3S251 1-3

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