d.
stimulate the recall of prerequisite learning ;
e.
presenting subject-matter content ;
f.
provide opportunity for trainees to make appropriate responses (activities to be performed by the trainee, partial practice, global practice) ;
g.
reinforce learning by providing feedback (progress test etc.) ;
h.
assess performance of trainees (mastery test, progress test etc.); and
i.
enhance what has been learned and transfer it to other situations. (case studies, scenarios, simulations etc.).
3.7.3.2 Instructional events may combine two or three of these functions at a time. As an example, if a course instructor wishes to gain attention and motivate trainees (a), he or she can simultaneously demonstrate what the trainee will be able to do after learning has occurred (b).
3.7.3.3 Presenting instructional events can vary depending on the content, materials, or the trainees themselves. In any case, instructional events should be described and documented. For example, specific instructions should be provided on how instructors summarize discussions, how to organize a role playing situation, or how to administer a mastery or progress test. When designing course modules, materials can be instructor-dependent or material-dependent. To help ensure a more consistent delivery of course content, course developers should design content that is material dependent. Material-dependent courses are courses where the instructor requires minimum interpretation of course content. In this situation instruction is dictated by the materials. This focuses the instructor’s work on course facilitation. Instructor-dependent courses are courses where the instructional process is not documented. In this case, an inexperienced or new instructor will need to interpret and adapt the course materials. Material-dependent courses ensure that training is delivered in a consistent and reliable manner.
3.7.4. Production and development of material
3.7.4.1 In order to validate the complete training process, the technical accuracy of all training materials should be verified by subject matter experts; this helps to assure that all information presented is not only accurate but also current. This subject matter review will provide further assurance that the training materials actually meet the standards of task(s) trainees will eventually perform on the job.
3.7.4.2 A sample of individuals from the target population should be trained using a draft version of the instructional materials. The feedback from this validation delivery will be used to address any major flaws in course design and correct materials. All instruction and module terminology should be clearly defined and closely match with the learning styles of trainees.
ATTACHMENT A TO CHAPTER 3
EXAMPLE OF A FLIGHT PROCEDURE DESIGNER TRAINING PROGRAMME
1. BACKGROUND
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