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consideration the trainee workstations, area required for hands-on training, faculty workstations and storage
area.
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2.1.2.4 Trainee workstation space includes the trainee’s work surface, any additional equipment (terminal,
audio/visual, etc.), a chair, and the space for chair pushback and manoeuvrability. The concept of workstation
space is important when sizing rooms for classes containing different numbers of trainees. The total area
allowed in a classroom for each trainee varies with the size of the class. An adequate work surface within the
workspace is very important. The large amount of reference material used in the training of ATSEP requires
considerably larger work surfaces than would be provided by the attached writing surface of an auditorium
chair.
2.1.2.5 Computers can also be considered as useful training aids for ATSEP. Used as instructional media,
computers usually take the form of desktop micro-computers with keyboard and monitor. They can
communicate verbal and graphic information, and can accept verbal as well as manual or tactile responses.
Computers may be used for drills, computer-managed instruction, testing and simulations.
2.1.3 The learning environment
2.1.3.1 The key to a good learning environment is the elimination of discomfort and other undesirable
characteristics. Ten primary factors have been identified:
a) the climate must be comfortable;
b) lighting must be of adequate level for work or viewing;
c) distracting sounds must be kept to a minimum;
d) work areas must be aesthetically pleasing;
e) workstations must be comfortable;
f) work space must be adequate;
g) work area must be reasonably clean;
h) training equipment must be adequate;
i) visual media must be visible; and
j) audio media must be at a suitable level.
2.1.3.2 If any of these factors are unsatisfactory, the result can be distraction from the task at hand, and
fatigue can result from the effort required of the trainee to adapt to a poor environment. One of the most
widely recognized factors listed is the comfort of workstations, which includes chair comfort.
2.2 PERFORMANCE EVALUATION (TESTING)
2.2.1 Performance evaluation (testing) is an integral part of the training process. Testing has many
advantages for the trainee as a means of learning. It also provides incentive and motivation, and it confirms
learning. The advantages for the instructors are the confirmation that the objectives have been met and
whether instruction methods need to be improved. Tests should always be prepared with the sole purpose of
measuring whether or not the trainee has achieved the training objective. Trainees must always be informed
how they are going to be evaluated, so they can orient their efforts. The information must include the
conditions that will exist during the test, the performance that is expected from the trainees, the standards of
accomplishment that have to be met, and the consequences of an inadequate performance. It is recommended
that errors on knowledge exams and skill tests be reviewed with trainees to reflect corrections to 100 per cent.
Trainees must be informed of the result of their evaluation, and instructors must offer correction for
improper responses.
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2.2.2 Time and resource constraints may limit the amount of testing that can be given to each objective.
However, the criticality of the subject and the performance difficulties which can be encountered should give
some indication as to when, how and what performance evaluation should be required. Generally speaking,
performance measurement is undertaken to evaluate whether or not the trainees have understood and
assimilated the material taught, at the desired level.
• Skills are best tested by performance tests (the trainee performs the task described in the
objective, under real or simulated conditions).
• Knowledge is best tested by oral or written tests.
• Attitudes are the feelings and opinions concerning the job, and other people, as well as
personal conduct/responsibility. They are best tested by observations of performance, or by
means of questionnaires.
2.2.3 There are no terminal objectives in this manual, because Terminal Objectives refer to specific
tasks, and these can vary substantially between states, service providers and manufacturers. The Terminal
Objectives are subject to the systems or equipment used on the course being delivered in the Type Rating
Phase. These objectives should be determined and administered by the Local Training Administration or
responsible authority. All of them should be tested.
　
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