Biomedical Engineering Reference
In-Depth Information
formulated, and how was it executed? Many times the
“cause” of the problem is identifi ed as the residual category
“human error,” hardly a root cause at all. And then
“re-training” is proposed as the “corrective action,” as
though the initial training could unexceptionably have been
ineffective. Regarding auditors, as James Vesper has put it,
“GMP auditors and regulatory inspectors are becoming
more savvy about training and performance. They are asking
to see evidence that the training was effective.”
5
Following the lead of management and regulators, we will
focus in this chapter on the development of training
assessments. There are four components to the process of
developing assessments:
1. identifying the behavioral objectives of the training
module, based on the relevant operational procedure
and the Training Outline;
2. determining the kind of assessment to be used;
3. preparing the assessment materials; and
4. incorporating these assessment materials into the training
module.
We will now examine the four components of the process
of developing training assessments.
9.2 Behavioral objectives in the
training module
Some rationale for behavioral objectives were mentioned
in Chapter 4.
6
Behavioral objectives have several
important functions. First, they permit intended training
outcomes to be aligned with organizational objectives.
Second, they permit trainees to have clear expectations
