Term
| (001) What three parts of the work center mission are defined during the analysis phase? |
|
Definition
| Purpose, products, and customers. |
|
|
Term
| (001) When performing a needs assessment you must look at |
|
Definition
| additional duties, recurring tasks, contingency tasks, and special work requirements. |
|
|
Term
| (001) Which source usually provides the best information for identifying work center |
|
Definition
|
|
Term
| (002) Although generic in nature, the Air Force Enlisted Classification Directory (AFECD)lists mandatory and desirable items for the various |
|
Definition
| skill levels in each AFSC. |
|
|
Term
| (002) The specialty training standard (STS) is part of the |
|
Definition
| Career Field Education and Training Plan (CFETP). |
|
|
Term
| (003) What qualifications are needed for a person to be considered a subject matter expert (SME)? |
|
Definition
| Field expertise and recent job experience. |
|
|
Term
(003) When preparing for a subject matter expert (SME) interview, your first step is to
review the |
|
Definition
| unit’s mission statements. |
|
|
Term
| (003) The publication that contains information about organizations and their mission is the |
|
Definition
| Air Force mission directive (AFMD). |
|
|
Term
| (003) When you do research for a subject matter expert (SME) interview, the easiest tasks to identify are the |
|
Definition
| normal day-to-day requirements. |
|
|
Term
(003) In researching for a subject matter expert (SME) interview, which form identifies
the duties required for civilian personnel? |
|
Definition
| AF Form 1378, Civilian Personnel Position Description. |
|
|
Term
| (003) Questions developed for a subject matter expert (SME) interview should be |
|
Definition
| specific and pertinent to the subject. |
|
|
Term
| (003) When conducting a subject matter expert (SME) interview, you should communicate on a level which |
|
Definition
|
|
Term
| (003) When asking questions during a subject matter expert interview (SME), speak |
|
Definition
|
|
Term
| (003) After asking a question during a subject matter expert (SME) interview, what should you do to show you care about the response? |
|
Definition
|
|
Term
| (004) What are the three sections of a questionnaire? |
|
Definition
| Instructions, background, and questions. |
|
|
Term
| (004) Once you write the instructions for a questionnaire, what is the next step? |
|
Definition
| Have someone else read the instructions and provide input. |
|
|
Term
| (004) When used on a questionnaire, a closed-ended question |
|
Definition
| limits the choice of possible responses. |
|
|
Term
(005) When developing a master task listing (MTL), to keep it useful, you should
remember to |
|
Definition
| keep it as simple as possible. |
|
|
Term
(005) Which training document shows tasks that are applicable to an entire career field
and can be part of a master task listing (MTL)? |
|
Definition
| Career Field Education and Training Plan (CFETP). |
|
|
Term
(005) Which training document is prepared by Air Force career field managers (AFCFM)
and describes a particular duty position? |
|
Definition
| Air Force Job Qualification Standard (AFJQS). |
|
|
Term
(005) When completing a local training standard, what is an observable and measurable
unit of work? |
|
Definition
|
|
Term
| (006) When determining training capability, at what level is the first attempt to resolve a lack of training capability made? |
|
Definition
|
|
Term
(006) 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)? |
|
Definition
| Military Personnel data system (MILPDS). |
|
|
Term
(006) What training status code (TSC) is used when a training capability problem prevents
a trainee from progressing in training? |
|
Definition
|
|
Term
| (007) Who can authorize automation of a specialty training standard (STS)? |
|
Definition
| Air Force career field manager (AFCFM). |
|
|
Term
(007) When conducting an initial evaluation on a recent technical school graduate, you
should base the evaluation on the tasks listed in the |
|
Definition
| Career field Education and Training Plan (CFETP). |
|
|
Term
(007) When conducting an initial evaluation on a reassigned individual, you determine if
the individual is still qualified on work center tasks by |
|
Definition
| matching the individual’s qualifications to the work center requirements. |
|
|
Term
(007) Unit review exercise (URE) questions are designed to be answered by which
method? |
|
Definition
|
|
Term
| (008) When writing an objective, the minimum requirement is that the objective contains a |
|
Definition
|
|
Term
(008) Which element of an objective tells a trainee the level of performance that must be
met? |
|
Definition
|
|
Term
| (009) What are the two types of test items? |
|
Definition
|
|
Term
(009) Which type of test questions can you use in the same way as multiple-choice type
questions? |
|
Definition
|
|
Term
(009) 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 |
|
Definition
|
|
Term
| (009) If a test distinguishes between poor, average, and outstanding trainees, it is called |
|
Definition
|
|
Term
| (010) The references or materials used by the trainee during the performance test are those |
|
Definition
| used by the trainee while learning the objective. |
|
|
Term
(010) When you develop a checklist to use for scoring a performance test, you include
those items |
|
Definition
| required for complete performance. |
|
|
Term
(010) 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 |
|
Definition
|
|
Term
(011) After completing task breakdowns during lesson plan development, which elements
become the major teaching steps? |
|
Definition
|
|
Term
(011) 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 |
|
Definition
|
|
Term
| (011) Once you complete the task breakdown, who should review it next? |
|
Definition
| Other subject matter experts. |
|
|
Term
(012) When you develop a lesson plan, which portion of the introduction helps to focus
the trainee’s attention on the first major teaching step? |
|
Definition
|
|
Term
| (013) One of the more versatile teaching aids available is the |
|
Definition
|
|
Term
(013) Which training aid provides the trainee with a realistic job-type setting since it
enhances transfer of learning? |
|
Definition
|
|
Term
(014) When you coordinate a training session schedule, the more you involve the
supervisors in the process the more |
|
Definition
|
|
Term
| (014) When you schedule training, what are the three steps you must follow? |
|
Definition
| Prepare a tentative training schedule, coordinate, and assign trainees to the training session. |
|
|
Term
| (015) The two types of training validation that you can use are |
|
Definition
| subject matter expert (SME) and trainee. |
|
|
Term
(015) Which type of training validation is being conducted when the people who need the
training are used in the validation process? |
|
Definition
|
|
Term
(015) How should you respond to errors that were identified during the training validation
process? |
|
Definition
| Look for the root problem. |
|
|
Term
| (016) The use of visits, task evaluation reports, and quality control reports allows the training manager to |
|
Definition
| review the work center training program. |
|
|
Term
(016) 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? |
|
Definition
|
|
