For those of you putting together your own training course for your NPT, you might consider developing three very important documents before you start to evaluate which lesson plans you want to use.
Why? Because the three documents that will be described below provide the complete foundation of the skill set expertise you’ll be training your team to perform and have a measurable, valid product when completed.
These documents are the, ‘Training Proficiency Code Key (PCK),’ the, ‘Course Training Standard (CTS),’ and the ‘Plan of Instruction (POI).’
The first, the Training Proficiency Code Key, is your knowledge depth scale, if you will. It defines how well the student should be able to perform the skills in your course when complete. This includes familiarization training, where the student is only shown a task, but will need to be told or shown how to perform the task to performing the task quickly and accurately. It also includes task knowledge levels from naming parts (nomenclature) to applying and extrapolating operating principles demonstrating high levels of comprehension. Subject knowledge can also be gauged from simple fact identification to condition evaluation and decision making (problem solving).
Here’s an excerpt from the DTG PCK:
|DTG Course Training Proficiency Standard Code Key|
|Scale Value: 1 – Lowest; 4 – Highest/a – Lowest; d – Highest/A – Lowest; D – Highest|
|Each statement concerns the individual or small team (4 people) in group performance or knowledge.|
|TASK PERFORMANCE LEVELS||1||Can do simple parts of the task. Needs to be told or shown how to do most of the task, NOT PROFICIENT (High Task/Low Relationship) Close Supervision.|
|2||Can do most parts of the task. Needs help only on the hardest parts. May not meet speed or accuracy requirements. PARTIALLY PROFICIENT (High Task/High Relationship) Close Supervision with Encouragement.|
|3||Can do ALL parts of the task. Needs only a spot check of completed work. Meets minimum speed and accuracy requirements. COMPETENT (Low Task/High Relationship). Minimal Supervision – Participatory Leadership|
|4||Can do the complete task quickly and accurately. Can tell or show others how to do the task. HIGHLY PROFICIENT (Low Task/Low Relationship) – Delegate and let run with the job.|
The second, the Course Training Standard, lists the major subject areas, the proficiency levels for each, and the type of evaluation, for example, ‘WM’ (written measurement, ie, ‘test’), ‘P’ (performance), or ‘E’ (exception, ie, evaluating low proficiency level tasks only when individuals or groups are having issues mastering the task). Here’s another excerpt:
COURSE TITLE: ESSENTAIL SKILLS I
|1. Proper wear of clothing & equipment.||3, c, B.||P, E|
|2. Field Hygiene (Individual Disease Prevention)||2, b, B.||P, E|
|3. Road March – Adverse Conditions (Pre-Post Training)||3, b, A.||P, E|
As you can see, we’re building a deliberate roadmap, if you will, on not only how much time will be involved in the actual training, but what standard of perofmrancethe student will be required to demonstrate at the conclusion of training.
The last of the foundation for building effective training courses is the, ‘Plan of Instruction.’ The POI takes each subject area and details it by listing one or more criterion objectives, or “Desired Learning Outcomes” (aka, ‘Tasks, Conditions, Standards’) under it, as the below excerpt demonstrates:
COURSE TITLE: ESSENTAIL SKILLS I
SUBJECT AREA AND DESIRED LEARNING OUTCOMES
- Proper wear of clothing & equipment
- Given a personally supplied set of field clothing (surplus BDU’s, earth tone heavy duty outdoor clothing), field boots, and accouterments, and instruction on effective methods for wearing in the field, each student will arrange/don their personal clothing and pass an inspection by the instructor with only minor correction before progressing to active training.
- Given a personally supplied set of Load Bearing Equipment (harness or vest) and accouterments, and instruction on effective methods for setting up for dismounted operations in the field, each student will arrange/don their personal equipment and pass an inspection by the instructor with only minor correction before progressing to active training.
- Given a pack list, a personally supplied large ruck sack and effective methods of zone packing, each student will demonstrate possession of required items and pack their rucksack in accordance with the Zone Method within 30 minutes with no error.
The last step is to develop your lesson plans, or find lesson plans, to support your DLO’s. It’s important to note that a lesson plan may have more than one DLO, and depending on the complexity, the DLO could be supported by more than one lesson plan.
So, as you can see, putting together a course of instruction that will be effective and have your students be able to perform to the levels you require or envision takes a bit more work than just repeating what you might find in an old manual, or attempting to use overly simplistic, ‘mimicry’ techniques The adult learner requires a bit more than that.
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