Term
| What is a Voluntary Course? |
|
Definition
| Training in which a Sailor has voluntary enrolled and has the ability to DOR and return to his/her rating |
|
|
Term
| What is an Involuntary Course |
|
Definition
| Training in which a Sailor is enrolled through the accension training or follow-on specialty skills school. |
|
|
Term
| Discuss what "DOR" is and the procedures for conducting one. |
|
Definition
| When a student is in a voluntary, high risk training course and desires to quit, he only needs to make the intentions known. They will be removed from the area, and a written summary of actions taken and entered in their service record. Command also keeps a copy of the summary. |
|
|
Term
| What type of courses are considered Hish Risk? |
|
Definition
| All basic or advanced, individual or collective training in an environment which exposes the crew, staff, students and/or assets to the potential risks of death, permanent disability, or loss during training. |
|
|
Term
| What is a "TTO" and what it is used for? |
|
Definition
Training Time Out -
In any situation when students or instructors express concern for personal safety or need to clarify procedures or requirements. |
|
|
Term
| What is the "EAP" and what is it used for? |
|
Definition
| Emergency Action Plan - Its an intenral plan to be implemented immediately upon a mishap to aid involved persons and to control or safeguard a scene. It its conducted quarterly walkthroughs and performed annually. |
|
|
Term
| What are the periodic requirements for Safety Stand Downs? |
|
Definition
| At a minimum, commands shall conduct one safety stand down per year. Additional may be warranted at the discretion of the CO. |
|
|
Term
| Special Course Indicator Code |
|
Definition
| Formal high-risk training that is designated as "voluntary" per the resource and curriculum control authority must be identified with a code of "A" or "D" in CETARs as voluntary. |
|
|
Term
|
Definition
| Core Unique Instructor Training - it is designed to prepare the instructor to teach in a high risk course. It includes all the itme s of high- risk, which require special attention. |
|
|
Term
| Discuss the importance of heat/cold stress, monitoring and control in a training environment. |
|
Definition
| To ensure Sailors are prepared to participated in the activity and mitigate the potential loss of life. |
|
|
Term
What is the purpose of the Navy Training System?
|
|
Definition
| to ensure a systematic approach for determining what to train and how to best accomplish that training. Visualize Navy training as a system with three elements : Preparation to train, delivery of training, and evaluation of training. |
|
|
Term
| Define the most essential, single link in the training chain. |
|
Definition
| The Intructor - they must simplify the learning process for students of caried backgrounds and experiences in a complex training system. |
|
|
Term
State and discuss the three qualities of an efficient and effective instuctor.
|
|
Definition
KNOWLEDGE: Be throughly familiar with the subject matter being taught.
ABILITY: Professional ability, and leadership skills planning, organzing, optumizing resources and delegating authority to monitor progress and results.
PERSONALITY: Gain the respect of the students by displaying a professional attitude towards everyone. |
|
|
Term
Discuss the Instructor's Responsibility to curriculum
|
|
Definition
| They should know the difference between changes and revisions and how they affect the course. A change is minor, pen and ink, where a revision requires TPP, CCA approval. They should know what the surveillance process is and why it is important in the course. |
|
|
Term
| What are the four principles of John Keller's model of motivational theory. |
|
Definition
Attention - Gain their attention
Relevance - using something to connect the material
Confidence - Make them feel confident in what they are doing.
Satisfaction - Feeling good about the experience often serves as its own motivator. |
|
|
Term
|
Definition
|
|
Term
| What are the key principles of applying motivation theory in a training situation. |
|
Definition
Needs and Drives - make them want it
Attitudes - consists of feelings for or against
Achievements - is a strong desire to make goals
Values - use a technique which fits into their values
Interests - If a students loses interests everything is lossed
Incentives - rewards stimulate motivation |
|
|
Term
What is the ultimate goal of instruction?
|
|
Definition
| To cause studnets to remain motivated beyond the intructor's influence and apply what they have learned on the job and in other areas of their lives. |
|
|
Term
| Whatare the Six Laws of Learning? |
|
Definition
Law of Readiness
Law of Exercise
Law of Effect
Law of Primacy
Law of Intensity
Law of Recency |
|
|
Term
| What is the Law of Readiness |
|
Definition
| It states that people can only learn when they are physically and mentally read. |
|
|
Term
| What is the Law of Exercise? |
|
Definition
| The Law of Exercise stresses that practice makes permanent and perfect (when taught correctly). |
|
|
Term
|
Definition
| involves the emotional reaction of the learner. Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process. |
|
|
Term
| What is the Law of Primacy? |
|
Definition
| This law states that the first instructional event often creates a strong, almost unshakeable, impression on the learner. |
|
|
Term
| What is the Law of Intensity? |
|
Definition
| The Law of Intensity states that if the stimulus (experience) is real, a change in behavior (learning) is far more likely to occur. |
|
|
Term
| What is the Law of Recency? |
|
Definition
| All things being equal, the things learned last will be best remembered. |
|
|
Term
| What are the five ways of learning? |
|
Definition
Imitation
Trial and Error
Association - comaring old with new
Insight - understanding more than meets the eye
Transfer- apply past experiences in new situations |
|
|
Term
| How does motivation affects student learning? |
|
Definition
| It often determines whether or not a student achieves course objectives. Motivation often brings more impact that scholastic ability. |
|
|
Term
| What are the different types of sensory learners. |
|
Definition
Visual Learner
Auditory Leaner
Kinesthetic Learner |
|
|
Term
| That are the four basic learning styles |
|
Definition
Concrete Learners
Active Leaners
Reflective Leaners
Abstract Learners |
|
|
Term
| What is a Concrete Leaner? |
|
Definition
| Prefer an experienced based approach to learning. They rely heavily on their own feelings and personal judgements. |
|
|
Term
| What is an Active Learner? |
|
Definition
| Prefore to lean by becoming involved with the subject and taking an active step by step approach. They learn best from small group discussions, structured exervises, and problem solving approaches. A trial and error way of learning appeals to them. |
|
|
Term
What is a Reflective Leaner?
|
|
Definition
| They like ot observe and reflect before drawing conclusions. They learn best from lectures, films and reading. |
|
|
Term
| What is an Abstract Leaner? |
|
Definition
| They prefer a theorybased, analytical approach to learning. They learn best from lectures by experts, theoretical reading, case studies, and activities that require solitary thinking. |
|
|
Term
| What are the barriers to effective communication? |
|
Definition
Lack of Common Core Experience
Overuse of Aabstractionisms
Fear
Environmental Factors |
|
|
Term
| State and discuss the purpose of an effective communication process. |
|
Definition
| Communication is the exchange of thought, opinions, and information through speech, writing, nonverbal cues, signs, and images. The process consists of a Sender, Meddage, Delivery Vehicle and Receiver. |
|
|
Term
| What are the six factors that must be considered in planning insturctional delivery. |
|
Definition
Articulation
Grammar
Rate of Speech
Pauses
Inflection
Force (of delivery) |
|
|
Term
| State and discuss the importance of body movement as an important part of successful communication. |
|
Definition
| Body movement reinforces, emphasizes, and clarifies verbally expressed ideas. |
|
|
Term
State and discuss the four purposes of oral questioning.
|
|
Definition
Focuses attention
Arouses interest in subject matter
Drills students on subject matter
Stimulates students to think |
|
|
Term
| What are the characteristics of a good oral question. |
|
Definition
Clarity of Meaning
Level of Instruction
Use of an interrogative |
|
|
Term
| What is the Five-step questioning technique? |
|
Definition
Ask
Pause
Pick
Listen
Emphasize |
|
|
Term
| What are the different instructional methods |
|
Definition
Lectures
Lecture with Audiovisuals
Lessons
Demonstrations
Role-Playing
Team Dimensional Training
Graming and Simulation |
|
|
Term
| What are the three parts of a learning objective? |
|
Definition
Behavior
Condition
Standard |
|
|
Term
| What are the two methods of testing? |
|
Definition
|
|
Term
What are the five learning levels a knowledge test item may test.
|
|
Definition
Recognition
Recall
Comprehension
Application
Analysis/Evaluation |
|
|
Term
| Discuss the different types of performance tests? |
|
Definition
Product - comparing to examples
Process - follwing procedures steps
Combination |
|
|
Term
| What are the primary materials used in presenting intruction? |
|
Definition
Lesson Plan
Instruction Sheets (see below)
Instructional Media Material
OJPAID
Outline, Job, Problem, Assignment, Information, and Diagram |
|
|
Term
|
Definition
| Equal Employment Opportunity |
|
|
Term
| What is the responsibility of OPNAV? |
|
Definition
| to provide policy for implementing and supporting the navy Strategic Goals regarding Human Resources, Education and Training. |
|
|
Term
| What is the responsibility for NETC? |
|
Definition
| ito meet goals in the area of Leadership, Navy Military Training, Instruction, Quality of Life, Infrastructure, Equal Opportunity, Curriculum, and Technology |
|
|
Term
| What is the responsibilities of the Learning Centers |
|
Definition
| to monitor the quality of the curriculum instruction, and evalutation functions. |
|
|
Term
| What is the responsibility of the Learning Standards Officer |
|
Definition
| To perform functions in support of the LC CO, LC DET/LS CO/OIC to ensure quality training. |
|
|
Term
| What is the responsibility of the Course Curriculum Model Manager |
|
Definition
| to develop, revise, and matinain a course of instruction. |
|
|
Term
What is the responsibility for the Participating Activity?
|
|
Definition
| to provide assisstance to CCMM training activity to develop, revise, modidy maintain and review training material when requested. |
|
|
Term
What does CANTRAC stand for and what is it?
|
|
Definition
Catalog of Navy Training
a module which include publication of general information on all training activities and course descriptions. |
|
|
Term
| What does CeTARS stand for, and what is it? |
|
Definition
Corporate Enterprise and Training Resource Activity System
is an automated information system designed to manage and support the navy training effort. |
|
|
Term
| What does CIN stand for and what is it. |
|
Definition
Course Identification Number
is a unique number identifying a formation Navy course. |
|
|
Term
| What does CDP stand for and what is it? |
|
Definition
Course Data Processing
its a code assigned uniquely identify each course of instruction and its location. |
|
|
Term
| Who is reponsible for ensuring accuracy of data within CeTARS? |
|
Definition
|
|
Term
| What is the relationship between CANTRAC and CeTARS? |
|
Definition
| data populated in CeTARS automatically updates and feeds CANTRAC for course information. |
|
|
Term
What is an "A, C, and F" type of instruction
|
|
Definition
A - provides basic knowledge and skills
C - Provide advanced specialized skills
F - Provides individual functional skills required by Fleet for TYPE Commander. |
|
|
Term
| What does PEVT stand for and what is it? |
|
Definition
Person Event Code
it indicates student status in CeTARS. |
|
|
Term
| When may an Academic Review Board may be convened? |
|
Definition
| when all other means of academic counseling, remediation, and an initial academic setback have failed to improve student performance. |
|
|
Term
| Describe the Academic Review Board process |
|
Definition
| Find out the source of the problem, determine whether they are able or willing to complete training, and make reccomendations of the findings |
|
|
Term
| Who is responsible for maintaining a Master Record Audit Train and what does it contain? |
|
Definition
CCMM.
it contains a summary of major events impacting the course. |
|
|
Term
What does FCR stand for and what is it?
|
|
Definition
Formal Course Review
its designed to provide a check of the different elements contained in a course and serves as an excellent source of internal feedback |
|
|
Term
What are the required periodicities for conducting FCRs
|
|
Definition
| annual, biennial, or triennial cycle as determined by the CCA. In no case shall the formal course review cycle exceed three years. |
|
|
Term
| What does HPRR Stand for? |
|
Definition
| Human Performance Requirement Review |
|
|
Term
| What is the purpose of HPRR? |
|
Definition
| to revalidate individual training requirements and or identify new training requirement as they apply to rate, grade, community, course, systems config, or fleet operating procedures. |
|
|
Term
| What is the periodicity of conducting a HPRR? |
|
Definition
| within 36 months, unless an event occurs requiring more frequency. |
|
|
Term
| What are the four triggers to conduct a HPRR? |
|
Definition
Requests by Requirement Sponsor
Fleet Feedback
Course Surveillance
CCA Directed |
|
|
Term
| Explain the correlation of a FCR and the HPRR process. |
|
Definition
| FCR is focused on the schoolhouse versus the Center and serves to validate the HPTT effort and ensure the schoolhouse course managers and stakeholders are properly executing the training requirements and correctly utilizing the systems that have gone throught the HPRR process. |
|
|
Term
| Explaing the process for findings for submission during a FCR |
|
Definition
| Review team publishes the findings and establishes timelines for corrective actions. |
|
|
Term
| Discuss the purpose of Training Requirement Identification and Resource Sponsor Commitment |
|
Definition
| NETC requires a commitment from the resource sponsor that the requirement is valid and resources will be programmed an sustained. No training requirements will be executed by NETC without a written commitment from the resource sponsor to fund the requirement. |
|
|
Term
| What are the 3 forms of acceptables actions from a Resource Sponsor identifying the commitment of resources to a valid training requirement. |
|
Definition
Naval Message
Command Letterhead letter
Digitally signed email |
|
|
Term
| What does OCCSTDS stand for? |
|
Definition
|
|
Term
| What is the purpose of OCCSTDS? |
|
Definition
| statements of the minimum skills required of Navy enlisted ratings as established by primary sponsors |
|
|
Term
| List the primary basis for which OCCSTDS are used. |
|
Definition
| OCCSTDS are the basis for implenting and supporting actions for manning, distribution, training, and advancement |
|
|
Term
| Explain where the remaining E4 and below OCCSTDS that are not selected to be taught in "A" school, should be taught. |
|
Definition
| In orhter training environments (such as, but not limited to, individual and unit on-board training, on the job training, proficiency training, etc.) |
|
|
Term
| What does JDTA stand for? |
|
Definition
|
|
Term
| What is the purpose of the JDTA? |
|
Definition
| to establish a repeatable and defendable job analysis process of developing or revising training content development or revision in order to satisfy fleet training requirements. It is the first step in the Course Development and Revision E2E process. |
|
|
Term
| State the roles and responsibilities of the requirement sponsor prior to and after the completion of a JDTA. |
|
Definition
| Provides SME prior to and during JDTA; and reviews and approves the JDTA report afterwards. |
|
|
Term
| What are the external triggers to perform a JDTA? |
|
Definition
NTSP Revision
ORM Assessment
Fleet performance assessment
Direct Fleet input
HPRR |
|
|
Term
| What are the internal triggers to perform a JDTA? |
|
Definition
Revision to Enlisted Occupational Standards
Rating Merger
Establishment or Revision of a NEC |
|
|
Term
|
Definition
is performed on specific portions with a course. CCA directs a JDTA when:
Insufficient course data exists to support a HPRR
A mishap occurs during training that requires immediate action.
As directed by higher authority. |
|
|
Term
| Explain the triggers that may cause a targeted JDTA. |
|
Definition
| A targeted JDTA encompasses a specific work area within an occupation. It can be used to address new work requirements. |
|
|
Term
| Explain the hierachial structure of work |
|
Definition
Occupation - Family of Jobs with a common set of skills.
Job - Duties and Tasks in an occupation
Duty - Set of related tasks
Task - Behavior, Condition, Sstandard, ORM, Delivery, KSATR
Sub Task - Major part of a task
step - major part of a Sub Task |
|
|
Term
| When is the completino report message due for a JDTA? |
|
Definition
| within 30 days of conclusion |
|
|
Term
| What happens after a JDTA? |
|
Definition
| Collect output date, CCA presents JDTA report to requirement Sponsor for validation. |
|
|
Term
|
Definition
|
|
Term
| What is the purpose of a FEA |
|
Definition
| To establish a defendable and repeatable process to determine the best training and media delivery methods to satisfy training requirements that exist from a new training requirement, or indentifying a traing gap in an existing course. |
|
|
Term
|
Definition
| Typically performed after the JDTA has been conducted |
|
|
Term
| What are the triggers of a FEA? |
|
Definition
Revision to a Fleet Requirement
Revisition to an enlisted OCCSTDS
A new system not addressed in the Aquisition Process
Fleet Feedback
Formal Course Review
Establishment/Disestablishment or Revision of a NEC
Rating Merger
As directed by the CCA
HPRR |
|
|
Term
| Explain the documentation of the FEA as detailed on the FEA template. |
|
Definition
| Requesting Authority, Requesting Command, Start and End Dates, Reason, documents from existing course (CTTL/PPP/TCCD/JDTA). New Training Requirements, Gaps in Training, FEA of Existing Course Materials, FEA of Training Delivery Methods, FEA of Recmmendations Information, FEA Output Statement Information. |
|
|
Term
| Who determines what curriculum development model will be used for curriculum modifications withing your learning environment? |
|
Definition
| Curriculum Control Authority. |
|
|
Term
| Explain the approval process of the finalized FEA. |
|
Definition
| Prior to routing the FEA to the CCA, for approval, send the FEA Approval Request to the Requirements Sponsor, and receive the Requirements Sponsor Approval for concurrence and attach both documents to the FEA. |
|
|
Term
|
Definition
|
|
Term
| What is the purpose of a BCA. |
|
Definition
| a structured methodology to facilitate its decision-making process. It is a continuous process form conception of an alternative or solution to implementation. |
|
|
Term
| Explain the purpose of the executive summary of a BCA. |
|
Definition
| To provide a concise summary of the key highlights of the business case. The reader should be able to understand what the project is about, the role of the project in the department's plan/direction, and the business justification of the project as well as how it will improve the overall efficiency and/or effectiveness of the government. |
|
|
Term
| Describe how strategic alignment is important in a BCA? |
|
Definition
| It provides the reader with an understanding of how the initiative aligns with the overall business plan of the Navy and how it may impact other initiatives. |
|
|
Term
| Explain what analysis of alternatives does. |
|
Definition
| Provides the reader with an outline of the realm of possibilities that are available to address the problem or opportunity. Secondly, it provides the reader with rationale to why some have been eliminated as viable alternatives. |
|
|
Term
| Discuss risk assessment in decision makinf of a BCA. |
|
Definition
| Provides the reader with an understanding of the risks related to the initiative and how risks vary by viable alternative. Must be performed as a component of the BCA. |
|
|
Term
| Explain how cost benefit impacts a BCA? |
|
Definition
| Insures teh reader can easily understand and compare the initial and on-going expenditures to the expected financial and non-financial benefits for each viable alternative. |
|
|
Term
| What are the final stages of a BCA? |
|
Definition
Conclusions and Recommendations
Implementation Strategy
Review and Approval |
|
|
Term
|
Definition
|
|
Term
| What is the purpose of a TPP |
|
Definition
| describes all training and training support elements required to provide trained personnel to operate and maintain systems or equipments, or perform tasks and functions. |
|
|
Term
| Who has initial approval authority of a TPP? |
|
Definition
|
|
Term
| Who approves implementation of a TPP Submiteed to NETC per triggered event with zero sum gain. |
|
Definition
| NETC N7 approves TPP implemtations not requiring offsets |
|
|
Term
| Who approves implentation of a TPP submitted to NETC requiring additional resources or offsets. |
|
Definition
| OPNAV approves TPP implementation requiring offsets. |
|
|
Term
| Describe the web application SERENA |
|
Definition
| SERENA is a web-based application which allows Learning nCenteres to upload, maintain, and Manage TPPs. |
|
|
Term
| Describe the type of TPPs housed in SERENA |
|
Definition
| All Leaning Center TPPs, new, revised, modified, and deactiviated. |
|
|
Term
| Explain how TPPs are identified and maintained in SERENA |
|
Definition
| TPPs are not serialized by the Learning Center. Each TPP is serialized by number with the first available number in the system. However TPPs are separated by leaning Center for ease of retrieval |
|
|
Term
| Discuss how TPP is developped in PLan Phase of Task-Based Curriculum development. |
|
Definition
| Used as a blueprint for the development of a new course or revision of an existing course. CCA approves the TPP. |
|
|
Term
| Discuss the items developed in Analyze Phase. |
|
Definition
| You will examine and analyze all available documents/data in order to determine what is necessary to do a job. The duties, task, and/or skills that you select for training will be organized in a Course Training Task List. The CTTL is the output of the Analyze Phase and is the building block of the new/revised course. |
|
|
Term
| Discuss the items developed in Design Phase |
|
Definition
| The TCCD is a collection of porudcts that expressed the content, structure, and essential management information for a course. The TCCD consists of the following items: Front Matter, Curriculum Outline of Instruction, and Annexes. |
|
|
Term
| Describe what is required of a Skill and knowledge learning objective. |
|
Definition
| Objectives will be either skills or knowledge. Both isolate the "action" portion with Skills consisting of a performance action verb, and Knowlege consisting of an action verb, the object of that action and the minimum qualifiers, so that the statement makes sense. |
|
|
Term
| Discuss the items developed in Develop Phase |
|
Definition
Lesson Plan
Trainee Guide
Test Items
Instructional Media Materia |
|
|
Term
| Discuss the purpose of the Implentation Phase. |
|
Definition
| Resolve any discrepancies identified in the pilot course and implement the course by issuance of the CCA's Letter of Promulgation |
|
|
Term
| Discuss the purpose of the Evaluate Phase. |
|
Definition
| Internal assessment of training methods, materials, and external feedback of performance of graduates in the fleet. |
|
|
Term
| What are the 7 stages involed in developing materials following the Personnel Performance Profile - Based curriculum development method. |
|
Definition
Planning
Stage One
Stage Two
Stage Three
Stage Four
Stage Five
Evaluation |
|
|
Term
| What is the Planning Stage involving materials following the PPP. |
|
Definition
| identifies resources requirement and the sequence of events in the development process. |
|
|
Term
| What is the Stage Two involving materials following the PPP. |
|
Definition
| determines the skills and knowlege which must be taught and produces the course learning objectives and an instructional sequence. |
|
|
Term
| What is the Stage One involving materials following the PPP. |
|
Definition
| consists of determining job tasks, supporting skills and knowledge, and level of performance. |
|
|
Term
| What is the Stage Three involving materials following the PPP. |
|
Definition
| Produces the instructional materials for the instructor and the trainee. |
|
|
Term
| What is the Stage Four involving materials following the PPP. |
|
Definition
| begins when the CCA has approved a course for pilot and ends with submittal of the Pilot Course Monitoring Report. |
|
|
Term
| What is the Stage Five involving materials following the PPP. |
|
Definition
| Begins after incorporation of the results of the pilot course ("red line") into smooth curriculum and management materials, and ends with the CCA's Letter of Promulgation that approves the material for use in support of Navy training. |
|
|
Term
| What is the Evaluation Stage involving materials following the PPP. |
|
Definition
| is the surveillance, evaluation, change, and revision of the training materials based on assessment of the training materials and the performance of the graduates in the fleet. |
|
|
Term
| What does TOS stand for and what is it? |
|
Definition
Training Objective Statements
describe the skills and knowledge to be learned by the individual |
|
|
Term
| What does TLA stand for and what is it. |
|
Definition
Training Level Assignments
list specific PPP lines items to be taught, the training environment where each will be taught, and the level of training to be provided to each PPP line item. |
|
|
Term
| What does TAM stand for and what is it. |
|
Definition
Table Assignment Matrix
summarizes the training requirements for PPP Tables listed on the Training Path Chart. |
|
|
Term
| What does TPC stand for and what is it. |
|
Definition
Training Path Chart
graphically shows a complete training path for a category of people by listing courses in the path, and PPP Tables covered by each. |
|
|
Term
| What are the triggers and process for converting PPP based curriculum to Task based curriculum? |
|
Definition
| Revision or outdated system in a course where training only needs to be knowledge/task based. |
|
|
Term
|
Definition
| Intergrated Learning Environment |
|
|
Term
| What three types of training materials provided by the ILE. |
|
Definition
Instructor led Training
Interactive Multimedia Instruction
Blended |
|
|
Term
| Discuss the seven phases utilized to develop a course within the ILE. |
|
Definition
| Planning, analysis, design,development, inplementation, evaluation, and life-cycle maintenance. |
|
|
Term
| Discuss the outcome of the Instructional media Design Package during the design phase. |
|
Definition
| Detail and demonstrate the design intent for each module and lesson within a course and to describe how the course will achieve the intended learning. |
|
|
Term
| Discuss the three variations of a course hierarchy which can be developed within the ILE. |
|
Definition
Instructor Led Training
IMI Modiele NeL-LMS delivered
ILT Lesson IMI Modile NeL-LMS delivered |
|
|
Term
| Discuss the purpose of IMM. |
|
Definition
| IMM that present a body of information and are largely self-supporting rather than supplementary in teh teaching-learning process. |
|
|
Term
| List the minimum Sections of a Lesson Plan |
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Definition
Front Matter
Lesson Topics |
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Term
| List the minimum sections of a Trainee Guide |
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Definition
Front Matter
Instruction Sheets |
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Term
| What does CTTL stand for? |
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Definition
| Course Training Task List |
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Term
| What is the purpose of the CTTL |
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Definition
| to list the duties and task for a given course, sources for the duties and task, and associated Knowledge, Skills, Abilities, Tools, and Resources. Its used to develop learning objectives during the Design Phase. |
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Term
| Discuss what a CTTL gives the curriculum developer. |
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Definition
| CTTL is the building block of the course and will be used to develop the learning objectives and all other course materials. Provides a list of Duties and Tasks to be trained in a course. |
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Term
| State the purpose of Testing |
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Definition
| Test are the primary tool for determining trainee attainment of the TOs/EOs and, therefore his/her relative success in the course. |
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Term
| Explain the purpose to a pilot of a course. |
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Definition
| A pilot serves to validate a Curriculum and its Supporting Materials. |
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Term
| List and discuss the triggers, for developing, revising, or canceling a course. |
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Definition
Addition of a new training course
Revision to a trianing course that changes the instructional strategy or delivery method.
Revision to a training course that changes course length
Revision to a training course which increases resource requirements
Deletion of a training course
Transfwe of a training course between CCAs
Addition or deletion of a training course (CDP) |
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Term
| State the difference between the Course Mission Statement and a Terminal Objective |
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Definition
Course Mission provides the who, what job, degree of qualification, the wehre and conditions for that training.
Terminal Objectives is developed from one or more duties listed on the CTTL and is a learning objective that the trainee will accomplish. |
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Term
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Definition
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Term
| What does DDA pages Stand for |
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Definition
| Discussion - Demonstration - Activity Pages. |
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Term
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Definition
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Term
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Definition
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Term
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Definition
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Term
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Definition
| Related Instructor Activity |
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Term
| What does IMM/VI stand for |
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Definition
| Instructional Media Material/ Visual Information. |
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Term
| Disscuss where to find the procedures for handling and storing classified training materials |
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Definition
| Used only when necesar. Review OPNAVINST 5510.1 Series to ensure compliance. |
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Term
| What documents are containted in the final Training Course Control Document |
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Definition
Front Matter
Curriculum Outline of Instruction
Annexes |
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Term
| What annexes are included in the Final Training Course Conrol Deocument |
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Definition
Resource Requirements
Time allocations
Other Items |
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Term
| What is contained in a Resource Requirements List |
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Definition
| a composite listing of all materials, facilities, manpower and funding needed to conduct a training course. |
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Term
| State the purpose of a testing program |
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Definition
| To ensure a quality testing process is omplemented to effectively assess the trainee's achievement of learning objectives. |
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Term
| Who ensures testing programs are conducted, and oversee development of testing plans |
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Definition
| Learning Center Director of Training |
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Term
| Who provides guidance to curriculum developers on testing, monitors Total Quality indicators, and test item analysis and remediation prorams? |
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Definition
| Learning Center Learning Standards Officer |
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Term
| Who approves test design, and maintains master test item bank. |
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Definition
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Term
| Who designs and developes the testing plans, admin guides, and the tests. |
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Definition
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Term
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Definition
| Test is graded and is used in the calculation of the trainee's final grade. |
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Term
| What is an Informal test. |
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Definition
| May or may not be graded - regardless, the grade will not be used in the calculation of the trainee's final grade. |
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Term
| What are the 3 levels of proficiency contained for Skills Test |
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Definition
Imitation
Repetition
Habit |
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Term
| What are the 3 levels of proficiency contained with Knowledge Tests |
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Definition
Knowledge/Comprehension
Application/Analysis
Synthesis/Evaluation |
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Term
| List the 5 categories for performance and knowledge tests. |
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Definition
Pre-Test- for Validation of Material
Progress - Test Blocks of instruction
Comprehensive-Within Course or Final Exam
Oral- a board; assess comprehension
Quiz - Short test to assess recently learned material. |
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Term
| Discuss the process of piloting a test. |
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Definition
| It's a review process to assess test reliability and validity and make corrective adjustments before actually colleting data from the target population. |
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Term
| What is a Job Sheet used for. |
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Definition
| directs the traininees in the step-by-step performance of a practical task they will encounter in their job assignment. |
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Term
| What is a Problem Sheet used for. |
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Definition
| present practical problems requiring analysis and decision making similar to those encountered on the job. |
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Term
| What is an Assignment Sheet used for. |
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Definition
| designed to direct the study or homework efforts of trainees |
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Term
| Whare ate the two types of testing methods used in testing? |
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Definition
Criterion Referenced Test: Assesses whether required level of skill or knowledge is met.
Norm Referenced: Estimates individual skill or knowledge in relation to a group norm. |
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Term
| Discuss Test failure policies an associated grading criteria within your learning environment. |
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Definition
| Test (if failed), Re-train, Re-test. If passed, the highest score the student can receive is an 80%. |
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Term
| What are the 10 Sections of a testing plan? |
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Definition
Course Data
Course Roles and responsibilities
Course Waivers
Test Development
Test Administration
Course Tests and Test Types
Grading Criteria
Remediation
Test and Test Item Analysis
Documentation |
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Term
| State the purpose of test and test item analysis |
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Definition
| To determine statistical validity, test and test item analysis techniques are required. |
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Term
| In a remediation program, discuss what the primary and secondary goal is. |
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Definition
Primary goal is to motivate and assist trainees in achieving the critical learning objectives of a course.
Secondary goal is to remove barriers of learning. |
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Term
| What are the three methods of remediation available to instructors? |
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Definition
Targeted
Scalable
Iterative |
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Term
What is Targeted remediation
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Definition
| involves limited one on one mentorship or SME engagement of the objective(s) area that the trainee is having trouble with, using text and or lab material. |
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Term
| What is Scalable Remediation |
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Definition
| involves one on one mentorship or SME engagement of each major objective area that the trainee is having problems with, using a total recall approach using one ofr a combination of: text, lab material, flashcards, menor questions and answer sessions. |
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Term
| What is Iteractive Remedation. |
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Definition
| remediation that uses a total recall approach. Trainee must complete a minimum of 20 questions per each objective area with a minimum score of 80% and/or complete two practive exercises per each objective area. |
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Term
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Definition
| When the trainee does not achieve a minimum score. The retest may cover the portion of the test that trainee had difficulty with or the entire test. |
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Term
| Drop from training and attrites |
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Definition
| Every effort will be made to help trainees succeed. However somtimes the trainee is unsuited, unable or unwilling to complete the course. |
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Term
| Where are PQSs maintained and available for fleet use |
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Definition
| NKO, in the Navy PQS portal. |
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Term
| Explain the function of a PQS |
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Definition
| Qualification system for officer and enlisted personnel where certification of a minimum level of competency is required prior to qualifying to perform specific duties. |
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Term
| What is the difference between a PQS and JQR. |
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Definition
PQS is qualification requirements among multiple platforms.
JQR is a doc mirrors a PQS. It does not have a NAVEDTRA number, and is only used for single platforms. |
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Term
| What is the primary purpose of NRTC? |
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Definition
| A self-study package designed to help a student acquire Navy professional or military knowledge in preparation for an advancement exam |
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Term
| What impact does a NRTC have in the rating exam process |
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Definition
| NRTCs are source documents for fhich the Advancement Examination Development Conference obtain rating exam questions. |
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Term
Identify the location where NRTCs are maintain and available for fleet use
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Definition
| on the Non Resident Training Course website |
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Term
| Who is the Contrating Office Represenative |
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Definition
| liaison between the Learning Center and the contractor representative to ensure delivery of agreed product. |
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Term
| What is a Statement of Work |
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Definition
| the vehicle which outlines the requirement for both the Learning Center and the contractor developing the NRTC (like a work order). |
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Term
| What is the Naval Logistics Library |
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Definition
| is the central point at which all NRTCs are assigned Stock Numbers and tracked in the Navy Supply System. |
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Term
| What is Defense Automated Printing System |
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Definition
| DAPS links with NETPDTC and NLL and provides the customer the document ordered |
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Term
NRTCs are assigned points, for whom are these points calculated and how does it benefit these personnel
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Definition
| points are primarily for reservists, reservists receive points which are used towards retirement as well as evaluations. |
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Term
| What document is prepared for traceability in support of new and or modernized Naval capabilities |
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Definition
| Traceability will be articulated in the form of a Navy Training System Plan |
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Term
| What is the purpose of a Navy Training System Plan |
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Definition
| to communicate manpower, personnel, and training gaps and needs in support of new acquisition and or modernization programs. |
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Term
| How many Acquisition Categories does the NTSP provess govern? |
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Definition
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Term
| State the purpose of Impaired Training and Education Report Policy and Reporting Procedures |
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Definition
| To establish the process for reporting conditions that may reduce the ability to train and or educate personnel and to seek assistance from their chain of command when necesary |
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Term
| List the N codes within NETC that the Learning Center shall address |
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Definition
N1 - Total Force Manpower
N4 - Facilities and Logistics
N6 - Chief Information Officer
N7 - Learning and Development
N8 - Resources, Requirements, and Assessments |
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Term
| What does ITER stand for? |
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Definition
| Impaired Training and Education Report |
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Term
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Definition
| A situation that currently exists which cancels or stops training/education entirely or degrades NEC-producing training to the point that the NEC cannot be awarded |
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Term
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Definition
| A situation that may result in delated or cancelled classes, failure to instruct critical learning objectives, degradation in the ability to meet scheduled throughput or quality of instruction if appropriate action not taken. |
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Term
What are the 6 ITER Types
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Definition
Personnel
Equipment
Facilities
Curricula
Ammunition
Correction |
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Term
| What are the 3 ITER Categories |
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Definition
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Term
| What is a Missed Training Opportunity |
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Definition
| the loss of a course quota by a command. |
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Term
| Who has the responsibility to report a MTO? |
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Definition
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Term
| How often is the MTO data gathered and in what format is this data sent. |
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Definition
| Weekly MTO report, via Navy Message |
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Term
| What is a Casualty Report |
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Definition
| Reports of statuses of significant equipment malfunctions which may result in the degradation of a unit's readiness. |
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Term
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Definition
| identifies, to an appropiate level of detail, the status of the casualty and parts and/or assistance requirements |
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Term
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Definition
| contains information similar to that submitted in the INITIAL CASREP and/or submits changes to previously submitted information. |
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Term
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Definition
| is submitted when equipment, which has been the subject of casualty reporting, is repaired and back in operational condition. |
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Term
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Definition
| is submitted upcon commencement of an overhaul or other scheduled availability period when equipment, which has been the subject of casualty reporting, is scheduled to be repaired. |
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Term
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Definition
| Authoring Intructional Materials |
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Term
| What is the purpose of AIM? |
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Definition
| AIM is a computer based training materials authoring tool developed by the Navy |
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Term
| Identify the approach AIm utilizesto develop and maintain training materials |
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Definition
| Integrated, performance-based design, development, and matintenance of both ILT and self-paced learning content. |
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Term
| How does AIM ensure that training materials are developed nad revised per prescribed specification and guidelines |
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Definition
| Provides authomated conformance to standards resulting in efficient, cost effective development and maintenance of learning content. |
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Term
| Which AIM tool supports Task Based curriculum development |
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Definition
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Term
| Which AIM tool supports the PPP based curriculum |
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Definition
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Term
|
Definition
|
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Term
| What is the purpose of CPM |
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Definition
| is an application to document and map Navy JDTA data to Navy learning content. |
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Term
| Name the four primary areas within CPM |
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Definition
Home Area
JDTA Area
Projects Area
Reports |
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Term
|
Definition
| Integrated Learning Environment |
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Term
| what are the 3 forms of training methods ILE supports |
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Definition
Instructor-led
Facilitated
Computer Based |
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Term
| Discuss what Navy E-Learning provides to its customers |
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Definition
| provides education and training anytime, anywhere in the world. |
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Term
| Describe the training received through navy E-Learning within the ILE |
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Definition
| Course instruction can be formal, informal, GMT, NMT or pre-requisite training in an web based on-line environment |
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Term
| What is the Government Content Acceptance Testing |
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Definition
| the process of SMEs wihiin the NeL testing a course to ensure the functionality of the course prior to the course becoming active. |
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Term
| Explain the functionality of CeTARSii Menu |
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Definition
| Allows the user to view form 51 of course. The data entry for a course in CeTARS. |
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Term
| What is the functionality of CeTARS Monitor |
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Definition
Allows user to
Course Overview
Student Activity
Auality Assurance
Metrics |
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Term
| Explain what a Training Officer or Sailor can do in ENTRS |
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Definition
| provides the means for Fleet activities to view and request seats in designated Navy schools. |
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