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CBTA Instructional System Design

The document describes an instructional system design for competency-based training and assessment (CBTA) of pilots. It outlines the objectives of CBTA training solutions as validating pilot competence for safe return to operations while covering equivalent or more training objectives than traditional programs. CBTA follows ICAO provisions and uses 9 pilot competencies and 5 instructor competencies. The CBTA training program design follows the ICAO ADDIE model of analyzing needs, designing competency models, developing materials, conducting training, and evaluating outcomes. The design process and special emphasis for refresher training are also outlined.

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328 views4 pages

CBTA Instructional System Design

The document describes an instructional system design for competency-based training and assessment (CBTA) of pilots. It outlines the objectives of CBTA training solutions as validating pilot competence for safe return to operations while covering equivalent or more training objectives than traditional programs. CBTA follows ICAO provisions and uses 9 pilot competencies and 5 instructor competencies. The CBTA training program design follows the ICAO ADDIE model of analyzing needs, designing competency models, developing materials, conducting training, and evaluating outcomes. The design process and special emphasis for refresher training are also outlined.

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Toto Subagyo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CBTA Instructional System Design 21/02/24 10.

02

CBTA Instructional System Design


Training solutions design following the principles of competency-
based training and assessment (CBTA)

The objectives of the CBTA training solutions are to:

Validate that pilots are competent and confident for a safe and
efficient return to operations

Support the design of training sessions that covers equivalent or


more training objectives compared to traditional recurrent training
and checking

Provide operators with an alternative mean of compliance to their


approved recurrent training and checking program

The pilot competencies

IATA recommends following the latest ICAO provisions for competency-


based training and assessment.

AOCs and ATOs should use two sets of competencies:

9 Pilot competencies (8 Pilot competencies as proposed by ICAO and


the competency "Application of Knowledge" as proposed by EASA
for EBT - see Annex 1), and

5 Instructor/Evaluator competencies (5 Instructor/Evaluator


competencies as proposed by ICAO - see Annex 2)

The 9 pilot competencies (PC) are:

PC 0 Application of Knowledge

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CBTA Instructional System Design 21/02/24 10.02

PC 1 Application of Procedures and Compliance with Regulations

PC 2 Communication

PC 3 Aeroplane Flight Path Management, automation

PC 4 Aeroplane Flight Path Management, manual control

PC 5 Leadership and Teamwork

PC 6 Problem Solving and Decision Making

PC 7 Situation Awareness and Management of Information

PC 8 Workload Management

The 5 instructor/evaluator competencies (IEC) are:

IEC 1 Pilot competencies (see above)

IEC 2 Management of the Learning Environment

IEC 3 Instruction

IEC 4 Interaction with the trainee

IEC 5 Assessment and Evaluation

Note: Detailed information can be obtained in the IATA / IFALPA Guidance


Material for Instructor and Evaluator Training.

CBTA principles

Concept

This white paper describes a competency-based approach for pilot


training sessions. Following the ICAO "ADDIE" (Analyze, Design, Develop,
Implement and Evaluate) model, the CBTA training program should
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CBTA Instructional System Design 21/02/24 10.02

include the following five components and related outputs:

No. Component Output


1 Analysis of the training need Training specification
2.1. Competency model
Design of the competency model
2
including performance criteria 2.2. Training assessment
plans
Development of the training and Training materials,
3
assessment materials assessments, examinations
Competent and confident
4 Conduct of the course
pilots
Evaluation of the course including the
5 Course report
assessment and training plans

Preparing the CBTA training sessions

The first step (No. 1 above) of the ADDIE model is to thoroughly analyze
the training need, which will result in a training specification.

The resulting training specification should provide answers to questions


regarding the purpose of the training, the tasks associated with the
purpose, the operational environment, the technical, regulatory and
organizational requirements. For the refresher training, these questions
can be answered by referring to the existing documentation of the
AOC/ATO.

Output No. 2.1 requires the design of the competency model, including
the performance criteria (the competency standards and conditions). For
the refresher training it is assumed that the competency model of the
AOC/ATO is already in place.

Standards: For the refresher training it is assumed that the final

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CBTA Instructional System Design 21/02/24 10.02

competency standard is already defined and implemented for the existing


recurrent training and assessment scheme.

Conditions: The conditions under which the competencies of the trainees


will be assessed (nature and complexity of the operational and
environmental context; tools and systems/equipment) comprise the given
operating environment of the AOC/ATO.

Development of the assessment and training plans (No. 2.2) and the
training materials (No. 3) is based on the training specification, which will
include any special emphasis of the program.

Special emphasis

The pilots need to be trained and assessed in all 9 pilot competencies to


the organization's final competency standard. However, the AOC and the
ATO may decide to put special emphasis on the competencies that have
been identified, during the training gap analysis, as critical for the
successful performance in the context of return to operations.

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