Quantcast Conducting the Performance Test cont'd - hdbk12060033

 

Click here to make tpub.com your Home Page

Page Title: Conducting the Performance Test cont'd
Back | Up | Next

Click here for thousands of PDF manuals

Google


Web
www.tpub.com

Home

   
Information Categories
.... Administration
Advancement
Aerographer
Automotive
Aviation
Construction
Diving
Draftsman
Engineering
Electronics
Food and Cooking
Logistics
Math
Medical
Music
Nuclear Fundamentals
Photography
Religion
   
   

 

Share on Google+Share on FacebookShare on LinkedInShare on TwitterShare on DiggShare on Stumble Upon
Back
Conducting the Performance Test cont'd - hdbk12060032
Up
Guide to Good Practices for On-The-Job Training - index
Next
Debriefing the Trainee - hdbk12060034


DOE-HDBK-1206-98
C
Explain how other systems are affected by performing this task.
Closed-ended questions are specific questions that are often answered with only one or two
words (e.g., Yes, No, Open, Closed, 150 psig). They may be used to clarify a statement the
trainee made in response to an open-ended question. Closed-ended questions place the
burden of conversation on the instructor in that he/she spends much more time thinking of and
stating the question than it takes the trainee to answer it. The following are two examples of
closed-ended questions:
C
Is there a danger of electrical shock while working on an energized motor
controller?
C
What indications of a loss of pump prime are available to you at this control
panel?
Use of leading questions should be minimized or avoided altogether. In a leading question the
instructor gives the trainee a partial answer and expects the trainee to complete it, or gives the
complete answer and expects the trainee to agree or disagree.
All questions asked during a performance test should relate to the evaluation standard.
Questions may include theory, system equipment, and a discussion of routine and/or
emergency procedures. Most facilities require the trainee to memorize the immediate actions
of an emergency procedure and expect the trainee to be able to rapidly locate the
supplementary or follow-up actions in the procedures. In many instances an employee in the
trainee's job classification does not perform all of the steps in a procedure. The instructor
should ask why the trainee does not perform these procedural steps, who does, how the
actions of others affect the task, and how he/she would know when to continue with his/her
part of the procedure.
The trainee may answer a question incorrectly during a performance test. The instructor's
response to the wrong answer should be as neutral as possible. The instructor may rephrase
the question and if the trainee still does not respond correctly, record it in the evaluation
standard and move to a different area. At the completion of the performance test the instructor
should clarify any misconceptions or have the trainee look up what he/she did not know.
It should be noted that evaluation standards contain 100% of the required knowledge. For
most tasks, the trainee is usually not required to know everything in the evaluation standard.
Many facilities require that the trainee accomplish the skills portion of a performance test with
100% accuracy and achieve at least 80% of the information required by the evaluation
standard. Other facilities require 100% accuracy on the skill requirements and a satisfactory or
unsatisfactory assessment of the knowledge requirements. Facility-specific procedures or the
OJT program's training administrative guidance should establish the task-specific skill and
knowledge levels.
27


Privacy Statement - Press Release - Copyright Information. - Contact Us

Integrated Publishing, Inc.