MASTER TRAINING SPECIALIST EXAM QUESTIONS AND CORRECT DETAILED ANSWERS (VERIFIED ANSWERS) |ALREADY GRADED A+||BRAND NEW!!

MASTER TRAINING SPECIALIST EXAM QUESTIONS AND CORRECT DETAILED ANSWERS (VERIFIED ANSWERS) |ALREADY GRADED A+||BRAND NEW!! .10 How often is the MTO data gathered and in what format is this data sent. - ANSWER-NETCINST 1500.7 pg 3 Weekly MTO Report, via Navy Message .(TPC) - ANSWER-(TPC) (see below) by showing all TOS associated with each PPP. .101 START::::::::::Identifying hazards - ANSWER-Pg. 7 - Step 1 in the process. A hazard is any condition with the potential to negatively impact mission accomplishment or cause injury, death, or property damage. Hazard identification is foundation of the entire RM process. If a hazard is not identified, it cannot be controlled. The effort expended in identifying hazards will have a multiplier effect. Therefore, this step should be allotted a larger portion of the available time. There are three basic actions to be completed in this step: (1) Analyze the Mission. (2) List the Hazards. (3) Determine the Hazard Root Cause. .102 START::::::::::State the purpose of the Navy Training System. - ANSWER-NAVEDTRA 134 Chapter 1 page 3 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. .103 START::::::::::List the responsibility of each of the following members of the training organization structure: Chief of Naval Operations (CNO) - ANSWER-OPNAV - OPNAV provides policy for implementing and supporting the Department of the Navy Strategic Goals regarding Human Resources, Education, and Training. Specifically, OPNAV will strive to improve the quality of our military and civilian work force through fact-based, innovative systemic changes affecting recruitment, training, and quality of life. .104 START::::::::::State the purpose of a Human Performance Requirement Review (HPRR). - ANSWER-NAVEDTRA 133 pg iii Process designed to revalidate individual training requirements and or identify new training requirements as they apply to rate, grade, community, course, systems configuration, or fleet operating procedures. .105 START::::::::::Discuss the purpose of Occupational Standards (OCCSTDS). - ANSWER-OPNAVINST 1500.74 pg 4 OCCTDS are statements of the minimum skills required of Navy enlisted ratings as established by primary (resource/warfare) sponsors. .106 START::::::::::State the purpose of a Job Duty Task Analysis (JDTA). - ANSWER-NAVEDTRA 137 pg 1-2 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. .107 START::::::::::State the purpose of a Front End Analysis (FEA). - ANSWER-NETCINST 1500.6 pg 1-1 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. .108 START::::::::::State the purpose of a Business Case Analysis (BCA). - ANSWER-NETCINST 1510.3 pg 1 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. .109 START::::::State the purpose of a Training Project Plan (TPP). - ANSWER-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. .110 START::::::::::Discuss the item(s) developed in Plan Phase of Task-Based Curriculum development. - ANSWER-Chapter 2 Pg 2-3 NAVEDTRA 130B, Volume I Chapter 2 Pg 2-2 NAVEDTRA 130B, Volume III Training Project Plan (TPP): Used as a blueprint for the development of a new course or revision of an existing course. CCA approves the TPP. .111 START::::::::::State the purpose of a testing program? - ANSWER-NAVEDTRA 132 pg 1-2 To ensure a quality testing process is implemented to effectively assess the trainee's achievement of learning objectives. .112 START::::::::::What role does Naval Education and Training Professional Development and Technology Center (NETPDTC) serve to the PQS program? - ANSWER-NETPDTC maintains and ensures PQS availability to the fleet as directed by the NETC PQS manager. .113 START::::::::::What role does Naval Education and Training Professional Development and Technology Center (NETPDTC) serve to NRTCs? - ANSWER-NETPDTC maintains, grades and enters completed Non-resident Training Courses Into Sailors Electronic Service Record (ESR). .114 START::::::::::What does Naval Training Systems Requirements, Acquisition, and Management provide? - ANSWER-OPNAVINST 1500.76B pg 1 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). .115 START::::::::::State the purpose of Impaired Training and Education Report (ITER) Policy and Reporting Procedures. - ANSWER-NETCINST 1540.1B pg 1 To establish the process for reporting conditions that may reduce the ability to train and/or educate personnel, and to seek assistance from their chain of command when necessary. .201 START::::::::::Describe the purpose of Authoring Instructional Materials (AIM)? - ANSWER-AIM is a computer based training materials authoring tool developed by the Navy. .203 START::::::::::Discuss and describe the forms of training methods ILE supports. - ANSWER-Instructor-led, facilitated, and computer-based. .204 START:::::::::: - ANSWER-Allows the user to view form 51 of course. The data entry for a course in CeTARS. .Academic Review Boards (ARBs) - ANSWER-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 DOT. Examples of when an ARB may be necessary include the following: • Trainee's course average falls below minimum passing grade. • Trainee is unable to achieve the objectives after counseling, remediation, retesting, and an initial academic setback. • Trainee's performance is below expected academic progress. • Trainee fails to achieve the objectives after an academic setback on those same objectives. .Assessing hazards - ANSWER-pg 8-10 - Step 2 in the process. For each hazard identified, determine the associated degree of risk in terms of probability and severity. The result of the risk assessment is a prioritized list of hazards, which ensures that controls are first identified for the most serious threat to mission or task accomplishment. The hazard list is intended for use as a guide to the relative priority of risks involved and not as an absolute order to follow. (1) Severity. (2) Probability. (3) Complete Risk Assessment. (4) Risk Assessment Pitfalls. .Assignment sheet - ANSWER-Assignment sheets are designed to direct the study or homework efforts of trainees. .b. PPP based curriculum - ANSWER-AIM I .C - ANSWER-C—Corrective Maintenance .c. Responsibility to security - ANSWER-Responsibility to Security: Many courses contain materials which are classified for security purposes. In teaching classified information, the instructor must be aware of all requirements for the teaching and storage of classified material. Review the instructions which govern presenting, discussing, storing, and destruction of classified material (OPNAVINST 5510.1 series). Security of classified materials demands constant attention by everyone involved. Behavior has a great impact on the way students adhere to security rules and instructions. Never downplay the importance of the security of classified material. .Cancellation CASREP - ANSWER-Cancellation (CANCEL) CASREP is submitted upon commencement of an overhaul or other scheduled availability period when equipment, which has been the subject of casualty reporting, is scheduled to be repaired. Outstanding casualties which will not be repaired during such availability shall not be cancelled and shall be subject to normal follow-up casualty reporting procedures as specified. .Case study - ANSWER-Case studies should be used when posing a complex issue, when a comprehensive understanding of material is required. .CeTARS Monitor - ANSWER-Allows user to: Course overview Student Activity Quality Assurance Metrics .Common elements. .2 Discuss the purpose of Instructional Media Materials (IMM). - ANSWER-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. .Community of Practice - ANSWER-NKO on-line web-site for JDTA participants. .Complete a risk assessment of a course (high risk instructor only). - ANSWER-Ref A - Identifies steps to perform. Ref B - Authoritative document identifying the use of Ref A .Completion - ANSWER-Completion test items are free response test items in which the trainees must supply the missing information from memory. .Comprehensive Test: - ANSWER-Comprehensive Test: Within Course or Final Exam .Conclusions and recommendations - ANSWER-To provide the reader with a selected alternative based on an overall evaluation of the alternatives in terms of impact, risk and cost/benefit. Specific recommendations for moving a project forward are also presented. .Contracting Office Representative (COR) - ANSWER-NETPDTC (COR) liaison between the Learning Center and the contractor (pre and post bid) representative to ensure delivery of agreed product. .Coordinator - ANSWER-Leads the process. .Coordinator: - ANSWER-Coordinator: who has overall authority and responsibility (i.e., CO/XO, the system manager) .Core Unique Instructor Training - ANSWER-NETCINST 5100.1(series), Safety and Occupational Health, and High Risk Training Safety Program Manual Enclosure (1) Pg 9-10 (High-Risk only). CUIT is designed to prepare the instructor to teach in a high-risk course. The content of this training will vary from course to course, but it must include all items of high-risk, which require special attention. Familiarization with basic tenants of high-risk training and safety will include mitigation, protocol, and policy. For Core Unique Training, the items must apply universally to all sites where the course is taught. NETCINST 5100.1 (series) provides amplifying guidance on high-risk training and shall be applied. .Correction CASREP - ANSWER-Correction (CORRECT) CASREP is submitted when equipment, which has been the subject of casualty reporting, is repaired and back in operational condition. .Counseling - ANSWER-Preventive counseling will be instituted in "A" and "C" schools and should include counseling for performance and personal problems. .Course Curriculum Model Manager (CCMM) - ANSWER-Approves test design, maintains master test item bank. .Course Curriculum Model Manager (CCMM) - ANSWER-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 perform by the LS where the course is taught. For courses taught at two or more LSs, the CCA will designate the CCMM. .Course Supervisor - ANSWER-Ensures, monitors, and validates admin, security, and test item analysis. .Criterion-Referenced Test: - ANSWER-Criterion-Referenced Test: Assesses whether required level of skill or knowledge is met. .Curriculum developer - ANSWER-Designs and develops the testing plan, admin guides, and the tests. .Data gathered in CeTARS can be exported in what format(s)? - ANSWER-Data can be exported in Excel, Word, or PDF. .DDA pages - ANSWER-Discussion-Demonstration-Activity pages. .Defense Automated Printing System (DAPS) - ANSWER-DAPS links with NETPDTC and NLL and provides the customer the document ordered. .Define "high-risk" course. - ANSWER-Encl 1, pg 5 - a. A term to describe a known or unknown condition or state where an elevated probability of loss or an increased level of severity is likely or imminent. b. A term used to describe situations that require special attention and/or intervention to prevent a declining situation. c. May imply a dangerous situation. .Define a Missed Training Opportunity (MTO). - ANSWER-NETCINST 1500.7 pg 2 The loss of a course quota by a command .Define the following sections of a remediation program: - ANSWER-NAVEDTRA 132 pg 13-9 .Define the following tests: - ANSWER-NAVEDTRA 132 pg 3-10 .Define the most essential, single link in the training chain. - ANSWER-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. .Define the three "Task Sets." - ANSWER-NAVEDTRA 131B Chap 4 Pg 4-4 The following descriptions will help to identify who will be trained, or that group of personnel for which the training is to be designed: .Deputy Commandant for Aviation (DC AVN) - ANSWER-Serve as the primary conduit for all aviation-related JCIDS issues in conjunction with Deputy Commandant for Combat Development and Integration (DC COl), and Headquarters Marine Corps, DC AVN and DC COl shall: Provide guidance to subordinate activities to prioritize and fund CDDs and participate in the NTSP development and review process. .Describe how strategic alignment is important in a BCA. - ANSWER-NETCINST 1510.3 pg 8 It provides the reader with an understanding of how the initiative aligns with the overall business plan of the Navy and how it may impact other initiatives. It identifies the level of impact (high, medium, low) the initiative has on achieving its goals. .Describe six factors that must be considered in planning instructional delivery. - ANSWER-NAVEDTRA 134 Chapter 5 page 57 - 62 Articulation Grammar Rate of Speech Pauses Inflection Force (of delivery) .Describe the "A" type course of instruction. - ANSWER-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. .Describe the "C" type course of instruction. - ANSWER-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. .Describe the "F" type course of instruction. - ANSWER-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). .Describe the Academic Review Board (ARB) process. - ANSWER-Standardized procedures for conducting ARBs are essential to protect individual rights of privacy and fundamental fairness, to ensure accurate and complete records are kept, and to ensure that the best decisions concerning a student's academic progress in a training program are made. The goals of an ARB include: Help students solve problems that may prevent successful completion of training. Determine which students are able to complete training. Determine which students are unable and or unwilling to complete training. Make recommendations concerning their findings. .Describe the evaluation of instructors in laboratory/classroom/facilitated environments. - ANSWER-Instructors teaching in class and lab will be evaluated in both environments. The number of evaluations conducted should approximate the ratio of lessons taught in each. .Describe the training received through Navy E-Learning within the ILE. - ANSWER-Course instruction can be formal, informal, GMT, NMT or pre-requisite training in an web based on-line environment. .Describe the type of TPPs housed in SERENA. - ANSWER-All Learning Center TPPs, new, revised, modified, and deactivated. SERENA has the Capability to archive and provide a suspense location for TPPs requiring offsets and the Resource sponsor has not been identified. .Describe the use of each test instrument as they relate to knowledge and performance tests : - ANSWER-NAVEDTRA 132 pg 5-2 thru 5-20