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COMPASS

Version 3

USERS MANUAL

COMPASS 2013 EPST b.v. All rights reserved

Version 3.0 January 2013 2

Contents

1. Introduction ........................................................................................................................... 3

2.1 Norms of COMPASS ............................................................................................................................. 4

2.2 Norms of Advanced COMPASS ............................................................................................................ 5

3. Setting the Thresholds ......................................................................................................... 6

3.1 What threshold can you set? ............................................................................................................... 6

3.2 How to use the figures: some examples ............................................................................................. 8

3.3 Setting thresholds for COMPASS ......................................................................................................... 8

3.4 Setting thresholds for Advanced COMPASS ..................................................................................... 12

4. Interpretation of the (Advanced) COMPASS score reports .............................................. 16

5. Suggestions to improve flying aptitude and ability .......................................................... 17

5.1 Control, Slalom and CCT .................................................................................................................... 17

5.2 Professional Knowledge (ATPL) ......................................................................................................... 17

5.3 Mathematics ...................................................................................................................................... 17

5.4 Memory .............................................................................................................................................. 17

5.5 Orientation ......................................................................................................................................... 17

5.6 Taskmanager ...................................................................................................................................... 17

6. CPP (Checklist Professional Profile) ................................................................................. 18

6.1 Results and Norms of CPP ................................................................................................................. 19

6.2 Advice based on CPP .......................................................................................................................... 20

7. Re-take of tests ................................................................................................................... 24

8 Administering the tests ...................................................................................................... 25

8.1 Starting up the test station(s) ........................................................................................................... 25

8.2 Selecting the correct COMPASS test battery .................................................................................... 26

8.3 The tests sequence ............................................................................................................................ 26

8.4 Trouble shooting ................................................................................................................................ 29

8.5 Sending data to EPST for analysis ..................................................................................................... 30

8.6 Access Selection Server for instant results ....................................................................................... 31

8.7 Setting Thresholds ............................................................................................................................. 33

8.8 Shutting down the test station .......................................................................................................... 33

9 COMPASS installation Guide ................................................................................................ 34

9.1 Preparation and pre-requisite material ............................................................................................ 34

9.2 Installation of COMPASS ................................................................................................................... 34

9.3 Windows7 specific issues .................................................................................................................. 44

9.4 Minimum PC, joystick and pedal requirements ............................................................................... 45

APPENDIX ................................................................................................................................... 46

COMPASS RESULTS ......................................................................................................................................... 46

ADVANCED COMPASS RESULTS...................................................................................................................... 49


1. Introduction COMPASS (Computerized Pilot Aptitude and Screening System) was developed in 1998 as a selection tool for ab initio candidate pilots. This version is mainly used by Flight Training Organisations. EPST also has developed Advanced COMPASS that is to select already trained pilots, who have their Commercial Pilot Licence. This version is used by Airlines and TRTO’s. Successful pilots will have good intellectual capacities as well as a good flying aptitude. Furthermore, they possess certain personality characteristics that enable them to stay calm in uncertain or risky situations, make good decisions, act conscientiously and show leadership. Therefore, the EPST selection system provides not only the cognitive ability tests, flying aptitude tests but also a personality questionnaire (CPP).

The COMPASS and Advanced COMPASS test measures the following competencies: COMPASS Advanced COMPASS

Eye-hand-foot co-ordination (Control) Complex Control Task (CCT)

Eye-hand co-ordination (Slalom) ATPL theoretical questions (APTL)

Short term memory (Memory) Short term memory (Memory)

Mental arithmetic (Mathematics) Mental arithmetic (Mathematics)

Spatial Orientation (Orientation) Spatial Orientation (Orientation)

Multi Tasking (Task Manager) Multi Tasking (Task Manager)

Optional: Optional:

Technical Comprehension (TechTest)

English for aviation (Conversation)

Verbal Reasoning (Verbal Reasoning)

Grammar

Listening

In general, students with sufficient cognitive abilities will be able to successfully complete the theoretical part of the flight training within the given time. Furthermore, for pilots who have their licence, the cognitive abilities are important, especially for captains, to get a quick overview and take good decisions (in non-routine situations) within a short period of time. Cognitive abilities (such) as numerical ability, verbal comprehension, logical reasoning, Grammar, Technical comprehension are examples of such abilities. The cognitive abilities are assessed by MATHS and MEMORY. Training organisations and airliners can, besides these tests provided in (Advanced) COMPASS, also make use of the Verbal Reasoning test and the TechTest. Further tests of Grammar, Listening and Conversation are available to assess the cognitive abilities of a candidate. As well as cognitive abilities, good senso-motor skills are important in order to learn to fly. Individuals with good flying aptitude will show as students that they learn more easily and faster than those who lack potential flying aptitude. For flying training organisations and airlines newly trained and licenced pilots will have to adjust to new (technical) situations and aircraft types. Pilots with a good flying aptitude learn new tasks faster, thus saving valuable training time and expenses. The operational flying capabilities of candidates is assessed by flying aptitude tests, such as multi tasking (TASKMANAGER), spatial orientation (ORIENTATION), and eye-hand-(foot) co-ordination (CONTROL, SLALOM and CCT).


2. Results and Norms of COMPASS and Advanced COMPASS The results of the COMPASS and Advanced COMPASS tests are automatically computed by the system. Computing the COMPASS scores of the test is a result of a statistic formula, based on a reference group of men and women in the age range 16 to 30 years old and who possess university entrance level academic qualifications. The test results are presented in a grading from 1 to 7.

� 1 and 2 means below average � 3 means just below average � 4 means average � 5, 6 and 7 means above average

2.1 Norms of COMPASS The norm EPST uses for cut off is based on the total score of COMPASS, computed by the sum of the 6 basic tests: Control, Slalom, Memory, Maths, Orientation and Taskmanager. Based on 15 years of experience, EPST has set the cut off at the total sum of 24, in case of pre-selection. Pre-selection is followed by a simulator session. The total of the grades indicates the overall strength of the candidate’s performance. A total of 24 indicate an average overall performance. A grade total of 24 or above combined with grades of 3 or better in all the tests indicates a general aptitude for typical piloting tasks. A student with a sum less than 24 is highly likely to fail the SIM, as Figure 1 shows. However, note that a score lower than 24 is more or less a guarantee for failure, yet a score more than 24 does not guarantee success. It not only takes ability and flying aptitude to succeed, but also determination, motivation, a good personality and a lot of effort. If you do not make use of a simulator session and make use of COMPASS as a solely selection tool, EPST sets the cut off at a total score of 32. As you can see in Figure 1, this cut off is a good indicator for a successful training of a student.

Figure 1: Pass rate compass score


2.2 Norms of Advanced COMPASS Bases on the experience in the past, EPST has set the norm for candidates passing Advanced COMPASS at 28.


3. Setting the Thresholds Total score of 24, based on the 6 basic tests, is the cut off for EPST to proceed with the application procedure for students. For licenced pilots the cut off is set on 28. However, you can set your own threshold for each of the COMPASS and Advanced COMPASS modules. Select “My Compass” on the main page of the EPST Server Selection to set your own thresholds. If you rather do not want to set your thresholds, set them to 0 (zero), this will remove any threshold information for that module.

3.1 What threshold can you set? Based on a sample of 10.456 ab initio pilots and 7.745 licenced pilots tested in the period of January 2010 until December 2012, EPST compared the test scores, which enables you to set your own thresholds for every single test. EPST gathered results per continent and, if the sample allowed it, per country. The results of the 6 basic tests are presented in the figures below. If statistically possible, also the scores of the other tests you can use in (Advanced) COMPASS are shown. The figures shown further on enable you set your own thresholds. Not only the mean score of every test is shown in the figures, also the cut off for the best 25% and the best 50% are described. The mean scores will give you a reference of the scores that candidates for your organisation have obtained. The results of the best 25% and the best 50% are your guidance to set your organisation’s own threshold. If you strive for a proper selection of (ab initio) pilots, we recommend for pre-selection a cut off of 50%. In general this meets the standard of EPST, the static cut off of a total result of 24 for ab initio candidates and 28 for licenced pilots (based on the first 6 test results). If you have the luxury of a lot of applicants, we recommend setting the cut off for the best 25%. However, as you can see in the figures further on, differences in this subject occur per continent. The results of ab inito pilots (COMPASS sample) as well as of the licenced pilots (Advanced COMPASS sample) are described as total and by continent. The continents described are: North America , South America, Africa, Europe, Oceania and Asia. However, the continent of South Africa is not available for Advanced COMPASS, since there were no licenced pilots tested during the sample period. If statistically justified the results are also described by country. For COMPASS this is the case for the United Kingdom, Australia, Hong Kong and the Netherlands, as shown in Figure 3. For Advanced COMPASS country results can be provided for the United Arab Emirates, the United Kingdom, Hong Kong and Panama (Figure 6). Finally, we show the results divided by gender, shown in Figure 4 (COMPASS) and Figure 7 (Advanced COMPASS).


To set the threshold, you have to make some choices: 1) The first choice you have to make is:

� If you are assessing an ab initio pilot, you use COMPASS � If you are assessing a (commercial) licenced pilot, you use Advanced COMPASS

2) The second choice is what sample meets your situation for the best:

� You can use the General results (meets the EPST standard) � You can use the results of the continent your organisation is situated � If available, you can use the results of the country your organisation is situated � You can use the gender results

3) The third choice is to determine your aim and as a logical consequence the level for cut off: � for pre-selection, combined with a simulator test we recommend you to use the cut off that

represents the best 50% � for selection aims, without further assessment tools, we recommend you to use the cut off

that represents the best 25% � if you strive for only the best students or pilots, we recommend you to use the cut off that

represents the best 25%

If you make use of the COMPASS modules: Figure 2a General and Continental Mean result Compass Figure 2b General and Continental Top 50% results COMPASS Figure 2c General and Continental Top 25% results COMPASS Figure 3a MEAN results COMPASS for UK, Australia, the Netherlands and Hong Kong Figure 3b Top 50% results COMPASS for UK, Australia, the Netherlands and Hong Kong Figure 3c Top 25% results COMPASS for UK, Australia, the Netherlands and Hong Kong Figure 4 Results COMPASS by Gender

If you make use of the Advanced COMPASS modules: Figure 5a General and Continental Mean result Compass Figure 5b General and Continental Top 50% results COMPASS Figure 5c General and Continental Top 25% results COMPASS Figure 6a MEAN results Advanced COMPASS UAE, UK, Hong Kong and Panama Figure 6b Top 50% results Advanced COMPASS UAE, UK, Hong Kong and Panama Figure 6c Top 25% results Advanced COMPASS UAE, UK, Hong Kong and Panama Figure 7 Results Advanced COMPASS by gender


3.2 How to use the figures: some examples We explain below how to use the figures and set a threshold by giving some examples. A. Your organisation is an English FTO. You make use of COMPASS and an interview to

select your ab initio pilots. You make use of the information presented in Figure 3c (the 25% cut off, because you do not make use of a simulator).

B. Your organisation is a Nigerian FTO. You make use of COMPASS, an interview and a simulator session to select your ab intio pilots. You make use of the information presented in Figure 3b (the 50% cut off).

C. Your organisation is an airline, situated in Panama. You’re organisation has a lot of applicants for the position of a pilot. You only want the best candidates. You make use of Advanced Compass. You can use the information presented in Figure 6c (the 25% cut off).

D. Your organisation is an international airliner, situated in Saudi Arabia. Pilots of a lot of different nationalities are flying for your airliner. The selection procedure consists of the test modules of Advanced Compass, an interview and a simulator test. You make use of the information in figure 5b (the 50% cut off). You can choose to use the results of the continent of Asia. An alternative is to use the general results, if you wish to emphasis the international character of your organisation.

E. Your candidate is a female licenced pilot and you would like to compare her results with other female pilots. You want only the best pilots to work for your airliner. You make use of figure 7.

Below we first discuss the results for ab initio pilots (COMPASS sample), followed by the results for licenced pilots (Advanced COMPASS sample).

3.3 Setting thresholds for COMPASS The results of the basic 6 tests are, using the cut off of the best 50%:

In general 24 (this meets the cut off used by EPST) North America 21 South America 18 Africa 11 Europe 25 Oceania 24 Asia 23

Note that the results of Africa are based on a relatively small population. Therefore these results have a reliability of 90% (instead of 95% or 99% for the other results).


COMPASS General N-America S-America Africa Europe Oceania Asia

MEAN MEAN MEAN MEAN MEAN MEAN MEAN

Control 3,5 3,28 2,52 2,14 3,76 3,71 2,98

Slalom 5,7 5,01 6,86 3,34 5,92 5,9 5,41

Memory 5,02 5,17 4,78 4,36 5,02 4,89 5,36

Maths 3,32 3,14 2,04 2,19 3,4 3,38 3,79

Orientation 3,18 2,79 2,86 1,36 3,4 3,17 3,21

Taskmanager 4,69 4,49 3,86 2,14 4,85 5,07 4,65

Techtest 8,78 8,07 8,95 9,31 8,02

Grammer 6,27 6,84 6,41 5,78

Listening 5,82 6,31 5,95 5,44

Conversation 6,67 6,92 6,72 6,46

Verbal Reasoni 4,66 4,77 4,54 4,9

Figure 2a: General and Continental MEAN results COMPASS


top 50% top 50% top 50% top 50% top 50% top 50% top 50%

Control 3 2 1 1 3 3 2

Slalom 6 5 7 3 6 6 5

Memory 5 5 4 4 5 5 5

Maths 3 3 1 1 3 3 4

Orientation 2 2 2 1 3 2 2

Taskmanager 5 4 3 1 5 5 5

Techtest 9 8 9 9 8

Grammer 6 7 7 5

Listening 5 6 6 5

Conversation 6 7 7 6

Verbal Reasoni 4 4 4 4

Figure 2b: General and Continental Top 50% results COMPASS


top 25% top 25% top 25% top 25% top 25% top 25% top 25%

Control 5 4 3 2 5 5 4

Slalom 7 6 7 4 7 7 6

Memory 6 6 5 6 6 6 6

Maths 4 4 2 3 4 5 5

Orientation 5 4 4 1 5 4 5

Taskmanager 6 5 5 2 6 6 6

Techtest 12 11 12 12 11

Grammer 7 7 7 6

Listening 6 7 7 6

Conversation 7 7 7 7

Verbal Reasoni 5 5 5 5

Figure 2c: General and Continental Top 25% results COMPASS


COMPASS UK Australia Netherlands Hong Kong

MEAN MEAN MEAN MEAN

Control 3,92 3,72 4,37 2,55

Slalom 6,39 5,92 5,37 5,96

Memory 4,99 4,92 5,13 6,11

Maths 3,45 3,43 3,73 4,86

Orientation 3,35 3,19 4,13 3,6

Taskmanager 4,89 5,15 5,52 5,77

Techtest 8,92 9,34 10,85 9,79

Grammer NA 6,76

Listening NA 6,33

Conversation NA 6,93

Verbal Reasonin NA 4,84

Figure 3a: MEAN results COMPASS for UK, Australia, the Netherlands and Hong Kong


top 50% top 50% top 50% top 50%

Control 3 3 4 1

Slalom 7 6 5 6

Memory 5 5 5 6

Maths 3 3 3 5

Orientation 3 2 4 3

Taskmanager 5 5 5 6

Techtest 9 9 12 9

Grammer 7 7

Listening 6 6

Conversation 7 7

Verbal Reasoning 4 4

Figure 3b: Top 50% results COMPASS for UK, Australia, the Netherlands and Hong Kong


top 25% top 25% top 25% top 25%

Control 5 5 6 3

Slalom 7 7 6 7

Memory 6 6 6 7

Maths 5 5 5 6

Orientation 5 4 5 5

Taskmanager 6 6 6 7

Techtest 12 12 13 12

Grammer 7 7

Listening 7 7

Conversation 7 7


Figure 3c: Top 25% results COMPASS for UK, Australia, the Netherlands and Hong Kong


COMPASS

MEAN

Male

MEAN

Female

male

top 25%

female

top 25%

male top

50%

female

top 50%

N=9433 N= 1023

Control 3,62 2,46 5 3 3 1

Slalom 5,73 5,42 7 6 6 5

Memory 5,03 4,91 6 6 5 5

Maths 3,36 2,95 5 4 3 2

Orientation 3,26 2,51 5 3 3 1

Taskmanager 4,76 4,02 6 5 5 4

Techtest 8,84 8,2 12 11 9 8

Grammer 6,25 6,48 7 7 6 6

Listening 5,81 5,95 6 6 5 6

Conversation 6,66 6,78 7 7 6 7

Verbal Reasoning 4,66 4,7 5 5 4 4

Figure 4: Results COMPASS by gender


3.4 Setting thresholds for Advanced COMPASS The results of the basic 6 tests are, using the cut off of the best50%: In general 28 (this meets the cut off used by EPST) North America 21 South America NA Africa 15 Europe 30 Oceania 31 Asia 29

Note: the continent of South Africa is not available for Advanced COMPASS, since there were no licenced pilots tested during the sample period.

Advanced General N-America S-America Africa Europe Oceania Asia

COMPASS MEAN MEAN NA MEAN MEAN MEAN MEAN

male 96% 95% 100% 93% 94% 97%

female 4% 5% 0% 7% 6% 3%

CCT 6,06 5,64 3,41 6,17 6,09 6,16

APTL 6,12 5,31 4,85 6,1 5,72 6,38

Memory 5,21 4,72 3,7 5,46 5,64 5,23

Maths 4,15 2,69 1,87 4,55 4,48 4,34

Orientation 3,61 2,47 1,03 4,32 4,23 3,53

Taskmanager 4,43 3,45 1,66 4,98 5,69 4,39

Techtest 10 not valid 9,44 10,78

Grammer 6,57 6,87 6,53

Listening 6,58 6,56 6,61

Conversation 6,8 6,91 6,77

Verbal Reaso 5,11 5,09 5,13

Figure 5a: General and Continental MEAN results Advanced COMPASS



COMPASS top 50% top 50% top 50% top 50% top 50% top 50% top 50%

NA

CCT 6 5 3 6 6 6

APTL 6 5 5 6 5 6

Memory 5 5 4 5 5 5

Maths 4 2 1 4 5 4

Orientation 3 1 1 4 4 3

Taskmanager 4 3 1 5 5 4

Techtest 9 11

Grammer 7 6

Listening 6 6

Conversation 7 7


Figure 5b: General and Continental Top 50% results Advanced COMPASS


COMPASS top 25% top 25% top 25% top 25% top 25% top 25% top 25%

NA

CCT 7 6 4 7 7 7

APTL 7 6 5 7 6 7

Memory 6 6 5 6 6 6

Maths 5 4 2 5 5 5

Orientation 5 3 1 6 5 5

Taskmanager 6 5 2 6 6 5

Techtest 12 13

Grammer 7 7

Listening 7 7

Conversation 7 7


Figure 5c: General and Continental Top 25% results Advanced COMPASS


Setting Thresholds for UAE, UK, Hong Kong or Panama

Advanced UAE UK Hong Kong Panama

COMPASS MEAN MEAN MEAN MEAN

male 97% 95% 94% 95%

female 3% 5% 6% 5%

CCT 6,24 5,99 5,65 5,71

APTL 6,48 6,07 5,51 5,27

Memory 5,22 5,26 5,3 4,68

Maths 4,34 4,27 4,44 2,57

Orientation 3,51 3,96 3,85 2,3

Taskmanager 4,36 4,76 4,84 3,3

Techtest

Grammer

Listening

Conversation

Verbal Reasoning 5,18

Figure 6a: MEAN results Advanced COMPASS UAE, UK, Hong Kong and Panama


COMPASS top 50% top 50% top 50% top 50%

male 97% 95% 94% 95%

female 3% 5% 6% 5%

CCT 6 6 6 5

APTL 6 6 5 5

Memory 5 5 5 5

Maths 4 4 4 2

Orientation 3 4 3 1

Taskmanager 4 5 5 2

Techtest 9 NA

Grammer

Listening

Conversation

Verbal Reasoning 5

Figure 6b: Top 50% results Advanced COMPASS UAE, UK, Hong Kong and Panama



COMPASS top 25% top 25% top 25% top 25%

male 97% 95% 94% 95%

female 3% 5% 6% 5%

CCT 7 7 7 6

APTL 7 7 6 6

Memory 6 6 6 6

Maths 5 5 5 4

Orientation 5 5 5 3

Taskmanager 6 6 6 5

Techtest 12

Grammer

Listening

Conversation

Verbal Reasoning 5

Figure 6c: Top 25% results Advanced COMPASS UAE, UK, Hong Kong and Panama

ADVANCED

COMPASS

MEAN

Male

MEAN

Female

male top

25%

female

top 25%

male

top 50%

female

top 50%

N= 7056 N=289

CCT 6,08 5,58 7 7 6 6

ATPL 6,13 5,86 7 6 6 6

Memory 5,2 5,45 6 6 5 5

Maths 4,15 4,13 5 5 4 4

Orientation 3,62 3,35 5 5 3 3

Taskmanager 4,44 4,2 6 5 4 4

Techtest 10,03 9,7 13 12 11 9

Grammer 6,56 6,67 7 7 6 7

Listening 6,57 6,61 7 7 6 6

Conversation 6,79 6,81 7 7 7 7

Verbal Reasoning 5,1 5,21 5 5 5 5

Figure 7: Results Advanced COMPASS by gender


4. Interpretation of the (Advanced) COMPASS score reports The scores of the test performance of a candidate are graded from 1 (the lowest) to 7 (the highest). On the individual (Advanced) COMPASS reports the grade a candidate achieved is printed next to each of the tests. There is also a total grade mark underneath the test grades. The score report also shows a graphic, which shows the obtained results for every single test. If you have set a threshold, the threshold settings create a red background in the result sheet so that you can see immediately if a candidate obtained the required scores. If a candidate meets the required standard in general, yet failed one of the tests, you can decide to have the candidate retested for that single test. If he/she fails again, you can conclude that part of the requirements is not possessed by the candidate and put emphasis on it during training. Mathematics, Memory and Orientation are considered to be intellectual abilities. In order to get a quick overview over a situation, sufficient general intellect is required. Overall, ability is fairly hard to develop. Especially for captains it is even more important to be able to realise the consequences of matters. Perseverance, effort and good preparation for the work are essential if problems in the intellectual level are present. The eye-hand as well as the eye-hand-foot co-ordination (Control, Slalom and CCT) and Taskmanager are senso-motor skills. Those skills are required to handle an airplane smoothly and accurately. Both types of competencies can be improved by effort, perseverance and experience. However, a person having severe difficulties in mathematics for example will prove not to be an expert in numerical insight, even after training. For example, if a candidate has a good ability (average to above average scores on the tests Mathematics, Memory and Orientation), yet below average scores on the flying aptitude tests (Control, Clalom, CCT and Taskmanager), the candidate is expected to perform well during the theoretical part of the training or will get the overview quickly during the flight process, yet might have some difficulties in the physical performance during the flight. Simulator training can improve that performance. Otherwise, if the flying aptitude is well developed, but a candidate performed less on the mental ability tests, it will take him/her some more time to get insight in information and as a consequence is expected to need more time to fully understand the situation, or needs more time and effort to success in the theoretical part of the training. It appears that the results on the tests improve after successfully completing the flight school and being a (commercial) licenced pilot. Examination of the test results over the past two years shows an improvement of 54% (5% of the results decreased). The scores for Mathematics increased 24%. The scores for Memory also increased 24%. The scores for Orientation increased 13%. The scores for Taskmanager increased 2% (this may be due to the fact that the initial mean is high). This may be an indication that practise can improve the operation.


5. Suggestions to improve flying aptitude and ability 5.1 Control, Slalom and CCT Control and CCT assess a candidate’s hand/foot/eye co-ordination and scan rate. Slalom assesses the eye/hand co-ordination by tracking. An individual who has bad grades on one or more of these tests, has difficulties in recognising, processing and reacting quickly enough to perform these sensomotor tasks. Extra exercise in a simulator or specific computer programs using joy stick and pedals can help improve the eye-hand-foot co-ordination. 5.2 Professional Knowledge (ATPL) APTL is the Practical operational Knowledge test. A pilot who does not have sufficient professional knowledge is not current on the theoretical part of his job. As a consequence he/she may experience difficulties in various stages of the flight procedure. Re-reading the theoretical books can refresh the required knowledge. 5.3 Mathematics This test assesses (general) capacity and mental agility. Consequences of a lack of numerical ability can be that a pilot needs more time to set the required setting during the flight and has the above-mentioned difficulties in getting an overview quickly. Training in mental arithmetic calculations can improve the results on the test and in the operation. However, maths is an ability test, which indicates that individuals who lack good arithmetic ability, can be trained and improve his/her skills, yet the chance he/she will have to put more effort in it for the rest of his/her career. 5.4 Memory This test assesses accuracy and short-term memory, the ability to “chunk” information. If Memory is not sufficient, pilots may experience difficulties in putting the information together in order to make decisions. They will have to put more effort and need more time to get the mental picture during the flight operation. Memory is affected by feeling fit and relaxed. If a person has a lot on his/her mind, the memory function can be pre-occupied. Using the brain in various ways can stimulate memory. For example making puzzles, playing Sudoku, trying remembering telephone numbers etc. can stimulate the memory function. 5.5 Orientation The orientation test assesses instrument interpretation, the speed of comprehension and spatial orientation. Pilots who lack good orientation are slower in determining their position and therefore are slower in making decisions. It is rather difficult to develop special orientation. 5.6 Taskmanager This test assesses a candidate’s ability to manage and prioritise demands from an input task and a monitoring task. It assesses diverting attention while multi-tasking. Not only is it important to be able to follow procedures, it also puts a demand on the cognitive abilities to process information quickly and act upon it. If a candidate has scored below average on the Taskmanager test, you can help him/her by separately exercise the various tasks before he/she will have to perform both tasks.


6. CPP (Checklist Professional Profile) The personality of a student is quite important. Not only his/her intelligence and flying aptitude determine whether they will make their flight training into a success. Determination, discipline and motivation are important as well. Since investigation shows that incidents and accidents in aviation for the most can be attributed to human failure, airliners and flight training organisations are interested by the personality of pilots. A pilot is required to make major decisions during flight preparation and the actual flight. Especially when problems occur, a pilot will have to stay calm and will have to be able to get an overview of the situation quickly. Therefore, emotional stability, as well as leadership and conscientiousness are essential competencies. EPST provides the CPP in order to assess the personality of candidates. CPP (Checklist Professional Profile) is a personality questionnaire, especially developed for screening ab initio as well as experienced pilots. During a follow up procedure (interview, COMPASS etc.) one can use the results of the questionnaire as a guideline for more specific questioning and observation. Furthermore, this instrument can be applied as a departure point for training or coaching procedures of both ab initio and trained pilots. The automated report distinguishes four groups of competencies: the core competencies, the primary competencies, the personal competencies and the relational competencies. Within those four groups nine specific competencies are defined: 1 Core competency (most important competency):

� Personal stability

2 Primary competencies (crucial factors): � Conscientiousness � Leadership

3 Personal competencies (have to be balanced): � Executive orientation � Team orientation � Decision making process � Communication

4 Relational competencies: � Service orientation � Sociability


6.1 Results and Norms of CPP The results of the CPP are described as stanines. Stanines divide the distribution of results into nine categories. Most people, when compared with their own norm group, achieve around stanines four, five, and six. Stanines seven, eight, and nine represent comparatively high achievement, while stanines one, two, and three indicate comparatively low achievement. Stanine 5 means 40% of the reference sample performs better and also 40% performs less.

Figure 8: Distribution of stanines

The reference sample sets the norm. CPP uses various norm groups: Dutch, English, UAE, Australian, Canedian, Czech, Iraqi and Panamese, ranging from ages 16 to 30 years and from different nationalities. A candidate at least has to score 4 to consider a competency as average or high. That means 23% of the reference sample performs less than the candidate. The mean score for the personality traits resilience, stress tolerance and impulse control obtains the result of the competency ‘Personal stability’. The mean score for the personality traits ambition, accuracy and perseverance obtains the result of the competency ‘Conscientiousness’. The mean score for the personality traits dominance, persuasiveness and assertiveness obtains the result of the competency ‘Leadership’. The balance of two competencies required obtains the personality competencies. If one of the two competencies dominates, it is considered as a misbalance. If both competencies are lacked, it means a shortcoming of the competency as a whole. The balance of the personality traits accuracy and empathy computes “Executive orientation”. If accuracy lacks in combination with a high score for empathy, there is a lack of concern for task. If empathy lacks in combination with a high score for accuracy, there is a lack of concern for people. The balance of the personality traits teamwork and autonomy computes the competency “Team orientation” A lack of teamwork in combination with a high score for autonomy means a tendency to operate too independently. A low score for autonomy in combination with a high score for teamwork means a tendency to act too dependent. The result of the competency “Decision-making process” is computed by the balance between the personality traits accuracy and need for variation. A high score for accuracy in combination with a low score for need for variation stands for narrow-mindedness. A low score for accuracy and a high score for need for variation means a lack of focus.


The competency “Communication” describes the balance between assertiveness and empathy. High assertiveness in combination with low empathy means insensitivity. Low assertiveness in combination with high empathy means non-assertive. The mean scores for the personality traits empathy and helpfulness obtain the result of the competency “Service orientation”. The result of the competency “Sociability” is obtained by the mean scores for the personality traits openness and need for variation.

6.2 Advice based on CPP An individual is expected to possess all of the competencies in a certain extent. Critical competences are the core competency and the two primary competencies. If a candidate lacks personal stability or both primary competencies (consciousness and leadership) CCP advises ‘Serious concerns’. ‘Some concern’ will be advised to candidates who lack consciousness or leadership. In case both core competency and primary competencies are sufficient, CCP will advise ‘Minor concern’. Note the fact that a lack of personal competencies or relational competencies may influence the performance in a negative way. Yet the recommendations are based primarily on the results for the critical competencies, that is emotional stability, conscientiousness and leadership. In general, personality traits are rather fixed after the age of 30. If a certain personality trait is not present, the possibility of fully developing the relevant competency will proof very difficult. One will have to put full emphasis on developing the behaviour that is required, yet this will cost quite some effort since one has to fight his/her own nature. Nevertheless training and coaching can guide to improvement of the behaviour. CCP provides insight in the underlying traits that may influence the required behaviour in a negative way. During the education in your FTO or during the work as a pilot at your airliner, you can coach an individual to act in a different way than his/her natural way. The conclusions mentioned in the automated report describes the competencies and, if this is the case, the underlying lack of a trait. The possible outcomes and suggestions what can be done to improve the behaviour of a candidate will be discussed below. Note we do not pretend to be full-scaled. Personal stability is rather difficult to change. It is possible a major life event just occurred, what may influence the result at this time of life. However, highly sensitive persons tend to be more open to stimuli and have a tendency to (re)act in a less structured way. While overcoming these negative consequences in everyday life, persons who are emotionally less stable may have difficulties to act in a more analytical way during stress. If a stress situation occurs, most individuals tend to act upon their character traits. This is a risk in the flight operation. In order to improve the behaviour we need to take a closer look at the underlying traits. Personal stability is computed by resilience, stress tolerance and impulse control. A lack of resilience can effectuate a(n) (ab initio) pilot who makes a mistake during the flight procedure, will stick into a bad feeling and will not be able to get himself together in order to perform well. Sometimes a fear of failure is the basis of a lack of resilience. Fear of failure is often combined with a lower self-esteem. These traits are rather difficult to develop. Consequent awareness of successes and a positive way of looking at life is required. To change this behaviour, a different mind-set is required. One has to set his dot on the horizon and look forward instead of backward. One has to understand the past cannot be changed; yet the present can be influenced in a positive way.


A lack of stress tolerance Pilots have to function in an effective way when they are under pressure. If they experience too much stress their capacity to think logical and analytical decreases and in extreme situations they may panic. A trait like stress tolerance is difficult to develop. Yet, suggestions to cope with stress are mainly based on a good preparation and setting priorities well. A low impulse control can mean a pilot has not enough power to inhibit one’s direct impulses, yet act by their feelings instead of by logic. In risky situations a pilot has to stay calm. This character trait is also difficult to develop. Suggestions if a person lacks impulse control are to exercise the required behaviour so it will become a reflex to act in the right way. Consciousness is computed by the character traits ambition, accuracy and perseverance. If a pilot has a low score on ambition can mean a lack of motivation, striving for the best results and develop their capacities to the maximum. The risk is to settle for less, which can lead to errors as a consequence. A pilot has to learn every day in order to stay up to date to the fast changing environment. A suggestion to increase ambition requires a change of mind set. Consequences of a lack of accuracy are disorganisation, a less methodical and an insufficient precise and detailed approach. Since Standard Operating Procedures are important to follow, it is of risk if a pilot lacks accuracy. Suggestions to act more accurate are to prepare well, take time to act instead of working too fast and notifying a person when he/she makes mistakes. When an individual lacks perseverance he/she has a tendency to give up in difficult situations. Not only is perseverance a necessary competency during flight training, also on the job it is required. In spite of setback one has to perform until the goal is reached. Perseverance is rather difficult to develop. It may be connected to a fear of failure. Persons who do not have sufficient self-confidence may tend to give up too soon. On the other hand a lack of perseverance may have its origin in a lack of motivation, ambition and laziness. A suggestion to stimulate perseverance is to set proper aims and start to set reasonable standards, which can be met. Leadership is the sum of the traits dominance, persuasiveness and assertiveness. A person who lacks dominance has difficulty in stepping forward in groups and taking the lead. Also as a co-pilot a pilot has to show some dominance in order not to be succumbed by others. Especially for captains (to be) dominance is an important character trait. Dominance can be stimulated by a training personal effectiveness. During training a person can be put into a leading role. Some persons, who do not take that initiative their selves, may be positively stimulated if a leading role is given to them and their environment is aware of that fact. They have to be taught what is expected in that leading position, so they can experience and learn how to act. Observing others in the way they act, make use of non-verbal communication can serve as exemplary behaviour. On the other hand, too dominant persons may have to be told to give some space to other persons and not overrule them. A pilot has to be able to influence others. A lack of persuasiveness can mean one has too less impact so he/she will not be heard or taken seriously or he/she may have difficulties in argumentation. Suggestions to develop persuasiveness are a training personal effectiveness, training the argumentation skills and speak up in a way that has impact. Role-plays or psychological simulations are good instruments in this matter. Personal coaching can be another instrument to be used. Assertiveness refers to the ability to set boundaries, hold on to convictions in the face of resistance and to speak up for oneself. Assertiveness is relatively easy to develop. One can read various books that refer to this subject. Personal training and coaching is also very helpful. At first one has to think about his/ her own boundaries and stick to them. Furthermore is takes communication skills to speak up and not giving up. Experience learns ones a person has positive experiences in speaking up and noticing the positive reactions of their environment, it will serve as reinforcement.


A lack of executive orientation is due to a lack of concern for task (accuracy) and/or a lack of concern for people (empathy). Note: if both are low, the figure shows a balanced result; however, the competency executive orientation is insufficient in the end. A lack of accuracy is described above. If one has a lack of empathy he/she has difficulties in understanding another person’s state of mind and emotions by placing oneself in their position. This trait is difficult to develop. However, a person can be taught to understand that others can have a different perspective in viewing matters. By good observing (non-verbal) behaviour and learning what that can mean for others, it is possible in a more analytical way to keep the feelings of others into account. This requires good training and coaching however and will have to get emphasis for a long period of time. Too much empathy may be a risk for setting goals, organising well and depending too much on the feelings of the environment. Therefore a good balance is required between task orientation and people orientation. Lack of team orientation is due to a tendency to operate too independently (autonomy) and/or a tendency to operate too dependently (teamwork). The trait autonomy refers to a strong focus on reaching his/her own goals and not willing to compromise or regard the needs of the team. This will present problems when constructive cooperation is required in a group. Acting autonomous within a team will lead to a good balance. Suggestions to act not too independently lie mainly in good communication and interacting skills. In aviation pilots have in general the same goals. So striving for the mutual aims can be rather easy. Good communication of one’s own thoughts and goals and interacting with others to stay in touch and not act on one’s own track. Teamwork refers to the willingness and preference to operate as a constructive member of a group. However, if a person’s focus is too much on the team, he/she might act too dependent and lacks standing up for his/her own goals and thoughts. Group think is a serious threat in situations where major decisions have to be made. Too dependent behaviour may result in a passive behaviour pattern, which lacks rationality. Acting not too dependently is rather hard to develop. Suggestions to stimulate independence refer to developing self-confidence and assertive behaviour. Long-time training and coaching may have a positive effect. A lack of decision-making is due to a lack of focus (accuracy) and/or narrow mindedness (due to a lack of need for variation). A lack of accuracy is described above. If a person has less need for variation, the risk he/she is narrow minded and just acts upon the known instead of looking further and finding the best solution. He/she is less creative. The need for variation is rather hard to develop. Persons with a lack of need for variation tend to have a relatively small range of interests. It can be stimulated by information about other possibilities and a broader perspective. Lack of communication due to non-assertiveness (assertiveness) and/or insensitivity (lack of empathy). A low assertiveness as well as a lack of empathy is already described above. The relational competencies are being calculated by the mean of the consisting traits. A lack of Service orientation is due to a lack of empathy and/or a lack of helpfulness. Empathy is described above.


A lack of helpfulness refers to a less developed tendency to identify the needs of others and the willingness to help others in need. Those who lack helpfulness may have the conviction everyone has his/her own responsibility to solve their own problems. A solution-oriented way of stimulating helpfulness is to inform the candidate what other’s needs are and how to act upon it. If the candidate has a good motivation and sense of responsibility, his/her behaviour can be improved. A lack of sociability is due to a lack of openness and/or lack of need for variation. If a person has a low score for openness he/she tends to be more at ease in a solitary environment. He/she does not have a strong need to interact with others. This trait is rather difficult to develop and has a correlation with social and communicative skills. One can learn how to act in contacts; however a person will not feel comfortable. A lack for need for variation is described above. As described one single character trait can influence various competencies. For example if a person is rather analytical and less empathetic, one can often see the results to be quite conscious, independent and task oriented, yet less team and service oriented. Shy persons may find difficulties in leadership, communication and also good teamwork as being too dependent and not fully speaking up. They can be decisive yet they don’t communicate in an assertive way.


7. Re-take of tests In general, it is important for candidates to be fit on the day of the assessment. Not feeling good, being ill, lack of sleep or other kind of inconveniences may affect the results in a negative way. Also it is important to be disciplined and dedicated. Sometimes candidates think the test will be easy or of no importance and therefore give not their best. We advise you to put emphasis on this matter when you invite candidates to do the assessment. Re-take of the (Advanced) Compass tests on the day of the assessment is indicated (and can be provided by EPST without additional expenses) when:

� a technical failure occurred during the test period. � all results of a candidate show a good performance (F.E. all results are 5, 6 or 7), except for

one or maximum two tests.

In the case of candidates who fail the test, it is possible to re-take the test after some period of time. For Compass or Advanced Compass we recommend you to allow a re-test no sooner than after 3 months. This decreases the test-retest effect, which may influence the outcome of the results. Furthermore, we advise you to allow only 1 re-take. The re-take of the personality assessment by CCP can only be done after 1 year. Filling in the personality questionnaire can hardly be done wrong. A person is the way he/she is. Psychologists in general agree on the fact that the personality of an individual is a steady factor that is shaped until approximately a person has reached the age of 30. That means that under the age of 30 an individual can grow. Yet, this has to be given reasonable time. Therefore it is rather reasonless to re-take CCP before a wait of 1 year.


8 Administering the tests

8.1 Starting up the test station(s)

Switch on the station PC. Wait for the COMPASS Navigator (menu) screen or the Navigator icon to appear depending on how your PC start up is configured. If you are configured with a Navigator icon double click on the icon to bring up the Navigator screen. An example of the Navigator screen is shown in Figure 1. Each Navigator screen is customised to provide access to the tests and services requested by each client and therefore may be slightly different based on the local requirements. The button marked ‘Back up and send data’ initiates the automatic saving and transmission of all new test data held on the PC or server. The button marker ‘Shutdown’ switches off the station PC.

Figure 1: Navigator screen


8.2 Selecting the correct COMPASS test battery

The user can define the text for the menu buttons. In this example, the ‘Ab-initio tests’ button selects the Ab-initio COMPASS tests, Whether or not the Technical knowledge and CPP (Psychometric test) modules are activated in this COMPASS run depends on what modules are set for COMPASS during the installation and configuration of the system. Please note that a user needs to be validated for all required modules. The ‘Pilot tests’ button selects the Advanced-COMPASS tests and CPP (if applicable for this user) module. These tests are used to select already trained, licensed pilots. Select the test you wish the candidate to take by clicking on the appropriate button. This will bring up the test sequence that the candidate is required to complete.

8.3 The tests sequence

When you select either ‘Ab-initio tests’ or ‘Pilot tests’ the test sequence as specified in the installation will be started. The test supervisor should select either the Ab-initio or the Pilot menu in order to present the candidate with the correct test. The COMPASS front screen as in Figure 2 will appear.

Figure 2: COMPASS screen


The first COMPASS page asks the candidate to fill in name and simple personal data. When completed this opens a file to store the test scores which are assigned and recorded to a unique identifier related to the candidate’s name. Ensure that each test station has a plasticised copy of the COMPASS Mathematical tables A-B doc (on the COMPASS install CD) for the maths test with paper and pencil for the candidate to work answers. The system is now ready for the candidate. Full instructions for all the tests are given on screen. Normally there should be no need for the supervisor to give instructions to candidates during the tests. Note: To preserve the integrity of COMPASS candidates should not be permitted to remove the plasticised tables or the paper on which they have made calculations from the selection room. Calculators are not permitted for the maths test because this is a test of mental maths.

Figure 3: Test sequence screen with COMPASS completed


Figure 3 shows the test sequence screen with the COMPASS completed. Note the green light next to the COMPASS test buttons. If this light is red, the test was not completed successfully. There is also an indication (First name and Last name) of the candidate just completing the test for reference to the “test coach”. When the green light indicates that COMPASS is completed, the candidate has finished the tests. He / she should leave the test station and inform the test supervisor who can now set up the station for another candidate or sending results to the Selection-Server as required. The candidate’s results are automatically stored and recorded during the test. To prepare the test station for the next candidate the supervisor should press the ‘F8’ function key. This will return the station to the Navigator screen.

Figure 4: Standard sample menu screen


8.4 Trouble shooting

Power interrupt or failure: In the case where a candidate is taking the COMPASS or Advanced-COMPASS tests the computer will return to the start of the test in progress once the station PC is restarted and the Compass tests selected. The “administrator/supervisor” can navigate through the various test modules using the F9 key

once COMPASS is started.

Figure 5: Administrator menu

The following options are available:

� Continue current module - Continue from that point in the module � Retry current module - Restart the current module � Skip current module - Move to the next module � Stop Compass - Back to the menu system � Quit application - Stop all and back to PC � Debug Mode - Only to be used on EPST instructions

Calibration: Calibration of stick and rudder. Initial calibration should be made during the initial set up. This is done by through the CONFIG Hardware menu option. Any time the green lights on the main menu are not all green, calibration is required. The Hardware menu in CONFIG has a calibration test area to assist you. The pitch and roll trim wheels on the stick should not be moved once calibrated. If the X or Y calibration is shown as out of trim by a red light on the Main Menu page adjust the appropriate trim wheel until the light changes to green.


8.5 Sending data to EPST for analysis

At the end of testing select double F8 to return to the Navigator Main Menu screen (if necessary). Select ‘Back up and send data’ button. The first action is a backup of all the data into the archive directory. Data will remain in this directory. After the backup into the archive is made, the system will automatically connect to EPST’s Selection Server. The “test coach” can select (or de-select) items to be uploaded to the server. After the upload, the results of any test performed are immediately available on this server. The CPP results (a multi-page report) can immediately be downloaded and printed from the EPST Selection-Server. The overall advice from CPP will be displayed immediately after the upload is completed on the Selection-Server. After the upload, the uploaded files are deleted from the intermediate directory. Any files not uploaded (dummy or test files) should be deleted at this point by selecting them and press the “Delete Selected Result” button. For the upload of the data, you will see the following screen:

Figure 6: Upload screen

You can tick the box in the column Upload for each item you wish to upload and subsequently

select the button “Upload selected results”.


Figure 7: Username and password box Enter the Username and Password as provided by EPST. The selected results will be uploaded and removed from the list. Please note that the backup module has an archive system which will allow you to select and upload tests from the past. Just select the correct year, month and date and select the test or user you want to upload.

8.6 Access Selection Server for instant results

You can logon to the EPST Selection-Server by going to www.epst-selection.com. You will get the Username and Password box as specified in figure 7 above. After entering the correct data, you will see the following main screen:

Figure 8: Main screen Selection-Server


Here you can see the overall result for each test. By double clicking on the name you can see the detailed result for that test. The following is a sample for COMPASS:

Figure 9 Details of specific candidate on Selection-Server

By selecting the button Report an Adobe report for that candidate is produced and displayed. You can than print that report. A sample report is displayed further down in this document. Please note that if you are on the Candidate screen you can perform selections based on certain criteria, or sort the data in various order by clicking on the column header.


8.7 Setting Thresholds Each user can set its own threshold for each of the COMPASS and Advanced-COMPASS modules. Select “My Compass” on the main page of the EPST Selection Server.

Figure 9: Report thresholds

The Threshold settings will create a red background in the result sheet so that you can see immediately if a candidate obtained the required scores. Setting this threshold to 0 (zero) will remove any threshold information for that module.

8.8 Shutting down the test station

Use the ‘Shutdown PC’ button on the Navigator screen to shut down the PC workstation. This will complete the correct shut down procedure for your PC.


9 COMPASS installation Guide

9.1 Preparation and pre-requisite material

Prior to the installation of COMPASS or Advanced-COMPASS the following material need to be available on site:

A. Standard PC with WindowsXP or VISTA or Windows7 including access to internet ! B. For each PC a CH Flightstick PRO USB joystick and CH Pro-pedals USB from CH are

standard required peripheral equipment. This equipment should be connected and calibrated correctly prior to the installation. (There is no separate driver for the CH products required for Windows).

C. Calibration. This calibration takes place in your configuration – Game Controller screen. Under Windows please note that only USB equipment appears in de Game Controllers window. If you see an analogue joystick please remove this manually prior to the calibration process.

9.2 Installation of COMPASS

Firstly, make sure that ALL previous releases from COMPASS or Advanced-COMPASS are removed from the PC before installing this new version. Secondly, the following framework needs to be installed in advance of the compass installation. Both frameworks are supplied with the accompanying CD in the folder System. Microsoft .NET 4.0 Framework. (dotnetfx40.exe)

Microsoft Direct X (directx_9c_redist.ex) NOTE: Please note that an error message might appear informing you that these products are already installed on your PC. In that case just stop the install process for that product and continue with the next. We cannot check this automatically, hence this process just to be sure the products will be available for COMPASS. To install the product Compass, please execute the following steps:

Step 1: Install the Microsoft .NET 4.0 Framework

The Microsoft .Net Framework setup is located in the folder System

Step 2: Install Microsoft Direct X The Microsoft Direct X setup is located in the folder System

When the setup is started it will ask for a temporary folder which is needed to extract the setup files, for example “c:\tmp”. After the extract is done please execute the file dxsetup.exe located in the just created temporary folder. After installing Direct X the computer needs to be restarted. The temporary folder can be removed when the setup is completed.


Step 3: Install Compass

Start the setup.exe file which is located in the root folder of the CD. After the setup completes there will be a new program in the Start – All Program’s list called Compass. This will have two options Compass and Config. After installation run Config first! (Just “click” on it). Leave the CD in the drive for first time installations. !!!

Step 4: Configure Compass

After Step 3 you will see the Config program with various options at the left column where you can set the following import values/information:

- Computer identification

Click on the icon named “Test station”

The computer needs to be uniquely identified, so give the computer a name that uniquely identifies the computer in the target network and enter this name at “Station name”. The station name for you is in the EPST release letter accompanying this installation CD. (If you do not have that, please contact EPST, tel.: +31-30-2383232). You can add two figures like 01 – 99. As example: EPST01, EPST02 etc. are valid station names. NOTE: Any change to the Station name will invalidate the license key


- License key

Click on the icon named “license key”

The configuration wizard will show you an Activation Key. Send this Activation Key to EPST by E-mail. After you received the response codes, please enter these as product key.

- Module keys

Click on the icon named “license key”

Inside the panel named modules there is a list of all modules in this release and whether or not the module is activated. If you need a module to be activated, please obtain the module code for that module (or modules) from EPST. Enter this code as module key and the related module will be activated and automatically appear when Compass is started.


- Configure Hardware

Click on the icon named “hardware”

Hardware screen

Here you can specify your joystick and pedal device. To configure the pedal device compass needs to know which kind of data protocol is used. This can be done by selecting “Z Rotation” or “Z Axis”. Most USB devices use “Z Axis”. Calibration can be set and tested using this screen.

- Test Navigator (Compass Menu system) There is no specific documentation yet as to how to configure this. The current menu is configured to have four options as follows: COMPASS This will run the Ab-initio (candidate pilot) version of Compass with modules CONTROL, SLALOM, MATHS, MEMORY, ORIENTATION and TASK-MANAGER. If activated, this will follow with Tech-test and CPP.


Advanced-COMPASS

This will run the pilot (license holder) version of Compass (which we call Advanced-COMPASS) with modules CCT, ATPL, MATHS, MEMORY, ORIENTATION and TASK-MANAGER. If activated, this will follow with CPP.

Backup

This menu option allows you to upload the results to the EPST Selection Server. Before this action a backup is made on the local selection PC.

Shutdown This will shut down the PC

- Default settings

For Institute fill out your institute name as specified in the EPST release letter with this CD. Replace ASTANA with the correct name of your institute (as per the release letter). Select the country where the COMPASS tests are done (where COMPASS is installed). Don’t fill in the password at this time.


Set the files and backup directory with the browse option (see arrows). This is important and should be completed before starting Compass. The directory location and/or name are not important. Don’t change any other setting at this time (unless directed so by EPST).

- COMPASS

Compass screen

Here we can check the version of Compass installed (in this case 2.0 G) In addition you can set:

Privacy - No name appears in the database. Please DO NOT

USE for the moment as there is no link between the candidate and the internal number yet.

License Agreement - When highlighted the text from the file EULA in the

COMPASS directory will be displayed before the candidate can continue. Please do not use at this moment.

Language - The language page will appear before start of

COMPASS. Currently only Russian and English are implemented. Soon others will follow. If you only want English, please do not select this box.


- Sample configuration English Test and Verbal Reasoning

1. Select START – PROGRAMS – COMPASS Then select CONFIG

2. In CONFIG select NAVIGATOR

Click on any of the NAVIGATOR items with the right mouse, which opens a window, see screen picture below. You will see your menu options:

3. Now select “insert new item” This will add a line with “new item” which will be at the bottom.

4. Put the mouse on that and click with the right mouse button. Select “move item up” (this you can do several times until the items is where you want that menu option relative to the other menu options).

5. Put “Aviation Eng – Verbal Reasoning” in the name field (see screen below)


6. Select “Start application” in the Action box and select “Candidate Pilot” in the Application box.

7. Now select “Test settings” and you will see the following screen:


8. Un-select all modules (by clicking one time in the box in front of each modules) and only select English Test and Verbal Reasoning.

9. Also, please select “Hide compass introduction pages” (see blue arrow).

10. Now click on Apply, which will give you the following screen:


11. Now select “Save” (see arrow above) and Apply. This will give the message that the “Configuration file is successfully saved to disk”.

12. If you re-start COMPASS, you will now have the following menu:


9.3 Windows7 specific issues

There are a number of Windows7 security issues effecting COMPASS. 1. The three .xml files (config, navigator and license) from the install CD or Stick will not automatically copy in Windows7. You need to manually move them to the following directory: C:\Program Files\Compass 2. For security reasons in Windows7 a program cannot write to an .xml file in the Program Directory of the system unless the program will run in “Administrator” mode. (Select the CONFIG and COMPASS .exe file. R-mouse select properties, and then “Compatibility” as shown below.

If there are any questions about this menu change, please do not hesitate to contact EPST at +31-30-2383232 and we can simply guide you through these actions.


9.4 Minimum PC, joystick and pedal requirements

Following are the minimum requirements for the PC:

Processor Intel PIII , Intel P4 or AMD (at least >1.75 Ghz) not an Celeron processor

Memory At least 1 GB memory

Video card AGP / PCI EXPRESS videocard with at least 32 mb memory with GDI Support (Supported by most modern videocards) Example of such video cards: NVIDIA GEFORCE ATI RADEON

Monitor a 15" or 17" Monitor

Operating System COMPASS version 2.0 T works with the following systems: Windows XP Home edition or Professional or VISTA or Windows7

Joystick CH Flightstick PRO USB Pedals CH PRO PEDALS USB NOTE: The above hardware specifications are important. It is very important to ONLY use the specified joystick and pedals. EPST cannot be responsible for the results if the hardware used deviates from the above specifications.


APPENDIX

COMPASS RESULTS

TOTAL COMPASS (N=10456)

MEAN top 25% top 50%

Control 3,5 5 3

Slalom 5,7 7 6

Memory 5,02 6 5

Maths 3,32 4 3

Orientation 3,18 5 2

Taskmanager 4,69 6 5

Techtest 8,78 12 9

Grammer 6,27 7 6

Listening 5,82 6 5

Conversation 6,67 7 6

Verbal Reasoning 4,66 5 4

Appendix Figure A: Results COMPASS TOTAL REFERENCE SAMPLE

COMPASS N-America (N=793) S-America (N=157)

MEAN top 25% top 50% MEAN top 25% top 50%

Control 3,28 4 2 2,52 3 1

Slalom 5,01 6 5 6,86 7 7

Memory 5,17 6 5 4,78 5 4

Maths 3,14 4 3 2,04 2 1

Orientation 2,79 4 2 2,86 4 2

Taskmanager 4,49 5 4 3,86 5 3

Techtest 8,07 11 8 NA

Grammer 6,84 7 7 NA

Listening 6,31 7 6 NA

Conversation 6,92 7 7 NA

Verbal Reasoning 4,77 5 4 NA

Appendix Figure A1: Results COMPASS by continent: NORTH AMERICA and SOUTH AMERICA


COMPASS Africa (N=75) Europe (N=5039)


Control 2,14 2 1 3,76 5 3

Slalom 3,34 4 3 5,92 7 6

Memory 4,36 6 4 5,02 6 5

Maths 2,19 3 1 3,4 4 3

Orientation 1,36 1 1 3,4 5 3

Taskmanager 2,14 2 1 4,85 6 5

Techtest NA 8,95 12 9

Grammer NA 6,41 7 7

Listening NA 5,95 7 6

Conversation NA 6,72 7 7

Verbal Reasoning 4,54 5 4

Appendix Figure A2: Results COMPASS by continent: AFRICA and EUROPE

COMPASS

Oceania

(N=1292)

Asia

(N=2119)


Control 3,71 5 3 2,98 4 2

Slalom 5,9 7 6 5,41 6 5

Memory 4,89 6 5 5,36 6 5

Maths 3,38 5 3 3,79 5 4

Orientation 3,17 4 2 3,21 5 2

Taskmanager 5,07 6 5 4,65 6 5

Techtest 9,31 12 9 8,02 11 8

Grammer NA 5,78 6 5

Listening NA 5,44 6 5

Conversation NA 6,46 7 6

Verbal Reasoning NA 4,9 5 4

Appendix Figure A3: Results COMPASS by continent: Oceania and Asia


COMPASS

UK

(N=2868) Australia (N=1231)


Control 3,92 5 3 3,72 5 3

Slalom 6,39 7 7 5,92 7 6

Memory 4,99 6 5 4,92 6 5

Maths 3,45 5 3 3,43 5 3

Orientation 3,35 5 3 3,19 4 2

Taskmanager 4,89 6 5 5,15 6 5

Techtest 8,92 12 9 9,34 12 9

Grammer NA NA

Listening NA NA

Conversation NA NA

Verbal Reason. NA NA

Appendix Figure B1: Results COMPASS UK and Australia

COMPASS Netherlands (N=791) Hong Kong N=619)


Control 4,37 6 4 2,55 3 1

Slalom 5,37 6 5 5,96 7 6

Memory 5,13 6 5 6,11 7 6

Maths 3,73 5 3 4,86 6 5

Orientation 4,13 5 4 3,6 5 3

Taskmanager 5,52 6 5 5,77 7 6

Techtest 10,85 13 12 9,79 12 9

Grammer 6,76 7 7 NA

Listening 6,33 7 6 NA

Conversation 6,93 7 7 NA

Verbal Reasoni 4,84 6 4 NA

Appendix Figure B2: Results COMPASS Netherlands and Hong Kong


ADVANCED COMPASS RESULTS

ADVANCED COMPASS

TOTAL MEAN top 25% top 50%

CCT 6,06 7 6

APTL 6,12 7 6

Memory 5,21 6 5

Maths 4,15 5 4



Techtest 10 13 11

Grammer 6,57 7 7

Listening 6,58 7 7


Verbal Reaso 5,11 5 5

Appendix Figure B3: Results Advanced COMPASS TOTAL REFERENCE SAMPLE

ADVANCED North AmericN= 726 South AmericN=0

COMPASS MEAN top 25% top 50% MEAN top 25% top 50%

CCT 5,64 6 5

APTL 5,31 6 5

Memory 4,72 6 5

Maths 2,69 4 2



Techtest not available

Grammer 6,87 7 7

Listening 6,56 7 6


Verbal Reaso 5,09 5 5

Appendix Figure C1: Results Advanced COMPASS by continent: NORTH AMERICA and SOUTH AMERICA


ADVANCED Africa N= 61 Europe N= 1700


CCT 3,41 4 3 6,17 7 6

APTL 4,85 5 5 6,1 7 6

Memory 3,7 5 4 5,46 6 5

Maths 1,87 2 1 4,55 5 4

Orientation 1,03 1 1 4,32 6 4

Taskmanager 1,66 2 1 4,98 6 5

Techtest not available 9,44 12 9

Grammer not available 6,53 7 6

Listening not available 6,61 7 6

Conversationnot available 6,77 7 7

Verbal Reasonot available 5,13 5 5

Appendix Figure C2: Results Advanced COMPASS by continent: AFRICA and EUROPE

ADVANCED Oceania N= 182 Asia N= 4815


CCT 6,09 7 6 6,16 7 6

APTL 5,72 6 5 6,38 7 6

Memory 5,64 6 5 5,23 6 5

Maths 4,48 5 5 4,34 5 4

Orientation 4,23 5 4 3,53 5 3

Taskmanager 5,69 6 5 4,39 5 4

Techtest 10,78 13 11 not available

Grammer not available not available

Listening not available not available

Conversationnot available not available

Verbal Reasonot available not available

Appendix Figure C3: Results Advanced COMPASS by continent: Oceania and Asia


ADVANCED UAE N= 4395 UK N= 782


CCT 6,24 7 6 5,99 7 6

APTL 6,48 7 6 6,07 7 6

Memory 5,22 6 5 5,26 6 5

Maths 4,34 5 4 4,27 5 4

Orientation 3,51 5 3 3,96 5 3

Taskmanager 4,36 6 4 4,76 5 4

Techtest not available 9,4

Grammer not available not available

Listening not available not available

Conversationnot available not available

Verbal Reasonot available 5,18 5 5

Appendix Figure D1: Results Advanced COMPASS UAE and UK

Advanced Hong Kong (N= 342) Panama (N=620)

Compass MEAN top 25% top 50% MEAN top 25% top 50%

CCT 5,65 7 6 5,71 6 5

APTL 5,51 6 5 5,27 6 5

Memory 5,3 6 5 4,68 6 5

Maths 4,44 5 4 2,57 4 2

Orientation 3,85 5 3 2,3 3 1

Taskmanager 4,84 6 5 3,3 5 2

Techtest NA NA

Grammer NA NA

Listening NA NA

Conversation NA NA

Verbal Reasoning NA NA

Appendix Figure D2: Results Advanced COMPASS Hong Kong and Panama


Countries in the Continents

Bold printed Countries participated in the sample we used for our examination of the (Advanced)

COMPASS results.

North America

Anguilla, Antigua and Barbuda, Aruba, Bahamas, Barbados, Belize, Bermuda, Bonaire, Britisch

Virgin Islands, Canada, Cayman Islands, Clipperton Island, Costa Rica, Cuba, Curacao, Dominica,

Dominican Republic, El Salvador, Greenland, Grenada, Guadeoupe, Guatemala, Haiti, Honduras,

Jamaica, Martinique, Mexico, Montserrat, Navassa Island, Nicaragua, Panama, Puerto Rico, Saba,

Saint Barthelemy, Saint Kitts and Nevis, Saint Lucia, Saint Martin, Saint Pierre and Miquelon,

Saint Vincent and the Grenadines, Sint Eustatius, Sint Maarten, Trinidad and Tobago, Turks and

Caicos Islands, Unites States, United States Virgin Islands.

South America

Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Guyana, Paraguay, Peru, Suriname,

Uruguay, Venezuela.

Asia

Abkhazia, Afghanistan, Akrotiri and Dhekelia, Armenia, Azerbijan, Bahrain, Bangladesh, Bhutan,

British Indian Ocean Territory, Brunei, Cambodia, China, Christmas Island, Cocos (Keeling)

Islands, Turkish Cyprus, East Timor, Georgia, Hong Kong, India, Indonesia, Iran, Iraq, Israel,

Japan, Jordan, Kazakhstan, Kuwait, Kyrgyzstan, Laos, Lebanon, Macau, Malaysia, Maladives,

Mongolia, Myanmar (Burma), Nagorno-Karabakh, Nepal, Turkish Cyprus, North Korea, Oman,

Pakistan, Palestine, Philippines, Qatar, Saudi Arabia, Singapore, South Korea, South Ossetia, Sri

Lanka, Syria, Taiwan, Tajikistan, Thailand, Turkey, Turkmenistan, United Arab Emirates,

Uzbekistan, Vietnam, Yemen.

Europe

Aland Islands, Albania, Andorra, Austria, Belarus, Belgium, Bosnia and Herzegovina, Bulgaria,

Croatia, Czech Republic, Denmark, Estonia, Faroe Islands, Finland, France, Germany, Gibraltar,

Greece, Guernsey, Hungary, Iceland, Ireland, Isle of Man, Italy, Jersey, Kosovo, Latvia,

Liechtenstein, Lithuania, Luxembourg, Macedonia, Malta, Moldova, Monaco, Montenegro,

Netherlands, Norway, Poland, Portugal, Romania, Russia, San Marino, Serbia, Slovakia, Slovenia,

Spain, Svalbard, Sweden, Switzerland, Transnistria, Ukraine, United Kingdom, Vatican City.

Oceania

Australia, Fiji, Kiribati, Marshall Islands, Micronesia, Nauru, New Zealand, Palau, Papua New

Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, Vanuatu.

Africa

Algeria, Angola, Benin, Botswana, Burkina Faso, Burundi, Cameroon, Cape Verde, Central African

Republic, Chad, Comoros, Congo, Cote d’Ivoire, Democratic Republic of Congo (Congo-

Kinshasa), Djibouti, Egypt, Equatorial Guinea, Eritrea, Ethiopia, Gabon, Gambia, Ghana, Guinea,

Guinea-Bissau, Kenya, Lesotho, Liberia, Libya, Madagascar, Malawi, Mali, Mauritania, Mauritius,

Mayotte, Morocco, Mozambique, Namibia, Nigeria, Reunion, Rwanda, Saint Helena, Ascension

and Tristan da Cunha, Sao Tome and Principe, Senegal, Seychelles, Sierra Leone, Somalia,

Somaliland, South Africa, South Sudan, Sudan, Swaziland, Tanzania, Togo, Tunesia, Uganda,

Western Sahara, Zambia, Zimbabwe.

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