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123 Cards in this Set

  • Front
  • Back
State the purpose of the Navy Trainign System
A systematic approach for determining what to train and how best to accomplish it.
State and discuss the three qualities of an efficient and effective instructor.
Knowledge, Ability and Personality
Discuss the instructors responsibilities in terms of the students, training safety, security and the curriculm.
Teach effectively set a good example and help resolve conflicts that hinder training.
List and discuss the key principals of applying motivation theory in training
(NIAVIA)
Needs drive, interest, attitude, values, incentives and achievement
List and discuss the 5 techniques that can assist in developing motivational strategies for instruction
(MEPSE)
Make subject interesting, establish goals, provide informative feedback, show interest in student, encourage participation
State the ultimate goal of instruction.
To remain motivated beyond the instructors, influence and apply what they learned on the job
State and discuss 5 different ways of learning
(itait)
Imitation, trial and error, association, insight, transfer
State and discuss the 5 laws of learning
Primacy, ,Intensity, effect, Readiness ,exercise,
9. Discuss how motivation affects student learning
Motivation keeps students interested and is the responsibility of the student and instructor.
10. State and discuss 6 common characteristics all students possess
(srbfan)
Belief in maturity, no one fail,ability to evaluate, fallibility, sense of fair play, recognition
11. State and discuss 4 basic learning styles
(cara)
Concrete, active, reflective, abstract
12. Discuss the barriers to effective communication
(lofe)
Lack of common core experience, over use of abstraction, fear, environmental factors
13. State and Discuss the propose of the 3 step communication process
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
14. Discuss why listening is one of the most important communication skills
An active process of hearing and understanding that demands concentration and attention
15. Describe 5 factors that must be considered in planning instructional
(agrif)
Articulation, grammar, rate of speech, inflection, force
16. Sate and discuss the importance of body movement as an important part of communication
It reinforces, emphasizes and clarifies verbally expressed ideas
17. State and discuss the 4 purposes of oral questioning
(safd)
Stimulate, arouses, focuses, drills
18. State and discuss the characteristics of a good oral question
(luc)
Level of instruction, use of interrogative, clarity on meaning
19. Discuss the types of oral questions and their purpose
(ftimylc)
Factual, thought provoking, interest arousing, multiple answer, yes/no, leading, canvassing
20. State the steps of the 5 step questioning technique
Ask, pause, pick, listen, emphasize
21. List and discuss the different instructional methods
Lecture
Lecture and audio visual
Lesson
Demonstration
Role playing
Case study
Discussion
22. State and discuss the 3 parts of a learning objective
(bcs)
Behavior, conditions, standards
23. Discuss the two methods of testing and their importance
Knowledge, performance
24. Explain the 5 learning levels a knowledge test item may test
Recognition, recall, comprehension, application, analysis/evaluation
25. Discuss the different types of performance tests
Product, process, combination
26. List and discuss the primary materials used in presenting instruction
LP: lesion plan/ instructor guide
IS: instruction sheet
IMM: instructional media material
27. State the purpose of using instructional media material and visual information
To help increase understanding retention, interest, motivation and to provide uniformity in training
28. Discuss the purpose of SCORM and its application in content development
Sharable content object reference model, ncom builds on scorm principles.
Web based learning
Reusable
Accessible
Interoperable
Durable
29. Describe reuse, repurpose and reference as it applies to NCOM
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
30. Name the 5 content types and describe when each would be used as they relate to enabling objective statements
Concept, facts, procedure, process, principle
31. Describe enabling objective content use levels
Remember- learner recognizes and recalls info
Apply- requires learner to accomplish some task or solve a novel problem
32. Describe metadata and its capabilities
Meta data provides a common nomenclature enabling learning resources to be described in a common way. Provides info about or documentation of other data.
33. What is a Job Task Analysis
Defines a job in terms of ability, knowledge, and skill necessary to perform a daily task
34. Contrast level 1 and level 2 JTA data
Level 1: describes what work is being done
Level2: describes how that work is being preformed
35. Where does one find tech specs, XLM specs, and NMCI core build req’s for programmers
ILE- spec 4D
36. What are the 3 educational domains discussed in the navy ILE learning objective statements spec guidance? Name the main verb categories for each
Cognitive domain: mental capabilities
Affective domain: attitudinal capabilities
Psychomotor domain: physical capabilities
37. Discuss the types of questions used for each content use level
Remember
Apply
38. Discuss the phases of the instructional design process
(paddie)
Plan, analyze, design, develop, implement, evaluat
39. Discuss the items developed in phase one of the task based curriculum development
Output of the TPP
40. Discuss the items developed in phase 2
Determine what will be taught in the new or revised course
CTTL
41. Discuss the items developed in phase 3
TCCD: training course control document
42. State the 2 categories of a learning objective
Terminal – at the of the course
Enabling – can be at any point of the course
43. Discuss the items developed in phase 4
Development – lesson plan,/instructor guide, trainee guide, test, IMM
44. Discuss the purpose of instructional media material and visual information
Increases the students understanding and provides uniformity in training
45. State and discuss the elements of a LP
Front matter
Cover page
Title page
Change of record
Security awareness notice
How to use lesson plan
Terminal objective page
46. State and discuss the elements of a TG
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
47. State the rules for writing a CTTL
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
48. State the purpose of testing
Determines the trainee attainment of the to & eo
49. Explain the purpose of conducting a pilot
Pilot course is a test phase to see what changes if any are needed.
50. List the justifiable reasons for developing, revising, or cancelling a course
External review
Internal review
Training appraisal
Navy training plan
Tasking by higher authority
Surveillance & external feedback
External course reviews
51. Discuss the purpose of phase 5
Implementation, takes place after pilot course , training material implemented by CCMM, letter of prom singed by CCA, use 135B
52. Discuss the purpose of phase 6
Evaluate – on going to insure course is up to date
53. Discuss the relationship between the following used in a CTTL
JOB- made up of duty and task
DUTY- major part of job
TASK- major part of duty
54. State the difference between the course mission statement and the terminal objectives
The description of course not trainee
Relates to trainee behavior can do it or not
55. Describe the 3 products of a TCCD
Front matter, COI, annexes
56. List the volumes of NAVEDTRA 130 and their purpose
VOL I: developer’s guide
VOL II: Sample guide
VOL III: Manager’s guide
VOL IS: Sample products
57. Spell out the following acronyms
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
58. Discuss where to find info on handling and storage of classified training materials
Opnavinst 5510.1
59. State the volumes and titles of NAVEDTRA 131 C Schools
VOL I developer’s guide
VOL IS supplemental
VOL II sample product
VOL III manager’s guide
60. List the contents of a TPP
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
61. Define a personnel performance profile PPP
Minimum listing of knowledge and skills required to operate and maintain a system
62. State the most critical element of curriculum development per NAVEDTRA 131 and explain its importance
The personnel performance profile
63. Discuss the products of the Training Path System (TPS) stage 1
1) TRAINING OBJECTIVE STATEMENTS
2) TRAINING LEVEL ASSINGMENTS
3) TABLE ASSINGMENT MATREX
4) TRAINING PATH CHART
64. Describe the contents of the preliminary TCCD stage 2
1) PROFILE ITEM TO TOPIC
2) OBJECTIVE ASSINGMENT CHART
3) RESOURCE REQUIRMENT LIST
4) COI
65. Describe the elements of the LP
FRONT MATTER
PARTS
RESOURCE REQUIRMENT LIST
66. What are the 6 types of instruction sheets found in a TG
Job, outline, problem, assignment, information, diagram
67. Describe the Training Objective Statement Codes for both knowledge and skill
Knowledge: theory and familiarization
Skill: (s) backround skill, (j) task skill, (o) operation, (p) preventive maintenance, ( c) corrective maintenance, (m) maintenance
68. Define the 3 task sets
Coordinate
Direct
Perform
69. Discuss the types of courses listed in a Training Path Chart
Backround training prereq
Replacement
Advanced training
Conversion
Onboard
70. When should job sheet development begin
ASAP or after the TOS and TLA is done
71. Explain how course learning objectives are developed
By selecting the appropriate, already prepared course learning model statement
72. What are the 8 ways to sequence a course
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
73. What is contained in a RRL
Graphics, references, equipment, films, text, support material
74. What is contained in a final TCCD
Front matter, COI, ANNEX
75. What annexes are included in a the final TCCD
1) RRL
2) CMS
3) FAL
4) Profile item topic objective assignment chart
76. List the name and function of the following members of the training organization structure
CNO: Admiral Roughhead

NMPT&E: Admiral Ferguson

NETC: Admiral kilkenny

NPDC: Admiral kilkenny

LC: Caption Henderson

C2M2: Jeff Childress, OIC

Participating Activity: CNE (US)
77. Describe A,C, and F type courses of instruction
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
78. Describe the instructor certification process
Complete JIT
Practice teaching course for which to be teaching
3 sat evaluations as instructor trainee
79. Discuss attrition and contrast its meaning in both operations and training
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
80. Discuss the ARB process
Not to exceed 24 hours
Student falls below course average, unable to pass retest after remediation
81. Discuss test failure policy and grading criteria
70% BECC and Strands 80% C school
82. Who determines what curriculum development model will be used for curriculum modifications
CCMM
83. Who is responsible for maintaining a course audit trail and master record
Master record Tory and Mary
84. Describe the evaluation process for instructors in labs, classrooms, and facilitation
1) Introduction
2) Presentation (performance)
3) Instructor/ student interaction
4) summary
85. Discuss the student critique program
1) Critique of instructor (quarterly)
2) Critique of course (end of course)
3) Critique of quality of life issues (quarterly TSC)
86. Discuss the importance of FCR and audit trail
Annually, bi-annually, or tri annually not to exceed 3 years
87. Discuss kirkpatricks four levels of evaluation
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
88. Discuss the elements of the testing program
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
89. Discuss the purpose of the Learning Content Management System
The navy’s learning content management system provides for creation, storage, reuse, management, and delivery of learning content
90. Discuss the Learning Management System
1) Manages learner assessment results
2) Allows management of learning events
3) Contains the master IEL catalog
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
92. What types of courses are high risk
May cause death or injury
93. What section of the instruction list the courses that have been designated high risk
Netc 5100.1A
94. What is DOR and procedures for conducting one
Administration procedures available to students in a voluntary training program
(Written or oral)
95. What is TTO and procedures for conducting one
A safety procedure that allows students and instructors concerned for their safety or others to stop the training evolution
96. What is an EAP, how often must it be reviewed for accuracy and how often is it exercised
Emergency action plan walked through quarterly and fully annually
97. How often are safety stand downs required
Annually on high moderate courses, Stand down after mishaps near misses or major course revision/equipment modification
98. Describe the 4 quadrants of the Human Performance System Model(HPSM)
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
99. In Q1 of the HPSM who must validate all individual and group job task requirements
Government program manager
100. Who performs most of the functions in Q2 and coordinates the activities in Q3
Government program manager
101. Discuss the fundamentals of the science of learning HLCSAN
Identifying, assessing, and resolving performance issues within the framework of the origination as a system
102. Describe the 4 major methods of learning in the navy learning model
1) Instructor led training
2) Collaborative learning
3) Computer-mediated learning
4) Referenced based learning
Change management
to change with the times
Competencies
integrated set of skills, knowledge, and attitude
ERNT
Executive Review of Navy Training
Performance Gap
difference between students’ knowledge
Intervention opportunity
where there is short falls training is put in place
Knowledge, Skills, abilities, and tasks
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
Measure of Effectiveness (MOE)
Whether the organization actually achieves it desired objectives as a function of training
Measure of Performance (MOP)
the process whereby the organization establishes the perimeter with in which programs, investments, and acquisitions are reaching the desired results
104. Discuss the Human Performance Improvement Process
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
105. Explain the roles and responsibilities of the following
Contracting Officer-

Contracting Officers Representative

Technical point of contact

ILE content sponsor

ILE project manager
ILE content developer
Knowledge share
spread of knowledge through a larger group (friends , family,people)
Knowledge transfer
activity through which information, skill, or expertise is exchanged among members of an origination
Business rules
abstraction of policies and practices of an organization
Best practices
the most efficient and effective way to accomplish a task, based on past performance
Metric
unit of measurement
112. One of the NEDPCTC functions in PQS is to publish an annual list of what type of information
A listing of PQS and PQS model managers
113. What is the function of PQS
To insure personnel have the right competences to preform specific duties
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
Entries in their service records
115. What are the rules for handling classified student notes
Collect upon completion of course
116. What is the procedure for disposition of school notes that are not reusable
Destroy
117. Are there any exceptions to the “No forwarding” policy
Forward to gaining command do not have them take it with them.