MTS

Question 1

Explain these parts of the five step process as they apply to ORM:

Answer 1

identifying hazards
assessing hazards
making risk decisions
implementing controls
supervising

Question 2

Complete a risk assessment of a course (high risk instructor only)

Answer 2

Ref A - identifies steps to perform

Ref B - Authoritative document identifying the use of Ref A

Question 3

Define high risk course

Answer 3

A term used to describe a known or unknown condition or state where an elevated probability of loss or an increased level of severity is likely or imminent

Question 4

DICUSS WHAT TYPE OF COURSES ARE CONSIDERED HIGH RISK

Answer 4

All basic or advanced, individual or collective training in a traditional or non-traditional environment which exposes the crew, staff, students and/or assets to the potential risks of death, permanent disability, or loss during training

Question 5

Discuss the difference between these types of courses

Answer 5

Voluntary - Training in which a Sailor has voluntary enrolled and has the ability to drop on request and return to his/her original rating

Involuntary - Training in which a Sailor is enrolled thru the accession training or follow on specialty skills school.

Question 6

Discuss what drop on request is and the procedures for conducting one

Answer 6

when any student in a voluntary high risk training course desires to quit or DOR, the student need only to make such intentions known. the student 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 commands permanent records

Question 7

discuss what a training time out is and the procedures for conducting one.

Answer 7

in any situation when students or instructors express concern for personal safety or a need to clarify procedures or requirements, they shall call a TTO. training will immediately cease until the situation or condition is returned to a safe state. then and only then will training resume

Question 8

discuss the purpose of the emergency action plan 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?

Answer 8

an internal planto be implemented immediately upon event of a mishap to aid involved persons and to control and/or safeguard the scene. the EAP should be a simple checklist or sequential list of responses of expected and immediate actions by personnel in control of the event to aid and extract mishap victims from the scene the priorities for the EAP are to aid and extract victims from the scene while pre-mishaps plan would preserve the scene and ensure proper reporting after the event. conduct quarterly procedural walkthru’s and fully exercise and validate emergency action plans annually. include all emergency response agencies where practicable.

Question 9

discuss the periodic requirements for safety stand downs

Answer 9

at a minimum commands shall conduct one safety stand down per year. additional safety stand down may be warranted at the discretion of the commanding officer.

Question 10

discuss the following as it pertains to high risk

Answer 10

A. Mishap reporting: report and record all training related mishaps and injuries per ref.(d) opnainst 5102.1d
B. Site augment plans: CCA develop site augment plans with unique training situations as required for high risk courses
C. Special course indicator code: voluntary training per the resource sponsor and curriculum control authority, identified by a special course indicator code of A or D.
D. Core unique instructor fundamentals: is designed to prepare the instructor to teach in a high risk course
E. Instructor screening process: opnavinst 1500.75. upon identifying a candidate for a high risk instructor duty, the gaining activity shall contact the detaching activity and provide appropriately tailored screening requirements and forms for recording screening milestones.
F. Evaluation process: establish an evaluation program that assesses high risk instructors in classroom and laboratory or field settings on a recurrent basis, in percentages commensurate with the amount of time spent instructing in those environments.
G. Training safety officer: netcinst 5100.1, safety and occupational health, and high risk training safety program manual pg. 9-12 and appendix A.

Question 11

discuss the importance of heat/cold, monitoring, and control in a training environment

Answer 11

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

Question 12

state the purpose of the navy training system

Answer 12

navy training system is to ensure a systematic approach for determining what to train and how best to accomplish that training. visualize navy training as a system with three distinct but inter-related elements consisting of: preparation to train, delivery of training, and evaluation of training

Question 13

define the most essential, single link in the training chain

Answer 13

the instructor: the instructor must simplify the learning process for students of varied backgrounds and experiences in a complex training system

Question 14

state and discuss the three qualities of an efficient and effective instructor

Answer 14

Knowledge: be thoroughly familiar with the subject matter being taught (SME)
Ability: Professional ability; know principles, methods, techniques of instruction, and how to apply them
Personality: Gain the respect of the students by displaying a professional attitude towards others, showing sincere interest in students regardless of race, geographical heritage, or level of intellect

Question 15

Discuss the instructor’s responsibilities in terms of

Answer 15

responsibility to the students
responsibility to the training safety
responsibility to security
responsibility to curriculum

Question 16

list and discuss the four principles of John Keller’s model of motivational theory

Answer 16

Attention
Relevance
Confidence
Satisfaction

Question 17

list and discuss the key principles of applying motivation theory in a training situation

Answer 17

needs and drives
attitudes
achievements
values
interest
incentives

Question 18

state the ultimate goal of instruction

Answer 18

the ultimate goal of instruction is to cause students to remain motivated beyond the instructor’s influence and apply what they have learned on the job and in other areas of their lives

Question 19

state the discuss the six laws of learning

Answer 19

law of readiness: states that people can only learn when they are physically and mentally ready.

law of exercise: stresses that practice makes permanent and perfect.

law of effect: 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.

law of primacy: states the first instructional event often creates a strong, almost unshakeable, impression on the learner

law of intensity: states that if the stimulus is real, a change in behavior is far more likely to occur.

law of recency: all things being equal, the things learned last will be best remembered

Question 20

state and discuss five ways of learning

Answer 20

Imitation: students observe the behavior of others and imitate that behavior.

Trial and error: also called discovery learning, trial and error is learning by doing. hands on experience is how some students learn and are able to achieve success.

Association: a comparison of past learning to new learning situations, association is a mental process which serves as a reference point for students.

Insight: insight is the understanding that a whole is more that just the sum of the parts. to learn by insight, the learner grasps the way the elements of a problem situation are connected.

Transfer: the process of applying past learning to new but somewhat similar situations. this is an important process in navy technical training because the training environment can rarely duplicate the actual job environment.

Question 21

discuss how motivation affects student learning.

Answer 21

motivation often has much or more impact than scholastic ability. students bring different abilities and experience levels to the training environment. motivation often determines whether or not a student achieves course objectives.

Question 22

state and discuss the types of sensory learners

Answer 22

Visual learner: sight is considered the most important sense, accounting for as much as 75% of our basic learning. most early learning comes from seeing and imitating.

Auditory learning: hearing is the second most important sense, accounting for a large percentage of the remaining sensory learning capacity.

Kinesthetic learner: the phenomenon of kinesthesia is an extension of sensory learning. think of it as a sensory perception residing in one’s muscles, joints, and tendons that gives people a special awareness of their spatial relationship with their surroundings.

Question 23

state and discuss the four basic learning styles.

Answer 23

concrete learners: prefer an experienced based approach to learning. they rely heavily on their own feelings and personal judgements.

active learners: prefer to learn by becoming involved with the subject and taking an active step by step approach.

reflective learners: like to observe and reflect (make comparisons and contrast) before drawing conclusions.

abstract learners: prefer theory based, analytical approach to learning. they learn best from lectures by experts, theoretical reading, case studies, and activities that require solitary thinking.

Question 24

discuss the barriers to effective communications

Answer 24

lack of common experience: you are unlikely to find any group in which students have the same common core experience.

overuse of abstractionism: concepts, ideas, or words that are not directly related to the subject being discussed. to avoid confusion you should speak in concrete terms.

fear: one of the greatest barriers to effective communication. the fear of showing ignorance, fear of disapproval, fear of losing status, and fear of judgement are common barriers.

environmental factors: such as noises and temperature may interfere with the communication process.

Question 25

state and discuss the purpose of an effective communication process

Answer 25

communication is the exchange of thoughts, opinions, and information through speech, writing, nonverbal cues, signs and images. the communication process consists os a sender, a message, a delivery vehicle, and a receiver.

Question 26

discuss the importance of listening communication skills

Answer 26

tis is one of our most important communication skills. ti is an active process of hearing and understanding, which demands concentration and attention. both the instructor and the student have responsibilities in the communication process

Question 27

describe six factors that must be considered in planning instructional delivery

Answer 27

articulation
grammar
rate of speech
pauses
inflection
force (of delivery)

Question 28

state and discuss the importance of body movement as an important part of successful communication

Answer 28

body movement reinforces, emphasizes, and clarifies verbally expressed ideas

Question 29

state and discuss the four purposes of oral questioning

Answer 29

focuses attention
arouses interest in subject matter
drills students on subject matter
stimulates students to think

Question 30

state and discuss the characteristics of a good oral question

Answer 30

clarity of meaning: do not use trick phrases. ensure the question being presented convey the true or intended meaning. make questions brief, limiting them to one thought, not to confuse the student. state questions clearly and in a conversational tone.

level of instruction: use simple words, grammar which is correct, and complete sentences. use words students can understand.

use of an interrogative: be sure to use the interrogatory at the beginning of your question so that the student know immediately when a question is being asked.

Question 31

discuss the types and purposes of oral questions

Answer 31

multiple answer: haas more than one correct answer. increases student participation.

yes/no: can be used to arouse interest

canvassing: helps to determine how many students may already be familiar with the subject matter.
leading: suggests its own answer.

interest arousing: used to focus student attention.

factual question: asks for specific information.

thought provoking: stimulates student thinking.

Question 32

state the five steps of the five step questioning technique

Answer 32

ask
pause
pick
listen
emphasize

Question 33

list and discuss the different instructional methods

Answer 33

lecture
lecture with audiovisuals
lesson
demonstration
role playing
team dimensional training (TDT)
gaming and simulation

Question 34

state and discuss the three parts of a learning objective

Answer 34

behavior: what the student will be able to do as a result of a learning experience. consists of subject/object/verb.
condition: the aiding and limiting factors imposed upon the student in satisfying the performance requirements of the objective. from memory if not specified in TLO.
standard: what degree of proficiency will be required to perform the behavior 100% if not stated in the TLO.

Question 35

discuss the two methods of testing and their importance

Answer 35

knowledge: knowledge tests measure the achievement of objectives though the use of test items written at the appropriate learning level.
performance: performance test measure skill acquisition by having the student demonstrate specific behaviors defined by learning objectives.

Question 36

explain the five learning levels a knowledge test item may test

Answer 36

recognition
recall
comprehension
application
analysis/evaluation