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133 Cards in this Set

  • Front
  • Back
1.A1 State the purpose of the Navy Training System.
(Learning Research)
- preparation to train
- delivery of training
- evaluation of training
1.A2 What is the most essential, single link in the training chain?
(Learning Research/Learning Environment/Planning)
The instructor
1.A3 State and discuss the three qualities of an efficient and effective instructor.
(Continuous Improvement/Learning Environment/Ethics/Diversity/Communication/Human Dev & Learning/SME)
KAP
- knowledge
- ability
- personality
1.A4 Discuss the Instructor's responsibilities in terms of:
(Assessment/Continuous Improvement/Critical Thinking/Ethics/Diversity)
a. Responsibility to students
b. Responsibility to training safety
c. Responsibility to security
d. Responsibility to curriculum
a. resolve conflicts
b. follow safety procedures
c. secure classified materials
d. develop and maintain
1.A5 List & discuss the key principles of applying motivation theory in a training situation.
(Human Dev & Learning/SME/Communication/Learning Environment)
ANIVIA
- attitudes
- needs and drives
- interests
- values
- incentives
- achievement
1.A6 List and discuss five techniques which can assist in developing motivational strategies for instruction.
(Human Dev & Learning/SME/Communication/Learning Environment)
MEPSE
- make interesting
- establish goals
- provide feedback
- show interest in students
- encourage participation
1.A7 State the ultimate goal of instruction.
(SME/Continuous Learning)
- remain motivated beyond instructor's influence
1.A8 State and discuss five different ways of learning.
(SME/Learning Research/Human Dev & Learning/Learning Environment)
IITTA
- imitation
- insight
- trial and error
- transfer
- association
1.A9 State and discuss the five laws of learning.
(SME/Learning Research/Human Dev & Learning)
REEPI
- readiness
- effect
- exercise
- primary
- intensity
1.A10 Discuss how motivation affects student learning.
(Human Dev & Learning/SME/Communication/Learning Environment)
- positive correlation b/w motivation and success
- tremendous impact on ability to learn
1.A11 State and discuss the six common characteristics all students possess.
(SME/Learning Research/Human Dev & Learning)
MADFRR
- maturity
- ability to evaluate
- desire to succeed
- fallibility
- respect for instructors
- recognition
1.A12 State and discuss the four basic learning styles.
(Diversity/SME/Learning Research/Human Dev & Learning)
CAAR
- concrete
- abstract
- active
- reflective
1.A13 Discuss the barriers to effective communication.
(SME/Learning Research/Human Dev & Learning/Learning Environment)
LOFE
- lack of common experience
- overuse of abstraction
- fear
- environmental factors
1.A14 State and discuss the purpose of the 3-step communication process.
(Communication)
- send message
- receive message
- feedback
1.A15 Discuss why listening is one of the most important communication skills.
(Communication)
- hearing and understanding is an active process
1.A16 Describe five factors that must be considered in planning instructional delivery.
(Planning/Learning Environment/Technology)
AGRIF
- articulation
- grammar
- rate of speech
- inflection
- force (emphasis)
1.A17 State and discuss the importance of body movement as an important part of successful communication.
(Communication)
- reinforces
- emphasizes
- clarifies
1.A18 State and discuss the four purposes of oral questioning.
(Communication/SME)
DART
- discover students interests/depth of knowledge
- arouse interest in subject
- review and summarize important information
- test knowldge
1.A19 State and discuss the characteristics of a good oral question.
(Communication/SME)
LUC
- level of instruction
- use of interrogative
- clarity of meaning
1.A20 Discuss the types of oral questions and their purposes.
(Communication/SME)
FMTYLIC
- factual
- multiple answer
- thought provoking
- yes/no
- interest arousing
- leading
- canvassing
1.A21 State the five steps of the five-step questioning technique.
(Communication/SME
APPLE
- ask
- pause
- pick
- listen
- emphasize correct
1.A22 List and discuss the different instructional methods.
LLLDRC
- lecture
- lecture with audio visual
- lesson
- demonstrate
- role playing
- case study
1.A23 State and discuss the three parts of a learning objective.
(Learning Research/Human Dev & Learning)
PARTS/ELEMENTS
- behavior
- condition
- standard
1.A24 Discuss the two methods of testing and their importance.
(Learning Research/Human Dev & Learning/Assessment)
- knowledge
- performance
1.A25 Explain the five learning levels a knowledge test item may test.
(Learning Research/Human Dev & Learning/Assessment)
RRCAA
- recognition
- recall
- comprehension
- application
- analysis/evaluation
1.A26 Discuss the different types of performance tests.
(Learning Research/Human Dev & Learning/Assessment)
- process
- product
1.A27 List and describe the primary materials used in presenting instruction.
(Learning Research/Human Dev & Learning/Technology)
- lesson plans
- instruction sheets
- instructional media/visual instruction
1.A28 State the purpose of using Instructional Media Materials (IMM) and Visual Information (VI).
(Learning Research/Human Dev & Learning/Communication/Technology)
- increase student understanding
- retention of information
- raise level of interest and motivation
* 2.A1 Discuss the purpose of the Shareable Content Object Reference Model (SCORM) and its application in Content Development.
(Learning Research/SME/Technology)
RAID
- reusable
- interoperable
- durable
- accessible
* 2.A2 Describe reuse, repurpose, and reference as it applies to NCOM.
(Learning Research/SME/Technology)
- take existing object and use in new ways
(object is technology, reference, information)
* 2.A3 Name the five content types and describe when each would be used as they relate to enabling objective statements.
(Learning Research/SME/Technology)
CFPPP
- concepts
- facts
- procedures
- processes
- principles
* 2.A4 Describe enabling objective content use levels.
(Learning Research/SME/ Technology)
- "remember" use level
- "apply" use level
* 2.A5 Describe metadata and its capabilities.
(Learning Research/SME/Technology)
It is data about data.
It describes content, context and structure of the data.
(Who made it, how it was made, what it is made of, what it was made for.)
* 2.A6 Discuss the key precepts of ILE Information Architecture to include Navy Content Object Model, Sharable Content Object Knowledge Model (SCORM), and Enabling Learning Objectives /Terminal Learning Objectives (ELO/TLO).
(Learning Research/SME/ Technology/Planning/Continuous Improvement)
NCOM - standard to optimize useability of assets
SCORM - implements sequencing and navigation of assets (within lesson and CMS)
ELO - based upon skills to be learned
TLO - based upon job to be performed
* 2.A7 What is a Job Task Analysis (JTA)?
(Learning Research/SME/Technology)
- provides framework for integrated learning environment (ILE)
- defines job/position requirements
- what are required competencies
* 2.A8 Contrast Level 1 and 2 JTA data.
(Learning Research/SME/Technology)
Level 1 = Rating
Level 2 = Job (Rating + Skill group)
* 2.A9 Where does one find technical specifications, XML specifications, and NMCI Core Build requirements?
(Learning Research/SME/Technology)
XML - is found in MPT&ECIOSWIT-ILE-SPEC-2B, 10 Apr 07
NMCI - is found in MPT&ECIOSWIT-ILE-SPEC-4D, 15 Aug 07
* 2.A10 What are the three educational domains discussed in the Navy ILE Learning Objective Statements (NLOS) Specifications and Guidance? Name the main verb categories attributed to each.
(Learning Research/SME/Technology)
DOMAINS
- cognitive
- affective
- psychomotor
* 2.A11 Discuss the types of questions used for each Content Use Level.
(Learning Research/SME/Technology/Assessment)
- questions for "remember use level" assess if learner able to recognize and recall
- questions for "apply use level" assess performance and procedures
* 2.A12 Discuss the phases of the Instructional Design process.
(Planning/Learning Research/SME/Technology)
Phase 1 - establish performance standards and requirements
Phase 2 - design human performance standards
Phase 3 - develop, build and integrate tools
Phase 4 - implement and test; intervention and evaluation
2.B1 Discuss the item(s) developed in Phase I (Plan) of Task-Based Curriculum Development.
TPP - Training Project Plan
- CIN and CDP
- cancellation of existing TPP
2.B2 Discuss the items developed in Phase II (Analyze).
CTTL - Course Training Task List
- tasks as a part of a duty
- duties as a part of a job
- jobs that define a rate
2.B3 Discuss the items developed in Phase III (Design).
TCCD - Training Course Control Document
- LOs (learning objectives)
- EOs (enabling objectives)
- TOs (terminal objectives)
2.B4 State the two categories of learning objectives.
- TO = one or more duties on CTTL
- EO = one or more tasks on CTTL
2.B5 Discuss the items developed in Phase IV (Develop).
- LP (lesson plan)
- TG (trainee guide)
- tests
2.B6 Discuss the purpose of Instructional Media Materials (IMM) and Visual Information (VI).
designed to increase student :
- understanding
- interest
- motivation
2.B7 State and discuss the elements of the Lesson Plan.
- cover page
- title
- change record
- table of contents
- security notice
- safety notice
- terminal objective
- lessons
2.B8 State and discuss the elements of the Trainee Guide.
- front matter
- outline sheet
- information sheets
- assignment sheets
- job sheets
- diagram sheets
- problem sheets
2.B9 State the rules for writing a Course Training Task List (CTTL) statement.
there are many rules.
Must review NAVEDTRA 130A Tablle 2-1
2.B10 State the purpose of testing.
- determine trainee attainment of terminal and enabling objectives (TOs and EOs)
2.B11 Explain the purpose of conducting a Pilot (Phase IV).
- evaluates materials developed for a course in a training environment to determine accuracy and adequacy in support of learning objectives
2.B12 List the justifiable reasons for developing, revising, or canceling a course.
- directed to change by higher authority
- changes in Personnel Performance Profile
2.B13 Discuss the purpose of Phase V (Implementation).
- conduct instruction
2.B14 Discuss the purpose of Phase VI (Evaluate).
- internal and external feedback
2.B15 Discuss the relationship between the following as used in the CTTL.
a. Job
b. Duty
c. Task
Job - is made up of duties and tasks
Duty - is a major part of the work time and is made up of closely related tasks which are observable and measurable
Task - independent of other tasks; short period of time to perform; clusters of tasks make up a duty
2.B16 State the difference between the Course Mission Statement and a Terminal Objective.
CMS - purpose of the course
TO - result of the lesson (should define a duty to be performed)
2.B17 Describe the three products of a Training Course Control Document:
- front matter
- Curriculum Outline of Instruction (COI)
- annexes
2.B18 List the Volumes of NAVEDTRA 130 and their purpose.
VOL 1 - step by step guidance for developing effective training materials
VOL 2 - sample documents
VOL 3 - management information
2.B19 Spell out the full term for the following abbreviations/acronyms:
a. LP
b. DDA page
c. TO
d. EO
e. DP
f. RIA
g. IMM/VI
LP - lesson plan
DDA page - discussion demonstration activity
TO - terminal objective
EO - enabling objective
DP - discussion point
RIA - related instructor acivity
IMM/VI - instructional media material / visual information
2.B20 Discuss where to find the procedures for handling and storing classified training materials.
- Section 5 - Security Requirements
2.C1 State the volumes and titles in the NAVEDTRA 131 and what they contain.
VOL 1 - step by step guidance for development of training materials
VOL 2 - sample documents
VOL 3 - management information
VOL 1 Supplement - PPP Development
2.C2 Describe the pre-, post-, and core stages involved in developing materials following the Personnel Performance Profile (PPP) -Based curriculum development method (seven).
Pre-stage = planning
Core stages = stages 1 through 5
Post stage = evaluation
(7 stages total according to NAVEDTRA 131)
2. C3 List the contents of a Training Project Plan (TPP).
- cover page
- table of contents
- justification
- impact if course development or revision not undertaken
- course data page
- safety risks and HAZMAT exposure
- curriculum development method used
- milestones
- resource requirements
2.C4 Define a Personnel Performance Profile (PPP).
A minimum listing of knowledge and skills required to operate and maintain a system/subsystem of equipment or to perform a task or function.
2.C5 State the most critical element of curriculum development per NAVEDTRA 131, and explain its importance.
TLA - Training Level Assigment
(can be developed concurrently with TMA or Table Assignment Matrix)
2.C6 Discuss the products of the Training Path System (TPS) Stage 1.
- PPP table listing
- drafting of new or modified PPP tables
- preliminary Training Path System
2.C7 Describe the contents of the preliminary Training Course Control Documents (TCCD) Stage 2.
- Profile Item to Topic Objective Assignment Chart
- Resource Requirements List (RRL)
- Curriculum Outline of Instruction (COI)
2.C8 Describe the elements of the Lesson Plan (LP).
- cover page
- title page
- List of Effective Pages
- Letter of Promulgation
- change record
- table of contents
- security notice
- safety/HAZMAT notice
- how to use lesson plans
- allocation of instructor time
- course learning objectives
2.C9 What are the six types of instruction sheets found in the Trainee Guide (TG)?
JPIDOA
- job
- problem
- information
- diagram
- outline
- assignment
2.C10 Describe the Training Objective Statement (TOS) codes for both knowledge and skill.
KNOWLEDGE
F = Familiarization
T = Theory
SKILL
S = skill background
J = skill task/function
( O = operational, P = preventive, C = corrective, M = maintenance)
2.C11 Define the three "Task Sets."
- Coordinate
- Direct
- Perform
- COORDINATE actions between DIRECT and PERFORM
- DIRECT actions of PERFORM
- PERFORM hardware and non-hardware skills
2.C12 Discuss the types of courses listed in a Training Path Chart (TPC).
5 types:
(BARCO)
- background
- advanced
- replacement
- conversion
- onboard
2.C13 When should job sheet development begin?
- as soon as the TPS (Training Path System) is done
2.C14 Explain how Course Learning Objectives (CLOs) are developed.
- select the appropriate, already prepared, Course Learning Objective model statements
- these should correspond to the TOS group and specific TOS chosen while developing the TPS
2.C15 How are part numbers determined?
- these are derived from the PPP table number
2.C16 What are the eight ways to sequence a course?
- job performance
- chronological order
- critical sequence
- principle of reverse sequence
- simple to complex
- cooperative sequence
- relationship of like COI elements
- combination approach
2.C17 What is contained in a Resource Requirements List (RRL)?
- all materials needed to conduct training
2.C18 What is contained in the final Training Course Control Document (TCCD)?
- front matter (cover, title, LoP, ToC, Forward, CDP, TDP...)
- COI ( CLOs, TLOs)
- Annexes (RRL, CMS, FAL...)
2.C19 What annexes are included in the final Training Course Control Document (TCCD)?
- Required Resource List (RRL)
- Course Master Schedule (CMS)
- Fault Analysis List (FAL)
- Item-to-Topic Objective Assignment Chart
* 3.A1 List the responsibility of each of the following members of the training organizational structure: Chief of Naval Operations (CNO); Naval Manpower, Personnel, Training and Education (MPT&E); Naval Education and Training Command (NETC); Naval Personnel Development Center (NPDC); Learning Centers; Course Curriculum Model Manager (CCMM); and the Participating Activity.
CNO - provides policy for implementing and supporting training
MPT&E -
NETC -
NPDC -
CCMM -
3.A2 Describe the "A", "C", and "F" type courses of instruction.
(Continuous Improvement/SME/Human Dev & Learning)
A - basic knowledge and skill for rating
C - advanced specialized skills for job
F - individual functional skill or rating specific training
* 3.A3 Describe the instructor certification process in your training command.
(Continuous Improvement/SME)
- instructor indoctrination
- practice teach
- 3 evaluated lessons
3.A4 Discuss “attrition” and contrast its meaning in both operations and training.
(Continuous Improvement/SME)
- loss of personnel due to failing perfomance, for either academic or non-academic reasons
3.A5 Discuss the Academic Review Board (ARB) process.
(Continuous Improvement/SME/Diversity)
- for substandard performance (failing grades)
- performing below expectations
- determine reasons for failure
- determine ability to continue
* 3.A6 Discuss test failure policies and associated grading criteria within your learning environment.
(Continuous Improvement/SME)
- debrief, review and remediation
- maximum grade is the minimum passing grade
* 3.A7 Who determines what curriculum development model will be used for curriculum modifications within your learning environment?
(Continuous Improvement/SME/Change Management)
- CCMM
* 3.A8 Who is responsible for maintaining a course audit trail / a master record?
(Continuous Improvement/SME)
- CCMM
* 3.A9 Describe the evaluation of instructors in laboratory / classroom / facilitated environments.
(Continuous Improvement/SME/Assessment/Planning/Technology)
- initial training (indoc, practice, certification)
- U/I evaluation
- quarterly review
* 3.A10 Discuss the student critique program within your learning environment.
(Continuous Improvement/SME/Individual Assessment/Professional Development)
- issue/reciept of critiques
- screen for immediate responses
- incorporate into end of course report
- evaluate for further action
3.A11 Discuss the importance of Formal Course Reviews (FCRs) and audit trails.
(Continuous Improvement/SME)
- content relevance
- changes due to ORDALTS/Ship's configuration
- concurrence with other training facilities
* 3.B1 Discuss Kirkpatrick’s four levels of evaluation.
(Continuous Improvement/SME/Assessment)
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)
* 3.B2 Discuss the elements of a testing program within your learning environment.
(Continuous Improvement/SME)
- progress tests
- knowledge test
- cumulative performance test
- practical application evaluation
* 3.B3 Discuss the purpose of the Learning Content Management System (LCMS).
(Continuous Improvement/SME)
AIM - manages components of curriculum materials
* 3.B4 Discuss the purpose of the Learning Management System (LMS).
(Continuous Improvement/SME)
- manages learner assessment results, lesson plans
- training and day-to-day progress
- learning events
* 3.B5 Discuss the Course Supervisor, Student Control, and Facilitator roles associated with the Learning Management System (LMS).
(Continuous Improvement/Professional Development/Learning Environment/Technology/SME)
Course Supervisor - maintain curriculum components/course changes
Student Control - admin of school; in-take and processing of stidents
Facilitator - provides role model, guidance and SME
* 3.C1 What type of courses are considered "high-risk"?
(Continuous Improvement/ Learning Research/SME/Ethics/Learning Environment)
training that exposes student to risk of permanent injury, disability or death
* 3.C2 What section of the instruction lists courses that have been designated as "high-risk"?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness)
CNATRA Instruction 5100.12 has the list
3.C3 What is a "DOR" and the procedures for conducting one?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness)
OPNAVINST 1500.75A Annex 1
- student dis-enrolls upon request
- counseling to determine reasons for dropping
3.C4 What is a Training Time Out "TTO" and the procedures for conducting one?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness)
OPNAVINST 1500.75A Annex 2
- safety procedure to pause training to address safety/training issues
3.A11 Discuss the importance of Formal Course Reviews (FCRs) and audit trails.
(Continuous Improvement/SME)
- content relevance
- changes due to ORDALTS/Ship's configuration
- concurrence with other training facilities
* 3.B1 Discuss Kirkpatrick’s four levels of evaluation.
(Continuous Improvement/SME/Assessment)
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)
* 3.B2 Discuss the elements of a testing program within your learning environment.
(Continuous Improvement/SME)
- progress tests
- knowledge test
- cumulative performance test
- practical application evaluation
* 3.B3 Discuss the purpose of the Learning Content Management System (LCMS).
(Continuous Improvement/SME)
AIM - manages components of curriculum materials
* 3.B4 Discuss the purpose of the Learning Management System (LMS).
(Continuous Improvement/SME)
- manages learner assessment results, lesson plans
- training and day-to-day progress
- learning events
* 3.B5 Discuss the Course Supervisor, Student Control, and Facilitator roles associated with the Learning Management System (LMS).
(Continuous Improvement/Professional Development/Learning Environment/Technology/SME)
Course Supervisor - maintain curriculum components/course changes
Student Control - admin of school; in-take and processing of stidents
Facilitator - provides role model, guidance and SME
* 3.C1 What type of courses are considered "high-risk"?
(Continuous Improvement/ Learning Research/SME/Ethics/Learning Environment)
training that exposes student to risk of permanent injury, disability or death
* 3.C2 What section of the instruction lists courses that have been designated as "high-risk"?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness)
CNATRA Instruction 5100.12 has the list
3.C3 What is a "DOR" and the procedures for conducting one?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness)
OPNAVINST 1500.75A Annex 1
- student dis-enrolls upon request
- counseling to determine reasons for dropping
3.C4 What is a Training Time Out "TTO" and the procedures for conducting one?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness)
OPNAVINST 1500.75A Annex 2
- safety procedure to pause training to address safety/training issues
3.C5 What is the purpose of the Emergency Action Plan (EAP) and how often must it be reviewed for accuracy of information? How often is it to be fully exercised?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness)
OPNAVINST 1500.75A Annex 4
- contingency plan in case of mishap or event that causes injury
3.C6 How often are safety stand-downs required?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness)
OPNAVINST 1500.75A Annex 3
- at least annually
- can be in response to mishap
* 3.D1 Describe the four (4) Quadrants of the Human Performance System Model (HPSM)? (Continuous Improvement/SME/Planning)
Quadrant I
Quadrant II
Quadrant III
Quadrant IV
Quadrant I - define requirements
Quadrant II - define solutions
Quadrant III - develop components
Quadrant IV - execute and measure
* 3.D2 In Quadrant I of the HPSM who must validate all individual unit and group job/task requirements?
(Continuous Improvement)
- fleet CINC (according to ERNT report)
* 3.D3 Describe the Navy's new Learning Model that integrates technology and human performance requirements into a complete package.
(Mentoring/SME/Learning Research/Assessment/Continuous Improvement)
Human Performance System Model
* 3.D4 Who performs most of the functions in Quadrant II and coordinates the activities of Quadrant III in the Human Performance System Model (HPSM)?
(Continuous Improvement)
- CCMM
*3.D5 Discuss the fundamentals of the Science of Learning.
(Assessment/Change Management/Continuous Improvement/Human Dev & Learning/Ethics)
- used tp provide research oriented guiding priniciples
* 3.D6 Describe the four major methods of learning in the Navy Learning Model.
(Continuous Improvement)
RCCI
- reference based
- computer mediated
- collaborative
- instructor-led
*3.D7 Define the following terms commonly used by Human Performance Professionals. (Assessment/Technology/Communication/Continuous Improvement/Planning/Critical Thinking)
a. Change Management:
b. Competencies
c. Executive Review of Navy Training (ERNT)
d. Performance Gap
e. Intervention Opportunities
f. Knowledge, Skills, Abilities, and Tasks (KSAT)
g. Measure of Effectiveness (MOE)
h. Measure of Performance (MOP)
a. Change Management
b. Competencies
c. Executive Review of Navy Training (ERNT)
d. Performance Gap
e. Intervention Opportunities
f. Knowledge, Skills, Abilities, and Tasks (KSAT)
g. Measure of Effectiveness (MOE)
h. Measure of Performance (MOP)
* 3.D8 Discuss the Human Performance Improvement Process.
(Assessment/Change Management/Continuous Improvement/Human Dev & Learning/Ethics)
- focuses improvement efforts on the organization and accomplishments vs behaviors
- results based, systematic approach to identifying, assessing and resolving performance issues
* 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 Manger and the ILE Content Developer.
(Continuous Improvement/SME)
Contracting Officer - ability to enter, administer and terminate contracts
CO Representative - acts within limits set by CO
TPOC - provide technical direction regarding specifications of statement of work; monitor contractor progress and performance
* 3.E1 Define “Knowledge Management”.
(Continuous Improvement/SME/Planning)
- "when" and "where" knowledge is acquired
* 3.E2 Explain tacit and explicit knowledge.
(Continuous Improvement/SME/Professional Development/Assessment/Planning)
tacit - knowledge known by a person that is difficult to disseminate to others
explicit - knowledge that can be easily transferred to others
* 3.E3 Define a Community of Practice? Define a Community of Interest?
(Continuous Improvement)
CoP - formed by people who enage in a process of collective learning in a shared domain of endeavor
CoI - formed by people who share a common interest, exchange ideas relative to that interest, but share little outside of that interest
* 3.E4 Describe the benefits of a Community of Practice.
(Mentoring/SME/Learning Research/Assessment/Continuous Improvement)
- shared knowledge can increase the effectiveness of individuals
- individuals can create assets that can be used by all
* 3.E5 Describe two ways to capture/share corporate knowledge?
(Continuous Improvement)
- interview and record the information
- share "sea" stories
* 3.E6 Explain the relationship between Knowledge Management and Information Technology? (Continuous Improvement)
- IT can be used to store and disseminate knowledge
- IT itself is not knowledge, nor does it gather knowledge
* 3.E7 Define the following terms commonly used by Knowledge Management Professionals: (Assessment/technology/Communication/Continuous Improvement/ Planning/Critical Thinking)
a. Knowledge Share
b. Knowledge Transfer
c. Business Rules
d. Best Practices
e. Metrics
a. Knowledge Share
b. Knowledge Transfer
c. Business Rules
d. Best Practices
e. Metrics
3.F1 One of NETPDTC’s functions in Personnel Qualification Standards (PQS) is to publish an annual list of what type of information?
(Human Development and Learning/Communication/Continuous Improvement)
- master listing of learning centers with points of contact and assigned PQS
- issue PQS changes
3.F2 What is the function of PQS?
(Human Development and Learning/Communication/Continuous Improvement)
- ensures personnel demonstrate required competencies prior to performing tasks/duties
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?
(Human Development and Learning/Communication/Continuous Improvement)
- entry into RADM
- generation of Page 4 entries to be placed in service record
- Letter certifying completion of appropriate items by number shall be forwarded to students duty station
3.G1 What are the rules for handling classified student notes?
(Human Development and Learning/Communication/Continuous Improvement/Ethics)
- they are collected from students prior to graduation
3.G2 What are the procedures for the disposition of school notes that are not reusable?
(Human Development and Learning/Communication/Continuous Improvement)
- they are destroyed
3.G3 Are there any exceptions to the "no forwarding" policy?
(Human Development and Learning/Communication/Continuous Improvement)
- notes may be forwarded to command, not the individual