MTS Oral Board Bank B Flashcards
Question: Describe what the FORCECOM Training Division (FC-T) responsible, to include the Operation, Mission Support, and Performance Technology Divisions.
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
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
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
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
Question: Why does the Coast Guard conduct analysis?
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.
What are the six types of analysis?
Answer: FEA, Cost Analysis, Strategic Need Assessment, Occupational Analysis, Job Task Analysis, Training Requirement Analysis
What is an SNA?
Answer: A Strategic Need Assessment examines the external and internal factors affecting performance within the context of an organization’s business strategy and identifies the gaps between the current and desired performance.
- Identifies the causes of performance problems resulting from the frequent changes in the USCG’s world of work.
- Its purpose is to ensure alignment with organizational goals, objectives, and missions
What is a JTA?
Answer: A Job Task Analysis is a type of analysis traditionally used to provide amplifying information about jobs or to validate current curricula associated with the specific job under review. A JTA methodology provides a process for:
- Asking individuals currently performing the job if they do or do not perform specific tasks
- Providing numerical values to rate the Difficulty, Importance, and Frequency (DIF) of each task
- Determine performance support decisions for each task using results of DIF model, which may be:
o No training
o Job Aid
o Job Aid with introductory training
o Job Aid with extensive training
o Train to memory
Question: What is a Training Requirements Analysis?
Answer: TRA narrows the scope of the analysis project to give the Program Manager a clear idea of what performance needs and training interventions are best suited to meet requirements in a cost effective manner.
TRA is less complex than other types of analyses and conducted in support of another analysis. It consists of only three elements:
* A comprehensive job task list from an existing analysis
* A comparison of existing USCG, COTS, or GOTS curriculum to align the curriculum performance objectives with the inventory of performance tasks
* A cost comparison of competing delivery sources to determine which delivery source best matches the needs of the customer
Question: What is task detailing in the analysis phase of ADDIE?
Answer: The collection of step-level data where specific task characteristics are gathered such as the complexity and frequency of the task. Details about how the task is performed (such as any required tools and equipment, or any safety cautions or warning that must be observed when performing the task) are also captured. From this information, specific knowledge and skills requirements are derived which form the basis for the content of a course.
Other key inputs: extant data, access to APs, SMEs, and the source analysis report
Question: What are course parameters and constraints
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
Question: What is evaluation criteria within the design phase of ADDIE?
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
Question: How do you begin mapping out and designing the blueprint of a course?
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
Question: What is a TPO and it parts?
Answer: Describes the task students will be required to do upon completion of the instruction
- 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.
Question: What are the possible outputs/deliverables created during the development phase?
Answer: Job Aids, Performance Tests, Remediation Plans, Content analysis, Demonstrations Activities, Practice Activities, Instructional Media, Student Materials, Instructor Guides
Question: What tool created in the development phase is used to assess student progress and what characteristic separates one student’s results from another?
Performance Test Checklist (PTC) that are criterion-referenced
Where does the PTC evaluation criteria come from?
Answer: J.2 worksheet during the Design Phase
Question: What is given to a student when there is a lack of learning transfer, as demonstrated during an assessment? What are two types?
Answer: Remediation – immediate or escalated
Question: What are the six activities of a lesson plan?
Answer: Introduction, Content, Demonstration, Practice, Assessment, Summary/Review
Question: What are the 10 steps for the implementation phase of ADDIE?
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
Question: When conducting a pilot what inputs or resources are required?
Answer: Instructional materials, draft curriculum outline, qualified instructors, representative group of students, appropriate learning environment, tools, equipment
Question: What are the two main processes involved in the evaluation phase of ADDIE? What is the difference between the two?
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
What are the triggers for the evaluation phase of ADDIE?
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
