Navy Mts 2012 Section 103 School Managment

Front 1

List the responsibility of OPNAV in the training organization structure

Back 1

OPNAV provides policy for implementing and supporting the Department of the Navy Strategic Goals regarding Human Resources, Education, and Training. Specifically, OPNAV
will strive to improve the quality of our military and civilian work force through fact-based, innovative systemic changes affecting recruitment, training, and quality of life.

Front 2

List the responsibility of NETC in the training organization structure

Back 2

NETC Training Policy is design to meet the NETC Strategic Goals in the areas of Leadership, Navy Military Training, Instruction, Quality of Life, Infrastructure, Equal Opportunity, Curriculum, and Technology. NETC's objectives include reducing the infrastructure cost of training, improving readiness and aligning training to fleet requirements to improve readiness.

Front 3

List the responsibility of Learning Centers (LC) in the training organization structure

Back 3

Continuously monitor the quality of curriculum, instruction, and evaluation functions. Ensure that all training activities under their cognizance have Learning Standards Offices (LSOs), or similar organizations, which meet the requirements established by NETC.
Monitor new technologies, which have application to curriculum development, instructional delivery, and evaluation procedures and make recommendations to NETC for their implementation.

Front 4

List the responsibility of Learning Standards Officer in the training organization structure

Back 4

The Learning Standards Officer (LSO) is an integral part of a training activity and performs functions in support of the LC CO, LC DET/LS CO/OIC to ensure
quality training.

Front 5

List the responsibility of CCMM in the training organization structure

Back 5

Course Curriculum Model Manager (CCMM) is assigned the responsibility for developing, revising, and maintaining a course of instruction. For courses taught at only one site, the CCMM duties will be perform by the LS where the course is
taught. For courses taught at two or more LSs, the CCA will designate the CCMM.

Front 6

List the responsibility of Participating Activity in the training organization structure

Back 6

Participating activities will provide assistance to CCMM
training activity to develop, revise, modify maintain and review training material when requested

Front 7

Discuss the purpose of the Catalog of Navy Training (CANTRAC).

Back 7

The centralized production of CANTRAC is now a component of CeTARS. The CANTRAC module includes publication of general information on all training activities and course descriptions, which are available on CD-ROM to all ships. It is also available for access via the World Wide Web at the NETPDTC home page to all shore stations, other DoD departments,
agencies, services, and contractors.

Front 8

Discuss the functionality of Corporate Enterprise and Training Resource Activity
System (CeTARS).

Back 8

CeTARS is a Navy-wide automated information system designed to manage and support the Navy training effort. CeTARS collects, compiles, and provides training managers and higher echelons of the Navy (e.g., OPNAV, NRC, BUPERS) with student and course information.

Front 9

Discuss the use of a Course Identification Number (CIN).

Back 9

A CIN is a unique number identifying a formal Navy Course. Format: X-999-9999 or X-9X-9999. CIN consists of three pieces of data. The first piece of data is the Functional Commander and identifies the organization having functional control of a course. The second piece consists of two or three characters, representing the Skill Defense Group. The third segment consists of four numbers assigned by a cognizant responsible Command and is the Sequence Identifier

Front 10

Discuss the use of a Course Data Processing (CDP) code.

Back 10

The code assigned to uniquely identify each Course of instruction and its location. Courses with the same Course Identification Number (CIN) taught at more than one location will have individual system-assigned CDPs. Also used to identify different categories of personnel taught the same course at the same location.

Front 11

Discuss who is responsible for ensuring accuracy of data with CeTARS.

Back 11

CCA has responsibility to ensure data within CeTARS is accurate.

Front 12

Discuss the relationship between CeTARS and CANTRAC

Back 12

Learning Center data populated in CeTARS automatically updates and feeds CANTRAC for
course information

Front 13

Describe the "A", "C", and "F" type courses of instruction

Back 13

A - Provides basic knowledge and skills required to prepare for rating entry level performance. This includes initial skill training (i.e., Apprentice Training "A" Schools), rating conversion training (i.e., Master at Arms Training), initial skill Remedial Training, and entry level officer training. A NEC will not normally be awarded. May award a MOS.
C - Provides advanced specialized skill/knowledge/aptitude/qualification training required to fill a
particular billet (e.g., one which requires a specific skill code is NEC/officer Billet Specialty Training (BST) coded. Course completion awards an NEC or officer BST. May also be awarded a MOS.
F - Provides individual functional skill or rating specific training as required by Fleet or Type Commander. No NEC awarded. (Primary funding source: Fleet. Alternate funding: BUPERS on a CNP approved case-by-case basis).

Front 14

Discuss what a Person Event Code (PEVT) is and, where it is found and entered

Back 14

PEVT code indicates student status in CeTARS. Because CeTARS data is used daily by higher-level headquarters to make decisions, it is imperative that all student data be entered as it is received by the servicing Training Support organization. A complete list of PEVT codes and the
explanation for each can be found at the CeTARS Web Site.

Front 15

Discuss when an Academic Review Board (ARB) may be convened.

Back 15

ARBs will be convened when all other means of academic counseling, remediation, and an initial academic setback have failed to improve student performance. The initial academic setback may result from an academic counseling session and be directed by the course supervisor. Additional academic setbacks must be directed by the ARB.

Front 16

Describe the Academic Review Board (ARB) process.

Back 16

Standardized procedures for conducting ARBs are essential to protect individual rights of privacy and fundamental fairness, to ensure accurate and complete records are kept, and to ensure that the best decisions concerning a student's academic progress in a training program are made. The goals of an ARB include: Help students solve problems that may prevent
successful completion of training. Determine which students are able to complete training.
Determine which students are unable and or unwilling to complete training. Make recommendations concerning their findings.

Front 17

Discuss who is responsible for maintaining a Master Record Audit Trail and what it contains?

Back 17

Maintaining the course audit trail is the responsibility of the CCMM. The contents of an audit trail
will be maintained for the life of the course. Audit trails contain the following information: A summary of major events impacting the course. This may be official correspondence or a memorandum to file. All pertinent correspondence leading to course development or revision.
Reports of trips, conferences, meetings, necessary for course development or revision. CCMMs shall maintain a duplicate of the audit trail and master course file in a separate location to prevent loss of the material in the event of a disaster

Front 18

Describe the evaluation of instructors in laboratory/classroom/facilitated
environments.

Back 18

Instructors teaching in class and lab will be evaluated in both environments. The number of evaluations conducted should approximate the ratio of lessons taught in each.

Front 19

Discuss the student critique program within your learning environment.

Back 19

The purpose of the student critique program is to provide feedback to the training and course supervisors on areas such as training and curriculum effectiveness, instructor performance, safety, and quality of life issues. It also provides a source of feedback to the Instructors on their performance.

Front 20

Discuss the importance of Formal Course Reviews (FCRs) and audit trails.

Back 20

The FCR program is designed to provide a check of the different elements contained in a course and serves as an excellent source of internal feedback. The completed FCR
shall be maintained in the course audit trail for the previous two review cycles. The FCR may be used to: Evaluate the course materials for technical accuracy and teachability. Evaluate course conformance to existing standards and instructions. Assist in the overall management of the course. Assist in identifying areas for course improvements.

Front 21

Identify the required periodicity for conducting FCRs per current NETC guidance

Back 21

FCR will be conducted on an annual, biennial, or triennial cycle as determined by the
CCA. In no case shall the formal course review cycle exceed three years. The CCMM will schedule, monitor, and regulate the FCR. Regardless of the cycle, a FCR should always be
conducted shortly before and in preparation for an HPRR.