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124 Cards in this Set

  • Front
  • Back

Explain these parts of the five step process as they apply to ORM:
a. Identifying hazards
b. Assessing hazards
c. Making risk decisions
d.Implementing controls
e. Supervising

a. Identifying hazards - a hazard is any condition with the potential to negatively impact mission accomplishment or cause injury, death, or property damage. b. Assessing hazards - For each hazard identified, determine the associated degree of risk in terms of probability and severity.
c. Making risk decisions - there are three basic actions (1) Identify Control Options.
(2) Determine Control Effects.
(3) Make Risk Decisions.
d. Implementing controls - This requires that the plan is clearly communicated to all the involved personnel, accountability is established, and necessary support is provided.
e. Supervising - involves determining the effectiveness of risk controls throughout the mission or task.
Discuss what type of courses are considered "high-risk".
All basic or advanced training in a traditional or non-traditional environment which exposes the crew, staff or students to the postential risk of death or permanent disability.

Discuss the difference between these types of courses:
(a) Voluntary
(b) Involuntary

Voluntary - student has voluntary enrolled and has the ability to Drop On Request.


Involuntary - Training where the student is enrolled thru the accession training or follow-on specialty skills school.
Discuss what Drop on Request "DOR" is and the procedures for conducting one.

When any student in a voluntary high-risk training course desires to quit or ―DOR, the student need only make such intentions known. The student will be immediately and expeditiously removed from the training area. A written summary of action taken is entered in the student’s service record and a copy is maintained in the command’s permanent records.
Discuss what Training Time Out "TTO" is and the procedures for conducting one.
A situation when students or instructors express concern for personal safety or a need to clarify procedures or requirements, they shall call a TTO.

Training will immediately cease until the situation or condition is returned to a safe state. Only then will training resume.
Discuss the purpose of the Emergency Action Plan (EAP) and how often must it be reviewed for accuracy of information. Identify the periodic requirements for fully exercising the EAP. How often is it to be fully exercised?
An internal plan to be implemented immediately in the event of a mishap to aid involved persons and to control and/or safeguard the scene.

Conduct quarterly procedural walk-through(s) and fully exercise and validate emergency action plans (EAPs) annually. Include all emergency response agencies, where practicable.
Discuss periodic requirements for safety stand-downs.
At a minimum, commands shall conduct one safety stand-down per year. Additional safety stand-downs may be warranted at the discretion of the commanding officer.
Discuss the following as it pertains to high-risk instructor.
a. Mishap reporting
b. Site Augment Plans
c. Special Course Indicator Code
d. Core Unique Instructor Training (CUIT)
e. Instructor Screening Process
f. Evaluation Process
g. Training Safety Officer

Mishap reporting - Report and record all training related mishaps and injuries.
Site Augment Plans - identify unique training situations, where training differs.
Special Course Indicator Code- code to identify Voluntary High Risk Training.
CUIT is designed to prepare the instructor to teach in a high-risk environment.
Instructor Screening Process
All high-risk instructor candidates - 1. Service Record Screen. 2. Physical Requirements.
3. Medical Officer Interview, Record Review, and Questionnaire. 4. CO’s Interview.
Evaluation Process - instructor evals


Training Safety Officer - must staff a TSO
Discuss the importance of heat/cold stress, monitoring, and control in a training environment.
The importance is based upon prior conditioning, activity level of the training to ensure Sailors are prepared to participate in the activity and mitigate potential loss of life.
State the purpose of the Navy Training System.
The purpose of the Navy Training System is to ensure a systematic approach for determining what to train and how best to accomplish that training.
Define the most essential, single link in the training chain.
The instructor: The instructor must simplify the learning process for students of varied backgrounds and experiences in a complex training system.
State and discuss the three qualities of an efficient and effective instructor.

KNOWLEDGE: Be thoroughly familiar with the subject matter being taught (Subject Matter Expert). Know more about the subject than what you teach.
ABILITY: Professional Ability; Leadership skills planning and organizing, optimizing use of resources delegating authority, monitoring progress and results, disciplining and rewarding. Instructional ability; be efficient and effective.
PERSONALITY: Gain the respect of the students by displaying a professional attitude towards others, showing sincere interest in students. Adhere to Instructor’s code of ethics. 1. If the answer is unknown, admit it. 2. Keep remarks professional (no profanity) 3. Be patient 4. Maintain rapport (no sarcasm) 5. Treat students with respect
Discuss the Instructor's responsibilities in terms of:
a. Responsibility to students
b. Responsibility to training safety
c. Responsibility to security
d. Responsibility to curriculum

STUDENTS: teach effectively, set a good example and resolve conflicts, which can hinder training.
TRAINING SAFETY: role model for his students. The instructor must demonstrate proper safety procedures, in addition to teaching the students. Be aware that the instructor’s ―actions speak louder than words.
SECURITY: be aware of all requirements for the teaching and storage of classified material. Review the instructions which govern presenting, discussing, storing, and destruction of classified material (OPNAVINST 5510.1 series). Never downplay the importance of the security of classified material.
CURRICULUM: Maintenance of the curriculum is an ongoing effort. Any deficiency noted as a result of surveillance requires a change to the curriculum.
Describe the four principles of John Keller’s model of motivational theory:
Attention
Relevance
Confidence
Satisfaction

Attention. Attracting attention is an important first step, but learners must think about what they hear, see, or do to optimize learning. The vivid descriptions of relevant sea stories or questions posed directly to the learner are among the best strategies that can capture their attention and focus their thinking.

Relevance. connecting what they are learning to what they will be doing on the job. When they see the relevance, they are more likely to put forth the effort it takes to understand and apply what is being taught.

Confidence. When students feel confident they can do something competently, even if it takes some effort, they are more likely to give it a try. Instructors can guide learners by helping them set challenging but achievable goals, building their confidence, and helping them become aware of the relationship between effort and success.

Satisfaction. Feeling good about an experience often serves as its own motivator. Some tasks are rewarding in themselves, and students will stay motivated until they achieve their goals. Other times, recognition from others contributes to their sense of satisfaction. As an instructor, you can increase learners’ satisfaction by creating opportunities for them to succeed, maintaining high standards, and recognizing students’ attainment of those standards.
Discuss the key principles of applying motivation theory in a training situation.
Needs and Drives
Attitudes
Achievements
Values
Interests
Incentives

Needs and Drives: a lack of something desirable or useful that causes a desire for satisfaction. That need, or drive, can motivate the student to behave in a manner which results in satisfaction.
Attitudes: Show a positive attitude when presenting a lesson. Seeing a positive reinforcement from the instructor will motivate students to learn the material.
Achievements: a strong desire, an aim, a goal or a desired objective.
Values: The students values, attitudes, and previous experience affect the nature and the amount the student learns. The instructor must use a motivation technique which fits the student’s value system.
Interests: a person’s view of an activity as worthwhile or enjoyable for its own sake. As an instructor, learn to control student interest throughout the lesson. If the student loses interest, the learning process breaks down.
Incentives: Incentives (rewards) stimulate motivation. Good grades, awards, choice of orders out of school, or selection as an honor student can motivate students.
State the ultimate goal of instruction.
The ultimate goal of instruction is 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

Discuss the six laws of learning.
Readiness
Exercise
Effect
Primacy
Intensity
Recency

READINESS: People can only learn when they are physically and mentally read.
EXERCISE: The Law of Exercise stresses that practice makes permanent and perfect (when taught correctly).
EFFECT: involves the emotional reaction of the learner. Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward is a result of the learning process.
PRIMACY: This law states that the first instructional event often creates a strong, almost unshakeable, impression on the learner. Learn it right the first time, harder to relearn.
INTENSITY: The Law of Intensity states that if the experience is real, a change in behavior (learning) is far more likely to occur.
RECENCY: The things learned last will be best remembered

Explain the five ways of learning:
Imitation
Trial and Error
Association
Insight
Transfer

IMITATION: Students observe the behavior of others (primarily the instructor) and imitate that behavior.
TRIAL AND ERROR: Trial and error is learning by doing. Hands-On experience is how some students learn and are able to achieve success sooner. The instructor is instrumental in setting the proper example for the student, resulting in fewer errors.
ASSOCIATION: A comparison of past learning to new learning situations, association is a mental process which serves as a reference point for students.
INSIGHT: understanding that the whole is more than just the sum of the parts. To learn by insight, the learner grasps the way the elements of a problem situation are connected. It is unplanned discovery of a solution to a problem, often called the "ah-ha" phenomenon, resulting from a mental reorganization of ideas and concepts rather from simple trial and error.
TRANSFER: The process of applying past learning to new but somewhat similar situations. This is an important process in Navy technical training because the training environment can rarely duplicate the actual job environment. If possible, use of the actual equipment the student will use in the fleet should be used for training.

Discuss how motivation affects student learning.

Motivation often has as much or more impact than scholastic ability. Students bring different abilities and experience levels to the training environment. Motivation often determines whether or not a student achieves course objectives.
Explain the types of sensory learners:
Visual Learner
Auditory Learner
Kinesthetic Learner

Visual Learner. The most important sense, accounting for as much as 75 percent of our basic learning. Most early learning comes from seeing and imitating. Therefore, you would be wise to consider using appropriate visual aids in your presentations.
Auditory Learner. Hearing is the second most important sense, accounting for a large percentage of the remaining learning capacity. Your speech patterns and volume are critical classroom learning factors.
Kinesthetic Learner. Kinesthesia is actually a blend of all senses with psychomotor and perceptual skills. Kinesthetic learners like hands-on experience to learn, role-play exercises over discussion groups, shaking hands when meeting or greeting people, trying new things without a lengthy explanation of the activity, frequent breaks, and they would rather just do it rather than talk about it.
Discuss the four basic learning styles:
Concrete
Active
Reflective
Abstract

CONCRETE: prefer an experienced based approach to learning. They rely heavily on their own feelings and personal judgments.
ACTIVE: prefer to learn by becoming involved with the subject and taking an active step by step approach. They learn best from small group discussions, structured exercises, and problem solving approaches. A trial and error way of learning appeals to them.
REFLECTIVE: like to observe and reflect (make comparisons and contrasts) before drawing conclusions. They learn best from lectures, films, and reading. Reflective learners prefer to play the role of the impartial observer while watching others.
ABSTRACT: prefer a theory based, analytical approach to learning. They learn best from lectures by experts, theoretical reading, case studies, and activities that require solitary thinking. Abstract learners like to find the theory behind the subject matter and analyze the approach to discover what concepts are involved.
Discuss the barriers to effective communication:
Lack of Common Core Experience
Overuse of abstractions
Fear
Environmental Factors

Lack of common core experience: you are unlikely to find any group in which students have the same common core experience.

Overuse of abstractions: Concepts, ideas, or words that are not directly related to the subject being discussed. To avoid confusion you should speak in concrete terms be specific.

Fear: One of the greatest barriers to effective communication. The fear of showing ignorance, fear of disapproval, fear of losing status, and fear of judgment are common barriers.

Environmental Factors: such as noises and temperature may interfere with the communication process.
State and discuss the purpose of an effective communication process.

SEND THE MESSAGE > RECEIVE THE MESSAGE > FEEDBACK



Communication is the exchange of thoughts, opinions, and information through speech, writing, nonverbal cues, signs and images.
Discuss the importance of listening communication skills.
This is one of our most important communication skills.

It is an active process of hearing and understanding, which demands concentration and attention.

Both the instructor and the student have responsibilities in the communication process. The instructor must ensure the learning environment is free of distractions, which might interfere with the student’s ability to listen, and he should be alert to their non-verbal behavior. He should learn to determine if students are listening by the type of feedback they provide.

Effective listening depends on motivation and the instructor is the prime motivator. Students must take responsibility for their own learning through active listening, arriving ready to learn, and participating and asking questions.
Describe six factors that must be considered in planning instructional delivery:
Articulation
Grammar
Rate of Speech
Pauses
Inflection
Force of Delivery

ARTICULATION - Enunciation and Pronunciation or understandable speech. Avoid slurring and mumbling. In rehearsal, exaggerate your enunciation beyond what is required in normal speech.
GRAMMAR - the correct usage of the spoken or written word.
RATE OF SPEECH - As a rule, speak fast enough to be interesting yet slow enough to be understood.
PAUSES - In writing, punctuation marks separate thoughts and ideas and give the desired meaning and emphasis to words. In speaking, pauses serve the same functions to a large degree.
INFLECTION - change in the normal pitch or tone of the speaker’s voice.
FORCE OF DELIVERY - Forceful speech combined with the volume to demonstrate conviction of the speaker
Discuss the importance of body movement as an important part of
successful communication.
Body movement reinforces, emphasizes, and clarifies verbally expressed ideas.
State and discuss the four purposes of oral questioning.

Focuses attention
Arouses interest in subject matter
Drills students on subject matter
Stimulates students to think
Discuss the characteristics of a good oral question:
Clairity of Meaning
Level of Instruction
Use of an interrogative

Clarity of Meaning: Do not use trick phrases. Ensure the question being presented convey the true or intended meaning. Make questions brief, limiting them to one thought, not to confuse the student. State questions clearly and in a conversational tone.

Level of instruction: Use simple words, grammar which is correct, and complete sentences. Use words students can understand.

Use of an interrogative: Be sure to use the interrogative at the beginning of your question so the students know immediately when a question is being asked "WHO, WHAT, WHERE, WHEN, WHY"
Discuss the types and purpose of oral questions:
Multiple Answer
Yes / No
Canvassing
Leading
Interest Arousing
Factual
Thought Provoking

Multiple Answer: Has more than one correct answer. Increases student participation.

Yes / No: Can be used to arouse interest

Canvassing: Helps to determine how many students may already be familiar with the subject matter.

Leading: Suggests its own answer

Interest arousing: Used to focus student attention.

Factual Question: Asks for specific information.

Thought provoking: Stimulates student thinking.
State the five steps of the five-step questioning technique.

Ask (State the question)
Pause
Pick (Call on a student by name)
Listen (Comment on answer)
Emphasize correct answer
Discuss the different instructional methods:
Lecture
Lecture with Audiovisuals
Lesson
Demonstration
Role-Playing
Team Dimensional Training
Gaming and Simulation

Lecture: instructional presentation of information, concepts, or principles. Its main purpose is to present a large amount of information in a short period of time.
Lecture with Audiovisuals: Lecture with audiovisuals includes visual and/or audio learning aids.
Lesson: The most often used method of classroom instruction within Navy training is the lesson method. The lesson method is interactive in nature and is primarily used to transfer knowledge or information to the students.
Demonstration: The basic, and most often used, method of instruction for teaching skill-type subjects is the demonstration method. It covers all of the steps your students need to learn a skill in an effective learning sequence.
Role-Playing: Role-playing requires the students to assume active roles in a simulated situation followed by a group discussion.
Team Dimensional Training (TDT): TDT is a process that enables team members to diagnose and correct their own performance problems, thereby enabling them to adapt quickly to unfolding events, and to learn from and build upon their previous experiences together.
Gaming and Simulation: The most recent generation of learners entering the Navy has grown up playing video games. This generation has no problem learning how to manipulate hundreds of video-game characters in a variety of crises that require split-second decisions.
State and discuss the three parts of a learning objective.

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. From memory if not specified in TLO.

STANDARD: What degree of proficiency will be required to perform the behavior 100% if not stated in the TLO.
Discuss the two methods of testing and their importance.

Knowledge: Knowledge tests measure the achievement of objectives through the use of test items written at the appropriate learning level.

Performance: Performance tests measure skill acquisition by having the student demonstrate specific behaviors defined by learning objectives.
Explain the five learning levels a knowledge test item may test:
Recognition
Recall
Comprehension
Application
Analysis/Evaluation

RECOGNITION: Students select from two or more choices to identify the information.
RECALL: A recall test item requires students to respond from memory instead of selecting the response from two or more choices. Ex - Fill in the blank or label a diagram.
COMPREHENSION: understanding of what was taught rather than simply memorizing the information. Ex- Explain how something works in an essay.
APPLICATION: Ability to use acquired knowledge in a job-related situation. Ex - performing computation problems or using information learned during training and applying it to a new situation.
ANALYSIS/EVALUATION: Involves the understanding of elements of data and relationships among the data which make the meaning of information explicit. EX- a question that asks the student to select the best approach to meet a stated objective. The question would require the student to know or determine which options would meet the objective (analysis) and which single option would be best (evaluation).
Discuss the different types of performance tests.

Process: Test involves the students’ ability to correctly follow procedural steps in completing a task.

Product: Test involves comparing students efforts to an acceptable completed product example.

Combination: Some performance tests require a combination of both process and product measurement.
List and describe the primary materials used in presenting instruction.

Lesson Plan: (front matter, lesson topics), ensures proper sequence and depth required by objectives.

Instruction Sheets: (Outline, Job, Problem, Assignment, Information, and Diagram) provide students with information or directions.

Instructional Media Material/Visual Media Material: IMM is a specially prepared transparency, illustration, video tape/DVD, computer-based, flash animation or MPEG movie, slide presentation, or exhibit that will assist students in understanding and expedite their learning.
Discuss student feedback/course critique.

The purpose of the student critique program is to provide feed back 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.
Discuss the following programs and include possible actions and responsibilities
of an instructor:
Equal Employment Opportunity (EEO)
Navy Core Values
Sexual Harassment
Diversity

a. Equal Employment Opportunity (EEO)
Instructors should provide equal opportunities to all students to serve in leadership roles and ensure all students actively participate in learning activities.
b. Navy Core Values - Not only must you instruct in an efficient and effective manner, you must also serve as a role model in your military conduct, attitude, appearance, and bearing. You should exemplify the Navy’s Core Values of Honor, Courage, and Commitment
c. Sexual Harassment -Sexual harassment is unacceptable conduct that undermines the integrity of the instructor-student relationship. The Navy has a policy of zero tolerance of sexual harassment. Sexual harassment is a form of discrimination involving unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature.
Discuss the instructor certification process.
1. Attend JIT
2. Indoctrination
3. Attend Course as a Student
4. Attend Course as Instructor Under Instruction
5. CUIT- Core Unique Instructor Training (High Risk)
6. JQR
7. Evals - final technique eval from N5
Discuss the instructor disqualification factors and process.
Instuctors failing to maintain original screening requirements as well as instructors receiving
unsatisfactory evaluations shall be disqualified. Individuals considered unsuitable for continued
Instructor duties per reference (d) shall be reclassified (NEC 9502 removal process and reassignment);
Discuss with your mentor the items that can be found on the MTS Community of Practice (CoP).
MTS COP – MTS program manager, all applicable instructions, MTS PQS, certificate requests, program description, and feedback.
Discuss the purpose of the Catalog of Navy Training (CANTRAC).
The CANTRAC includes general information on all Navy training activities, schedules and course descriptions.
Discuss the functionality of Corporate Enterprise and Training Resource Activity
System (CeTARS).
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 metrics.
CeTARS feeds NITRAS which populates student Electronic Training Jacket (ETJ)
Discuss the CIN.
Course Identification Number - a unique number identifying a formal Navy Course.
Format: X-999-9999.
Discuss the use of a Course Data Processing (CDP) code.
The code assigned to uniquely identify a course location. Courses with the same Course Identification Number (CIN) taught at more than one location will have individual system-assigned CDPs.

Discuss who is responsible for ensuring accuracy of data with CeTARS.
Course Supervisor has the responsbility to ensure the accuracy of CeTARS.
Discuss the relationship between CeTARS and CANTRAC.

The data populated in CeTARS automatically updates and feeds the CANTRA - Catalog of Navy Training - for course information
Describe the "A", "C", and "F" type courses of instruction.
A School - Provide basic knowledge and skills required to prepare for Rating Level Performance.
C School - Provides advanced specialized skill/knowledge/aptitude - Awards an NEC upon completion.
F School - Functional Skills required to do job.
Discuss when an Academic Review Board (ARB) may be convened.
ARBs will be convened when all other means of academic counseling, remediation, and an initial academic setback have failed to improve student performance. The initial academic setback may result from an academic counseling session and be directed by the course supervisor. Additional academic setbacks must be directed by the ARB.
Describe the Academic Review Board (ARB) process.
Standardized procedures for conducting ARBs are essential to protect individual rights of privacy and fundamental fairness, to ensure accurate and complete records are kept, and to ensure that the best decisions concerning a student's academic progress in a training program are made. The goals of an ARB include: Help students solve problems that may prevent
successful completion of training. Determine which students are able to complete training.
Determine which students are unable and or unwilling to complete training. Make recommendations concerning their findings.
Discuss who is responsible for maintaining a Course Audit Trail and what it contains?
AUDIT TRAIL. Maintaining the course audit trail is the
responsibility of the CCMM. The contents of an audit trail
will be maintained for the life of the course. Audit
trails contain the following information:
-A summary of major events impacting the course. This may be official correspondence or a memorandum to
file.
-All pertinent correspondence leading to course development or revision.
-Reports of trips, conferences, meetings, necessary for
course development or revision.
-Memoranda of conversations impacting the course
development or revision.
-The rationale that influenced curriculum decisions.
-Copies of all supporting documents, including appropriate approval letters. Types of supporting documents will vary based on the standard used for development.
-A Copy of the Pilot Course Monitoring Report.
-CCMMs shall ensure the audit trail and master course
materials are up to date and securely saved.
-CCMMs shall maintain a duplicate of the audit trail
and master course file in a separate location to
prevent loss of the material in the event of a
disaster. Site master copies at other Training Activities that teach the course fulfill this requirement.
-Participating activities are also required to maintain audit trails for all courses excluding the TPP and the analysis documentation.
Describe the evaluation of instructors in laboratory/ classroom environments.
The instructor evaluation program, focus is aimed at achieving and maintaining the highest quality of the instructors.
Instructors teaching in class and lab will be evaluated in both environments.
Discuss the importance of Formal Course Reviews (FCRs).
The FCR program is designed to provide a check of the different elements contained in a course and serves as an excellent source of internal feedback. The FCR may be used to:
-Evaluate the course materials for technical accuracy and teachability.
-Evaluate course conformance to existing standards and instructions.
-Assist in the overall management of the course.
-Assist in identifying areas for course improvements.
Identify the required periodicity for conducting FCRs per current CCA guidance.
FCR will be conducted every three years. In no case shall the formal course review cycle exceed three years. The CCMM will schedule, monitor, and regulate the FCR.
State the purpose of a Human Performance Requirement Review (HPRR).
Process designed to revalidate individual training requirements and or identify new training requirements as they apply to rate, grade, community, course, systems configuration, or fleet operating procedures.
Explain the process for findings for submission during a FCR.
Findings are assessment results of a FCR. Review team establishes timelines for corrective action and creates the POA&M.
Discuss the purpose of Occupational Standards (OCCSTDS).
OCCTDS are statements of the minimum skills required of Navy enlisted ratings as established by primary (resource/warfare) sponsors.
List the primary basis for which OCCSTDS are used.
OCCSTDS are the basis for implementing and supporting actions for manning, distribution, training, and advancement.
State the purpose of a Job Duty Task Analysis (JDTA).
To establish a repeatable and defendable job analysis process of developing or revising training content development or revision in order to satisfy fleet training requirements. It is the first step in the Course Development and Revision Process.
Explain the hierarchical structure of work.
Occupation: Family of Jobs with common set of skills
Job: Duties and Tasks in an occupation
Duty: Set of related tasks
Task ( Behavior, Condition, Standard, ORM, Delivery, KSA)
State the purpose of a Front End Analysis (FEA).
To establish a defendable and repeatable process to determine the best training and media delivery methods to satisfy training requirements that exist from a new training requirement, or identify a training gap in an existing course.
Who determines which curriculum development method will be used within your learning environment?
CCA - Curriculum Control Authority - currently EODGRU2
State the purpose of a Business Case Analysis (BCA).
A BCA is a structured methodology to facilitate it s decision-making process. It is a continuous process from conception of an alternative or solution to implementation.
Explain the purpose of the executive summary of a BCA.
-Provide a concise summary of the key highlights
-What the project is about
-Role of the project in the dept's plan
-justification of project
-how the project will improve the overall efficiency of the gov't
Describe how strategic alignment is important in a BCA.
The BCA should align to the overall plans/goals of the Navy
Identifies the level of impact (high, med, low) the impact has on achieving it's goals
Explain what is the BCA analysis of alternatives.
Provide an outline of the realm of possible alternative solutions.
Provides reasons why some of the alternative solutions have been eliminated.
Provides REAL viable options to include "do nothing"
Discuss risk assessment in decision making of a BCA.
Provides the reader an understanding of the risks related to the initiatives to include a risk mitigation strategy.
Explain how cost benefit impacts a BCA.
Compares financial and non-financial benefits (tangible and intangible) for each alternative.
State the purpose of the Training Project Plan (TPP).
-Course Data
-Justification
-Impact if course not revised or developed
Safety Risks
-Curriculum Development Method
-Resource Requirements
-Compensation
-Milestones
The TPP describes all the factors necessary to prepare and conduct a successful training program.
Course Date - CIN/CDP, Mission statement, NEC, prereqs, course overview, training sites
Justification - Reason for new or revised course
Safety Risks - course risk designation
Resource Requirements - billets, space and equipment
Compensation - Who is paying
Milestones - List of Milestones with start dates and date completed
What item is developed in the Plan Phase of Task Based Curriculum Development?
The TPP - Training Project Plan - Blueprint for the development of a new course or revision of an existing course.
Discuss the item developed in the Analyze Phase of Task Based Curriculum Development.
CTTL - Course Training Task List.
-The duties, tasks and skills you select for training are organized into the CTTL
-Building blocks of the new/revised course.
Discuss the items developed in the Design Phase of Tasked Based Curriculum Development.
TCCD - Training Course Control Documents
-Front Matter
-COI - Curriculum Outline of Instruction-Units and
Lesson Topics consisting of terminal and enabling
objectives are displayed in the order they shall be
taught.
-Annexes - CMS/RRL
Discuss the items developed in the Develop Phase of Task Based Curriculum Development.
LP - Lesson Plan
TG - Trainee Guide
Test Items
IMM - Instructional Media Material
*This is also the phase where the pilot is conducted.
Discuss the pupose of the Implementation Phase of Task Based Curriculum Development.
Resolve all discrepancies identified in the pilot course and implement the course by issuance of the CCA's Letter of Promulgation.
Discuss the purpose of the Evaluate Phase of Task Based Curriculum Development.
Internal assessment of training methods, materials, and external feedback of performance of graduates in the fleet.
Discuss the purpose of IMM - Instructional Media Material.
IMM Instructional media materials (IMM). Instructional materials that present a body of information and are largely self-supporting rather than supplementary in the teaching-learning process. These materials have applications for independent study/skill acquisition.
For our purposes, IMM is considered to be "stand alone" instructional packages. The OJT Handbook is the most common, and is the IMM most commonly produced by in-house curriculum developers. IMM can:
•Provide training for which formal schools have a lack of equipment, space, time, or instructors.
•Provide training that may be used for remedial or accelerated instruction.
-Provide prerequisite training for advanced courses.
List the minimum sections of a Lesson Plan.
Front Matter
Lesson Topics
--Lesson Topics are organized into Units and Lesson Topics.
List the minimum sections of the Trainee Guide.
Front Matter
Instruction Sheets
State the purpose of the Course Training Task List (CTTL).
The CTTL lists the duties and tasks for a given course, sources for the duties and tasks, and associated Knowledge, Skills, Abilities, Tools and Resources. The CTTL is used to develop learning objectives during the Design Phase.
Discuss what a CTTL-Course Training Task List- gives the curriculum developer.
The CTTL is used to develop learning objectives and all other course material.
Discuss the purpose of testing.
The purpose of a Navy school testing program is to assess the trainee’s ability to perform and/or comprehend the objectives of a course.
Explain the purpose to pilot a course.
A pilot serves to validate the curriculum and it's supporting materials. The Pilot Course includes a formal approval of the course.
State the difference between the Course Mission Statement and a Terminal Objective.
The Course Mission Statement describes the course. Provides the "Who", "What Job", "Degree of Qualification", "Where" and "Conditions" for training.
The Terminal Objective relates to the trainee behavior. It is a learning objective the trainee will accomplish by the end of the course.
Spell out the full term for the following abbreviations/acronyms:
LP
DDA Pages
TO
EO
DP
RIA
IMM/VI
LP-Lesson Plan
DDA-Discussion Demonstration Activity pages
TO-Terminal Objective
EO-Enabling Objective
DP-Discussion Point
RIA-Related Instructor Activity
IMM/VI-Instructional Media Material/Visual Information
Discuss the procedures for handling and storing classified training materials.
Secret and Confidential working papers such as classified notes from a training course or conference, that contain Secret or Confidential information shall be:
a. Dated when created
b. Conspicuously marked centered top and bottom of each page with the highest overall classification level of any information they contain along with the words "Working Paper" on the top left of the first page in letters larger than the text
c. Protected per the assigned classification level
d. Collected from student at the end of training
What documents are contained in the TCCD?
FRONT MATTER
COVER PAGE, TABLE OF CONTENTS, PREREQS AND SECURITY CLEARANCE INFORMATION
COI - Curriculum Outline of Instruction
ANNEXES
-RRL (Resource Requirements List)
-CMS (Course Master Sked - time allocations)
What is contained in a RRL (Resource Requirement List)?
RRL lists all the materials, facilities, manpower and funding neede to conduct a training course.
Name three of the primary course source data for creating test items?
• Terminal Objective (TO). describe what the trainee
must achieve to successfully complete the course of
instruction.
• Enabling Objective (EO). EOs describe what the trainee may accomplish at any point in the course, after receiving the appropriate training.
• Knowledge. Knowledge refers to an understanding of facts or principles relating to a particular subject area and
applied directly to the performance of a function.
• Skill. Skill refers to the ability to perform a jobrelated
activity that contributes to the effective performance of a task.
• Ability. Ability refers to an enduring attribute of the
individual that influences performance and enables the
performance of tasks.
- Behavior (verb). A behavior is a knowledge, skill, or
ability (KSA) that is observable and measurable.
• Condition. identifies the circumstances under which the behavior is demonstrated. The condition defines aiding and limiting factors imposed upon the trainee. The training should also contain the conditions as realistic as possible, replicating the working environment.
• Standard. A standard measures a training output. A
standard defines the criteria for acceptable performance in terms of time, quantity, quality, and accuracy.
Define the following tests:
a. Formal
b. Informal
Formal testing is a test that is graded and is
used in the calculation of the trainee's final grade.

Informal testing may or may not be graded - regardless, the
grade will not be used in the calculation of the trainee's
final grade.
Explain the five learning levels:
Recognition
Recall
Comprehension
Application
Analysis
Recognition is the verbatim identification of specific terms, facts, rules, methods, principles, procedures, objects, etc. that have been presented during training.

A recall objective requires students to respond from memory instead of selecting from two or more alternatives.

Comprehension is understanding what was taught rather than memorizing the words.

Application involves the ability to use acquired knowledge in a situation not specifically demonstrated in class, but job related.

Evaluation involves the judgment of value or effectiveness of procedures or solutions based on data, criteria and standards.
Discuss the pupose of piloting a test.
A review process to check test reliability and validity then make corrections before collecting data.
Describe the following as they relate to Knowledge and Performance Tests:
a. Job Sheet
b. Problem Sheet
c. Assignment Sheet
d. Multiple-Choice
e. True or False
f. Matching
g. Completion
h. Labeling
i. Essay
a. Job Sheet - A job sheet directs students in the step-by-step performance of a task or job required by the objective.
b. Problem Sheet - present practicle problems requiring analysis and decision making similar to on the job.
c. Assignment Sheet - designed to direct study or homework efforts of students.
d. Multiple-Choice - most versatile type of question
e. True False - Only two answer choices.
f. Matching - Two lists of connected words, phrases, pictures or symbols.
g. Completion - student supplies the missing information from memory.
h. Labeling - identify parts of pictures, schematics, diagrams or drawings
i. Essay - written response
Explain the two types of testing methods?
Criterion-Referenced Testing
Norm-Referenced Testing
Criterion-Referenced Test - Assesses whether required level of skill or knowledge is met.
Norm-Referenced Testing - Estimates individual skill or knowledge in relation to a group norm (e.g. Navy Advancement Exams)
Discuss test failure policies and associated grading criteria within your learning environment.
When the trainee does not achieve a test's minimum passing
grade, the retest may cover the portion of the test the
trainee had difficulty with or the entire test.

If the trainee passes the material retested, the grade assigned
to the retest will be the minimum passing grade for the test.
State the purpose of the test and test item analysis.
To determine statistical validity.
What is the primary and secondary goal of a remediation program?
A remediation program's primary goal is to motivate and assist trainees in achieving the critical learning objectives of a course by providing additional instructional study time. A second goal of remediation is to remove barriers to learning.
Define the following terms of the remediation program:
a. Retest
b. Setback
c. Drop from training and Attrite
d. Counseling
e. Academic Review Boards
a. Retest - Retake the test - either the part where the student was having difficulty or the entire test
b. Setback - A setback is when a student is placed in another class and is "setback" to a point in training to relearn the information. Setbacks can be academic or non-academic.
c. Drop from Training/Attrites - Student dropped from class for any reason. If the student is also put out of the Navy, they are considered "Attrites".
d. Counseling - Counseling for performance and personal problems (primarily in A and C Schools)
e. Academic Review Boards (ARBs) - convened when other means of academic counseling, remediation and an initial setback have failed to improve student performance.
Where are PQSs maintained and available for fleet use?
NKO in the Navy PQS Portal
Explain the function of a PQS.
Qualification system for enlisted and officers where certification of a minimum level of competency is required prior to performing specific duties.
What happens to an individuals PQS qualification if the PQS is supersceded by a revision?
The qualification remains, additional line items are signed and kept with the "old" PQS.
In formal training where PQS line items may be signed, describe the procedure to inform a receiving command which line items have been completed and signed.
The line items can be transferred.
Explain the difference between a PQS and JQR (Job Qualification Requirement).
A PQS is a Navy-wide qualification.
A JQR does not have a NAVEDTRA number and are used for a single command.
What is the primary purpose of NRTC - Non-Resident Training Courses?
A self-study package designed to help a student acquire Navy professional or military knowledge.
What impact does a NRTC (Non Resident Training Course have in the rating exam process?
NRTCs are source documents for which the Advancement Examination Development Conferences obtain rating exam questions.
Where are NRTC (Non Resident Training Courses) be located?
NKO
>LEARNING TAB
>LEFT SIDE OF PAGE click "NRTC"
What does Naval Trining Systems Requirements, Acquisition and Management (OPNAVINST 1500.76) provide?
Established policy for planning, determining and documenting manpower, personnel and training (MPT) requirements for Navy and integrated Navy/Marine Corps new and modernized acquisition systems across the entire continuum of Navy training.
What is the purpose of a Naval Training Systems Plan (NTSP)?
Define manpower, personnel and training (MPT) gaps and needs in support of new acquisition and or modernization programs.
State the purpose of Impaired Training and Education Report (ITER) Policy and Reporting Procedures.
To establish the process for reporting conditions that may reduce the ability to train and/or educate personnel and to seek assistance from their chain of command when necessary.
Explain ITER conditions Red and Yellow.
Red: cancels or stops training entirely or degrades NEC-producing training to the point that the NEC cannot be awarded.
Yellow: may result in delayed or cancelled classes, failure to instruct critical learning objectives, degradation in the ability to meet scheduled throughput or quality or instruction, etc. if appropriate action is not taken.
Name three of the six ITER (Impaired Training and Education Report) types.
Personnel
Equipment
Facilities
Curricula
Ammunition
Correction
Define a Missed Training Opportunity (MTO).
The loss of a course quota by a Command.
List two of the five examples of a MTO (Missed Training Opportunity.
1 - A Command has a quota for a student who does not report
2 - A Command cancels a quota in four or fewer days prior to course convene
3 - Student does not meet prereqs
4 - Student is absent from course where he cannot get credit
5 - A student is recalled by Command and cannot complete the course
Explain the purpose of Casualty Reporting (CASREP) System.
A process to report equipment downtime or failure up the chain to get support to become operational
Describe the purpose of Authoring Instructional Materials (AIM).
Computer based tool for authoring training materials - created by the Navy.
Discuss how AIM (Authoring Instructional Materials) are developed and revised per prescribed specifications.
Provides automated conformance to standards resulting in efficient, cost effective development of learning materials.
Which AIM Tool supports Task Based Curriculum Development?
AIM II
State the purpose of the Content Planning Module (CPM).
Application to document and map Navy Job Duty Task Analysis (JDTA) data to Navy learning content.
Identify the primary input and discuss the use of CPM (Content Planning Module) of AIM (Authoring Instructional Material)
Validated JDTA (Job Data Task Analysis) performance requirements.
Discuss what Navy E-Learning provides.
Navy E-Learning provides education and training anytime, anywhere in the world. Open to Military (Navy, MC and CG) and dependents enrolled in DEERS.
Describe the type of training received through Navy E-Learning within the ILE (Integrated Learning Environment)
Course instruction scan be formal, informal, GMT, NMT or pre-requisite training in a web-based online environment.
Discuss Goverment Content Acceptance Testing (GCAT) within Navy ELearning.
Process of SMEs testing a course to ensure the functionality of the course prior to the course becoming active.
Explain CeTARS (Corporate enterprise Training Activity Resource System)
The database used to track student completions, course information and training metrics.
Explain CANTRAC (Catalog of Naval Training)
List of all Navy formal courses to include training locations, reporting instructions, quota control, prerequisites, course overview and schedule of classes.
Explain what a Sailor or Training Officer can do in eNTRS (enterprise Navy Training Reservation System).
Allows Commands to request and view quotas/seats in designated Navy schools.