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MTS > MTS Oral Board Bank A > Flashcards

MTS Oral Board Bank A Flashcards

1
Q

Describe what the FORCECOM Training Division (FC-T) responsible, to include the Operation, Mission Support, and Performance Technology Divisions.

A

Answer: FC-T prepares, educates, and trains the CG workforce. Serves as program manager for recruit training as well as instructor and course development programs. Develops HPT expertise across the CG. 2 points

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2
Q

Question: Describe what the FORCECOM Training Division (FC-T) responsible, to include the Operation, Mission Support, and Performance Technology Divisions.

A

Answer: Operations Branch (FC-Tot):
Approves curriculum outlines for all CG training under DCO ratings
Collect, coordinate, and validate training/education requirements from DCO
Facilitate the Enlisted Qualification Review process for DCO related ratings (BM, DV, GM, IS, ME, OS, etc.). 1 point

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3
Q

Question: Describe what the FORCECOM Training Division (FC-T) responsible, to include the Operation, Mission Support, and Performance Technology Divisions

A

Answer: Mission Support Branch (FC-Tms):
Approve curriculum outlines for all CG training under DCMS ratings
Collect, coordinate, and validate training/education for DCMS related ratings (CS, DC, ET, HS, IT, SK, etc.).
Act as the program manager for the Performance Technology postgraduate program
1 point

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4
Q

Question: Describe what the FORCECOM Training Division (FC-T) responsible, to include the Operation, Mission Support, and Performance Technology Divisions.

A

Answer: Performance Technology Center (FC-Tptc):
Maintains products in the Analysis Library, Learning Management System (LMS), TTP Library, and the electronic performance support system (EPSS) repository
Develops and distributes ADL and TTP in response to programmatic requirements
Assists in major acquisition projects 1 point

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5
Q

Why does the Coast Guard conduct analysis?

A

Answer: Ensures the CG activities, outputs, and goals are aligned to the highest performance. Analysis is an important link to producing cost-effective performance-based training. An analysis of the entire world of work and all the factors that influence performance outcomes is necessary to ensure exemplary performance and a flawless mission execution. 1 point

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6
Q

Question: What are the six types of analysis?

A

Answer: FEA, Cost Analysis, Strategic Need Assessment, Occupational Analysis, Job Task Analysis, Training Requirement Analysis? JCSOFT
Job Task Analysis
Cost analysis
Strategic Need Assessment
Occupational Analysis
Front end analysis
Training Requirement Analysis

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7
Q

Question: What is an FEA? Describe the two types.

A
  • NPP (new performance planning) – defines and describes major accomplishments, tasks, task steps, sub-steps and positive influences required to support optimal performance for a newly created job, equipment, or system
  • DIA (diagnostic) – used in projects when existing performers are not producing current accomplishments satisfactorily; finds a gap in performance at task level and closes it 1 point
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8
Q

Question: What is a Cost Analysis? Describe the three types.

A

Answer: A systematic review to validate skill and knowledge gaps to determine the most cost effective and efficient training solutions to eliminate or reduce them. Three types:

  • Cost Comparison Analysis (CCA) – presents several performance improvement delivery options and the associated cost for each of these options.
  • Cost Benefit Analysis (CBA) – calculates the cost and benefits then compares results of each option
  • Return on Investment (ROI) – takes a CCA and CBA to the next level of evaluation and conducted only when a monetary value can be applied to the benefits 1 point
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9
Q

Question: What are course parameters and constraints?

A

Answer: They define the boundaries you must operate within for the design, development, testing, evaluation, and delivery of a resident training program.

Parameter – a given, or a constant which usually will not or cannot change over the life of the project

Constraint – any limitation on the availability of time, money, method, equipment, or human resources affecting a project, these could change over the life of the project
1 point

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10
Q

Question: What is the purpose of the target audience analysis?

A

Answer: To determine the key characteristics about the learners which allows the training to be designed to make the best use of particular instructional strategies that may be better suited to one target population over another. A common equation for target audience analysis is as follows:

   What they need to be able to do [minus] What they can already do = The Instruction
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11
Q

Question: What is an Occupational Analysis?

A

Answer: A process that measures the job performance requirements of an occupation. It takes a “snapshot” of an occupation’s world of work at a particular point in time. OA data is used to help determine:

  • Entry level and subsequent pay grade performance qualifications
  • Training for “A” and “C” schools
  • Proper staffing 1 point
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12
Q

Question: What is evaluation criteria within the design phase of ADDIE?

A

Answer: The evaluation criteria provides the boundaries or parameters inside which a performance is measured. These parameters are used for the performance test, which should always be:

  • Criterion-referenced – the test should determine whether or not a student can meet a job-related standard without regard to the performance of the other students.
  • Evaluation criteria are usually in a checklist format and include:
    o Product evaluation – the evaluator uses a checklist to rate the extent to which each key product characteristic meets specified standards
    o Procedure (process) – checklist corresponds with the key steps, actions, or activities of the task as well as the applied knowledge and skill elements 2 points
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13
Q

Question: Describe how to begin mapping out and designing the blueprint of a course and provide the eight sequencing types.

A

Answer: By grouping training into course units or lessons and then determining the proper sequence for those units and lessons.

  • Grouping – it provides a framework for learning. The grouping of tasks will have been provided as an output from the Analysis phase
  • Sequencing – important because it impacts whether learning does or does not take place. The eight types of sequencing:
    o Job performance, chronological, known to unknown, unknown to known, simple to complex, complex to simple, cause and effect, critical order 2 points
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14
Q

Question: What is a TPO and it parts?

A
  • Condition – Any aiding or limiting factors that will be used during the performance (the signal/stimulus, tools/equipment, references/job aids, etc.)
  • Performance – Any action that produces an outcome or result. They should be observable and measurable.
  • Standards – Specifies the criteria to which the student’s performance will be evaluated. May include time, accuracy, quantity, speed, or some other means of measurement.1 point
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15
Q

Question: What are the possible outputs/deliverables created during the development phase?

A

Answer: Job Aids, Performance Tests, Remediation Plans, Content analysis, Demonstrations Activities, Practice Activities, Instructional Media, Student Materials, Instructor Guides 2 points

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16
Q

Question: What tool created in the development phase is used to assess student progress and what characteristic separates one student’s results from another?

A

Answer: Performance Test Checklist (PTC) that are criterion-referenced 1 point

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17
Q

Question: Where does the PTC evaluation criteria come from?

A

Answer: J.2 worksheet during the Design Phase 1 point

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18
Q

Question: What is given to a student when there is a lack of learning transfer, as demonstrated during an assessment? What are two types?

A

Answer: Remediation – immediate or escalated 1 point

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19
Q

Question: What are the six activities of a lesson plan?

A

Answer: Introduction, Content, Demonstration, Practice, Assessment, Summary/Review
ICD-PAS

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20
Q

Question: What are the 10 steps for the implementation phase of ADDIE?

A

Plan for instruction, Prepare for instruction, Conduct the pilot, Analyse results of pilot, make final revisions, determine if another pilot is necessary, report findings/recommendations, finalize materials, hand off course to school, close out project.
PP-CAR-DRR-FHC

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21
Q

Question: When conducting a pilot what inputs or resources are required?

A

Answer: Instructional materials, draft curriculum outline, qualified instructors, representative group of students, appropriate learning environment, tools, equipment
IQRATED
Instructional materials
Qualified Instructors
Representative group of students
Appropriate learning environment
Tools
Equipment
Draft curriculum outline

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22
Q

Question: What are the two main processes involved in the evaluation phase of ADDIE? What is the difference between the two?

A

Answer: Course Assessment Process and Classroom Observation
Course Assessment – a document review of the instructional materials to ensure they were developed according to SOP and ISD quality standards
Classroom Observation – periodic classroom visits to physically observe the delivery of instruction to ensure it is delivered as designed; on a lesson by lesson basis 2 points

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23
Q

Question: What are the triggers for the evaluation phase of ADDIE?

A

Answer:
* A newly developed course has been implemented and convening for at least one year
* An existing course is due for its triennial update (curriculum outline update due)
* Receipt of a curriculum change notification form citing a major change to a course
* Classroom Observations that have taking place identify decreased instructional integrity
* Results of Level 3 evaluations for a currently convening course identify a gap in teaching the desired/optimal performance 2 points

24
Q

Question: What tool in Chapter 7 of SOP Volume 5 assists in determining whether a classroom observation or a course assessment should be performed?

A

Answer: Evaluation matrix, an if/then table breaks down triggers of the evaluation phase 1 point

25
Q

Question: Explain the routing process for a Classroom Observation checklist. What is submitted when discrepancies are revealed after a classroom observation?

A

Answer: to the course/curriculum chiefto the school chief
A Y.1 – curriculum change request 1 point

26
Q

Question: What is the purpose of a curriculum outline?

A

Answer:
* documents performance objectives for a course of instruction
* documents training resource requirements
* maintains agreement between job performance requirements and validated training needs
* serves as an audit trail document
1 point

27
Q

Question: What are the main parts of a curriculum outline?

A

Answer: cover page, table of contents, summary of changes, course data, units of instruction, course content reference table, exhibits 1-7
CT-SCUCE
Cover page
Table of contents
Summary of changes
Course data
Units of instruction
Course content reference table
Exhibits 1-7

28
Q

Question: What information is included on the Course Data page of a curriculum outline?

A

Answer: course name and code, implementation date, description, prerequisites, content, length, staffing, quotas, # of convenings, funding, classification 1 point

29
Q

Question: What information is included on the Course Content Reference Table of a curriculum outline?

A

Answer: justification for each training task/TPO 1 point

30
Q

Question: What information is included on Exhibits 1-3 page of a curriculum outline?

A

Answer: training aids/training equipment, texts/references/job aids, facilities/space requirements (square footage)

31
Q

Question: What are additive man hours in a curriculum outline? Provide some common examples as well.

A

Answer: the required workload instructors have to perform to successfully accomplish the course of instruction not accounted for in the ICH computation
Examples: maintaining qualifications/competencies, travel, preparing shipments, preventative maintenance, participate in student-related activities. 1 point

32
Q

Question: Explain what the staffing standards computation sheet includes in a curriculum outline.

A

Answer: combines the instructor contact hours (ICH) with approved # of convenings, and the additive man hours to determine the required # of full-time instructor billets

33
Q

Question: What is Exhibit 7 in a curriculum outline used for?

A

Answer: to capture all required costs necessary to implement and execute a course.

34
Q

Question: What is a curriculum change notification form?

A

Answer: a tool to be by PSB staff (or course developer) to evaluate a proposed change to see if the change is appropriate, instructionally sound, and what resources are necessary to effect the change 1 point

35
Q

Question: What are the three types of change requests categories, with examples, on a Curriculum Change Notification Form?

A

Answer:
* Major change: change to a TPO, increase in course length, or change that requires additional resources
* Technical change: change to tactical or training-unique equipment or documentation that affects curriculum; may/may not effect EOs but does not affect TPOs, course length, or resources
* Minor change: change to correct editorial and typographical errors, teachability, or safety.

36
Q

Question: Describe the routing process for curriculum change requests for instructional materials.

A

Answer: to the course/curriculum chiefto the school chiefto the PSB Chiefto the ISD team members 1 point

37
Q

Question: What type of change would be submitted for updates to a reference or policy?

A

Answer: technical change 1 point

38
Q

Question: How is feedback delivered to learners when they are practicing?

A

Answer: with sincerity, in a timely fashion, and specifically to the observed behavior
1 point

39
Q

Question: What are the two types of feedback provided to practicing learners?

A

Answer:
* Positive Reinforcement – providing what was done correcting and why that action should continue by the learner
* Developmental Feedback – providing what was done incorrectly, why it should not be repeated or the effect it has on the performance output, and what should be done to correct the observed behavior. 1 point

40
Q

Question: How is an Instructor Feedback Form organized? Describe the layout.

A

Answer: Top of the form has name of instructor/evaluator, name of lesson, type of IFF, five sections, 14 competencies organized throughout each of the five sections in the order of their delivery by the instructor, last page provides opportunities for improvement
2 points

41
Q

Question: Describe the routing process for Instructor Feedback Form, with regard to the PERJC qualification process.

A

Answer: To the instructor to the school chief to the ISS Branch Chiefto the Training Officer 1 point

42
Q

Question: What are the levels in The Kirkpatrick Four Levels Evaluation Model?

A

Answer:
* Level 1: Reaction – to what degree participants react favorably to the training
* Level 2: Learning – to what degree participants acquire the intended knowledge, skills, attitudes, confidence, and commitment based on their participation in a training event
* Level 3: Behavior – to what degree participants apply what they learned during training when they are back on the job
* Level 4: Results – to what degree targeted outcomes occur as a result of the training event and subsequent reinforcement

43
Q

Question: What is the Training SOP reference for Evaluations?

A

Answer: Training System SOP Volume 3: Evaluation 1 point

44
Q

Question: What percentage of the student population must be offered a Level 1 evaluation?

A

Answer: 100 percent 1 point

45
Q

Question: What is the recommended amount of time that Level 2 evaluation results should be kept on file?

A

Answer: If local policy does not exist, then keep for 2 years

46
Q

Question: What are Job Aids? (How can they be defined?)

A

Answer: Job aids are repositories for information, processes, or perspectives that are external to the individual and that support work and activity by directing, guiding, and enlightening performance.

Other acceptable response: place to store information other than human memory

47
Q

Question: What are some factors to determine whether a job aid would be developed?

A

Answer:
* Speed – how fast must work do the task
* Barriers – are there physical/environmental barriers to using the job aid
* Frequency of task – how often does worker have to do the task
* Consequences – what is the result of making a mistake while doing the task
* Complexity of task – How difficult is the task to do
* Change – how likely is the task to change in the next year or two
* Mandate – Is organizational mandate/policy that states job aid must be used

48
Q

Question: What tool is available in SOP Volume 4 that helps determine whether tasks should be converted to job aids or trained to memory?

A

Answer: Memory vs. Job Aid filter

49
Q

Question: What are the job aid formats presented in SOP Volume 4? Describe each format with an example.

A

Answer:
* Decision Table – examples include tables with multiple items and characteristics of each
* Algorithm – troubleshooting diagrams often depicted as flowcharts
* Cookbook – examples include step by step instructions as in a food recipe
* Worksheet – examples include job or rental applications

50
Q

Question: What does an Instructor Guide serve as for trainers?

A

Answers:
* Preparation aid before training begins
* Job aid during training
* Standard to ensure that training is delivered as designed

51
Q

Question: What are the parts of an instructor guide?

A

Answer:
* About This Course: source, instructional settings/class size/location/course length, security classification
* Table of Contents
* Course Overview: course content (units), Performance Evaluation, Safety, Situation Awareness
* course/unit maps
* 6-activity lesson plans with TPOs/Eos
* References to support lesson delivery
* timing & staffing delivery table
* content and talking points
* demonstration/practice activities
* appendices with PTCs and Job Aids

52
Q

Question: What are the two types of student materials? Describe each.

A

Answer:
* Teaching device – central or only source of instruction available to the student (comprehensive student guide)
* Teaching aid – one of many media used to convey the instructional design, i.e. student syllabus, homework workbook, condensed student guide

53
Q

Question: What should not be done with content from textbooks or technical manuals when developing a student guide?

A

Answer: Should not cut-and-paste the content, rather provide content that will bridge any knowledge gaps.

54
Q

What does addie stand for?

A

Analysis
Design
Development
Implementation
Evaluation

55
Q

What are exhibit 1-7 in the curriculum outline?

A

1) training aids / training equipment
2) job aids/ text/ references
3) space requirements
4) n/a reservists use this
5) course limiting factors
6) 6a) ICH 6b) addiditive man hours
7) course funding

MTS (4 decks)

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