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MF BOARD PART 2 > MF BOARD PART 2 > Flashcards

MF BOARD PART 2 Flashcards

1
Q

105.1 Discuss the purpose of Occupational Standards (OCCSTDS).

A

A statements of the minimum skills required of Navy enlisted ratings

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2
Q

Explain each role as it pertains to OCCSTDS:

Resource Sponsors

A

Review and approve the TTA (Training Task Analysis) report.

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3
Q

What role does Naval Education and Training Professional Development and Technology Center (NETPDTC) serve to the PQS program

A

NETPDTC maintains and ensures PQS availability to the fleet as directed by the NETC PQS manager.

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4
Q

Explain the function of PQS?

A

Qualification system for officers and enlisted personnel where certification of a minimum level of competency is required prior to qualifying to perform specific duties.

A PQS is a compilation of
the minimum knowledge and skills that an individual must demonstrate in order to qualify to
stand watches or perform other specific routine duties necessary for the safety, security or
proper operation of a ship, aircraft or support system. The objective of PQS is to standardize
and facilitate these qualifications.

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5
Q

Explain the process for an individual qualified on a PQS, and the PQS is superseded by a revision, what happens to the individuals qualification and what must that individual do with the revised PQS?
A

A

Once a person is qualified on a PQS, the qualification remains. One of two things happens, a new PQS is taken and all signatures of the superseded PQS are transferred or

the superseded
PQS remains and the additional line items are signed and kept with the superseded PQS

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6
Q

State the roles and responsibilities of the following for the JDTA process implementation and execution:

A

NETC,
NETC7
LCCO,
LCDOT,
LCLSO,
LC JDTA Coordinator,
Stakeholders.

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7
Q

NETC

A

policy and guidance to JDTA process

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8
Q

NETC N7

A

provide oversight of policy and guidance

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9
Q

LCCO

A

Learning center commanding officer

Server as the CCA.
Ensures compliance with NETC
Policy and guidance

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10
Q

LCDOT

A

Learning center director of training

Provides JDTA
oversight and guidance.
Aprroves releases
of JDTA messages

Assigns coordinator and facilitator; reviews and forward reports

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11
Q

LCLSO

A

guidance and assistance, reviews messages and reports.

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12
Q

LC JDTA Coordinator

A

Learning center ( job duty task analysis)

-drafts announcements,
agenda and
completion messages.

oversees, liaisons, maintains documents, and inputs
documention into NKO CoP

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13
Q

Stakeholders

A

Provides technical documentation and participates

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14
Q

State the roles and responsibilities of the requirement sponsor prior to and after the completion of a JDTA.

A

Provides SME prior to and reviews and approves report following JDTA

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15
Q

List the internal triggers to perform a JDTA.

A

Revision to OCCSTDs,
Rating Merger,
New or revised NEC

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16
Q

Explain the triggers that may cause a targeted JDTA.

A

A targeted JDTA
focuses on specific work areas
within an occupation, used to address new work requirements resulting from the 8 triggers

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17
Q

Explain where the non-selected for formal training E-4 and below Occupational Standards are to be trained

A

Other Training environments to incude:

On board
On job
Proficiency

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18
Q

Explain the documentation of the FEA as detailed on the FEA template.

A
  • requesting authority
  • requesting command
  • start and end dates
  • reasons
  • documents from existing course
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19
Q

Explain the approval process of the finalized FEA.

A

send the FEA approval request to the requirement sponsor
- receive the requirement sponsor approval
- attach both documents to the FEA

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20
Q

Business Case Analysis (BCA).

A

structured methodology to facilitate its decision-making process

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21
Q

risk assessment in decision making BCA

A

understanding of the risks related to the initiative and how risks vary
by viable alternative.

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22
Q

BCA FINAL STAGES

A

Conclusions and recommendations

overall evaluation of the
alternatives in terms of impact

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23
Q

BCA FINAL STAGES

A

Review and approval

Clearly presents the reader with whom and how the business case has been resolved and
approved

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24
Q

BCA FINAL STAGES

A

those approving the business case understand the resources they must allocate

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25
Q

PURPOSE Training Project Plan (TPP)

A

all training and training support elements
required to provide trained
personnel to operate and maintain systems

Plan of Actions and Milestones (POA&M)

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26
Q

contents of a TPP

A

Curriculum Control Authority (CCA) TPP endorsement letter
Cover page
Course data
Justification
Safety Risks and Hazardous materials
Curriculum development method
Resource requirements
Compensation
Milestones

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27
Q

Plan Phase OF TASK BASED CURRICULUM

A

blueprint for the development of a new course

CCA approves the TPP.

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28
Q

required of a skill and knowledge learning objective

A

Knowledge
Performance

Skill: performance action verb
Knowledge: action verb, minimum qualifiers, so that the statement makes sense

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29
Q

Implementation Phase

A

pilot course

CCA’s Letter of Promulgation

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30
Q

Personnel Performance Profile (PPP)

A

Based curriculum development method seven stages

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31
Q

PPP
PLANNING

A

resources requirement

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32
Q

PPP
STAGE ONE

A

determining job tasks

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33
Q

PPP
STAGE THREE

A

produces the instructional materials

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34
Q

Training Objective Statement (TOS) codes

A

TO/(S)—Skill (Background)
TO/(J)—Skill (Task/Function)
O—Operation
P—Preventive Maintenance
C—Corrective Maintenance
M—Maintenance

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35
Q

The letter TOS Codes for knowledge are

A

F—Familiarization
T—Theory

36
Q

converting PPP based curriculum to Task
based curriculum

A

where training only needs to be knowledge/task based

37
Q

Discuss the three variations of a course hierarchy ILE

A

Instructor-led training, interactive multimedia instruction, and blended.

38
Q

Discuss the outcome of the Instructional Media Design Package (IMDP)
during the design phase.

A

Describes how the course will achieve the intended learning.

39
Q

Purpose of testing program?

A

ensure a quality testing process is implemented to effectively assess the trainee’s
achievement of learning objectives.

40
Q

NETC Role
A

A

Testing policy and guidance

41
Q

NETC N7
A

A

Testing policy and guidance oversight

42
Q

Learning Center Commanding Officer

A

-Serves as CCA
-incorporates TYCOM test banks

NAVIFOR

43
Q

Learning Center Director of Training

A

testing program(s) are conducted, oversees development of testing plan

44
Q

Learning Center Learning Standards Officer

A

A
Provides guidance to curriculum developers

Total Quality Indicators (TQI)

test item analysis

Approves KTAGs and PTAGs. ( Knowledge and Performance

45
Q

Course Curriculum Model Manager (CCMM)

A

Approves test design, maintains master test item bank.

46
Q

Curriculum developer
A

A

Designs and develops the testing plan, admin guides, and the tests.

47
Q

Learning Site Commanding Officer/Officer-in-charge

A

Implements testing plan, designates Testing Officer(s), designates the course supervisor.

48
Q

Learning Site Testing Officer

A

oversees grading, secures tests, maintains test bank(s),

49
Q

Course Supervisor

A

Ensures, monitors, and validates admin, security, and test item analysis.

50
Q

List usable course source data to be used when the primary course source data is
not available

A

Occupational Standards (OCCSTDs), CTTL, PPP
Table, and a COI.

51
Q

five categories for performance and knowledge tests.

A

Pre-test
Progress
Comprehensive Test
Oral Test
Quiz

52
Q

piloting a test.

A

Review by SMEs, piloting
by CCMM and forwarded to LSO for approval,testing trainees who are in the end stages (test
results not to count), surveying trainee test results, using test item analysis and survey to
improve the test instrument.

53
Q

USE TEST INSTRUMENT AS THEY RELATE TO KNOWLEGE AND PERFORMANCE TEST

A

JOB SHEET
PROBLEM SHEET
ASSIGMENT SHEET

54
Q

two types of testing methods

A

A
Criterion-Referenced Test: level of skill or knowledge is met.

Norm-Referenced: Estimates individual skill or knowledge

55
Q

ten sections of a testing plan

A

Course Data
Course Roles and Responsibilities
Course Waivers

56
Q

remediation program

A

program’s primary goal is to motivate

second goal of
remediation is to remove barriers to learning

57
Q

following sections of a remediation program

A

Retest
Setback
Drop from training and attrites
Counseling

Academic Review Boards (ARBs):will be convened when other means of academic counseling, remediation, and an initial
academic setback have failed

58
Q

instructional media materials (IMM)

A

instructional material that present a body information and largely self-supporting rather than supplementary in the teaching learning process

59
Q

minimum Lesson Plan

A

Front Matter.
Lesson Topics

60
Q

Course Training Task List (CTTL)

KSATR

A

A
lists the duties and tasks for a given course

Knowledge, Skills, Abilities, Tools, and Resources (KSATR)

61
Q

purpose of testing

A

primary tool for determining trainee attainment of the TOs/EOs

62
Q

pilot a course

A

serves to validate a Curriculum and its Supporting Materials

63
Q

triggers for developing, revising, or canceling a course

A

-Addition of a new training course
-Revision to a training 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
-Transfer of a training course between
-Addition or deletion of a training course (Course Data
Processing (CDP))

64
Q

abbreviations

A

LP lesson plan
TO terminal objective
EO enabling Objective
DP discussion point

65
Q

classified training
materials.

A

classified material only when absolutely necessary

66
Q

Training Course Control Document
(TCCD)?

A

-Front Matter
-Curriculum Outline of Instruction
-Annexes

67
Q

esource Requirements List (RRL)?

A

materials, facilities, manpower and funding

68
Q

does Naval Training Systems Requirements,
Acquisition, and Management
provide?

A

planning, determining, and documenting manpower, personnel, and
training (MPT)

69
Q

document is prepared for traceability

A

Navy Training System Plan (NTSP).

70
Q

Q
Acquisition Categories (ACAT

A

ACAT I through ACAT IV.

71
Q

five gates/thresholds for NTSP submitta

A

Six years prior to training system initial operational capability (IOC) if military construction
(MILCON) is required.

Three years prior to OC if a major defense acquisition program or a major system (ACAT I or II)
training device (TD) research, development, test, and evaluation (RDT&E) is required

Three years prior to IOC for a major defense acquisition program or for major system follow-on
TDs.

Prior to initial operational test and evaluation (IOT&E)

Three months prior to IOC for rapid acquisition programs such as NDI, COTS, RDC, AAP, and JUON programs

72
Q

Impaired Training and Education Report (ITER)

A

reporting conditions that may reduce the ability to train and/or
educate personnel

73
Q

ITER categories

A

A
Initial
Update
COR

74
Q

five examples of MTO

A

-A command has a quota for a student who does not report command does not provide a replacement

-A command cancels a granted quota in four or fewer working days prior to a course’s convening without providing a replacement.

-A student does not meet course prerequisites.

-A student is absent from the course of instruction to the extent that he/she cannot obtain credit for the course.

-A student cannot obtain credit for the course of instruction due to the command recall of the student.

75
Q

responsibility to report MTO

A

tsc/tsd WILL SUBMIT MTO reports via naval message

76
Q

Casualty Reporting (CASREP

A

A
esigned to support the Chief of Naval Operations (CNO)
and fleet commanders in the management of assigned forces.

alerts the
Naval Safety Center for incidents which are crucial in mishap prevention

77
Q

AIM ensures training materials are developed and
revised per prescribed specifications and guidelines.

A

Provides automated conformance to standards

78
Q

Authoring Instructional Materials (AIM)?

A

AIM II

Task based curriculum development

AIM I
PPP based curriculum

79
Q

Content Planning Module (CPM).

A

application to documen
t and
map Navy Job Duty
Task Analysis (JDTA)

80
Q

four primary areas of cpm

A

Home Area: personalized user list of Events, Messages, Assignments

JDTA Area: document and view JDTA data here

Projects Area: is for users to design ILE content projects, Learning Objectives are
developed here along with their associated Lessons and Sections

Reports: can run a variety of reports

81
Q

Discuss and describe the forms of training methods ILE supports.

A

IFC
- Instructor Led training
- Facilitated training
- Computer Based Training

82
Q

Describe the training received through Navy E-Learning within ILE

A

Course of instruction can be formal, informal, GMT, NMT or prerequisite training that is web based.

83
Q

Discuss Government Content Acceptance Testing (GCAT).

A

Process of SMEs to test a course to ensure functionality prior to it becoming active.

84
Q

Q
Explain the functionality of:
(a) Cetarsii Menu.

A

allows users to view form 51 of course, data entry for a course in CeTARS.

85
Q

Explain what a Training Officer or Sailors can do in ENTRS.

A

View and request seats in designated Navy Schools.

MF BOARD PART 2 (2 decks)

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