Term
| State the purpose of the Navy Training System |
|
Definition
- Preparation to Train
- Delivery of Training
- Evaluation of Training |
|
|
Term
| What is the most essential, single link in the training chain? |
|
Definition
|
|
Term
| State and discuss the 3 qualities of an efficient and effective instructor |
|
Definition
- Knowledge
- Ability
- Personality |
|
|
Term
Discuss the Instructor's responsibilites in terms of:
A. Responsibility to students
B. Responsibility to training saftey
C. Responsibility to security
D. Responsibility to curriculum |
|
Definition
A. Resolve conflicts
B. Follow safety procedures
C. Secure classified materials
D. Develop & maintain |
|
|
Term
| List & discuss the key principles of applying motivation theory in a training situation |
|
Definition
Attitudes
Nees & Drives
Interests
Values
Incentives
Achievements |
|
|
Term
| List & discuss 5 techniques which can assist in the developing motivational strategies for instruction |
|
Definition
Make interesting
Establish goals
Provide feedback
Show interest in students
Encougage participation |
|
|
Term
| State the ultimate goal of instruction |
|
Definition
| Remain motivated beyond instructors influence |
|
|
Term
| State and discuss 5 different ways of learning |
|
Definition
Imitation
Insight
Trial and error
Transfer
Association |
|
|
Term
| State and discuss the 5 laws of learning |
|
Definition
Readiness
Effect
Excercise
Primary
Intensity |
|
|
Term
| Discuss how motivation effects student learning |
|
Definition
- positive corrilation by way of motivation and success
- Tremendious impact on ability to learn |
|
|
Term
| State and discuss the 6 common characteristics all students possess |
|
Definition
Maturity
Ability to evaluate
Desire to succeed
Fallibility
Respect for instructors
Recognition |
|
|
Term
| State and discuss 4 basic learning styles |
|
Definition
Concrete
Abstract
Active
Reflection |
|
|
Term
| Discuss the barriers to effective communication |
|
Definition
Lack of common experience
Overuse of abstraction
Fear
Enviornment factors |
|
|
Term
| State and discuss the purpose of the 3-step communication process. |
|
Definition
- Send a message
- Recieve message
- Feedback |
|
|
Term
| Discuss why listening is one of the most important communication skills |
|
Definition
| Hearing & understanding is an active process |
|
|
Term
| Describe 5 factors that must be considered in planning instructional delivery |
|
Definition
Articulation
Grammer
Rate of speech
Inflection
Force (Emphasis) |
|
|
Term
| State and discuss the importance of body movement as an important part of successful communication |
|
Definition
- Reinforces
- Emphasizes
- Clarifies |
|
|
Term
| State and discuss the 4 purposes of oral questioning |
|
Definition
- discover students interests/depth of knowledge
- Arouse interest in subject
- Review & summarize important info
- Test knowledge |
|
|
Term
| State and discuss the characteristics of a good oral question |
|
Definition
- Level of instuction
- Use of interrogative
- Clarity of meaning |
|
|
Term
| Discuss the types of oral questions and their purposes |
|
Definition
Factual
Multiple choice
Thought provoking
Yes/No
Leading
Interest arousing
Canvassing |
|
|
Term
| State the 5 steps of the 5 step questioning technique |
|
Definition
Ask
Pause
Pick
Listen
Emphasize correct |
|
|
Term
| List and discuss the different instuctional methods |
|
Definition
Lecture
Lecture w/ audio visual
Lesson
Demonstrate
Role playing
Case study |
|
|
Term
| State and discuss the 3 parts of a learning objective |
|
Definition
Parts/Elements
- Behavior
- Conditions
- Standard |
|
|
Term
| Discuss the 2 methods of testing and their importance |
|
Definition
|
|
Term
| Explain the 5 learning levels a knowledge test item may test |
|
Definition
Recognition
Recall
Comprehension
Application
Analysis/Evaluation |
|
|
Term
| Discuss the different types of performance tests |
|
Definition
|
|
Term
| List and describe the primary materials used in presenting instruction |
|
Definition
- Lesson plans
- Instruction sheets
- Instructional Media/Visual instruction |
|
|
Term
| State the purpose of using Instructional Media Materials (IMM) and Visual Information |
|
Definition
- Increase student understanding
- Retention of info
- Raise level of interest & motivation |
|
|
Term
Discuss the purpose of the Shareable Content Object Reference Model (SCORM) and its application in Content Development.
(Learning Research/SME/Technology) |
|
Definition
RAID
- reusable
- interoperable
- durable
- accessible |
|
|
Term
Describe reuse, repurpose, and reference as it applies to NCOM.
(Learning Research/SME/Technology) |
|
Definition
- take existing object and use in new ways
(object is technology, reference, information) |
|
|
Term
Name the five content types and describe when each would be used as they relate to enabling objective statements.
(Learning Research/SME/Technology) |
|
Definition
CFPPP
- concepts
- facts
- procedures
- processes
- principles |
|
|
Term
Describe enabling objective content use levels.
(Learning Research/SME/ Technology) |
|
Definition
- "remember" use level
- "apply" use level |
|
|
Term
Describe metadata and its capabilities.
(Learning Research/SME/Technology) |
|
Definition
It is data about data.
It describes content, context and structure of the data.
(Who made it, how it was made, what it is made of, what it was made for.) |
|
|
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).
(Learning Research/SME/ Technology/Planning/Continuous Improvement) |
|
Definition
NCOM - standard to optimize useability of assets
SCORM - implements sequencing and navigation of assets (within lesson and CMS)
ELO - based upon skills to be learned
TLO - based upon job to be performed |
|
|
Term
What is a Job Task Analysis (JTA)?
(Learning Research/SME/Technology) |
|
Definition
- provides framework for integrated learning environment (ILE)
- defines job/position requirements
- what are required competencies |
|
|
Term
Contrast Level 1 and 2 JTA data.
(Learning Research/SME/Technology) |
|
Definition
Level 1 = Rating
Level 2 = Job (Rating + Skill group) |
|
|
Term
Where does one find technical specifications, XML specifications, and NMCI Core Build requirements?
(Learning Research/SME/Technology) |
|
Definition
XML - is found in MPT&ECIOSWIT-ILE-SPEC-2B, 10 Apr 07
NMCI - is found in MPT&ECIOSWIT-ILE-SPEC-4D, 15 Aug 07 |
|
|
Term
What are the three educational domains discussed in the Navy ILE Learning Objective Statements (NLOS) Specifications and Guidance? Name the main verb categories attributed to each.
(Learning Research/SME/Technology) |
|
Definition
DOMAINS
- cognitive
- affective
- psychomotor |
|
|
Term
Discuss the types of questions used for each Content Use Level.
(Learning Research/SME/Technology/Assessment |
|
Definition
- questions for "remember use level" assess if learner able to recognize and recall
- questions for "apply use level" assess performance and procedures |
|
|
Term
Discuss the phases of the Instructional Design process.
(Planning/Learning Research/SME/Technology) |
|
Definition
Phase 1 - establish performance standards and requirements
Phase 2 - design human performance standards
Phase 3 - develop, build and integrate tools
Phase 4 - implement and test; intervention and evaluation |
|
|
Term
| Discuss the item(s) developed in Phase I (Plan) of Task-Based Curriculum Development. |
|
Definition
TPP - Training Project Plan
- CIN and CDP
- cancellation of existing TPP |
|
|
Term
| Discuss the items developed in Phase II (Analyze). |
|
Definition
CTTL - Course Training Task List
- tasks as a part of a duty
- duties as a part of a job
- jobs that define a rate |
|
|
Term
| Discuss the items developed in Phase III (Design). |
|
Definition
TCCD - Training Course Control Document
- LOs (learning objectives)
- EOs (enabling objectives)
- TOs (terminal objectives) |
|
|
Term
| State the two categories of learning objectives. |
|
Definition
- TO = one or more duties on CTTL
- EO = one or more tasks on CTTL |
|
|
Term
| Discuss the items developed in Phase IV (Develop). |
|
Definition
- LP (lesson plan)
- TG (trainee guide)
- tests |
|
|
Term
| Discuss the purpose of Instructional Media Materials (IMM) and Visual Information (VI). |
|
Definition
designed to increase student :
- understanding
- interest
- motivation |
|
|
Term
| State and discuss the elements of the Lesson Plan. |
|
Definition
- cover page
- title
- change record
- table of contents
- security notice
- safety notice
- terminal objective
- lessons |
|
|
Term
| State and discuss the elements of the Trainee Guide |
|
Definition
- front matter
- outline sheet
- information sheets
- assignment sheets
- job sheets
- diagram sheets
- problem sheets |
|
|
Term
| State the rules for writing a Course Training Task List (CTTL) statement. |
|
Definition
there are many rules.
Must review NAVEDTRA 130A Tablle 2-1 |
|
|
Term
| State the purpose of testing. |
|
Definition
| - determine trainee attainment of terminal and enabling objectives (TOs and EOs) |
|
|
Term
| Explain the purpose of conducting a Pilot (Phase IV). |
|
Definition
| - evaluates materials developed for a course in a training environment to determine accuracy and adequacy in support of learning objectives |
|
|
Term
| List the justifiable reasons for developing, revising, or canceling a course. |
|
Definition
- directed to change by higher authority
- changes in Personnel Performance Profile |
|
|
Term
| Discuss the purpose of Phase V (Implementation). |
|
Definition
|
|
Term
| Discuss the purpose of Phase VI (Evaluate). |
|
Definition
| - internal and external feedback |
|
|
Term
Discuss the relationship between the following as used in the CTTL.
a. Job
b. Duty
c. Task |
|
Definition
Job - is made up of duties and tasks
Duty - is a major part of the work time and is made up of closely related tasks which are observable and measurable
Task - independent of other tasks; short period of time to perform; clusters of tasks make up a duty |
|
|
Term
| State the difference between the Course Mission Statement and a Terminal Objective. |
|
Definition
CMS - purpose of the course
TO - result of the lesson (should define a duty to be performed) |
|
|
Term
| Describe the three products of a Training Course Control Document: |
|
Definition
- front matter
- Curriculum Outline of Instruction (COI)
- annexes |
|
|
Term
| List the Volumes of NAVEDTRA 130 and their purpose. |
|
Definition
VOL 1 - step by step guidance for developing effective training materials
VOL 2 - sample documents
VOL 3 - management information |
|
|
Term
Spell out the full term for the following abbreviations/acronyms:
a. LP
b. DDA page
c. TO
d. EO
e. DP
f. RIA
g. IMM/VI |
|
Definition
LP - lesson plan
DDA page - discussion demonstration activity
TO - terminal objective
EO - enabling objective
DP - discussion point
RIA - related instructor acivity
IMM/VI - instructional media material / visual information |
|
|
Term
| Discuss where to find the procedures for handling and storing classified training materials. |
|
Definition
| - Section 5 - Security Requirements |
|
|
Term
| State the volumes and titles in the NAVEDTRA 131 and what they contain. |
|
Definition
VOL 1 - step by step guidance for development of training materials
VOL 2 - sample documents
VOL 3 - management information
VOL 1 Supplement - PPP Development |
|
|
Term
| Describe the pre-, post-, and core stages involved in developing materials following the Personnel Performance Profile (PPP) -Based curriculum development method (seven). |
|
Definition
Pre-stage = planning
Core stages = stages 1 through 5
Post stage = evaluation
(7 stages total according to NAVEDTRA 131) |
|
|
Term
| List the contents of a Training Project Plan (TPP). |
|
Definition
- cover page
- table of contents
- justification
- impact if course development or revision not undertaken
- course data page
- safety risks and HAZMAT exposure
- curriculum development method used
- milestones
- resource requirements |
|
|
Term
| Define a Personnel Performance Profile (PPP). |
|
Definition
| A minimum listing of knowledge and skills required to operate and maintain a system/subsystem of equipment or to perform a task or function |
|
|
Term
| State the most critical element of curriculum development per NAVEDTRA 131, and explain its importance. |
|
Definition
TLA - Training Level Assigment
(can be developed concurrently with TMA or Table Assignment Matrix) |
|
|
Term
| Discuss the products of the Training Path System (TPS) Stage 1. |
|
Definition
- PPP table listing
- drafting of new or modified PPP tables
- preliminary Training Path System |
|
|
Term
| Describe the contents of the preliminary Training Course Control Documents (TCCD) Stage 2. |
|
Definition
- Profile Item to Topic Objective Assignment Chart
- Resource Requirements List (RRL)
- Curriculum Outline of Instruction (COI) |
|
|
Term
| Describe the elements of the Lesson Plan (LP). |
|
Definition
- cover page
- title page
- List of Effective Pages
- Letter of Promulgation
- change record
- table of contents
- security notice
- safety/HAZMAT notice
- how to use lesson plans
- allocation of instructor time
- course learning objectives |
|
|
Term
| What are the six types of instruction sheets found in the Trainee Guide (TG)? |
|
Definition
JPIDOA
- job
- problem
- information
- diagram
- outline
- assignment |
|
|
Term
| Describe the Training Objective Statement (TOS) codes for both knowledge and skill. |
|
Definition
KNOWLEDGE
F = Familiarization
T = Theory
SKILL
S = skill background
J = skill task/function
( O = operational, P = preventive, C = corrective, M = maintenance) |
|
|
Term
Define the three "Task Sets."
- Coordinate
- Direct
- Perform |
|
Definition
- COORDINATE actions between DIRECT and PERFORM
- DIRECT actions of PERFORM
- PERFORM hardware and non-hardware skills |
|
|
Term
| Discuss the types of courses listed in a Training Path Chart (TPC). |
|
Definition
5 types:
(BARCO)
- background
- advanced
- replacement
- conversion
- onboard |
|
|
Term
| When should job sheet development begin? |
|
Definition
| - as soon as the TPS (Training Path System) is done |
|
|
Term
| Explain how Course Learning Objectives (CLOs) are developed. |
|
Definition
- select the appropriate, already prepared, Course Learning Objective model statements
- these should correspond to the TOS group and specific TOS chosen while developing the TPS |
|
|
Term
| How are part numbers determined? |
|
Definition
| - these are derived from the PPP table number |
|
|
Term
| How are part numbers determined? |
|
Definition
| - these are derived from the PPP table number |
|
|
Term
| How are part numbers determined? |
|
Definition
| - these are derived from the PPP table number |
|
|
Term
| What are the eight ways to sequence a course? |
|
Definition
- job performance
- chronological order
- critical sequence
- principle of reverse sequence
- simple to complex
- cooperative sequence
- relationship of like COI elements
- combination approach |
|
|
Term
| What is contained in a Resource Requirements List (RRL)? |
|
Definition
| - all materials needed to conduct training |
|
|
Term
| What is contained in the final Training Course Control Document (TCCD)? |
|
Definition
- front matter (cover, title, LoP, ToC, Forward, CDP, TDP...)
- COI ( CLOs, TLOs)
- Annexes (RRL, CMS, FAL...) |
|
|
Term
| What annexes are included in the final Training Course Control Document (TCCD)? |
|
Definition
- Required Resource List (RRL)
- Course Master Schedule (CMS)
- Fault Analysis List (FAL)
- Item-to-Topic Objective Assignment Chart |
|
|
Term
| 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); and the Participating Activity. |
|
Definition
CNO - provides policy for implementing and supporting training
MPT&E – anticipates the navy total force capabilities required to support joint war fighting in an agile cost-effective manner
NETC – To train those who serve-provides tools
NPDC – Maintains Facilities and Equipment
Learning Centers – Fiscal, Fleet Training
CCMM –Develops, revises and maintains a course |
|
|
Term
Describe the "A", "C", and "F" type courses of instruction.
(Continuous Improvement/SME/Human Dev & Learning) |
|
Definition
A - basic knowledge and skill for rating
C - advanced specialized skills for job
F - individual functional skill or rating specific training |
|
|
Term
Describe the instructor certification process in your training command.
(Continuous Improvement/SME) |
|
Definition
- instructor indoctrination
- practice teach
- 3 evaluated lessons |
|
|
Term
Discuss “attrition” and contrast its meaning in both operations and training.
(Continuous Improvement/SME) |
|
Definition
| - loss of personnel due to failing perfomance, for either academic or non-academic reasons |
|
|
Term
Discuss the Academic Review Board (ARB) process.
(Continuous Improvement/SME/Diversity) |
|
Definition
- for substandard performance (failing grades)
- performing below expectations
- determine reasons for failure
- determine ability to continue |
|
|
Term
Discuss test failure policies and associated grading criteria within your learning environment.
(Continuous Improvement/SME) |
|
Definition
- debrief, review and remediation
- maximum grade is the minimum passing grade |
|
|
Term
Who determines what curriculum development model will be used for curriculum modifications within your learning environment?
(Continuous Improvement/SME/Change Management) |
|
Definition
- CCMM
-The CCA Determines whether to use the task based method or PPP |
|
|
Term
Who is responsible for maintaining a course audit trail / a master record?
(Continuous Improvement/SME) |
|
Definition
- CCMM
-The CISO curriculum and instructional standards office |
|
|
Term
Describe the evaluation of instructors in laboratory / classroom / facilitated environments.
(Continuous Improvement/SME/Assessment/Planning/Technology) |
|
Definition
- initial training (indoc, practice, certification)
- U/I evaluation
- quarterly review |
|
|
Term
Discuss the student critique program within your learning environment.
(Continuous Improvement/SME/Individual Assessment/Professional Development) |
|
Definition
- issue/reciept of critiques
- screen for immediate responses
- incorporate into end of course report
- evaluate for further action |
|
|
Term
Discuss the importance of Formal Course Reviews (FCRs) and audit trails.
(Continuous Improvement/SME) |
|
Definition
- content relevance
- changes due to ORDALTS/Ship's configuration
- concurrence with other training facilities |
|
|
Term
Discuss Kirkpatrick’s four levels of evaluation.
(Continuous Improvement/SME/Assessment) |
|
Definition
Level 1 - Reactions (student reactions)
Level 2 - Learning (assess student level of knowledge)
Level 3 - Transfer (did student use knowledge)
Level 4 - Results (did training affect job performance) |
|
|
Term
Discuss the elements of a testing program within your learning environment.
(Continuous Improvement/SME) |
|
Definition
- progress tests
- knowledge test
- cumulative performance test
- practical application evaluation |
|
|
Term
Discuss the purpose of the Learning Content Management System (LCMS).
(Continuous Improvement/SME) |
|
Definition
| AIM - manages components of curriculum materials |
|
|
Term
Discuss the purpose of the Learning Management System (LMS).
(Continuous Improvement/SME) |
|
Definition
- manages learner assessment results, lesson plans
- training and day-to-day progress
- learning events |
|
|
Term
Discuss the Course Supervisor, Student Control, and Facilitator roles associated with the Learning Management System (LMS).
(Continuous Improvement/Professional Development/Learning Environment/Technology/SME) |
|
Definition
Course Supervisor - maintain curriculum components/course changes
Student Control - admin of school; in-take and processing of stidents
Facilitator - provides role model, guidance and SME |
|
|
Term
What type of courses are considered "high-risk"?
(Continuous Improvement/ Learning Research/SME/Ethics/Learning Environment) |
|
Definition
| training that exposes student to risk of permanent injury, disability or death |
|
|
Term
What section of the instruction lists courses that have been designated as "high-risk"?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness) |
|
Definition
| CNATRA Instruction 5100.12 has the list |
|
|
Term
What is a "DOR" and the procedures for conducting one?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness) |
|
Definition
OPNAVINST 1500.75A Annex 1
- student dis-enrolls upon request
- counseling to determine reasons for dropping |
|
|
Term
What is a Training Time Out "TTO" and the procedures for conducting one?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness) |
|
Definition
OPNAVINST 1500.75A Annex 2
- safety procedure to pause training to address safety/training issues |
|
|
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?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness) |
|
Definition
OPNAVINST 1500.75A Annex 4
- contingency plan in case of mishap or event that causes injury |
|
|
Term
How often are safety stand-downs required?
(SME/Continuous Improvement/Professional Development/Resource Effectiveness) |
|
Definition
OPNAVINST 1500.75A Annex 3
- at least annually
- can be in response to mishap |
|
|
Term
Describe the four (4) Quadrants of the Human Performance System Model (HPSM)? (Continuous Improvement/SME/Planning)
Quadrant I
Quadrant II
Quadrant III
Quadrant IV |
|
Definition
Quadrant I - define requirements
Quadrant II - define solutions
Quadrant III - develop components
Quadrant IV - execute and measure |
|
|
Term
In Quadrant I of the HPSM who must validate all individual unit and group job/task requirements?
(Continuous Improvement) |
|
Definition
| - fleet CINC (according to ERNT report) |
|
|
Term
Describe the Navy's new Learning Model that integrates technology and human performance requirements into a complete package.
(Mentoring/SME/Learning Research/Assessment/Continuous Improvement) |
|
Definition
| Human Performance System Model |
|
|
Term
Who performs most of the functions in Quadrant II and coordinates the activities of Quadrant III in the Human Performance System Model (HPSM)?
(Continuous Improvement) |
|
Definition
- CCMM
-The government program manager (PM) has overall responsibility for managing the design process |
|
|
Term
Discuss the fundamentals of the Science of Learning.
(Assessment/Change Management/Continuous Improvement/Human Dev & Learning/Ethics) |
|
Definition
| - used to provide research oriented guiding principles |
|
|
Term
Describe the four major methods of learning in the Navy Learning Model.
(Continuous Improvement) |
|
Definition
RCCI
- reference based
- computer mediated
- collaborative
- instructor-led |
|
|
Term
Define the following terms commonly used by Human Performance Professionals. (Assessment/Technology/Communication/Continuous Improvement/Planning/Critical Thinking)
a. Change Management:
b. Competencies
c. Executive Review of Navy Training (ERNT)
d. Performance Gap |
|
Definition
a. Change Management – The coverage of 2 fields of thought
b. Competencies – The Knowledge Skills and Abilities that an individual brings to the job
c. Executive Review of Navy Training (ERNT) – Reviews the entire Navy training system and makes recommendations for change and improvement
d. Performance Gap – the result of increased demand for talent and declining supply of availability experience |
|
|
Term
Discuss the Human Performance Improvement Process.
(Assessment/Change Management/Continuous Improvement/Human Dev & Learning/Ethics) |
|
Definition
- focuses improvement efforts on the organization and accomplishments vs behaviors
- results based, systematic approach to identifying, assessing and resolving performance issues |
|
|
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.
(Continuous Improvement/SME) |
|
Definition
Contracting Officer - ability to enter, administer and terminate contracts
CO Representative - acts within limits set by CO
TPOC - provide technical direction regarding specifications of statement of work; monitor contractor progress and performance |
|
|
Term
Define “Knowledge Management”.
(Continuous Improvement/SME/Planning) |
|
Definition
| - "when" and "where" knowledge is acquired |
|
|
Term
Explain tacit and explicit knowledge.
(Continuous Improvement/SME/Professional Development/Assessment/Planning) |
|
Definition
tacit - knowledge known by a person that is difficult to disseminate to others
explicit - knowledge that can be easily transferred to others |
|
|
Term
Define a Community of Practice? Define a Community of Interest?
(Continuous Improvement) |
|
Definition
CoP - formed by people who enage in a process of collective learning in a shared domain of endeavor
CoI - formed by people who share a common interest, exchange ideas relative to that interest, but share little outside of that interest |
|
|
Term
Describe the benefits of a Community of Practice.
(Mentoring/SME/Learning Research/Assessment/Continuous Improvement) |
|
Definition
- shared knowledge can increase the effectiveness of individuals
- individuals can create assets that can be used by all |
|
|
Term
Describe two ways to capture/share corporate knowledge?
(Continuous Improvement) |
|
Definition
- interview and record the information
- share "sea" stories |
|
|
Term
| Explain the relationship between Knowledge Management and Information Technology? (Continuous Improvement) |
|
Definition
- IT can be used to store and disseminate knowledge
- IT itself is not knowledge, nor does it gather knowledge |
|
|
Term
Define the following terms commonly used by Knowledge Management Professionals: (Assessment/technology/Communication/Continuous Improvement/ Planning/Critical Thinking)
a. Knowledge Share
b. Knowledge Transfer
c. Business Rules
d. Best Practices
e. Metrics |
|
Definition
a. Knowledge Share – Activity through which knowledge is shared
b. Knowledge Transfer – process of moving knowledge
c. Business Rules – operation, definitions, and constraints that apply to an organization in achieving its goals
d. Best Practices – efficient and effective way of accomplishing a task
e. Metrics – standard units of measurement to measure effectiveness and efficiency. |
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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?
(Human Development and Learning/Communication/Continuous Improvement) |
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Definition
- master listing of learning centers with points of contact and assigned PQS
- issue PQS changes |
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Term
What is the function of PQS?
(Human Development and Learning/Communication/Continuous Improvement) |
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Definition
| - ensures personnel demonstrate required competencies prior to performing tasks/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?
(Human Development and Learning/Communication/Continuous Improvement) |
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Definition
- entry into RADM
- generation of Page 4 entries to be placed in service record
- Letter certifying completion of appropriate items by number shall be forwarded to students duty station |
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Term
What are the rules for handling classified student notes?
(Human Development and Learning/Communication/Continuous Improvement/Ethics) |
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Definition
| - they are collected from students prior to graduation |
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Term
What are the procedures for the disposition of school notes that are not reusable?
(Human Development and Learning/Communication/Continuous Improvement) |
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Definition
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Term
Are there any exceptions to the "no forwarding" policy?
(Human Development and Learning/Communication/Continuous Improvement) |
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Definition
| - notes may be forwarded to command, not the individual |
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Term
Define the following terms commonly used by Human Performance Professionals. (Assessment/Technology/Communication/Continuous Improvement/Planning/Critical Thinking)
a. Intervention Opportunities
b. Knowledge, Skills, Abilities, and Tasks (KSAT) |
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Definition
a. Intervention Opportunities – Methods of improving efficiency and effectiveness to cope with the performance gap. Can be educational or process related
b. Knowledge, Skills, Abilities, and Tasks (KSAT) – competencies can be expressed in terms of knowledge, skills, abilities and tools |
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Term
Define the following terms commonly used by Human Performance Professionals. (Assessment/Technology/Communication/Continuous Improvement/Planning/Critical Thinking)
Measure of Effectiveness (MOE)
Measure of Performance (MOP) |
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Definition
| Metrics designed to assess the impact of training on an organization |
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