IPTC Case Study: Pilot Competencies · Janeen Adrion Kochan, PhD World Aviation Training Conference 20 April 2016 Orlando, FL. The International Pilot Training Consortium Mission

The International Pilot Training Consortium

(IPTC)

IPTC Case Study:

Pilot Competencies

Janeen Adrion Kochan, PhDWorld Aviation Training Conference

20 April 2016Orlando, FL


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.

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Working in partnership for improved safety, quality

and efficiency in commercial aviation worldwide


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

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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

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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.)

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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

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The 8 Core Competencies(ICAO Doc 9995)

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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

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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)

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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


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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

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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


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

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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

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IPTC is Rolling

Products ofIATA ITQI

Available on www.iata.org/itqi

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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).

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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

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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

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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

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Toward competency-based training in the US

• US FAA “New” Airman Certification Standards (ACS)

– Implementation begins June 2016

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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.

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What is the ACS?

Aeronautical

knowledgeKnow

Flight

proficiencyDo

Aeronautical

decision-making and

special emphasis

Consider

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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.

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Competency-based training

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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.

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Documents

IPTC Case Study: Pilot Competencies · Janeen Adrion Kochan, PhD World Aviation Training Conference 20 April 2016 Orlando, FL. The International Pilot Training Consortium Mission