Why does step one come before step two, and what would be the
consequences of reversing the order?
Why does the process work as it does?
How does the facility respond to specific action?
How does the operator respond to a specific facility condition?
What happens to process indications in system A if system B does this
(describe the action)?
What action(s) can the operator take if process indications show this
symptom (describe the symptom)?
Question Development Process
Questions should be asked which test the trainee's knowledge at all appropriate cognitive
levels. Questions involving a choice between alternatives, or questions involving situations
not directly covered by a procedure, are examples of questions testing the higher cognitive
levels. When answering questions concerning abnormal events, a trainee's answer should
be consistent with the requirements set by facility procedures. Situation problems should
be described as they actually occur in the facility.
When probing the trainee's level of knowledge of the facility operations area, the examiner
should ask the trainee questions relating to both normal and abnormal situations. For
example, to see if a trainee really understands what happens during a loss of control air,
the examiner asks:
What are the loads on the control air system?
What happens if normal control air is lost?
What happens if the backup compressor does not work properly?
What happens if the startup procedure is not followed?
What should an operator do if a normal corrective action fails to rectify a
A line of questioning such as this gives the trainee ample opportunity to use collective
knowledge and explain how things work.
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