Safety Regulation Group CAP 624 Air Traffic Controllers Performance Objectives Part 11 On-the-Job Training Instructor www.caa.co.uk
Safety Regulation Group CAP 624 Air Traffic Controllers Performance Objectives Part 11 On-the-Job Training Instructor October 2012
CAP 624 Part 11 On-the-Job Training Instructor Civil Aviation Authority 2012 All rights reserved. Copies of this publication may be reproduced for personal use, or for use within a company or organisation, but may not otherwise be reproduced for publication. To use or reference CAA publications for any other purpose, for example within training material for students, please contact the CAA at the address below for formal agreement. ISBN 978 0 11792 755 1 First issued January 1994 Second issue March 2003 Third issue May 2009 Fourth issue October 2012 Enquiries regarding the content of this publication should be addressed to: AATSD, Business Management, Safety Regulation Group, Civil Aviation Authority, Aviation House, Gatwick Airport South, West Sussex, RH6 0YR. The latest version of this document is available in electronic format at www.caa.co.uk, where you may also register for e-mail notification of amendments. Published by TSO (The Stationery Office) on behalf of the UK Civil Aviation Authority. Printed copy available from: TSO, PO Box 29, Norwich NR3 1GN www.tsoshop.co.uk Telephone orders/general enquiries: 0844 477 7300 E-mail: caa@tso.co.uk Fax orders: 0870 600 5533 Textphone: 0870 240 3701
CAP 624 Part 11 On-the-Job Training Instructor List of Effective Pages Part Section Page Date Part Section Page Date iii October 2012 Part 11 Foreword 1 October 2012 Part 11 Foreword 2 October 2012 Part 11 Key Roles and Topics 3 October 2012 Part 11 Key Roles and Topics 4 October 2012 Part 11 Key Roles and Topics 5 October 2012 Part 11 Key Roles and Topics 6 October 2012 Part 11 Key Roles and Topics 7 October 2012 Part 11 Key Roles and Topics 8 October 2012 Part 11 Key Roles and Topics 9 October 2012 Part 11 Key Roles and Topics 10 October 2012 October 2012 Page iii
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CAP 624 Part 11 On-the-Job Training Instructor Foreword 1 Introduction 1.1 Background This document is derived from the Requirements for Air Traffic Controllers developed for the European ATC Licence harmonisation project and has been updated to take account of requirements imposed by Commission Regulation (EU) No. 805/2011 laying down detailed rules for air traffic controllers licences and certain certificates pursuant to Commission Regulation (EC) No. 216/2008 of the European Parliament and of the Council. These requirements are the outcome of a functional analysis of the controller's job, which produce a series of statements called Performance Objectives which describe the actions, behaviours or outcomes that the controller should be able to demonstrate. Each control discipline contains a number of Key Roles. For instance a key role common to all ratings is to Correlate information useful for the safe and efficient conduct of flights. This key role is divided into two Topics, one dealing with Meteorological information and the other with Aeronautical information. Each Topic is then divided into Sub-topics, in this case to collect, to collate and to disseminate the information. Each sub-topic contains a number of Performance Objectives. Each Performance Objective is qualified by a statement of Conditions. Conditions describe the context in which the Performance Objectives apply which means in its simplest form can the controller act with equal ability by day or night, and in good or poor weather conditions? Finally the document contains details of the Essential Knowledge that is, the knowledge and understanding a controller needs to carry out the task. In order to separate aircraft, the controller must not only know the separation standard to be applied, he must also understand how to apply it. Similarly the controller needs to understand some aspects of the formation of thunderstorms in order to be able to predict their effect on operations and to make allowance for those effects when exercising control. Commission Regulation (EU) No. 805/2011 specifies in Annex II that compliance is required with EUROCONTROL s Specification for the ATCO Common Core Content Initial Training, edition of 21 October 2008. The requirement for the Common Core Content syllabus is designed to ensure that all ATC Initial Training carried out throughout the European Union (EU) is carried out to a given minimum standard. In this document, reference to the male gender should be understood to include both male and female persons, except where inappropriate. 1.2 Determining Competence by Assessment In order to determine Competence an Assessor (Examiner) seeks evidence of performance [Can the trainee controller actually do the job] both by direct observation and by reference to the training records. Assessment differs from an examination system, by taking a longer more detailed view of performance, rather than taking an intense but short sample of the trainees work. Performance is assessed in all areas under all conditions seeking to prove that the trainee can perform reliably and consistently to the required level of competence. October 2012 Page 1
CAP 624 Part 11 On-the-Job Training Instructor Performance must be assessed against the Performance Objectives on sufficient occasions to ensure competence has been demonstrated across all the Conditions for which performance evidence is required. Where performance is tested in only some of the contexts in the conditions, the application of knowledge must be tested by questioning for the remainder. All items listed as Content must be tested to prove an understanding of the knowledge, the underlying principles and the application of the knowledge to performance in the workplace. A Trainee who demonstrates practically that he can do the job and can explain his reasons for acting in a particular manner, thereby demonstrating understanding, has fulfilled all the requirements without the need for additional written testing. It is essential that the Assessor (Examiner) determines understanding, rather than pure knowledge, when determining competence. 1.3 Summary of Terms Conditions Describe the contexts in which the Performance Objective applies. Essential Knowledge The fundamental knowledge and understanding necessary to perform to the Requirements and to transfer the skills from one situation to another. Key Role Describes in broad terms, the principal components of the controller's job. Performance Objective Describes the actions of the controller that demonstrate the correct performance of the Sub-topic. Sub-topic Defines specific areas of the topic. Topic Divides the Key Role into definable common areas. 1.4 Language Proficiency UK requirements are detailed in CAP 624 Part 16. October 2012 Page 2
October 2012 Page 3 KEY ROLE AND TOPICS FOR ON-THE-JOB TRAINING INSTRUCTORS KEY ROLE PROVIDE TRAINING FOR AIR TRAFFIC CONTROLLERS AT OPERATIONAL AIR TRAFFIC CONTROL UNITS TOPICS TOPICS AND SUB-TOPICS FOR ON-THE-JOB TRAINING INSTRUCTORS KEY ROLE TOPICS OJT1 Prepare the instructor for on-the-job training OJT2 Prepare the student/trainee for on-the-job training OJT3 Teach, monitor and correct the student/trainee OJT4 Evaluate and debrief the student/trainee OJT5 Prepare and deliver a classroom lesson OJT1 PREPARE THE INSTRUCTOR FOR ON-THE-JOB TRAINING OJT2 PREPARE THE STUDENT/TRAINEE FOR ON-THE-JOB TRAINING OJT3 TEACH, MONITOR AND CORRECT THE STUDENT/TRAINEE OJT4 EVALUATE AND DEBRIEF THE STUDENT/TRAINEE OJT5 PREPARE AND DELIVER A CLASSROOM LESSON/PRESENTATION PROVIDE TRAINING FOR AIR TRAFFIC CONTROLLERS AT OPERATIONAL AIR TRAFFIC CONTROL UNITS SUB - TOPICS OJT1.1Determine the student/trainee s background and experience OJT1.2Determine the student/trainee s current level of ability OJT1.3Plan training OJT2.1Conduct a pre-session briefing OJT2.2Demonstrate and explain the job OJT3.1Conduct the training session OJT3.2Monitor the training session OJT3.3Correct errors OJT4.1Assess the student/trainee s performance OJT4.2Furnish written reports OJT4.3Debrief the student/trainee OJT4.4Take appropriate follow-up action OJT5.1Prepare a classroom lesson/presentation OJT5.2Deliver a classroom lesson/presentation CAP 624 Part 11 On-the-Job Training Instructor
October 2012 Page 4 Topic OJT1 PREPARE THE INSTRUCTOR FOR ON-THE-JOB TRAINING Sub-Topic OJT1.1 Determine the Student/Trainee s Background and Experience OJT1.1.1 OJT1.1.2 OJT1.1.3 The student/trainee s name and the name by which he wishes to be known is determined The student/trainee s background is determined Relevant previous experience of the student/trainee is determined Sources of evidence Induction information, questioning Topic OJT1 PREPARE THE INSTRUCTOR FOR ON-THE-JOB TRAINING Sub-Topic OJT1.2 Determine the Student/Trainee s Current Level of Ability OJT1.2.1 OJT1.2.2 Induction records Informal questioning techniques The student/trainee s current level of ability is determined Previous training reports are consulted for relevant evidence Sources of evidence Previous competence, training reports, questioning Training reports Progress and training assessments Accreditation for previous competence CAP 624 Part 11 On-the-Job Training Instructor
October 2012 Page 5 Topic OJT1 PREPARE THE INSTRUCTOR FOR ON-THE-JOB TRAINING Sub-Topic OJT1.3 Plan Training OJT1.3.1 OJT1.3.2 The specific training needs and relevant training objectives are determined Any time limitations in the training programme are determined Time limitations include Minimum and maximum acceptable training time Topic OJT2 PREPARE THE STUDENT/TRAINEE FOR ON-THE-JOB TRAINING Sub-Topic OJT2.1 Conduct a Pre-Session Briefing OJT2.1.1 OJT2.1.2 OJT2.1.3 OJT2.1.4 Training plan/schedule Target and maximum acceptable training time The aims and objectives of the session are stated The standard expected of the student/ trainee is stated The working conditions which apply during the session are explained Important procedures pertinent to the student/trainee s progress at the operational position are reviewed Environment Quiet room, operational environment Purpose of briefings Content of briefings CAP 624 Part 11 On-the-Job Training Instructor
October 2012 Page 6 Topic OJT2 PREPARE THE STUDENT/TRAINEE FOR ON-THE-JOB TRAINING Sub-Topic OJT2.2 Demonstrate and Explain the Job OJT2.2.1 OJT2.2.2 OJT2.2.3 The aims and objectives of the session are demonstrated thoroughly and completely Action is taken to ensure the student/ trainee s understanding of the aims and objectives of the training session Oral questions are used in an effective manner Environment Simulator, operational environment Traffic loading Light, moderate, busy Topic OJT3 TEACH, MONITOR AND CORRECT THE STUDENT/TRAINEE Sub-Topic OJT3.1 Conduct the Training Session OJT3.1.1 OJT3.1.2 OJT3.1.3 OJT3.1.4 OJT3.1.5 Demonstration techniques, the talk through Oral questioning techniques Human factors, dealing with people Control is retained by the instructor The student/trainee is encouraged to participate in the decision making The student/trainee s decision process is confirmed by questioning Misconceptions or misunderstandings are corrected Safety is not compromised Environment Simulator, operational environment Traffic loading Light, moderate, busy Able, lacking ability Responsibilities of the OJTI on an operational position CAP 624 Part 11 On-the-Job Training Instructor
October 2012 Page 7 Topic OJT3 TEACH, MONITOR AND CORRECT THE STUDENT/TRAINEE Sub-Topic OJT3.2 Monitor the Training Session OJT3.2.1 The correct level of support is provided for the student/trainee OJT3.2.2 The student/trainee is not overloaded OJT3.2.3 The occasions when it is necessary for the instructor to take control are correctly assessed OJT3.2.4 Control is taken in a positive manner ensuring the student/trainee enhances his learning from the experience OJT3.2.5 Safety is not compromised Environment Simulator, operational environment Traffic loading Light, moderate, busy Able, lacking ability Topic OJT3 TEACH, MONITOR AND CORRECT THE STUDENT/TRAINEE Sub-Topic OJT3.3 Correct Errors Responsibilities of the OJTI on an operational position Human factors, workload When and how to take control from the student/ trainee OJT3.3.1 Potentially dangerous errors are corrected before safety is compromised OJT3.3.2 Bad habits are corrected immediately OJT3.3.3 The student/trainee is permitted to witness the effects of errors which do not degrade safety OJT3.3.4 Account is taken of the student/trainee s experience Environment Simulator, operational environment Traffic loading Light, moderate, busy Able, lacking ability Classification of errors Breaching safety parameters resulting from bad habits or lack of experience Those that can be allowed to continue to show the resulting effects without compromising safety CAP 624 Part 11 On-the-Job Training Instructor
October 2012 Page 8 Topic OJT4 EVALUATE AND DEBRIEF THE STUDENT/TRAINEE Sub-Topic OJT4.1 Assess the Student/Trainee s Performance OJT4.1.1 OJT4.1.2 OJT4.1.3 OJT4.1.4 The student/trainee s performance is continuously monitored Performance is assessed against the aims and objectives of the session Allowance is made for lack of experience Oral questions are used in an effective manner Environment Simulator, operational environment Traffic loading Light, moderate, busy Able, lacking ability Topic OJT4 EVALUATE AND DEBRIEF THE STUDENT/TRAINEE Sub-Topic OJT4.2 Furnish Written Reports OJT4.2.1 OJT4.2.2 OJT4.2.3 OJT4.2.4 Monitoring techniques Oral questioning techniques Reports are clear, concise and easily understandable Reports are complete with all essential information Reports are correct and verifiable Reports are submitted promptly to the appropriate person Able, lacking ability Report writing CAP 624 Part 11 On-the-Job Training Instructor
October 2012 Page 9 Topic OJT4 EVALUATE AND DEBRIEF THE STUDENT/TRAINEE Sub-Topic OJT4.3 Debrief the Student/Trainee OJT4.3.1 OJT4.3.2 OJT4.3.3 OJT4.3.4 OJT4.3.5 OJT4.3.6 The student/trainee is permitted to recover from the session before debrief The student/trainee is allowed to comment upon his own progress Every important aspect of the student/ trainee s performance is covered The student/trainee s strengths are reinforced Weaknesses are discussed and the necessary remedial action is agreed The main points in the debrief are summarised Environment Quiet room, operational environment Able, lacking ability Topic OJT4 EVALUATE AND DEBRIEF THE STUDENT/TRAINEE Sub-Topic OJT4.4 Take Appropriate Follow-up Action OJT4.4.1 OJT4.4.2 OJT4.4.3 Purpose of a debrief Debrief techniques The need to take appropriate action where the instructor is unable to resolve specific problems is recognised Unresolved problems are promptly referred to the appropriate person A clear, objective and unbiased account of the problem is given Environment Quiet room, operational environment Over-confident, lacking confidence Lacking ability Failing to meet targets Relationships Personality clashes Problem solving Report writing Chain of responsibility Human factors CAP 624 Part 11 On-the-Job Training Instructor
October 2012 Page 10 Topic OJT5 PREPARE AND DELIVER A CLASSROOM LESSON/PRESENTATION Sub-Topic OJT5.1 Prepare a Classroom Lesson/Presentation OJT5.1.1 OJT5.1.2 OJT5.1.3 OJT5.1.4 OJT5.1.5 The subject matter is fully researched The subject matter is fully covered The lesson plan follows a logical sequence Visual aids emphasise the key points Visual aids are appropriate Student/trainee numbers Single and multiple Able, lacking ability Topic OJT5 PREPARE AND DELIVER A CLASSROOM LESSON/PRESENTATION Sub-Topic OJT5.2 Deliver a Classroom Lesson/Presentation Classroom instruction techniques Preparation of visual aids OJT5.2.1 The subject matter is outlined OJT5.2.2 Student/trainees are made aware that questions will be accepted during the lesson OJT5.2.3 Student/trainees questions are fully answered OJT5.2.4 Visual aids are used correctly OJT5.2.5 The lesson is free of jargon OJT5.2.6 The lesson is correctly summarised Student/trainee numbers Single and multiple Able, lacking ability Presentation techniques CAP 624 Part 11 On-the-Job Training Instructor