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120 Cards in this Set
- Front
- Back
- 3rd side (hint)
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State the purpose of the Navy Training System.
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Ensure systematic approach for determining what to train and how to best accomplish that training.
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What is the most essential, single link in the training chain.
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Instructor.
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State and discuss the three qualities of an efficient and effective instructor.
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1. Knowledge
2. Ability 3. Personality |
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Discuss the Instructor's responsibilities in terms of:
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Responsibility to Students - Teach effectively, good example and help with conflicts.
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Discuss the Instructor's responsibilities in terms of:
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Responsibility to training safety - Teach proper safety procedures and practice them.
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Discuss the Instructor's responsibilities in terms of:
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Responsibility to security - Teach only the material in the curriculum.
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Discuss the Instructor's responsibilities in terms of:
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Responsibility to curriculum - Maintaining curriculum to keep accurate.
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List and discuss the key principles of applying motivation theory in a training situation.
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1. Needs and Drives
2. Interest 3. Values 4. Attitudes 5. Incentives 6. Achievement |
NIVAIA
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List and discuss five techniques which can assist in developing motivational strategies for instruction.
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1. Make subject matter interesting.
2. Establish goals 3. Provide informative feedback. 4. Show interest in students. 5. Encourage participation. |
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State the ultimate goal of instruction.
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Cause students to remain motivated beyond the instructors influence and apply what they have learned on the job.
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State and discuss five different ways of learning.
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1. Imitation (Be the example)
2. Trial and error 3. Association 4. Insight, Unplanned Discovery ("Ah-Ha" Phenomenon) 5. Transfer (applying past learning) |
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State and discuss the five laws of learning.
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1. Readiness - Students are ready on all aspects.
2. Effect - Benefits of lesson 3. Primacy - Teach lesson right the first time. 4. Exercise - Practice makes perfect. 5. Intensity |
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Discuss how motivation affects student learning.
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Keeps students motivated, failure is okay as long as it is corrected.
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State and discuss the six common characteristics all students possess.
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1. Belief in matuirty - Treated as adults.
2. Basic desire - Help students succeed. 3. Ability to evaluate - Set the example. 4. Fallibilty - Everyone makes mistakes. 5. Fair play - No favortism 6. Recognition - Job well done |
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State and discuss the four basic learning styles.
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1. Concrete - Hands on or visual training.
2. Active - Trial and error 3. Reflective - Lectures, films, and reading. 4. Abstract - Theory based, analytical approach. |
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Discuss the barriers to effective communication.
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1. Common core experience - Determine student experience.
2. Overuse of abstractions - Be specific. 3. Fear 4. Environmental factors |
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State and discuss the purpose of the 3-step communication process.
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1. Send message
2. Recieve message 3. Feedback. |
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Discuss why listening is on of the most important communication skills.
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Both instructors and students need to listen due to the fact listening is an active process of hearing and understanding.
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Describe five factors that must be considered in planning instructional delivery.
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1. Articulation
2. Grammar 3. Rate of speech 4. Inflection 5. Force |
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State and discuss the importance of body movement as an important part of successful communication.
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Reinforces, emphasizes and clarifies verbally expressed ideas.
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State and discuss the four purposes of oral questioning.
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1. Stimulates the students to think.
2. Arouse interest in subject matter. 3. Focuses attention. 4. Drills students on subject matter. |
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State and discuss the charecteristics of a good oral question.
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Plan questions in advance.
Ask good questions. |
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Discuss the types of oral questions and their purposes.
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1. Factual questions - Specific information.
2. Thought provoking - "What is" 3. Interest arousing - "How many" 4. Multiple answer - More than one correct answer. 5. Yes/No 6. Leading question - Suggest its own answer 7. Canvassing - "Who is familiar" |
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State the five steps of the five-step questioning technique.
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1. State the question
2. Pause 3. Call on a student 4. Comment 5. Emphasize or repeat the answer. |
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List and discuss the different instructional methods.
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1. Lecture - presentation
2. Lecture with audio visual 3. Lesson - Interactive, tow-way communication. 4. Demonstration - Labs 5. Performance - Repetition |
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State and discuss the three parts of a learning objective.
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1. Behavior (what the students shall be able to do as a result of the training)
2. Condition (limiting factors) 3. Standard criteria - How well student is expected to do. |
BCS
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What are five learning levels a knowledge test item may test.
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1. Comprehension
2. Application 3. Recall 4. Recognition 5. Analysis |
Carra
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What are the two methods of testing.
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1. knowledge - written test
2. performance - demonstration test. |
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What are 2 different types of performance tests?
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1. Process
2. Product |
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What are the primary materials used in presenting instruction?
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1. lesson plans
2. Instruction sheets 3. Instructional media material |
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State the purpose of using Instructional Media Materials (IMM) and Visual Information (VI).
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Increases student understanding, interest, motivation, retention and uniformity of training.
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Discuss the purpose of the Shareable Content Object Reference Model (SCORM) and its application in Content Development.
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Made due to need to resuse objects in order to create content for the Navy ILE.
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Describe reuse, repurpose, and reference as it applies to NCOM.
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1. Reuse of existing object in learning environment with any modification.
2. Repurpose - Little or no modification. 3. Reference - Generate ideas. |
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Name the five content types and describe when each would be used as they relate to enabling objectives.
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1. Facts
2. Procedures 3. Processes 4. Principles 5. Directions All adapt to various situations |
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Describe enabling objective content use levels.
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Degree of recognition and performance that a learner is expected to display after training.
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Describe metadata and its capabilities.
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Data about data.
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What is a Job Task Analysis (JTA)
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Framework for ILE to define job and position requirements for knowledge skills and abilities.
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Contrast Level 1 and 2 JTA data.
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Level 1 - Work being performed
Level 2 - How work is being performed. |
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Where does one find technical specifications, XML specifications, and NMCI Core Build requirements.
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MPT and EC10SWIT-ILE-SPEC-4D
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What are three educational domains discussed in the Navy ILE Learning Objective Statements (NLOS) Specifications and Guidance? Name the main verb categories attributed to each.
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1. Cognitive - Evaluation synthesis, applications, comprehension and knowledge.
2. Affective - Characterize by value, complex, organizing, valuing, responding, and receiving. 3. Psychomotor - Naturilization, articulation, precision, manipulation and imitation. |
CAP
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Discuss the types of questions used for each Content Use Level.
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1. Concept
2. Fact 3. Procedural process 4. Principle content |
CFPP
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Discuss the phases of the Instructional Design process.
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Analyze - Required level of proficiency, critical tasks, knowledge and skills.
Design - Occurs after analysis of training requirements have been performed and ends when a proof of concept is designed. Development - Translates inputs from analysis and design phase into courseware products. Implementation - Effective and effecient delivery of instruction where level 1 and 2 data are collected. |
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What is Phase I of the Task based Curriculum Development?
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(Plan)
1. Training Project Plan -Bulding a plan for course revision or development IAW NAVEDTRA 130A. |
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What is Phase II of the Task based Curriculum Development?
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(Analyze)
1. Course training Task List (CTTL) -Determine what will be taught. |
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What is Phase III of the Task based Curriculum Development?
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(Design)
1.Training Course Control Document (TCCD) -Learning objectives -what you want the student to learn. |
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What is Phase IV of the Task based Curriculum Development?
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(Develop)
1. Pilot Course -Lesson plan -trainee guide -tests, quizzes -IMM |
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What is Phase V of the Task based Curriculum Development?
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(implement)
1. approval of course by CCA 2. Course authorization by functional commander 3. letter of promulgation issued 4. course becomes active |
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What is Phase VI of the Task based Curriculum Development?
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(evaluate)
1. keep training materials current and active |
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What are the 2 categories of learning objectives?
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1. terminal
2. enabling |
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What are the elements of a lesson plan?
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1. Front matter.
-title page -change page -TOC -Security/Safety -TO's 2. Lesson Topics. -topic pages -Discussion, deomonstration, activity pages |
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Discuss the purpose of Instructional Media Material (IMM) and Visual Information (VI).
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IMM - Instructional materials that present a body of information.
VI - Use of visual media. |
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What are the elements of a trainee guide?
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1. Front matter.
2. instructional sheets -outline -assignment -problem sheets -diagram sheets |
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What are the rules for writing a course training task list (CTTL) Statement?
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must:
1. support course mission statement 2. be short 3. begin with a performance action verb 4. end with an objective 5. be obvservable |
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What is the purpose of testing?
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To determine trainee's attainment of TO's & EO's.
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List the justifiable reasons for developing, revising, or cancelling a course?
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1. tasking by higher authority
2. internal/external course reviews 3. training appraisals |
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What are the relationships between Job, Duty, & Task in the CTTL?
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1. job
-made up of duties & tasks 2. duty -major part of a job -collection of duties make up a job -must be measurable 3. task -major part of a duty -short period of time -must be measurable |
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What is the difference between the course mission statement and a terminal objective?
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-CMS's are descriptive of the course...not the trainee
-TO's relate to trainee behavior |
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What are 3 products of Training Course Control Documents (TCCD)?
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1. Front matter
2. Course outline 3. annexes |
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What are the volumes of the NAVEDTRA 130A and what do they include?
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1. Vol 1 (Developers Guide)
-Step-by-step guidance for developing effective training materials 2. Vol 2 (Sample Product) -Sample documents 3. Vol 3 (Managers Guide) -management info important to PADDIE |
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Where are the procedures for handling & storage of classified training materials?
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OPNAVINST 5510.1 series
Security Awareness Page |
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What are the Volumes and their titles in NAVEDTRA 131?
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1. Vol I (developers guide)
2. Vol II (Sample Docs) 3. Vol III (Managers Guide) 4. Vol I(supplemental support manual) |
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What are the Pre, post, & core stages involved in material development following PPP based curriculum development method?
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planning
stage I(PPP/Training Path Systems) stage II (TCCD) stage III Curriculum Material) stage IV (Pilot Course) Stage V ("Red Line" smooth) evaluation |
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What are the contents of a training project plan?
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1. cover page.
2. toc 3. justification 4. impact 5. course data page 6. safety 7. curriculum method reccomended 8. milestones 9. required resources. |
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Define Personnel Performance Profile (PPP).
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1. listing of knowledge & skills required to operate and maintain equipment or perform task or function
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What are the most critical elements of curriculum development per NAVEDTRA 131?
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1. Personnel performance profiles (PPP)
-poor PPP's lead to poor curriculum |
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Discuss the products of the Training Path System (TPS) stage 1.
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1. Training Objective Statement (TOS) - Describes the skills and knowledge to be learned for a specific group.
2. Training Level Assignments (TLA) - Lists specific PPP items to be taught, where the will be taught, and the degree of training. Table Assignment Matrix (TAM) - Summarizes the training requirements. Training Path Chart (TPC) - Shows complete training path for learner. |
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What are the contents of preliminary TCCD training course control document? (stage 2)
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OAC
(Objective Assignment Chart) RRL (Resource Requirements List) COI (Curriculum Outline of Instruction) |
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What are the elements of a lesson plan?
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1. Front Matter
2. Parts - (PPP) 3. Resource Requirements List |
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What are the TOS codes for both knowledge and skill?
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1. Knowledge
F - Familiarization T - Theory 2. Skill -Background skill -task/function skill -operation -preventative maintenance -corrective maintenance -maintenance |
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What the 3 task sets?
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1. coordinate
2. direct 3. perform |
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What are the types of courses listed in a TPC?
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1. background training
2. replacement training 3. conversion training 4. advanced training 5. onboard training |
COBRA
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When should job sheet development begin?
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after completion of TOS's & TLA's
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Explain how Course Learning Objectives (CLOs) are developed.
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Selecting the appropriate, already prepared course learning objective model statements.
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How are part numbers determined?
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1. From the PPP table number
-without interruption (S0/136) -2 or more split parts S0136/1-1st usage S0136/2-2nd usage -more than 1 PPP is covered in the part(this part contains information from PPP tables (A00074,B0076,S0136,S0137) |
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What are eight ways to sequence a course?
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1. job performance
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 |
jobs are chronologically criticaly simple compared to relationships and principles combined.
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What is contained in a resource requirements list?
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1. Texts
2. References 3. Equipment |
TRE
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What is contained in the final Training Course Control Document (TCCD)?
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1. Front matter
2. Curriculum outline of instruction. 3. annexes |
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What annexes are associated with final training course control document?
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RRL - Resource Requirements List
OAC - Objective Assignment Chart |
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Describe the "A", "C", and "F" type of instruction.
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A - Basic knowledge and skills
C- Advanced skill, knowledge, aptitude and qualification training. F - Individual skill or rating training. |
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Describe the instructor certification process in your training command.
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1. instructor INDOC
2. Practice 3. SAT Evals on 3 separate presentations. |
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Discuss "attrition" and contrast its meaning in both operations and training.
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Loss to the Navy.
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Discuss the Academic Review Board (ARB) process.
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-Course avg. falls below min.
-unable to achieve objectives after counseling/re-testing -performance is below expected academic progress -failure to achieve objectives after a setback on those objectives. |
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Discuss test failure policies and associated grading criteria within your learning.
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Retest student on entire or portion of test they failed.
Grade assigned will be minimum passing grade. |
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Who determines what curriculum development model will be used for curriculum modifications within your learning environment.
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CCA - Course Control Authority
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Who is responsible for maintaining a course audit trail?
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CISO - Maintains master record
Curriculum Maintenance Personnel maintain audit trail. |
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Describe the evaluation of instructors in laboratory, classroom, and facilitated environments.
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Provide feedback and continuosly improve the instructor.
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Discuss the student critique program within your learning environment.
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Valuable tool for identifying training and quality of life issues.
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Discuss the importance of Formal Course Reviews (FCRs) and audit trails.
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Excellent source of internal feedback.
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Discuss Kirkpatrick's four levels of evaluation.
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1. Measure reaction
2. Measure learning 3. Performance change evaluation 4. Measures the impact on the organization that results from learners. |
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Discuss the elements of a testing program within your learning environment
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1. Test admin materials
2. Test plan 3. Test notices 4. Test item cross-reference chart. 5. Test admin data. 6. Test inoperability |
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Discuss the purpose of the Learning Content Management System (LCMS)
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Provides for creation, storage, reuse, mgmt, and delivery of learning content.
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Discuss the purpose of the Learning Management System (LMS)
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Software program developed to manage student/teacher admin functions.
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Discuss the Course Supervisor, Student Control, and Facilitator roles associated with the Learning Management System (LMS)
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Course Supervisor - Help facilitators and learners progress.
Student Control - First person to interact with learner. Facilitator - Help learners make progress through courses. |
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What type of courses are considered "High Risk?"
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Training which could harm students, instructors or bystanders.
(Aircrew, BUDS etc...) |
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What section of CNETINST 1500.20 lists High-Risk Courses?
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1. Enclosure 1
-NAVEDTRACOM High Risk Training courses |
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What is a DOR and the procedures for conducting one.
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Drop On Request
Student requests in writing what reason for DOR. Submit request to training or DIVO. Remove student from training. |
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What is a TTO and when would you use it?
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Training Time Out.
Safety procedure to stop training to address emergency issue. |
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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?
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Tool to safely handle emergency situations.
Quarterly Annual Full exercise. |
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How often are safety stand downs required?
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At least annually or after an incident.
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Describe the four Quadrants of the Human Performance System Model (HPSM)
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Quadrant 1 - Breaks down jobs and tasks
Quadrant 2 - Evaluate requirements. Quadrant 3 - Select appropriate interventions Quadrant 4 - Execute and evaluation. |
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In Quadrant 1 of the HPSM who must validate all individual unit and group job/task.
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Fleet commanders
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Describe the Navy's new Learning Model that integrates technology and human performance into a complete package.
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NCOM builds on established SCORM principles and facilitates the inplementation of SCORM.
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Who performs most of the functions in Quadrant 2 and coordinates the activites of Quadrant 3 in the Human Performance System Model (HPSM)
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Government Program Manager
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Discuss the fundamentals of the Science of Learning
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Tailored instruction is more effective.
Builds confidence Build learner self awareness |
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Describe the four major methods of learning in the Navy Learning Model
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Reference based learning
Computer based learning Collaborative learning Instructor lead learning |
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Define the following terms commonly used by the Human Performance Proffesionals
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Change Management - Convergence of two fields of thought
Competencies - Knowledge, skills and abilities (KSA) Performance gap - Demand for quality Navy manpower is increasing while the supply of available experience is declining. Intervention Oppotunities - Can include traditional classroom instuction, E-Learning, Job performance and aids. KSAT - Measure of Effectivness (MOE) - Define human requirements. Measure of Performance (MOP) - Same as measure of effectivness. |
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Discuss the human performance improvement process
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Recommended approach to applying the practice of human performance technology.
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Define knowledge management
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Integration of people and processes
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Explain tacit and explicit knowledge
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Gathered through experience
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Define a community of practice and interest
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Network of people that shares information and knowledge, learn from each other.
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Describe the benefits of a community of practice
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Improves performace thorugh increased effectivness, productivity, quality and innovation
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Describe two ways to capture/share corporate knowlege.
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Story telling, conduct interviews.
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Explain the relationship between Knowledge Management and Information Technology.
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Info tech is a tool
Knowledge resides within a person |
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Define the following terms commonly used by Knowledge Management Proffesionals
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Knowledge Share - Exhanged among people.
Knowledge Transfer - Transfer to one orginization from another Business Rules - Describe operations, definitions and constraints. Best Practices - Assert that there is a technique that is more effective Metrics - Standard units of measure, effectivness and efficiency of an org. |
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One of NETPDTC's functions in Personnel Qualification Standards (PQS) is to publish an annual list of what type of information.
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A list of PQS available to the fleet and current model managers.
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What is the function of PQS
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Ensure personnel have the required competency before performing special duties.
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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.
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Letter certifying completion of appropriate items by number shall be forwarded to students duty station.
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what is the general rule for handling classified student notes?
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collected from students prior to graduation
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What is done with school notes that are not re-usable?
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they are destroyed
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Are there any exceptions to "no forwarding" policy?
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notes may be forwarded to command.
not the individual |
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