this does not yet guarantee that they apply the acquired knowledge and skills later on the job. Efforts should be made so that students can apply the acquired knowledge and skills as soon as possible on the job and this should be verified by an instructor who can provide feedback in addition to the CBT, which should be made available for reviewing and refreshing even after completion. In short, the effectiveness of CBT relies largely on the preparation, planning and management that go with it.
Feedback to screeners and managers is important in order to increase motivation and identify strengths and weaknesses. Credit: Schwaninger
effective multimedia content. Aviation security subject matter experts are essential in order to provide accurate learning content. The CBT package is usually created using authoring software or general purpose software such as Microsoft Silverlight or Adobe Flash. A good CBT contains lessons, questions as well as pre- and post-tests in order to provide feedback to the learner, to measure learning progress and training effectiveness. Sophisticated systems are individually adaptive (e.g. Schwaninger, 2004b) and provide means for reviewing course content and customisation. If appropriate, CBT can be designed like a computer game, sometimes even featuring realistic computer simulation. In short, creating good CBT requires profound knowledge in different areas, substantial resources and carefully structured and planned collaboration in the development and management process.
Limitations of CBT
Not everything can be learned using CBT. There are many skills which require interaction with and feedback from a subject matter expert in order to achieve and maintain good performance on the job. While the knowledge about how to react correctly if an improvised explosive device is identified in cabin baggage can be acquired using CBT, it is a different matter to react properly at a real aviation security checkpoint. Another example is the pat down search. In theory, the procedure can be learned using CBT but whether a security officer is able to conduct the pat down properly needs to be verified by an instructor. As explained in previous sections, for many applications, CBT should be combined with traditional classroom instruction in order to be effective (blended learning). This should entail face to face instruction at the beginning and guidance during the first CBT lessons. It is a good idea to define deadlines until when certain CBT courses have to be completed, including computer-based and practical tests to verify an increase in knowledge, skills and competencies. Periodical classroom sessions allow students to ask questions and review key aspects in the group and with the instructor. CBT needs to be closely related to the job and linked to specific on the job performance objectives. If students have successfully completed a CBT programme
December 2011 Aviationsecurityinternational
www.asi-mag.com 21
Evaluation of Training Programmes Evaluation is essential in order to determine the quality of training programmes and whether they meet the required learning objectives. This section contains key points based on a recent paper on training evaluation in aviation security (Sury & Schwaninger, 2011). For training evaluation to be effective, it needs to be an integral part of an individual’s learning and development and should be an ongoing process rather than a singular event. Training evaluation is important as it ensures that the intended outcomes from the training were achieved and that they offer a sound return on investment. In order to evaluate a training programme, a well-established method by Kirkpatrick and Kirkpatrick (2006) suggests four progressive steps of evaluation: Reaction, learning, behaviour, and results. The first stage is concerned with
trainees’ reactions to the
training programme, i.e. whether they liked it or not, whether they thought it was relevant for their jobs or
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