Mts Rtc

Front 1

1.A1
State the purpose of the navy training system.

Back 1

Ensure systematic approach for determining what to train and how to best accomplish it.

Front 2

1.A2
What is the most essential, single link in the training chain?

Back 2

The instructor.

Front 3

1.A3
State and discuss the three qualities of an efficient and effective instructor.

Back 3

*Knowledge- Be familiar with the topic being taught.
*Ability- 2 types (leadership/instructional) know principles and how to apply them.
*Personality- Pattern of collective character, behavioral, emotional, and mental trait of a person.

Front 4

1.A7
State the ultimate goal of instruction.

Back 4

To cause students to remain motivated beyond the instructors influence and apply what they have learned on the job.

Front 5

1.A10
Discuss how motivation affects student learning.

Back 5

Single most important factor in students educational advancement. It determines whether or not a student masters course objectives.

Front 6

1.A13
Discuss the barriers to effective communication.

Back 6

*Lack of Common Core Experience
*Overuse of abstractions
*Fear
*Environmental Factors

Front 7

1.A14
State and discuss the purpose of the three-step communication process.

Back 7

1. Sending the message
2. Receiving the message
3. Feedback

Front 8

1.A15
Discuss why listening is one of the most important communication skills.

Back 8

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

Front 9

1.A16
Describe five factors that must be considered in planning instructional delivery.

Back 9

1. Articulation
2. Grammar
3. Rate of speech
4. Inflection
5. Force

Front 10

1.A18
State and discuss the four purposes of oral questions.

Back 10

1.To stimulate students to think.
2. Arouses interest in the subject matter.
3. Focuses attention upon a particular area of the subject matter.
4. Drills students on subject matter they must recall precisely.

Front 11

1.A21
State the five steps of the five-step questioning technique.

Back 11

1. State the question
2. Pause
3. Call on a student
4. Comment
5. Emphasize or repeat the answer

Front 12

1.A24
Discuss the two methods of testing and their importance.

Back 12

Knowledge- written test

Performance- demonstration test

Front 13

1.A28
State the purpose of using instructional media materials (IMM) and visual information (VI).

Back 13

Increases students understanding, interest, motivation, retention, and uniformity of training.

Front 14

2.A4
Describe enabling objective content use levels.

Back 14

Degree of recognition and performance that a learner is expected to display after completing a training session at the section level

Front 15

2.A7
What is a Job Task Analysis (JTA)?

Back 15

Provides the framework for the ILE to define job/position requirements for needed knowledge, skills and abilities.

Front 16

2.A8
Contrast level 1 and 2 JTA data.

Back 16

Level 1- data describes what work is being performed.

Level 2- data describes how the work is being performed.

Front 17

2.B4
State the two categories of learning objective.

Back 17

Terminal Objective- objective trainee will accomplish.
Enabling Objective- objective trainee will accomplish at any point in course.

Front 18

2.B6
Discuss the purpose of IMM and VI.

Back 18

Used to introduce, reinforce, or supplement training provided in the formal environment.

Front 19

2.B10
State the purpose of testing.

Back 19

Tests are the primary tool for determining trainee attainment of TOs/Eos and therefore their success in the course.

Front 20

2.B11
Explain the purpose of conducting a Pilot (Phase VI).

Back 20

To validate the curriculum and material and to determine their effectiveness in attaining the course objectives.

Front 21

2.B12
List the justifiable reasons for developing, revising, or canceling a course.

Back 21

*Navy training plans (NTPs)
*Tasking by higher authority
*Internal course reviews and local command initiatives
*External course reviews
*Surveillance and external feedback
*Training appraisal

Front 22

2.B16
State the difference between course mission statement and a terminal objective.

Back 22

CMS- descriptive of the course- not trainee

TO- Relates to trainee behavior

Front 23

2.B19
Spell out the full term for the following abbreviation/acronyms:

Back 23

LP: Lesson Plan
D-D-A Page: Discussion-Demonstration-Activity Page
TO: Terminal Objective
EO: Enabling Objective
DP: Discussion Point
RIA: Related Instructor Activity
IMM: Instructional Media Material

Front 24

2.B20
Discuss where to find the procedures for handling and storing classified materials.

Back 24

SECNAV-M 5510

Front 25

2.C1
What are the volumes and titles in the NAVEDTRA 131 and what do they contain?

Back 25

VOL I- Developer’s Guide
VOL II- Sample Documents
VOL III- Manager’s Guide
VOL IV- Supplemental Support Manual

Front 26

2.C4
Define Personnel Performance Profile (PPP).

Back 26

Listing of knowledge and skills required to operate and maintain equipment or perform task or function.

Front 27

2.C13
When should job sheet development begin?

Back 27

After completion of Training Objective Statement and Training Level Assignments are completed.

Front 28

2.C14
Explain how Course Learning Objectives CLOs are developed.

Back 28

Selecting the appropriate, already prepared course learning objective model statements.

Front 29

2.C18
What is contained in the final training course control document (TCCD)?

Back 29

- Front Matter
- Curriculum outline of instruction
- Annexes

Front 30

3.A2
Describe “A”, “C”, and “F” type courses of instruction.

Back 30

Class “A”- Basic knowledge and skills for rating.
Class “C”- Advanced skill/knowledge/qual to fill a billet.
Class “F”- Individual skill or rate specific training as required by Fleet or Type Commander.

Front 31

3.A5
Discuss the ARB process.

Back 31

-Average falls below minimum passing grade.
-Unable to achieve the objectives after counseling, remediation, retesting, and initial setback.
-Performance is below expected academic progress.
-Fails to achieve the objectives.

Front 32

3.A7
Who determines what curriculum development model will be used for curriculum models within your learning environment?

Back 32

CCA (Curriculum Control Authority)

Front 33

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

Back 33

Retest- minimum passing grade if pass retest.
If student fails then ARB will be convened.

Front 34

3.A8
Who is responsible for maintaining a course audit trail/ a master record?

Back 34

CCMM (Course Curriculum Model Manager)

Front 35

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

Back 35

Divided into three areas:
Instructor Critiques: (student to instructor)
Course Critiques: (student to course)
Quality of Life Critiques: (student to learning environment)

Front 36

3.B1
Discuss Kirkpatrick’s four levels of evaluation.

Back 36

Level 1- Reactions (Student reactions)
Level 2- Learning (Assess student level of knowledge)
Level 3- Transfer (Did student use knowledge)
Level 4- Results (Did training affect job performance)

Front 37

3.B3
Discuss the purpose of the Learning Content Management System.

Back 37

- Enroll students in course
- Present the course to student
- Keeping track of student progress
- Storing grades

Front 38

3.C1
What type of courses are considered “high risk”?

Back 38

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

Front 39

3.C2
What section of the instruction list courses that have been designated as “High Risk”?

Back 39

OPNAVINST 1500.75A
Section 4D

Front 40

3.C4
What is a “TTO” and the procedures for conducting one?

Back 40

When students or instructor express concern for personal safety.

Front 41

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

Back 41

At least annually or after any major incident.

Front 42

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

Back 42

Reference-Based: Learner gains access to info and knowledge.
Computer-Mediated: Learner learns via computer.
Collaborative: When learners teach and guide one another.
Instructor Led: Interacts face to face with an instructor and other learners.

Front 43

3.E1
Explain “Knowledge Management”.

Back 43

Exchange of knowledge to increase organizational performance.

Front 44

3.E2
Explain tacit and explicit knowledge.

Back 44

Tacit- Knowledge gathered through experience.

Explicit- Knowledge that is documented and can be shared with others. i.e. training manuals.

Front 45

3.F1
Once of NETPDTC’s functions in Personnel Qualification Standards (PQS) is to publish an annual list of what type of information?

Back 45

A list of PQS available to the fleet and the current model managers.

Front 46

3.F2
What is the function of PQS?

Back 46

Ensures that personnel have the required competency before performing specific duties.

Front 47

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

Back 47

Letter certifying completion of appropriate items by number shall be forwarded to students duty station.

Front 48

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

Back 48

They shall be collected from students prior to graduation and not forwarded to receiving command immediately.

Front 49

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

Back 49

They are destroyed

Front 50

3.G3
Are there any exceptions to the “no forwarding” policy?

Back 50

Notes may be forwarded to command, not the individual.