MTS Questions board
State the three basic actions completed in the Identifying hazards phase of the ORM process
(1) Analyze the Mission. (2) List the Hazards. (3) Determine the Hazard Root Cause
Identify all steps within the ORM process.
(1) Identify the hazards. (2) Assess the hazards. (3) Make Risk Decisions (4) Implement Controls (5) Supervise
Describe the "A", "C", and "F" type courses of instruction.
A - Provides basic knowledge and skills required to prepare for rating entry level performance. This includes initial skill training (i.e., Apprentice Training "A" Schools), rating conversion training (i.e., Master at Arms Training), initial skill Remedial Training, and entry level officer training. A NEC will not normally be awarded. May award a MOS. C - Provides advanced specialized skill/knowledge/aptitude/qualification training required to fill a particular billet (e.g., one which requires a specific skill code is NEC/officer Billet Specialty Training (BST) coded. Course completion awards an NEC or officer BST. May also be awarded a MOS. F - Provides individual functional skill or rating specific training as required by Fleet or Type Commander. No NEC awarded. (Primary funding source: Fleet. Alternate funding: BUPERS on a CNP approved case-by-case basis).
State the purpose of a Business Case Analysis (BCA).
A BCA is a structured methodology to facilitate its decision-making process. It is a continuous process from conception of an alternative or solution to implementation.
What is the difference between a comprehensive test and a progress test?
A Progress test is used at various points in the course to evaluate the trainee's progress. A comprehensive test is used to measure mastery of the critical objectives or retention of the material previously tested. Comprehensive test may be performance or knowledge.
Explain the purpose to pilot a course.
A pilot serves to validate a Curriculum and its Supporting Materials. The Pilot Course Develop Phase includes formal approval of the course for instruction and placing it on line.
In a remediation program, discuss what the primary and secondary goal is.
A remediation program's primary goal is to motivate and assist trainees in achieving the critical learning objectives of a course by providing additional instructional study time. A second goal of remediation is to remove barriers to learning. Because trainees learn in different ways, it may be necessary to use different methods of remediation to realize the most effective results.
What is the definition of "Bottleneck"?
A scheduling situation that occurs when it becomes necessary to divide a class into two or more groups in order to cycle each group separately through the scheduled training periods. Bottlenecks will be reflected on the Course Master Schedule and Master Schedule Summary Sheet.
State the purpose of a Training Deficiency Report (TDR) and its conditions "Red" and "Yellow".
A system managed by CNATT for reporting training deficiencies (equipment, personnel facilities, technical publications, etc.) which impair the successful accomplishment of assigned courses. Red: A situation that currently exists which cancels or stops training. Yellow: A situation that may result in delayed or cancelled classes, failure to instruct critical learning objectives, degradation in the ability to meet scheduled throughput or quality of instruction, etc., if appropriate action is not taken.
Discuss when an Academic Review Board (ARB) may be convened.
ARBs will be convened when all other means of academic counseling, remediation, and an initial academic setback have failed to improve student performance. The initial academic setback may result from an academic counseling session and be directed by the course supervisor. Additional academic setbacks must be directed by the ARB.
Discuss what type of course is considered "high-risk".
All basic or advanced, individual or collective training in a traditional or non-traditional environment which exposes the crew, staff, students and/or assets to the potential risks of death, permanent disability, or loss during training.
Prospective instructors must qualify within what period of time at CNATT MARUNIT Cherry Point?
All prospective instructors are required to complete both the Instructor preparation/practice requirements and initial Instructor qualification within 60 days after completion of the Navy Instructor Training Course (NITC). The Instructor preparation/practice period begins at the date of check in and can be conducted in conjunction with NITC. If Initial qualification is not completed within this time period, the FTS will conduct and evaluation to determine if the Instructor's failure to qualify is due to lack of suitability for instructor duty.
Discuss the Instructor's responsibility to curriculum
Although most instructors do not become deeply involved with the curriculum development process, they do maintain the curriculum which they are presenting to students. The instructor should know the difference between changes and revisions and how they affect the course of instruction (a change is minor, pen and ink, a revision requires TPP, CCA approval). The instructor should know what the surveillance process is and why it is important to the course. Maintenance of the curriculum is an ongoing effort to ensure course curriculum remains current and accurate. Any deficiency noted as a result of surveillance requires a change to the curriculum or training.
Discuss the purpose of the Emergency Action Plan (EAP).
An internal plan to be implemented immediately upon advent of a mishap to aid involved persons and to control and/or safeguard the scene. This plan will be developed for all high risk training evolutions and must include at a minimum: primary and alternate communications, telephone numbers, radio channels, call signs, locations of emergency response personnel, locations of emergency equipment, equipment shutdown procedures, muster site and methods to maintain control of the scene, non-affected personnel, and all immediate emergency procedures. The EAP should be a simple checklist or sequential list of responses of expected and immediate actions by personnel in control of the event to aid and extract mishap victims from the scene.
State the six factors that must be considered in planning instructional delivery.
Articulation Grammar Rate of Speech Pauses Inflection Force (of delivery)
Who has initial approval authority of a TCCD?
Initial approval authority for a TCCD is the Curriculum Control Authority (CCA).
Discuss the purpose of Instructional Media Materials (IMM).
Instructional materials that present a body of information and are largely self-supporting rather than supplementary in the teaching-learning process. These materials have applications for independent study/skill acquisition.
Explain how "cost benefit" impacts a BCA.
Insures the reader can easily understand and compare the initial and on-going expenditures to the expected financial and non-financial benefits (tangible and intangible) for each viable alternative.
Discuss the process of piloting a test.
It is a review process to assess test reliability and validity and make corrective adjustments before actually collecting data from the target population. It includes: Review by SMEs, piloting by CCMM and forwarded to LSO for approval, testing trainees who are in the end stages (test results not to count), surveying trainee test results, using test item analysis and survey to improve the test instrument.
How often must the Emergency Action Plan (EAP) be reviewed for accuracy of information, and how often is it to be fully exercised?
It is an internal plan to be implemented immediately upon advent of a mishap to aid involved persons and to control and/or safeguard the scene Conduct quarterly procedural walk-through(s) and fully exercise and validate emergency action plans (EAPs) annually.
State the purpose of a Job Sheet.
Job Sheets direct the trainees in the step-by-step performance of a practical task they will encounter in their job assignment.
State and discuss the three qualities of an efficient and effective instructor.
KNOWLEDGE: Be thoroughly familiar with the subject matter being taught (Subject Matter Expert). Know more an=bout the subject than what you teach. Conduct training to meet the needs of the Navy, not individual members. Know basic instructional strategies and techniques. ABILITY: Professional Ability; Leadership skills planning and organizing, optimizing use of resources delegating authority, monitoring progress and results, disciplining and rewarding. Instructional ability; be efficient and effective. Know principles, methods, techniques of instruction, and how to apply them. PERSONALITY: Gain the respect of the students by displaying a professional attitude towards others, showing sincere interest in students regardless of race, geographical heritage, or level of intellect. Adhere to the rules of conduct; also called Instructor's code of ethics. 1. If the answer is unknown, admit it. 2. Keep remarks professional and appropriate (no profanity) 3. Be patient 4. Maintain rapport with students (no sarcasm) 5. Treat students with respect (be sincere).
State and discuss the two methods of testing and their importance.
Knowledge: Knowledge tests measure the achievement of objectives through the use of test items written at the appropriate learning level. Performance: Performance tests measure skill acquisition by having the student demonstrate specific behaviors defined by learning objectives.
Define the full term for the following abbreviations/acronyms:
LP Lesson Plan DDA pages Discussion-Demonstration-Activity pages. TO Terminal Objective. EO Enabling Objective. DP Discussion Point. RIA Related Instructor Activity. IMM/VI Instructional Media Material/Visual Information. AIM Authoring Instructional Materials CPM Content Planning Module FEA Front End Analysis R3 Reuse, Repurpose and Reference SCORM Sharable Content Object Reference Model
State and discuss the barriers to effective communication.
Lack of common core experience: you are unlikely to find any group in which students have the same common core experience. Overuse of abstractionisms: Concepts, ideas, or words that are not directly related to the subject being discussed. To avoid confusion you should speak in concrete terms be specific. Fear: One of the greatest barriers to effective communication. The fear of showing ignorance, fear of disapproval, fear of losing status, and fear of judgment are common barriers. Environmental Factors: such as noises and temperature may interfere with the communication process.
State and discuss the six laws of learning.
Law of Readiness: The Law of Readiness states that people can only learn when they are physically and mentally ready. Law of Exercise: The Law of Exercise stresses that practice makes permanent and perfect (when taught correctly). Law of Effect: The Law of Effect involves the emotional reaction of the learner. Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process. Law of Primacy: This law states that the first instructional event often creates a strong, almost unshakeable, impression on the learner. Law of Intensity: The Law of Intensity states that if the stimulus (experience) is real, a change in behavior (learning) is far more likely to occur. Law of Recency: All things being equal, the things learned last will be best remembered.
State the relationship between CeTARS and CANTRAC.
Learning Center data populated in CeTARS automatically updates and feeds CANTRAC for course information.
Describe the information found on the following publications:
NAVEDTRA 130: Task Based Curriculum Development NAVEDTRA 131: Personnel Performance Profile Based Curriculum Development Manual NAVEDTRA 132: Testing Program NAVEDTRA 133: Training Requirements Review NAVEDTRA 134: Navy Instructor Manual NAVEDTRA 135: School Management Manual NAVEDTRA 136: Integrated Learning Environment (ILE) NAVEDTRA 137: Job Duty Task Analysis NETCINST 1500.2: Master Training Specialist Program
Define the most essential, single link in the training chain.
NAVEDTRA 134 Chapter 1 page 8 The instructor: The instructor must simplify the learning process for students of varied backgrounds and experiences in a complex training system. The instructor must present the knowledge and skills required to transform students into proficient and productive members of the operating forces.
Discuss periodic requirements for safety stand-downs.
At a minimum, commands shall conduct one safety stand-down per year. Additional safety stand-downs may be warranted at the discretion of the commanding officer.
State and discuss the four basic learning styles.
Concrete learners: prefer an experienced based approach to learning. They rely heavily on their own feelings and personal judgments. Active Learners: prefer to learn by becoming involved with the subject and taking an active step by step approach. They learn best from small group discussions, structured exercises, and problem solving approaches. A trial and error way of learning appeals to them. Reflective Learners: like to observe and reflect (make comparisons and contrasts) before drawing conclusions. They learn best from lectures, films, and reading. Reflective learners prefer to play the role of the impartial observer while watching others. Abstract Learners: prefer a theory based, analytical approach to learning. They learn best from lectures by experts, theoretical reading, case studies, and activities that require solitary thinking. Abstract learners like to find the "theory" behind the subject matter and analyze the approach to discover what concepts are involved. Abstract = Twenty percent retained Abstract and reflective = Fifty percent retained Abstract, reflective, and concrete = Seventy percent retained Abstract, reflective, concrete, and active = Ninety percent retained
Explain the role of the Course Curriculum Model Manager.
Course Curriculum Model Manager (CCMM) is assigned the responsibility for developing, revising, and maintaining a course of instruction. For courses taught at only one site, the CCMM duties will be performed by the LS where the course is taught. For courses taught at two or more LSs, the CCA will designate the CCMM.
List and discuss the two types of testing methods used in testing?
Criterion-Referenced: Assesses whether required level of skill or knowledge is met. Norm-Referenced: Estimates individual skill or knowledge in relation to a group norm (e.g., Navy Advancement Exams).
Identify who determines what curriculum development model will be used for curriculum modifications within your learning environment.
Curriculum Control Authority.
List the items developed in Develop Phase.
Curriculum materials, which include the following Lesson Plan (LP) Trainee Guide (TG) Test Items Instructional Media Material (IMM)
Explain the purpose of Casualty Reporting (CASREP).
Casualty Report (CASREP) has been designed to support the Chief of Naval Operations (CNO) and fleet commanders in the management of assigned forces. The CASREP also alerts the Naval Safety Center for incidents which are crucial in mishap prevention. The effective utilization and support of U.S. Navy units and organizations require an up-to-date, accurate operational status for each unit. An important part of operational status is equipment casualty information. The reporting of casualties results in operational commanders and support personnel being advised of the status of significant equipment malfunctions which may result in the degradation of a unit's readiness.
State and discuss the characteristics of a good oral question.
Clarity of Meaning: Do not use trick phrases. Ensure the question being presented convey the true or intended meaning. Make questions brief, limiting them to one thought, not to confuse the student. State questions clearly and in a conversational tone. Level of instruction: Use simple words, grammar which is correct, and complete sentences. Use words students can understand. Use of an interrogative: Be sure to use the interrogatory at the beginning of your question so that the students know immediately when a question is being asked.
Discuss what Navy E-Learning provides to its customers.
Navy eLearning provides education and training anytime, anywhere in the world. Eligible Navy eLearning users are Department of Navy (DON)(Navy, Marine Corps, and Coast Guard) members, retirees and DoD military family members enrolled in the Defense Enrollment Eligibility Reporting System (DEERS).
What are the responsibilities of the Course Supervisor regarding testing?
Ensures proper test administration Ensures security of test materials Monitors and validates test item bank currency Monitors, performs and validates test and test item analysis, forwarding findings to the CCMM
What are the six phases of the Task Based Curriculum Development method used to create or revise curriculum materials?
Plan Phase Analyze Phase Design Phase Develop Phase Implement Phase Evaluate Phase
State and discuss the five categories for performance and knowledge tests.
Pre-test: For Validation of Material, Acceleration, Pre-requisite, Advanced Organizer Progress Test: Blocks of instruction Comprehensive Test: Within Course or Final Exam Oral Test: Normally by board (panel of evaluators) assesses trainees comprehension Quiz: Short test to assess achievement of recently taught material
State and discuss the different types of performance tests.
Product: Test involves comparing students efforts to an acceptable completed example. (Within the standards as set forth by the learning objective). Process: Test involves the students' ability to correctly follow procedural steps in completing a task. Combination: Some performance tests require a combination of both process and product measurement.
Discuss the functionality of the enterprise Training and Equipment Management (eTEMs) subsystem of CeTARS.
Provides a training course information management tool for use by a Learning Center and its subordinate Learning Sites or direct report commands. It also provides enterprise-wide oversight, analysis and reporting tools to NETC managers and staff, allowing them to track training support requirements for all of the training course curriculum CINs offered by NETC.
Discuss how AIM ensures training materials are developed and revised per prescribed specifications and guidelines.
Provides automated conformance standards using the curriculum development method resulting in the production of a TPP, CTTL, LO, Testing Plan, COI, CMS, TCCD, and LP/TG.
State and discuss the Classroom Support Management (CSM) section of CeTARS.
Provides the capability for the user to view an assigned grade or assign a grade for a particular exam for students in a particular class.
What is contained in a Resource Requirements List (RRL) and what do they include?
RRL is a composite listing of all the materials needed to conduct training and will include: -Texts: All text materials such as Lesson Plans, instruction sheets not contained in Trainee Guides and will indicate the number of copies allocated per instructor, per trainee, and per class for one convening of the course. -References: List, in alphanumeric order, all the reference documents used in conducting the course. -Equipment: This includes all the equipment, special tools, and test equipment required to conduct the course.
State the four purposes of a oral question.
Focuses attention Arouses interest in subject matter Drills students on subject matter Stimulates students to think
State and discuss the five learning levels a knowledge test item may test.
Recognition: Process of verbatim identification of terms, facts, rules, methods, principles, procedures, objects, and the like, presented during training. Recall: Requires the student to respond from memory instead of selecting the response from two or more alternatives. To answer a recall test item, students remember and respond exactly as taught. Comprehension: Requires the understanding of what was taught rather than simply memorizing the information. Used when questions which require interpretation, explanation, translation, and summarizing information. Application: Ability to use acquired knowledge in a job-related situation. Requires the student to demonstrate knowledge through mental skill exercises like performing computation, using information learned during training, and applying it to a new situation. Analysis / Evaluation: Involves the understanding of elements of data and relationships among the data which make the meaning of information explicit. Involves the judgment of the value of effectiveness of procedures or solutions based on data, criteria, or standards.
State the six triggers to conduct a TRR.
Requests by Requirement Sponsor Fleet Feedback Course Surveillance New or revised occupational standards Curriculum Control Authority (CCA) directed Formal Course Review
Explain the following sections of a remediation program:
Retest : When the trainee does not achieve a test's minimum passing grade, the retest may cover the portion of the test the trainee had difficulty with or the entire test. This decision should be based on the degree of difficulty the trainee had with the test. Setback: A setback occurs when the trainee is unable to complete the training in the designated time allotted for a course. Setbacks are classified as either academic or non-academic. Because setbacks are costly, they should be granted only after all methods of remediation have been exhausted and/or there is an indication that a setback is in the best interest of the Navy and trainee. Drop from training and attrites: Every effort will be made to help trainees succeed. However, there are times when the trainee is clearly unsuited, unable, and/or unwilling to complete the course. If this occurs, the trainee is dropped from training. Trainees dropped from training may be classified as an academic drop, nonacademic drop, or disenrollment. Trainees who are discharged from the Navy will be classified as attrites. Counseling: Preventive counseling will be instituted in A and C schools and should include counseling for performance and personal problems. Academic Review Boards (ARBs): ARBs will be convened when other means of academic counseling, remediation, and an initial academic setback have failed to improve trainee performance. The initial academic setback may result from an academic counseling session and be directed by the CS. Additional academic setbacks must be recommended by the ARB and approved by the CO.
Describe the web application SERENA
SERENA is a web-based application which allows Learning Centers and Learning Sites to upload, maintain, and Manage Training Project Plans (TPP). It also allows the flow of a TPP from initial submission to final approval or suspense of the TPP, also allows CNATT to track TRR Chits.
State and discuss the purpose of a safety review and how often one will be conducted.
Safety is an integral part of all elements of the NETC mission. Safety and supervisory procedures shall be maintained at a level that ensures safety while providing realistic training. To ensure that safety is given a high priority and as a means of quality control, the training activity will conduct an annual safety review for all NETC courses.
Define "SCORM"
Sharable Content Object Reference Model is a model that integrates a set of related technical standards, specifications, and guidelines to ensure interoperability of computer-delivered course materials across LMS delivery environments.
List the three levels of proficiency within Skill and Knowledge
Skill: Level 1: Imitation Level 2: Repetition Level 3: Habit Knowledge: Level 1: Knowledge/Comprehension Level 2: Application/Analysis Level 3: Synthesis/Evaluation
Define Awaiting Instruction (AI).
Students who have been transferred to a training site and are waiting to begin training.
State the purpose of testing
Tests are the primary tool for determining trainee attainment of the TOs/EOs and, therefore, his/her relative success in the course. Progress/Comprehensive tests are considered formal tests. Critical LOs are always formally tested. Less critical LOs may be formally tested or be informally measured by quizzes, homework assignments, or practical work.
State the purpose of Course Training Task List (CTTL).
The CTTL lists the duties and tasks for a given course, sources for the duties and tasks, and associated Knowledge, Skills, Abilities, Tools, and Resources (KSATR). The CTTL is used to develop learning objectives during the Design Phase. The Personnel Performance Profile (PPP) may be used in place of the CTTL, if the CTTL does not apply.
Discuss the functionality of the Course Event and Resource Scheduling (CERS) subsystem of CeTARS.
The Class Event and Resource Scheduling (CERS) Subsystem provides the capability to build a Master Course Schedule, schedule Class Events, and schedule and reserve the resources required for class events. The CERS Subsystem consists of the Course Master Schedule, instructor module, Resources Scheduler module, Setup module, and the Reports module.
State the purpose of the Content Planning Module (CPM).
The Content Planning Module (CPM) is an application to document and map Navy Job Duty Task Analysis (JDTA) data to Navy learning content. CPM also supports the design of ILE compliant learning content through Learning Objective and COI development.
Discuss the importance of Formal Course Reviews (FCRs) and audit trails.
The FCR program is designed to provide a check of the different elements contained in a course and serves as an excellent source of internal feedback. The completed FCR shall be maintained in the course audit trail for the previous two review cycles. The FCR may be used to: Evaluate the course materials for technical accuracy and teachability. Evaluate course conformance to existing standards and instructions. Assist in the overall management of the course. Assist in identifying areas for course improvements.
Define the Integrated Learning Environment (ILE) and list the three types of training materials that it supports.
The Integrated Learning Environment (ILE) is a collection of automated information systems that use information technology to streamline training processes, automate learning management functions, and deliver training using electronic means to the total force in the schoolhouse, while deployed, or at home. The ILE supports Instructor-led, facilitated, and computer-based training.
Discuss the purpose of the Catalog of Navy Training (CANTRAC).
The centralized production of CANTRAC is now a component of CeTARS. The CANTRAC module includes publication of general information on all training activities and course descriptions, which are available on CD-ROM to all ships. It is also available for access via the World Wide Web at the NETPDTC home page to all shore stations, other DoD departments, agencies, services, and contractors.
Discuss the purpose of student quota management.
The overall objective of the Navy Training quota management process is to train the right quantity of personnel at the right time. The quota management is directly related to training requirements and class schedules.
State the difference between the Course Mission Statement and a Terminal Objective and what they provide a trainee.
The primary difference is that a TO relates to trainee behavior, while the Course Mission Statement is descriptive of the course — not the trainee. Course Mission: Provides the "who", "what job", "degree of qualification", the "where", and "conditions" for training. Terminal Objective: Developed from one or more duties listed on the CTTL, and is a learning objective that the trainee will accomplish by the end of the course.
State the purpose of the Navy Training System.
The purpose of the Navy Training System is to ensure a systematic approach for determining what to train and how best to accomplish that training. Visualize Navy training as a system with three distinct but inter-related elements consisting of: Preparation to train, Delivery of training, and Evaluation of training.
State the ultimate goal of instruction.
The ultimate goal of instruction is to cause students to remain motivated beyond the instructor's influence and apply what they have learned on the job and in other areas of their lives
Identify the primary input and discuss the use of CPM.
Validated JDTA performance requirements.
State the types of sensory learners
Visual Learner. Auditory Learner. Kinesthetic Learner
List the volumes of the NAVEDTRA 130 and their purpose.
Volume I: Development guide: Designed for use by the individual revising or developing training material as it contains standards for course development. Volume II: Sample Products: Contains samples of each of the management and curriculum documents formatted in accordance with Volume I. Volume III: Managers Guide: Explains the managers responsibilities in each of the six phases of Task Based Curriculum Development.
Discuss what Drop on Request "DOR" is and the procedures for conducting one.
When any student in a voluntary, as identified in reference (g), high-risk training course desires to quit or ―DOR, the student need to make such intentions known. The student will be immediately and expeditiously removed from the training area. A written summary of action taken is entered in the student's service record and a copy is maintained in the command's permanent records.
Discuss the importance of listening communication skills.
This is one of our most important communication skills. It is an active process of hearing and understanding, which demands concentration and attention. Both the instructor and the student have responsibilities in the communication process. The instructor must ensure the learning environment is free of distractions, which might interfere with the student's ability to listen, and he should be alert to their non-verbal behavior. He should learn to determine if students are listening by the type of feedback they provide. Effective listening depends on motivation and the instructor is the prime motivator. Students must take responsibility for their own learning through active listening, arriving ready to learn, and participating and asking questions.
State the purpose of test item analysis.
To determine statistical validity, test and test item analysis techniques are required. The three types of analysis discussed and required for use are: difficulty index, index of discrimination, and effectiveness of alternatives. Test item analysis will be documented in the course's testing plan.
Discuss the responsibility of the training, course, and curriculum managers as it applies to curriculum.
To ensure that the curriculum is current, technically accurate, developed and delivered in a timely manner, and available in quantities to support Fleet demand.
State the purpose of a Front End Analysis (FEA) and when is it performed.
To establish 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. Typically performed after the JDTA has been conducted.
State the purpose of a Job Duty Task Analysis (JDTA).
To establish a repeatable and defendable job analysis process of developing or revising training content development or revision in order to satisfy fleet training requirements. It is the first step in the Course Development and Revision E2E (end to end) Process
What is the purpose of Naval Training Systems Requirements, Acquisition, and Management?
To establish policy for planning, determining, and documenting manpower, personnel, and training (MPT) requirements for Navy and integrated Navy/Marine Corps new and modernized acquisition systems across the entire continuum of Navy training (ashore, pier-side and afloat).
What are the external trigger events that drive the need to develop or revise training materials?
Training Planning Process Methodology (TPPM) Navy Training System Plan (NTSP) Safety performance assessment Fleet performance assessment (FCR) Direct fleet input Training Requirement Review (TRR) Directed by higher authority
Discuss the items developed in Analyze Phase.
You will examine and analyze all available documents/data in order to determine what is necessary to do a job. The duties, tasks, and/or skills that you select for training will be organized in a Course Training Task List (CTTL). The CTTL is the output of the Analyze Phase and is the building block of the new/revised course.
List the contents of an approved TPP:
a. Curriculum Control Authority (CCA) TPP endorsement letter b. Cover page c. Course data d. Justification e. Safety Risks and Hazardous materials f. Curriculum development method g. Resource requirements h. Compensation i. Milestones
List the triggers to perform a JDTA.
a. External triggers: NTSP Revision ORM Assessment Fleet performance Assessment Direct Fleet Input TRR b. Internal triggers: Revision to Enlisted Occupational Standards (OCCSTD) Rating Merger Establishment or Revision of a NEC
Discuss the functionality of the enterprise Naval Training Reservation System (eNTRS) subsystem of CeTARS.
eNTRS provides Fleet Activities the ability to review and request seats in designated Navy schools. All students must submit quota requests through eNTRS for classes.
What are the rules of conduct known as the Instructor's code of ethics?
1. If the answer is unknown, admit it. 2. Keep remarks professional and appropriate (no profanity) 3. Be patient 4. Maintain rapport with students (no sarcasm) 5. Treat students with respect (be sincere).
Explain the 6+2 Training Program
6 +2 is a training program that compresses the traditional 8-hour training day to 6 hours of continuous training coupled with 2 hours of remediation for the students who need it. For the FCR purposes, review application of 6 +2 to ensure optimal use of resources and improvements to the student learning process.
State and discuss the occurrences of a Missed Training Opportunity (MTO).
- A command has a quota for a student who does not report for a course and the command does not provide a replacement - A command cancels a granted quota in four or fewer working days prior to a course's convening without providing a replacement. - A student does not meet course prerequisites. (I.e. does not have needed waiver or not able to produce required documentation for medical screening, weapons qual, domestic violence compliance, etc. - A student is absent from the course of instruction to the extent that he/she cannot obtain credit for the course. - A student cannot obtain credit for the course of instruction due to the command recall of the student.
Discuss the major steps in the instructor qualification process at CNATT MarUnit Cherry Point.
-Completion of the Navy Instructor Training Course (NITC) -Completion of Instructor Indoctrination -30 Day Observation period -Required trainer qualifications as required -Two satisfactory evaluations, one technical by SME and one technique by MTS. -30 Day evaluations for three months, waiverable after the first satisfactory evaluation at the course supervisor's discretion
Discuss the requirements for instructor selection.
-Physically, psychologically, and temperamentally suited for instructor duty. -Knowledge and expertise in the subject area assigned to teach. -Good communication skills or the potential to develop them. -Maturity. -Emotional stability and the ability to maintain self-control under all circumstances. -Adherence to Health and Physical Readiness Program Standards. -Positive role model. -People oriented. -Desire to teach.
Discuss the duties of an Academic Review Board (ARB)
-Review information contained in the student's performance records prior to the ARB. (i.e., ASVAB scores, course test records, counseling sheets, previous Navy training records and Navy Military Training records.) -Conduct an ARB interview with the student. -Make recommendations for disposition and any necessary corrective action based on group consensus. - Complete the required paperwork.
Explain the purpose of American Council on Education (ACE).
ACE evaluates formal training courses that are 45 academic hours of longer and makes credit recommendations to civilian post-secondary schools, colleges and universities.
State and discuss the four principles of John Keller's model of motivational theory.
Attention: Attracting attention is an important first step, but don't be fooled. Learners will certainly pay attention if you do something surprising like blow a boatswain's pipe. But unless what you do after that makes sense to learners, or is relevant to them, you won't keep their attention and they are unlikely to learn what follows. Learners must think about what they hear, see, or do to optimize learning. The vivid descriptions of relevant sea stories or questions posed directly to the learner are among the best strategies that can capture their attention and focus their thinking. Relevance: Relevance motivates trainees by connecting what they are learning to what they will be doing on the job. When they see the relevance, they are more likely to put forth the effort it takes to understand and apply what is being taught. Confidence: When students feel confident they can do something competently, even if it takes some effort, they are more likely to give it a try. Instructors can guide learners by helping them set challenging but achievable goals, building their confidence, and helping them become aware of the relationship between effort and success. Satisfaction: Feeling good about an experience often serves as its own motivator. Some tasks are rewarding in themselves, and students will stay motivated until they achieve their goals. Other times, recognition from others contributes to their sense of satisfaction. As an instructor, you can increase learners' satisfaction by creating opportunities for them to succeed, maintaining high standards, and recognizing students' attainment of those standards.
State and discuss the elements that make up a Learning Objective (LO)?
Behavior: What the trainee is expected to do after the training Standard: How well the trainee is expected to do the behavior Condition: Circumstances under which the behavior will be perform
State the importance of body movement as an important part of successful communication.
Body movement reinforces, emphasizes, and clarifies verbally expressed ideas.
Discuss the functionality of Corporate Enterprise and Training Resource Activity System (CeTARS).
CETARS is a Navy-wide automated information system designed to manage and support the Navy training effort. CeTARS collects, compiles, and provides training managers and higher echelons of the Navy (e.g., OPNAV, NRC, BUPERS) with student and course information.
Describe the following four areas within CPM
Home Area: Includes a personalized user list of events, messages and projects. In addition this is where a user can change their password and view/update their profile. JDTA Area: Users can document and view JDTA data here. Suggestions for JDTA items can be made. Suggestions will be routed to Center's designated personnel for follow up. Projects Area: This area is for users to design ILE content projects. Learning Objectives are developed here along with their associated Lessons and Sections. Both the Learning Objectives and the Lessons and Sections, which are organized into a Course Outline of Instruction, are linked to JDTA items selected from the skills area. Reports: Users can run a variety of reports in this area.
State the process of conducting an Academic Review Board (ARB) at MARUNINT Cherry Point.
If a student shows signs of potential failure of a test, exhaust all means of counseling, remediation, and testing prior to conducting an ARB. If remediation and counseling are unsuccessful, conduct an ARB. An ARB will consist of a board chairman, an instructional support staff (FTS, FLSO, ISD Chief), a Subject Matter Expert (SME), and a recorder. Upon completion of the ARB, the recommendations of the board will be presented to the Commanding Officer to make the final determination on the course of action. Courses of action include return to training, academic setback, or drop from training. The chairman will distribute the findings and final determination to operations, ISD, and the student file which will be kept on file for a period of 2 years. The entire ARB process should be completed within one training day. student fails test student fails remediation test arb convenes arb makes recommendations to return to training academic setback drop from training Co reviews recommendations and makes final decision chairmain distributes findinds ISD keeps copy for 2 years
State and discuss five ways of learning.
Imitation: Students observe the behavior of others (primarily the instructor) and imitate that behavior. Even without direct reinforcement of the repeated behavior, learning still occurs. Trial and error: Also called discovery learning, trial and error is learning by doing. Hands-On experience is how some students learn and are able to achieve success sooner. The instructor is instrumental in setting the proper example for the student, resulting in fewer errors. Association: A comparison of past learning to new learning situations, association is a mental process which serves as a reference point for students. New problems are easier to comprehend and solve when there is a similar element which can be remembered from past experiences. Insight: Insight is the understanding that the whole is more than just the sum of the parts. To learn by insight, the learner grasps the way the elements of a problem situation are connected. It is unplanned discovery of a solution to a problem, often called the ―ah-ha phenomenon, resulting from a mental reorganization of ideas and concepts rather from simple ―trial and error. Transfer: The process of applying past learning to new but somewhat similar situations. This is an important process in Navy technical training because the training environment can rarely duplicate the actual job environment. If possible, use of the actual equipment the student will use in the fleet should be used for training.
State and discuss the instructional methods.
Lecture: Lecture method is an instructional presentation of information, concepts, or principles. Its main purpose is to present a large amount of information in a short period of time. Lecture with Audiovisuals: Lecture with audiovisuals includes visual and/or audio learning aids. Lesson: The most often used method of classroom instruction within Navy training is the lesson method. The lesson method is interactive in nature and is primarily used to transfer knowledge or information to the students. Demonstration: The basic, and most often used, method of instruction for teaching skill-type subjects is the demonstration method. It covers all of the steps your students need to learn a skill in an effective learning sequence. Role-Playing: Role-playing requires the students to assume active roles in a simulated situation followed by a group discussion. Team Dimensional Training: A process that enables team members to diagnose and correct their own performance problems, thereby enabling them to adapt quickly to unfolding events, and to learn from and build upon their previous experiences together. Gaming/Simulation: Allow learners to make real-time decisions and see the consequences of those decisions. They require learners to apply problem-solving skills. The outcome of the game or the simulation is often the learning goal itself. Case Study: When using the case study method, focus the attention of the students upon a specific case, which may be hypothetical or real. The main objective is for students to learn from experience and develop problem-solving skills.
State and discuss the primary materials used in presenting instruction.
Lesson Plan: (front matter, lesson topics), ensures proper sequence and depth required by objectives. Instruction Sheets: (Outline, Job, Problem, Assignment, Information, and Diagram) provide students with information or directions. ―O J P A I D‖ Instructional Media Material/Visual Media Material: IMM is a specially prepared transparency, illustration, video tape/DVD, computer-based, flash animation or MPEG movie, slide presentation, or exhibit that will assist students in understanding and expedite their learning.
Discuss who is responsible for maintaining a Master Record Audit Trail and what it contains?
Maintaining the course audit trail is the responsibility of the CCMM. Audit trails contain the following information: A summary of major events impacting the course. This may be official correspondence or a memorandum to file. All pertinent correspondence leading to course development or revision, reports of trips, conferences, meetings, necessary for course development or revision, memoranda of conversations impacting the course development or revision. It is the rationale that influences curriculum decisions. Copies of all supporting documents, including appropriate approval letters. Types of supporting documents will vary based on the standard used for development. A copy of the Pilot Course Monitoring Report. CCMMs shall ensure the audit trail and master course materials are up-to-date and securely saved. CCMMs shall maintain a duplicate of the audit trail and master course file in a separate location to prevent loss of the material in the event of a disaster. Site master copies at other LS/DET/Participating Activities that teach the course fulfill this requirement.
Identify and describe the third step in the ORM process.
Making risk decisions There are three basic actions, which ultimately lead to making informed risk decisions: identifying control options; determining the effect of these controls on the hazard or risk; and, ultimately deciding how to proceed. (1) Identify Control Options. (2) Determine Control Effects. (3) Make Risk Decisions
What is the minimum passing grade for a course at CNATT MARUNIT Cherry Point?
Minimum passing score for all tests at CNATT MARUNIT Cherry Point is 75% as indicated in the Testing Plan.
State and discuss the types and purpose of oral questions.
Multiple answer: Has more than one correct answer. Increases student participation. Yes / No: Can be used to arouse interest, focus attention, and encourage participation Canvassing: Helps to determine how many students may already be familiar with the subject matter. Leading: Suggests its own answer. Use leading questions to help struggling students Interest arousing: Used to arouse interest in material and focus student attention. Factual/Close-Ended: Asks for specific information. Thought provoking: Stimulates student thinking.
State the purpose of a Training Project Plan (TPP).
The TPP describes all training and training support elements required to provide trained personnel to operate and maintain systems or equipments, or perform tasks and functions. It provides a Plan of Actions and Milestones (POA&M) to achieve a predetermined implementation date. A TPP describes all the factors necessary to prepare and conduct a successful training program and attain optimum use of personnel, hardware, and funds. The course revision or development described in the TPP should meet, and not exceed, the training requirement.
State and discuss the key principles of applying motivational theory in a training situation.
Needs and Drives: A need or drive is usually defined as a lack of something desirable or useful that causes a desire for satisfaction. Example, the need to belong can motivate a student to seek group acceptance. That need, or drive, can cause the student to behave in a manner which eventually reduces the need and results in satisfaction. Attitudes: Attitudes consist of feelings for or against people, objects, or ideas. Show students a positive attitude when presenting a lesson. The students seeing a positive reinforcement from the instructor will cause a desire to learn the material. Achievements: Achievement is a strong desire, an aim, a goal or a desired objective. To make an effort to succeed interesting students must have a need to achieve at a certain level. Values: The student's values, attitudes, and previous experience affect the nature and the amount that the student learns. The instructor must use a motivation technique which fits the student's value system. Interests: Refers to a person's view of an activity as worthwhile or enjoyable for its own sake. As an instructor, learn to control student interest throughout the lesson. If the student loses interest, the learning process breaks down. Incentives: Incentives (rewards) stimulate student motivation. Good grades, awards, choice of orders out of school, or selection as an honor student can motivate students to achieve.
Discuss the purpose of Occupational Standards (OCCSTDS).
OCCTDS are statements of the minimum skills required of Navy enlisted ratings as established by primary (resource/warfare) sponsors. OCCSTDS are the basis for implementing and supporting actions for manning, distribution, training, and advancement.
List and define the hierarchy and structure of work.
Occupation: Family of Jobs with common set of skills/ associated with rating and comprised of one or more jobs. Job: Duties and Tasks in an occupation / one or more duties may be associated with the appropriate NEC or watch station (ex. MOS, MTS, and Billet). Duty: Set of related task /a duty is comprised of one or more tasks, it occurs frequently, and occupies a significant amount of time. Task: Behavior, Condition, Standard, ORM, Delivery, KSATR/Tasks are a major part of a duty and may be comprised of one or more sub-tasks. A task is comprised of logical and distinct actions. A task is performed under a defined set of conditions and standards. Each task is independent of other tasks. Sub-Task: Major part of a task/A sub-task may be made up of a series of steps performed under the standards and conditions of a task. A sub-task has a logical relationship with a task, duty, job, occupation. Step: Major part of a sub-task/A step is the most specific form of behavior, and is the smallest component defined in the process.
Explain the difference between a PQS and Job Qualification Requirement (JQR).
PQS is qualification requirements among multiple platforms. JQRs is a doc mirrors a PQS, does not have a NAVEDTRA number. Both are TYCOM approved, but JQRs are used for a single platform
State the purpose of a Training Requirement Review (TRR).
The TRR process provides a periodic or triggered review and revalidation of an existing course to ensure that all identified, validated, and resourced training requirements are being met, and may include a review and revalidation of supporting Personnel Qualification Standards, or Non-Resident Training Courses, if applicable.
State the purpose of a Personal Qualification Standard (PQS)?
The PQS program ensures that personnel have the required competency before performing specific duties. PQS compile the minimum knowledge and skills that an individual must demonstrate before standing watches or performing other specific routine duties necessary for the safety, security, or proper operation of a ship, aircraft, or support system. PQS standardize qualification requirements.
Discuss the items developed in Design Phase.
The TCCD is a collection of products that expresses the content, structure, and essential management information for a course. The TCCD consists of the following items: -Front Matter containing Cover Page, Letter of Promulgation, Record of Changes, Table of Contents, Foreword, Course Data Page, Trainee Data, Security Clearance, Prerequisite Data, Obligated Service, NOBC/NEC/MOS earned. -Curriculum Outline of Instruction comprised of written and sequenced Learning Objectives -TCCD Annexes that provide the resource requirements and time allocations for the training course
