3S251 Vol 1 Self Test

Front 1

What three parts of the work center mission do you define during the analysis phase?

Back 1

(1) Purpose.

(2) Products.

(3) Customers.

Front 2

What types of tasks must a needs assessment include?

Back 2

Daily routine and infrequent tasks, which include additional duties, contingency, recurring, and special work requirements.

Front 3

What manpower documents identify AFSCs assigned to the work center?

Back 3

UMD and UPMR.

Front 4

What Air Force publication identifies generic tasks performed in an AFSC?

Back 4

Air Force Enlisted Classification Directory.

Front 5

What training documents can you research to identify specific tasks for the work center?

Back 5

STS, CFETP, and AFJQS.

Front 6

In addition to the manpower and training documents, what are some other documents used to identify tasks performed in the work center?

Back 6

Policy directives, manuals, handbooks, technical orders, military and civilian position descriptions, base operation plans, staff assistance visit reports, production records, and mission statements.

Front 7

List the two factors needed to qualify as a subject matter expert.

Back 7

Field expertise and recent job experience.

Front 8

List the tasks you have to complete to prepare for an interview.

Back 8

(1) Research.

(2) Develop questions.

(3) Set up the interview.

(4) Prepare the room.

Front 9

When conducting an interview, what is the basic goal of your questions?

Back 9

To gain information from the experts.

Front 10

When conducting the interview, why do you provide the SME with your phone number?

Back 10

In case the SME remembers other information later.

Front 11

What can occur if the respondents are confused after reading the questionnaire instructions?

Back 11

They may discard the questionnaire.

Front 12

What are the two types of questions you use on a questionnaire?

Back 12

Selection and supply.

Front 13

When you develop an MTL, what do you use it to identify?

Back 13

All the tasks completed in the work center.

Front 14

List the three types of training standards that you can use to develop an MTL.

Back 14

(1) CFETP.

(2) AFJQS.

(3) AF Form 797.

Front 15

What are the three characteristics of a task?

Back 15

(1) Observable.

(2) Measurable.

(3) Definite beginning and end.

Front 16

When preparing a local training standard, how do you make sure the task is identified?

Back 16

By giving the task a descriptive title.

Front 17

List the four levels you use to resolve a lack of training capability.

Back 17

(1) Work center.

(2) Unit education and training.

(3) Base education and training.

(4) MAJCOM career field manager.

Front 18

If a lack of training capability cannot be resolved at base level, how do you forward this problem to MAJCOM?

Back 18

By using an AF Form 2096.

Front 19

What training status code must you place a trainee in if you cannot resolve the lack of training capability at the base level?

Back 19

P.

Front 20

Why do you review a new trainee’s training folder?

Back 20

To make sure applicable work center training standards are included.

Front 21

Who normally receives initial evaluations?

Back 21

Initial formal school graduates and reassigned personnel.

Front 22

List four additional training factors you need to consider when defining training requirements.

Back 22

(1) Identifying personnel gains/losses.

(2) Planning and scheduling training time.

(3) Determining need for job rotation.

(4) Defining work center training requirements.

Front 23

How do you obtain the total work center training requirements?

Back 23

By taking the training requirements for each individual and adding these tasks together.

Front 24

Where does the UTM look to confirm the required CDC for each AFSC?

Back 24

A4/A6’s “list of AFSCs with CDCs required.”

Front 25

What on-line program allows UTMs to check CDC enrollment data at ECP?

Back 25

CDSAR.

Front 26

Who determines the CDC volume completion order?

Back 26

The supervisor.

Front 27

At what point in the CDC enrollment should you request an extension for a trainee?

Back 27

When the trainee enters the 10th month of enrollment.

Front 28

Requests for CDC reactivations beyond 90 days require what level of approval?

Back 28

Group commander.

Front 29

When completed one-by-one, what do task objectives help you attain?

Back 29

Your long-term objectives.

Front 30

List the three basic parts of a task objective.

Back 30

(1) Condition.

(2) Performance/behavior.

(3) Standard.

Front 31

What are the two basic ways of measuring a person’s knowledge of a subject?

Back 31

Written and oral tests.

Front 32

List the selection-type questions that you can use on a written test.

Back 32

Multiple choice, matching, and true false.

Front 33

What should the questions used for an oral test require the student to do?

Back 33

Explain why he or she is performing certain functions.

Front 34

After writing your test questions, you review them for what five test characteristics?

Back 34

Validity, reliability, comprehensiveness, objectivity, and discrimination.

Front 35

On what is a performance test based?

Back 35

Directly on what the individual is required to perform.

Front 36

What are the three basic parts of a performance test?

Back 36

(1) Objective.

(2) References/materials.

(3) Instructions.

Front 37

What are the four common rating errors you need to make test evaluators aware of?

Back 37

(1) Standard.

(2) Logic.

(3) Central tendency.

(4) Halo.

Front 38

What are the resources you use when doing research for completing a task breakdown?

Back 38

Yourself, books, and other experts.

Front 39

What must you identify when developing and documenting a task breakdown?

Back 39

Subtasks, procedural skills, and supporting knowledge.

Front 40

Once you have finished the task breakdown, what specific things do you look for when you review it?

Back 40

Completeness, accuracy, and required equipment.

Front 41

List the three major parts of a lesson plan.

Back 41

(1) Introduction.

(2) Development or body.

(3) Conclusion.

Front 42

List the four basic parts of the introduction.

Back 42

(1) Attention.

(2) Motivation.

(3) Overview.

(4) Transition.

Front 43

On what document is the body of your lesson plan based?

Back 43

Your task breakdown.

Front 44

List the three parts of a conclusion.

Back 44

1) Summary.

(2) Remotivation.

(3) Closure.

Front 45

What should you consider before you select the teaching aids that you will use?

Back 45

Consider using the teaching aids that are easiest to use, most inexpensive to develop and maintain, but that

add realism to the learning process.

Front 46

List at least six types of teaching aids.

Back 46

Any six of the following: equipment, printed matter, chalkboards, whiteboards, flat pictures, mockups,

trainers, simulators, transparencies, television, and computers.

Front 47

List the three steps you use to schedule training.

Back 47

Prepare tentative schedule, coordinate, and assign trainees to a training session roster.

Front 48

What is the first thing to do when you are coordinating the training schedule?

Back 48

Determine how many sessions are offered and the times that they are held.

Front 49

What do you provide to each affected supervisor after you schedule trainees for training?

Back 49

A copy of the training roster or a training notification letter.

Front 50

What are the two basic ways to try out and validate the training?

Back 50

Using SMEs and trainees.

Front 51

What do you look for when you’re revising training after the SMEs and/or trainees identify errors?

Back 51

The root problem.

Front 52

In what four areas can problems occur that might require revision?

Back 52

(1) Task objective.

(2) Test.

(3) Lesson plan.

(4) Visual aids.

Front 53

List the four ways to review a work center training program.

Back 53

(1) Informal visits.

(2) Formal visits.

(3) Task evaluation reports.

(4) Quality control reports.

Front 54

What is an informal visit, and why is it used?

Back 54

A casual visit with the supervisors, trainers, and trainees; to assist with possible problems and build rapport.

Front 55

What is a formal visit, and why is it used?

Back 55

A formal review of the training program; to find and report any existing problems and help the supervisor

solve them.

Front 56

What other types of information can you review that can apply to your work center training program?

Back 56

IG crosstells, MAJCOM newsletters, survey results, and other training managers.