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4.
capable of seating the personnel attending the
class, and
adequately equipped with the necessary training
devices before the start of class.
Methods of measuring class achievement. There
are several ways to measure class achievement. Written
tests and performance tests are the two primary
methods. These tests give you, the instructor, an idea of
how well you have presented the material. Prepare your
written tests before class, using the IG as a source topics
to test. Include only questions which are based on the
need-to-know information you plan to present during
the lecture or demonstration. Prepare your performance
tests in much the same way as you do written tests.
Require each student to perform the procedure while
another student assists. If necessary, you can prepare job
sheets to help the students in a particularly complex
procedure. Also, two students can take turns performing
the same procedure as you observe and grade their
performances. Wherever a hazardous condition may
exist, always emphasize safety precautions on the job
sheet.
Training Presentation
The training presentation is the culmination of your
effort and preparation. For the training to be effective,
you must present the prepared material in an effective
manner. All of the effort you put into preparing for the
training session may be negated if you do not give an
effective presentation. The following is a list of some of
the pitfalls you should avoid when you give a formal
presentation:
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Talking in a monotone voice. This will put your
class to sleep.
Jingling coins or keys in your pocket. This diverts
the attention of the class from the topic you are
discussing because they are distracted by what
you are doing. If you have the habit of “jingling,”
remove the coins and keys from your pockets
before you begin the training session.
Talking during a loud burst of background noise.
Your class will not be able to hear you.
Using distracting mannerisms, such as tugging
your ear or playing with a ruler or pen. Again, the
class will pay more attention to what you are
doing than to the subject you are discussing.
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Talking down to the class. This will cause
animosity toward you, causing you to lose the
attention and interest of the class.
Losing control of the class. An uncontrolled class
will be distracted and will not learn.
Keep your presentation interesting, accurate, and to
the point. Toss in a comment on personal experience
when you want to emphasize a certain point, or ask
questions if you see you are losing the interest of the
class or of an individual. The object is to keep your class
working and receptive to the information you are
presenting.
Training Topics
A wide variety of topics are appropriate to an
electronics division. Some of the topics (in addition to
electronic equipment and systems) for which you should
have lesson plans and training are
l safety,
l use of test equipment,
l electronics-casualty-control,
. general military subjects, and
. basic electronics (NEETs modules).
In chapter 1 of this TRAMAN, you were told about
four standards that you can use as a basis for your
training program. These standards are as follows:
. Naval Standards
. Occupational Standards
l Personnel Qualification Standards
. Equipment Standards
By using the Naval and Occupational Standards listed
in the Advancement Handbook for Petty Officers, you
can tailor your training program to cover the
professional and technical requirements of your
personnel. Examine these standards and cover them in
your lesson plans.
Use equipment standards when you train personnel
on new equipment that they may not be familiar with.
Stress the importance of equipment standards to
personnel before they first begin maintenance on
equipment. This will show them that you are concerned
about the performance of the equipment and that they
should also care about the quality of its performance.
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