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Soft-skill Assessment on
Digital Simulators Kalyan Chatterjea – EMAS Academy
Renu Yadav – EMAS Academy
Digital Ship Singapore 1st Oct – 2nd Oct 2013
Singapore 2013
Soft-skills & their Assessment on
Simulators
Developing Specific Behavioural
Markers
Use of Behavioural Markers in a
Bridge Resource Management
Course
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Assessment drives learning
It provides opportunity for
participants to gauge their
own learning
It also feeds back facilitators
to tweak contents to meet
learners’ needs
Finally, are the course objectives met?
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Pre-Course
Assessment Formative
Assessment Summative
Assessment
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We use for our digital assessment. ExamView is used to develop question banks for the
following types of questions: Multiple Choice Multiple Answer Questions Matching
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ExamView CPS(Classroom Performance System) is used
for quick assessment and recording of scores
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ExamView CPS(Classroom Performance System) is used
for quick assessment and recording of scores
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ExamView CPS(Classroom Performance System) is used
for quick assessment and recording of scores
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Assessment on Diesel-Electric Propulsion
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Trigger logics developed to capture simulation events
Coaching
message
Assessment
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Assessment based on simulation events
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Scores captured from simulation events
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Soft-skills are introduced through crew-resource-management
courses
Soft-skills
Were first highlighted in the
aviation industry when even
experienced pilots made
errors!
Soft-skills (often referred to as
non-technical skills) are now
well-established in the
aviation industry.
STCW 2010 Amendments require resource
management courses from Jan 2012 for all COC holders
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Assessing these skills are not easy and in aviation they use
Behavioural Markers as seen and discussed in the following
slides for these assessments.
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NOTECHS > Human Factors > Categories > Error Handling
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Behavioural Markers Form with BM Ratings
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Steps for developing BMs:
Propose a set of behavioural makers, considered to be importance
to performance, for the content area.
Collect data on these markers after going through simulated or
actual environments.
Compare and contrast these data sets from various focus groups.
Try & establish relationships between these behaviours and the
errors encountered in practice.
From above processes select the most useful behavioural markers,
which could impact team training interventions.
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Man Over Board
Exercise – Run 1
Man Over Board
Exercise – Run 2
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Disclaimer: This material includes forward-looking statements prepared by Ezra Holdings Limited (“Company”). The opinions, forecasts, projections or other statements other than statements of historical fact, including, without limitation, estimates of proved reserves of oil and gas, reserves potential and plans and objectives of management of the Company for financing, are forward-looking statements. Although the Company believes that the expectations reflected in such forward-looking statements are reasonable, it can give no assurance that such expectations will prove to have been correct. All forward looking-statements contained in this presentation are expressly qualified in their entirety by the cautionary statements contained or referred to in this section. Readers should not place undue reliance on forward-looking statements. Each forward looking statement speaks only as of the date of this presentation. Neither the Company nor any of its subsidiaries and associates undertake any obligation to publicly update or revise any forward-looking statement as a result of new information, future events or other information. In light of these risks, results could differ materially from those stated, implied or inferred from the forward-looking statements contained in this presentation.
Questions & Answers
Singapore 2013