Training Program Design and Development
These considerations do not, however, lead to the conclusion that all instruction, especially training, is hopelessly idiosyncratic and thereby beyond all structure and control. There is still much that can and should be done to design, develop, and implement instructional programs beyond simply providing opportunities for trial and error with feedback. Systematic development of instruction is especially important for programs intended to produce a steady stream of competent individuals, an intention that is most characteristic of training programs. All aspects of the systematic development of training are concerns of what is often called Instructional System Design (Salas et al., 1998) or the Systems Approach to Training (Baker et al., 2003). ISD/SAT approaches apply standard systems engineering to the development of instructional programs. These are the generic steps of analysis, design, production, implementation, and evaluation. ISD/SAT combines these steps with theories of learning and instruction to produce systematically designed and effective training programs (Stout et al., 2010).
Training analysis is based on systematic study of the job and the task(s) to be performed. It identifies training inputs and establishes training objectives to be accomplished in the form of student flow and the knowledge, skill, and attitude outcomes to be produced by the training. Training design devises the instructional interactions needed to accomplish the training objectives identified by training analysis. It is also used to select the instructional approaches and media used to present these interactions. Training production involves the development and preparation of instructional materials, which may include hardware such as simulators, software such as computer programs and audiovisual productions, and databases for holding information such as subject matter content and the performance capabilities of weapon systems. Training implementation concerns the appropriate installation of training systems and materials in their settings and attempts to ensure that they will perform as designed. Training evaluation, determines if the training does things right (verification), and if it does the right things (validation). As discussed by Pettitt & Dunlap, (2005) it provides verification that the training system meets its objectives (Kirkpatrick's Level II) and the validation that meeting these objectives prepares individuals to better perform the targeted tasks or jobs (Kirkpatrick's Level III) and improves the operation of the organization overall (Kirkpatrick's Level IV). Notably, evaluation provides formative feedback to the training system for improving and developing it further.
Many ISD/SAT systems for instructional design have been devised-- (Federal Aviation Administration, 2001) found manuals for more than 100 such systems had been written as of 1976, more doubtless exist now -- but all these systems have some version of the basic steps for systems engineering in common. An ISD/SAT approach seeks to spend enough time on the front end of the system life cycle to reduce its costs later on. It is a basic principle of systems development that down line modifications are several magnitudes more expensive than designing and building something properly the first time. The same is true for training systems. It is more efficient to develop and field a properly designed training system than simply to build the system and spend the rest of its life fixing it. But the latter approach is pursued far more frequently than the former. For that matter, many training systems are in use that have never been evaluated, let alone subjected to Kirkpatrick's four levels of assessment. To some extent, training for aviation is an exception to these very common and haphazard approaches.
Training in Aviation
An aircraft pilot performs a continuous process of what Ortiz, (2008) described as discrimination and manipulation. A pilot must process a flood of stimuli arriving from separate sources, identify which among them to attend to, generate from a repertoire of discrete procedures an integrated plan for responding to the relevant stimuli, and perform a series of discrete acts, such as positioning levers, switches, and controls, and continuous manual control movements requiring small forces and adjustments based on counter pressures...
Works Cited: Murray, G. (2008, January). The Case for Corporate Aviation. Risk Management, 55(1), p. 42. Sheehan, J. (2003). Business and Corporate Aviation Management: On Demand Air Transportation. New York: McGraw Hill. Suzuki, Y. (2000). The effect of airline positioning on profit. Transportation Journal, 39(3), 44-54. Toomey, J. (2010, March). Building Parner Aviation Capacity Through Training. DISAM Journal of International Security Assistance Management, 31(4), pp. 118-25. Transportation Security Administration. (2011, March). Air Cargo Security Programs. Retrieved
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