Rtc Great Lakes Mts

Front 1

WHAT IS THE FIVE STEP PROCESS FOR ORM?

Back 1

IDENTIFYING HAZARDS
ASSSESSING HAZARDS
MAKING RISK DECISIONS
IMPLEMENTING CONTROLS
SUPERVISING

Hint 1

I
A
M
I
S

Front 2

Define identifing hazards?

Back 2

A hazard is any condition that has a negative impact on a mission that can cause injury, death, or property damage.

Front 3

How do you assess hazards?

Back 3

Determine the degree of risk in terms of severity.

Front 4

How do you make risk decisions?

Back 4

By identifying control options and determining the effects of the hazard and making a decision about the hazard.

Front 5

How do you implement controls?

Back 5

Clearly comunicate a plan to involve personnel and accountability to ensure support.

Front 6

Define supervision.

Back 6

Monitor the effectiveness of risk for a task and form a proper plan of action.

Front 7

Define "high risk" course.

Back 7

Describe a condition where a high chance of severity is likely and may involve a dangerous situation.

Front 8

Discuss what type of course are considered "High Risk".

Back 8

Known or unknown condition or state where an elevated probability of loss or an increased level of severity is likely or imminent.

Front 9

Discuss the difference between these types of courses:

Voluntary

Back 9

Voluntary: Training in which a Sailor has voluntary enrolled and has the ability to Drop On Request and return to his/heroriginal rating.

Front 10

Discuss what Drop on Request "DOR" is and the procedures for conducting one.

Back 10

When a student in a voluntary high-risk training course desires to quit or "DOR" the student need only make such intentions known. The student will be removed from the training area.

Front 11

Discuss what Training Time Out "TTO" is and the procedures for conducting one.

Back 11

In any situation when students or instructors express concern for personal safety or a need to clarify procedures or requirements, they shall call a "TTO".

Front 12

Discuss the purpose of the Emergency Action Plan (EAP) and how often must it be reviewed for accuracy of information.

Back 12

A plan to be implemented immediately upon the event of a mishap to aid involved persons and to control and/or safegaurd the scene.

Front 13

Discuss periodic requirements for safety stand-downs.

Back 13

At a minimal, anually.

Front 14

Training Safety Officer

Back 14

Safety and Occupational Health, and High Risk Trainging Safety Program Manual Pg 9-12 and Appendix A

Front 15

Discuss the importance of heat/cold stress, monitoring, and control in a training enviornment.

Back 15

The importance is based upon prior conditioning, activity level of the training to ensure Sailors are prepared to participate in the activity and mitigate potential loss of life.

Front 16

State the purpose of the Navy Training System.

Back 16

To ensure a systematic approach for determining what to train and how best to accomplish the training.

Front 17

Define the most essential, single link in the training.

Back 17

The Instructor.

Front 18

Discuss the difference between these types of courses:

Involuntary

Back 18

Involuntary: Training in which a Sailor is enrolled through the accession training or follow-on specialty skill school. DOR applies.

Front 19

What are the 3 qualities of efficient and effective instructor.

Back 19

Knowledge

Ability

Personality

Hint 19

K

A

P

Front 20

Instructors responsibilities to the students.

Back 20

Mentorship effective teaching and to set a good example.

Front 21

Instructors responsibility to safety.

Back 21

Instructors a role model and puts safety paramount at all times.

Front 22

Instructors responsibility is security.

Back 22

Aware of all requirements for teaching and stowage of all classified materials.

Front 23

Instructors responsibility to curriculum.

Back 23

Verify that all training materials is up to date.

Front 24

What are the four priniciples the John Kellers model of motivational periods?

Back 24

ATTENTION: keeping students attention is an important first step.
RELEVENCE: what they are learning to what they will be doing on the job.
CONFIDENCE:build confidence.
SATISFACTION: feeling good.

Hint 24

C
A
R
S

Front 25

What are the key principles of motivation theory in a training situation?

Back 25

Needs and drives
Attitudes
Achievements
Values
Intrests
Incentives

Hint 25

I
N
A
A
V
I

Front 26

What is the ultimate goal of instruction?

Back 26

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

Front 27

What are the six laws of learning?

Back 27

Law of readiness
Law of exercise
Law of effect
Law of primacy
Law of intensity
Law of recency

Hint 27

R
E
P
I
R
E

Front 28

What is the Law of Readiness?

Back 28

States that people can only learn when people are mentally and physically ready

Front 29

What is the Law of Exercise?

Back 29

States that practice makes perfect

Front 30

What is the Law of Effect?

Back 30

States that reaction of the learner is effected by the feeling of satisfaction, pleasantness, or reward.

Front 31

What is the Law of Primacy?

Back 31

States that what is taught first lasts longest.

Front 32

What is the Law of Intensity?

Back 32

States that if expirence is real then a change in learning is far more likely to occur.

Front 33

What is the Law of Recency?

Back 33

States that the last thing you learn will be the best remembered.

Front 34

What are they five ways of learning?

Back 34

Imitation
Trial and Error
Association
Insight
Transfer

Hint 34

I
T
A
I
T

Front 35

How does motivation affect student learning?

Back 35

Motivation often determines whether or not a student achieves course objectives.

Front 36

What are the types of sensory learners?

Back 36

Visual
Auditory
Kinesthetic

Front 37

What are the four basic learning styles?

Back 37

Concrete
Active
Reflective
Abstract

Hint 37

C
A
R
A

Front 38

What are the barriers to effective communication?

Back 38

Lack of Common Core Experience
Overuse of Abstractionisms
Fear
Environmental Factors

Front 39

What is the purpose of effective communication process?

Back 39

To send a message. Opinion or information through speech, writing, nonverbal ques, signs, or images.

Front 40

Six factors in considering planning instructional delivery.

Back 40

Articulation
Grammar
Rate of Speech
Pauses
Inflection
Force (of delivery)

Hint 40

A
F
G
R
I
P

Front 41

What are the four purposes of oral questioning?

Back 41

Focus
Arouses
Stimulates
Drills

Hint 41

F
A
D
S

Front 42

What are the characteristics of a good oral question?

Back 42

Clarity of Meaning
Level of Instruction
Use of Interrogative

Front 43

What are the types of oral questions?

Back 43

Multiple
Yes/No
Canvassing
Leading
Intrest arousing
Factual Questions
Thought Provoking

Front 44

What is the five step questioning technique?

Back 44

Ask
Pause
Pick
Listen
Emphasize

Hint 44

A
P
P
L
E

Front 45

What are the different instructional methods?

Back 45

Lecture
Lecture with Audiovisuals
Lesson
Demonstration
Role-Playing
Team Dimensional Training
Gaming and Simulation

Front 46

What are the three parts of a learning objective?

Back 46

Behavior
Condition
Standards

Front 47

What are the two methods of testing?

Back 47

Knowledge
Performance

Front 48

What are the five learning levels that a knowledge test may test?

Back 48

Recognition
Recall
Comprehension
Application
Analysis / Evaluation

Front 49

What are the different types of performance tests?

Back 49

Product
Process
Combination

Front 50

What are the primary matierals used in presenting instructions?

Back 50

Lesson Plan
Instruction Sheets
Instructural Media Material (IMM)
Visual Media Material (VMM)

Front 51

What is OPNAV responsibility to training?

Back 51

Provide Policy,