"Unlike some technical positions which may be rather rote and unchanging in their duties, there are any number of things which can and do go wrong in setting up AV."

The aviation industry has long ago determined that theory classes for airplane technicians (even engine mechanics) does not have any influence on on-the-job performance. And they routinely do jobs that directly affect airplane safety. They are constantly thinking and problem-solving. What does greatly influence their performance is structured OJT. They are taught to troubleshoot - but not by sitting in a theory class. Troubleshooting is imbedded directly into their structured OJT. A well-planned structured OJT would include all the how, when, where, why, safety and quality to accurately do the job - but not dump in the whole kitchen sick as is done in theory classes. Dumping in too much extra stuff just confuses them; and they don't use it.

I've experienced the same thing with technicians in highly critical jobs such as nuclear power plant operators. Engineers need theory, but technicians really don't. This is especially true today with jobs so highly specialized. Ruth Clark talks about recent research into this in her book, "Building Expertise: Cognitive Methods for Training and Performance Improvement." (1999). NASA scientists at the Ames Research Center have also done several studies with the space shuttle technicians and concluded the same - the technicians did not benefit on the job by having theory thrown at them.

I wouldn't worry about whether or not AV technicians can use notes for a level 2 assessment. That will just bog you down. You're only testing short term memory anyway, and long-term memory is what counts. (Ruth Clark's book also talks about knowledge transfer and working memory.) I just don't think you'll get much bang for the buck in theory classes.

Remember -- even experienced pilots use checklists.

Usually, doing something purely from memory with no benefit of notes is rarely (if ever) as important as doing it correctly.

After one gets to use one's notes/job aids for a while, one is more and more able to do it without the notes at all.

Ever bake cookies? If you do it all the time, you stop needing the recipe.

This message has been edited. Last edited by: Fanatic Facilitator,

Shawn S,

I currently facilitate software training and we allow them to use their reference manuals and their notes during the final assessment.

Anything that would be available for them to use on the job we allow them use during their final assessment.

We have found that it alleviates test anxiety and it provides learners with a sense of control over the learning process.

We have also found that there are many learners who will take notes diligently throughout training and then when it comes time to take the test they do not know how to "use" their notes.

We've seen them staring blankly at the test while their notes that contain the answers are literally right under their nose.

Throughout our practices, we have found that if someone doesn't get it, they are not going to pass even if we let them use their notes.

Based on my experience as a trainer, if they can use their notes on the job, then don't be afraid to let them use their notes for the test.

Also, if you are uncomfortable with the idea of allowing them to reference their notes during the test, consider offering a pre test instead. This tends to alleviate learner anxiety as well and it still measures their knowledge. Be sure to provide feedback once you are finished grading their pre test.