User interface of X-Ray Tutor for mail screening. Credit: Security Training International GmbH
not, whether they think it allows them to perform better or not, etc. The trainees’ reactions can be measured easily by means of questionnaires. The learning stage answers the question of if and what the trainees actually learnt. Traditionally, the amount of accumulated knowledge and skill is being measured by some form of final exam. This can either be a written or oral exam in a classroom, or a practical exam where the trainee’s behaviour is rated and observed by an inspector (for examples of evaluations of CBT for improving X-ray image recognition skills see Bolfing et al., 2008; Koller et al, 2008; Michel et al. 2008; Schwaninger et al. 2007).
The behaviour stage deals with the question of whether the newly acquired knowledge is being transferred into the trainee’s daily work or not. For this purpose, various methods of observational, interviewing and operational performance measuring techniques can be used to assess a trainee’s performance on the job. This allows deriving the impact of the training programme when comparing the current performance with the previous performance data from the time before the training programme. The results stage asks whether the training programme was economically beneficial or not. After all, there is no sense in introducing a new training programme on a wide scale if the cost is too high in relation to the additional benefit it provides. The challenge here is to find the key performance indicators (KPI) that validly represent the trainees’ performance. Judging people by using bad KPIs is ethically questionable, unfair, and decreases the trainees’ motivation, as they might feel that no matter how hard they try, they have no influence on the result.
Aspects to be considered before investing in any one product It follows from the previous sections that in order to select a good CBT system several aspects should be taken into account. The following list contains questions that should be addressed before investing in any one product:
1. Is the content compliant with international regulation (EC 185/2010) and can it be customised to national and airport specific aviation security training and testing regulations?
2. Was the CBT developed using a well-structured and managed process involving subject matter and human factor experts, instructional and graphic designers as well as professional software developers?
3. Is consulting provided on how to introduce the CBT in your company?
4. Is the system easy to use for students and instructors? 5. Does the CBT contain reliable, valid and standardised tests to provide feedback and measure learning progress and training effectiveness?
6. Are there management functions available for tracking learning progress and behaviour of learners?
7. Does the CBT provide functions to define organisational units and different assignment of screeners to courses?
8. Has the effectiveness of the CBT been proven by scientific studies and does the provider know the key principles of training evaluation?
9. Is the CBT individually adaptive and does it provide means for reviewing course content and customisation?
10. Has the developer a suite of products and does he invest into research and innovation?
11. Does the manufacturer provide updates and is the technical support sufficient for your business needs?
12. Does the system run on your current and hard- and software environment including bandwidth requirements?
13. Can the CBT be connected to an existing learning management system?
22 Download your FREE ASI "iPad/iPhone APP" NOW December 2011 Aviationsecurityinternational
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