Mts Training

Front 1

Where does one find technical specifications, XML specifications, and NMCI core build requirements.

Back 1

Technical specifications - MPT&ECIOSWIT-ILE-SPEC-4D
XML Specifications - MPT&ECIOSWIT-ILE-SPEC-2B
NMCI core build requirements - NMCI Core build contents documents.
Documents provide details about current version of software for NMCI.

Front 2

Describe the benefits of a community based practice.

Back 2

Increases the financial value of the organization by treating people's knowledge as an asset similar to traditional assets like inventory and capital facilities. Improves the organizations performance through increased effectiveness, productivity, quality, and innovation.

Front 3

Describe two ways to capture/share corporate knowledge.

Back 3

Story telling - the construction of fictional examples to illustrate a point can be used to effectively transfer knowledge. A story is more likely to be acted upon than normal means of communications. Storytelling connects people, develops creativity, and increase confidence.
Conducting interviews - this is usually accomplished with subject matter experts (SME), stakeholders, process performers, customers-anybody that can shed new light on a topic or issue is an excellent method to gather knowledge for the community and it's knowledge based.

Front 4

Explain the relationship between knowledge management and information technology.

Back 4

Information technology is merely a tool. It gives us the potential to better use, store, and share our information with each other.
Knowledge resides within a person and then is passed along to information technology to better improve the processes.

Front 5

Discuss the purpose of evaluate phase (VI) of task-based curriculum development.

Back 5

The evaluation phase consist of the evaluation and revision of the training materials based on assessement of training materials and performance of graduates.

Front 6

Discuss the purpose of the implementation phase(V) of tasked based curriculum development.

Back 6

The CCA has approved and authorized the course to be taught.
The training materials will be implemented by the CCMM with the cooperation of activities teaching the course.

Front 7

Explain the four basic learning styles.

Back 7

CONCRETE - learners prefer an experienced based approach to learning. They learn best by imitation after watching others take part in role playing and simulation.
ACTIVE - learners prefer to learn by becoming involved with the subject and taking step by step approach. They learn best from small group discussions, structured exercises and problem solving approaches.
REFLECTIVE - learners like to observe and reflect before drawing conclusions. Learn best from lectures, films, and reading.
ABSTRACT - learners prefer a theory based analytical approach to learning. They learn best from lectures by experts, theoretical reading, case studies and activities that require solitary thinking.

Front 8

State and discuss the purpose of the 3 step communication process.

Back 8

SENDING THE MESSAGE, RECEIVING THE MESSAGE, FEED
BACK.
Effective communication involves a message being sent and received, added to this however is the element of feed back to ensure that the message sent was received exactly as intended.

Front 9

Discuss the item developed on Design Phase (III) of Task-Based Curriculum Development.

Back 9

Training Course Control Document (TCCD)

Front 10

Discuss the items developed in the Plan Phase (Phase I) of Task-Based Curriculum Development

Back 10

The Output of this is the Training Project Plan (TTP).
When approved, the TTP becomes the authorization and blueprint to undertake a course revision or a new course development project and initiate resource requisitions.

Front 11

Discuss the purpose of the Shareable Content Object Reference Model (SCORM) and its application in ILE content development.

Back 11

SCORM is a collection of standards that allows for interoperability.
(3 R's) Reuse, repurpose and reference.

Front 12

Name the phases of the ILE instructional design process.

Back 12

Analyze
Design
Develop
Implement
Evaluate

Front 13

Discuss Kirkpatrick's four levels of evaluation.

Back 13

1. REACTIONS - Measures reaction or how well the participants liked the instructional content. (End of Course Survey)

2. LEARNING - Measures learning, specifically the degree to which the learners have acheived the learning objectives (testing)

3. TRANSFER - Measures whether the performance or behavior of the learner has changed after returning to the job. Surveys or interviews may be used to conduct this type of evaluation.

4. RESULTS - Measures return on investments (ROI) and the impact on the organization the results from learners applying their newly learned knowledge or skills.

Front 14

Describe the 4 quadrants of the Human Performance System Model

Back 14

To identify, assess and resolve performance issues within the framework of the organization as a system.

QUADRANT I - Define human performance requirements, break down jobs and job task into specific behaviors or competencies. Whaty you want personnel to be able to do.

QUADRANT II - Once human performance requirements have been established, certified and prioritized, analyst and subject matter experts must evaluate requirements in order to determine how best to meet them. Step where solution is defined.

QUADRANT III - The recommendations (solution options) is implemented.

QUADRANT IV - Execution and evaluation of the intervention occur here.

Front 15

State and discuss the four purposes of oral questioning

Back 15

1. Stimulate the student to think and to provide the instructor with a practical means for establishing the level of instrution.

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 16

Who performs most of the functions in the Quadrant II and coordinates the activities of Quadrant III in the Human Performance System Model (HPSM)

Back 16

Performance analysts and subject matter experts must evaluate the requirements and determine how best to meet them.

Front 17

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

Back 17

This means breaking down jobs and job task into specific behaviors and competencies. Once these are defined, the CINC or equivalent will validate and prioritize them to determine specific job performance standards.

Front 18

Discuss the items developed in Develop Phase (IV) of Tasked Based Curriculum Development.

Back 18

The Develop Phase produces the instructional materials for the instructor and the trainee. Phase where course pilot is conducted.

-- Leson Plan--
-- Trainee Guide or instruction sheet --
-- Test/Test Items --
-- Support materials to support the objectives --

Front 19

Explain the purpose of conducting a Pilot (develop Phase IV) of Task Based Curriculum development

Back 19

Purpose: To validate the curriculum and material, and to determine their effectivemness in attaining the Course Objectives.

Front 20

Discuss the items developed in Analyze Phase (II) of Task Based Curriculum Development

Back 20

Purpose of the analyze Phase is to determine what will be taught in the new or revised course. The Analyze Phase produces the job tasks, task sequence, level of performance, and the skills and knowledge that must be taught. Items that are selected for training will be organized in the (CTTL) Course Training Task List.

Front 21

Explain characteristics of a good oral question.
- Level of Instruction
- Use of Interrogative
- Clarity of Meaning

Back 21

Level of Instruction - When asking questions use simple words, correct grammar, complete sentences. Use words students know and understand. Dont use questions that give away the answer or yes or no questions.

Use of Interrogative - Use at the beginning of your questions so students know immediately when you are asking a question. Who, What, Where, When, Why. (5w)

Clarity of Meaning - avoid the use of catch or trick questions as a teaching device, especially for beginners. Make sure the wording of the question conveys to the students the true or intended meaning. Make your questions brief and limit them to one thought.

Front 22

Describe the Navys Learning Model that integrates technology and human perfoemance requirements into a complete package.

Back 22

On The Job Training

Reference Based Learning
Computer Mediated Learning
Instructor Led Learning
Collaborative Learning

Mentoring

Front 23

Where do you find the procedures for handling and storing classified training materials

Back 23

SECNAV-M 5510

Information Security Program Regulation

Front 24

State and discuss the importance of body movement as part of successful communication.

Back 24

Body movement is an important part of successful communication. it reinforces, emphasizes and clarifies verbally expressed ideas. Your actions while instructing must reinforce your words. Make sure the image you present and your body movements strengthens your communication.

Front 25

Discuss why listening is one of the most important communications skills.

Back 25

It is an active process of hearing and understanding that demands concentration and attention. Both you and your students have responsibilities in the communication process.

Front 26

List the Volumes of NAVEDTRA 130 and their purpose

Back 26

Volume 1 - Developers Guide contains guidelines for the development of training programs. Designed for use by the individual revising or developing training materials.

Volume II - Sample Products provides samples of each of the management and cirriculum documents in a format that is consistent with the guidelines discussed in volume I.

Volume III - Managers Guide, is designed for the individual charged with the management of a course revision or development. It describes approval points, approval authorities, and responsibilities. The volume addresses the managers responsibilities in each of the six phases of Task Based Curricilum Development.

Front 27

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

Back 27

The CCA determines whether to use either the Task-Based method (NAVEDTRA 130) or the PPP-based method (NAVEDTRA 131)

Front 28

Discuss the purpose of the LMS? Learning Management System

Back 28

A software program developed to manage student/teacher administration functions.

Front 29

State and Discuss the three parts of a learning objective

Back 29

Behavior - defines what the learner should be able to do as an outcome of training. This element of the objective always specifies student performance. You must be able to observe the behavior and to measure what the student must do to demonstrate accomplishment of the objective.

Condition - basically defines aiding and limiting factors imposed upon the student in satisfying the performance requirements of the objective. This element may also define the degree of interaction with the training enviroment the that learner may expect.

Standard - specifies the critirea the students performance must meet. Standards are normally defined as time, accuracy, quantity, speed, or some other quantifiable measurement.

Front 30

State and discuss the elements of the lesson plan

Back 30

Front Matter - cover page, title page, change record page, table of content, security awareness notice, safety/hazard awareness notice, terminal objective.

Lesson Topic - Topic pages list, Discussion/demonstration activity pages.

Front 31

Describe the three products of a training course control document

Back 31

Front Matter - cover page, table of content, pre-requistes, and security clearance information.

COI Annexes - RRL and CMS

Front 32

State and discuss the element of the trainee guide

Back 32

Front Matter - Trainee name page (opt), Cover (opt), Title page, change record, table of content, security awareness notice, safety/hazard awareness notice, how to use your trainee guide, terminal objectives, course master schedule (opt), Instruction sheets, outline sheets, assignment sheets, information sheets, problem sheets, job sheets, diagram sheets.

Front 33

Name and explain the threee educational domains discussed in refernce to the Navys ILE Learning Objective Statements

Back 33

COGNITIVE DOMAIN - involves knowledege and the development of intellectual skills.

AFFECTIVE DOMAIN - includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

PSYCHOMOTOR DOMAIN- includes physical movement, coordination, and use of the motor skills areas.

Front 34

Discuss the Human Performance Improvement Process

Back 34

The HPI (Human Performance Improvement) process model is a result based, systematice approach to identifying, assessing, and resolving performance issues within the framcework of the organization as a system

Front 35

One of NETPDTC's functions in personnel qualification Standards (PQS) is to publish and annual list of what type of information.

Back 35

A list of PQS available to the fleet and the currennt model managers

Front 36

Define "Knowledge Management"

Back 36

Its the integration of people an processes, enabled by technology that facilitates the exchage of operationally relevant information and expertise to increase organizational performance