The International Pilot Training Consortium (IPTC) IPTC Case Study: Pilot Competencies Janeen Adrion Kochan, PhD World Aviation Training Conference 20 April 2016 Orlando, FL
The International Pilot Training Consortium Mission Statement The International Pilot Training Consortium aims to improve safety, quality and efficiency of commercial aviation by developing common understandings on standards and processes for pilot training, instruction and evaluation to the benefit of the industry worldwide. Working in partnership for improved safety, quality and efficiency in commercial aviation worldwide 2
The International Pilot Training Consortium Steering Committee (IATA, ICAO, IFALPA, RAeS) Associate Members Civil Aviation Authorities (CAAs) Aviation Safety Organisations Other Appropriate Industry Stakeholders 6 Workstreams Licensing & Regulation Outreach & Recruitment Pilot Competencies Prevention of LOC in Flight (PLOC-I) Training Devices Training Practices Working in partnership for improved safety, quality and efficiency in commercial aviation worldwide 3
The International Pilot Training Consortium Training Practices Workgroups Work is distributed across 5 Workgroups and 50 member SMEs from around the world and industry WG #2 WG #3 WG #4 WG #5 WG #6 Evidence Based Training Implementation FSTD ATC Voice Communication Training Task Specific Helicopter Pilot Training Training Practices in the Use of Pilot Competencies Ground Training Working in partnership for improved safety, quality and efficiency in commercial aviation worldwide 4
What is competency? A combination of skills, knowledge and attitude required to perform a task to the prescribed standard. ICAO Procedures for Air Navigation Services Training (PANS-TRG, Doc 9868) The capability to apply or use a set of related knowledge, skills, and abilities required to successfully perform "critical work functions" or tasks in a defined work setting. Competencies often serve as the basis for skill standards that specify the level of knowledge, skills, and abilities required for success in the workplace as well as potential measurement criteria for assessing competency attainment. (Krathwohl, Bloom, and Masia Taxonomy of Educational Objectives. Handbook II.) 5
What is competency-based training? Justification of training need through systematic analysis and identification of indicator for evaluation Use of job and task analyses to determine performance standards Identification of the characteristics of the trainee population Development of criterion-referenced, valid, reliable and performance-oriented tests Development of curriculum based on adult learning principles with an optimal path to attainment of competencies 6
The 8 Core Competencies (ICAO Doc 9995) 1. AOP Application of procedures 2. COM Communication (COM) 3. AFM-A Aircraft Flight Path Management, Automation 4. AFM-M Aircraft Flight Path Management, Manual Control 5. LTW Leadership and Teamwork 6. PSD Problem Solving and Decision Making 7. SAW Situation Awareness 8. WLM Work Load Management Knowledge is a requirement within ALL 8 competencies 7
Behavioral Indicators In order to achieve the competencies, related knowledge, skills and attitudes are necessary Achievement of those competencies is assessed using behavioural indicators (B.I.s), which should meet the required level of performance, as established by the operator for its specific operation (NORM) 8
Behavioral Indicators Competency Competency Description Behavioural indicator Application of Procedures Communication Aircraft Flight Path Management, automation Aircraft Flight Path Management, manual control Identifies and applies procedures in accordance with published operating instructions and applicable regulations, using the appropriate knowledge. Demonstrates effective oral, non-verbal and written communications, in normal and non-normal situations. Controls the aircraft flight path through automation, including appropriate use of flight management system(s) and guidance. Controls the aircraft flight path through manual flight, including appropriate use of flight management system(s) and flight guidance systems. Identifies the source of operating instructions Follows SOP s unless a higher degree of safety dictates an appropriate deviation Identifies and follows all operating instructions in a timely manner Correctly operates aircraft systems and associated equipment Complies with applicable regulations. Applies relevant procedural knowledge Ensures the recipient is ready and able to receive the information Selects appropriately what, when, how and with whom to communicate Conveys messages clearly, accurately and concisely Confirms that the recipient correctly understands important information Listens actively and demonstrates understanding when receiving information Asks relevant and effective questions Adheres to standard radiotelephone phraseology and procedures Accurately reads and interprets required company and flight documentation Accurately reads, interprets, constructs and responds to datalink messages in English Completes accurate reports as required by operating procedures Correctly interprets non-verbal communication Uses eye contact, body movement and gestures that are consistent with and support verbal messages Controls the aircraft using automation with accuracy and smoothness as appropriate to the situation Detects deviations from the desired aircraft trajectory and takes appropriate action Contains the aircraft within the normal flight envelope Manages the flight path to achieve optimum operational performance Maintains the desired flight path during flight using automation whilst managing other tasks and distractions Selects appropriate level and mode of automation in a timely manner considering phase of flight and workload Effectively monitors automation, including engagement and automatic mode transitions Controls the aircraft manually with accuracy and smoothness as appropriate to the situation Detects deviations from the desired aircraft trajectory and takes appropriate action Contains the aircraft within the normal flight envelope Controls the aircraft safely using only the relationship between aircraft attitude, speed and thrust Manages the flight path to achieve optimum operational performance Maintains the desired flight path during manual flight whilst managing other tasks and distractions Selects appropriate level and mode of flight guidance systems in a timely manner considering phase of flight and workload Effectively monitors flight guidance systems including engagement and automatic mode transitions 9
Behavioral Indicators Leadership and Teamwork Problem Solving and Decision Making Situation Awareness Workload Management Demonstrates effective leadership and team working. Accurately identifies risks and resolves problems. Uses the appropriate decisionmaking processes. Perceives and comprehends all of the relevant information available and anticipates what could happen that may affect the operation. Manages available resources efficiently to prioritize and perform tasks in a timely manner under all circumstances. Understands and agrees with the crew s roles and objectives. Creates an atmosphere of open communication and encourages team participation Uses initiative and gives directions when required Admits mistakes and takes responsibility Anticipates and responds appropriately to other crew members needs Carries out instructions when directed Communicates relevant concerns and intentions Gives and receives feedback constructively Confidently intervenes when important for safety Demonstrates empathy and shows respect and tolerance for other people. Engages others in planning and allocates activities fairly and appropriately according to abilities Addresses and resolves conflicts and disagreements in a constructive manner Projects self-control in all situations Seeks accurate and adequate information from appropriate sources Identifies and verifies what and why things have gone wrong Employ(s) proper problem-solving strategies Perseveres in working through problems without reducing safety Uses appropriate and timely decision-making processes Sets priorities appropriately Identifies and considers options effectively. Monitors, reviews, and adapts decisions as required Identifies and manages risks effectively Improvises when faced with unforeseeable circumstances to achieve the safest outcome Identifies and assesses accurately the state of the aircraft and its systems Identifies and assesses accurately the aircraft s vertical and lateral position, and its anticipated flight path. Identifies and assesses accurately the general environment as it may affect the operation Keeps track of time and fuel Maintains awareness of the people involved in or affected by the operation and their capacity to perform as expected Anticipates accurately what could happen, plans and stays ahead of the situation Develops effective contingency plans based upon potential threats Identifies and manages threats to the safety of the aircraft and people. Recognizes and effectively responds to indications of reduced situation awareness. Maintains self-control in all situations Plans, prioritizes and schedules tasks effectively Manages time efficiently when carrying out tasks Offers and accepts assistance, delegates when necessary and asks for help early Reviews, monitors and cross-checks actions conscientiously Verifies that tasks are completed to the expected outcome Manages and recovers from interruptions, distractions, variations and failures effectively 10
Behavioral Indicators Problem Solving & Decision Making Seeks accurate and adequate information from appropriate sources Identifies and verifies what and why things have gone wrong Employ(s) proper problem-solving strategies Perseveres in working through problems without reducing safety Uses appropriate and timely decision-making processes Sets priorities appropriately Identifies and considers options effectively Monitors, reviews, and adapts decisions as required Identifies and manages risks effectively Improvises when faced with unforeseeable circumstances to achieve the safest outcome Improves performance through evaluating the effectiveness of own problem solving and decision-making 11
How are competencies used in pilot training today? Process developed to research the question: 1. Define the constructs 2. Identify resources 3. Utilize workgroup members to collect data on competency-based pilot training 4. Decompose each training program into elements 5. Compare and contrast the programs by element 6. Evaluate outcomes of the programs 7. Make data-based recommendations 12
1. Define the constructs Construct Assessment Assessment (Evidence) guide Behaviour Behavioural indicator ICAO Doc Definition The determination as to whether a candidate meets the requirements of the competency standard. Reference Document ICAO Doc 9995 ICAO Doc 10011 A guide that provides detailed information (e.g. tolerances) in the form of evidence that an instructor ICAO Doc or an evaluator can use to determine 9868 whether a candidate meets the requirements of the competency standard. The way a person responds, either ICAO Doc overtly or covertly, to a specific set 9995 ICAO of conditions, which is capable of Doc 1001 being measured. An overt action performed or statement made by any flight crew member that indicates how the crew is handling the event. ICAO Doc 9995 Doc 10011 Related Construct Behavioral Markers Definition Reference Document Behavioral markers are provided to assist organizations in program and curriculum development and to serve FAA AC 120-51E as guidelines for feedback. They are not presented as a checklist for evaluating individual crewmembers. 13
2. Identify resources 14
2. Identify resources Products of IATA ITQI IPTC is Rolling Available on www.iata.org/itqi 15
3. Data collection from team Application of competencies in pilot training worksheet Country; Airline, Training Program, or Flight Training Organization US Airline: US Airways Express US Flight Training Organization: Aviation Performance Solutions (APS) Name of Program, Type of Program, Years in Effect, FAA Advanced Qualification Program (AQP); 25 years Upset Prevention and Recovery Training; 10 years General List of Competencies Applied -Exercise Captain s authority or responsibility - Fulfill first officer of flight engineer responsibility -Developed program from draft ICAO Manual on Aeroplane Upset Prevention and Recovery - Communication - Aircraft Flight Path Management, Manual Control - Automation - Situational Awareness Type of Trainee/ Phase of Training where Applied Airline pilots/ Initial, upgrade, recurrent All levels of pilots/ Initial, Refresher Comments (Challenges, Successes, Failures) One of first US air carriers to implement AQP. Reorienting the management, pilots and instructors mindset to competency-based (vice performance-based) training and evaluation required consistent refinement and communication regarding the program. As a specialty flight training organization, Upset Prevention and Recovery Training for numerous training programs. APS developed and implemented competencybased training in their training program. Their competencies are consistent with ICAO Doc 10011 (UPRT), 9995 (Manual of Evidenced-Based Training) and 9868 (Procedures for Air Navigation Services Training). 16
4-7 in progress 4. Decompose each training program into elements 5. Compare and contrast the programs by element 6. Evaluate outcomes of the programs 7. Make data-based recommendations 17
Challenges to competency-based training Inertia Lack of understanding of the process Participation of aviation authorities Perception of increased training costs Not knowing the goal 18
Goal: approximate an expert pilot Aviation Experiences Number Types Meaningful Relevant Recent Values Metacognition Risk Management Expert Pilot Expectations Attentional Control Hazard Awareness Perceptions Satisficing Cognitive Flexibility Dynamic Problem Solving Decision-Making Strategies 19
Toward competency-based training in the US US FAA New Airman Certification Standards (ACS) Implementation begins June 2016 20
What is the ACS? Airman Certification Standards Enhanced version of the PTS Adds task-specific knowledge and risk management elements to each PTS Area of Operation/Task. Result = integrated presentation of specific knowledge, skills, and risk management elements and performance metrics for each Task. 21
What is the ACS? Aeronautical knowledge Know Aeronautical decision-making and special emphasis Consider Flight proficiency Do 22
How is the ACS better? By integrating knowledge and risk management elements with skill elements and a standards-based coding scheme, the ACS: Enables a holistic approach to standards, guidance, and testing. Provides better information and feedback to applicants, instructors, evaluators, and inspectors. Allows the FAA to develop better test questions that are clearly tied to need-to-know standards and supported by guidance (handbooks). Reduces subjectivity and increases system-wide standardization. Enhances safety by ensuring that Task elements are clearly defined and that standards, guidance and testing for airman certification all work together effectively. 23
Competency-based training 24
The International Pilot Training Consortium Mission Statement The International Pilot Training Consortium aims to improve safety, quality and efficiency of commercial aviation by developing common understandings on standards and processes for pilot training, instruction and evaluation to the benefit of the industry worldwide. Working in partnership for improved safety, quality and efficiency in commercial aviation worldwide 25