3S2X1 Vol 1

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  1. What three parts of the work center mission are defined during the analysis phase?
    Purpose, products, and customers.
  2. When performing a needs assessment you must look at...
    additional duties, recurring tasks, contingency tasks, and special work requirements
  3. Which source usually provides the best information for identifying work center
    Several sources.
  4. Although generic in nature, the Air Force Enlisted Classification Directory (AFECD)
    lists mandatory and desirable items for the various...
    skill levels in each AFSC
  5. The specialty training standard (STS) is part of the...
    Career Field Education and Training Plan (CFETP)
  6. What qualifications are needed for a person to be considered a subject matter expert (SME)?
    Field expertise and recent job experience.
  7. When preparing for a subject matter expert (SME) interview, your first step is to
    review the...
    unit’s mission statements
  8. The publication that contains information about organizations and their mission is the...
    Air Force mission directive (AFMD)
  9. When you do research for a subject matter expert (SME) interview, the easiest tasks
    to identify are the...
    normal day-to-day requirements
  10. In researching for a subject matter expert (SME) interview, which form identifies
    the duties required for civilian personnel?
    AF Form 1378, Civilian Personnel Position Description
  11. Questions developed for a subject matter expert (SME) interview should be...
    specific and pertinent to the subject
  12. When conducting a subject matter expert (SME) interview, you should
    communicate on a level which...
    promotes mutual respect
  13. When asking questions during a subject matter expert interview (SME), speak...
    distinctly and clearly
  14. After asking a question during a subject matter expert (SME) interview, what should
    you do to show you care about the response?
    Listen to the reply.
  15. What are the three sections of a questionnaire?
    Instructions, background, and questions.
  16. Once you write the instructions for a questionnaire, what is the next step?
    Have someone else read the instructions and provide input.
  17. When used on a questionnaire, a closed-ended question...
    limits the choice of possible responses
  18. When developing a master task listing (MTL), to keep it useful, you should
    remember to...
    keep it as simple as possible
  19. Which training document shows tasks that are applicable to an entire career field
    and can be part of a master task listing (MTL)?
    Career Field Education and Training Plan (CFETP).
  20. Which training document is prepared by Air Force career field managers (AFCFM)
    and describes a particular duty position?
    Air Force Job Qualification Standard (AFJQS).
  21. When completing a local training standard, what is an observable and measurable
    unit of work?
  22. When determining training capability, at what level is the first attempt to resolve a
    lack of training capability made?
    Work center.
  23. When a question of training capability arises, what base-level tool is available to
    determine if there are any local personnel who hold the Air Force specialty code (AFSC)?
    Military Personnel data system (MILPDS).
  24. What training status code (TSC) is used when a training capability problem prevents
    a trainee from progressing in training?
  25. Who can authorize automation of a specialty training standard (STS)?
    Air Force career field manager (AFCFM).
  26. When conducting an initial evaluation on a recent technical school graduate, you
    should base the evaluation on the tasks listed in the...
    Career field Education and Training Plan (CFETP).
  27. When conducting an initial evaluation on a reassigned individual, you determine if
    the individual is still qualified on work center tasks by...
    matching the individual’s qualifications to the work center requirements
  28. Unit review exercise (URE) questions are designed to be answered by which
    Open book.
  29. When writing an objective, the minimum requirement is that the objective contains a...
  30. Which element of an objective tells a trainee the level of performance that must be
  31. What are the two types of test items?
    Selection or supply.
  32. Which type of test questions can you use in the same way as multiple-choice type
  33. When you match each test question with the objective it measures, and if the
    questions pertain to the performance/behavior portions of each objective, then the test is...
  34. If a test distinguishes between poor, average, and outstanding trainees, it is called...
  35. The references or materials used by the trainee during the performance test are those...
    used by the trainee while learning the objective
  36. When you develop a checklist to use for scoring a performance test, you include
    those items...
    required for complete performance
  37. Due to the error of standard, which is a common rating error that detracts from a
    test, the evaluator may rate the trainee either high or low based on his or her own...
    ability to do the task
  38. After completing task breakdowns during lesson plan development, which elements
    become the major teaching steps?
  39. A task breakdown indicates that a trainee must use a screwdriver to complete the
    task. Tool use is identified on the task breakdown as a...
    procedural skill
  40. Once you complete the task breakdown, who should review it next?
    Other subject matter experts.
  41. When you develop a lesson plan, which portion of the introduction helps to focus
    the trainee’s attention on the first major teaching step?
  42. One of the more versatile teaching aids available is the...
  43. Which training aid provides the trainee with a realistic job-type setting since it
    enhances transfer of learning?
  44. When you coordinate a training session schedule, the more you involve the
    supervisors in the process the more...
    they will accept it
  45. When you schedule training, what are the three steps you must follow?
    Prepare a tentative training schedule, coordinate, and assign trainees to the training session.
  46. The two types of training validation that you can use are...
    subject matter expert (SME) and trainee
  47. Which type of training validation is being conducted when the people who need the
    training are used in the validation process?
  48. How should you respond to errors that were identified during the training validation
    Look for the root problem.
  49. The use of visits, task evaluation reports, and quality control reports allows the
    training manager to...
    review the work center training program
  50. What type of visit is being conducted when a unit training manager goes to the
    work center, talks with the people about potential training problems, and builds rapport?
    Informal visit.
  51. What three parts of the work center mission do you define during the analysis phase?
    • (1) Purpose.
    • (2) Products.
    • (3) Customers.
  52. What types of tasks must a needs assessment include?
    • Daily routine and infrequent tasks, which include additional duties, contingency, recurring, and special
    • work requirements.
  53. What manpower documents identify AFSCs assigned to the work center?
    UMD and UPMR.
  54. What Air Force publication identifies generic tasks performed in an AFSC?
    Air Force Enlisted Classification Directory.
  55. What training documents can you research to identify specific tasks for the work center?
    STS, CFETP, and AFJQS.
  56. In addition to the manpower and training documents, what are some other documents used to
    identify tasks performed in the work center?
    Policy directives, manuals, handbooks, technical orders, military and civilian position descriptions, base operation plans, staff assistance visit reports, production records, and mission statements.
  57. List the two factors needed to qualify as a subject matter expert.
    Field expertise and recent job experience.
  58. List the tasks you have to complete to prepare for an interview.
    • (1) Research.
    • (2) Develop questions.
    • (3) Set up the interview.
    • (4) Prepare the room.
  59. When conducting an interview, what is the basic goal of your questions?
    To gain information from the experts.
  60. When conducting the interview, why do you provide the SME with your phone number?
    In case the SME remembers other information later.
  61. What can occur if the respondents are confused after reading the questionnaire instructions?
    They may discard the questionnaire.
  62. What are the two types of questions you use on a questionnaire?
    Selection and supply.
  63. When you develop an MTL, what do you use it to identify?
    All the tasks completed in the work center.
  64. List the three types of training standards that you can use to develop an MTL.
    • (1) CFETP.
    • (2) AFJQS.
    • (3) AF Form 797.
  65. What are the three characteristics of a task?
    • (1) Observable.
    • (2) Measurable.
    • (3) Definite beginning and end.
  66. When preparing a local training standard, how do you make sure the task is identified?
    By giving the task a descriptive title.
  67. List the four levels you use to resolve a lack of training capability.
    • (1) Work center.
    • (2) Unit education and training.
    • (3) Base education and training.
    • (4) MAJCOM career field manager.
  68. If a lack of training capability cannot be resolved at base level, how do you forward this problem
    to MAJCOM?
    By using an AF Form 2096.
  69. What training status code must you place a trainee in if you cannot resolve the lack of training
    capability at the base level?
  70. Why do you review a new trainee’s training folder?
    To make sure applicable work center training standards are included.
  71. Who normally receives initial evaluations?
    Initial formal school graduates and reassigned personnel.
  72. List four additional training factors you need to consider when defining training requirements.
    • (1) Identifying personnel gains/losses.
    • (2) Planning and scheduling training time.
    • (3) Determining need for job rotation.
    • (4) Defining work center training requirements.
  73. How do you obtain the total work center training requirements?
    By taking the training requirements for each individual and adding these tasks together.
  74. Where does the UTM look to confirm the required CDC for each AFSC?
    A4/A6’s “list of AFSCs with CDCs required.”
  75. What on-line program allows UTMs to check CDC enrollment data at ECP?
  76. Who determines the CDC volume completion order?
    The supervisor.
  77. At what point in the CDC enrollment should you request an extension for a trainee?
    When the trainee enters the 10th month of enrollment.
  78. Requests for CDC reactivations beyond 90 days require what level of approval?
    Group commander.
  79. When completed one-by-one, what do task objectives help you attain?
    Your long-term objectives.
  80. List the three basic parts of a task objective.
    • (1) Condition.
    • (2) Performance/behavior.
    • (3) Standard.
  81. What are the two basic ways of measuring a person’s knowledge of a subject?
    Written and oral tests.
  82. List the selection-type questions that you can use on a written test.
    Multiple choice, matching, and true false.
  83. What should the questions used for an oral test require the student to do?
    Explain why he or she is performing certain functions.
  84. After writing your test questions, you review them for what five test characteristics?
    Validity, reliability, comprehensiveness, objectivity, and discrimination.
  85. On what is a performance test based?
    Directly on what the individual is required to perform.
  86. What are the three basic parts of a performance test?
    • (1) Objective.
    • (2) References/materials.
    • (3) Instructions.
  87. What are the four common rating errors you need to make test evaluators aware of?
    • (1) Standard.
    • (2) Logic.
    • (3) Central tendency.
    • (4) Halo.
  88. What are the resources you use when doing research for completing a task breakdown?
    Yourself, books, and other experts.
  89. What must you identify when developing and documenting a task breakdown?
    Subtasks, procedural skills, and supporting knowledge.
  90. Once you have finished the task breakdown, what specific things do you look for when you
    review it?
    Completeness, accuracy, and required equipment.
  91. List the three major parts of a lesson plan.
    • (1) Introduction.
    • (2) Development or body.
    • (3) Conclusion.
  92. List the four basic parts of the introduction.
    • (1) Attention.
    • (2) Motivation.
    • (3) Overview.
    • (4) Transition.
  93. On what document is the body of your lesson plan based?
    Your task breakdown.
  94. List the three parts of a conclusion.
    • (1) Summary.
    • (2) Remotivation.
    • (3) Closure.
  95. What should you consider before you select the teaching aids that you will use?
    Consider using the teaching aids that are easiest to use, most inexpensive to develop and maintain, but that add realism to the learning process.
  96. List at least six types of teaching aids.
    Any six of the following: equipment, printed matter, chalkboards, whiteboards, flat pictures, mockups, trainers, simulators, transparencies, television, and computers.
  97. List the three steps you use to schedule training.
    Prepare tentative schedule, coordinate, and assign trainees to a training session roster.
  98. What is the first thing to do when you are coordinating the training schedule?
    Determine how many sessions are offered and the times that they are held.
  99. What do you provide to each affected supervisor after you schedule trainees for training?
    A copy of the training roster or a training notification letter.
  100. What are the two basic ways to try out and validate the training?
    Using SMEs and trainees.
  101. What do you look for when you’re revising training after the SMEs and/or trainees identify
    The root problem.
  102. In what four areas can problems occur that might require revision?
    • (1) Task objective.
    • (2) Test.
    • (3) Lesson plan.
    • (4) Visual aids.
  103. List the four ways to review a work center training program.
    • (1) Informal visits.
    • (2) Formal visits.
    • (3) Task evaluation reports.
    • (4) Quality control reports.
  104. What is an informal visit, and why is it used?
    A casual visit with the supervisors, trainers, and trainees; to assist with possible problems and build rapport.
  105. What is a formal visit, and why is it used?
    A formal review of the training program; to find and report any existing problems and help the supervisor solve them.
  106. What other types of information can you review that can apply to your work center training
    IG crosstells, MAJCOM newsletters, survey results, and other training managers.
Card Set:
3S2X1 Vol 1
2015-11-17 02:08:11

Volume one
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