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95 Cards in this Set
- Front
- Back
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Explain the five step process of ORM.
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Identify Hazards
Assess Hazards Make Risk Decisions Implement Controls Supervise |
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Define a "High Risk" course.
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A term that describes a known or unknown condition or state where an elevated probability of loss or an increased level of severity is likely or imminent.
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What is a "voluntary" course?
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A course that a trainee has voluntary enrolled and has the ability to Drop On Request (DOR).
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What is an "involuntary" course?
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A course in which a sailor is enrolled thru the accession training or follow-on specialty skills school.
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Discuss what a "DOR" is and the procedures for conducting one.
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When a student in a voluntary, high risk course desires to quit, the student need only to make such intentions known. The student will be immediately removed from the training area and a written summary of action will be taken and recorded in the students service record.
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Discuss what a "TTO" is and and the procedures for conducting one.
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In any situation when the students or instructors express concern for personal safety or a need to clarify procedures, they shall call a "TTO". Training will cease until the situation is returned to a safe state. Then and only then, will training recommence.
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Discuss the purpose of the EAP and how often it must be reviewed.
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A plan to be implemented upon advent of a mishap to aid involved persons and safeguard the scene. Conduct quarterly procedural walkthroughs.
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How often must Safety Stand-downs be conducted?
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Minimum of once per year. CO can hold additional stand-downs.
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State the purpose of the Navy Training System.
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To ensure a systematic approach to determining what to train and how best to accomplish that training.
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What is the most essential, single link in the training chain?
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The instructor.
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What are the three qualities of an efficient and effective instructor?
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Knowledge
Ability Personality (KAP) |
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Discuss the "Knowledge" quality of an efficient and effective instructor.
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Be thoroughly familiar with the subject matter being taught. (SME)
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Discuss the "Ability" quality of an efficient and effective instructor.
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Know principles, methods, techniques of instruction, and how to apply them.
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Discuss the "Personality" quality of an efficient and effective instructor.
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Gain the respect of the students by displaying a professional attitude towards others, showing a sincere interest in the students.
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Discuss the instructors responsibility to the student.
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To teach effectively, set a good example for the students to follow, and resolve conflicts.
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Discuss the instructors responsibility to safety.
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The instructor's greatest responsibility is to ensure a safe training environment for his students.
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Discuss the instructors responsibility to security.
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If teaching classified information, the instructor must be aware of all requirements for the teaching and storing of classified material.
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Discuss the instructors responsibility to curriculum.
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The instructor should know the difference between changes and revisions and how they affect the course of instruction.
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List the four principles of John Keller's model of motivational theory.
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Attention
Relevance Confidence Satisfaction (ARCS) |
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Discuss the "Attention" principle of John Keller's model of motivational theory.
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Learners must think about what they hear, see, and do to optimize learning.
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Discuss the "Relevance" principle of John Keller's model of motivational theory.
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Motivates trainees by connecting what they are learning to what they will be doing on the job.
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Discuss the "Confidence" principle of John Keller's model of motivational theory.
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When students feel confident they can do something competently.
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Discuss the "Satisfaction" principle of John Keller's model of motivational theory.
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Feeling good about an experience often serves as its own motivator.
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List the key principles of applying motivation theory in a training situation.
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Needs and Drives
Attitudes Achievements Values Interests Incentives (NAAVII) |
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Discuss the "Needs and Drives" principle of applying motivation theory in a training situation.
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A lack of something desirable or useful that causes a desire for satisfaction.
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Discuss the "Attitudes" principle of applying motivation theory in a training situation.
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The students seeing a positive reinforcement from the instructor will cause a desire to learn the material.
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Discuss the "Achievements" principle of applying motivation theory in a training situation.
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Is a strong desire, an aim, a goal, or a desired objective.
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Discuss the "Values" principle of applying motivation theory in a training situation.
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The students' values affect the nature and the amount the student learns.
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Discuss the "Interests" principle of applying motivation theory in a training situation.
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A person's view of an activity as worthwhile or enjoyable for its own sake.
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Discuss the "Incentives" principle of applying motivation theory in a training situation.
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Rewards stimulate student motivation.
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State the ultimate goal of instruction.
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To cause students to remain motivated beyond the instructor's influence and apply what they have learned on the job and in other areas of their lives.
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State the six laws of learning.
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Law of Readiness
Law of Exercise Law of Effect Law of Primacy Law of Intensity Law of Recency |
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Discuss the learning "Law of Readiness".
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States that people can only learn when they are physically and mentally ready.
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Discuss the learning "Law of Exercise".
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Stresses that practice makes permanent and perfect.
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Discuss the learning "Law of Effect".
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Involves the emotional reaction of the learner.
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Discuss the learning "Law of Primacy".
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The first instructional event often creates a strong, almost unshakable, impression on the learner.
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Discuss the learning "Law of Intensity".
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States that if the experience is real, a change in learning is far more likely to occur.
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Discuss the learning "Law of Recency".
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The things learned last will be best remembered.
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State the five ways of learning.
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Imitation
Trial and Error Association Insight Transfer |
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Discuss the "Imitation" way of learning.
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Students observe the behavior of other and imitate that behavior.
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Discuss the "Trail and Error" way of learning.
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Learning by doing.
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Discuss the "Association" way of learning.
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A comparison of past learning to new learning situations, association is the mental process which serves as reference point for students.
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Discuss the "Insight" way of learning.
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Is the understanding that the whole is more than just the sum of the parts.
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Discuss the "Transfer" way of learning.
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The process of applying past learning to new but somewhat similar situations.
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How does motivation affect student learning?
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Students bring different abilities and experience levels to the training environment.
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State the three types of sensory learners.
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Visual Learner
Auditory Learner Kinesthetic Learner |
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Describe a "Visual Learner".
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As much as 75% of our basic learning is through seeing and imitating.
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Describe a "Auditory Learner".
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Hearing is the second most important sense.
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Describe a "Kinesthetic Learner".
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Sensory perception residing in one's muscles, joints, and tendons that gives people special awareness of their relationship with the surroundings.
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State the four basic learning styles.
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Concrete Learners
Active Learners Reflective Learners Abstract Learners |
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Describe the "Concrete Learning" style.
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Students rely heavily on their own feelings and personal judgments.
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Describe the "Active Learning" style.
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Prefer to learn by becoming involved with the subject and taking an active step by step approach.
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Describe the "Reflective Learning" style.
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Like to observe and make comparisons and contrasts before drawing conclusions.
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Describe the "Abstract Learners" style.
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Prefer a theory based, analytical approach to learning.
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State the percent of knowledge retained for the learning styles.
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Abstract = 20%
Abstract and reflective = 50% Abstract, reflective, and concrete = 70% All four styles = 90% |
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State and describe the barriers to effective communication.
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Lack of common core experience - Unlikely to find a group of students which have the same common core experience.
Overuse of abstractionisms - Concepts, ideas, or words that are not directly related to the subject being discussed. Fear - Fear of showing ignorance, disapproval, losing status, and of judgment are common barriers. Environmental Factors - Noises and temperature. |
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State the purpose of an effective communication process.
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The exchange of thoughts, opinions, and the information through speech, writing, nonverbal cues, signs, and images. The communication process consists of a sender, a message, a delivery vehicle, and a receiver.
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State the importance of listening communication skills.
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An active process of hearing and understanding, which demands concentration and attention.
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State the six factors that must be considered in planning instructional activity.
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Articulation
Grammer Rate of Speech Pauses Inflection Force of delivery |
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State the importance of body movement as an important part of successful communication.
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Body movement reinforces, emphasizes, and clarifies verbally expressed ideas.
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State the four purposes of oral questioning.
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Focuses attention
Arouses interest in subject matter Drills students on subject matter Stimulates students to think |
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State and describe the three characteristics of a good oral question.
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Clarity of meaning - Ensure the question being presented conveys the true and intended meaning.
Level of Instruction - Use simple words, correct grammar, and complete sentences. |
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State the seven types of oral questions.
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Multiple choice
Yes/No Canvassing Leading Intrest arousing Factual Question Thought provoking |
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State the five steps of the Five Step Questioning Technique.
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Ask
Pick Pause Listen Emphasize |
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List the seven different instructional methods.
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Lecture
Lecture with audiovisuals Lesson Demonstration Role-Playing Team Dimensional Training (TDT) Gaming and Simulation |
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State and discuss the three parts of a learning objective (LO).
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Behavior - What the student will be able to do as a result of a learning experience. Consists of subject / object / verb.
Condition - The aiding and limiting factors imposed upon the student in satisfying the performance requirements of the objective. Standard - What degree of proficiency will be required to perform the behavior 100% if not stated in the TLO. |
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Discuss the importance of the two methods of testing.
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Knowledge - Tests measure the achievement of objectives through the use test items written at the appropriate learning level.
Performance - Tests measure skill acquisition by having the student demonstrate specific behaviors defined by learning objectives. |
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State the five learning levels of a knowledge test item.
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Recognition
Recall Comprehension Application Analysis/Evaluation |
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State the three different types of performance tests.
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Product
Process Combination |
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List the three primary materials used in presenting instruction.
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Lesson Plan
Instruction Sheets Instructional Media Material / Visual Media Material |
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Discuss student feedback / course critique.
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The purpose of the student critique program is to provide feedback to the training and course supervisors on areas such as training and curriculum effectiveness, instructor performance, safety, and quality of life issues. It also provides a source of feedback to the instructors on their performance.
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Discuss the instructor qualification process.
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Formal instructor training.
CISO qual: Technique and knowledge |
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State the responsibility of the CNO.
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Provides policy for implementing and supporting the DON Strategic Goals regarding Human Resources, Education, and Training.
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State the responsibility of NETC.
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Goals include reducing the infrastructure cost of training, improving readiness and aligning training to fleet requirements.
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State the responsibility of Learning Centers.
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Continuously monitor the quality of curriculum, instruction, and evaluation functions.
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State the responsibility of the Learning Standards Officer (LSO).
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Performs functions in support of the LC CO to ensure quality training.
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State the responsibility of the Course Curriculum Model Manager (CCMM).
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Developing, revising, and maintaining a course of instruction.
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State the responsibility of the Participating Activity.
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Will provide assistance to CSMM to develop, revise, modify, maintain and review training material when requested.
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Discuss the purpose of the Catalog of Navy Training (CANTRAC).
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A component of CeTARS, contains general information on all training activities and course descriptions.
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Discuss the functionality of Corporate Enterprise and Training Resource Activity System (CeTARS).
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CeTARS is a Navy-wide automated information system designed to manage and support the Navy training effort. CeTARS collects, compiles, and provides training managers and higher echelons of the Navy with student and course information.
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Discuss the use of a Course Identification Number (CIN).
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A CIN is a unique number identifying a formal Navy course. Format: X-999-9999 or X-9X-9999
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Discuss the use of a Course Data Processing (CDP) code.
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The code assigned to a uniquely identify each COI and its location.
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Who is responsible for ensuring accuracy of data with CeTARS?
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CCA
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What is the relationship between CeTARS and CANTRAC?
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LC data populated in CeTARS automatically updates and feeds CANTRAC for course information.
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What is an "A" School?
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Provides basic knowledge and skills required to prepare for rating entry level performance. A NEC will not normally be awarded.
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What is a "C" School?
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Provides advanced specialized skill / knowledge / aptitude / qualification training required to fill a particular billet. Course completion awards a NEC.
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What is a "F" School?
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Provides individual functional skill or rating specific training as required by Fleet or Type Commander. No NEC awarded.
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What is a PEVT and how is it utilized?
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Person Event Code and it indicates student status in CeTARS.
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State the four triggers to conduct a HPRR.
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Requests
Fleet Course Curriculum |
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Discuss the purpose of Occupational Standards (OCCSTDS).
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Statements of the minimum skills required of Navy enlisted ratings as established by primary sponsors.
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List the primary basis for which OCCSTDS are used.
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Manning
Distribution Training Advancement |
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State the purpose of a Job Duty Task Analysis (JDTA).
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To establish a repeatable and defendable job analysis of developing or revising training content development or revision in order to satisfy fleet training requirements.
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Explain the hierarchical structure of work.
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Step - Major part of a sup-task
Sub-Task - Major part of a task Task - Behavior, Condition, Standard Duty - Set of related tasks Job - Duties and Tasks in a Occupation Occupation -Family of jobs with common set of skills |
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What is the purpose of a Training Project Plan (TPP)?
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Describes all training and training support elements required. Provides a POAM to achieve a predetermined implementation date.
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Who has initial approval authority of a TPP?
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Curriculum Control Authority (CCA)
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