Kirkpatrick's Evaluation Stages
Reaction Learning Behaviour Results
Industry Examples
Trainee questionnaires/surveys, interviews, and reports
National certification tests, quantitative performance evidence, CBT performance
TIP data, covert tests Passenger throughput, reduced absenteeism
by conducting periodical classroom sessions in which the learning content is discussed both in groups and with the instructor. Hands-on exercises further increase knowledge acquisition and retention and allow transfer into practical skills. In addition, modern CBT provides collaborative technology in which students can exchange information in discussion groups, create a wiki, ask questions to the instructor etc. A problem with these modern CBT technologies is that current generations of aviation security personnel are not used to it. However, this will most probably change in some years, if one takes into account that most teenagers
of today are frequently using web 2.0 technologies such as Facebook, Twitter, etc. Finally, sceptics of CBT have pointed out that quality of learning cannot be as high as when delivered by an instructor. This potential draw- back can be substantially reduced when CBT is developed in close collaboration between subject matter experts, instructional designers, graphic artists and good programmers.
What Makes For Good CBT? As shown in the previous sections, the potential of CBT is huge both in terms of efficiency and effectiveness. Unfortunately, many current solutions
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are of low to medium quality, which is especially true in aviation security. An important reason is that in order to create good CBT, substantial resources and knowledge is needed. First, a needs and task analysis has to be conducted in order to determine which skills, knowledge and competencies are required to achieve good job performance. To do this properly in aviation security, especially for tasks which entail a lot of human-machine interaction (e.g. working at a security checkpoint), human factors knowledge and expertise is required. Another important step is defining training objectives (desired outcomes of the CBT activity). This is relevant both for instructional designers and developers and is essential in order to be able to evaluate the training properly. Special attention should be paid to instructional design which often uses a blended learning approach in which CBT is combined with classroom training (e.g., Sury et al., 2011). A good CBT also requires graphic designers who develop intuitive screen designs, user friendly interaction as well as motivating and
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