ask questions, as<br />
appropriate. The instructor should review at the end of<br />
the session. For laboratory training sessions that extend<br />
beyond one instructional period/training day, the<br />
instructor should conduct a review after students<br />
accomplish each objective or major part of an objective.<br />
Asked Questions to check Student Understanding. The<br />
instructor should ask questions related to the laboratory<br />
session to ensure students understood the purpose of the<br />
training and that they did accomplish the objectives.<br />
Emphasized the Importance of Safety. This must be<br />
continuously stated through out the laboratory session.<br />
D-7<br />
NAVEDTRA 135C
Table D-1 - LABORATORY INSTRUCTOR EVALUATION CHECKLIST<br />
NAME RATE DATE<br />
NUMBER OF STUDENTS<br />
INSTRUCTOR/STUDENT RATIO<br />
COURSE TOPIC TITLE CIN<br />
TECHNICAL TECHNIQUE INSTRUCTOR PREPARATION 1 2 3 CERTIFICATION<br />
MONTHLY 1 2 3 QUARTERLY 1 2 3 4 HIGH/MODERATE-RISK<br />
1. INTRODUCTION<br />
a. Displayed course and topic title.<br />
b. Introduced self.<br />
c. Explained the objectives to the students.<br />
d. Related classroom instruction to lab performance.<br />
e. Reviewed safety/sanitation procedures.<br />
f. Posted safety precautions as necessary.<br />
g. Explained criteria for satisfactory performance.<br />
h. Motivated students to do their beet.<br />
2. PRESENTATION<br />
a. Lesson plan has been personalized.<br />
b. Work spaces/stations were ready for training.<br />
c. Reviewed instructional material with students.<br />
d. Demonstrated laboratory procedures effectively.<br />
e. Used communications skills effectively.<br />
f. Maintained a positive, professional attitude.<br />
g. Provided related instruction when needed.<br />
h. Asked thought-provoking questions.<br />
i. Managed time effectively.<br />
j. Safety devices/equipment were in good condition.<br />
k. Issued tools and materials expeditiously.<br />
l. Monitored students for safety practices.<br />
m. Instructors assisted students as necessary.<br />
3. INSTRUCTOR/STUDENT INTERACTION<br />
a. Students appeared to understand assignment.<br />
b. Students used instructional materials correctly.<br />
c. Students appeared to seek help when needed.<br />
d. Recognized individual student differences.<br />
e. Checked student progress and understanding.<br />
4. SUMMARY<br />
a. Related objectives to the laboratory.<br />
b. Students participated in review; asked questions.<br />
c. Asked questions to check student understanding.<br />
YES NI NO NA<br />
d. Reemphasized the importance of safety.<br />
NETC 1540/3 (Rev. 7-04) PAGE 1 OF 2<br />
D-8<br />
NAVEDTRA 135C
Satisfactory<br />
Unsatisfactory<br />
Recommended for a Waiver<br />
REMARKS COMPLETED BY THE EVALUATOR<br />
All behaviors evaluated as NI or NO will be explained under<br />
this section. A statement concerning safety evaluation<br />
procedures must be included in this section. Also include<br />
any comments of an outstanding nature.<br />
SIGNATURE AND TITLE OF THE EVALUATOR<br />
DATE<br />
INSTRUCTOR IMPROVEMENT PLAN<br />
I have been debriefed on this evaluation. I understand the<br />
areas that need improvement and will take the following<br />
action:<br />
SIGNATURE AND TITLE OF THE INSTRUCTOR<br />
DATE<br />
NETC 1540/3 (Rev. 7-04) PAGE 2 OF 2<br />
D-9<br />
NAVEDTRA 135C
APPENDIX E<br />
STUDENT CRITIQUE FORMS<br />
E-1<br />
NAVEDTRA 135C
STUDENT CRITIQUE OF TRAINING<br />
Please Provide an explanation for each item marked 1, 2, or NO on the back of this<br />
form. Any recommendations for improvement are encouraged and may be provided on the<br />
back of this form. Thanks you for your time.<br />
Course Date CIN Unit/MOD: Class<br />
Instructor<br />
Student/contact number:<br />
(*You are not required to sign this form, however, if you desire feedback, a<br />
name/contact number is necessary). Write N/A if the item does not apply. Use the<br />
following scale where indicated: (1 – Strongly Disagree, 2 – Disagree, 3 – Neither<br />
Agree nor Disagree, 4 – Agree, or 5 – Strongly Agree).<br />
1. Using the 1 to 5 rating scale, evaluate the effectiveness of the following course<br />
material.<br />
____ A. Trainee Guide was necessary for me to understand the material.<br />
____ B. Technical Manuals were necessary for me to understand the material.<br />
____ C. Training aids (transparencies, videos, power points, etc) were necessary for<br />
me to understand the material.<br />
____ D. Training equipment was necessary for me to understand the material.<br />
2. Using a YES/NO rating, answer the following questions concerning the lesson topics<br />
in the course.<br />
____ A. Provided me with the knowledge needed to perform in the labs.<br />
____ B. Were organized in a clear and logical manner.<br />
____ C. Were presented in a manner that was easy to understand. List lessons or<br />
areas you had difficulty with.<br />
3. Using a YES/NO rating, answer the following questions about how the objectives<br />
were measured.<br />
____ A. There was enough time for me to practice the skills before taking the<br />
performance test(s).<br />
____ B. The grading criteria were explained to me before I was administered the test.<br />
____ C. Test(s) represented the material covered.<br />
____ D. There was enough time for me to complete the test(s).<br />
4. Using a YES/NO rating, answer the following questions as they relate to safety<br />
and the training facilities.<br />
____ A. Lessons on safety were included as applicable.<br />
____ B. Lessons related safety to job performance.<br />
____ C. Safety was emphasized in performance labs.<br />
____ D. Physical condition of the facilities was adequate.<br />
____ E. Classroom equipment was safe for use.<br />
____ F. Laboratory/equipment was safe for use.<br />
5. Using the 1 to 5 rating scale, evaluate the effectiveness of the instructor on the<br />
following items.<br />
____ A. Was prepared to teach the lesson(s).<br />
____ B. Taught at a level I could understand.<br />
____ C. Encouraged me to ask questions.<br />
____ D. Answered my questions adequately.<br />
____ E. Motivated me to learn the material.<br />
____ F. Was enthusiastic about the subject.<br />
____ G. Exhibited professionalism at all times.<br />
____ H. Was willing and available to assist me with my problems.<br />
6. Using a YES/NO rating, answer the following questions about safety.<br />
____ A. The instructor covered safety prior conducting performance laboratories.<br />
____ B. The instructor made me feel my safety was a primary consideration during<br />
performance laboratories.<br />
AMPLIFYING COMMENTS<br />
NETC 1540/6 (3-10) PAGE 1 OF 4<br />
E-2<br />
NAVEDTRA 135C
STUDENT CRITIQUE OF HIGH-RISK TRAINING<br />
You will be given the opportunity to answer the following questions at the conclusion of<br />
each high-risk training session. Please provide an explanation for each item marked 1,<br />
2, or NO on the back of this form.<br />
Course: Date: CIN:<br />
Unit/Module: ______________________________Class: ____________________________<br />
Instructor(s): ____________________________Class: ____________________________<br />
-------------------------------------------------------------------------------<br />
Write N/A if the item does not apply. Use the following scale where indicated:<br />
(1 - Strongly Disagree, 2 - Disagree, 3 - Neither Agree nor Disagree, 4 -<br />
Agree, or 5 - Strongly Agree).<br />
1. Using YES/NO rating, evaluate whether the items listed were adequately<br />
explained to you prior to the beginning of each high-risk training situation.<br />
__ A. Training Time Out procedures.<br />
__ B. Emergency Action Plan.<br />
__ C. Tasks to be performed.<br />
__ D. Methods used to determine successful performance.<br />
2. Using a YES/NO rating, answer the following questions as they relate to<br />
safety during the high-risk training situation.<br />
__ A. Safety precautions were reemphasized immediately prior to job<br />
performance.<br />
__ B. The instructor evaluated my knowledge of safety precautions prior to job<br />
performance.<br />
__ C. Laboratory/equipment was safe for use.<br />
3. Using a YES/NO rating, answer the following questions concerning the<br />
instructor.<br />
__ A. Encouraged me to report unsafe or unhealthy conditions.<br />
__ B. Encouraged me to do my best.<br />
__ C. Provided a learning environment that was not threatening to me.<br />
4. Using a 1 to 5 range scale answer the following:<br />
__ A. I felt my safety was always a primary concern of the instructor.<br />
__ B. I felt that the training environment was both safe and non-hazardous.<br />
NETC 1540/6 (3-10) PAGE 2 OF 4<br />
NOTE:<br />
For high-risk training situations, no one will place<br />
pressure on you to sign this form. If you wish to sign<br />
this you may; however, you have the right to remain<br />
anonymous.<br />
E-3<br />
NAVEDTRA 135C
STUDENT CRITIQUE OF TEAM TRAINING<br />
Please provide an explanation for each item marked 1, 2, or NO on the back of<br />
this form. Any recommendations for improvement may also be provided on the<br />
back of the form.<br />
Course Date: CIN:<br />
Unit/Module: Instructor: Instructor:<br />
Write N/A if the item does not apply. Use the following scale where indicated:<br />
(1 - Strongly Disagree, 2 - Disagree, 3 - Neither Agree nor Disagree, 4 -<br />
Agree, or 5 - Strongly Agree).<br />
1. Using a 1 to 5 rating scale, evaluate the effectiveness of the<br />
instructor/operator as appropriate.<br />
__ A. Was prepared to conduct the training session.<br />
__ B. Provided me with the necessary guidance during the training.<br />
__ C. Exhibited professionalism at all times.<br />
__ D. Critique of team performance was adequate in identifying team and<br />
individual problems.<br />
__ E. Emphasis on my personal safety during the training was adequate.<br />
2. Using a YES/NO rating, answer the following questions on the security/safety<br />
of the team training session.<br />
__ A. Trainer was safe for use.<br />
__ B. All equipment was safe for use.<br />
__ C. Safety precautions were explained prior to beginning training.<br />
__ D. My knowledge of safety precautions was evaluated immediately prior to<br />
the training session.<br />
__ E. Safety precautions were reemphasized during training as needed.<br />
__ F. Security procedures were explained prior to the training session.<br />
3. Using a YES/NO rating, answer the following questions on the training<br />
facilities.<br />
__ A. Laboratory was clean, properly lighted, heated, cooled, etc.<br />
__ B. Classrooms were clean, properly lighted, heated, cooled, etc.<br />
4. Using a 1 to 5 rating scale, answer the following questions concerning the<br />
overall training.<br />
__ A. The simulation of training was realistic and challenging.<br />
__ B. The training materials were necessary for successful performance.<br />
__ C. The training equipment (tools, protective gear, etc.) was in good<br />
condition.<br />
__ D. The training was valuable in preparing me to do my Job.<br />
5. Using a 1 to 5 rating scale, senior members of the team, if appropriate,<br />
answer the following questions on training.<br />
__ A. Instructors/operators were helpful in providing the assistance needed to<br />
effectively train the team.<br />
__ B. The scenario selection was appropriate to meet the needs of the team.<br />
__ C. Training was necessary to prepare the team to function effectively.<br />
__ D. Training provided was presented at the appropriate level for the team.<br />
NETC 1540/6 (3-10) PAGE 3 OF 4<br />
NOTE:<br />
You are not required to sign this form; however, if you<br />
desire feedback, a name is necessary.<br />
E-4<br />
NAVEDTRA 135C
QUALITY OF LIFE CRITIQUE<br />
Please provide an explanation for each item marked 1, 2, or NO on the back<br />
of this form. Any recommendations for improvement may also be provided on<br />
the back of the form.<br />
Course Date: Rate/Rank:<br />
Barracks<br />
Class<br />
Write N/A if the item does not apply. Use the following scale where<br />
indicated: (1 - Strongly Disagree, 2 - Disagree, 3 - Neither Agree nor<br />
Disagree, 4 - Agree, or 5 - Strongly Agree).<br />
1. Using a 1 to 5 rating scale, evaluate the adequacy of the following<br />
services.<br />
__ A. Personnel Support<br />
__ B. Medical<br />
__ C. Dental<br />
__ D. Berthing House Keeping<br />
2. Using a 1 to 5 rating scale, evaluate the adequacy of the following<br />
facilities.<br />
__ A. Berthing<br />
__ B. Messing<br />
__ C. Medical<br />
__ D. Dental<br />
__ E. Morale, Welfare, and Recreation (MWR)<br />
3. Using a YES/NO rating, answer the following.<br />
__ A. The quality of the food was adequate.<br />
__ B. The washer/dryers were operable.<br />
__ C. Change machines ware available and operable.<br />
__ D. Vending machines were available and operable.<br />
4. Using a YES/NO rating, answer the following concerning the regulations<br />
and policies.<br />
__ A. Were fully explained during the command or course indoctrination.<br />
__ B. Were reinforced by instructors and company commanders.<br />
__ C. Were equally enforced by all senior personnel.<br />
NETC 1540/6 (3-10) PAGE 4 OF 4<br />
NOTE:<br />
You are not required to sign this form: However, if you<br />
desire feedback, a name is necessary.<br />
E-5<br />
NAVEDTRA 135C
APPENDIX F<br />
SAFETY REVIEW CHECKLIST<br />
F-1<br />
NAVEDTRA 135C
SAFETY REVIEW CHECKLIST<br />
COURSE: __________________________________CIN:_______________CDP:____________<br />
REVIEWER/TITLE: _____________________________________________DATE:___________<br />
REVIEWER/TITLE: _____________________________________________________________<br />
TRAINING SAFETY OFFICER: ____________________________________________________<br />
A. APPLICABLE TO ALL COURSES<br />
1. Instructor training completed.<br />
2. Quarterly IS safety training conducted.<br />
3. Medical alert procedures in place.<br />
4. Mishap trend analysis conducted.<br />
5. Instructors are present in sufficient numbers to prevent<br />
accidents during potentially hazardous or dangerous<br />
situations.<br />
YES NO N/A<br />
6. All instructors give safety top priority.<br />
7. Facilities ensure a safe working environment.<br />
8. Hazard controls to eliminate or minimize potential risks<br />
are included in hazardous training evolutions.<br />
9. Tools and equipment are in good working condition and safe<br />
to use.<br />
10. Training evolutions that require students to perform<br />
hazardous tasks are essential to accomplish learning<br />
objectives.<br />
11. Applicable safety procedures/protective measures in place.<br />
(see Section C)<br />
B. HIGH-RISK COURSES ONLY<br />
1. TTO procedures in place.<br />
2. DOR procedures included in voluntary courses.<br />
3. Premishap Plan In place.<br />
4. Annual exercise of premishap plan conducted.<br />
5. Safety standdown review and documentation accomplished.<br />
6. Periodic safety inspections of high-risk training<br />
facilities and equipment<br />
7. Training Safety Officer assigned to the course or block of<br />
courses.<br />
8. Safety observers assigned to the course.<br />
9. Site augment plans in place (if applicable).<br />
10. Core unique instructor training program approved by CCA.<br />
11. Screenings of instructor complete and documented.<br />
12. Student screening documented.<br />
13. Setback information on students available to the<br />
instructor.<br />
NETC-GEN 1540/4 (REV. 3-10) PAGE 1 OF 2<br />
F-2<br />
NAVEDTRA 135C
C. COMPLETE AS APPLICABLE YES NO N/A<br />
Safety procedures/protective measures* are in place for the<br />
following operations (as applicable):<br />
1. Use of ladders<br />
2. Use of hand tools<br />
3. Machinery operation<br />
4. Refueling operations<br />
5. Material handling operations<br />
6. Hazardous material handing<br />
7. Welding/brazing<br />
8. Diving ~<br />
9. Weapons firing<br />
10. Food preparation<br />
11. Painting<br />
12. Laundry operation<br />
13. Photography operation<br />
14. Electrical/electronic operations<br />
15. Soldering<br />
16. Aircraft repair<br />
17. Swimming<br />
18. Fire fighting<br />
19. Parachuting<br />
20. Rappelling<br />
21. Ammunition/explosives handling<br />
22. Radiography<br />
23. Laser operation<br />
NETC-GEN 1540/4 (REV. 3-10) PAGE 2 OF 2<br />
* Safety procedures/measures include, but are not limited to,<br />
heat stress control procedures, control (tag-out) procedures,<br />
respiratory protection, sight protection, hearing protection,<br />
hand protection, head protection, foot protection, etc.<br />
F-3<br />
NAVEDTRA 135C
APPENDIX G<br />
FORMAL COURSE REVIEW PROGRAM<br />
G-1<br />
NAVEDTRA 135C
INTRODUCTION<br />
Appendix G contains guidelines to be used in the conduct of FCR<br />
and a sample checklist. It is not intended to be a stand-alone<br />
set of procedures but must be used in conjunction with the<br />
information in this manual.<br />
PART 1 - COURSE CONTROL DOCUMENTS<br />
Course Control Documents contain tasking for course development<br />
and/or revision, front-end analysis information, course<br />
objectives, Course Training Task List (NAVEDTRA 130 task based),<br />
Personnel Performance Profile (PPP) (NAVEDTRA 131 equipment<br />
based) line items, general information about the course, etc.<br />
Part 1 - Course Control Documents, is divided into the following<br />
sections:<br />
<br />
<br />
<br />
<br />
<br />
Planning<br />
Analysis<br />
Design<br />
CeTARS/CANTRAC<br />
ACE<br />
Copies of the course control documents and approval letters for<br />
each will be maintained in the course audit trail. Refer to<br />
Chapter 4 for additional information on the course audit trail.<br />
Each course control document is a product of a curriculum<br />
development process and must be approved by the appropriate<br />
authority. Refer to Chapter 4, Section 1, for information on<br />
the approval authority for each document. Because courses may<br />
use different standards for development, the type of document(s)<br />
on file, the approval authority and/or format of the documents<br />
may vary. While the format may not be consistent, the content<br />
should be in accordance with the standard under which the<br />
document was developed. This requires CURRICULUM DEVELOPMENT<br />
EXPERTs to be familiar with all curriculum development standards<br />
used at their training activity. Course control documents will<br />
not be changed solely to meet the guidelines contained in the<br />
NAVEDTRA development documents.<br />
Planning. The planning document should be reviewed when the<br />
course is under revision. Mark "N/A" if appropriate.<br />
Regardless of the status of the curriculum, the planning<br />
document and approval letters will be maintained on file by the<br />
G-2<br />
NAVEDTRA 135C
CCMM for audit trail purposes only. Refer to Chapter 4, Section<br />
1. The type of planning document used will vary based on the<br />
standard. For the purpose of the FCR, the following information<br />
will be on file:<br />
<br />
<br />
<br />
Training Project Plan (format will vary)<br />
Approval letter (approval authority will vary)<br />
Accurate milestones<br />
Analysis<br />
<br />
A copy of the analysis document and approval letters should<br />
be maintained by the CCMM. For courses developed using the<br />
different equipment based standards, applicable PPP tables<br />
should be on file with the CCMM. Analysis documentation<br />
and approval authority for courses developed using task<br />
analysis standards will vary. The FCR should focus on the<br />
following since the type of document on file is not<br />
important.<br />
<br />
<br />
<br />
Has an analysis been conducted?<br />
Is the information in the course consistent with the<br />
analysis?<br />
Is the course material based on valid analysis<br />
information?<br />
<br />
If the information contained in the analysis document is<br />
not current and/or not accurate, the findings will be<br />
summarized in the summary sheets and recommendations<br />
forwarded to the CCA for action. Possible recommended<br />
actions include requests for Human Performance Requirements<br />
Review or a complete job analysis.<br />
Design<br />
<br />
The design document should be approved by the appropriate<br />
higher authority. The CCMM will provide the participating<br />
sites with a copy of the appropriate design document. As<br />
with the Planning and Analysis phases, the type of design<br />
document, approval authority and document format will vary<br />
between developmental standards. During the FCR the<br />
emphasis should be placed on content and accuracy of the<br />
document(s).<br />
<br />
<br />
Are the objectives accurate?<br />
Do they reflect the current needs of the Fleet?<br />
G-3<br />
NAVEDTRA 135C
Is there a list of approved visual information,<br />
training materials, training equipment, etc., for the<br />
course?<br />
Is the Course Master Schedule/Master Course Schedule<br />
accurate?<br />
Are the instructor/student ratios optimal?<br />
Are the ratios being adhered to in lab?<br />
<br />
If any part of the design document is inaccurate or not<br />
current, the findings and recommendations will be addressed<br />
in the summary.<br />
CeTARS/Catalog of Navy Training Courses (CANTRAC). It is the<br />
responsibility of the training activity to keep certain data<br />
elements in CeTARS current and accurate and to update CANTRAC.<br />
Critical data elements in CeTARS are course length, capacity,<br />
ratios and periods. Some of the data elements for CANTRAC are<br />
taken directly from CeTARS; however, scope, prerequisites, and<br />
purpose must be generated by the training command and forwarded<br />
to LC, via the CCMM for entry into CeTARS.<br />
ACE. All courses 45 instructional hours or longer will be<br />
evaluated by ACE for potential college credit recommendations<br />
and reevaluated each time the course is revised. For the<br />
purpose of the FCR, ensure the recommended credit listed in the<br />
ACE Guide is current and accurate.<br />
PART 2 - TESTING PROGRAMS<br />
Testing programs are designed to measure student achievement of<br />
the objectives. For FCR purposes, the following areas should be<br />
reviewed:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Testing Plan<br />
Test Design and Development<br />
Knowledge Test Item Banks<br />
Performance Testing<br />
Test Administration<br />
Test Analysis<br />
Refer to Chapter 5, Section 1, and Appendix C for policy and<br />
guidelines on testing programs. If any section of Part 2,<br />
Testing Programs, is not consistent with the policy and<br />
guidelines, summarize the findings in the summary section.<br />
G-4<br />
NAVEDTRA 135C
Testing Plan. The format of the testing plan may vary,but the<br />
minimum requirements as stated in Chapter 5, Section 1, must be<br />
contained within. For the purpose of the FCR, the following<br />
points should be considered:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Is the testing plan on file, accurate, and approved by the<br />
appropriate authority?<br />
Are all objectives measured through formal testing? If<br />
not, how are the remaining objectives measured?<br />
Are the objectives measured based on criticality? In other<br />
words, are the most critical objectives measured through<br />
formal testing? If not, how are they measured?<br />
How was the criticality of the objectives determined?<br />
Are the higher level objectives being measured through<br />
comprehensive testing? If not, why?<br />
Is remediation being conducted for all failed objectives or<br />
is remediation completed for the critical objectives only?<br />
Is retesting being accomplished on the failed objectives?<br />
Test Design and Development. Test design is discussed in<br />
Appendix C, and in NAVEDTRA Manuals 130 and 131 (series). Test<br />
design should be consistent with these guidelines. The test<br />
design prepared during development should be approved by the<br />
CCMM. Once validated, changes to the test design should be<br />
approved by the CCMM. While the actual items on the test may<br />
vary, the design should remain the same until a change is<br />
directed. For FCR purposes, the following items should be<br />
reviewed:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Is the minimum passing grade appropriate for the expected<br />
performance level of the graduate?<br />
Are the numbers and type of items on the test adequate to<br />
measure each objective?<br />
Are there enough alternate versions of a test to adequately<br />
prevent compromise?<br />
Is the test used for retest purposes different from the<br />
original version?<br />
Is there an equal degree of difficulty between versions?<br />
Are tests developed as per the approved test design?<br />
Knowledge Test Item Bank. All courses should have access to a<br />
master test item bank. The responsibilities for maintaining and<br />
updating the test item banks are listed in Appendix C and<br />
NAVEDTRA Manuals 130 and 131 (series). For FCR purposes, the<br />
following should be considered:<br />
G-5<br />
NAVEDTRA 135C
Are test items constructed as per appropriate guidelines?<br />
Is the CCMM maintaining the master test item bank?<br />
Are test items approved by the CCMM?<br />
Are test items written to measure the accomplishment of the<br />
objectives?<br />
Are test items keyed to the objective/PPP item they<br />
measure?<br />
Are procedures for changing the test item bank adequate?<br />
Performance testing. Guidelines for testing, grading, and<br />
evaluating performance tests are contained in Appendix C.<br />
Guidelines on the development of performance tests are contained<br />
in NAVEDTRA Manuals 130 and 131 (series). For FCR purposes, the<br />
following points should be considered:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Is performance testing being conducted as per the<br />
objectives?<br />
Are rating scales/checklists used to measure performance?<br />
Are they adequate? Effective?<br />
Is the grading criterion in accordance with guidelines in<br />
NAVEDTRA 130 and 131 (series)?<br />
Is the minimum passing grade (numerical grade or a<br />
SAT/UNSAT) appropriate for the course?<br />
Is the weighting of the performance tests for the final<br />
grade consistent with course objectives?<br />
If the course objectives are primarily skill in nature,<br />
does the grading criteria designate a significant portion<br />
of the student's grade to the performance testing or<br />
practical work? Is the student's grade determined<br />
primarily by the knowledge tests? If so, is this<br />
acceptable?<br />
Administering and Reviewing a Test. Guidelines for the<br />
administration of a test and format/content of a Test<br />
Administrator's Guide are contained in NAVEDTRA 130 and 131<br />
(series). Guidelines for reviewing a test are contained in<br />
Appendix C. For FCR purposes, the administration of a test<br />
includes the following elements:<br />
<br />
<br />
Are there Test Administrator's Guides for both performance<br />
and knowledge tests?<br />
Do the Test Administrator's Guides contain clear and exact<br />
guidance to the instructor on how to administer the test?<br />
G-6<br />
NAVEDTRA 135C
Are the procedures for preventing test compromise adequate?<br />
This refers to the:<br />
Location of the instructor in the classroom.<br />
Student-to-instructor ratio.<br />
Rules for the students taking the test.<br />
Are the procedures for test review adequate? Are missed<br />
test items reviewed?<br />
Are procedures for test security adequate?<br />
Test Analysis. Guidelines for the test and test item analysis<br />
are contained in Appendix C. For FCR purposes, the following<br />
items should be reviewed:<br />
<br />
<br />
<br />
<br />
<br />
Is test item analysis being conducted?<br />
How are the results being used?<br />
Are the changes to the test items resulting from test item<br />
analysis tracked and documented?<br />
Is test item analysis being conducted for performance<br />
tests?<br />
Are tests being analyzed to determine the areas students<br />
have difficulty with?<br />
PART 3 - INSTRUCTIONAL STAFF<br />
For FCR purposes, the instructional staff includes training<br />
managers, course supervisors, instructors, and curriculum<br />
development/maintenance managers. Each category of personnel<br />
should receive formal training, as appropriate, and complete the<br />
IS training requirements designated by the command. Also<br />
included is the utilization of staff personnel and staff record<br />
keeping procedures.<br />
IS Training for Training Managers. The term "training manager"<br />
is used to identify personnel responsible for command-wide<br />
training programs. A list of these billets and recommended<br />
training requirements for each is contained in Chapter 2,<br />
Section 2, of this manual.<br />
<br />
<br />
<br />
The CO is responsible for ensuring that an IS training<br />
program for training managers is established.<br />
Documentation should be maintained to verify completion of<br />
required training.<br />
For FCR purposes:<br />
G-7<br />
NAVEDTRA 135C
Review documentation to ensure the completion of<br />
required training.<br />
Discuss with training managers the adequacy of the<br />
training provided, i.e., Did the training prepare them<br />
for the job?<br />
IS Training for Course supervisors. The term "course<br />
supervisor" is used to identify personnel responsible for the<br />
training programs specific to a course or department. A list of<br />
these billets and recommended training requirements for each is<br />
contained in Chapter 2, Section 3, of this manual.<br />
<br />
<br />
<br />
<br />
<br />
The CO is responsible for ensuring that an IS training<br />
program for course supervisors is established.<br />
Documentation should be maintained to verify completion of<br />
required training.<br />
For FCR purposes, review documentation to ensure completion<br />
of required training.<br />
Discuss with course supervisors the adequacy of the<br />
training provided, i.e., Did it prepare them for the job?<br />
Review the number of course supervisors assigned to a<br />
course. Are they present in adequate numbers to ensure<br />
quality training?<br />
Certification of Instructors. Guidelines for the certification<br />
of instructors are contained in Chapter 2, Section 4, of this<br />
manual. Course supervisors (normally the course supervisor)<br />
will develop an instructor certification plan consistent with<br />
the required local guidelines.<br />
<br />
<br />
<br />
The course supervisor is responsible for ensuring that the<br />
certification plan for an instructor is approved.<br />
The instructor certification plan should include a list of<br />
topics the instructor will be certified to teach and a plan<br />
to prepare the instructor to teach new material.<br />
For FCR purposes:<br />
<br />
<br />
Review a random sample of training records to ensure<br />
proper documentation of the certification process and<br />
to ensure that all instructors have received<br />
instructor training as required.<br />
Review the semi-annual and quarterly, as appropriate,<br />
evaluation records to ensure compliance with the<br />
guidelines contained in Chapter 5, Section 2.<br />
G-8<br />
NAVEDTRA 135C
If the course has contract instructors, contact the<br />
COR to review the evaluations conducted by the Navy.<br />
Each contract instructor should have at least an<br />
annual evaluation on file. Refer to Chapter 6,<br />
Section 4.<br />
IS Training for Curriculum Managers. The term "curriculum<br />
managers" is used to identify all persons involved in developing<br />
curriculum, monitoring the curriculum process, and approving the<br />
curriculum products. A list of recommended training<br />
requirements is contained in Chapter 2, Section 5, of this<br />
manual.<br />
<br />
<br />
<br />
The CO is responsible for ensuring that an IS training<br />
program for curriculum managers is established.<br />
Documentation should be maintained to verify completion of<br />
required training.<br />
For FCR purposes:<br />
Review documentation to ensure completion of required training.<br />
Discuss with curriculum managers the adequacy of the training<br />
provided, i.e., Did it prepare them for the job?<br />
Review the number of curriculum managers assigned to a course.<br />
Are they present in adequate numbers to ensure the quality of<br />
the curriculum development/revision/review process?<br />
Utilization of Staff Personnel. Guidelines for determining<br />
instructor requirements are contained in Chapter 2, Section 6,<br />
of this manual. For FCR purposes, the following applies:<br />
Review instructor computations to determine accuracy and<br />
consistency with the course master schedule/master course<br />
schedule.<br />
<br />
Course supervisors will keep track of the number and types<br />
of personnel assigned in order to receive optimal<br />
utilization of all staff personnel. Examples of items to<br />
be addressed include:<br />
<br />
<br />
<br />
<br />
<br />
Number of instructors assigned<br />
Number of instructors on board<br />
Number of Master Training Specialists<br />
Adequacy of the numbers<br />
Number of losses anticipated in six months<br />
Instructor Recognition Program. Information-on the types of<br />
programs and the administrative guidelines are contained in<br />
G-9<br />
NAVEDTRA 135C
Chapter 2, Section 7. Each course reviewed should have a<br />
program to recognize outstanding instructors.<br />
Record Keeping. Guidelines for the content of training records<br />
for training managers, course supervisors, instructors, and<br />
curriculum managers are contained in Chapter 2, Section 8, of<br />
this manual. For FCR purposes, review the records to ensure<br />
compliance with minimum requirements.<br />
PART 4 -INSTRUCTIONAL MATERIALS<br />
The evaluator must be familiar with the different developmental<br />
standards. For FCR purposes, instructional materials include:<br />
<br />
<br />
<br />
Instructor Guides/Lesson Plans<br />
Trainee/Student Guides<br />
Instructional Media Materials<br />
In addition, security classifications and security procedures<br />
are reviewed. SMEs will be responsible for the evaluation of<br />
Part 4 - Instructional Materials.<br />
Instructor Guide/Lesson Plan. The purpose of an instructor<br />
guide/lesson plan is to provide the instructor with guidelines<br />
from which to teach. While the name and format of the document<br />
varies between standards, its purpose remains the same. For FCR<br />
purposes, the following guidelines apply:<br />
<br />
<br />
<br />
<br />
An approved master lesson plan/instructor guide will be on<br />
file.<br />
The change process used by the course should be reviewed to<br />
ensure that all approved changes are being implemented.<br />
This is normally accomplished by comparing the master with<br />
a random sample of individual lesson plans.<br />
Lesson plans shall contain some personalization. The<br />
amount will vary between different training activities and<br />
courses within those activities. Course supervisors are<br />
responsible for ensuring that lesson plans are<br />
personalized.<br />
Materials shall be consistent with the objectives they<br />
support and must be technically accurate.<br />
Student Materials. Different types of developmental standards<br />
use different terms for student materials. For the purpose of<br />
the FCR, student materials include handouts, trainee guides,<br />
student guides, job sheets, lab manuals, etc.<br />
G-10<br />
NAVEDTRA 135C
An approved master student guide will be on file.<br />
Student Guides/Trainee Guides will be developed in<br />
accordance with the applicable development standard.<br />
A system will be in place to ensure approved changes are<br />
recorded in the appropriate student materials.<br />
The student materials must be technically accurate, clear,<br />
and complete; must be easy to read; and must be adequate to<br />
support the achievement of the objectives.<br />
Instructional Media Materials. Instructional Media Materials<br />
(IMM) include visual information such as transparencies,<br />
videotapes, movies, slides, electronic media, etc. For FCR<br />
purposes, review the curriculum to ensure the effective and<br />
appropriate use of IMM.<br />
<br />
<br />
Review a random sample of IMM to ensure technical accuracy<br />
and currency. Evaluate the condition of the IMM.<br />
Ensure that all IMM are listed on the appropriate<br />
documentation for the developmental standard (Required<br />
Resource List).<br />
Technical Manuals and Publications. For FCR purposes, technical<br />
manuals and publications shall be reviewed to ensure accuracy of<br />
content.<br />
<br />
<br />
Review all technical manuals and publications to ensure<br />
each is maintained current and that all changes have been<br />
recorded as required.<br />
Ensure that the technical manuals and publications are<br />
maintained in sufficient numbers for student use and that<br />
they are in good condition.<br />
Security. For FCR purposes, review the classification of the<br />
material.<br />
<br />
<br />
<br />
Is the classification appropriate for the material?<br />
Is the curricula properly marked?<br />
Are the procedures consistent with the guidelines contained<br />
in Chapter 6, Section 6, of this manual?<br />
G-11<br />
NAVEDTRA 135C
PART 5 - TRAINING RESOURCES<br />
Training resources include laboratory and classroom spaces,<br />
training devices, test equipment, tools, etc. For FCR purposes,<br />
the following items should be reviewed.<br />
<br />
<br />
<br />
<br />
General condition of the spaces, including heating,<br />
cooling, ventilation, or other environmental factors in<br />
classrooms/labs. If the learning spaces are not conducive<br />
to learning, corrective action should be taken. If funding<br />
is required to correct the deficiency, findings will be<br />
summarized and forwarded to the appropriate activity as a<br />
part of the recommended action.<br />
Availability of training devices, test equipment, and<br />
tools. There should be an adequate number of training<br />
devices, test equipment, and tools on hand to train the<br />
students. Inadequate equipment can cause delays in<br />
training and/or substandard training. If this category is<br />
inadequate, documentation for funding should be submitted<br />
to the appropriate activity as a part of the recommended<br />
action.<br />
General condition of training devices, test equipment, and<br />
tools including proper and adequate stowage. Training<br />
devices, test equipment, and tools must be safe for use.<br />
Corrective action will be taken immediately for any item<br />
found unsafe.<br />
Adequacy of training devices to achieve the objectives.<br />
Are the training devices capable of measuring student<br />
achievement of the objectives? If not, a testing<br />
constraint exists. This situation must be identified in<br />
the testing plan and corrective action initiated as soon as<br />
possible. Sometimes training devices are capable of doing<br />
more than what the objectives specify. If material is<br />
being taught simply because the training device can help<br />
teach it, action should be taken to delete items that are<br />
not consistent with the objectives. Training devices are<br />
used as a means for the student to accomplish the<br />
objectives. Courses will be written to the objectives and<br />
not to the capabilities of the training devices.<br />
PART 6 - STUDENT PROGRAMS<br />
For FCR purposes, the following will be reviewed:<br />
<br />
<br />
Student Records<br />
Counseling Program<br />
G-12<br />
NAVEDTRA 135C
Student Recognition Program<br />
Remediation Program<br />
Academic Review Boards<br />
6 +2 Training Program<br />
The student management program will be consistent with the<br />
guidelines contained in Chapter 3 of this manual.<br />
Student Records. For FCR purposes, randomly review the student<br />
records.<br />
Are records being kept?<br />
Is each student's progress being tracked?<br />
Counseling Program. For FCR purposes, review of the student<br />
counseling program may require looking at the student records<br />
and/or interviewing students.<br />
<br />
<br />
Is there a referral program for nonacademic problems? Does<br />
the student know who to go to in case of a problem?<br />
Are counseling sessions being documented?<br />
Student Recognition Program. Training managers should establish<br />
a student recognition program for the training activity. Course<br />
supervisors may also establish programs in addition to the<br />
command-wide program.<br />
<br />
<br />
Does the program recognize/reward individual or groups of<br />
students whose performance has been outstanding or whose<br />
performance has improved over time?<br />
If applicable, is an acceleration program in place?<br />
Remediation Program. The remediation program is designed to<br />
provide assistance to students who are not accomplishing the<br />
objectives in the allotted time.<br />
<br />
<br />
<br />
Has a remediation program been established?<br />
Is the process effective?<br />
Are adequate numbers of instructors available for<br />
remediation?<br />
Academic Review Boards (ARBs). ARBs are used to assist in the<br />
identification of academic problems and to make recommendations<br />
concerning the disposition of the student. For FCR purposes,<br />
review the existing ARB records.<br />
G-13<br />
NAVEDTRA 135C
Are ARBs being conducted as required?<br />
Are ARB results being documented in the student's record?<br />
6 +2 Training Program. 6 +2 is a training program that<br />
compresses the traditional 8-hour training day to 6 hours of<br />
continuous training coupled with 2 hours of remediation for the<br />
students who need it. For the FCR purposes, review application<br />
of 6 +2 to ensure optimal use of resources and improvements to<br />
the student learning process.<br />
PART 7 - EVALUATION PROGRAMS<br />
For FCR purposes, this part deals with Course Reviews, the<br />
Student Critique Program and the External Evaluation Program.<br />
Course Reviews. Review past course reviews to verify that all<br />
discrepancies have been corrected or action has been taken. The<br />
types of reviews on file may vary between courses. At a<br />
minimum, all courses shall have a Safety Review and FCRs from<br />
the previous two cycles.<br />
Student Critique Program. Refer to Chapter 5, Section 3, for<br />
guidelines on the student critique program. Review a random<br />
sample of student critiques.<br />
<br />
<br />
Are the critiques being forwarded through the chain of<br />
command?<br />
Is summary data being maintained for two years?<br />
TQIs. Refer to Chapter 5, Section 4, for guidelines on the<br />
training quality indicator (TQI) Program. For FCR purposes:<br />
<br />
<br />
Are TQI data being summarized as required, and is<br />
corrective action on adverse trends being taken?<br />
Is summary data being maintained for comparison purposes?<br />
External Evaluation Programs. Refer to Chapter 5 for guidelines<br />
on the establishment and management of the external evaluation<br />
program. Programs will be reviewed for compliance with these<br />
guidelines.<br />
Summary. The findings identified in each part will be<br />
summarized in the summary sheets. Sample summary sheets are<br />
contained at the end of this appendix. Each summary sheet<br />
should include the following in addition to a list of the<br />
findings:<br />
G-14<br />
NAVEDTRA 135C
Responsibility for corrective action.<br />
Estimated completion date for the discrepancy.<br />
An explanation of items marked "NA"or "NO" on the<br />
checklist.<br />
G-15<br />
NAVEDTRA 135C
COURSE REVIEW SAMPLE CHECKLIST COVER PAGE<br />
COURSE TITLE:<br />
DATE:<br />
COURSE CIN: CCMM: CCA:<br />
REVIEW CYCLE: Annual Biennial Triennial<br />
DATE OF LAST REVIEW:<br />
ACTIVITY CONDUCTING FCR:<br />
LIST OF PARTICIPATING ACTIVITIES:<br />
DEVELOPMENTAL STANDARD:<br />
CURRICULUM STATUS:<br />
Under revision.<br />
Has a project plan been submitted?<br />
Date approved.<br />
Date of planned revision.<br />
No revision planned.<br />
Number and date of latest change.<br />
COURSE REVIEWERS - TITLE – CODE<br />
NETC 1540/5 (Rev. 3-10) PAGE 1 OF 7<br />
G-16<br />
NAVEDTRA 135C
PART 1 - COURSE CONTROL DOCUMENTS (SAMPLE)<br />
To complete this part, review the course audit trail. Each<br />
document and associated approval letters should be reviewed<br />
during the FCR. Use the section appropriate to the<br />
developmental standard. Review CeTARS and CANTRAC documents.<br />
Ensure all records maintained are current and accurate.<br />
Respond to the questions as directed. If an item does not<br />
apply, mark NA. NAs, where appropriate, and NOs will require<br />
explanation.<br />
YES NO NA<br />
A. PLAN<br />
1. TPP on file.<br />
2. Date TPP approved.<br />
3. Project Plan contains accurate data for<br />
this course.<br />
4. Milestones in the TPP are on schedule.<br />
B. ANALYSIS<br />
1a. Personnel Performance Profile (PPP)<br />
tables on file.<br />
2a. Date PPP tables approved by the CCA.<br />
1b. Job Task Analysis data on file.<br />
2b. Date Job Task Analysis data approved.<br />
3b. The analysis data contains accurate<br />
information for the course.<br />
C. DESIGN<br />
1. Type of course control document on file.<br />
2. Date course control document approved.<br />
3. Course control document is<br />
accurate/current.<br />
4. Master Schedule/Summary Sheet is accurate.<br />
5. Master Schedule/Summary Sheet is approved.<br />
6. Training Path System is accurate/current.<br />
D. CeTARS/CANTRAC<br />
1. Ratios, periods and course length in<br />
CeTARS are accurate.<br />
2. Capacity data in CeTARS is accurate.<br />
3. CANTRAC data Is current and accurate.<br />
E. ACE EVALUATIONS<br />
1. ACE evaluations are current and accurate.<br />
NETC 1540/5 (Rev. 3-10) PAGE 2 OF 7<br />
G-17<br />
NAVEDTRA 135C
PART 2 - TESTING PROGRAMS (SAMPLE)<br />
In this section, review the testing plan, test item bank,<br />
performance/knowledge tests, and grading criteria.<br />
YES NO NA<br />
A. TESTING PLAN<br />
1. Testing Plan is on File and approved.<br />
2. The objectives are tested as per the testing<br />
plan.<br />
3. Comprehensive testing is being conducted.<br />
4. The testing procedures are consistent with<br />
Approved testing plan.<br />
B. TEST DESIGN AND DEVELOPMENT<br />
1. Minimum passing grade for a test established.<br />
2. The number of different test versions is adequate<br />
to prevent compromise.<br />
3. There is an equal degree of difficulty between<br />
versions.<br />
4. There is an adequate number of items on the test<br />
to measure the objective(s).<br />
5. Types of items and degree of difficulty are<br />
consistent with the objectives.<br />
6. Test design has been approved by the CCMM.<br />
7. Tests are developed as per the approved test<br />
design.<br />
8. Tests used for retest contain items that are<br />
different from the original version.<br />
C. KNOWLEDGE TEST ITEM BANKS<br />
1. Test item banks are maintained.<br />
2. Test items are constructed per NAVEDTRA<br />
curriculum development standards.<br />
3. Test items are approved by the CCMM.<br />
4. Test item is keyed to objective/PPP item it<br />
measures.<br />
5. Procedures for changing test bank are adequate.<br />
D. PERFORMANCE TESTING<br />
1. Performance testing is being conducted.<br />
2. Rating scales and/or checklists are used<br />
appropriately to evaluate the performance tests.<br />
3. Weighting of performance tests for the overall<br />
grade is consistent with the course objectives.<br />
E. TEST ADMINISTRATION<br />
1. Test Administrator Guides are clear and exact.<br />
2. Test administration procedures are adequate to<br />
prevent test compromise.<br />
3. Procedures for test security are adequate.<br />
4. Test review procedures are in accordance with the<br />
approved testing plan.<br />
F. TEST ANALYSIS<br />
1. Test item analysis is being conducted.<br />
2. Test analysis results are being used to improve<br />
the training.<br />
3. Changes based on the analysis are adequately<br />
documented.<br />
NETC 1540/5 (Rev. 3-10) PAGE 3 OF 7<br />
G-18<br />
NAVEDTRA 135C
PART 3 - INSTRUCTIONAL STAFF (SAMPLE)<br />
To complete this part, review the training records for personnel, i.e.,<br />
instructor and training support billets.<br />
YES NO NA<br />
A. COURSE SUPERVISORS<br />
1. Personnel assigned as course supervisors have<br />
completed IS training requirements.<br />
B. INSTRUCTORS<br />
1. All personnel assigned to instructor billets have<br />
completed an instructor training course.<br />
2. Instructors are being trained in accordance with<br />
the approved instructor certification program.<br />
3. Instructors are being evaluated in accordance<br />
with the evaluation program.<br />
4. Instructors assigned to high-risk courses have<br />
completed all additional training requirements<br />
for high-risk instructors.<br />
C. INSTRUCTOR EVALUATORS<br />
1. Personnel assigned as evaluators have completed<br />
IS training requirements.<br />
D. CURRICULUM MANAGERS<br />
1. All personnel assigned to curriculum management<br />
have completed IS training requirements.<br />
E. UTILIZATION OF STAFF PERSONNEL<br />
1. Course is adequately tracking personnel<br />
gains/losses to ensure optimal utilization of<br />
personnel.<br />
F. INSTRUCTOR RECOGNITION PROGRAM<br />
1. An instructor recognition program is used to<br />
recognize outstanding instructors.<br />
G. RECORD KEEPING<br />
1. Training is documented and adequate training<br />
records are kept for all personnel.<br />
NETC 1540/5 (Rev. 3-10) PAGE 4 OF 7<br />
G-19<br />
NAVEDTRA 135C
PART 4 - INSTRUCTIONAL MATERIALS (SAMPLE)<br />
In this part, review lesson plans, trainee guides, and training support<br />
materials. Provide specific feedback as to discrepancies.<br />
YES NO NA<br />
A. LESSON PLAN/INSTRUCTOR GUIDE<br />
1. The approved master lesson plan is on file with<br />
the course.<br />
2. All lesson plans are developed as per applicable<br />
guidance.<br />
3. All approved changes have been annotated in the<br />
master and instructor's lesson plan.<br />
4. The lesson plan is technically accurate.<br />
5. Personalization of individual lesson plans is<br />
approved as appropriate.<br />
B. STUDENT MATERIALS<br />
1. An approved master trainee guide is on file with<br />
the course.<br />
2. Trainee/student guides are developed as per<br />
applicable guidance.<br />
3. All approved changes have been annotated in the<br />
master and students guide.<br />
4. The trainee/student guide is technically<br />
accurate, clear, and complete.<br />
C. INSTRUCTIONAL MEDIA MATERIALS<br />
1. Visual Information products are used to support<br />
the course as stated in the course material.<br />
2. Visual information products are in good<br />
condition.<br />
3. Required Resource List (RRL) is current.<br />
D. TECHNICAL <strong>MANUAL</strong>S/PUBLICATIONS<br />
1. Technical manuals are current and accurate.<br />
2. Technical manuals are available in adequate<br />
numbers.<br />
3. Technical manuals are in good condition.<br />
E. SECURITY<br />
1. Classified curricula are properly marked.<br />
2. Classification assigned to curricula is<br />
appropriate.<br />
NETC 1540/5 (Rev. 3-10) PAGE 5 OF 7<br />
G-20<br />
NAVEDTRA 135C
PART 5 - TRAINING RESOURCES (SAMPLE)<br />
In this part, review the facilities and equipment for adequacy. You<br />
will be required to submit the appropriate paperwork if deficiencies<br />
are noted.<br />
YES NO NA<br />
A. FACILITIES<br />
1. The classroom facilities are adequate.<br />
2. The lab facilities are adequate.<br />
3. The classroom is comfortable and conducive to<br />
learning.<br />
4. The lab is comfortable and conducive to learning.<br />
B. EQUIPMENT<br />
1. Equipment is stowed properly.<br />
2. Equipment is safe for training.<br />
3. Objectives are being met with the current<br />
equipment.<br />
4. An adequate number of training devices exist in<br />
order to provide timely training.<br />
5. The working condition of the training devices Is<br />
adequate.<br />
PART 6 - STUDENT PROGRAMS (SAMPLE)<br />
In this part, review student records, student counseling and<br />
remediation programs, and academic review board records. Provide<br />
specific guidance on the discrepancies.<br />
YES NO NA<br />
A. STUDENT RECORDS<br />
1. Records are maintained for two years.<br />
2. A student’s academic progress is tracked.<br />
B. COUNSELING PROGRAM<br />
1. Preventive counseling is used to help students<br />
solve their academic problems.<br />
2. Student counseling sessions are properly<br />
documented.<br />
C. STUDENT RECOGNITION PROGRAM<br />
1. A student recognition program is being used.<br />
D. REMEDIATION PROGRAM<br />
1. Remediation program has been established for<br />
students requiring voluntary or mandatory extra<br />
training.<br />
2. Instructors are scheduled to assist in afterhours<br />
study.<br />
E. ACADEMIC REVIEW BOARDS<br />
1. Academic Review Boards are conducted in<br />
accordance with established guidelines.<br />
F. 6 +2 Training Program<br />
1. 6 +2 program Is effective and represents optimal<br />
use of resources.<br />
NETC 1540/5 (Rev. 3-10) PAGE 6 OF 7<br />
G-21<br />
NAVEDTRA 135C
PART 7 - EVALUATION PROGRAMS (SAMPLE)<br />
In this part, review all methods of collecting feedback and determine<br />
how effective the methods are in improving course material. Provide<br />
specific explanations for all discrepancies.<br />
YES NO NA<br />
A. INTERNAL EVALUATION<br />
1. Course reviews are on file for the previous two<br />
cycles.<br />
2. Discrepancies from previous course reviews have<br />
been corrected.<br />
3. Student critique program is in accordance with<br />
established guidelines.<br />
4. TQIs are being summarized as required.<br />
B. EXTERNAL FEEDBACK<br />
1. List and briefly describe the methods currently<br />
used by the course to collect external data.<br />
SUMMARY AND EVALUATION SHEETS (SAMPLE)<br />
List the findings noted, who is responsible for corrective action, and<br />
estimated completion date. Addendums to the summary and evaluation<br />
sheet may be used if required.<br />
PART1-COURSE CONTROL DOCUMENT<br />
Findings Assigned Action Completion Date<br />
PART 2 - TESTING PROGRAMS<br />
Findings Assigned Action Completion Date<br />
PART 3 -INSTRUCTIONAL STAFF<br />
Findings Assigned Action Completion Date<br />
PART 4 - INSTRUCTIONAL MATERIALS<br />
Findings Assigned Action Completion Date<br />
PART 5 - TRAINING RESOURCES<br />
Findings Assigned Action Completion Date<br />
PART 6 - STUDENT PROGRAMS<br />
Findings Assigned Action Completion Date<br />
PART 7 - EVALUATION PROGRAMS<br />
Findings Assigned Action Completion Date<br />
NETC 1540/5 (Rev. 3-10) PAGE 7 OF 7<br />
G-22<br />
NAVEDTRA 135C
APPENDIX H<br />
CeTARS FORMULAS<br />
H-1<br />
NAVEDTRA 135C
CeTARS Formula<br />
STUDENT FLOW. Average input and output of students to course<br />
during a given period of time.<br />
<br />
STUDENT FLOW FORMULA:<br />
Enrolls + Grads + Non Grads = Student Flow<br />
2<br />
**Drop From Training Percentage (Student Flow Method)**<br />
NON-GRADS x 100 = Drop From Training Percent<br />
Student Flow<br />
**Setback Percentage**<br />
Setback x 100 = Setback percent<br />
Student Flow<br />
<br />
<br />
Total Average on Board (AOB)<br />
Sum of the number of students on board in each category:<br />
Awaiting Instruction (AI), Interruption of Instruction<br />
(II), Awaiting Transfer (AT), Hold Medical (HM), Hold Legal<br />
(HL), and Under Instruction (UI) for the specified time<br />
period (month, year, etc.)<br />
Total AOB = AI + II + HM + HL + AT + UI (man-days)<br />
# of days in the specific time period<br />
Not Under Instruction AOB (%) = AI + II + HM + HL + AT<br />
Total AO<br />
H-2<br />
NAVEDTRA 135C
APPENDIX I<br />
LIST OF TYPE COURSES CODE<br />
DESCRIPTION<br />
I-1<br />
NAVEDTRA 135C
LIST OF TYPE COURSES CODE DESCRIPTION<br />
Courses within the NETC are defined according to the type of<br />
training provided. For the purpose of this manual, the<br />
following types of courses apply:<br />
<br />
CLASS "A". Provides basic knowledge and skills required to<br />
prepare for rating entry level performance. This includes<br />
initial skill training (i.e., Apprentice Training "A"<br />
Schools), rating conversion training (i.e., Master at Arms<br />
Training), initial skill Remedial Training, and entry level<br />
officer training. A NEC will not normally be awarded. May<br />
award a MOS. (Primary funding source: BUPERS.)<br />
AA<br />
AO<br />
AP<br />
AR<br />
A1<br />
A2<br />
A3<br />
A4<br />
A5<br />
A6<br />
Apprenticeship Training<br />
Officer Prep Schools not associated with<br />
professional development programs<br />
Enlisted Preparatory Courses<br />
Initial Skill Training - Enlisted Remedial Training<br />
Initial Skill Training - Enlisted "A" School<br />
Initial Skill Training - Officer<br />
Initial Skill Training - Enlisted "A" School and/or<br />
"A" School Pipeline courses that award an NEC<br />
Initial Skill Training - Enlisted Non-Accession "A"<br />
School<br />
Initial Skill Training - Enlisted Medical "A"<br />
School<br />
Initial Skill Training - Officer Medical<br />
<br />
CLASS "C". Provides advanced specialized skill/knowledge/<br />
aptitude/qualification training required to fill a<br />
particular billet (e.g., one which requires a specific<br />
skill code is NEC/officer Billet Specialty Training (BST)<br />
coded. Course completion awards an NEC or officer BST.<br />
May also be awarded a MOS. (Primary funding source:<br />
BUPERS.)<br />
C1<br />
C2<br />
C5<br />
C6<br />
CX<br />
Skill Progression Training - Enlisted NEC<br />
Skill Progression Training - Officer Billet<br />
Specialty Training<br />
Skill Progression Training - Enlisted Medical NEC<br />
Skill Progression Training - Officer Medical<br />
Billet Specialty<br />
Skill Progression Training - Officer Medical<br />
(Resident Only)<br />
I-2<br />
NAVEDTRA 135C
CLASS "D". Provides individual, not rating-specific<br />
training/education such as NAVLEAD, CIAC, and non-pipeline<br />
refresher training specified by BUPERS/OPNAV directives.<br />
(Primary funding source: BUPERS.)<br />
D1<br />
D2<br />
Professional Development Functional Skill<br />
Training - Enlisted<br />
Professional Development Functional Skill<br />
Training - Officer<br />
<br />
CLASS “E". Designed to provide formal professional<br />
educational instruction in a general or particular field of<br />
study, which may lead to an academic degree.<br />
E1<br />
E2<br />
E3<br />
E4<br />
E5<br />
E6<br />
E7<br />
E8<br />
Professional Development Education - Senior<br />
Service College<br />
Professional Development Education - Immediate<br />
Service School<br />
Graduate Education for sub-specialty, full<br />
time, funded-Degree Program<br />
Undergraduate Education Degree Program<br />
Postgraduate Education Degree Program<br />
Non degree Education Program<br />
Health Education Programs<br />
Other Education Programs<br />
<br />
CLASS "F". Provides individual functional skill or ratingspecific<br />
training as required by Fleet or Type Commander.<br />
No NEC awarded. (Primary funding source: Fleet. Alternate<br />
funding: BUPERS on a CNP approved case-by-case basis.)<br />
F1<br />
F2<br />
F3<br />
F4<br />
Functional Training - Enlisted<br />
Functional Training - Officer<br />
Functional Training - Enlisted PCS (CNP<br />
approved)<br />
Functional Training - Officer PCS (CNP<br />
approved)<br />
<br />
CLASS "G". Provides prerequisite knowledge/skills/<br />
techniques in a segment course of an NEC-awarding pipeline<br />
and is not a rating-wide requirement. By itself, it does<br />
not award an NEC/officer BST. (Primary funding source:<br />
BUPERS). BUPERS funds will not normally be designated for<br />
personnel attending these courses outside the NEC-awarding<br />
pipeline unless a valid need is demonstrated (e.g.,<br />
emergent operational requirements) and the funding<br />
exception has been approved by CNP.<br />
I-3<br />
NAVEDTRA 135C
G1<br />
G2<br />
G5<br />
G6<br />
Pipeline Skill Progression Training - Enlisted<br />
Pipeline Skill Progression Training - Officer<br />
Pipeline Skill Progression Training - Enlisted<br />
Medical<br />
Pipeline Skill Progression Training - Officer<br />
Medical<br />
<br />
CLASS "M". Training courses provided for USMC personnel<br />
only. These may have been "C" courses, but since they do<br />
not award an NEC and could award a MOS, they are now "M"<br />
courses.<br />
M1<br />
M2<br />
M3<br />
M4<br />
Initial Skill Training USMC - Enlisted<br />
Initial Skill Training USMC - Officer<br />
Specialized Skill Training USMC - Enlisted<br />
Specialized Skill Training USMC - Officer<br />
<br />
CLASS "P". Officer acquisition programs designed to<br />
provide undergraduate education and/or indoctrination and<br />
basic training in fundamentals, preliminaries, or<br />
principles to midshipmen, officer candidates, and other<br />
newly commissioned officers (except those acquired through<br />
Class "V" programs).<br />
PB<br />
PC<br />
PD<br />
P1<br />
P2<br />
P3<br />
P4<br />
P5<br />
P6<br />
P7<br />
P8<br />
P9<br />
Health Profession Acquisition Military Programs<br />
Other Programs<br />
Preparatory School<br />
Officer Acquisition Training (Academy)<br />
NROTC (Naval Reserve Officer Training Corps)<br />
NJROTC (Naval Junior Reserve Officer Training<br />
Corps)<br />
AVROC II (Aviation Reserve Officer Candidate<br />
Program)<br />
ROC (Reserve Officer Candidate)<br />
OCS (Officer Candidate School)<br />
AOC (Pre-commissioning Aviation Officer<br />
Candidate)<br />
NFO (Pre-commissioning Naval Flight Officer)<br />
NUPOC-S (Nuclear Propulsion Officer Candidate)<br />
Surface<br />
<br />
CLASS "R". Training upon initial enlistment or induction<br />
which provides the general indoctrination and prepares the<br />
recruit for early adjustment to military life by providing<br />
skills and knowledge in basic military subjects.<br />
I-4<br />
NAVEDTRA 135C
R1<br />
R2<br />
R3<br />
R4<br />
Recruit Training<br />
OVSET Training (Other Service Veteran)<br />
NAVET Training<br />
FAST<br />
<br />
CLASS "T". Provides team functional skill or ratingspecific<br />
team refresher training as required by Fleet or<br />
Type Commander. (Primary funding source: Fleet.<br />
Alternate funding: BUPERS on a CNP approved case-by-case<br />
basis.) An NEC will not be awarded.<br />
T1<br />
T2<br />
T3<br />
T4<br />
Team Functional Skill Training - Enlisted<br />
Team Functional Skill Training - Officer<br />
Team Functional Skill Training - Enlisted PCS<br />
(CNP approved)<br />
Team Functional Skill Training - Officer PCS<br />
(CNP approved)<br />
<br />
CLASS "V". Provides skills, which lead to designation of<br />
Naval Aviator or Naval Flight Officer (NFO). Use is<br />
restricted to CNATRA.<br />
V1<br />
V2<br />
V3<br />
V4<br />
V5<br />
V6<br />
V7<br />
V8<br />
Undergraduate NASC/PRIM Flight Training<br />
Undergraduate Flight Training - PROP<br />
Undergraduate Flight Training - JET<br />
Undergraduate Flight Training - HELO<br />
Undergraduate NFO Training<br />
Undergraduate Flight Surgeon/Test Pilot<br />
Transition Pilot/NFL<br />
Instructor under Training pilot/NFO<br />
I-5<br />
NAVEDTRA 135C