Term
| 011. What should you do before developing training materials? |
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Definition
| Prioritize tasks and select a training method. |
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Term
| 011. What should be kept in mind when prioritizing tasks? |
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Definition
| Work center circumstances and trainee's capabilities. |
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Term
| 011. What does prioritizing training mean? |
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Definition
| Sequencing the training requirements based on the work center needs. |
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Term
| 011. How can you enhance training? |
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Definition
| By planning for concurrent knowledge training. |
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Term
| 011. What are the factors to consider when prioritizing work center training? |
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Definition
| Work center tasks, individual training requirements, personnel gains and losses, planning and scheduling training time, and job rotation. |
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Term
| 011. What are the three methods used to prioritize training? |
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Definition
| Job performance, psychological, and logical. |
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Term
| 011. What is a critical task? |
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Definition
| A task required for successful mission accomplishment. |
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Term
| 011. How do you sequence critical tasks? |
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Definition
| Review all tasks, determine critical tasks, rank them, and determine order of presentation. |
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Term
| 011. What should be kept in mind when sequencing critical tasks? |
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Definition
| How difficult the task is to learn. |
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Term
| 011. How do you prioritize tasks using the job performance order method? |
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Definition
| Sequence tasks in the order in which they are done on the job. |
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Term
| 011. How do you prioritize tasks using the psychological method? |
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Definition
| Based on ease of learining, from simple to complex. |
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Term
| 011. How do you prioritize tasks using the logical order method? |
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Definition
| Use the job performance order method until a difficult task is encountered. The trainee then watches the trainer perform the task. Little by little the trainee is allowed to do the harder parts. |
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Term
| 011. What must be done before task performance? |
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Definition
| The trainee must acquire task performance knowledge. |
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Term
| 011. What are some sources of task performance knowledge? |
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Definition
| Reference material, CDCs, SC, and QTP. |
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Term
| 012. What are the different training methods? |
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Definition
| Lecture, coach/pupil, demonstration/performance, computer-assisted, and QTP. |
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Term
| 012. What type of information is a lecture used for? |
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Definition
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Term
| 012. What is the advantage of a lecture? |
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Definition
| You can give a large number of trainees the same information on a task or series of tasks. |
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Term
| 012. What are the two types of lecture? |
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Definition
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Term
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Definition
| A formal or informal presentation of information, concepts, or principles by a single individual. |
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Term
| 012. What are the characteristics of a formal lecture? |
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Definition
| It is one-sided, impersonal, and given to a large audience. |
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Term
| 012. What are the characteristics of an informal lecture? |
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Definition
| Smaller audience, interaction, conversational delivery. |
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Term
| 012. What are the characteristics of an informal lecture? |
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Definition
| Smaller audience, interaction, conversational delivery. |
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Term
| 012. What is the coach/pupil technique? |
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Definition
| A one-on-one method of training. |
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Term
| 012. What is the advantage of the demonstration/performance method of training? |
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Definition
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Term
| 012. What are the four phases of the demonstration/performance method of training? |
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Definition
| Explanation, Demonstration, Performance, and Evaluation. |
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Term
| 012. When using the demonstration/performance training method, what should you do to avoid repetition? |
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Definition
| Combine the explanation and demonstration phases. |
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Term
| 012. What are some advantages of computer assisted training? |
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Definition
| Allows the trainee to interact with the lesson, can teach problem solving, and can simulate dangerous or expensive situations. |
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Term
| 012. What is a common complaint of computer-assisted training? |
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Definition
| They are nothing but page turners, and the same information can be obtained from and AFI. |
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Term
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Definition
| A computer assisted training system that combines videodisk and computers. |
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Term
| 012. Who develops, manages, and implements QTPs? |
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Definition
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Term
| 012. What does a QTP contain? |
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Definition
| Task knowledge, performance requirements, and instruction to assist supervisors and trainers. |
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Term
| 013. Where can you find in-depth instruction on developing lesson plans? |
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Definition
| AFI 36-2236, Guidebook for Air Force Instructors. |
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Term
| 013. What does a task breakdown help you do? |
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Definition
| Identify subtasks, procedural skills, and supporting knowledge required to do a task. |
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Term
| 013. What is a lesson plan? |
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Definition
| A way of presenting information to a trainee. |
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Term
| 013. What are the parts of a lesson plan? |
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Definition
| Introduction, body, and conclusion. |
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Term
| 013. What are the two reasons for doing a task breakdown? |
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Definition
| Make sure all parts of a task are identified, and make sure all trainees are taught a task completely. |
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Term
| 013. What are the steps in performing a task breakdown? |
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Definition
| Research, document, and review. |
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Term
| 013. What are three sources for researching a task breakdown? |
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Definition
| Yourself, books, and other experts. |
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Term
| 013. What are the steps in documenting a task breakdown? |
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Definition
| Identify subtasks, identify procedural skills, and identify supporting knowledge. |
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Term
| 013. What is supporting knowledge? |
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Definition
| Critical knowledge required to perform a task, such as safety procedures. |
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Term
| 013. How do you review a task breakdown? |
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Definition
| Review it for completeness, accuracy, and required equipment, then have it reviewed by other SMEs. |
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Term
| 014. What are the three parts of a lesson plan? |
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Definition
| Introduction, development (body) and conclusion. |
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Term
| 014. What are the four steps of an introduction? |
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Definition
| Attention, motivation, overview, and transition. |
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Term
| 014. What is done in the attention step of an introduction? |
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Definition
| Gain the student's attention, introduce the material and prepare them to learn. |
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Term
| 014. What is done in the motivation step of an introduction? |
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Definition
| Gain the trainee's interest on the material. |
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Term
| 014. What is done in the overview step of an introduction? |
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Definition
| Gives an explanation of what training is to be recieved. |
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Term
| 014. What is done in the transition step of an introduction? |
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Definition
| Gives an orderly flow from the introduction to the body, and directs the trainees' attention on the first teaching step. |
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Term
| 014. What are the different ways to write the body of a lesson plan? |
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Definition
| Single-page, two-column, or two-page. |
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Term
| 014. What do you use to complete the body of a lesson plan? |
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Definition
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Term
| 014. What are the three parts of a conclusion? |
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Definition
| Summary, remotivation, and closure. |
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Term
| 014. What is done during the summary? |
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Definition
| Restate the objective and major teaching steps. |
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Term
| 014. What should not be done during a summary? |
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Definition
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Term
| 015. What teaching aids should you use? |
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Definition
| Those that are easiest to employ and least expensive to develop and maintain, but add realism to the learning process. |
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Term
| 015. What is the best teaching aid? |
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Definition
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Term
| 015. What are two factors to consider when using actual equipment as a training aid? |
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Definition
| Equipment identification and availability. |
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Term
| 015. Name the different types of training aids. |
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Definition
| Printed matter, chalkboards, dry erase boards, flat pictures, mockups, trainers, simulators, transparancies, television, computers, and distance learning. |
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Term
| 016. What are the three steps in scheduling training? |
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Definition
| Prepare a tentative schedule, coordinate, and assign trainees to a roster. |
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Term
| 016. What are some things to consider when preparing a tentative training schedule? |
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Definition
| How many trainees can be effectively trained at one time, and the time at which the sessions are given. |
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Term
| 016. What is the first step in coordinating training? |
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Definition
| Determine number and times of session. |
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Term
| 016. What is the advantage of involving supervisors in the scheduling process? |
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Definition
| They will accept it and help prevent no-shows. |
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Term
| 016. What should you do after completing a training roster? |
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Definition
| Send a copy to supervisors. |
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Term
| 016. What needs to be coordinated when scheduling training? |
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Definition
| Equipment, room, and attendees. |
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Term
| 017. What should be performed after training is done? |
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Definition
| Validationa and revision. |
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Term
| 017. What are two ways to validate training? |
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Definition
| SME validation and trainee validation. |
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Term
| 017. What do you look for when revising training? |
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Definition
| The root problem, ignore the symptoms. |
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Term
| 017. Where can problems occur in training? |
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Definition
| The objective, the lesson plan, or the visual aids. |
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Term
| 017. Where should you begin when looking for problems with a test? |
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Definition
| Does the objective call for the knowledge or performance? |
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Term
| 018. What does task cerification do? |
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Definition
| Measure how well a training program is working, and if a section or work center is effective. |
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Term
| 018. How do you make sure the trainee is able to perform the task they were trained on? |
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Definition
| Review the training standard and spot-checking the task. |
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Term
| 017. What should the task certification program center on? |
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Definition
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Term
| 018. What does Air Force training policy require commanders to ensure? |
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Definition
| That an airman can perform a task to standards before they are certified. |
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Term
| 018. Who appoints the task certifier? |
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Definition
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Term
| 018. What are the requirements to be a task certifier? |
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Definition
| Skill level/Rank, (SSgt, 5 level), job ability, and task performance. |
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Term
| 018. What do task certifiers need to be trained on? |
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Definition
| What is required of them, which tasks are critical, what constitutes the ability to perform a task, form completion, and how to use checklists. |
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Term
| 019. How do you evaluate a training program? |
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Definition
| Informal and formal visits, task evaluation reports, and quality control reports. |
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Term
| 019. How do you conduct an informal visit? |
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Definition
| Visit with supervisors, trainer, and trainees; find out if there are problems and provide assistance. |
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Term
| 019. What is the purpose of a SAV? |
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Definition
| Find existing problems and help solve them. |
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Term
| 019. What are some ways to get information about the status of the training program? |
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Definition
| Task evaluations, QA reports, Inspector General reports, MAJCOM newsletters, survey results, and other training managers. |
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