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The International Pilot Training Consortium
(IPTC)
IPTC Case Study:
Pilot Competencies
Janeen Adrion Kochan, PhDWorld Aviation Training Conference
20 April 2016Orlando, 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.
2
Working in partnership for improved safety, quality
and efficiency in commercial aviation worldwide
The International Pilot Training Consortium
Steering Committee
(IATA, ICAO, IFALPA, RAeS)
Licensing & Regulation
Outreach & Recruitment
Pilot Competencies
Prevention of LOC in Flight
(PLOC-I)
Training Devices
Training Practices
Associate Members Civil Aviation Authorities (CAAs)
Aviation Safety Organisations
Other Appropriate Industry
Stakeholders
6 Workstreams
3
Working in partnership for improved safety, quality
and efficiency in commercial aviation worldwide
The International Pilot Training Consortium
Work is distributed across 5 Workgroups and 50 member
SMEs from around the world and industry
Training Practices Workgroups
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
GroundTraining
4
Working in partnership for improved safety, quality
and efficiency in commercial aviation worldwide
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)
7
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
8
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)
9
Competency Competency Description Behavioural indicator
Application of Procedures
Identifies and applies procedures in accordance with published operating
instructions and applicable regulations, using the appropriate knowledge.
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
Communication
Demonstrates effective oral, non-verbal
and written communications, in normal
and non-normal situations.
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
Aircraft Flight Path
Management, automation
Controls the aircraft flight path through automation, including appropriate use of
flight management system(s) and
guidance.
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
Aircraft Flight Path
Management, manual
control
Controls the aircraft flight path through
manual flight, including appropriate use of flight management system(s) and flight
guidance systems.
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
Behavioral Indicators
10
Behavioral Indicators
Leadership and Teamwork
Demonstrates effective leadership and team working.
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
Problem Solving and
Decision Making
Accurately identifies risks and resolves problems. Uses the appropriate decision-
making processes.
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
Situation Awareness
Perceives and comprehends all of the relevant information available and
anticipates what could happen that may
affect the operation.
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.
Workload Management
Manages available resources efficiently to prioritize and perform tasks in a timely
manner under all circumstances.
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
11
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
Behavioral Indicators
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 constructsConstruct
ICAO Doc Definition Reference
Document
Related
Construct
Definition Reference
Document
Assessment
The determination as to whether a
candidate meets the requirements
of the competency standard.
ICAO Doc
9995 ICAO
Doc 10011
Assessment
(Evidence)
guide
A guide that provides detailed
information (e.g. tolerances) in the
form of evidence that an instructor
or an evaluator can use to determine
whether a candidate meets the
requirements of the competency
standard.
ICAO Doc
9868
Behaviour
The way a person responds, either
overtly or covertly, to a specific set
of conditions, which is capable of
being measured.
ICAO Doc
9995 ICAO
Doc 1001
Behavioural
indicator
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
Behavioral
Markers
Behavioral markers are
provided to assist
organizations in program
and curriculum
development and to serve
as guidelines for feedback.
They are not presented as
a checklist for evaluating
individual crewmembers.
FAA AC 120-51E
13
2. Identify resources
14
IPTC is Rolling
Products ofIATA ITQI
Available on www.iata.org/itqi
15
2. Identify resources
3. Data collection from teamApplication of competencies in pilot training worksheet
Country; Airline,
Training Program, or
Flight Training
Organization
Name of Program,
Type of Program,
Years in Effect,
General List of
Competencies
Applied
Type of
Trainee/ Phase
of Training
where Applied
Comments (Challenges,
Successes, Failures)
US Airline: US Airways
Express
FAA Advanced
Qualification Program
(AQP); 25 years
-Exercise Captain’s authority or
responsibility
- Fulfill first officer of
flight engineer
responsibility
Airline pilots/
Initial, upgrade,
recurrent
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.
US Flight Training
Organization: Aviation
Performance Solutions
(APS)
Upset Prevention and
Recovery Training; 10
years
-Developed program
from draft ICAO Manual
on Aeroplane Upset
Prevention and
Recovery
- Communication
- Aircraft Flight Path
Management, Manual
Control
- Automation
- Situational Awareness
All levels of pilots/
Initial, Refresher
As a specialty flight training
organization, Upset Prevention
and Recovery Training for
numerous training programs.
APS developed and
implemented competency-
based 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. 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
4-7 in progress
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
“Expert Pilot”
Hazard
Awareness
Values
Aviation Experiences
Dynamic Problem Solving
Attentional
Control
Risk
Management
Metacognition
Expectations
Perceptions
Decision-Making
Strategies
Cognitive
Flexibility
Satisficing
Number Types Meaningful RecentRelevant
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
knowledgeKnow
Flight
proficiencyDo
Aeronautical
decision-making and
special emphasis
Consider
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.
25
Working in partnership for improved safety, quality
and efficiency in commercial aviation worldwide
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