Training solutions design following the principles of competency-based training and assessment (CBTA)
The objectives of the CBTA training solutions are to:
Validate that pilots are competent and confident for a safe and efficient return to operations
Support the design of training sessions that covers equivalent or more training objectives compared to traditional recurrent training and checking
Provide operators with an alternative mean of compliance to their approved recurrent training and checking program
The pilot competencies
IATA recommends following the latest ICAO provisions for competency-based training and assessment.
AOCs and ATOs should use two sets of competencies:
The 9 pilot competencies (PC) are:
PC 0 Application of Knowledge
PC 1 Application of Procedures and Compliance with Regulations
PC 2 Communication
PC 3 Aeroplane Flight Path Management, automation
PC 4 Aeroplane Flight Path Management, manual control
PC 5 Leadership and Teamwork
PC 6 Problem Solving and Decision Making
PC 7 Situation Awareness and Management of Information
PC 8 Workload Management
The 5 instructor/evaluator competencies (IEC) are:
IEC 1 Pilot competencies (see above)
IEC 2 Management of the Learning Environment
IEC 3 Instruction
IEC 4 Interaction with the trainee
IEC 5 Assessment and Evaluation
Note: Detailed information can be obtained in the
IATA / IFALPA Guidance Material for Instructor and Evaluator Training.
CBTA principles
Concept
This white paper describes a competency-based approach for pilot training sessions. Following the ICAO "ADDIE" (Analyze, Design, Develop, Implement and Evaluate) model, the CBTA training program should include the following five components and related outputs:
|
No. |
Component |
Output |
1 |
Analysis of the training need |
Training specification |
2 |
Design of the competency model including performance criteria |
2.1. Competency model
2.2. Training assessment plans |
3 |
Development of the training and assessment materials |
Training materials, assessments, examinations |
4 |
Conduct of the course |
Competent and confident pilots |
5 |
Evaluation of the course including the assessment and training plans |
Course report |
Preparing the CBTA training sessions
The first step (No. 1 above) of the ADDIE model is to thoroughly analyze the training need, which will result in a training specification.
The resulting training specification should provide answers to questions regarding the purpose of the training, the tasks associated with the purpose, the operational environment, the technical, regulatory and organizational requirements. For the refresher training, these questions can be answered by referring to the existing documentation of the AOC/ATO.
Output No. 2.1 requires the design of the competency model, including the performance criteria (the competency standards and conditions). For the refresher training it is assumed that the competency model of the AOC/ATO is already in place.
Standards: For the refresher training it is assumed that the final competency standard is already defined and implemented for the existing recurrent training and assessment scheme.
Conditions: The conditions under which the competencies of the trainees will be assessed (nature and complexity of the operational and environmental context; tools and systems/equipment) comprise the given operating environment of the AOC/ATO.
Development of the assessment and training plans (No. 2.2) and the training materials (No. 3) is based on the training specification, which will include any special emphasis of the program.
Special emphasis
The pilots need to be trained and assessed in all 9 pilot competencies to the organization's final competency standard. However, the AOC and the ATO may decide to put special emphasis on the competencies that have been identified, during the training gap analysis, as critical for the successful performance in the context of return to operations.
