Mts Kqss Domain 3 - Learning Management

Front 1

3.A1 (part 1)
What is the CNO's responsibility for training?

Back 1

Provides policy for implementing and supporting the DON Strategic Goals regarding human resources, education, and training. Specifically, will strive to continuously improve the quality of our military and civilian workforce through fact-based, innovative, and systematic changes affecting recruitment, training, and quality of life.

Front 2

3.A1 (part 2)
What is the responsibility of Naval Manpower, Personnel, Training & Education (MPT&E)?

Back 2

Anticipates the Navy Total Force capabilities required to support joint war fighting needs and recruits, develops, manages, and deploys that workforce in an agile cost-effective manner.

Front 3

3.A1 (part 3)
What is the responsibility of Naval Education and Training Command (NETC)?

Back 3

ates and trains those who serve; provides the tools and opportunities which ensure fleet readiness & mission accomplishment, enhances professional and personal growth & development, and enables lifelong learning.

Front 4

3.A1 (part 4)
What are the responsibilities of the Learning Centers?

Back 4

Student Support - Coordinate & execute NMT

Fiscal, Business Management, & Facilities Support -
-Determine and allocate resources necessary to support Learning Sites
-Provide technical contractual oversight and authority for training equipment & electronic classrooms.

Fleet Training Liaison -
-Provide centrally procured training materials
-Review and approve training schedules
-Ensure catalog of Navy Training courses data accuracy

Administrative & Organizational Support - liaison with TSC/TSD to execute Navy programs for remote staff personnel.

Front 5

3.A1 (part 5)
What is the responsibility of the Course Curriculum Model Manager?

Back 5

Develop, revise, and maintain a course of instruction. For courses taught at only one site, the duties of the CCA and CCMM will be performed by the activity where the course is taught.

Front 6

3.A1 (part 6)
What are the responsibilities of the Participating Activity (Learning Sites)?

Back 6

Fiscal, Business Management, & Facilities Support - maintain training equipment

Studnet Support -
-Provide student adacemic, performance, and muster info to TSC/TSD
-Partner with TSC/TSD to execute non-academic Navy programs.
-Provide student indoctrination to include but not limited to base training facilities, local area info, off-limits establishments, and liberty policy.

Training Liaison -
-Scheduling and equipment.
-Inform TSC/TSD of changes that impact classroom availability.
-Facility or area support requiements

Front 7

No Line Item
What is a Participating Activity?

Back 7

Any activity providing training who is not the CCMM. It will provide support and information to the CCMM, in addition to maintaining course documentation on site, performing Course Reviews, and forwarding recommendations for changes to the CCMM.

Front 8

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

Back 8

A - provides basic knowledge and skills required to prepare for rating entry level performance. Usually does NOT award an NEC.

C - advanced specialized skills/knowledge/aptitude required to fill a particular billet. Completion awards an NEC or officer BST.

F - provides individual funcitonal skill or or rating-specific training as required by Fleet or Type commander.

Front 9

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

Back 9

(CIDLS-Specific)
For each topic,
-Attend the course as an instructor trainee
-Take & pass any tests, personalize the instructor guide, and teach under supervision with 3 satisfactory performance evaluations.

Front 10

3.A4
Discuss "attrition" and contrast its meaning in operations and training.

Back 10

The term "attrition" is no longer used with regard to academic drops. The term is now simply "drops".
-Academic drops: student is unable to achieve the learning objectives; drops from A/C schools require an ARB.

-Non-academic drops: based on administrative decisions that are not a result of academic performance (e.g. administrative, disciplinary, motivational, medical, death, physical, fraudulent enlistment, etc.)

-Disenrollment: based on administrative decisions beyond the control of the training activity as a result of higher authority direction or pre-service condition.

Front 11

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

Back 11

Can be convened if
-course average falls below minimum passing grade
-unable to achieve the objectives after counseling, remediation, retesting, and an initial academic setback
-performance is below the expected academic progress
-fails to achieve the objectives

Possible outcomes include:
-Continue with Class (w/ or w/o remediation
-Setback(w/ or w/o remediation)
-Drop from training

Front 12

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

Back 12

Passed retests will receive the minimum passing grade.
If a student fails a retest after remediation, an ARB will be convened.

Front 13

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

Back 13

The CCA determines whether to use the Task-Based method or PPP.

Front 14

3.A8 (Part 1)
Who is responsible for maintaining a course audit trail?

Back 14

The CCMM

Front 15

3.A8 (Part 1)
Who is responsible for maintaining a master record?

Back 15

The CISO (Curriculum and Instructional Standards Office)

Front 16

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

Back 16

Types:
-Subject Matter
-Instructional Technique

Areas:
-Introduction
-Presentation
-Instructor/Student Interaction
-Summary

Front 17

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

Back 17

Three areas:
-Instructor Critiques
-Course Critiques
-Quality of Life Critiques

Front 18

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

Back 18

Ensure the content and delivery methods of a course are effective and up to date, by:
-Evaluating course materials for technical accuracy and teachability.
-Evaluating course conformance to existing standards and instructions
-Assisting in overall management of the course
-Assisting in identifying areas for course improvement.

Front 19

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

Back 19

Level 1: Measures reaction (how well the participants liked the instructional content)
Level 2: Measures learning (degree to which learners have achieved learning objectives)
Level 3: Measures change in performance or behavior (via surveys or interviews)
Level 4: Measures the impact on the organization resulting from the learners applying their newly acquired knowledge or skills. Requires defining metrics.
Level 5: Measures return on investment (ROI).

Front 20

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

Back 20

Test Items
Tests
Test Administration Materials
-Testing Plan
-Test Administration Data
-Test Notices
-Test Interoperability
-Test Item Cross-Reference Chart

Front 21

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

Back 21

-Provides for creation, storage, reuse, management, and delivery of learning content
-Provides a template-driven environment for fast, efficient and consistent authoring of knowledge-based content.

Front 22

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

Back 22

Primarily manages learner lesson plans and training day-to-day progress.
Also allows management of learning events.

Front 23

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

Back 23

Course Supervisors help Facilitators and learners make progress through courses by troubleshooting technical issues.

Student Control will be the first person to interact with the learner. They ensure the learner is in the system, ensure that they are listed on the correct schoolhouse waiting list, and drop no-shows from waitlists.

Facilitators help learners make progress through courses by ensuring they are located in the Learning Management System where they need to be.

Front 24

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

Back 24

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

Front 25

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

Back 25

OPNAVINST 1500.75A Section 4D

Front 26

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

Back 26

DOR is Drop On Request. Available to students in voluntary training programs.

After removal from training the student shall submit a written request detailing the reason for the DOR. A standard request chit can be used.

Front 27

3.C4
What is a "TTO", and the procedures for conducting one?

Back 27

TTO is Training Time Out. If students or instructors are concerned for their personal safety or the safety of others they can use the TTO to stop a training evolution, correct the discrepancy, and then continue training.
-Hands held out to make a "T"
-Sound off with "Time Out!"

Front 28

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

Back 28

The EAP is a coordinated response to any injury, mishap, or emergency. They shall be reviewed MONTHLY for accuracy of information, except in months in which walk-through or exercises are conducted.

High/moderate risk training EAPs shall be exercised ANNUALLY, including participation by appropriate local emergency personnel.

Front 29

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

Back 29

Stand-downs shall be conducted at least annually. Additional stand-downs shall be conducted following mishaps, near-misses, or major course revision/equipment modifications.

Front 30

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

Back 30

Quadrant 1: Establish performance standards and requirements.

Quadrant 2: Design Human Performance Solutions

Quadrant 3: Develop, Build, and Integrate Tools

Quadrant 4: Implement & Test Intervention; Evaluate "Product of Plan"

Front 31

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

Back 31

Fleet Commanders (in Chief?)

Front 32

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

Back 32

The Navy Content Object Model (NCOM) is the Navy's implementation of the Shareable Content Object Reference Model.

Front 33

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

Back 33

The Government PROGRAM MANAGER (PM) has overall responsibility for managing the design process.

Front 34

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

Back 34

• Tailored instruction is more effective than group-paced
instruction
• Building confidence in learners is an important
outcome of training
• Building learner self-awareness aids the learning
process
• Optimal instructional design requires a
comprehensive Training Needs Analysis
• Measurement & feedback are paramount to sustaining effective learning
• Learning is a continual process
• Blended human performance solutions result in the greatest improvements

Front 35

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

Back 35

Reference-Based - access to knowledge as-needed

Computer-mediated - learner interacts with a computer, system, or other technology to learn.

Collaborative - learners teach & guide each other; can be computer-mediated because of physical distances

Front 36

3.D7
Define the following terms commonly used by Human Performance professions.
-Change Management
-Competencies
-Executive Review of Navy Training
-Performance Gap
-Intervention Opportunities
-KSATs
-MOEs/MOPs

Back 36

-Change Management: The convergence of two fields of thought.
-Competencies: The KSAs that an individual brings to the job.
-Executive Review of Navy Training: Reviews the entire Navy training system and makes recommendations for change and improvement.
-Performance Gap: The result of increased demand for talent and declining supply of available experience.
-Intervention Opportunities: methods of improving efficiency and effectiveness to cope with the performance gap. Can be educational or process-related.
-KSATs: Competencies can be expressed in terms of Knowledge, Skills, Abilities, and Tools
-MOEs/MOPs: Measures of Effectiveness/Performance are metrics designed to assess the impact of training on an organization.

Front 37

3.D8
Discuss the Human Performance Improvement Process.

Back 37

A more thorough guide than the HSPM, the HPI is the Human Performance Center's recommended approach to applying the practice of human performance technology. A results-based, systematic approach to identifying, assessing, and resolving performance issues within the framework of the organization as a system.Focuses on ACCOMPLISHMENTS rather than BEHAVIORS.
TOP-DOWN rather than BOTTOM-UP application of performance improvement methodologies.

Front 38

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 ILE Content Developer

Back 38

CO - Authority to enter/administer/terminate contracts.
COR - authorized representative of the CO acting within limits delegated
TPOC - provide technical direction regarding specification and/or Statement of Work, and monitor contractor progress and performance
ILE Content Sponsor - approval authority for ILE content and instructional methods; also oversees JTA data
ILE Project Manager - assigned by the Content Sponsor to develop and maintain ILE content.

Front 39

3.E1
Define "Knowledge Management"

Back 39

The integration of people and processes enabled by technology that facilitates the exchange of operationally relevant information and expertise to increase organizatoinal performance.

Front 40

3.E2
Explain tacit and explicit knowledge.

Back 40

Tacit knowledge is knowledge gathered through experience; transferred by stories, conversations, etc.

Explicit knowledge is knowledge that is documented and can be shared with others. Delivered via manuals, books, reports, and tutorials.

Front 41

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

Back 41

CoP: a designated network of people that shares information and knowledge, held together by a defined goal or goals and a desire to share experiences, insights, and best practices within a topic or discipline.

CoI: a community of people who share a common interest or passion, such as Navy Enlisted Ratings, or various Officer designations. They exchange ideas and thoughts about the given passion, but know little about each other outside of this area.

Front 42

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

Back 42

Storytelling - Conveying information in a story provides a rich context, causing information to remain in conscious memory longer.

Conducting Interviews - gathers information/insight from SMEs, stakeholders, process performers, customers-anybody who can shed new light on a topic or issue

Front 43

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

Back 43

Information Technology is the "supply side" of Knowledge Management. Knowledge resides in a person, and is then passed along via Information Technology for process improvement.

Front 44

3.E7
Define the following terms commonly used by Knowledge Management Professionals:
Knowledge Share
Knowledge Transfer
Business Rules
Best Practices
Metrics

Back 44

Knowledge Share - activity through which knowledge is exchanged among people
Knowledge Transfer - proscess of moving knowledge from one part of an organization to another part
Business Rules - the operations, definitions, and constraints that apply to an organization in achieving its goals
Best Practices - The most efficient and effective way of accomplishing a task based on repeatable procedures that have proven themselves over time for large numbers of people.
Metrics - standard units of measure to determine the effectiveness and efficiency of an organization

Front 45

3.F1
One of NETPDTC's functions in Personnel Qualification STandards (PQS) is to publish an annual list of what type of information.

Back 45

A master listing of PQS and PQS Model Managers

Front 46

3.F2
What is the function of PQS?

Back 46

To ensure that personnel have the required competency before performing specific duties. To that end, they standardize qualification requirements.

Front 47

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

Back 47

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

Front 48

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

Back 48

They shall be marked top and bottom with the highest classification of the information they contain, and stored in approved security containers. They shall be collected from students prior to graduation and not forwarded to receiving commands immediately.

Front 49

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

Back 49

They shall be destroyed immediately.

Front 50

3.G3
Are there any exceptions to the no-forwarding rule?

Back 50

On a case-by-case basis, notes may be forwarded to the command, not the individual.