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36 Cards in this Set
- Front
- Back
- 3rd side (hint)
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What type of courses are considered high-risk? |
Course that expose the crew, staff, students and/or assets to the potential risks of death, permanent disability or loss during training. DOR |
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DOR |
Drop On Request- student immediately removes from the training area, written summary of action entered in service record. |
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TTO |
Training Time Out- a concern for personal safety or clarification of procedures. Training will immediately cease until situation/condition returns to safe state. |
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EAP |
Emergency Action Plan- am internal plan to be implemented immediately upon mishap to aid person and control the scene. Quarterly walk-through. Annual full exercise. |
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Purpose of Navy Training System |
To ensure systematic approach to determine what to train on and how to accomplish the training. |
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Definite the most essential, single link in the training chain. |
The Instructor - Simplify the learning process - Present knowledge and skills |
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3 qualities of an efficient and effective instructor |
Knowledge- Ability- Personality |
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4 Principles of John Keller’s model |
Satisfaction Confidence Attention Relevance |
SCAR |
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Key principles of applying motivation theory in a training situation. |
Needs and Drives Attitudes Achievements Values Interests Incentives |
NAAVII |
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6 Laws of Learning |
Readiness Exercise Effect Primacy Intensity Recency |
REEPIR |
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5 Ways of Learning |
Imitation Trial and Error Association Insight Transfer |
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Types of Sensory Learners |
Visual Auditory Kinesthetic |
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4 Basic Learning Styles |
Concrete Active Reflective Abstract |
CARA |
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Barriers to effective communication |
Lack of common core experience overuse of abstractionisms fear Environmental |
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6 factors in planning instructional delivery |
Articulation Grammar Rate of speech Pauses Inflection Force |
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4 purposes of oral questioning |
Focuses Arouses Drills Stimulates |
FADS |
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Characteristics of a good oral question |
Clarity of meaning Level of instruction Use of an interrogative |
CLU |
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Types and purpose of oral questions |
Multiple answer Yes/No Canvassing Leading Interest Arousing Factual Thought Provoking |
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5 step questioning technique |
Ask Pause Pick Listen Emphasize |
APPLE |
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Different instructional methods |
Lecture Lecture w/audio visuals Lesson Demonstration Role-Playing |
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3 parts of learning objective |
Behavior Condition Standard |
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5 learning levels a knowledge test item may test |
Recognition Recall Comprehension Application Analysis/eval |
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Functionality of CeTARS |
Collects, compiles & provides training managers with student and course info |
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Course Identification Number (CIN) |
Course ID# Consists of 3 pieces of data |
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Course Data Processing (CDP) code |
Identifies each course of instruction and it’s location |
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Relationship between CeTARS and CANTRAC |
CeTARS automatically updates and feeds CANTRAC for course info |
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A, C, and F type courses of instruction |
A- knowledge & skills for rating entry level C- advanced specialized skill/knowledge to fill a particular billet F- individual functional skill. No NEC |
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Person Event Code(PEVT) |
Student status in CeTARS |
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When an ARB May be convened |
When all other means of counseling, remediation, and initial setback has failed to improve perform. |
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ARB process |
Help students solve problems Determine which students are able, unable, unwilling to complete training Make recommendations |
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The importance of FCR’s and audit trails |
Internal feedback Maintained in audit trail for 2 review cycles |
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Required periodicity for conducting FCR’s per current NETC guidance |
Annual, biennial or triennial cycle, determines by the CCA Not to exceed 3yrs |
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Training Requirement Review (TRR) |
Revalidate individual training requirements and/or identify new training requirements |
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Periodicity of conducting TRR |
Within a 60 month cycle |
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4 triggers to conduct a TRR |
Requests by requirement sponsor Fleet feedback Course surveillance Curriculum control authority (CCA) directed |
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4 TRR messages |
Schedule Announcement Agenda Action chit |
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