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MTS 100 200 > MTS University 100 & 200 > Flashcards

MTS University 100 & 200 Flashcards

1
Q

What is the purpose of the Navy Training System?

A

To ensure a systematic approach for determining what to train and how best to accomplish the training

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2
Q

What are the four principles of John Keller’s Model of Motivational Theory?

A

Confidence
Attention
Relevance
Satisfaction

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3
Q

What is the ultimate goal of instruction?

A

For the student to remain motivated beyond the instructors influence and apply what they learned on the job

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4
Q

What are the 6 laws of learning?

A

Readiness
Exercise
Effect
Primacy
Intensity
Recency

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5
Q

What are the five different ways of learning?

A

Imitate
Transfer
Trial and Error
Association
Insight

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6
Q

What are the three types of learners?

A

Visual
Auditory
Kinesthetic

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7
Q

What are the six verbal factors that must be considered in planning instructional delivery?

A

Force
Inflection
Grammar
Pauses
Articulation
Rate of Speech

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8
Q

What are the 3 primary materials used in presenting instruction?

A

Lesson Plan
Instruction Sheet
Instructional Media Material

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9
Q

What are the two types of performance tests?

A

Process
Product

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10
Q

What are the six major categories of Bloom’s Taxonomy?

A

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

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11
Q

What are the two methods of testing?

A

knowledge
performance

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12
Q

What are the 3 elements of a learning objective?

A

behavior
condition
standard

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13
Q

What are the steps to the 5 step questioning technique?

A

Ask
Pause
Pick
Listen
Emphasize

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14
Q

What are the types of oral questions?

A

factional
multiple choice
yes/no
canvassing
leading
interest arousing
thought provoking

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15
Q

What are the barriers to effective communication?

A

lack of common core knowledge
overuse of abstacts
fear
environmental barriers

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16
Q

Who is the most essential link in the training chain?

A

the instructor

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17
Q

What are the 3 qualities of an efficient and effective instructor?

A

knowledge
ability
personality

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18
Q

What are the instructor’s responsibilities to students?

A

set a good example

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19
Q

What are the instructor’s responsibilities to safety?

A

demostrate proper safety procedures

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20
Q

What are the instructor’s responsibilities for security?

A

Never discuss any classified material, not in the approved curriculum

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21
Q

What are the instructor’s responsibilities for curriculum?

A

Ensure objectives are current and accurate

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22
Q

What is curriculum?

A

All training conducted within a school, outlined into specific topics along with detailed training objectives

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23
Q

What is surveillance?

A

A process that provides ongoing evaluation of training or training materials to ensure continued effectiveness and currency of content to meet the training requirements

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24
Q

What is an interim change?

A

A minor change to correct editorial and typographical errors, teachability, safety or urgent type commander-issued subjects

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25
Q

What is a change?

A

A modification to training materials that does not affect course objectives, increase course length or require additional resources

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26
Q

What is technical change?

A

Any change to tactical or training-unique equipment or documentation

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27
Q

What is a revision?

A

A change to any course learning or terminal objective, an increase in course length, or any changes that require additional resources

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28
Q

Instructors should set challenging, but achievable goals

A

Confidence

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29
Q

Capture students attention and focus their thinking

A

Attention

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30
Q

What’s in it for me?

A

Relevance

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31
Q

Recognize and reward students achievements

A

Satisfaction

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32
Q

Key principles to applying motivational theory in a training situation

A

needs
attitude
achievement
values
interests
incentives

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33
Q

subject is important to their lives

A

values

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34
Q

What is achievement

A

a strong desire to succeed

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35
Q

Attitude

A

Positive attitude influences the student’s interest in the subject

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36
Q

Incentives

A

Rewards and good grades

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37
Q

Interest

A

Maintain the student’s interest

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38
Q

Needs and Drive

A

Indicates a student lacks something

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39
Q

Law of Readiness

A

Students learn better when they are mentally, physically, and emotionally ready

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40
Q

Law of Exercise

A

Practice makes perfect when taught correctly

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41
Q

Law of Effect

A

Learning is more effective when a feeling of satisfaction or reward is a result of the learning process

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42
Q

Law of Primacy

A

First instructional event creates a strong, almost unshakeable impression on the learner

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43
Q

Law of Intensity

A

If the stimulus is real a change in behavior is far more likely to occur

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44
Q

Law of Recency

A

The things learned last will be best remembered by the student

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45
Q

Association

A

Comparing past learning experience to a new one

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46
Q

Trial and Error

A

Learning by doing

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47
Q

Imitation

A

Setting as a proper example

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48
Q

Transfer

A

Applying past learning to a new but similar situation

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49
Q

Insight

A

Student grasps the way elements of a problem situation are connected creates that “ah-ha” moment

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50
Q

the four basic learning styles

A

concrete experience
abstract conceptualism
active experimentation
reflective observation

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51
Q

Concrete experiences

A

experience-based approach to learning

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52
Q

active experimentation

A

active step by step approach to learning

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53
Q

reflective observation

A

observe and reflect before drawing a conclusion

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54
Q

abstract conceptualization

A

theory based analytical approach to learning

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55
Q

fear

A

fear of showing ignorance, disapproval or judgement

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56
Q

lack of common core experience

A

unlikely to find a group with the sam eexperiences

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57
Q

overuse of abstractions

A

use concrete terms

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58
Q

environmental factors

A

noise, temperature, poor lighting, etc in the classroom

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59
Q

force

A

carrying power of the voice

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60
Q

inflection

A

change in the normal pitch or tone of the speaker’s voice

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61
Q

grammar

A

correct usage of spoken or written word

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62
Q

pauses

A

use pauses to gain humorous, dramatic or thought provoking effects

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63
Q

articulation

A

use understandable speech by enunciating and properly pronouncing words

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64
Q

rate of speech

A

speak fast enough to be interesting yet slow enough to be understood

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65
Q

What are the 4 purposes of oral questioning?

A

drill students
arouse interest
focus attention
stimulate thought

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66
Q

What are the characteristics of a good oral question?

A

level of knowledge
use of interrogative
clarity of meaning

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67
Q

level of instruction

A

use simple words, correct grammar, and complete sentences

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68
Q

use of interrogative

A

use an interrogative at the beginning of your sentence so students know you are asking a question

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69
Q

clarity of meaning

A

make your questions brief and limit them to one thought

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70
Q

behavior

A

what a learner should be able to do as an outcome of the training

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71
Q

condition

A

aiding and limiting factors imposed upon the student in satisfying the objectives performance requirements

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72
Q

standard

A

specifies the criteria the student’s performance must meet

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73
Q

What are the two methods of testing?

A

knowledge test
performance test

74
Q

knowledge tests

A

a method of testing which measures achievement of objectives through the use of test items written at the appropriate learning level

75
Q

Performance tests

A

a method of testing which measures skill acquisition by having the student demonstrate specific behaviors defined by the learning objectives

76
Q

knowledge (level 1)

A

remembering previously learned information

77
Q

comprehension (level 2)

A

ability to grasp the meaning of the material

78
Q

application (level 3)

A

ability to apply learning in a new and concrete way

79
Q

analysis (level 4)

A

ability to separate material into its component parts to arrive at an understanding of its organizational structure

80
Q

synthesis (level 5)

A

ability to reason from the general to the particular

81
Q

evaluation (level 6)

A

ability to judge the value of material based on defined criteria

82
Q

What are the primary materials used in presenting instruction?

A

Lesson Plan
Instruction Sheets
Instructional Media Material

83
Q

What are the three types of training materials provided by the ILE?

A

Instructor led training
interactive multimedia
blended

84
Q

How many phases of PADDIE+M are there?

A

7

85
Q

What are the 7 phases of PADDIE+M?

A

Planning
Analysis
Design
Development
Implementation
Evaluation
Maintain

86
Q

Define the following proficiency “skill” levels:
level 1:
level 2:
level 3:

A

Imitation
Repetition
Habit

87
Q

Describe the following “knowledge” levels:
level 1:
level 2:
level 3:

A

knowledge/comprehension
application/analysis
synthesis/evaluation

88
Q

What are the five categories of performance and knowledge tests?

A

pre-test
progress test
comprehensive test
oral test
quiz

89
Q

What is the purpose of a pilot?

A

Verify and validate material and enable time for correction prior to implementation

90
Q

What is a job sheet?

A

Directs trainees in step by step performance

91
Q

What is a problem sheet?

A

Practical problems requiring analysis and decision making

92
Q

What are the two types of testing methods adopted by NMETC/NETC?

A

Criterion-Referenced Test
Norm-Referenced Test

93
Q

What are the 3 methods of remediation?

A

Targeted
Scalable
Iterative

94
Q

What is the LSO?

A

Learning Standards Officer

95
Q

What is CCMM?

A

Course Curriculum Model Manager

96
Q

What is the purpose of a CANTRAC?

A

Active component of CeTARS, includes publication and general information for courses including course identification numbers, location and requirements and is public access on internet

97
Q

What is CeTARS?

A

Navy-wide automated information system designed to manage and support the Navy Training effort

98
Q

What is a CIN?

A

Course identification number

99
Q

Who has the responsibility to ensure the data in CeTARS is accurate?

A

CCA

100
Q

What are 3 types of schools?

A

A, C, F

101
Q

What is an A school?

A

Basic Knowledge

102
Q

What is a C School?

A

advanced knowledge

103
Q

What is a F school?

A

Functional Skill

104
Q

What is an ARB?

A

Academic Review Board

105
Q

What is a HPRR?

A

Human Performance Requirement Review

106
Q

What is a periodicity of a HPRR?

A

36 months unless triggering event occurs

107
Q

What are the triggers for a HPRR?

A

requests by requirement sponsor
fleet feedback
course surveillance
CCA directed

108
Q

What is a JDTA?

A

job duty task analysis

109
Q

OPNAV

A

provides policy for implementing and supporting the department of the navy strategic goals regarding human resources, education and training

110
Q

learning centers

A

continuously monitor the quality of curriculum, instruction, and evaluation functions

111
Q

netc

A

meets netc strategic goals of leadership, navy military training, instruction, quality of life, infrastructure, equal opportunity, curriculum and technology

112
Q

learning standards officer

A

supports training activity in ensuring quality training

113
Q

course curriculum authority

A

ensures data within CeTARS is accurate

114
Q

Course curriculum model manager

A

develops, revises, and maintains a course of instruction

115
Q

participating activity

A

provides assistance to CCMM training activity to develop, revise, modify, maintain, and review training material when requested

116
Q

catalog of navy training course (CANTRAC)

A

includes publication of general information on all training activities and course descriptions

117
Q

Corporate enterprise and training resource activity system (CeTARS)

A

collects, compiles, and provides training managers and higher echelons of the navy with student and course information

118
Q

course identification number

A

a unique number identifying a formal navy course

119
Q

course data processing code

A

uniquely identifies each course of instruction and its location

120
Q

person event code

A

indicates the student status in cetars

121
Q

audit trail

A

maintained by the CCMM for the life of the course

122
Q

master record

A

tracks the current status of the curriculum for all courses that are taught by the participating activity

123
Q

What are 2 types of evaluation?

A

scheduled
unscheduled

124
Q

Scheduled evaluation

A

Allows the instructor to prepare for the evaluation

125
Q

Unscheduled evaluation

A

Permits the evaluator to observe the instructor in a normal mode, which can result in a more realistic appraisal of instruction

126
Q

What are the 3 areas of student critique program?

A

Instructor critique
course critique
quality of life critiques

127
Q

Formal Course Review

A

provides a check of the different elements contained in a course and serves as an excellent source of internal feedback

128
Q

FCR will be conducted on an ___, ____, or ____ cycle as determined by the CCA, not to exceed three years

A

annual
biennial
triennial

129
Q

Who schedules, monitors, and regulates the FCR?

A

CCMM

130
Q

Human Performance Requirement Review

A

Revalidates individual training requirements and or identify new training requirements

131
Q

When is a human performance requirement review conducted?

A

On learning center courses of instruction within a 36 month cycle, unless triggering event occurs requiring more frequency

132
Q

What are the 4 triggers to conduct a human performance requirement review?

A

requests by requirement sponsor
fleet feedback
course surveillance
CCA directed

133
Q

Human Performance Requirement Review Messages

A

annual schedule message
announcement message
agenda message
action chit message

134
Q

annual human performance requirement review schedule message

A

released 30 days prior to oct 1 of each year and outlines the course name, type and month

135
Q

HPRR announcement message

A

released 90 days prior to the date of the hprr and details the purpose of the message

136
Q

HPRR ageda message

A

released 60 days prior to the date of hprr, confirms announcement

137
Q

HPRR action chit message

A

summarizes the HPRR, date completed, requests sponsors provide POA&M, and provides POC information

138
Q

3 forms of acceptable actions from a resource sponsor identifying the commitment of resources to a valid training requirement

A

naval message
command letterhead letter
digitally signed email

139
Q

occupational standards

A

are the minimum skills required of navy enlisted ratings as established by primary sponsors

140
Q

occupational standards

A

are the basis for implementing and supporting actions for manning, distribution training and advancement

141
Q

job duty task analysis

A

establishes a repeatable and defendable job analysis process of developing or revising training in ordr to satisfy fleet training requirements

142
Q

external triggers to perform a job duty task analysis

A

NTSP revision
ORM assessment
fleet performance assessment
direct fleet input
hprr

143
Q

internal triggers to perform a job duty task analysis

A

revision to enlisted occupational standards
rating merger
establishment or revision of an NEC

144
Q

front end analysis

A

establishes a 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

145
Q

when is front end analysis performed?

A

typically performed after job duty task analysis has been conducted

146
Q

triggers of a front end analysis

A

revision to a fleet requirement
revision to an enlisted occupational standards
fleet feedback
formal course review
rating merger
as directed by the CCA
hprr

147
Q

tpp

A

training project plan
provides a plan of actions and milestones to achieve a predetermined implementation date

148
Q

initial approval authority for a tpp?

A

CCA

149
Q

voluntary training

A

training in which a sailor has voluntarity enrolled and has the ability to drop on request and return to their original rating

150
Q

involuntary training

A

training in which a sailor is enrolled thru the accession training or follow-on specialty skills school

151
Q

what is a cpm?

A

content planning module

152
Q

what are the 4 areas within a cpm?

A

home
jdta
projects
reports

153
Q

What can a training officer or sailor do in eNTRS?

A

the ability to view and request seats in designated navy schools

154
Q

What is AIM?

A

authoring instructional materials

155
Q

What approach does AIM use?

A

Integrated, performance based design, development, and maintenance of ILT and self paced learning

156
Q

Which AIM tool supports task based curriculum development?

A

AIM II

157
Q

What functionality portion of CeTARS automatically updates CANTRAC?

A

Discoverer

158
Q

What forms can you export data from CeTARS in?

A

Excel
Word
PDF

159
Q

What are the 5 steps to ORM?

A

Identify the hazards
assess the hazards
make risk decisions
implement controls
supervise

160
Q

What are the three basic actions to be completed in identifying hazards?

A

analyze the mission
list the hazards
determine the hazard root cause

161
Q

How do you determine the risk of hazards?

A

Severity
probability
complete risk assessment
risk assessment pitfals

162
Q

What are the 3 basic actions that lead to making informed risk decisions?

A

identify control options
determine control effects
make risk decisions

163
Q

Implementing controls

A

requires that the plan is clearly communicated to all the involved personnel, accountability is established and necessary support is provided

164
Q

What actions are included in supervising?

A

monitoring the effectiveness of risk controls
determining the need for further assessment of all or a portion of the mission or task
capturing lessons learned

165
Q

What is the most important communication skill?

A

listening

166
Q

What are the different instructional methods

A

lecture
lecture with audiovisuals
lesson
demonstration
role-playing
team dimensional training
gaming and simulation

167
Q

Instruction sheets provide students with what?

A

outline
job
problem
assignment
information
diagram

168
Q

Who is responsible for ensuring accuracy within CeTARS?

A

course supervisor

169
Q

What is the purpose of a Training Requirement Review?

A

revalidate individual training requirements

170
Q

How often is a TRR conducted?

A

60 month cycle unless triggered sooner

171
Q

What are the 4 triggers to conduct a TRR?

A

requests by requirement sponsor
fleet feedback
course surveillannce
CCA directed

172
Q

What are the 4 TRR messages?

A

Annnual TRR schedule message
TRR announcement message
TRR agenda message
TRR action chit message

173
Q

Where are E4 and below OCCSTDS that are not taught in A school going to be taught?

A

on board training
on the job training
proficiency training

174
Q

What is a targeted JDTA?

A

performed on specific portions within a course

175
Q

When is a targeted JDTA scheduled?

A

insufficient course data exists
mishap occurs during training that requires immediate action
as directed by higher authority

176
Q

What is the hierarchical structure of work?

A

occupation: family of jobs with common set of skills
job: duties and tasks in an occupation
duty: set of related tasks
task: bahvior, condition, standard, orm, delivery, ksatr

177
Q

Who determines what curriculum development model will be used for curriculum modifications within your learning environment

A

CCA

178
Q

What is the purpose of a bca?

A

structured methodology to facilitate its decision making process

179
Q

What are the contents of a TPP?

A

CCA TPP endorsement letter
cover page
course data
justification
safety risks and hazardous material
curriculum development method
resource requirements
compensation
milestones

180
Q

What is SERENA?

A

a web based application which allows learning centers to upload, maintain, and manage training project plans

MTS 100 200 (1 decks)

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