Term
| State the purpose of the Navy Training System. |
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Definition
| Ensure a systematic approach for determining what to train and how best to accomplish that training. |
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Term
| What is the most essential, single link in the training chain? |
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Definition
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Term
| State and discuss the three qualities of an efficient and effective instructor. |
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Definition
1. Knowledge- Know far more about the subject than you actually teach your students.
2. Ability- Lead by example. Know the principles, methods, and techniques of instruction, also be able to apply them effectively.
3. Personality- the pattern of collective character, behavioral, temperamental, emotional, and mental traits of an individual |
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Term
Discuss the Instructor's responsibilities in terms of
a. Responsibility to students
b. Responsibility to training safety
c. Responsibility to security
d. Responsibility to curriculum |
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Definition
a. students- teach effectively, set a good example for them to follow, and help them resolve conflicts that hinder their training.
b. training safety- Most important, you must demonstrate proper safety procedures in addition to teaching them.
c. security-Never say or do anything that will downplay the importance of the materials.
d. curriculum- curriculum maintenance is an ongoing effort to ensure the course curriculum is both current and accurate |
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Term
| List & discuss the key principles of applying motivation theory in a training situation |
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Definition
| 1. Needs and Drives- a deficit or lack that causes a desire for satisfaction. 2. Interest- a person’s view of an activity as worthwhile or enjoyable for its own sake. 3. Values- students have more interest in a subject that deals with goals they see as important in their lives. 4. Incentives- such as good grades, awards, or selection as a distinguished graduate motivate students who want to achieve. 5. Attitudes- consist of feelings for or against people, objects, or ideas. 6. Achievements- is a strong desire, a longing, an aim, a goal, or a desired objective |
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Term
| List and discuss five techniques which can assist in developing motivational strategies for instruction |
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Definition
1) Make the subject matter interesting - Plan motivational strategies to keep the lesson interesting.
2) Establish goals - Ensure that you present the objectives for each block of instruction so that students will understand exactly what they are expected to be able to do as a result of training.
3) Provide informative feedback - Recognizing good performance and pointing out areas that need improvement contribute to effective learning.
4) Show interest in your students - Give students detailed feedback when they respond to a question or perform some task related to instructional objectives.
5) Encourage participation - You should be open to student contributions and points of view. Students bring many different experiences to the learning environment. Use these experiences to stimulate interest and add variety to learning. |
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Term
| State the ultimate goal of instruction |
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Definition
| Cause students to remain motivated beyond the instructor’s influence and apply what they have learned on the job |
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Term
| State and discuss five different ways of learning |
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Definition
| 1. Association- a comparison of past learning to a new learning situation. Use so students can relate. 2. Imitation- students observe others (primarily the instructor) in a training environment, and to imitate their behavior is natural. Learning takes place even without direct reinforcement of the repeated behavior. 3. Trial and Error- discovery learning, trial and error is learning by doing. Students receive proper supervision, reinforcement of acceptable performance, and get immediate feedback on how to correct errors. 4. Insight- the understanding that the whole is more than the sum of the parts (light bulb turns on). Learning by insight occurs when the learner suddenly grasps the way elements of a problem situation are connected. 5. Transfer- the process of applying past learning to new but somewhat similar situations. This process is important because the training environment can rarely duplicate the |
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Term
| State and discuss the five laws of learning |
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Definition
| 1. Readiness - learn best when they are physically, mentally, and emotionally ready to learn. 2. Effect - things which result in satisfying consequences. 3. Primacy - retain information they learn for the first time longer than they retain information they must relearn 4. Intensity - a vivid experience is learned better and retained longer 5. Exercise - practice makes perfec |
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Term
| Discuss how motivation affects student learning |
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Definition
| Humans basically try to succeed and, conversely, try vigorously to avoid failure. We need to remember that occasional failure is human, we must do everything possible to organize student efforts toward success. |
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Term
| State and discuss the six common characteristics all students possess |
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Definition
| Belief in their maturity, be treated like adults. Ability to evaluate the instructor’s interest in the subject. High regard for instructors who show a sense of fair play. Recognition, to be recognized. Fallibility, everyone makes mistakes. Desire to succeed, no one wants to fail. |
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Term
| State and discuss the four basic learning styles |
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Definition
| 1. Concrete – Experience based approach to learning. 2. Active – Becoming involved with the subject first and then do it step-by-step. 3. Reflective – Observe and reflect (make contrast and comparisons) before doing. 4. Abstract – Theory |
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Term
| Discuss the barriers to effective communication |
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Definition
Lack of Common Core Experience – unlikely to find any group in which students have the same common core experience.
Overuse of Abstractions - concepts, ideas, or words that are not directly related to the subject being discussed.
Fear – showing ignorance, fear of disapproval, fear of losing status, and fear of judgment are common barriers
Environmental Factors – anything that may interfere with the communication process |
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Term
| State and discuss the purpose of the 3-step communication process |
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Definition
| The 3 step communication process is an effective way of communication that includes the sender, receiver and feedback. The process is just that… sending the message, receiving the message and feedback. |
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Term
| Discuss why listening is one of the most important communication skills |
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Definition
| Listening is an active process of hearing and understanding that demands concentration and attention. Both you and your students have responsibilities in the communication process. |
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Term
| Describe five factors that must be considered in planning instructional delivery |
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Definition
1. Grammar - concerns the correct usage of the spoken or written word.
2. Rate of Speech - As a rule, speak fast enough to be interesting yet slow enough to be understood.
3. Articulation - is simply understandable speech
4. Inflection - a change in the normal pitch or tone of the speaker’s voice. 5. Force - the volume or carrying power of the voice |
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Term
| State and discuss the importance of body movement as an important part of successful communication |
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Definition
| It reinforces, emphasizes, and clarifies verbally expressed ideas. Eyes are attracted to movement. |
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Term
| State and discuss the four purposes of oral questioning. |
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Definition
| 1. To stimulate the students to think. 2. To arouse interest in the subject matter. 3. To focus attention upon a particular area of the subject matter. 4. To Drill students on subject matter they must recall precisely |
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Term
| State and discuss the characteristics of a good oral question |
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Definition
| 1. Level of instruction – Use words and questions the student knows and understands. 2. Use of interrogative – Make sure the students know right away you are asking a question. 3. Clarity of meaning – Can the student understand what you are asking |
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Term
| Discuss the types of oral questions and their purposes. |
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Definition
| 1. Canvassing questions- to determine those who are familiar with a specific area of subject matter 2. Thought-provoking questions- properly used will stimulate the student to think 3. Interest-arousing questions- is to focus the students attention and get them thinking about the subject you are about to present. 4. Multiple-answer questions- used to increase student participation or cause students to think about the other students answers 5. Factual questions- asks for specific information 6. Leading questions- is one that suggests its own answer 7. Yes/No questions- has value in arousing interest, focusing attention, encouraging student participation, and serving as a lead-in to other kinds of questions |
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Term
| State the five steps of the five-step questioning technique |
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Definition
| 1. Ask the question 2. Pause… so that all students may consider 3. Pick on one student by name 4. Listen and comment on answer 5. Emphasize correct answer |
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Term
| List and discuss the different instructional methods |
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Definition
1. Demonstration - basic, and most often used, method of instruction for teaching skill-type subjects
2. Discussion – people talk together to share information about a topic or problem or to seek possible available evidence or a solution. 3. Role-Playing – refers to the changing of ones behavior to assume a role. 4. Case study – a detailed analysis of a person or group. 5. Lecture – an instructional presentation of information, concepts, or principles. 6. Lecture with audiovisuals - visual and/or audio aids. 7. Lesson - most often used method of classroom instruction within Navy training |
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Term
| State and discuss the three parts of a learning objective |
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Definition
| 1. Behavior – What the student should be able to do 2. Condition – Aiding and limiting factors the student must do to complete the behavior 3. Standard – The criteria the student must meet |
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Term
| Discuss the two methods of testing and their importance |
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Definition
| 1. Knowledge Tests- measure achievement of objectives through the use of test items written at the appropriate learning level. 2. Performance Tests- measure skill acquisition by having the student demonstrate specific behaviors defined by the learning objectives |
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Term
| Explain the five learning levels a knowledge test item may test |
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Definition
| 1. Comprehension – Understanding and not memorizing (i.e. this board) 2. Application – Applying what they have learned on the job 3. Analysis/Evaluation – Understanding the data and judging the effectiveness 4. Recognition – Verbatim identification 5. Recall – Verbatim remembering of specifics |
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Term
| Discuss the different types of performance tests |
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Definition
| 1. Product – Is the final product correct, not concerned about the process to get there 2. Combination Tests- is concerned with both an observable result and the step-by-step process leading to the result. 3. Process – Is the process correct, not concerned about the final product |
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Term
| List and describe the primary materials used in presenting instruction. |
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Definition
| 1. Instructional Media: Any device or piece of equipment that is used to help the student understand and learn. 2. Instruction Sheets: Provide students with information or directions they need to complete a particular course of the study. 3. Lesson Plan: The blueprint that ensures instruction is presented in proper sequence and to the depth required by the objectives. |
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Term
Discuss the purpose of the Shareable Content
Object Reference Model (SCORM) and its
application in Content Development |
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Definition
Provides a collection of standards and specifications for webbased
e-learning. Basically it lets you communicate between
client side content and a host system called the run-time
environment (commonly a function of a learning
management system). Content development, it teaches
instructional system designers how to develop enterprise
systems that store, manage and deliver instructional content
to learners, generally who go online for studies. |
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Term
Describe reuse, repurpose, and reference as it
applies to NCOM. |
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Definition
Reuse – The use of an existing object in a new learning event
without any modification to its instructional treatment,
context, or content.
Repurpose – The use of an existing object in a new learning
event with little to no modification to its instructional
treatment, context, or content.
Reference – The use of an existing object as an information
source or resource for generating ideas for new learning
events. |
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Term
Name the five content types and describe
when each would be used as they relate to
enabling objective statements |
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Definition
Concept: A general idea derived or inferred from specific
instances or occurrences.
Facts: Unique and specific information usually represented
in the form of a statement.
Procedure: Sequence of steps followed systematically to
achieve a task or decision
Process: A flow of events that identify how something works.
Principle: Rule of personal conduct-Doing the right thing. |
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Term
Describe enabling objective content use
levels. |
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Definition
Degree of recognition and performance that a learner is
expected to display after completing training at the selection
level.
Two Content Use or Mastery Levels:
Remember Use Level
Apply Use Level |
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Term
| Describe Metadata and its capabilities. |
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Definition
Metadata is simply described as ‘information about
information’. It enables people to search for and locate the
information they need on the Internet, and can help them
to determine whether or not a particular information
resource is the one that meets their needs |
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Term
Discuss the key precepts of ILE Information
Architecture to include Navy Content Object
Model, Sharable Content Object Knowledge
Model (SCORM), and Enabling Learning
Objectives/Terminal Learning Objectives
(ELO/TLO). |
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Definition
To bring together the program management, functional, and
technical integration of processes, products, and people, so
they can provide users the right format and place at the time
of need. |
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Term
| What is a Job Task Analysis (JTA)? |
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Definition
Provides framework for the ILE to define Job/Position
requirements for needed knowledge, skills and abilities. |
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Term
| Contrast Level 1 & 2 JTA Data. |
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Definition
Level 1 begins with skill groups, and is defined by rating:
what work is being performed
Level 2 begins with subtasks, and is defined by position: how
that work is being performed |
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Term
Where does one find technical specifications,
XML specifications, and NMCI Core Build
requirements? |
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Definition
Technical Specifications: Found in Navy ILE Technical
Specifications and Guidelines MPT&ECIOSWIT-ILE-SPEC-4D
XML Specifications: Found in Navy ILE Content XML
Specification MPT&ECIOSWIT-ILE-SPEC-2B
NMCI Core Build Requirements: The most recent version of
the NMCI Core Build ( at the time of this writing ) can be
accessed at:
https://www.homeport.navy.mil/support/support.aspx?page=1518
for details. |
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Term
What are the 3 educational domains discussed
in the Navy ILE Learning Objective Statements
(NLOS) Specifications and Guidance? Name
the main verb categories attributed to each. |
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Definition
Cognative- Synthesis, Evaluation, Analysis, Aplication, Comprehension, Knowledge.
Affective- Characterizing, Responding, Recieving, Organizing, Valuing.
Psychomotor- Manipulation, Precision, Articulation, Imitation, Naturalization |
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Term
Discuss the types of questions used for each
Content Use Level. |
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Definition
Remember:
Drag/Drop - The learner drags text (graphically generated) or graphic objects to the
appropriate location on the screen.
Identify (hot spot) - identify something from a picture.
Matching – placing things in order.
Multiple Choice - Multiple Answer – more than one answer
Multiple Choice - Single Answer – only one answer applies.
Short Answer (Fill in the blank) - missing key items.
Apply:
Gaming – interactively having fun and learning at the same time.
Goal Based Assessment - opportunity to follow procedures.
Oral Board Assessment - be able to articulate reasoning and answer follow-up
questions.
Simulation – imitation or enactment, as of something anticipated or in testing.
Practice - to exercise oneself by repeated performance in order to acquire skill.
Exercise – Learning by repetitions.
Essay - Essays require the learner to articulate in written form a procedure, process,
or principle.
Drill – Teaching by repetitions. |
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Term
Discuss the phases of the Instructional Design
Process. |
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Definition
Analyze-Identify required level of proficiency, critical tasks, knowledge,
and skill.
Design-Occurs after analysis of training requirements have been
performed and ends when a proof of concept prototype is designed and
the Navy has tested & accepted the design for the content.
Development-Effectively translates inputs from the analysis & design
phase into courseware products.
Implementation-Effective and efficient delivery of instruction where
Kirkpatrick’s Levels 1&2 data are collected.
Evaluation-Measures the effectiveness & efficiency of the instructional
content & specifically the application of knowledge in the workplace |
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Term
| Discuss the item(s) developed in Phase I (Plan) of Task-Based Curriculum Development. |
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Definition
| Gathering information and building a plan for training material revision or development. The output product of this phase is the Training Project Plan (TPP). When approved, the TPP becomes the authorization to undertake a course revision or a new course development project and initiate resource requisitions |
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Term
| Discuss the items developed in Phase II (Analyze). |
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Definition
| The purpose of the Analyze Phase is to determine What will be taught in the new or revised course. The duties, tasks, and/or skills that you select for training will be organized in a Course Training Task List (CTTL). CTTL is the building block of the course and will be used to develop the learning objectives and all other course materials. |
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Term
| Discuss the items developed in Phase III (Design). |
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Definition
| The Design Phase is the transition between the job world and the schoolhouse. All duties listed on the CTTL will be developed in to LO’s, which will tell exactly how the job duties will be performed in the schoolhouse. The Training Course Control Document (TCCD) is the output of the Design Phase and serves as the primary development and management document for a course. The approved TCCD serves as the authority for further development and consolidates the information needed by curriculum developers to create the curriculum and support materials for a course. |
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Term
| State the two categories of learning objectives. |
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Definition
| Objectives will be either skill or knowledge |
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Term
| Discuss the items developed in Phase IV (Develop). |
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Definition
| In the Develop Phase, curriculum materials are developed to support the objectives. Curriculum materials consist of a Lesson Plan, a Trainee Guide or individual instruction sheets, Tests/Test Items and support material. |
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Term
| Discuss the purpose of Instructional Media Materials (IMM) and Visual Information (VI). |
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Definition
| Used to introduce, reinforce, or supplement training provided in the formal environment. Primarily used in conjunction with a Lesson Plan. |
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Term
| State and discuss the elements of the Lesson Plan. |
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Definition
1) Front Matter consists of:
Cover page (optional at CCMM or CCA direction)
Title page
Change Record Page
Table of Contents Page(s)
Security Awareness Notice Page(s)
Safety/Hazard Awareness Notice Page(s)
How to use the Lesson Plan (optional)
Terminal Objective Page(s)
Each lesson topic has two parts.
2) Lesson Topics consists of:
Lesson topic page contains:
Allocation of classroom and lab time
EO’s
Trainee preparation materials
Instructor preparation materials
Trainee materials required |
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Term
| State and discuss the elements of the Trainee Guide. |
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Definition
1) Front Matter consists of:
Trainee Name Page(optional)
Cover Page (optional)
Title Page
Change Record Page
Table of Contents
Security Awareness Notice Page(s)
Safety/Hazard Awareness Notice Page(s)
How to Use Your Trainee Guide Page(s)
Terminal Objectives Page(s)
Course Master Schedule (optional)
2) Instruction Sheets consist of:
Outline
Assignment
Information
Job
Problem |
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Term
| State the rules for writing a Course Training Task List (CTTL) Statement. |
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Definition
| Meet all guidelines of the NAVEDTRA 130 End with an object Be short Begin with a verb Be observable and measurable Support the Course Mission Statement |
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Term
| State the purpose of testing. |
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Definition
| Tests are the primary tool for determining trainee attainment of TOs/EOs and, therefore his/her relative success in the course. |
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Term
| Explain the purpose of conducting a Pilot Course (Phase IV). |
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Definition
| To validate the Curriculum and Material, and to determine their effectiveness in attaining the Course Objective(s). |
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Term
| Explain the purpose of conducting a Pilot Course (Phase IV). |
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Definition
| To validate the Curriculum and Material, and to determine their effectiveness in attaining the Course Objective(s). |
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Term
| List the justifiable reasons for developing, revising, or canceling a course. |
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Definition
| Navy Training Plans (NTPs) Tasking by higher authority Internal course reviews and local command initiatives External course reviews Surveillance and external feedback Training appraisal |
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Term
| Discuss the purpose of phase V (Implementation). |
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Definition
Implementation includes formal approval of the course for instruction and placing it on line.
Revise the material as indicated by pilot
CCA issued Letter of Promulgation |
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Term
| Discuss the purpose of phase VI (Evaluate). |
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Definition
The central concept behind evaluation is the constant improvement of training materials through a process that:
1) Provides a means of keeping training materials current and accurate
2) Is responsive to changing training requirements and
equipment or document alterations
3) Is open to innovation |
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Term
| Discuss the relationship between the following as used in the CTTL. |
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Definition
1) Job:
Made up of duties and tasks
2) Duty:
A major part of a job
Collection of duties make up a job
Occupies a major part of the work time
Occurs often in the work cycle
Must be observable and measurable
Involves a group of closely-related tasks.
3) Task:
A major part of a duty- clusters of tasks make up a duty
Is performed in a relatively short period of time
Must be observable and measurable |
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Term
| State the difference between the Course Mission Statement and a Terminal Objective. |
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Definition
| The Course Mission Statement might be confused with a TO. The primary difference is that a TO relates to trainee behavior, while the Course Mission Statement is descriptive of the course — not the trainee. |
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Term
| Describe the three products of a Training Course Control Document: |
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Definition
1) Curriculum Outline of Instruction:
The compiling of objectives after writing and sequencing them.
3) Annexes:
Provide the resource requirements and time allocations for the training course.
2) Front Matter contains:
Cover Page
Letter of Promulgation
Forward
Table of Contents
Course Data
Trainee Data |
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Term
| List the Volumes of NAVEDTRA 130 and their purpose. |
|
Definition
1) NAVEDTRA 130A, VOL 1., Developers Guide: Contains the step-by-step guidance for developing effective training materials.
2) NAVEDTRA 130A, VOL 2., Sample Products: Provides samples of each of the management and curriculum documents in a format that is consistent with the standards and conventions discussed in Volume 1.
3) NAVEDTRA 130A, VOL 3., Managers Guide: Contains management information important to planning, analysis, design, development, implementation, and evaluation of curricula. |
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Term
| Spell out the full term for the following abbreviations/acronyms: |
|
Definition
(1) LP Lesson Plan
(2) D-D-A Page Discussion-Demonstration-Activity Page
(3) TO Terminal Objective
(4) EO Enabling Objective
(5) DP Discussion Point
(6) RIA Related Instructor Activity
(7) IMM Instructional Media Material |
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Term
| Discuss where to find the procedures for handling and storing classified training materials. |
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Definition
| Classified information will be handled in accordance with the The Department of the Navy Supplement to the DOD Information Security Program Regulation (OPNAVINST 5510.1). |
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Term
3.A1 List the responsibility of each of the following members of the training organizational structure:
Chief of Naval Operations (CNO)
Naval Manpower, Personnel, Training and Education (MPT&E)
Naval Education and Training Command (NETC)
Naval Personnel Development Center (NPDC)
Learning Centers; Course Curriculum Model Manager (CCMM)
Participating Activity. |
|
Definition
Chief of Naval Operations (CNO): Provides policy for implementing and supporting the Department of the Navy Strategic Goals regarding Training, Human Resources, and Education.
Naval Manpower, Personnel, Training and Education (MPT&E): To Anticipate the Navy Total Force capabilities required to support joint warfighting needs, and recruit, develop, manage and deploy that workforce in an agile, cost-effective manner.
Naval Education and Training Command (NETC): To Educate and train those who serve, providing the tools and opportunities which ensure fleet readiness and mission accomplishment. Enhance professional and personal growth and development. Enable life-long learning.
Naval Personnel Development Center (NPDC): The mission of the NPDC is to develop Sailors with the knowledge, skills and abilities – for both personal and professional growth – to fit Fleet manning requirements.
Learning Centers: Coordinate and execute NMT,
Determine and allocate resources necessary to support learning sites, provide technical contracutal oversite and authority for training equipment and electronic classrooms, provide cetrally procured training materials, review and approve training schedules, ensure accuracy of CANTRAC, liaison with TSC/TSD to execute Navy programs for remote staff personnel.Course Curriculum Model Manager (CCMM): Charged with developing, revising, and maintaining a course of instruction.
Participating Activity: When the activity providing training is not the CCMM, it is the participating activity. |
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Term
| Describe the "A", "C", and "F" type courses of instruction. |
|
Definition
Class “A”: Provides the basic knowledge and skills required for rating entry-level performance.
Class “C”: Provides advanced specialized skill/knowledge/aptitude/qualification training required to fill a particular billet. Course completion awards an NEC or officer BST.
Class “F” Provides individual functional skill or rate-specific training as required by Fleet or Type Commanders. No NEC is awarded. |
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Term
| Describe the instructor certification process in your training command |
|
Definition
1) Complete the activity’s Instructor Indoctrination Training; this includes command and course indoctrination training.
2) Practice teach in the course for which certification is to be granted.
3) Receive satisfactory evaluations on a minimum of three separate presentations while practice teaching. -Returning instructors may receive a waiver from CISO after satisfactory completion of an evaluation on their technical and instructional expertise. |
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Term
| Discuss “attrition” and contrast its meaning in both operations and training. |
|
Definition
1) Attrition: Defined as a loss to the Navy. Sailors who are disenrolled, reclassified or reassigned are not considered attrites.
2) Academic drops or non-graduates: Occurs when a student is unable to achieve the learning objectives because of an academic problem, such as lack of classroom ability or lack of laboratory ability. Decisions to academically drop a “A” and “C” school student will be as a result of an ARB.
3) Non-Academic drop or non-graduate: Based on administrative decisions that are not a result of academic performance. For non-academic drops, the convening of an ARB is not required.
4) Disenrollment: Based on administrative decisions beyond the control of the training activity that are a result of higher authority direction or pre-service condition |
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Term
| Discuss the Academic Review Board (ARB) process. |
|
Definition
A). The Academic Review Board (ARB) process provides for formalized procedures in handling non-disciplinary
problems related to a student’s academic progress.
B). The ARB is an integral part of the student-counseling
program.
C). It is based upon the philosophy that decisions concerning
a student’s drop from training are better arrived at by a
group acting together as a board rather than by an individual acting alone. |
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Term
| Discuss test failure policies and associated grading criteria within your learning environment. |
|
Definition
After first failure of an objective/test, remediation is mandatory.
- If the objective/test is then satisfactorily obtained, the student will receive the minimum passing grade for the test/objective.
- If the objective/test is again failed, it will be up to the discretion of an ARB |
|
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Term
| Who determines what curriculum development model will be used for curriculum modifications within your learning environment? |
|
Definition
| CCMM = Course Curriculum Model Manager |
|
|
Term
| Who is responsible for maintaining a course audit trail / a master record? |
|
Definition
Course Audit Trail – CCMM
Course Master Record – Curriculum and Instructional Standards Office
(CISO/ISD |
|
|
Term
| Describe the evaluation of instructors in laboratory / classroom / facilitated environments. |
|
Definition
Technical and Technique
Technical. Personnel considered SME’s in the area of instruction conduct evaluations to ensure the qualifications of the instructor.
Technique. Trained instructor evaluators from the command conduct evaluations to ensure the subject matter qualifications of the instructor.
Four areas: Introduction, Presentation, Interaction, Summary |
|
|
Term
| Discuss the student critique program within your learning environment. |
|
Definition
1. Instructor Critiques
2. Course Critiques
3. Quality of Life Critiques |
|
|
Term
| Discuss the importance of Formal Course Reviews (FCRs) and audit trails. |
|
Definition
The primary reason to hold Formal Course Reviews is to keep training current.
FCRs will be conducted on an annual, biennial, or triennial cycle as determined by the CCA, not to exceed three years. |
|
|
Term
| Discuss Kirkpatrick’s four levels of evaluation. |
|
Definition
Level I: Measures reaction or how well the participants liked the instructional content.
Level II: Measures learning, specifically the degree to which the learners have achieved the learning objectives (increase/change in skills, knowledge, or attitude).
Level III: Measures performance/behavior changes after returning to the job
Level IV: Measures impact on organization when new skills are applied
Level V: Measures return on investment (ROI). This simply determines the amount of money spent on course development compared to how much was realized by level four results (Benefits – Cost/Cost x 100%). |
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|
Term
| Discuss the elements of a testing program within your learning environment. |
|
Definition
Test Items
Tests
Test Administration Materials
Test Administration Plan
Test Administration Data
Test Notices
Test Interoperability
Test Item Cross-reference Chart
Test Banks
“The 9 T’s” |
|
|
Term
| Discuss the purpose of the Learning Content Management System (LCMS). |
|
Definition
The LCMS provides for creation, storage, reuse, management, and delivery of learning content.
The advantage of using the LCMS is that it provides a template-driven environment for fast, efficient and consistent authoring of knowledge based content. |
|
|
Term
| Discuss the purpose of the Learning Management System (LMS). |
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Definition
Learning Management System uses a software program developed to manage student/teacher administration functions.
An LMS is a sophisticated program that assists administrators in performing the functions of tracking of student registration, scheduling, gathering, and processing student performance data.
It may control the entire instructional system, including the traditional classroom and provides students an integrated view of their entire active courseware, assignments, and progression in a syllabus that spans multiple courses. |
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Term
| Discuss the Course Supervisor, Student Control, and Facilitator roles associated with the Learning Management System (LMS). |
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Definition
COURSE SUPERVISORS: will help Facilitators and learners make progress through courses by trouble-shooting technical issues. These issues will generally stem from content or system errors that prohibit the learner from completing their online course.
STUDENT CONTROL: will be the first person to interact with the learner. Student Control personnel perform the following tasks in the LMS: Ensure the learner is in the system and if not, create an entry for the learner. Once the learner is in the system, ensure they are listed on the correct schoolhouse waiting List. If not, assign him or her to the correct schoolhouse waiting List. If learners do not show for training, Student Control is responsible for dropping them from the waitlist. Student Control may also run reports as necessary with regards to projected graduation, and curriculum progress information.
SELF-PACED FACILITATORS/INSTRUCTORS: help learners make progress through courses by ensuring they are located in the Learning Management System (LMS) where they need to be. |
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Term
| What type of courses are considered "high-risk"? |
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Definition
Basic or advanced individual or collective training (traditional, non-traditional, or unit level) that exposes students and instructors to the risk of death or permanent disability if safety precautions are not instituted and adhered to during execution.
Some examples of high-risk training are: Flight Training, Parachuting, Rescue Swimmer, SEABEE Quarry Blasting, Diving, Explosive Ordnance Disposal (EOD), Small Arms Training, Basic Underwater Demolition/SEAL (BUD/S) training, and Survival Escape Resistance and Evasion (SERE). |
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Term
| What section of the instruction lists courses that have been designated as "high-risk"? |
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Definition
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Term
| What is a "DOR" and the procedures for conducting one? |
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Definition
Drop on Request. It is an administrative procedure available to students in voluntary training programs. When the student desires a DOR, that student shall be removed from training expeditiously.
PROCEDURES- After removal from voluntary training, the student shall submit a written request detailing the reasons for the DOR. The request should clearly indicate that the student wants to DOR (i.e. I, (name), desire to be removed from training in xyz course for the following reason(s)…). A standard Special Request/Authorization Form (NAVPERS 1336/3) may be used. |
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Term
| What is a Training Time Out "TTO" and the procedures for conducting one? |
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Definition
TTO” is Training Time Out. It is a safety procedure that allows students and instructors concerned for their personal safety or the safety of others to stop a training evolution, correct the discrepancy, and then continue training. This procedure may be appropriate for a wide variety of training situations, not just high/moderate-risk training.
PROCEDURES: A TTO may be called in any training situation where a student or instructor expresses concern for personal safety or requests clarification of procedures or requirements. TTO is also an appropriate means for a student to obtain relief if he or she is experiencing pain, heat stress, or other serious physical discomfort.
Hands used to form a “T”.
Sound off with “Time Out”.
A red “T” is marked across the student’s forehead. |
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Term
| What is the purpose of the Emergency Action Plan (EAP) and how often must it be reviewed for accuracy of information? How often is it to be fully exercised? |
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Definition
Emergency Action Plans shall be activated in the event of any injury, mishap, or emergency. These plans shall be coordinated with host commands.
Emergency Action Plans shall be reviewed monthly for accuracy of information (except for the months in which walk-through or exercises are conducted).
High/moderate risk training Emergency Action Plans shall be exercised annually, including participation by appropriate local emergency personnel (base emergency services/ disaster preparedness offices) to ensure that the supporting activity is aware of training locations and types of support required. |
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Term
| How often are safety stand-downs required? |
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Definition
| Stand-downs shall be conducted at least annually. Additional stand-downs shall be conducted following mishaps, near misses, or major course revision/equipment modifications (these may focus on the specific topics involved and may be shorter in duration than annual stand-downs). |
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Term
| Describe the four (4) Quadrants of the Human Performance System Model (HPSM)? |
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Definition
I. Define Requirements: Establish Performance Standards & Requirements; breaks down jobs and job tasks into specific behaviors or competencies
II. Define Solutions: Once human performance requirements have been established, certified and prioritized, analysts and subject matter experts must evaluate requirements in order to determine how best to meet them
III. Develop Components: Develop, Build, & Integrate Tools
IV. Execute & Measure: Implement& Test Intervention; Evaluate "Product of Plan" |
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Term
| In Quadrant I of the HPSM who must validate all individual unit and group job/task requirements? |
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Definition
| The ILE Content Sponsor (previously referred to as the Curriculum Control Authority) oversees the Job Task Analysis (JTA) data |
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Term
| Describe the Navy's new Learning Model that integrates technology and human performance requirements into a complete package. |
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Definition
| ADL (Advanced Distribution Learning’s, SCORM (Sharable Content Object Reference Model, NCOM (Navy Content Object Model); Navy learning model integrates technology, human performance requirements, and science of learning into a specific framework. Found in the ERNT (Executive Review of Navy Training) |
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Term
| Who performs most of the functions in Quadrant II and coordinates the activities of Quadrant III in the Human Performance System Model (HPSM)? |
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Definition
| The Government Program Manager, hereafter known as the PM, has overall responsibility for managing the design process |
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Term
| Discuss the fundamentals of the Science of Learning. |
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Definition
| Measurement & feedback are paramount to sustaining effective learning Optimal instructional design requires a comprehensive Training Needs Analysis Learning is a continual process Tailored instruction is more effective than group-paced instruction Blended solutions Building confidence in learners is an important outcome of training Building learner self-awareness aids the learning process |
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Term
| Describe the four major methods of learning in the Navy Learning Model. |
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Definition
Reference-Based Learning. Describes situations where the learner gains access to information and knowledge as needed. It is characterized by a one-way interaction between the learner and the knowledge. In its most common form, it is reading, that may or may not be mediated by technology.
Instructor-led Learning. In this category, the learner interacts face-to-face with an instructor and other learners. This type of learning describes traditional, classroom-based learning as well as other techniques such as laboratories and role-playing.
Computer-mediated Learning. In this category, the learner interacts with a computer, system, or other technology in order to learn. The system reacts to the learner by providing hints or cues, branching to new material, tailoring instruction, and/or providing feedback. Intelligent training technologies (e.g., automated performance assessment, diagnosis and feedback) are crucial to this type of training and will eventually, as technology develops, allow for individual tutoring.
Collaborative Learning. Learning in this category occurs when learners teach and guide one another. Often, but not always, learners’ interactions are computer-mediated because learners are physically dispersed. This type of training may or may not include a formal instructor or expert and often involves a scenario or exercise. |
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Term
Define the following terms commonly used by Human Performance Professionals.
a). Change Management
b). Competencies
c). Executive Review of Navy Training (ERNT)
d). Performance Gap
e). Intervention Opportunities
f). Knowledge, Skills, Abilities, and Tasks (KSAT)
g). Measure of Effectiveness / Measure of Performance (MOE/MOP) |
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Definition
a). Change Management – A structured way to change in individuals, teams, organizations and societies..
b). Competencies – the knowledge, skills, and abilities (KSAs) that an individual brings to the job
c). Executive Review of Navy Training (ERNT) – A comprehensive review of all aspects of Navy training resulting in the Navy's Revolution Training to improve effectiveness and efficiency of Navy training
d). Performance Gap – A gap between desired performance and optimal performance usually caused by the lack of two or more factors.
e). Intervention Opportunities – can include traditional classroom instructions, e-learning, job performance aids, electronic performance support systems, etc.
f). Knowledge, Skills, Abilities, and Tasks (KSAT) –Knowledge in this case is defined as the underlying rules, facts, relationships, procedures and vocabulary that support effective performance. Skills are defined as the person's capability to execute an appropriate sequence of behaviors—essentially the ability to actually perform the task. Abilities typically refer to the person's propensities, that is, his or her innate preferences, talents, strengths, attributes and aptitudes. Tasks – subdivision of duties which are in turn a subdivision of a Job (Ref: NAVEDTRA 130A Vol I) Competencies can be expressed in terms of knowledge, skills, abilities and tasks(KSAT(s)).
g). Measure of Effectiveness / Measure of Performance (MOE/MOP) – The first step in a long process found in Quadrant one which defines human performance requirements approved by Senior Commanders |
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Term
| Discuss the Human Performance Improvement Process. |
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Definition
| It is a results-based, systematic approach to identifying, assessing, and resolving performance issues within the framework of the organization as a system. |
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Term
| Explain the roles and responsibilities of the Contracting Officer (CO); Contracting Officer's Representative (COR); Technical Points of Contact (TPOC); ILE Content Sponsor; ILE Project Manger and the ILE Content Developer. |
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Definition
Contracting Officer (CO) -Has the authority to enter, administer, and terminate contracts and make related determinations and findings.
Contracting Officer’s Representative (COR) Acts within delegation of (CO)
Technical Points of Contact ---monitors contractors progress and performance.
ILE Content Sponsor--- formerly the curriculum control authority.
ILE Project Manager---initiates training material development, modification, conduct reviews and analyzed feedback; maintains audit trail, approves changes.
ILE Content Developer ---responsible for developing and maintaining ILE content |
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Term
| Define “Knowledge Management”. |
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Definition
| Knowledge Management is the integration of people and processes, enabled by technology that facilitates the exchange of operationally relevant information and expertise to increase organizational performance. |
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Term
| Explain tacit and explicit knowledge. |
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Definition
Tacit knowledge is gathered through experience. It flows slowly through the organization, often person to person through interaction and shared experience. Tacit knowledge is transferred by storytelling, conversations, on-line discussions, and some aspects of formal training.
Explicit knowledge is documented, and can be shared with others. It flows quickly through the organization, often via networks and web portals. Explicit knowledge is delivered via training manuals, books, reports, and tutorials. |
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Term
| Define a Community of Practice? Define a Community of Interest? |
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Definition
Community of Practice (CoP) is a designated network of people that shares information and knowledge. They are held together by a defined goal or goals, and a desire to share experiences, insights, and best practices within a topic or discipline using shared norms or processes.
Community of Interest (CoI) is a community of people who share a common interest or passion, such as Navy Enlisted Ratings, or the various Officer designations. These people exchange ideas and thoughts about the given passion, but know little about each other outside of this area. |
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Term
| Describe the benefits of a Community of Practice. |
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Definition
Improves the organization’s performance through increased effectiveness, productivity, quality, and innovation.
Increases the financial value of the organization by treating people’s knowledge as an asset similar to traditional assets like inventory and capital facilities. |
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Term
| Describe two ways to capture/share corporate knowledge? |
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Definition
Storytelling-The construction of fictional examples to illustrate a point can be used to effectively transfer knowledge. An organizational story is a detailed narrative of management actions, employee interactions, or other intra-organizational events that are communicated informally within the organization. Conveying information in a story provides a rich context, remaining in the conscious memory longer. Therefore, a story is more likely to be acted upon than normal means of communications. Storytelling connects people, develops creativity, and increases confidence.
Conducting Interviews-This is usually accomplished with Subject Matter Experts (SMEs), stakeholders, process performers, customers-anybody that can shed new light on a topic or issue-is an excellent method to gather knowledge for the community and its knowledgebase. |
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Term
| Explain the relationship between Knowledge Management and Information Technology? |
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Definition
Information Technology is a tool that enables the potential to use, store and share knowledge.
Knowledge Management (KM) provides a methodology for creating and modifying processes to promote knowledge creation and sharing. |
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Term
| Define the following terms commonly used by Knowledge Management Professionals: |
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Definition
Knowledge Share (Ref: NKO, NPDC, N6 KM Page (Wikipedia Link)-is an activity through which knowledge (i.e., information, skills, or expertise) is exchanged among people, friends, or members of a family, a community, or an organization.
Knowledge Transfer (Ref: NKO, NPDC, N6 KM Page (Wikipedia Link)-is the process of transferring knowledge from one part of an organization to another part of the organization.
Business Rules (Ref: NKO, NPDC, N6 KM Page (Wikipedia Link)-describe the operations, definitions, and constraints, that apply to an organization in achieving its goals. For example, a business rule could state that no credit check is to be performed on return customers.Best Practices (Ref: NKO, NPDC, N6 KM Page (Wikipedia Link)-assert that there is a technique, method, process, activity, incentive, or reward that is more effective at delivering a particular outcome than any other technique, method, process, etc. The most efficient (least amount of effort) and effective (best results) way of accomplishing a task based on repeatable procedures that have proven themselves over time for large numbers of people.
Metrics (Ref: NKO, NPDC, N6 KM Page Wikipedia Link, DON Metrics Guide, NPDCINST 5260.1)-are standard units of measure to determine the effectiveness and efficiency of an organization. |
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Term
| One of NETPDTC’s functions in Personnel Qualification Standards (PQS) is to publish an annual list of what type of information? |
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Definition
| Issue an annual master listing of Learning Centers with points of contact and assigned PQS. Issue PQS additions, modifications, and deletions via the internet and CD-ROM. |
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Term
| One of NETPDTC’s functions in Personnel Qualification Standards (PQS) is to publish an annual list of what type of information? |
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Definition
| Issue an annual master listing of Learning Centers with points of contact and assigned PQS. Issue PQS additions, modifications, and deletions via the internet and CD-ROM. |
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Term
| What is the function of PQS? |
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Definition
| The PQS program ensures personnel demonstrate required competencies prior to performing specific duties. |
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Term
| In formal training courses where PQS lines may be signed, what procedure is followed to inform a receiving command which line items have been completed and signed? |
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Definition
| Record the completion of PQS in the appropriate training documentation application (RADMIN, NSIPS) for capture in the Sea Warrior’s Electronic Training Jacket. |
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Term
| What are the rules for handling classified student notes? |
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Definition
| Classified school notes shall be collected from students prior to graduation and not forwarded to the students command. |
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Term
| What are the procedures for the disposition of school notes that are not reusable? |
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Definition
| They will be collected and destroyed |
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Term
| Are there any exceptions to the "no forwarding" policy? |
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Definition
| Yes, on a case by case basis, notes may be forwarded to the command, not the individual. |
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Term
| State the purpose of the Catalog of Navy Training Courses (CANTRAC)? |
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Definition
| To provide Policy and Guidance for maintenance, production, format submitting and updating CANTRAC. |
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Term
| Who is responsible for the timeliness and accuracy of data provided to CANTRAC and how often is CANTRAC updated? |
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Definition
Naval Education and Training Program management Support Activity (NETPMSA)
Volume I-Annually
Volume II- Semi-Annually |
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Term
| Describe the importnace and requirement of student management? |
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Definition
| Provide accurate timely and reliable student management data critical to the operation of the MPT&E supply chain and provide invaluable info fotr leadership to make critical decisions. |
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Term
Define the following.
1. Course Data Processing Code-
2. Course Identification Number-
3. Learining Center-
4. Learning Site-
5. Total Time to Train- |
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Definition
Course Data Processing Code-
- Data genertated alphanumeric code that represents a course delivered at a specific training site with specific type delivery method
2. Course Identification Number-
Alphanumeric designator used to identify a training course in CETARS
Learning Center- A navy command assigned for the management, implementation, and maintenance of a specific course.
Learning Site- Activity designated to conduct and approved course of instruction.
Total Time to Train- Total nuumber of days it takes a student to graduate or be disenrolled from a course. Can be broken down further into UI, Interupption of Instruction, Awaiting Transfer, legal hold, medical hold. |
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Term
| State the purpose of CETARS? |
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Definition
| CeTARS is an automated information system used by training managers and upper echelons of the Navy to manage and support all Navy training by maintaining accurate student, instructor, and course data |
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Term
State the responsibilities of the following.
1. Director of Naval Education and training.
2. Naval Education adn Training Professional Development and technology Center (NETPDTC)- |
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Definition
1.Director of Naval Education and training- Overall policy and sponsership of the system.
2.Naval Education adn Training Professional Development and technology Center (NETPDTC)- CETARS project manager Provide IT support or guidance to operate CETARS. |
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Term
| State the five functionsthat CETARS provides for day to day support of the training activity/schoolhouse? |
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Definition
1. recruit student, staff, and military personnel managemnet.
2. management of resources, facilities, qoutas.
3. evaluate individual qualifications
4. determin training requirements
5. course scheduling
6. Class reservstion, convene, interruption and grad
7. monitor training path
8. prepare/admin test
9. Manage test
10. Record Student Grades
11. Analyze test results
12. train evaluations |
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Term
| State the purpose of COMNAVAIRFORINST 1500.12 |
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Definition
| Promulgate policy and procedures for the development and submission and review of formal aircrew training course curriculum outlines. |
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Term
| State the past events that lead to the rewrite of the 1500.12 |
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Definition
| 2001 exectutive review of training, past CNO guidance, and the 2006 quadrennial defense review. |
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Term
| What type of data should a fleet feedback system provide to the type wing? |
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Definition
1. Deficiencies in FRS graduate performance
2. Any excessive training required at the oeprational level that negatively impacts squadron readiness and therefore should be downloaded to FRS.
3. Recommended improvements/ changes to FRS curricula |
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Term
| How often are course reviews conducted and when are the review submissions due? |
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Definition
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Term
| How many parts are there in a formal aircrew course outline? |
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Definition
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Term
| What are the parts of a formal aircrew course outline? |
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Definition
I-Course Description
II- Facility Data
III- Curriculum Outline
IV- Flight and Sim Training
V- Pipeline training track summary |
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Term
What are
P Days
T Days
M Days |
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Definition
T- Training Days- Total number of days to complete syllabus. includes training, maintenance, weather, and sim factors.
P- Peace time- Total calander days required to complete training this number is T Days X 10% (rounded up) which is then converted to calander days by applying a factor of 1.4.
M-Mobilization days- Wartime mobilization numbers. |
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Term
| State the purpose and scope of the 3502.1 aircrew tactical program? |
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Definition
| ensure a requisite tactical standard is maintained for certification of SCW-1, E6 com crews. |
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Term
| Who is charged with the duty of maintaining the CSCW1 Inst 3502.1 |
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Definition
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Term
| What are the WTU OIC's responsibilities in regards to the certification process? |
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Definition
1. Evaluate crewmember proficiency and implementation of command directives.
2. Establish standardization task force tactical criteria
3. Develop and oversee a program of recurring WTI instructors
4. Develop a certification management guidline for use during cert events.
5. Establish procedures for WTU to review and implement quality control of enclosures.
6. Develop and maintain an active spot scheck program
7. Conduct deficiency trend analysis
8. with in one day of event provide preliminary report to CO/XO/Tactics/Training/Ops of crewmember being certified. |
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Term
| A current certification is required by what assigned positions of the E6B crew? |
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Definition
| CSO, CWO, VLF, IFT, MCS, Milstar |
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Term
| State the certification grading criteria. which class is most severe resulting in an immediate failure? |
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Definition
Class 1,2,3
Class 1-Ommission error, or deviation that prevents successful task completion or left uncorrected will result in unsat mission acomplishment
Class 2-Ommission error deviation that results in operational degradation
Class III- Detracts from individual performance but has minimal impact on succesful and timely task completion. |
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Term
| State the Purpose of the COMNAVAIRFORINST 3502.1 Fleet air Combat Training Continuum (ACTC) |
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Definition
| Assigns responsibilities for the implementation of the ACTS program, WTI qual program. |
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Term
| What does the WTI program provide and who is the programs model manager? |
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Definition
| CNAF, Provides standardized and enhanced flight crew training at the post fleet FRS. |
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Term
| What are the duties of the CO in regards to ACTC? |
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Definition
| Monitor aircrew progress, designate personnel ACTC completion |
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Term
| State the purpose of the VQ7 INST 1542.1 VQ7 Instructor certification program? |
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Definition
| Initial and cross certification requirements and guidlines for instructors at VQ7 |
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Term
| State the major objective of the VQ7 instructor certification program? |
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Definition
Reenforece instructor expertise
instructional standardization
familiarize instructors with course content, format of training track, instructional material. |
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Term
| How often will inservice training cover safety? |
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Definition
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Term
| What are the minimum requirements for the VQ7 Instructor certification? |
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Definition
| Complete formal training, Complete IUT syllabus, Practice teach, 3 SAT evals (2 technical one teqnique) |
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Term
| Of the three required VQ7 instructor evaluations, one will evaluate the instructor in? |
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Definition
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Term
| What is the purpose of VQ7INST 1540.1? |
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Definition
| Standardiztion of actions involving substandard performance of fleet replacement aircrew. |
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Term
| What is the purpose of an VQ7 SSD? |
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Definition
| Report and document a student having difficulties during the pipeline coures |
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Term
| What type of boards can be convened at VQ7? |
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Definition
FRATB-Fleet replacement aircrew training review board
ARB- Academic review board
FNAEB- Field Naval Aviator evaluation board. |
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Term
| When would an ARB be convened? |
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Definition
| Third SSD, 2 failed flights, any three events |
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Term
| When would an ARB be convened? |
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Definition
| Third SSD, 2 failed flights, any three events |
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Term
| What are the procedures for initiation an SSD? |
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Definition
| Immediate initiation, suspend training, counsel FRA, route via chain to Training Officer. |
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