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 students 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
JOBS TASKS STEPS
Execute the duties of a squad leader. Conduct a patrol. Perform immediate action drills.
Execute the duties of the sergeant of the guard. Conduct morning colors. Attach the colors to the lanyard.
Execute the duties of a mechanic. Perform a tune-up on a truck. Drain the oil from the oil pan.
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
DONT 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