DAY ONE The Learning Process Thinking About Learning Enhancing Learning and Memory

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DAY ONE The Learning Process Thinking About Learning Enhancing Learning and Memory Enhancing ATC Decision-making Explaining Complex Concepts The OJT Environment Understanding the OJT/Certification Process Qualities of Effective OJT Instructors Quality Teams - PowerPoint PPT Presentation

Text of DAY ONE The Learning Process Thinking About Learning Enhancing Learning and Memory

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DAY ONE

The Learning Process

Thinking About LearningEnhancing Learning and MemoryEnhancing ATC Decision-makingExplaining Complex Concepts

The OJT Environment

Understanding the OJT/Certification ProcessQualities of Effective OJT InstructorsQuality TeamsTraining & Readiness RequirementsDAY TWO

Tower Visibility Observer

Standard Operating ProceduresConducting PrebriefingsMaintaining Situation AwarenessIntervening During OJTEffective FeedbackDebriefing SkillsBasic InstructorCompleting Position EvaluationsUnderstanding MotivationCoaching Techniques

Training Documentation

Position Logs/VIDSGCA Run Logs

Cherry Point Training History

TOPIC #1

THINKING ABOUT LEARNING

(THE NUMBER GAME)

TOPIC #2

ENHANCING LEARNING AND MEMORY

Beginnings and EndingsConcrete Versus Abstract InformationAssociationPeople tend to remember more from the beginning and end of a learning session. If you want to have people remember something from the middle of a learning session, it needs to be more memorable. Memorable things are often colorful, bizarre, funny, emotional, or different from the pattern of events.People tend to remember information that they can turn into a visual image. Abstract ATC concepts can be learned easier if they are converted into visual images. For example When you think about how aircraft turn, think about what a race car does on a curve. An aircraft needs to create a bank just like a race car does around a curve on a raceway.People tend to remember more when they can associate the information with something important to them. The brain does not soak in information like a sponge. Every new fact or concept learned is added to an existing chain of information.ChunkingMastery LearningPeople tend to remember more information when it is presented in clusters or groups. The number of new items people can remember is Seven: Plus or Minus Two. In other words, some people can remember only five items and others can remember nine items. Most people cannot recall over nine items. However, people can remember five chunks of the information that may contain several items within each chunk. By chunking, the amount of items remembered can be increased dramatically.

Chunking also helps to form associations for trainees. If information is provided in an organized fashion, trainees will be able to link it more effectively to existing knowledge.Mastery Learning is ensuring that the trainee learns the foundation chunks of knowledge and skills before proceeding to the more advanced chunks. A quality foundation is needed before building the next stories of a building, and each story of the building is as stable as the one below it.

A weak foundation may prevent a trainee from concentrating on the more advanced skills such as maintaining situation awareness. Correcting foundation problems may free up the trainee to do better thinking.TOPIC #3

ENHANCING ATC DECISION MAKING

PULLING A CAR OUT INTO TRAFFIC TO MAKE A LEFT-HAND TURN

MAKING A PEANUT BUTTER AND JELLY SANDWICH

TOPIC #4

EXPLAINING COMPLEX CONCEPTS

TOUCHDOWN0 FEET1 MILE318.4 FEET2 MILES636.8 FEET3 MILES955.3 FEET4 MILES1,273.7 FEET5 MILES1,592.2 FEETPRECISION APPROACH3o GLIDESLOPEAGL or MSLTDZECURVATURE OF THE EARTH

TOPIC #5

UNDERSTANDING THE OJT/CERTIFICATIONPROCESS

AT COACHTOWER SIMIPARTPLYWOOD SIMTAPE TALKOJFOJTTEAM MEETINGTRAINING PLANSKILL CHECKS.E.T.TIME LIMITSCEBTESTINGDATA STACKSCLASSROOMDAILY EVALPUBLICATIONSDEBRIEFORIENTATIONTOOLSSELF STUDYLQSLTGBIG STICKORIENTATION FLIGHTSPREBRIEFTRAINING REPORTS

ORIENTATIONForm a Training Team

Issue a Training & Readiness Supplement

Issue Publications

Classroom and Self Study

TestingORIENTATIONACAD 8500 Comprehend general ATC knowledge.

ACAD 8501 Comprehend general ATC terminology.

ACAD 8502 Comprehend the airfield layout.

ACAD 8503 Comprehend local area/airfield specific information.

ACAD 8504 Comprehend location of ATC Facility Emergency/Safety Equipment.

ACAD 8505 Comprehend ATC emergency procedures and policies.

ACAD 8506 Comprehend the handling of special flights procedures and policies.

ACAD 8507 Comprehend basic weather knowledge.

ACAD 8508 Comprehend information contained in Local Letters of Agreement.

ACAD 8509 Comprehend knowledge of ATC publicationsPROGRESSION

DOCUMENTATIONEvery aspect of training, which includes initial and proficiency, needs to be documented. We have many means of fulfilling this requirement.

VIDS (Currency and Proficiency)Daily Evaluation Forms4-Day Evaluation FormsPosition Logs (Simulation, Skill Checks, OJF and OJT)Classroom RostersAnnual Skill Check FormsTraining PlansGCA Run Logs (Currency and OJT)Air Traffic Activity ReportsCompleted TestsPrinted CertificatesPost It NotesEmailDOCUMENTATIONEvery aspect of training, which includes initial and proficiency, needs to be documented. Things that need to be documented accurately.

OJTOJFSkill ChecksClasses (one on one, group)QualificationsDesignationsSuspensionsTraining PlansTraining Teams/meetingsGCAs conductedAir Traffic ActivityAbsences that affect trainingFEEDBACK

Situation #1

A training team reaches agreement that the trainee needs skill enhancement training on voice quality and speed while reading ATC clearances. The skill enhancement training includes the following:

4 hours to observe effective clearance delivery Playback of his/her own audio recordings 2 additional weeks of OJTSituation #2

The secondary OJTI is away on a 2-week vacation. The primary OJTI calls in sick. The supervisor informs the trainee that OJT will have to wait until the primary OJTI is back. The trainee asks why another OJTI cant provide OJT. The supervisor states that only training team members can provide OJT. Another OJTI would have to be added to the training team.Situation #3

The trainee has reached 75% of OJT time required for certification. The supervisor has just completed the 75% performance skill check. The trainees performance was exemplary. After the performance skill check, all of the training team members agree that the trainee is ready for certification. Because there is consensus, the supervisor decides to count the performance skill check as the certification skill check.Situation #4

A trainee has reached 100% of OJT time limit and is assigned 2 additional weeks. The maximum amount of additional OJT for this position is 2 weeks. After completing the additional OJT, the supervisor conducts a certification skill check. The trainees performance is still not acceptable. The training team decides that the trainee should be given skill enhancement training followed by another certification skill check.Situation #5

A CEB is being conducted for a trainee who has not been able to certify within the time limit and additional OJT time. The training review is being conducted by the ATCFO, the Training Chief, and the Crew Chief, who was the trainees secondary OJTI.Situation #6

LCpl Smith returned from deployment. He was previously qualified on Tower Flight Data and Ground Control and has been away for 7 months. The Tower Chief conducts a performance skill check on both positions and determines that LCpl Smith meets performance standards.Situation #7

A trainee has reached 75% of the OJT time limit on Ground Control. During the course of the 75% performance skill check, the trainees supervisor determines that the trainee has stopped progressing. The trainees supervisor suspends training.Situation #8

The trainees supervisor conducted a certification skill check. During the certification skill check, the supervisor did not observe the trainee perform all job functions because traffic was light. All observed functions were satisfactory. However, the trainees supervisor decided that the trainee could not be certified because one item on the position evaluation was marked not observed. During the past performance skill check, the trainee performed all functions in a satisfactory manner.TOPIC #6

QUALITIES OF EFFECTIVE OJTIs

TOPIC #7

QUALITY TEAMSTOPIC #8

TRAINING & READINESS REQUIREMENTS

ACAD-8522ACAD-8522 1.0 (*) B L

Goal. Comprehend flight progress strip knowledge.

Requirement. Conduct the following IAW the reference:

1. Describe the methods for updating information on flight progress strips.

2. Label flight progress strips, to include:

a. Arrivals.

b. Departures.

c. Overflights.

d. Enroute aircraft.

3. List aircraft prefixes.

4. List aircraft suffixes.

5. List flight progress strip control information symbols.ACAD-8522RFD 3 FLIGHT PROGRESS STRIPS (ACAD-8522)

Lesson Topic Guide

1. FAA JO 7110.65

2-3-1 General 2-3-4 Terminal Data Entries 2-3-5 Aircraft Identity 2-3-8 Aircraft Equipment Suffix 2-3-10 Control Symbology

2. Facility Manual

5-416 FDIO Test Flight Plans 5-419 Data Entries for NJM 5-429 Stereo Routes and VFR Flight Guarding 5-500 General 5-501 Terminal Data Entries 5-502 Control Symbology 5-503 Departure Strips

3. Airfield Operations Manual

2002 Instructions for Filing and Completing Flight Plans

Local Qualification Standards

Knowledge. Satisfactorily complete test RFD 3. Skills and Abilities

Demonstrate the ability to identify civil and military aircraft using call sign prefixes.Demonstrate the skill to properly complete flight progress strips.Demonstrate the ability to pro