Slide 2 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 Training & Readiness Requirements Slide 3 DAY TWO
Tower Visibility Observer Standard Operating Procedures Conducting
Prebriefings Maintaining Situation Awareness Intervening During OJT
Effective Feedback Debriefing Skills Basic Instructor Completing
Position Evaluations Understanding Motivation Coaching Techniques
Training Documentation Position Logs/VIDS GCA Run Logs Cherry Point
Training History Slide 4 TOPIC #1 THINKING ABOUT LEARNING (THE
NUMBER GAME) Slide 5 TOPIC #2 ENHANCING LEARNING AND MEMORY Slide 6
Beginnings and Endings Concrete Versus Abstract Information
Association People 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. Slide
7 Chunking Mastery Learning People 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. Slide 8 TOPIC #3 ENHANCING ATC
DECISION MAKING Slide 9 PULLING A CAR OUT INTO TRAFFIC TO MAKE A
LEFT-HAND TURN MAKING A PEANUT BUTTER AND JELLY SANDWICH Slide 10
Slide 11 TOPIC #4 EXPLAINING COMPLEX CONCEPTS Slide 12 TOUCHDOWN 0
FEET 1 MILE 318.4 FEET 2 MILES 636.8 FEET 3 MILES 955.3 FEET 4
MILES 1,273.7 FEET 5 MILES 1,592.2 FEET PRECISION APPROACH 3 o
GLIDESLOPE AGL or MSL TDZE CURVATURE OF THE EARTH Slide 13 Slide 14
Slide 15 Slide 16 Slide 17 Slide 18 TOPIC #5 UNDERSTANDING THE
OJT/CERTIFICATION PROCESS Slide 19 AT COACH TOWER SIM IPART PLYWOOD
SIM TAPE TALK OJF OJT TEAM MEETING TRAINING PLAN SKILL CHECK S.E.T.
TIME LIMITS CEB TESTING DATA STACKS CLASSROOM DAILY EVAL
PUBLICATIONS DEBRIEF ORIENTATION SELF STUDY LQS LTG BIG STICK
ORIENTATION FLIGHTS PREBRIEF TRAINING REPORTS Slide 20 Slide 21
ORIENTATION Form a Training Team Issue a Training & Readiness
Supplement Issue Publications Classroom and Self Study Testing
Slide 22 ORIENTATION ACAD 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
publications Slide 23 PROGRESSION Slide 24 DOCUMENTATION Every
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 Forms
4-Day Evaluation Forms Position Logs (Simulation, Skill Checks, OJF
and OJT) Classroom Rosters Annual Skill Check Forms Training Plans
GCA Run Logs (Currency and OJT) Air Traffic Activity Reports
Completed Tests Printed Certificates Post It Notes Email Slide 25
DOCUMENTATION Every aspect of training, which includes initial and
proficiency, needs to be documented. Things that need to be
documented accurately. OJT OJF Skill Checks Classes (one on one,
group) Qualifications Designations Suspensions Training Plans
Training Teams/meetings GCAs conducted Air Traffic Activity
Absences that affect training Slide 26 FEEDBACK Slide 27 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 OJT Slide 28 Situation
#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. Slide 29 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. Slide 30 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. Slide 31 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. Slide 32 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. Slide 33 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. Slide 34 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. Slide 35 TOPIC #6 QUALITIES OF
EFFECTIVE OJTIs Slide 36 TOPIC #7 QUALITY TEAMS Slide 37 TOPIC #8
TRAINING & READINESS REQUIREMENTS Slide 38 ACAD-8522 ACAD-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. Slide 39 ACAD-8522 RFD 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
properly forward aircraft equipment suffixes. Demonstrate the
ability to use the proper code for test flight plans. Demonstrate
the skill to post flight progress strips and data to the
appropriate position Individual has satisfactorily completed all
LQS requirements for RFD 3: Slide 40 T&R EVENTS Slide 41 DAY
TWO First Class is Tower Visibility Observer If you already have a
Tower Visibility Observer designation, you do not need to show next
Saturday until 0900L. Slide 42 DAY TWO Tower Visibility Observer
The OJT Environment Standard Operating Procedures T&R Event
5000 T&R Event 5010 T&R Event 5020 Training Documentation
Position Evaluations Position Logs/VIDS GCA Run Logs Cherry Point
Training History Slide 43 TOWER VISIBILITY OBSERVER TOPIC #9 Slide
44 TOPIC #10 STANDARD OPERATING PROCEDURES Slide 45 TOPIC #11
CONDUCTING PREBRIEFINGS Slide 46 Situation During the previous OJT
session, the trainee lost the picture and you needed to intervene
by overriding. Several other people were nearby at the time. Up to
this point, the trainees performance had been outstanding. After
the override, the trainee was able to recover and regain control of
the situation. During the debrief, the trainee dwelled on the
override. In addition, the trainee appeared upset by the fact that
others may have witnessed the situation. The trainees confidence
level has been shook up. Before the next session, you decide to
conduct a prebriefing. What do you want to accomplish in the
prebriefing? How would you conduct the prebriefing? Slide 47 TOPIC
#12 MAINTAINING SITUATION AWARENESS Slide 48 TOPIC #13 INTERVENING
DURING OJT Slide 49 Slide 50 TOPIC #14 EFFECTIVE FEEDBACK Slide 51
TOPIC #15/16 DEBRIEFING SKILLS Slide 52 TOPIC #17 BASIC INSTRUCTOR
(BI) Slide 53 IUT-5000 Goal. Introduce principles of instruction.
Requirement. Given the reference, the BIUT will demonstrate the
following with the assistance of a unit instructor:
1.Introduce/discuss/demonstrate instruction techniques. 2.
Introduce/discuss/demonstrate class management techniques. a. How
to use class resources to communicate with the student. b. How to
properly organize the class for effective instruction. 3.
Introduce/discuss/demonstrate how to prepare for a period of
instruction. a. Schedule the class. b. Prepare/access the training
materials for the class. c. Prepare the evaluation form to be used
to evaluate the students event performance, as applicable.
Performance Standard. 1. The instructor will assess the BIUTs
understanding of the principles of instruction verbally. 2. The
BIUT will answer the questions with enough detail to demonstrate
event required knowledge. 3. The BIUT will physically demonstrate
proper instruction and classroom techniques. 4. The BIUT will
demonstrate how to schedule and prepare to instruct an event. Slide
54 IUT-5010 Goal. Understand the structure of an event.
Requirement. Using the community T&R manual, discuss the
following with an instructor: 1. State the purpose of a T&R
event. 2. Describe the structure of a T&R event and explain the
purpose and content for each event section. 3. Using the given
event, explain each section as it pertains to the event. a. Explain
the purpose and content of the goal. b. Explain the requirement
condition and performance steps for the event and what needs to be
done to prepare to instruct the event. c. Explain how the event
performance standard is measured and when the event has been
completed. d. State who can instruct the event. e. State the event
prerequisite and how to verify that it was completed. f. Explain
how the external syllabus support requirement will be resourced. g.
State the references required and how each would be used to train
the event. Performance Standard. Without the aid of references and
during a discussion session, the BIUT shall demonstrate an
understanding of the structure of T&R events. During this
session, the instructor shall discuss the event content and
question the student throughout the training session to ensure
understanding. Slide 55 IUT-5020 Goal. Conduct a period of
instruction on a T&R event. Requirement. The BIUT, under the
supervision of an instructor, will learn how to conduct a period of
instruction on an event selected by the instructor. The event must
be one the BIUT is current and proficient in. The BIUT will be able
to: 1. State the instructor responsibilities. 2. Define the purpose
and content of a T&R event per the aviation T&R program
manual. 3. Prepare to train the event. a. Review the trainees PR to
identify required training for the event selected. b. Ensure the
student has met prerequisites for the event to be trained. c.
Develop a student training plan to ensure progression per this
manual. d. Schedule the training event (facilities and students).
e. Gather the resources necessary to conduct the training
(instructional materials, references and equipment). f. Prepare an
evaluation form for each student to be evaluated. 4. Conduct
training on the event selected: a. Ensure all training resources
are properly staged/equipment if set up properly for training. b.
Instruct the student in a thorough manner so as to cover all
requirements for the event. c. Ensure continuous, objective
assessment of the students progress during training. 5. Assess
student performance: a. Assess the students performance to the
performance standard. b. Correct student deficiencies in a timely
manner and provide the student feedback. c. Complete the evaluation
form for each student trained. d. Debrief students on their
performance and provide corrective action. 6. Route evaluation
form, as required. Performance Standard. Complete the requirement
items IAW the reference. Instructor shall question the BIUT to
check for understanding of the BI responsibilities. Slide 56 TOPIC
#18 COMPLETING POSITION EVALUATIONS Slide 57 Slide 58 Slide 59 ONE
DAY EVALUATION MCAS FORM 3722-25 USED FOR SKILL CHECKS (Except
Annuals) QUALIFICATION ONE-ON-ONE CLASSES TAPE TALKS
RECOMMENDATIONS FOR DESIGNATIONS FOUR DAY EVALUATION MCAS FORM
3722-17 USED FOR OJT SIMULATION Slide 60 POSITION LOG DRILL TOPIC
#19 Slide 61 TOPIC #20 COACHING TECHNIQUES Slide 62 TOPIC #21
POSITION LOGS/VIDS Slide 63 POSITION LOGS Slide 64 C Controller
responsible for the position. (no trainee) T Trainee. I OJT
Instructor responsible for the position. Q Qualifier for trainee
qualification/certification. A Controller responsible for the
position receiving an Annual Evaluation. F Position Familiarization
(only used on a shadow position). C Controller responsible for the
position. T Trainee receiving OJT. R Controller/Trainee receiving a
skill check. M Trainee Monitoring (OJF) S Supervisor/Staff
Specialist Slide 65 Slide 66 Slide 67 Slide 68 Slide 69 Slide 70
Slide 71 Slide 72 Slide 73 Slide 74 NEARLY 20% OF ENTRIES FOR BLOCK
9 ARE BLANK Slide 75 Slide 76 Slide 77 Slide 78 Slide 79 Slide 80
Slide 81 TOPIC #22 GCA RUN LOGS Slide 82 OT14 C130 L TP BK 1358 14
23 NO GYRO OT14 C130 LZ TP BK 1410 14 23 SAA MA911 HAR F TP BK 1430
13 23 NE PAD 130214 Slide 83 201312 Slide 84 Block 9 left blank on
AE position logs 166 out of 865 (19%) Wrong or no position log
entry for GCA training 232 out of 407 (57%) No approaches recorded
for GCA simulations 33 out of 313 (11%) Neo was an instructor for
23 hours on the simulators, 66 hours in the classroom, 99 hours of
OJT and 17 hours of OJF due to incorrect, illegible, or missing
information on logs and evaluations. Slide 85 TOPIC #23 CHERRY
POINT TRAINING HISTORY Slide 86 Slide 87 Slide 88 Slide 89
