Term
What three parts of the work center mission do you define during the anlaysis phase? |
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Definition
| Purpose, Products, and Customers |
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Term
What type of tasks must a needs assessment include? |
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Definition
Daily routine, infrequent tasks, contingency, special work requirements, and additional duties |
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Term
| Dependig on their availability and suitability, what documents may you use for identifying tasks in a specific work center |
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Definition
| Manning documents, training standards, mission statements, staff assistant visit reports, directives and past production reports |
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Term
| What manpower documents identify AFSCs assigned to the work center? |
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Definition
| Unit Manning Document (UMD) and Unit Personnel Manpower Roster (UPMR) |
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Term
| What Air Force manual identifies generic duties for each AFSC? |
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Definition
| AFMAN 36-2108, Airmen Classification |
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Term
| What training documents can you research to identify specific tasks for the work center? |
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Definition
Specialty Training Standard (STS), Career Field Education and Training Plan (CFETP), and Air Force Job Qualification Standard (AFJQS) |
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Term
| List the two factors needed to qualify as a subject matter expert? |
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Definition
| Field Expertise and Recent Job Experience |
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Term
List the task you have to complete to prepare for an interview. |
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Definition
| Research, develop questions, set up the interview, prepare the room |
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Term
| When conductig an interview, what is the basic goal of your questions? |
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Definition
| To gain information from the experts |
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Term
| What is the term used to describe a person with in-depth work center knowledge? |
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Definition
| Subject Matter Expert (SME) |
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Term
| When conducting the interview, why do you provide the SME with your phone number? |
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Definition
| In case the SME remembers other information later |
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Term
| What can occur if the respondents are confused after reading the questionnaire instructions? |
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Definition
| They may discard the questionnaire |
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Term
| What are the two types of questions that can be used on a questionnaire? |
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Definition
| Selection and Supply type |
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Term
When you develop an MTL, what do you list on it? |
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Definition
| All tasks done in a work center |
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Term
| List the three types of training standards that you can use to develop an MTL. |
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Definition
| CFETP, AFJQS, and AF Form 797 |
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Term
| What are the three characteristics of a task? |
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Definition
| Observable, measurable, must have a definite beginning and end |
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Term
| When preparing a local training standard, how do you make sure the task is identified? |
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Definition
| By giving the task a descriptive title |
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Term
| List the four levels you use to resolve a lack of training capability. |
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Definition
| Work center, unit education and training, base education and training, and MAJCOM career field manager level |
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Term
| If a lack of training capability cannot be resolved at the base level, how do you forward this problem to MAJCOM? |
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Definition
| By using an AF Form 2096, Classification/ On the Job Training Action |
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Term
| What training status code must you place a trainee in if you cannot resolve the lack of training capability at the base level? |
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Definition
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Term
| What is an individuals training folder reviewed to ensure? |
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Definition
| To make sure applicable training standards are included |
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Term
| On whom are initial qualification evaluations normally conducted? |
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Definition
| Recent formal school graduates and reassigned personnel |
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Term
| List the additional training factors. |
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Definition
| Identifying personnel gains/losses, planning and scheduling training time, determining need for job rotation, and identifying work center training requirements |
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Term
| When defining the work center training requirements, what do you have to do? |
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Definition
| Take the training requirements for each individual and add these task together. The sum total is all the work center training requirements. |
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Term
| Where can a UTM look to confirm that a CDC is available for ordering? |
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Definition
| AFIADL's "List of AFSCc with CDCs required" |
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Term
| What on-line program allows UTMs to check CDC enrollment data at AFIADL? |
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Definition
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Term
| Who determines the CDC volume completion sequence? |
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Definition
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Term
| At what point in the CDC enrollment should you request an extension for a trainee? |
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Definition
| When the trainee enters the tenth month of enrollment |
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Term
| CDC expirations beyond 90 days require what level of approval? |
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Definition
|
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Term
| What forms the basis for all required unit training? |
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Definition
|
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Term
| Which usually provides the best information for identifyin work center tasks? |
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Definition
|
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Term
| Which document identifies personal information in manpower positions? |
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Definition
| Unit Personnel Manpower Roster (UPMR) |
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Term
| Which publication describes the duties and responsibilities of all Air Force specialty codes (AFSC) in the Air Force? |
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Definition
| AFMAN 36-2108, Airman Classification |
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Term
| The specialty training standard (STS) is part of the |
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Definition
Career Field Education and Training
Plan (CFETP) |
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Term
| Which factor concerning subject matter expert (SME) qualification is based on time in the career field and in a particular job? |
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Definition
|
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Term
| When preparing for a subject matter expert (SME) interview, your first step is to review the |
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Definition
|
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Term
| The publication that contains information about organizations and their mission is the |
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Definition
| Air Force Mission Directives (AFMD) |
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Term
| When researching for a subject matter expert (SME)interview, the tasks that are the easiest to identify are the |
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Definition
| normal day-to-day requirements |
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Term
| What directive list mandatory requirements for a specific career field? |
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Definition
| AFMAN 36-2108, Airman Classification |
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Term
| In researching for a subject matter expert (SME) interview, which form identifies the duties required for civilian personnel? |
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Definition
| AF Form 1378, Civilian Personnel Position Description |
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Term
| Questions developed for a subject matter expert (SME) interview should be |
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Definition
| specific and pertain to the subject |
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Term
| When asking questions during a subject matter expert (SME) interview, speak |
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Definition
|
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Term
| When used on a questionnaire, a closed-ended question |
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Definition
| limits the choice of possible responses |
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Term
| Replies to what type of question on a research questionnaire can provide additional information beyond the scope of your question? |
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Definition
|
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Term
| When developing a master task listing (MTL), |
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Definition
| keep it as simple as possible |
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Term
| Which training document can be part of a master task listing (MTL) and shows tasks that are applicable to an entire career field? |
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Definition
| Career Field Education and Training Plan (CFETP) |
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Term
| Which training standard is prepared by the Air Force career field managers (AFCFM) and describes a particular duty position? |
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Definition
| Air Force Job Qualification Standard (AFJQS) |
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Term
| In reviewing tasks for a training standard, when the results of an action on a person's part can be seen, the task is said to be |
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Definition
|
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Term
| The task title is comprised of a verb and |
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Definition
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Term
| When a question of training capability arises, what base-level tool is available to determine if there are any local personnel who have retrained out of the Air Force specialty code (AFSC) in question? |
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Definition
| Military Personnel data system (MilPDS) |
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Term
| What training status code (TSC) is used when a training capability problem prevents a trainee from progressing in training? |
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Definition
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Term
| Who can authorize automation of a specialty training standard (STS)? |
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Definition
| Air Force career field manager (AFCFM) |
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Term
| When conducting an initial evaluation on reassigned personnel, |
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Definition
| match the individuals qualifications to the work center requirements |
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Term
| Training needs of an individual are |
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Definition
| called individual training requirements |
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Term
| What do task objectives help you do? |
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Definition
| meet each training program objective |
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Term
| List the three basic parts of a task objective. |
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Definition
| Condition, Performance/Behavior, and Standard |
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Term
| What are the two basic ways of measuring a person's knowledge of a subject? |
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Definition
|
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Term
| List the selection-type questions that you can use on a written test. |
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Definition
| Multiple choice, matching, and true false |
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Term
| What should the questions used for an oral test require the student to do? |
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Definition
| Explain why he or she is performing certain functions |
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Term
| What are you looking for when you review the test and questions? |
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Definition
| To see if questions are valid, reliable, comprehensive, objective, and discriminatory in nature. |
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Term
| On what is a performance test based? |
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Definition
| Directly on what the individual is required to perform |
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Term
| What are the three basic parts of a performance test? |
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Definition
| Objective, references/materials and Instructions |
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Term
| What are the four common rating errors on which you need to train evaluators? |
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Definition
| Standard, Logic, Central Tendency, and Halo |
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Term
| Long-term objectives are most often comprised of two or more short-term goals called |
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Definition
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Term
| What element of an objective tells the trainee the level of perfomance that must be met? |
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Definition
|
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Term
| What are two-types of test items? |
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Definition
|
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Term
| Which type of test questions can you use the same way as you do a multiple choice type? |
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Definition
|
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Term
| When a test measures what it is suppose to measure, then the test is |
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Definition
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Term
| If a test shows who knows and does not know the material, then the test is |
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Definition
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Term
| The references or materials used by a trainee during the performance test are those |
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Definition
| used by the trainee while learning the objective |
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Term
| When developing a checklist for a performance test, |
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Definition
| include those items required for complete performance |
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Term
| Which common rating error occurs when an evaluator sets how well the task is done according to his or her own ability to perform the task, which results in a high passing point? |
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Definition
|
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Term
| List the three ways to prioritize tasks. |
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Definition
| Job Performance, Psychological, and Logical |
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Term
| When can actual task performance begin once you set up a trainee's training program? |
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Definition
| After the trainee acquires the task performance knowledge |
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Term
| List the methods you can use to present information to the trainee or trainees? |
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Definition
| Lecture, coach/pupil, demonstration/performance, computer assisted, and qualification training packages |
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Term
| List the four phases of the D/P method. |
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Definition
| Explanation, Demonstration, Performance, and Evaluation |
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Term
| What is one of the complaints about computer-assisted instruction? |
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Definition
| That most computer-assisted lessons are nothing but "page turners", and you can gett the same information from an AFI. |
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Term
| Who normally develops a QTP? |
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Definition
|
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Term
| What are the resources you would use when doing research for completing a task breakdown? |
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Definition
| Yourself, books and other experts. |
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Term
| What must you identify when developing and documenting a task breakdown? |
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Definition
| Subtasks, procedural skills, and supporting knowledge |
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Term
| Once you feel you have finished the task breakdown, what secific things do you look for when you review it to make sure it is a good product? |
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Definition
| Completeness, accuracy, and required equipment |
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Term
| List the three major parts of a lesson plan |
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Definition
| Introduction, development or body and conclusion |
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Term
| List the four basic parts of the introduction |
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Definition
| Attention, motivation, overview and transition |
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Term
| On what document is the body of your lesson plan based? |
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Definition
|
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Term
| List the three parts of a conclusion |
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Definition
| Summary, Remotivation, and Closure |
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Term
| There are many types of teaching aids available; what should you consider before you select the ones that you will use? |
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Definition
Those that are easiest to use, most inexpensive to develop and maintain, but that add realism to the learning process |
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Term
| List at least six types of teaching aids. |
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Definition
| Any six of the following: equipment, printed matter, chalkboards, whiteboards, flat pictures, mockups, trainers, simulators, transparencies, television, and computers |
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Term
| List the three steps you use to schedule training |
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Definition
| Prepare tentative schedule, coordinate, and assign trainees to a training session roster |
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Term
| What is the first thing you do when coordinating the training schedule? |
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Definition
| Determine how many sessions are offered and the times that they are held |
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Term
| What do you provide to each affected supervisor after you schedule trainees for training? |
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Definition
| A copy of the training roster or a training notification letter |
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