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123 Cards in this Set
- Front
- Back
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State the purpose of the Navy Trainign System
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A systematic approach for determining what to train and how best to accomplish it.
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State and discuss the three qualities of an efficient and effective instructor.
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Knowledge, Ability and Personality
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Discuss the instructors responsibilities in terms of the students, training safety, security and the curriculm.
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Teach effectively set a good example and help resolve conflicts that hinder training.
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List and discuss the key principals of applying motivation theory in training
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(NIAVIA)
Needs drive, interest, attitude, values, incentives and achievement |
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List and discuss the 5 techniques that can assist in developing motivational strategies for instruction
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(MEPSE)
Make subject interesting, establish goals, provide informative feedback, show interest in student, encourage participation |
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State the ultimate goal of instruction.
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To remain motivated beyond the instructors, influence and apply what they learned on the job
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State and discuss 5 different ways of learning
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(itait)
Imitation, trial and error, association, insight, transfer |
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State and discuss the 5 laws of learning
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Primacy, ,Intensity, effect, Readiness ,exercise,
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9. Discuss how motivation affects student learning
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Motivation keeps students interested and is the responsibility of the student and instructor.
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10. State and discuss 6 common characteristics all students possess
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(srbfan)
Belief in maturity, no one fail,ability to evaluate, fallibility, sense of fair play, recognition |
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11. State and discuss 4 basic learning styles
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(cara)
Concrete, active, reflective, abstract |
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12. Discuss the barriers to effective communication
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(lofe)
Lack of common core experience, over use of abstraction, fear, environmental factors |
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13. State and Discuss the propose of the 3 step communication process
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Send: 1) formulate Receive: 1) message received feedback: essential
2) Consider barriers 2) internal/external barriers 3) Encode message 3) decode message 4) Transmit message 4) interpret |
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14. Discuss why listening is one of the most important communication skills
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An active process of hearing and understanding that demands concentration and attention
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15. Describe 5 factors that must be considered in planning instructional
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(agrif)
Articulation, grammar, rate of speech, inflection, force |
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16. Sate and discuss the importance of body movement as an important part of communication
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It reinforces, emphasizes and clarifies verbally expressed ideas
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17. State and discuss the 4 purposes of oral questioning
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(safd)
Stimulate, arouses, focuses, drills |
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18. State and discuss the characteristics of a good oral question
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(luc)
Level of instruction, use of interrogative, clarity on meaning |
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19. Discuss the types of oral questions and their purpose
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(ftimylc)
Factual, thought provoking, interest arousing, multiple answer, yes/no, leading, canvassing |
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20. State the steps of the 5 step questioning technique
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Ask, pause, pick, listen, emphasize
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21. List and discuss the different instructional methods
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Lecture
Lecture and audio visual Lesson Demonstration Role playing Case study Discussion |
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22. State and discuss the 3 parts of a learning objective
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(bcs)
Behavior, conditions, standards |
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23. Discuss the two methods of testing and their importance
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Knowledge, performance
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24. Explain the 5 learning levels a knowledge test item may test
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Recognition, recall, comprehension, application, analysis/evaluation
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25. Discuss the different types of performance tests
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Product, process, combination
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26. List and discuss the primary materials used in presenting instruction
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LP: lesion plan/ instructor guide
IS: instruction sheet IMM: instructional media material |
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27. State the purpose of using instructional media material and visual information
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To help increase understanding retention, interest, motivation and to provide uniformity in training
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28. Discuss the purpose of SCORM and its application in content development
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Sharable content object reference model, ncom builds on scorm principles.
Web based learning Reusable Accessible Interoperable Durable |
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29. Describe reuse, repurpose and reference as it applies to NCOM
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Reuse: using the existing object at a new learning sight no changes
Repurpose: the use of the existing object with little to no change Ref: the existing object as an information source |
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30. Name the 5 content types and describe when each would be used as they relate to enabling objective statements
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Concept, facts, procedure, process, principle
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31. Describe enabling objective content use levels
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Remember- learner recognizes and recalls info
Apply- requires learner to accomplish some task or solve a novel problem |
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32. Describe metadata and its capabilities
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Meta data provides a common nomenclature enabling learning resources to be described in a common way. Provides info about or documentation of other data.
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33. What is a Job Task Analysis
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Defines a job in terms of ability, knowledge, and skill necessary to perform a daily task
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34. Contrast level 1 and level 2 JTA data
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Level 1: describes what work is being done
Level2: describes how that work is being preformed |
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35. Where does one find tech specs, XLM specs, and NMCI core build req’s for programmers
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ILE- spec 4D
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36. What are the 3 educational domains discussed in the navy ILE learning objective statements spec guidance? Name the main verb categories for each
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Cognitive domain: mental capabilities
Affective domain: attitudinal capabilities Psychomotor domain: physical capabilities |
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37. Discuss the types of questions used for each content use level
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Remember
Apply |
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38. Discuss the phases of the instructional design process
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(paddie)
Plan, analyze, design, develop, implement, evaluat |
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39. Discuss the items developed in phase one of the task based curriculum development
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Output of the TPP
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40. Discuss the items developed in phase 2
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Determine what will be taught in the new or revised course
CTTL |
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41. Discuss the items developed in phase 3
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TCCD: training course control document
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42. State the 2 categories of a learning objective
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Terminal – at the of the course
Enabling – can be at any point of the course |
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43. Discuss the items developed in phase 4
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Development – lesson plan,/instructor guide, trainee guide, test, IMM
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44. Discuss the purpose of instructional media material and visual information
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Increases the students understanding and provides uniformity in training
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45. State and discuss the elements of a LP
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Front matter
Cover page Title page Change of record Security awareness notice How to use lesson plan Terminal objective page |
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46. State and discuss the elements of a TG
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Training name page, cover page, title page, change of record, table of contents, security awareness/notice page, safety/hazard page, how to use training guide, terminal objective page
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47. State the rules for writing a CTTL
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Support course mission statement, be short, begin with short mission statement, end with object, be observable & measurable, and meet all guide lines in NAVEDTRA 130 table 3-1
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48. State the purpose of testing
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Determines the trainee attainment of the to & eo
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49. Explain the purpose of conducting a pilot
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Pilot course is a test phase to see what changes if any are needed.
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50. List the justifiable reasons for developing, revising, or cancelling a course
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External review
Internal review Training appraisal Navy training plan Tasking by higher authority Surveillance & external feedback External course reviews |
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51. Discuss the purpose of phase 5
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Implementation, takes place after pilot course , training material implemented by CCMM, letter of prom singed by CCA, use 135B
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52. Discuss the purpose of phase 6
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Evaluate – on going to insure course is up to date
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53. Discuss the relationship between the following used in a CTTL
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JOB- made up of duty and task
DUTY- major part of job TASK- major part of duty |
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54. State the difference between the course mission statement and the terminal objectives
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The description of course not trainee
Relates to trainee behavior can do it or not |
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55. Describe the 3 products of a TCCD
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Front matter, COI, annexes
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56. List the volumes of NAVEDTRA 130 and their purpose
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VOL I: developer’s guide
VOL II: Sample guide VOL III: Manager’s guide VOL IS: Sample products |
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57. Spell out the following acronyms
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LP: lesion plan
DDA page: discussion demonstration activity page TO: terminal objective EO: enabling objective DP: discussion point RIA: related instructor activity IMM/VI: instructional media material/ visual information |
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58. Discuss where to find info on handling and storage of classified training materials
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Opnavinst 5510.1
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59. State the volumes and titles of NAVEDTRA 131 C Schools
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VOL I developer’s guide
VOL IS supplemental VOL II sample product VOL III manager’s guide |
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60. List the contents of a TPP
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Cover page
Table of contents Justification of course Impact if course development or revision is not under taken Course data page Safety risk/hazards page Curriculum development recommended Mile stones Resource requirements |
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61. Define a personnel performance profile PPP
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Minimum listing of knowledge and skills required to operate and maintain a system
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62. State the most critical element of curriculum development per NAVEDTRA 131 and explain its importance
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The personnel performance profile
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63. Discuss the products of the Training Path System (TPS) stage 1
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1) TRAINING OBJECTIVE STATEMENTS
2) TRAINING LEVEL ASSINGMENTS 3) TABLE ASSINGMENT MATREX 4) TRAINING PATH CHART |
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64. Describe the contents of the preliminary TCCD stage 2
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1) PROFILE ITEM TO TOPIC
2) OBJECTIVE ASSINGMENT CHART 3) RESOURCE REQUIRMENT LIST 4) COI |
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65. Describe the elements of the LP
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FRONT MATTER
PARTS RESOURCE REQUIRMENT LIST |
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66. What are the 6 types of instruction sheets found in a TG
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Job, outline, problem, assignment, information, diagram
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67. Describe the Training Objective Statement Codes for both knowledge and skill
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Knowledge: theory and familiarization
Skill: (s) backround skill, (j) task skill, (o) operation, (p) preventive maintenance, ( c) corrective maintenance, (m) maintenance |
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68. Define the 3 task sets
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Coordinate
Direct Perform |
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69. Discuss the types of courses listed in a Training Path Chart
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Backround training prereq
Replacement Advanced training Conversion Onboard |
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70. When should job sheet development begin
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ASAP or after the TOS and TLA is done
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71. Explain how course learning objectives are developed
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By selecting the appropriate, already prepared course learning model statement
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72. What are the 8 ways to sequence a course
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1) Job performance order
2) Chronological order 3) Critical sequence 4) Simple to complex 5) Comparative sequence 6) Relationship of like COI elements 7) Principle of reverse sequencing 8) Combination approach |
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73. What is contained in a RRL
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Graphics, references, equipment, films, text, support material
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74. What is contained in a final TCCD
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Front matter, COI, ANNEX
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75. What annexes are included in a the final TCCD
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1) RRL
2) CMS 3) FAL 4) Profile item topic objective assignment chart |
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76. List the name and function of the following members of the training organization structure
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CNO: Admiral Roughhead
NMPT&E: Admiral Ferguson NETC: Admiral kilkenny NPDC: Admiral kilkenny LC: Caption Henderson C2M2: Jeff Childress, OIC Participating Activity: CNE (US) |
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77. Describe A,C, and F type courses of instruction
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A school provides basic knowledge and skill to prepare for rating entry level. No NEC
C school provides individual function skill or rating specific training as required NEC F school provides individual function skill or rating specific training as required no NEC |
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78. Describe the instructor certification process
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Complete JIT
Practice teaching course for which to be teaching 3 sat evaluations as instructor trainee |
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79. Discuss attrition and contrast its meaning in both operations and training
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ACADEMIC: unable to achive the learning objectives because of academic problem.
IE lack of class room or laboratory ability results of an ARB NON-ACADEMIC: based on admin decision not a result of academic performance IE eligility, admin, disciplary, motivational or a medical reason ARB not needed |
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80. Discuss the ARB process
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Not to exceed 24 hours
Student falls below course average, unable to pass retest after remediation |
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81. Discuss test failure policy and grading criteria
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70% BECC and Strands 80% C school
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82. Who determines what curriculum development model will be used for curriculum modifications
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CCMM
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83. Who is responsible for maintaining a course audit trail and master record
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Master record Tory and Mary
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84. Describe the evaluation process for instructors in labs, classrooms, and facilitation
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1) Introduction
2) Presentation (performance) 3) Instructor/ student interaction 4) summary |
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85. Discuss the student critique program
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1) Critique of instructor (quarterly)
2) Critique of course (end of course) 3) Critique of quality of life issues (quarterly TSC) |
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86. Discuss the importance of FCR and audit trail
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Annually, bi-annually, or tri annually not to exceed 3 years
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87. Discuss kirkpatricks four levels of evaluation
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1) Measure reaction
2) Measure learning (by test) 3) How well they receive and use on the job 4) How much they have given to the fleet-return on investment |
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88. Discuss the elements of the testing program
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1) Test items
2) Test 3) Test administration materials 4) Test plan 5) Test administration data 6) Test notice 7) Test interoperability 8) Test item cross reference chart |
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89. Discuss the purpose of the Learning Content Management System
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The navy’s learning content management system provides for creation, storage, reuse, management, and delivery of learning content
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90. Discuss the Learning Management System
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1) Manages learner assessment results
2) Allows management of learning events 3) Contains the master IEL catalog |
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91. Discuss the following roles in LMS
Course Sup |
Adds/deletes/replaces labs or performance test
Student Control Creates learner entries Facilitators Verify all content, labs, test required are complete |
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92. What types of courses are high risk
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May cause death or injury
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93. What section of the instruction list the courses that have been designated high risk
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Netc 5100.1A
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94. What is DOR and procedures for conducting one
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Administration procedures available to students in a voluntary training program
(Written or oral) |
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95. What is TTO and procedures for conducting one
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A safety procedure that allows students and instructors concerned for their safety or others to stop the training evolution
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96. What is an EAP, how often must it be reviewed for accuracy and how often is it exercised
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Emergency action plan walked through quarterly and fully annually
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97. How often are safety stand downs required
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Annually on high moderate courses, Stand down after mishaps near misses or major course revision/equipment modification
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98. Describe the 4 quadrants of the Human Performance System Model(HPSM)
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Quadrant I: examines wither things are working properly
Quadrant II: if they are not, determine why Quadrant III: decide what to do to make them work the way it should Quadrant IV: after implementation, measure and evaluate the effectiveness of the chosen salution |
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99. In Q1 of the HPSM who must validate all individual and group job task requirements
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Government program manager
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100. Who performs most of the functions in Q2 and coordinates the activities in Q3
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Government program manager
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101. Discuss the fundamentals of the science of learning HLCSAN
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Identifying, assessing, and resolving performance issues within the framework of the origination as a system
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102. Describe the 4 major methods of learning in the navy learning model
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1) Instructor led training
2) Collaborative learning 3) Computer-mediated learning 4) Referenced based learning |
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Change management
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to change with the times
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Competencies
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integrated set of skills, knowledge, and attitude
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ERNT
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Executive Review of Navy Training
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Performance Gap
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difference between students’ knowledge
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Intervention opportunity
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where there is short falls training is put in place
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Knowledge, Skills, abilities, and tasks
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Info applied to the function and performance
Observable competence to perform a learned psychomotor act Competent to perform an observable act A function to be preformed |
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Measure of Effectiveness (MOE)
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Whether the organization actually achieves it desired objectives as a function of training
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Measure of Performance (MOP)
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the process whereby the organization establishes the perimeter with in which programs, investments, and acquisitions are reaching the desired results
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104. Discuss the Human Performance Improvement Process
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it is a result base, systematic approach to identifying, assessing, and resolving performance issues with ih the frame work of the organization as a system
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105. Explain the roles and responsibilities of the following
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Contracting Officer-
Contracting Officers Representative Technical point of contact ILE content sponsor ILE project manager ILE content developer |
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Knowledge share
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spread of knowledge through a larger group (friends , family,people)
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Knowledge transfer
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activity through which information, skill, or expertise is exchanged among members of an origination
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Business rules
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abstraction of policies and practices of an organization
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Best practices
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the most efficient and effective way to accomplish a task, based on past performance
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Metric
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unit of measurement
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112. One of the NEDPCTC functions in PQS is to publish an annual list of what type of information
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A listing of PQS and PQS model managers
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113. What is the function of PQS
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To insure personnel have the right competences to preform specific duties
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114. In formal training courses where PQS line items may be signed what procedure is followed to inform receiving commands which line items have been completed
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Entries in their service records
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115. What are the rules for handling classified student notes
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Collect upon completion of course
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116. What is the procedure for disposition of school notes that are not reusable
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Destroy
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117. Are there any exceptions to the “No forwarding” policy
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Forward to gaining command do not have them take it with them.
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