HIP POCKET TRAINING

1. HIP POCKET TRAINING CPL 0104

2. OVERVIEW • To provide you with basic knowledge of communication and instruction techniques.

3. TERMINAL LEARNING OBJECTIVES • Without the aid of references and in accordance with CPL 0104, given a training site with training support equipment, conduct individual training.

4. ENABLING LEARNING OBJECTIVES • Definition of a Hip Pocket Class. • Elements of an Individual Training Standard (ITS). • Definition of a Learning Objective.

5. EVALUATION • Comp 1 Test. • Your 5 min. Presentation.

6. QUESTIONS • Learning Objectives? • How you will be evaluated?

7. DEFINITION • A Hip Pocket Class is: - A short informal period of instruction. -Given on the spur of the moment. -Given to a small unit (or a solitary marine). -Corrects a deficiency. *Described as a “teachable moment”.

8. INDIVIDUAL TRAINING STANDARDS (ITS) • Establish the tasks that units and individuals within a specific MOS are expected to perform. • Define proficiency in those tasks. • Serve as a means of identifying training deficiencies. • Published in MCO 1510 Individual Training Standard System (ITSS) series.

9. 5 ELEMENTS OF AN ITS • 1. TASK • 2. CONDITIONS • 3. STANDARD • 4. PERFORMANCE STEPS • 5. ADMINISTRATIVE INSTRUCTIONS next

10. 1. TASK • This is a unit of work usually performed over a short period of time, has a specific beginning and ending, can be measured, and is a logical and necessary unit of performance.

11. 2. CONDITIONS • These are the equipment, manuals, assistance/supervision, special physical demands, environmental conditions, and locations that describe the situation/environment under which the Marine performs the task.

12. 3. STANDARD • This is the accuracy, time limits, sequencing, quality, product, process, restrictions, etc., that indicate how well a task must be performed.

13. 4. PERFORMANCE STEPS • These are the accuracy, time limits, sequencing, quality, product, process, restrictions, etc., that indicate how well a task must be performed.

14. 5. ADMINISTRATIVE INSTRUCTIONS • This is the amount of simulation involved with the behavior, conditions, and standards in the training environment. Safety and cost factors can influence the amount of simulation involved. Logistical considerations are also listed here.

15. EXAMPLE OF AN ITS • Figure 0104-1 in your book. • Example from an ITS taken from the MBST Vol. 2.

16. INSTRUCTIONAL METHODS • Lecture • Demonstration • Seminar/Guided Discussion • Practical Application • Paper/Computer Based Self Instruction • Simulators • Video-Telecommunication

17. LECTURE • Utilizes one or more instructors to present information to a group of students, usually in a classroom setting. • Used to teach large amounts of information in a relatively short period of time. • Provides little feedback from the student. • The instructor cannot be sure if all the students understand the information until they take the test. • Takes relatively little time to prepare.

18. DEMONSTRATION • Extremely effective when used in conjunction with a lecture. • Students observe a sequence of events designed to teach procedure, technique, or operation. • An example in which the student can observe directly.

19. SEMINAR/GUIDED DISCUSSION • Instructor-led interactions which involve participation from all class members. • Encourage student participation in exchange of ideas, values, or attitudes. • Amount of information is usually far less than in other methods.

20. PRACTICAL APPLICATION • Students apply previously learned knowledge or skills under controlled conditions with close instructor supervision. • Can involve all five of the student’s senses and therefore, has the highest degree of transfer of learning. • Great deal of student feedback. • Takes a lot of preparation, more resources, more time to perform, and more instructor supervision than other types of instruction.

21. PAPER/COMPUTER BASED, SELF-PACED INSTRUCTION • Does not rely on an instructor. • Every student receives the same amount of instruction. • Student works and learns at his own pace. • Minimum amount of supervision. • If the student has questions, he may have to communicate with the instructor over long distances.

22. SIMULATORS • Duplicates job performance in a controlled environment on a mock-up of the equipment, or in some cases, the actual equipment. • Gives detailed feedback to the instructor throughout the entire evolution. • They remove safety hazards and minimize pressures for productivity.

23. VIDEO-TELECOMMUNICATION INSTRUCTION • Uses a satellite communications link or a telephone line to simultaneously distribute instruction to students at multiple sites throughout the country or world. • Presented via lecture when information must be delivered to many students in a standardized format.

24. OUTLINE • A nonformalized, unplanned hip-pocket class outline will contain 2 parts: • 1. The learning objective • 2. Points that you will cover

25. A LEARNING OBJECTIVE IS: • A clearly worded action statement that describes the planned outcome of the instruction. (What the students will do at the end of the class) • Describes the task that the student must be able to complete.

26. Differences Between: • JOBS • TASKS • STEPS

27. EXAMPLES

28. BEHAVIOR • Identifies an observable and measurable action. • Only one action verb and one object for each behavior. • Examples of good and poor action verbs on page 0104L-8.

29. MAIN POINTS YOU WILL COVER • These are needed to accomplish your learning objective. • Must be clear. • Must be in a logical sequence. • Must have a minimum of 2.

30. OUTLINE SAMPLE • Page 0104H-13 in your book.

31. MEDIA • Why use Media? • To enhance learning • To compliment the presentation • To increase meaningfulness

32. GENERAL CONSIDERATIONS WHEN CHOOSING MEDIA • Necessary • Appropriate • Simple • Accurate • Portable/Durable • Attractive/Neat

33. COLORS USE COLORS !

34. AMMOUNT OF INFORMATION • Simplicity. • Use Bullet Statements

35. DON’T TALK TO THE MEDIA • Be confident, talk to the students, not the media.

36. SIZE AND TYPE NO EYE TESTS EASILY READ BY THE CLASS

37. MEDIA DISPLAY • Visibility • Distraction

38. MEDIA TYPES • CHALKBOARDS • FLIP CHARTS • SLIDES • OVERHEAD TRANSPARIENCES • AUDIO/VIDEO TAPES • HOOK-AND-LOOPS • ACTUAL OBJECTS • MODELS

39. FUNDAMENTALS OF ORAL COMMUNICATION

40. COMMUNICATON SKILLS • Volume • Pitch • Speed • Pauses • Clarity • Vocabulary • Slang • Profanity

41. SUPPORTING MANNERISMS • Appearance • Gestures • Body Movement • Eye Contact • Facial Expressions

42. KEY ELEMENTS • Sincerity • Enthusiasm • Rapport

43. THE SECRET TO A SUCCESSFUL PRESENTATION IS…………

44. PRACTICE • PRACTICE • PRACTICE

45. QUESTIONS FROM THE CLASS?

46. QUESTIONS TO THE CLASS

47. Q: WHAT IS A HIP POCKET CLASS? • A: A SHORT INFORMAL PERIOD OF INSTRUCTION THAT IS GIVEN ON THE SPUR OF THE MOMENT TO A SMALL UNIT OR INDIVIDUAL TO CORRECT A DEFICIENCY.

48. Q: WHAT IS A LEARNING OBJECTIVE? • A: A CLEARLY WORDED ACTION STATEMENT THAT DESCRIBES THE PLANNED OUTCOME OF INSTRUCTION.

49. WE HAVE DISCUSSED: • Definition of a Hip Pocket Class. • Individual Training Standards (ITS). • Instructional Methods. • Definition of a Learning Objective. • Types of Media. • Fundamentals of Oral Communication. • Supporting Mannerisms. • Key Elements of Attitude.

50. TAKE A 10 MINUTE BREAK