Kqss Domain 3 Learning Managment

Front 1

3.A1 List the responsibility of each of the following
members of the training organizational structure: Chief of
Naval Operations (CNO); Naval Manpower, Personnel,
Training and Education (MPT&E); Naval Education and
Training Command (NETC); Learning Centers; Course
Curriculum Model Manager (CCMM); and Participating
Activity.

Back 1

1) CNO: He provides policy for implementing and
supporting the Strategic Goals regarding education and
Training.
2) MPT&E: Anticipates the Navy Total Force capabilities
required to support joint war fighting workforce.
3) NETC: Meet the strategic goals in the areas of Leadership,
Navy Military Training, Instruction, Quality of Life,
Infrastructure, Equal Opportunity, Curriculum, and
Technology.
4) Learning Centers:
A) Determine & allocate resources to support Learning Sites.
B) Provide technical contractual oversight and authority for
training equipment.
C) Review and approve training schedules.
5) CCMM: Develops, revises, and maintains a course of
instruction.
6)LEARNING SITES:
A) Provide student academic, performance, and muster
information to TSC/TSD
B) Partner with TSC/TSD to execute non-academic Navy
programs.

Front 2

3.A2 Describe the “A”, “C”, and “F” type courses of instruction.

Back 2

CLASS “A”: Provides basic knowledge and skills required to prepare for rating entry level performance.
CLASS "C": Provides advanced specialized skill/knowledge/aptitude/qualification training required to fill a particular billet.
CLASS "F": Provides individual functional skill or rating-specific training as required by Fleet or Type Commander.

Front 3

3.A3 Describe the instructor qualification process in your training command.

Back 3

1) Instructor indoctrination.

2) Course sit through / Practice teach.

3) Recieve at least a Sat. on 2 evaluations.

Front 4

3.A4 Discuss “attrition” and contrast is meaning in both operations and training.

Back 4

1) ACADEMIC DROPS: Occur when a student is unable to achieve the learning objectives because of an academic problem.

2) NON-ACADEMIC DROPS: Are based on administrative decisions that are not a result of academic performance. Ex: administrative, disciplinary, and physical issues.

Front 5

3.A5 Discuss the Academic Review Board (ARB) process.

Back 5

1) Student’s course average falls below the minimum passing grade.

2) Student is unable to achieve the objectives after counseling, remediation, retesting, and an initial academic setback.

3) Student’s performance is below the expected academic progress.

4) An ARB will decide weather, or not to drop student.

Front 6

3.A6 Discuss test failure policies and associated grading criteria within your learning environment.

Back 6

1) When a test failure occurs remediate trainee then retest.

2) The minimum passing grade will be given for all passed retests.

3) If a student fails a retest after remediation, an ARB will be convened.

Front 7

3.A7 Who determines what curriculum development approach will be used for a curriculum modification within your learning enviroment.

Back 7

The CCA.

Front 8

3.A8 Who is responsible for maintaining a course audit trail / a master record?

Back 8

1) AUDIT TRAIL: Responsibility of the CCMM.

2) MASTER RECORD: Responsibility of the CISO. The CCMM is responsible for providing input to the CISO to ensure currency of the information.

Front 9

3.A9 Describe the evaluation of instructors in laboratory / classroom / facilitated environments.

Back 9

Lab & Classroom evaluations are divided into the following areas:
A) Introduction
B) Presentation
C) Instructor/Student Interaction.
D) Summary

Front 10

3.A10 Discuss the student critique program within your learning environment.

Back 10

The student critique program is divided into three areas:

1) Instructor Critiques.

2) Course Critiques.

3) Quality of Life Critiques.

Front 11

3.A11 Discuss the importance of Formal Course Reviews (FCRs) and audit trails.

Back 11

1) To keep the courses current with fleet practices.

2) To measure effectivness.

Front 12

3.B1 Discuss Kirkpatrick’s five levels of evaluation.

Back 12

Level 1 - Measures reaction to instructional content.

Level 2 - Measures degree of learning the objectives.

Level 3 - Measures whether the performance or behavior of the learner has changed after returning to the job.

Level 4 - Measures the impact on the organization that results from learners applying their newly learned knowledge or skills.

Level 5 - Measures return on investment (ROI).

Front 13

3.B2 Discuss the elements of a Testing Program within your learning environment.

Back 13

1) Test Items.

2) Test(s).

3) Test Administration Materials.

A) Testing Plan.

B) Test Administration Data.

C) Test Item Cross-Reference Chart.

Front 14

3.B3 Discuss the purpose of the Learning Content Management System (LCMS).

Back 14

1) Provides for creation, storage, reuse, management, and delivery of learning content.

2) Provides a templates for fast, efficient and consistent authoring of knowledge based content.

Front 15

3.B4 Discuss the purpose of the Learning Management System (LMS).

Back 15

Manages student/teacher administration functions. Such as tracking of student registration, scheduling, gathering, and processing student performance data.

Front 16

3.B5 Discuss the Course Supervisor, Student Control, and Facilitator roles associated with the Learning Management System (LMS).

Back 16

1) COURSE SUPERVISORS:
A) will help Facilitators and learners make progress through courses by trouble-shooting technical issues.
B) Also help to maintain the curriculum components identified for the school’s structure.
2) STUDENT CONTROL:
A) Will be the first person to interact with the learner.
B) May also run reports as necessary with regards to projected graduation, and curriculum progress information.
3) FACILITATORS: Help learners make progress through courses by ensuring they are located in the Learning Management System (LMS) where they need to be.

Front 17

3.C1 What type of courses are considered “high-risk”?

Back 17

High-Risk Training. Basic or advanced individual or collective training that exposes students and instructors to the risk of death or permanent disability.

Front 18

3.C2 What section of the instruction lists courses that have been designated as “high-risk”?

Back 18

Section 4d.

Front 19

3.C3 What is a “DOR” and the procedures for conducting one?

Back 19

1) Administrative procedure available to students in voluntary training programs.

2) After removal from voluntary training, the student shall submit a written request detailing the reasons for the DOR.

Front 20

3.C4 What is a Training Time Out “TTO” and the procedures for conducting one?

Back 20

It is a safety procedure that allows students and instructors concerned for their personal safety or the safety of others to stop a training.

Front 21

3.C5 What is the purpose of the Emergency Action Plan (EAP) and how often must it be reviewed for accuracy of information? How often is it to be fully exercised?

Back 21

1) Are used in case of a mishap.

2) They shall be reviewed monthly for accuracy of information.

3) Plans shall be exercised annually,

Front 22

3.C6 How often are safety stand-downs required?

Back 22

1) Stand-downs shall be conducted at least annually.

2) Additional stand-downs shall be conducted following mishaps, near misses, or major course revision, or euipment modifications.

Front 23

3.D1 Describe the 4 Quadrants of the Human Performance System Model.

Back 23

QUADRANT I: Defines requirements. by breaking down jobs and job tasks into specific behaviors or competencies.

QUADRANT II: Analysts and subject matter experts must evaluate requirements in order to determine how best to meet them.

QUADRANT III: Develop solution options.Selects appropriate interventions based on effectiveness, cost, etc.

QUADRANT IV: Execution and evaluation of the intervention occur here. If training is the solution it is chosen then built.

Front 24

3.D2 In Quadrant I of the HPSM, who must validate all individual unit and group job/task requirements?

Back 24

Fleet Commanders-in-Chief (CINCs)

Front 25

3.D3 Describe the Navy’s new Learning Model that integrates technology and human performance requirements into a complete package.

Back 25

Navy Content Object Model" (NCOM). builds on established SCORM principles and facilitates the implementation of SCORM because NCOM is a SCORM-based standard that facilitates content organization and SCORM supported behaviors through advanced aggregations of content.

Front 26

3.D4 Who performs most of the functions in the Quadrant II and coordinates the activities of Quadrant III in the Human Performance System Model (HPSM)?

Back 26

The Government Program Manager (PM), has overall
responsibility for managing the design process.

Front 27

3.D5 Discuss the fundamentals of the Science of Learning.

Back 27

1) Tailored instruction is more effective than group-paced instruction.
2) Building confidence in learners is an important outcome of training.
3) Building learner self-awareness aids the learning process.
4) Optimal instructional design requires a comprehensive Training Needs Analysis
5) Measurement & feedback are paramount to sustaining effective learning
6) Learning is a continual process.
7) Blended solutions.

Front 28

3.D6 Describe the four major methods of learning in the Navy Learning Model.

Back 28

1) REFFERENCE-BASED Learning: Describes situations where the learner gains access to information and knowledge as needed.
2) COMPUTER-MEDIATED Learning: The learner interacts with a computer, system, or other technology in order to learn.
3) COLLABORATIVE Learning: When learners teach and guide one another.
4) INSTRUCTOR-LED Learning: The learner interacts face-to-face with an instructor and other learners.

Front 29

3.D7 Define the following terms commonly used by Human
Performance Professionals.
A) Change Management
B) Competencies
C) Executive Review of Navy Training
D) Performance Gap
E) Intervention Opportunities
G) Measure of Effectiveness
H) Measure of Performance (MOP)

Back 29

A) Change Management –The convergence of two fields of
thought.
B) Competencies – the knowledge, skills, and abilities that
individuals bring to the job.
C) Executive Review of Navy Training – Review the entire
Navy training system, and recommend changes to improve
learning effectiveness.
D) Performance Gap – The demand for quality Navy
manpower is increasing, while the supply is declining.
E) Intervention Opportunities – can include traditional
classroom instruction, e-learning, manpower adjustments.
G) Measure of Effectiveness – Once tasks and duties are
defined, the CINC must validate specific job performance
standards.
H) Measure of Performance (MOP) – Performance
requirements are appropriate for different stages of a career
(apprentice, journeyman, or master levels of proficiency).

Front 30

3.D8 Discuss the Human Performance Improvement Process

Back 30

It is a results-based, systematic approach to
identifying, assessing, and resolving performance issues within the framework of the
organization as a system.

Front 31

3.D9 Explain the roles and responsibilities of the Contracting Officer (CO); Contracting Officer’s Representative (COR); Technical Points of Contact (TPOC); ILE Content Sponsor; ILE Project Manager and the ILE Content Developer.

Back 31

1) The Contracting Officer (CO) has the authority to enter, administer, and/or terminate contracts.
2) The Contracting Officer’s Representative (COR) is a representative of the (CO).
3) Technical Points of Contact (TPOC) provide technical direction, and monitor contractor progress and performance.
4) ILE Content Sponsor: Serves as the approval authority for the ILE content.
5) The ILE Project Manager initiates training material development and modification, conducts reviews.
6) ILE Content Developer is responsible for developing, and sometimes for maintaining specified ILE content.

Front 32

3.E1 Define “Knowledge Management”

Back 32

Is the integration of people and technology that facilitate the exchange of operationally relevant information and expertise to increase organizational performance.

Front 33

3.E2 Explain tacit and explicit knowledge.

Back 33

1) Tacit knowledge is knowledge gathered through experience.

2) Explicit knowledge is knowledge that is documented, and can be shared with others.

Front 34

3.E3 Define a Community of Practice. Define a Community of Interest

Back 34

COP: Is a designated network of people that shares information and knowledge.
COI: Is a community of people who share a common interest or passion, such as Navy Enlisted Ratings, or the various Officer designations.

Front 35

3.E4 Describe the benefits of a Community of Practice.

Back 35

Improves the organization’s performance through increased effectiveness, productivity, quality, and innovation.

Front 36

3.E5 Describe two ways to capture/share corporate knowledge

Back 36

STORYTELLING -The construction of fictional examples to illustrate a point can be used to effectively transfer knowledge.
CONDUCTING INTERVIEWS -This is usually accomplished with Subject Matter Experts (SMEs), process performers, and is an excellent method to gather knowledge for the community and its knowledgebase.

Front 37

3.E6 Explain the relationship between Knowledge Management and Information Technology.

Back 37

Information Technology is merely a tool. But knowledge resides in people who use information, not in the containers that store it.

Front 38

3.E7 Define the following terms commonly used by Knowledge Management Professionals:
1) KNOWLEDGE SHARE
2) KNOWLEDGE TRANSFER
3) BUSINESS RULES
4) BEST PRACTICES
5) METRICS

Back 38

1) KNOWLEDGE SHARE: Is an activity through which knowledge is exchanged among people, or an organization.
2) KNOWLEDGE TRANSFER: Knowledge from one part of an organization to another part.
3) BUSINESS RULES: Describe the operations, definitions, and constraints, that apply to an organization in achieving its goals.
4) BEST PRACTICES: The most efficient and effective way of accomplishing a task based on repeatable procedures that have proven themselves over time.
5) METRICS: Are standard units of measure to determine the effectiveness and efficiency of an organization.

Front 39

3.F1 One of NETPDTC’s functions in Personnel Qualification Standards (PQS) is to publish and annual list of what type of information?

Back 39

A list of PQS available to the fleet and the Current Model Managers.

Front 40

3.F2 What is the function of PQS?

Back 40

A) Ensures that personnel have the required competency before performing specific duties.
B) PQS' standardize qualification requirements.

Front 41

3.F3 In formal training courses where PQS lines may be signed, what procedure is followed to inform a receiving command which line items have been completed and signed.

Back 41

A letter certifying completion of the appropriate items, by number, shall be forwarded to the student’s duty station.

Front 42

3.G1 What are the rules for handling classified student notes?

Back 42

A) Collected from students prior to graduation.

B) Not forwarded to receiving commands.

Front 43

3.G2 What are the procedures for the disposition of school notes that are not reusable?

Back 43

They will be destroyed.

Front 44

3.G3 Are there any exceptions to the no fowarding policy?

Back 44

Yes, on a case by case basis.

(Notes may be forwarded to the command, not the individual.)