INTRODUCTION The pathways to learning no longer lead automatically to
traditional institutions of higher education. Instead they
lead most directly to learning opportunities in which
competencies are defined explicitly and delivery options
are multiple. This new paradigm will ultimately redefine
the roles of faculty, institutions, and accreditors.
|
|
Why CBT is more appropriate for aviation training than traditional approach ? |
Because progression through the
various subjects in school is time-based, at any given time during the year the
teacher is expected to be at a specific point in the textbook or course content but not every student may progress at the same rate.
Tests are administered
periodically to ensure students understand the concepts and principles. Test scores
often are compared to determine the grades of the students. Unfortunately, when
a student does not do well on a test there often is little time for individual
assistance as the teacher must move on in order to adhere to the established time
schedule.
While traditional, time-based approaches to education have met with varying levels
of success over the years, it is an ineffective system when the goal is to train
individuals to perform specific, job-related skills. For example, an active, certified engine technician is attending a 3-week training course to learn to maintain a new type of
engine, Will attending all sessions during the course ensure the technician can maintain the engine? Of course not! If the technician is unable to attend 2 days of the course, does this
mean the technician cannot maintain the engine? Probably not. After 4 days, the technician does
poorly on a written test. Should the technician immediately fail the course or should the technician continue with assistance and be given the opportunity to be tested again?
In addition to assessing knowledge, an evaluation of the technician’s maintenance skills also is required. Obviously, the time-based educational system used in traditional aviation schools is
not appropriate when conducting aerospce training. A more appropriate approach is
competency-based training (CBT) which centered on the introduction of new curricula (instead of a mere repackaging of existing ones), a guaranteed level (gauged on the basis of knowledge and competencies acquired rather than time spent), and connections to the aerospace labor market..
|
|
|
|
What is CBT ? |
| |
In a traditional educational system, the unit of progression is time and it is teachercentered.
In a CBT system, the unit of progression is mastery of specific knowledge
and skills and is learner- or participant-centered. Two key terms used in
competency-based training are:
Skill—A task or group of tasks performed to a specific level of competency
or proficiency which often use motor functions and typically require the
manipulation of instruments and equipment (e.g., cable rigging or torque wrenching). Some skills, however, such as Human Factors and Errors management, are knowledge- and attitude-based.
Competency—A skill performed to a specific standard under specific
conditions. |
| |
| What are the essential elements of our CBT system ? |
| |
1. A senior administrator is the public advocate, leader, and facilitator for
creating an organization culture that is open to change, is willing to take
risks, and fosters innovations by providing real incentives for participants.
2. The appropriate stakeholders fully participate in identifying, defining, and
reaching consensus about important competencies.
3. Competencies are clearly defined, understood, and accepted by relevant
stakeholders.
4. Competencies are defined at a sufficient level of specificity that they can
be assessed.
5. Precision, reliability, validity, credibility, and costs are all considered and
examined in making selections of the best commercially developed assessments
or locally developed assessment approaches.
6. The assessments of competencies are directly linked with the goals of the
learning experience.
7. The assessment results are used in making critical decisions about strategies
to improve student learning.
8. The assessment results are clear and are reported in a meaningful way so
that all relevant stakeholders fully understand the findings.
9. The instructional program provides for the individual development and evaluation of each of the competencies specified.
10. Assessment of competency takes the participant’s knowledge and attitudes
into account but requires actual performance of the competency as the
primary source of evidence.
11. Participants progress through the instructional program at their own rate by
demonstrating the attainment of the specified competencies. |
|
|
Back
To Top
|
| What are the characteristics of our CBT? |
|
|
1. Competencies of our training are carefully selected.
2. Supporting theory is integrated with skill practice. Essential knowledge is
learned to support the performance of skills.
3. Detailed training materials are keyed to the competencies to be achieved and
are designed to support the acquisition of knowledge and skills.
4. Methods of instruction involve mastery learning, the premise that all
participants can master the required knowledge or skill, provided sufficient
time and appropriate training methods are used.
5. Our Participants’ knowledge and skills are assessed as they enter the program
and those with satisfactory knowledge and skills may bypass training or
competencies already attained.
6. We believe Learning should be self-paced.
7. Our flexible training approaches including large group methods, small group
activities and individual study are essential components.
8. A variety of support materials including print, audiovisual and simulations
(models) keyed to the skills being mastered are used.
9. Satisfactory completion of training is based on achievement of all specified
competencies. |
Back
To Top
|
| What are the benefits of our CBT ? |
|
|
1. Our participants will achieve competencies required in the performance of their jobs.
2. Participants build confidence as they succeed in mastering specific
competencies.
3. Participants receive a transcript or list of the competencies they have
achieved.
4. Training time is used more efficiently and effectively as the trainer is a
facilitator of learning as opposed to a provider of information.
5. More training time is devoted to working with participants individually or in
small groups as opposed to presenting lectures.
6. More training time is devoted to evaluating each participant’s ability to
perform essential job skills. |
Back
To Top
|
| What are the potential limitations of a CBT ? |
| |
1. Unless initial training and followup assistance is provided for the trainers,
there is a tendency to “teach as we were taught” and CBT trainers quickly
slip back into the role of the traditional teacher.
2. A CBT course is only as effective as the process used to identify the
competencies. When little or no attention is given to identification of the
essential job skills, then the resulting training course is likely to be
ineffective.
3. A course may be classified as competency-based, but unless specific CBT
materials and training approaches (e.g., learning guides, checklists and
coaching) are designed to be used as part of a CBT approach, it is unlikely
that the resulting course will be truly competency-based. |
Back
To Top
|
| How are the Models and Simulations used in our CBT ? Models and simulations are used extensively in our competency-based training courses.
Airplane pilots first learn to fly in a simulator. Supervisors first learn to provide
feedback to employees using role plays during training. Individuals learning to
wirelock engine components practice this procedure on a model
of an engine.
The use of simulators will increase in the future, should the need
arise to teach new concepts and procedures at set times to large groups of
individuals.
Norton (1987) believes that participants in a competency-based training course
should learn in an environment that duplicates or simulates the work place.
Richards (1985) in writing about performance testing indicates that assessment of
skills requires tests using simulations (e.g., models and role plays) or work samples
(i.e., performing actual tasks under controlled conditions in either a laboratory or a
job setting). Finally, Delker (1990) in a study of industry found that
the best approach for training involved learner-centered instruction using print,
instructional technology and simulations. | Back
To Top
| |
| |
| |
