MILITARY TRAINING SPECIALIST Flashcards
1
Q
What is the OPNAVINST that governs ORM?
A
3500.39
2
Q
What are the steps of the ORM process and explain what happens during each step?
A
IDENTIFY HAZARDS: analyze the mission, list the hazards, and determine the hazard root cause.
ASSESS HAZARD: Severity, probability, complete risk assessment, risk assessment pitfalls.
MAKE RISK DECISION: identify control options determine control effects, make risk decisions.
IMPLEMENT CONTROLS: clearly communicated- Supervised- ,monitor the effectiveness of risk controls, determine the need of further assessment, capture lessons learned.
SUPERVISE.
3
Q
What are live examples of high risk course at RTC and why is it considered “High Risk”?
A
Combat Pool
Weapons live fire
BST-21
4
Q
What makes a course voluntary/ involuntary?
A
VOLUNTARY: is which a Sailor can and return to their original rate.
INVOLUNTARY: is when a Sailor is enrolled thru accession training or follow on specialty skills schools.
5
Q
Which kind of course have a DOR option? What happens when DOR is requested?
A
SEAL, SWCC, EOD
When a DOR is requested the student will immediately and expeditiously be removed from the training area. A written summary of action taken is entered into the students service record and a copy is maintained in the commands permanent record.
6
Q
What happens when a TTO is called?
A
Training will immediately cease until the situation or condition is returned to a safe state.
7
Q
What are the minimum requirements for an EAP? Why is an EAP important and what are the priorities?
A
PRIMARY AND ALTERNATE COMMUNICATIONS
TELEPHONE NUMBERS
RADIO CHANNELS
CALL SIGNS
LOCATION OF EMERGENCY RESPONSE PERSONNEL
LOCATIONS OF EMERGENCY EQUIPMENT
EQUIPMENT SHUTDOWN PROCEDURES
MUSTER SITE AND METHOD TO MAINTAIN CONTROL OF THE SCENE
NON AFFECTED PERSONNEL
ALL IMMEDIATE EMERGENCY PROCEDURES
CONDUCT QUARTERLY AND EXERCISE ANNUALLY.
8
Q
Ability to openly discuss safety stand down.
A
COMMANDS SHALL CONDUCT ONE STANDDOWN PER YEAR AT A MINIMUM OR AS DIRECTED BY CO.
9
Q
Ability to discuss all items of high risk instructor.
A
MISHAP REPORTING
SITE AUGMENT PLANS- TRAINING SITUATION
SPECIAL COURSE INDICATOR CODE- (D- SCHOOLS) (A HIGH RISK EVOLUTIONS)
CORE UNIQUE INSTRUCTOR TRAINING- (SETS YOU UP TO TEACH HIGH RISK COURSES)
INSTRUCTOR SCREENING PROCESS
EVALUATION PROCESS-(CLASSROOM OR LAB)
TRAINING SAFETY OFFICER.
10
Q
Ability to discuss why the condition of the training environment is important.
A
ENSURE SAILORS ARE PREPARED TO PARTICIPATE IN THE ACTIVITY AND MITIGATE POTENTIAL LOSS OF LIFE. MAKE SURE FOR RECRUITS TO TRAIN.
11
Q
What is the purpose of the Navy Training System?
A
TO ENSURE A SYSTEMATIC APPROACH FOR DETERMINING WHAT TO TRAIN AND HOW TO BEST ACCOMPLISH THAT TRAINING, WHAT TO TRAIN AND HOW TO TRAIN.
12
Q
What role does the instructor program play in training and why?
A
THE INSTRUCTOR IS THE MOST ESSENTIAL LINK IN THE TRAINING CHAIN. THEY HAVE TO SIMPLIFY THE LEARNING PROCESS FOR STUDENTS OF VARIOUS BACKGROUNDS AND EXPERIENCES IN A COMPLEX TRAINING SYSTEM.
13
Q
What are the qualities of an effective instructor? Explain all.
A
KNOWLEDGE: SHOW YOUR PEER GROUP U KNOW WHAT YOUR TALKING ABOUT.
ABILITY: SHOW THAT YOU ARE ABLE TO CONDUCT WHAT YOU ARE TALKING ABOUT.
PERSONALITY: RESPECT YOURSELF AND PRESENT YOURSELF WELL.
14
Q
What are the responsibilities of an instructor and explain them?
A
RESPONSIBILITY TO THE STUDENTS FREE OF FRATERNIZATION, FREE OF SEXUAL HARASSMENT FREE OF DIVERSITY. IS THE ROOM SETUP COMFORTABLY?
RESPONSIBILITY TO TRAINING SAFETY - SAFETY IS PARAMOUNT AT ALL TIME.
RESPONSIBILITY TO SECURITY 5510.1
RESPONSIBILITY TO CURRICULUM TEACH LATEST AND GREATEST.
15
Q
What are the 4 motivational theory principles?
A
ATTENTION: SEA STORIES
RELEVANCE: MAKE SURE RELEVANT TO WHAT YOU’RE TEACHING
CONFIDENCE: KNOW WHAT YOU’RE TALKING ABOUT
SATISFACTION: FEEL GOOD AND REWARDING
16
Q
What is the ultimate goal of the instructor?
A
TO CAUSE STUDENTS TO REMAIN MOTIVATED BEYOND THE INSTRUCTORS INFLUENCE AND APPLY WHAT THEY HAVE LEARNED ON THE JOB AND IN OTHER AREAS OF THEIR LIVES.
17
Q
What are the 6 laws of learning?
A
LAW OF READINESS
LAW OF EXERCISE
LAW OF EFFECT
LAW OF PRIMACY
LAW OF INTENSITY
LAW OF RECENCY
18
Q
LIST AND GIVE EXAMPLES OF 5 WAYS OF LEARNING.
A
IMITATION- MONKEY SEE MONKEY DO
TRIAL AND ERROR
ASSOCIATION- TRAINING BY DOING THINGS THAT YOU ALREADY KNOW.
INSIGHT- BIG PICTURE
TRANSFER- “HOW WE USED TO DO IT”.
19
Q
List and explain the different types of sensory learners.
A
VISUAL LEARNER- BY WATCHING 75% ARE VISUAL LEARNERS.’
AUDITORY LEARNER- BY HEARING
KINESTHETIC LEARNER- HANDS ON
20
Q
List and explain the 4 types of basic learning and the result of when they are combined. (CARA)
A
CONCRETE LEARNERS- EXPERIENCE, BE IN THE GAME- 20%
ACTIVE LEARNERS-SOMETHING THAT THEY’RE INVOLVED IN.
REFLECTIVE LEARNERS- WATCH AND DO
ABSTRACT LEARNERS- SEA ON HOW TO UNDERSTAND 20 PERCENT
21
Q
Define what a Barrier to effective communication is and give 4 examples. (LOFE)
A
LACK OF COMMON CORE EXPERIENCE- SURFACE WARFARE AND AIR WARFARE
OVER USE OF ABSTRACTIONISMS- EXAMPLE AFTER EXAMPLE
FEAR- BEING SCARED
ENVIRONMENTAL FACTORS- T5OO HOT OR TOO COLD TOO CROWDED
22
Q
What is the process of effective communication?
A
PROCESS CONSISTS OF A SENDER , A MESSAGE , A DELIVERY VEHICLE, AND A RECEIVER.
23
Q
Explain why listening is the most important communication skill.
A
AN ACTIVE PROCESS OF HEARING AND UNDERSTANDING, WHICH DEMANDS CONCENTRATION AND ATTENTION.
24
Q
What are the 6 factors of instructional delivery?
A
(GIFRAP)
GRAMMAR
INFLECTION
FORCE OF DELIVERY
RATEOF SPEECH
ARTICULATION
PAUSES
25
Why is body movement important to communication?
IT REINFORCES, EMPHASIZES, AND CLARIFIES VERBALLY EXPRESSED IDEAS.
26
What is the 4 parts that make up the purpose of oral questioning ?
FOCUSES ATTENTION
AROUSES INTEREST
DRILLS STUDENTS ON SUBJECT
STIMULATES STUDENTS TO THINK
27
What are the characteristics of a good oral question?
CLARITY OF MEANING
LEVEL OF INSTRUCTION
USE OF AN INTERROGATIVE
28
Why do we use different types of oral questioning and what are they?
YES/NO
CANVASSING
LEADING
INTEREST AROUSING
FACTUAL QUESTION
THOUGHT PROVOKING
29
What does the acronym APPLE stand for?
ASK
PAUSE
PICK
LISTEN
EMPHASIZE
30
What are the instructional methods?
LECTURE
LECTURE WITH AUDIOVISUALS
LESSON
DEMONSTRATION
ROLE-PLAYING
TEAM DIMENSIONAL TRAINING
GAMING AND SIMULATION
31
Listrand explain all parts f a LO.
BEHAVIOR- WHAT THE STUDENT WILL BE ABLE TO DO AS A RESULT OF LEARNING EXPERIENCE.
CONDITION- AIDING AND LIMITING FACTORS IMPOSED UPON THE STUDENT IN SATISFYING THE PERFORMANCE REQUIREMENTS OF THE OBJECTIVE.
STANDARD- WHAT DEGREE OF PROFICIENCY WILL BE REQUIRED TO PERFORM THE BEHAVIOR 100% IF NOT STATED IN THE TLO.
32
What are the 2 methods of testing?
KNOWLEDGE- MEASURE THE ACHIEVEMENT OF OBJECTIVES THROUGH THE USE OF TEST ITEMS.
PERFORMANCE- SKILL ACQUISITION BY HAVING THE STUDENT DEMONSTRATE SPECIFIC BEHAVIORS.
33
What are the 5 learning levels of a knowledge test.
RECOGNITION- RECOGNIZE THE CORRECT ANSWER.
RECALL-
COMPREHENSION- PICKING UP WHAT IM PUTTING DOWN.
APPLICATION-
ANALYSIS-
34
Define “high-risk” course
A known or unknown condition or state where an elevated probability of loss or an increased level of severity is likely or imminent.
35
Discuss what type of courses are considered “ high-risk”.
1. FIREFIGHTING
2. FREEDOM HALL
3. LIVE FIRE
4. POOL
36
Discuss the difference between these types of courses. VOLUNTARY:
INVOLUNTARY:
VOLUNTARY: Has the ability to drop request.
INVOLUNTARY: Training in which a Sailor is enrolled through the accession training or follow-on specialty skills school.
37
What is DROP ON REQUEST “DOR”, and the procedures for conducting.
Student makes intentions known and will be immediately and expeditiously removed from the training area . A written summary of action taken is entered in the student’s service record and a copy is maintained in the command’s permanent records.
38
Discuss what Training Time Out “TTO” is and the procedures for conducting one.
Any situation when students or instructors express concern for personal safety or a need to clarify procedures or requirements, they shall call a “TTO.” Training will immediately cease until the situation or condition is returned to a safe state. Then and only then will training resume.
39
Discuss the purpose of the Emergency Action Plan (EAP) and how often must it be reviewed for accuracy of information. Identify the periodic requirements for fully exercising the EAP. How often is it to be fully exercised?
Conduct quarterly procedural walk-through(s) and fully exercise and validate emergency action plans (EAPs) annually.
40
Discuss periodic requirements for safety stand-downs.
One per year or CO discretion.
41
Discuss the following as it pertains to “high-risk” instructor.
a. Mishap reporting
b. Site Augment Plans
Report and record all training related mishaps and injuries WES II.
CCA Develop back up plan.
42
What is the Special Course Indicator Code?
Voluntary Training. code of “A” or “D”
43
Core Unique Instructor Training
NETCINST 5100.1(series), Safety and Occupational Health, and High Risk Training Safety Program Manual Enclosure (1) Pg 9-10
44
Instructor Screening Process are made up of what 4 parts?
1. Service Record Screen.
2. Physical Requirements.
3. Medical Officer Interview, Record Review, and Questionnaire.
4. CO’s Interview.
45
Evaluation Process consists of what?
Assessed in classroom and laboratory or field settings on a recurrent basis.
46
Training Safety Officer
Present at all high risk courses.
47
Discuss the importance of heat/cold stress, monitoring, and control in a training environment.
Mitigate potential loss of life.
48
State the purpose of the Navy Training System.
Determining what to train and how best to accomplish that training.
49
Define the most essential, single link in the training chain.
The instructor.
50
State and discuss the three qualities of an efficient and effective instructor.
KNOWLEDGE, ABILITY, PERSONALITY
51
Discuss the Instructor's responsibilities in terms of ?
a. Responsibility to students
Students, Safety, Security and Curriculum.
52
List and discuss the four principles of John Keller’s model of motivational theory.
Confidence
Attention
Relevance
Satisfaction
53
List and discuss the key principles of applying motivation theory in a training situation.
Needs and Drives:
Attitudes
Achievements
Values
Interests
Incentives
54
State the ultimate goal of instruction.
Cause students to remain motivated beyond the instructor’s
55
State and discuss the six laws of learning.
LAW OF READINESS
LAW OF EXERCISE
LAW OF EFFECT
LAW OF PRIMACY
LAW OF INTENSITY
LAW OF RECENCY
56
State and discuss five ways of learning.
Imitation
Trial and error
Association
Insight
Transfer
57
Discuss how motivation affects student learning.
Often determines whether or not a student achieves course objectives.
58
State and discuss the types of sensory learners.
Visual Learner
Auditory Learner
Kinesthetic Learner
59
State and discuss the four basic learning styles.
Concrete learners
Active Learners
Reflective Learners
Abstract Learners
60
Discuss the barriers to effective communication.
Lack of common core experience Overuse of abstractionisms
Fear
Environmental Factors
61
State and discuss the purpose of an effective communication process.
Sender, a message, a delivery vehicle, and a receiver.
62
Discuss the importance of listening communication skills.
Active process of hearing and understanding, which demands concentration and attention.
63
Describe six factors that must be considered in planning instructional delivery.
Grammar
Inflection
Force (of delivery)
Rate of Speech
Articulation
Pauses
64
State and discuss the importance of body movement as an important part of successful communication.
Helps reinforce and emphasizes what you are trying to say.
65
State and discuss the four purposes of oral questioning.
Focuses Arouses Drills Stimulates
66
State and discuss the characteristics of a good oral question.
Clarity of Meaning
Level of instruction
Use of an interrogative
67
Discuss the types and purpose of oral questions.
Multiple Answer
Yes / No
Canvassing
Leading
Interest arousing
Factual Question
Thought provoking
68
State the five steps of the five-step questioning technique.
Ask
Pause
Pick
Listen
Emphasize
69
List and discuss the different instructional methods.
Lecture
Lecture with Audiovisuals
Lesson
Demonstration
Role-Playing
Team Dimensional Training (TDT)
Gaming and Simulation
70
State and discuss the three parts of a learning objective.
Behavior
Condition
Standard
71
Discuss the two methods of testing and their importance.
Knowledge
Performance
72
Explain the five learning levels a knowledge test item may test.
Recognition
Recall
Comprehension
Application
Analysis / Evaluation
73
Discuss the different types of performance tests.
Product
Process
Combination
74
List and describe the primary materials used in presenting instruction.
Lesson Plan
Instruction Sheets
Instructional Media Material/Visual Media Material
75
Discuss student feedback/course critique.
Provides feedback on training, curriculum effectiveness, instructor performance, safety and quality of life issues.
76
Discuss the following programs and include possible actions and responsibilities of an instructor.
Equal Employment Opportunity (EEO
Navy Core Values
Provide equal opportunities for both genders
Instill pride.
77
Sexual Harassment
SECNAVINST 5300.
Zero tolerance.
78
What part does Diversity play for the Navy?
Enhances the mission readiness of the Navy.
79
Discuss the instructor qualification process.
Ensure proficiency in two areas, Instructor technique and technical knowledge.
80
Discuss the instructor disqualification factors and process.
Failing to maintain original screening requirements as well as receiving unsatisfactory
evaluations
81
Discuss the items with your mentor that can be found on the MTS Community of Practice (CoP).
All applicable instructions, MTS PQS, certificate requests, program description, and feedback.
82
List the responsibility of each of the following members of the training organization structure: OPNAV (Office of the Chief of Naval Operations)); Naval Education and Training Command (NETC); Learning Centers; Curriculum Control Authority (CCA); Learning Standards Officer (LSO); Course Curriculum Model Manager (CCMM); and the Participating Activity (PA).
OPNAV - Provides policy for implementing and supporting the Department of the Navy Strategic Goals.
NETC - Reducing the infrastructure cost of training, improving readiness and aligning training to fleet requirements to improve readiness.
Learning Centers - Monitor the quality of curriculum and instruction. Learning Standards Officer - Support CO and OIC to ensure quality training.
Course Curriculum Model Manager (CCMM) - Developing, revising, and maintaining the course of instruction.
Participating Activity - Provide assistance to CCMM.
83
Discuss the purpose of the Catalog of Navy Training (CANTRAC).
General information on all training activities and course descriptions.
84
Discuss the functionality of Corporate Enterprise and Training Resource Activity System (CeTARS).
Collects, compiles, and provides training managers with student and course information.
85
Discuss the use of a Course Identification Number (CIN).
Identifies a formal Navy Course.
86
Discuss the use of a Course Data Processing (CDP) code.
Identifies each Course of instruction and its location.
87
Discuss who is responsible for ensuring accuracy of data with CeTARS.
Course Supervisor.
88
Discuss the relationship between CeTARS and CANTRAC.
CeTARS automatically updates and feeds CANTRAC for course information.
89
Describe the "A", "C", and "F" type courses of instruction.
A - Basic knowledge and skills required for rating entry level performance. No NEC Awarded. C - Advanced specialized skill/knowledge. NEC awarded
F - Individual skill or rating specific training as required by Fleet or Type Commander. No NEC awarded
90
Discuss what a Person Event Code (PEVT) is and, where it is found and entered.
Indicates student status in CeTARS.
91
Discuss when an Academic Review Board (ARB) may be convened.
When all other means of academic counseling, remediation, and an initial academic
setback have failed to improve student performance.
92
Describe the Academic Review Board (ARB) process.
Help students solve problems that may prevent successful completion of training. They make
their recommendation to the board.
93
Discuss who is responsible for maintaining a Master Record Audit Trail and what it contains?
CCMM. A summary of major events impacting the course.
94
Describe the evaluation of instructors in laboratory/ classroom/ facilitated environments.
Evaluated in both environments.
95
Discuss the student critique program within your learning environment.
Provide feedback on instructor performance, safety, and quality of life issues.
96
Discuss the importance of Formal Course Reviews (FCRs) and audit trails.
Excellent source of internal feedback. Evaluate the course materials for technical
accuracy and teach ability
97
Identify the required periodicity for conducting FCRs per current NETC guidance.
Annual, biennial, or triennial cycle. Never to exceed 3 years.
98
State the purpose of a Training Requirement Review (TRR).
Revalidate training requirements and or identify new training requirements as they apply to rate, grade, community or fleet.
99
State the periodicity of conducting a TRR.
60-month cycle, unless triggering event occurs.
100
State the roles and responsibilities of the following for the TRR process implementation and execution:
(NETC)
NETC N7
Provides policy and guidance.
Provides oversight of policy and guidance.
101
Learning Center Commanding Officer
Serves as CCA
102
Learning Center Director of Training
Provides TRR oversight and guidance.
103
Learning Center Learning Standards Officer
Manages TRR process.
104
Learning Center TRR Coordinator
Plans/ facilitates TRR.
105
TRR Executive Steering Committee
Prioritizes TRR Action Chits
106
Stakeholders
Responsible for training requirements under TRR review
107
Discuss the input data that affects training requirement validation.
TCCD, CTTL, PPP, Unresolved TRR Action Chits.
108
State the four triggers to conduct a TRR.
Requests by Requirement Sponsor
Fleet Feedback
Course Surveillance
Curriculum Control Authority (CCA) directed
109
State and describe four TRR messages.
Annual TRR Schedule Message Released 30 days prior to Oct 1st.
TRR Announcement Message: 90-days prior to the date of the TRR.
TRR Agenda Message: 60-days prior to date of TRR.
TRR Action Chit Message: Summarizes the TRR, provides POA&M.
110
Explain the purpose of the TRR action chit.
Summarizes the TRR and provides POA&M.
111
Explain the correlation of a Formal Course Review (FCR) and the TRR process.
FCR is focused on the schoolhouse, TRR is focused on the Learning Center.
112
Explain the process for findings for submission during a FCR.
Review team publishes the findings and establishes timelines for corrective action. Learning
Site formally responds per approved POA&M.
113
Discuss the purpose of Training Requirement Identification and Resource Sponsor Commitment.
Need written commitment from sponsor to fund training.
114
List the three forms of acceptable actions from a Resource Sponsor identifying the commitment of resources to a valid training requirement.
List the three forms of acceptable actions from a Resource Sponsor identifying the commitment of resources to a valid training requirement.
115
Discuss the purpose of Occupational Standards (OCCSTDS).
Discuss the purpose of Occupational Standards (OCCSTDS). Minimum skills required of Navy enlisted ratings.
116
List the primary basis for which OCCSTDS are used.
Manning, distribution, training, and advancement.
117
Explain where the remaining E4 and below OCCSTDS, that are not selected to be taught in “A” school, should be taught, e.g., in which other training environments?
On-board training (OBT), on-the-job training (OJT), proficiency training, etc.
118
Explain each role as it pertains to OCCSTDS:
a. Office of the Chief of Naval Operations (OPNAV)
Review and approve OCCSTDS.
119
Explain each role as it pertains to OCCSTDS:
b. Resource Sponsors
Review and approve the TTA (Training Task Analysis) report.
120
Explain each role as it pertains to OCCSTDS:
c. Fleet and Type Commanders
Review for validity and pay-grade responsibility.
121
Explain each role as it pertains to OCCSTDS:
d. Navy Manpower Analysis Center (NAVMAC)
Ensure SMS surveys are conducted and OCCSTDS are issued in a timely manner.
122
Explain each role as it pertains to OCCSTDS:
e. Naval Education Training Command (NETC)
Develop and implement training.
123
State the purpose of a Job Duty Task Analysis (JDTA).
Establish repeatable and defendable job analysis process of developing or revising training content development.
124
State the roles and responsibilities of the following for the JDTA process implementation and execution:
Naval Education Training Command (NETC)
Provides policy and guidance.
125
NETC N7
Provides oversight of policy and guidance.
126
Learning Center Commanding Officer
Serves as CCA, and ensures compliance with NETC policy and guidance.
127
Learning Center Director of Training
Provides JDTA oversight and guidance; approves releases of JDTA messages.
128
Learning Center Learning Standards Officer
Learning Center Learning Standards Officer
129
Learning Center JDTA Coordinator
Drafts Announcement, Agenda, and Completion Report messages.
130
Stakeholders
Provide technical documentation.
131
State the roles and responsibilities of the requirement sponsor prior to and after the completion of a JDTA.
NAVEDTRA 137 pg 2-4
Provides SME prior to and during JDTA; and reviews and approves the JDTA report afterwards.
132
List the external triggers to perform a JDTA.
NTSP Revision
ORM Assessment
Fleet performance Assessment
Direct Fleet Input
TRR
133
List the internal triggers to perform a JDTA.
Revision to Enlisted Occupational Standards (OCCSTD) Rating Merger
Establishment or Revision of a NEC
134
Explain a targeted JDTA.
Performed on specific portions with a course. CCA directs a JDTA when: Insufficient course data exists to support a TRR.
A mishap occurs during training that requires immediate action.
As directed by higher authority
135
Explain the triggers that may cause a targeted JDTA.
Encompasses a specific work area.
136
Explain the hierarchical structure of work.
Occupation: Family of Jobs with common set of skills
Job: Duties and Tasks in an occupation
Duty: Set of related tasks
Task ( Behavior, Condition, Standard, ORM, Delivery, KSATR) Sub-Task: Major part of a task
Step: Major part of a sub-task
137
Explain the preparation process of a JDTA to include:
Coordinator:
Messages:
Leads the process.
Announcement Message, JDTA Agenda Message, Completion Report Message within 30 days of conclusion.
138
Documents
POA&M, AIM Content Planning Module inputs.
139
Stakeholders
Fleet Forces, Enlisted Community Manage, SYSCOM.
140
Community of Practice
On-line web-site for JDTA participants.
141
Post JDTA
Collect output data.
142
Explain where the non-selected for formal training E-4 and below Occupational Standards are to be trained.
On-board training (OBT), on-the-job training (OJT), proficiency training, etc.
143
State the purpose of a Front End Analysis (FEA).
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 identify a training gap in an existing course.
144
When is a FEA performed.
Typically performed after the JDTA has been conducted
145
List the triggers of a FEA.
Fleet Feedback
Formal Course Review
Establishment/Disestablishment or Revision of a NEC
A new system not addressed in the Acquisition Process
As directed by the Curriculum Control Authority (CCA) Revision to a Fleet Requirement
Revision to an enlisted Occupational Standard (OCCSTDS) Rating Merger
Training Requirement Review (TRR)
146
Explain the documentation of the FEA as detailed on the FEA template.
Requesting Authority Requesting Command Start and End Dates Reason
New Training Requirements
Gaps in Training
FEA of Existing Course Materials
FEA of Training Delivery Methods FEA of Recommendations Information FEA Output Statement Information.
147
Identify who determines what curriculum development model will be used for curriculum modifications within your learning environment.
Curriculum Control Authority.
148
Explain the approval process of the finalized FEA.
Goes to Requirement Sponsor then to CCA for approval.
149
State the purpose of a Business Case Analysis (BCA).
A structured methodology to facilitate its decision-making process.
150
Explain the purpose of the executive summary of a BCA.
Summary of the key highlights of the business case.
151
Describe how strategic alignment is important in a BCA.
Provides understanding of how the initiative aligns with the overall business plan of the Navy.
152
Explain what analysis of alternatives does.
detailed description of viable options to including a “do-nothing” option.
153
Discuss risk assessment in decision making of a BCA.
Understanding of the risks related to the initiative and how risks vary by viable alternative.
154
Explain how cost benefit impacts a BCA.
expected financial and non-financial benefits for each viable alternative.
155
Explain the final stages of a BCA:
Conclusions and recommendations
Implementation Strategy
Review and approval
156
State the purpose of a Training Project Plan (TPP).
Provides a Plan of Actions and Milestones (POA&M) to achieve an implementation date.
157
Who has initial approval authority of a TPP?
CCA
158
For the below events, who approves implementation of a TPP ?
Submitted to NETC per triggered event with zero sum gain.
NETC N7
159
Submitted to NETC requiring additional resources or offsets.
OPNAV
160
View a TPP and explain the contents of a TPP:
a. (CCA) TPP endorsement letter b. Cover page
c. Course data
d. Justification
e. Safety Risks and Hazardous materials f. Curriculum development method
g. Resource requirements
h. Compensation
i. Milestones
161
Discuss the item(s) developed in Plan Phase of Task-Based Curriculum development.
TPP and Letter of Approval by the CCA.
162
Discuss the items developed in Analyze Phase.
The duties, tasks, and skills in a Course Training Task List (CTTL).
163
Discuss the items developed in Design Phase.
TCCD consists of the following items: Front Matter
Curriculum Outline of Instruction. Annexes.
164
Describe what is required of a skill and knowledge learning objective.
Knowledge
Performance
165
Discuss the items developed in Develop Phase.
Lesson Plan (LP)
Trainee Guide (TG)
Test Items
Instructional Media Material (IMM)
166
Discuss the purpose of the Implementation Phase.
Resolve any discrepancies identified in the pilot course / CCA’s Letter of Promulgation.
167
Discuss the purpose of the Evaluate Phase.
Internal assessment of / external feedback of performance
168
Describe and discuss the seven stages involved in developing materials following the Personnel Performance Profile (PPP)- Based curriculum development method.
PLANNING - Sequence of events in the development process.
STAGE ONE - Determine job task, supporting skills and knowledge.
STAGE TWO - Produces the course learning objective.
STAGE THREE - Produces the instructional materials for the instructor and trainee.
STAGE FOUR - CCA has approved a course.
STAGE FIVE - Incorporation of the training materials and the performance of the graduates in the fleet
EVALUATION - Assessment of the training materials and the performance of the graduates in the fleet.
169
Discuss the products of the Training Path System (TPS) Stage 1.
TRAINING OBJECTIVE STATEMENTS (TOS) - skills and knowledge to be learned.
TRAINING LEVEL ASSIGNMENTS (TLAs) - line items to be taught.
TABLE ASSIGNMENTS MATRIX (TAM) - summarizes the training requirements.
TRAINING PATH CHART (TPC) - graphically shows a complete training path.
170
State and discuss Training Objective Statement (TOS) codes for both knowledge and skill.
TOS CODE identifies each individual TOS
The letter TOS codes for skill are:
- TO/(S)- Skill (background)
- TO/(J)- Skill (Task/ Function)
- O- Operation
- P- Preventative Maintenance
- C- Corrective Maintenance
TOS Codes for knowledge are:
- F- Familiarization
- T- Theory
171
Define the three “Task Sets”
COORDINATOR
DIRECTOR
PERFORMER
172
Discuss the types of courses listed in a Training Path Chart (TPC).
CONVERSION TRAINING- Training given to previously trained and experienced personnel.
ONBOARD TRAINING- Training provided onboard a ship.
BACKGROUND TRAINING- “Prerequisite” training.
REPLACEMENT TRAINING- Training that replaces previous lesson.
ADVANCE TRAINING- C-School
173
Identify when job sheet development should begin in the Instructional Systems Design (ISD) process?
As soon as the TPS is done.
174
What are the triggers and process for converting PPP based curriculum to Task based curriculum?
Revision or out dated system in a course where training only needs to be knowledge/task based.
175
List three types of training materials provided be the ILE.
Instructor led training, interactive multimedia instruction, and blended.
176
Discuss seven phases utilized to develop a course within the ILE.
PLANNING
ANALYSIS
DESIGN
DEVELOPMENT
IMPLEMENTATION
EVALUATION
LIFE-CYCLE MAINTENANCE
177
Discuss the outcome of the Instructional Media Design Package ( IMDP) during the design phase.
Describes how the course will achieve the intended learning.
178
Discuss the three variations of a course hierarchy which can be developed within the ILE.
INSTRUCTOR LED TRAINING (ILT)
IMI MODULE NeL-LMS DELIVERED
ILT LESSON IMI MODULE NeL-LMS DELIVERED
179
Discuss the purpose of instructional Media Materials (IMM).
Self- supporting instructional materials.
180
List the minimum sections of a Lesson Plan.
Front Matter
Lesson Topics
181
List the minimum sections of a Training Guide.
Front Matter
Instruction Sheets
182
State the purpose of Course Training Task List (CTTL).
Duties and task for a given course.
183
Discuss what a CTTL gives the curriculum developer.
The building block of the course.
184
State the purpose of testing.
Primary tool for determining trainee attainment of the TOs/EOs.
185
Explain the purpose to pilot a course.
Validate a curriculum and it’s Supporting Materials.
186
List and discuss the triggers for developing, revising, or canceling a course.
DELETION of a course
ADDITION of a new training assignment
ADDITION or deletion of a training course (CDP)
REVISION that changes the instructional strategy or delivery method
REVISION to a training course that changes the course length
REVISION which increases resources requirements
TRANSFER between CCAs
187
State the difference between the Course Mission Statement and a Terminal Objective.
COURSE MISSION - Provides the “Who”, “Where”m and condition for training.
TERMINAL OBJECTIVE - objective that the trainee will
188
What does the Acronym LP stand for?
LESSON PLAN
189
What does the acronym DDA pages stand for?
DISCUSSION-DEMONSTRATION-ACTIVITY PAGES
190
What does the acronym TO stand for?
TERMINAL OBJECTIVE
191
What does the acronym EO stand for?
ENABLING OBJECTIVES
192
What does the acronym DP stand for?
DISCUSSION POINT
193
What does the acronym RIA stand for?
RELATED INSTRUCTOR ACTIVITY
194
What does the acronym IMM/VI stand for?
INSTRUCTIONAL MEDIA/ VISUALINFORMATION
195
Discuss where to find the procedures for handling and storing classified training materials.
OPNAVINST 5510.1 SERIES
