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62 Cards in this Set
- Front
- Back
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5 step process as they apply to ORM
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Identify Hazards
Assessing Hazards Making Risk Decisions Implementing Controls Supervising |
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Define High Risk Course
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A term to describe a known or unknown condition or state where an elevated probability of loss or an increased level of severity is likely or imminent
A term used to describe situations that require special attention and or intervention to prevent a declining situation May apply a dangerous situation |
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Voluntary
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Training in which a sailor has voluntary enrolled and has the ability to Drop on Request and return to his or her original rating.
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Involuntary
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Training in which a Sailor is enrolled thru the accession training or follow-on specialty skill school.
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DOR
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Drop on Request
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Procedures for DOR
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the student needs only to make the intentions known
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EAP
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Emergency Action Plan
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Emergency Action Plan:
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internal plan to b implemented upon advent of a mishap to aid involved persons and to control and safe guard the scene.
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_________ or _____ must ensure the EAP complies with locally established emergency procedures as directed by the regional and local emergency response manager.
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CO or OIC
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How often must EAP b reviewed and fully excised?
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Conduct quarterly procedural walk through and fully exercise and validate emergency actions plans annually.
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CUIT
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Core Unique Instructor Training
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CUIT is designed to ...
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prepare the instructor to teach in a high risk course
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most essential single ling in the training chain
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the instructor
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3 qualities of an efficient and effective instructor
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Knowledge
ability Personality |
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The Instructor's responsibilities are
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to student's
to safety to security to curriculum |
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four principles of John Kellers model of motivational theory
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attention
relevance Confidence Satisfaction |
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key principles of applying motivation
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needs and drives
attitudes achievements values interest incentives |
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six laws of learning
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Law of Readiness
Exercise Effect Primacy Intensity Recency |
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5 ways of learning
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Imitation
Trial and Error Association Insight Transfer |
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How does motivation affect student learning?
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Motivation often determines whether or not a student archives course objectives.
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types of sensory learners
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visual learners
Auditory kinesthetic learner |
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list 4 basic learning styles
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Concrete
active reflective Abstract |
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barriers to effective communication
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Lack of common core
Overuse of abstractionism Fear Environmental |
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6 factors that must be considered in planning instructional delivery
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Articulation
Grammar Rate Of Speech Pauses Inflecction Force of delivery |
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4 purposes of oral questions
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Focuses attention
Arouses interest Drills student stimulates |
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Characteristics of a good oral question
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Clarity of meaning
Level of Instruction Use of an Interrogative |
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Types of oral questions
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Multiple Answer
Yes/ No Canvassing Leading Interest Arousing Factual Thought Provocking |
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5 steps questioning technique
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ASK
PAUSE PICK LISTEN EMPHASIZE |
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Different instructional methods
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Lecture
Lecture with Audiovisuals Lesson Demonstration Role Playing team Dimensional Training Gaming and Simulation |
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3 parts of a learning objective
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Behavior
condition Standard |
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2 methods of testing
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knowledge
performance |
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5 learning levels a knowledge test item may test
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Recognition
Recall Comprehension Application Analysis/ Evaluation |
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diffrent types of performance test
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product
process combination |
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primary materials used in presenting intrcuction
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Lesson Plan
Intruction Sheet Instructional media Material / Visual Media Material |
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student feedback / course critique
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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 persormance, safety and quality of life issues. Also provides a source of feedback to the Instructors on their performace.
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instructor disqualification factors and process
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Individual that are unsuitable for continued Instructor duty they shall be reclassified, 9502 removed
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CANTRAC
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Catalog of Navy Training
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CeTARS
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Corporate Enterprise and Training Activity Resourse System
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Functionality of CeTARS
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Student and Course information manage and support Navy Training Effort for NAVY
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CIN
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Course Identification Number
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CIN A unique # identifies a formal Navy Course and has 3 parts
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1 Functional Commander
2 Skills Defense Group 3 Cognizant Command Sequence Identifier |
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CDP
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Course Data Processing Code
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CDP identifies each course and ...
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ITs LOCATION
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Who is responsible for ensuring accuracy of data with in CeTARS?
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Course Supervisor
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Relationship btwn Cetars and CANTRAC..
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CeTARS automatically updates and feeds CANTRAC for Course information
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A school
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basic knowledge no NEC
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C School
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adance skills awards NEC
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F school
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functional skill or rating specific no NEC
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PEVT
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Person Event CODE
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where is a PEVT code found
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PEVT event code indicates student status in CeTARS
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ARB
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Academic Review Board
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When do u convene an ARB
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When all other means of academic counseling, remediation, and an initial acedemic setback have failed to improve students performace
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who is responsible for maintaing a Master Record Audit Trail
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CCMM
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FCR
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Formal Course Review
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Importance Course Review
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Serve source of Internal feedback maintain for 2 review cycles
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Periodicity for cunducting a FCR as per current Nect guidence
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conducted annually, biannually, trianually IN NO CASE SHALL THE FCR EXCEED 3 YEARs
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HPPR
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Human performance Requirement Review
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Purpose to HPPR
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revalidate training and or identify new training requirements to apply to ratem grade, community, course system or fleet operating procedures
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Periodicity of conducting a HPPR
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with 36 months unless triggered by event
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NETC N7
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provides oversight of policy and guidence
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4 triggers to conduct a HPPR
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request by requiremnt sponsor
Fleet Feedback Course Curveillance CCA directed |
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4 HPPR Messeges
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annual
annuoncent agenda Action Chit |
