International Federation of Air Traffic Controllers Associations

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2 Doc 10056: the workflows Competency-Based Training and Assessment Workshop 2

3 IN THIS MODULE: - ADDIE model in more details - Overview of Doc Workflows 1, 2.1, 2.2 and 3 - Overview of Workflows 4 and 5 3

4 Based on the ADDIE Model Five phases of ADDIE are each represented by one workflow Each workflow requires input (either local or ICAO documents) These inputs are processed to produce one or more output(s) Outputs are reused for the next workflow 4

5 Based on the ADDIE Model Analyse Evaluate Design Implement Develop 5

6 A few key points We will concentrate mainly on Workflows 1 to 3 Material development, OJTI techniques: literature + experience Chapters 4-7: specific applications of CBTA Same will apply in November 2020 with the ICAO OJTI manual 6

7 What you need to start? PANS-TRG Part IV Chapter 2 and the ICAO framework Doc 10056, mainly Chapter 2 Certain documents from your organization (and of course time and resources!) 7

8 The ICAO competency framework Situation awareness Separation and conflict resolution Coordination Problem solving and decision making Workload management Traffic and capacity management Communication Management of non-routine situations Self-management and continuous development Teamwork 8

9 About the framework Generic, high level, applies to ALL ratings and ALL phases of training and assessment It needs to be adapted to the environment (workflow 1) Observable behaviours are used to develop the adapted competency model (workflow 2.1) The adapted model is used to design the training and assessment plans (workflow 2.2) 9

10 Overview of doc Chapter 1 Chapter 2 Chapter 3 Chapter Regulatory requirements (Annex 1) - Competency-based training and framework - How to use the manual - ADDIE model, step-by-step process - Pre-requisites to start Step-by-step process for analysing and designing competency-based training (the workflows) Role of instructors and assessors Phases of training (initial, unit, refresher and conversion) 10

11 Expect Do NOT expect A detailed, step-by-step process to analyse training needs and design CBTA Basic elements on the three last steps of the ADDIE model Elements specific to each phases of training A template syllabus (copypaste) Instructional techniques Administrative policies Procedures on how to develop training programmes 11

12 WORKFLOW 1 WORKFLOW 2 WORKFLOW 3 WORKFLOW 4 WORKFLOW 5 The workflows Analyse training need Design local competency based training Develop the training and assessment materials Implement or conduct the course Evaluate the course 12

13 The outputs of the workflows Workflow 1 Workflow 2.1 Training specification Adapted competency model Workflow 2.2 Training plan Assessment plan Workflow 3 Training and assessment materials 13

14 The outputs of the workflows Workflow 4 Workflow 5 Competent trainees! Course report 14

15 The outputs of the workflows Training Specification Adapted Competency Model Assessment Plan Training Plan Training and assessment materials Purpose of training, task list and requirements COMPETENCIES to be achieved by the end of training PERFORMANCE CRITERIA: OBs, C and S used to judge if the performance has been achieved. Events, tools to determine if competence has been achieved Used to structure, develop and deliver the training Course programme, training notes, manuals, presentations, simulated exercises, etc. 15

16 Workflows are systemic The first two workflows, ANALYSE training needs and DESIGN local competency-based training and assessment, establish the training specification, the adapted competency model, the assessment plan and the training plan. Input Process Output Input 16

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