11 Developing Training Objectives
11.1 Objectives should indicate what is required of students/trainees and reflect the way in which they will be assessed. It is useful to think of the phrase 'a student/trainee must be able to' as prefixing every objective. It is therefore inappropriate to require a student to 'know' the aerodrome layout. The objective could be expressed as: 'Using an outline map of the aerodrome, indicate the runway designations, holding points and taxi routes'. If instead of using a map an OJTI wanted to test the student/trainee's knowledge of an aerodrome orally, the objective could be: 'From the visual control room, indicate and name the runways, taxiways, holding points, etc.'
11.2 You should avoid having a large number of objectives and this may be achieved by writing general objectives. Although a student/trainee must, for example, be able to name the visual reporting points (VRPs) and give their position, a separate objective is not required for each VRP. Oral assessment objectives could be as simple as: 'Name and give the position of the VRPs', and at a later stage during OJT: 'Use the VRPs to integrate inbound VFR traffic into the circuit'. Specific objectives will only be required where a particular unit procedure varies significantly from national procedures or from other unit procedures.
12 Transitional Training Objectives
The initial training courses will deliver student air traffic controllers who have demonstrated their ability to apply basic ATC procedures in a simulated environment. Transitional training objectives will therefore be focused on the local ATC procedures and the ATC environment, for example aerodrome layout, taxi routes, associated airspace, etc. Although it is convenient to teach students all the local ATC procedures during Transition Training, it is unrealistic to expect them to retain this theoretical knowledge, particularly where they do not practice its application using simulation. It may be appropriate to phase in the training of some ATC procedures while the students/trainees are undertaking OJT. Where additional theoretical training is conducted during OJT, it should be noted in the training plan.
13 Pre-OJT Training Objectives
The objectives for pre-OJT will relate to application and demonstration of the ATC procedures learned during transitional training in a simulated environment. The objectives for assessment using a simulator will be similar to those for OJT, but where necessary they should reflect any limitations imposed by the simulator.
14 OJT Objectives
14.1 During OJT the progress of students/trainees should be regularly assessed. These assessments are normally made at 50 hour intervals, but other time periods may be appropriate. Whatever the period selected, units will have to decide what objectives a student/trainee of average ability can be expected to have achieved by the end of each training period.
14.2 Assessments conducted at the end of each selected period are known as 'level assessments', for example, 'level 50 assessment' or 'level 100 assessment', etc. However, assessment of the 100 level will not necessarily be at 100 hours; a slow learner may take 120 hours to meet the 100 level objectives. On the other hand, an experienced trainee controller, who already holds the rating in which he is undertaking OJT, might reach the 100 level in less than the target time and may be accelerated through the training plan.
14.3 Objectives developed for the level assessments should be referenced against the Topics and Sub-Topics from the performance objectives. Objectives for successive assessments should allow for a steady progress through the OJT phase of training, leading to a final assessment at a level where students/trainees will be expected to demonstrate their competence to provide a safe ATC service without support from the OJTI.
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