Drivers & Machine Operators Suite

Driving vehicles and operating machines are jobs that require a set of specific skills and abilities. cut-e has developed an assessment suite for drivers and machine operators to specifically capture key abilities for the following target groups:

 

  • Forklift operators and truck drivers, chauffeurs and taxi drivers
  • Industrial workers and machine operators
  • Electrical power line installers and repairers
  • Aircraft pilots and flight engineers

All jobs involving motor vehicles are risky... but you can minimise risks!

The statistics confirm: driving vehicles and operating machines are challenging jobs in which inattentiveness, fatigue, drink-driving, stress and aggression can easily cause serious or fatal injuries.

Reducing the risk of accidents by drivers and machine operators is of great benefit: it can save lives - of the operators and of others, and save unnecessary costs by reducing accidents and protecting expensive machinery and vehicles.

You can minimise risks! With the cut-e Drivers Suite it is possible to identify and recruit those who have the abilities and personality traits that enable them to be attentive, safe, and efficient drivers and machine operators. Pre-shift testing is also possible to ensure that your staff are fit to start their shift and not suffering from over-fatigue, intoxication or other temporary effects.

Dr Achim Preuss, MD cut-e Group

Interview: cut-e and the Drivers Suite

We asked Dr Achim Preuss, founder and product director of the cut-e Group about the Drivers Suite: Why is a specific test suite necessary? How are these test suitable specifically for drivers? And what role does integrity testing play when selecting drivers and machine operators?

What is measured and how?

cut-e created a test battery assessing the abilities that predict safe driving behaviour.

The five tests in the Drivers Suite measure the following:

  • Concentration
  • Reaction speed and attention
  • Ability to multitask
  • Spatial orientation
  • Observation and memory

 Conceptionally, there are two areas that form an overall score:

  • Vigilance = concentration, reaction speed and attention
  • Information processing = Ability to multitask, spatial orientation, observation and memory

In addition, the following relevant dispositions can be measured using the cut-e integrity questionnaire squares:

  • Impulse control
  • Ethical awareness
  • Trustworthiness

The tests in the suite

scales e3+ - Concentration

cut-e ability test ability to concentrate

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What does this assessment measure?

The ability to concentrate

What is the task?

The test taker is presented with different elements and needs to react to them in a certain way as fast as possible.

Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

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scales rt - Reaction speed

cut-e ability test reaction speed

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What does this assessment measure?

Speed of reaction

What is the task?

The test taker is presented with objects on screen and must react as quickly as possible when two objects that are the same appear.

Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, especially important for unsupervised, online administration.

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scales mt (drv) - Multi-tasking

cut-e Multi-tasking Capability

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What does this assessment measure?

Ability to multi-task

What is the task?

The test taker is presented with three different tasks and is required to work through these simultaneously. These tasks include responding to a signal under time pressure, focused calculation and focused checking. Immediate feedback is given regarding their answer and the test includes graduated difficulty levels.

Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

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scales ndb - Spatial orientation

cut-e ability test sense of orientation

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What does this assessment measure?

Sense of orientation

What is the task?

The test taker is required to specify the position and course of an aircraft relative to a non-directional beacon with the aid of a gyrocompass and a radio compass.

Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

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scales mem - Spatial memory

cut-e Spatial Memory

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What does this assessment measure?

Spatial memory

What is the task?

The test taker is required to memorise traffic signs and their position. High scores indicate good perceptual abilities and a good short term memory.

Each test is created by an item generator at run-time. This means that the assessment is different for each test taker thereby helping to prevent cheating, which is important when running unsupervised online administrations.

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squares - Situational Behaviour

cut-e Situational Behavior

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What does this assessmemt measure ?

The likelihood of counterproductive behaviour in a work context.

What is the task?

The test taker is presented with statements on-screen and asked to rate their behaviour in comparison with others.

It is based on a model of counter-productive behaviour that takes into account the individual’s specific situation. Thus, it does not stigmatise the test taker’s results and offers the opportunity for change through training thereby enabling a greater acceptance of results by the individual.

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Reference reading

Fuller, R. (2005). Towards a general theory of driver behaviour. Accident Analysis and Prevention, 37, 461-472.

Hakamis-Blomqvist, L. (2006). Are there safe and unsafe drivers? Transportation Research Part F, 9, 347-352.

Kuiken, M. J. & Twisk, D. A. M. (2001). Safe driving and the training of calibration: A literature review. (Report R2001-29). Leidschendam: Institute of Road Safety Research.

Mayhew, D. R. & Simpson, H. M. (1996). Effectiveness and role of driver education and training in a graduated licensing system. Ottawa, ON: Traffic Injury Research Foundation

Schuhfried GmbH (2009). Expert System Traffic – Computerized assessment of fitness to drive. 3rd edition.

Sommer, M., Herle, M., Häusler, J., Risser R., Schützenhofer, B., & Chaloupka, C. (2008). Cognitive and personality determinants of fitness to drive. Transportation Research Part F, 11, 362-375.

Ulleberg, P. & Rundmo, T. (2003). Personality, attitudes and risk perception as predictors of risky driving behaviour among young drivers. Safety Science, 41, 427-443.

Verschuur, W. L. G. & Hurts, K. (2008). Modelling safe and unsafe driving behaviour. Accident Analysis and Prevention, 40, 644-656.

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