MOS Part 65—Standards Applicable to Air Traffic Services Licensing and Training Requirements

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Compilation No. 3: August 2023

Air Traffic Services (ATS)

A generic term, meaning, variously, flight information service, alerting service, air traffic advisory service, air traffic control service (area control service, approach control service or aerodrome control service) and any other service, which CASA designates to be an air traffic service.

ATC Licence

A licence issued as an authority to act in a licensed air traffic control function and issued in accordance with ICAO Annex 1.

ATS Certificate

A certificate authorising an entity to provide air traffic services.

ATS Certificate Holder

An entity authorised under Part 172 of the Civil Aviation Safety Regulations to provide air traffic services at the location and in the airspace specified by the Airspace Authority.

ATS Licence

Either an Air Traffic Controller Licence or a Flight Service Licence, issued as an authority to act in a licensed ATS function.

Aviation English language proficiency (Part 65) assessment

See Section 13.01.

Aviation English language proficiency assessor

See Section 13.01.

Competency

The defined knowledge and/or skill including the minimum performance standard in that knowledge and/or skill area, required of the relevant air traffic services licence holder.

     Note:           An individual is either competent or
not.

Currency

Satisfactory completion of relevant written examinations and performance assessment within the time frame specified.

Current, for an aviation English language proficiency (Part 65) assessment

See Section 13.03.

Endorsement

An authorisation associated with a rating, and forming part thereof, which defines the location and discrete function at and/or for which a specified service may be performed by its holder.

Fatigue

See Section 14.01.

FS Licence

A licence issued as authority to act in a licensed flight service function.

Functional group

A group of one or more sectors and/or work stations that provide an array of air traffic services identified by the ATS provider as requiring a common core of knowledge and skills.

Like type endorsement

An endorsement defined by the ATS provider, which has attributes and requirements sufficiently similar to other within the functional group to be suited to generic recency requirements of familiarisation, training and assessment.

Manual of Standards

The CASA manual which prescribes operational and technical standards pertaining to the licensing, and training for licensing, of air traffic service personnel.

Part 65 language assessor

See Section 13.01.

Proficiency

The assessed level of ability to carry out the functions of an Endorsement as measured against the minimum prescribed standard in a formal performance assessment.

     Note: Individuals are variously proficient.

Qualification

An authorisation associated with a licence, and forming part thereof, which defines a specified ancillary activity for which the holder is authorised.

Rating

An authorisation entered on or associated with a licence and forming part thereof, stating special conditions, privileges or limitations pertaining to such a licence.

Recency

The on-going practical application of a function for a required minimum period within the time frame specified.

Recommended practice

Any specification of uniform application recognised as desirable for the safety of air navigation, and including any means proposed by a regulator to put that specification into effect.

Rule

A direction prescribed by a service provider to satisfy maintenance of and compliance with a standard.

Sector

A volume of airspace defined for the purpose of providing an air traffic service.

Standard

Any specification of uniform application recognised as necessary for the safety of air navigation, and including any direction prescribed by a regulator to ensure conformity with that specification.

1.     Train Small Groups

Prepare for training

i       Specific needs for training are identified and confirmed through consultation with appropriate personnel

ii      Training objectives are matched to identified competency development needs

iii      Training approaches are planned and documented

iv     Circumstances requiring intervention in the operational environment during training are explained to the student

Deliver training

i       Training is conducted in a safe and accessible environment

ii      Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources

iii      Strategies and techniques are employed which facilitate the learning process

iv     Objectives of the training, sequence of activities and assessment processes are discussed with training participants

v      A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants

vi     Instructional intervention techniques appropriate to an operational training environment are employed

Provide opportunities for practice

i       Practice opportunities are provided to ensure that the participant achieves the components of competency

Review training

i       Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants

2.     Review Training

Record training data

i       Participants are encouraged to self evaluate performance and identify areas for improvement

ii      Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance

Evaluate training

i       Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives

ii      Results of evaluations are used to guide further training

Report on training

i       Training details are recorded according to enterprise and legislative requirements

3.     Plan learning evaluation

Establish evidence required for a specific context

i       The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context

ii      Relevant units of competency are read and interpreted accurately to identify the evidence required

iii      Sufficient evidence is identified to verify consistent achievement of learning outcomes in relation to the specified standards

Establish suitable evaluation methods

i       Evaluation methods are selected which are appropriate for gathering the type and amount of evidence required

ii      Sufficient evidence gathering activity is planned to ensure that the learning progress is can be measured

4.     Conduct learning evaluation

Identify and explain the context of evaluation

i       The context and purpose of the evaluation is discussed and confirmed with the student

ii      The relevant performance standards to be used in the evaluation are clearly explained to the student

iii      The evaluation procedure is clarified and expectations of the OJTI explained

iv     Circumstances requiring intervention in the operational environment during evaluation are explained to the student

v      Information is conveyed using language and interactive strategies and techniques to communicate effectively with the student

Conduct the evaluation

i       Sufficient evidence gathering activity is undertaken to ensure that the learning progress can be measured

ii      Instructional intervention techniques appropriate to an operational evaluation are employed

Provide feedback to student

i       Clear and constructive feedback in relation to performance and learning achievement is given to the student using appropriate language and strategies and may include guidance on further goals and/or future training emphasis

ii      Opportunities for overcoming any gaps in competency, as revealed by the learning evaluation, are explored with the student

Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations.

5

Explain:

communication procedures during training and evaluation;

circumstances requiring intervention and technique for such intervention during training and evaluation;

in an operational environment

5

Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained.

5

1.     Train Small Groups

Prepare for training

i       Specific needs for training are identified and confirmed through consultation with appropriate personnel

ii      Training objectives are matched to identified competency development needs

iii      Training approaches are planned and documented

Deliver training

i       Training is conducted in a safe and accessible environment

ii      Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources

iii      Strategies and techniques are employed which facilitate the learning process

iv     Objectives of the training, sequence of activities and assessment processes are discussed with training participants

v      A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants

Provide opportunities for practice

i       Practice opportunities are provided to ensure that the participant achieves the components of competency

ii      Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants

Review training

i       Participants are encouraged to self evaluate performance and identify areas for improvement

ii      Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance

iii      Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives

iv     Training details are recorded according to enterprise and legislative requirements

v      Results of evaluation are used to guide further training

2.     Plan and Promote a Training Program

Identify the competency needs

i       The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client

ii      Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel

iii      Gaps between the required competencies and current competencies of the target group are determined

iv     Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods

Document training program requirements

i       Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance

ii      Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies

iii      Available training programs and resources are customised to meet specific client needs, where required

iv     Appropriate grouping of activities is identified to support formative and summative assessments

v      Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy

vi     Methods of supporting and guiding participants within the target group are identified and specified

Identify program resources

i       Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics

ii      A safe and accessible training environment is identified and arranged to support the development of competencies

iii      Arrangements are made with personnel to support the training program

iv     A register of training resources is maintained and held in an accessible form

Promote training

i       Advice on the development of the training program is provided to appropriate personnel

ii      Information on planned training events is made widely available, utilising a variety of methods

iii      Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel

3.     Plan a Series of Training Sessions

Identify training requirements

i       Current competencies of the target group are identified

ii      Relevant training package documentation or approved training course documentation is obtained where applicable

iii      Qualification requirements, competencies and/or other performance standards to be attained are interpreted

iv     Training requirements are identified form the gap between the required competencies and the current competencies of the target group.

v      Training requirements are confirmed with appropriate personnel

Develop outlines of training sessions

i       The training program goals, outcomes, performances and underpinning knowledge requirements are identified

ii      The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed

iii      A range of training delivery methods are identified which are appropriate for:

·         the competencies to be achieved

·         training program’s goals

·         characteristics of training participants

·         language, literacy and numeracy skill level of training participants

·         availability of equipment and resources

·         industry/enterprise contexts and requirements

iv     Training session outlines are mapped against required competencies and deficiencies are identified and addressed

v      Special requirements for resources, particular practice requirements and training experiences are documented

vi     Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified

Develop training materials

i       Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright

ii      Existing materials are customised or resources are developed to enhance the learning capability of training participants

iii      Instructions for the use of learning materials and any required equipment are provided

iv     Copyright laws are observed

v      Training resources are identified and approvals are obtained from appropriate personnel

vi     Clear and comprehensive documentation, resources and materials are developed and used

Develop training sessions

i       Training sessions are developed to meet the goals of the training program

ii      Training session plans specify planned sessions outcomes

iii      Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice

iv     Session plans identify delivery methods which are appropriate for:

·         the competency to be achieved

·         training program’s goals

·         training participants’ characteristics

·         language, literacy and numeracy skill level of training participants

·         learning resources and consumable resources available

·         industry/enterprise/workplace contexts and requirements

·         each outlined training session

v      Training sessions are designed to measure participant progress towards the program goals

vi     Sequence and timing of the training sessions are documented

Arrange resources

i       Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel

ii      appropriate training locations are identified and arranged

iii      Arrangements are made with (any) additional personnel required to support the training program

iv     The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies

v      Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form

4.     Deliver Training Session

Prepare training participants

i       Training program goals and training session outcomes are explained to, and discussed with, training participants

ii      The training program workplace applications, training activities and tasks are explained and confirmed with the training participants

iii      Needs of training participants for competency acquisition are identified

iv     The series of training sessions for the training program are explained to the training participants

v      Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants

vi     Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning)

Present training session

i       Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies

ii      Presentation of training and design of learning activities emphasise and reinforce the components of competency:

·         task skills

·         task management skills

·         contingency management skills

·         job/role environment skills

·         transfer and application of skills and knowledge to new contexts

iii      Presentation and training delivery methods provide variety, encourage participation and reinforce competencies

iv     Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions

v      Training sessions are reviewed and modified as necessary meet training participants’ needs

Facilitate individual and group learning

i       The requirements for effective participation in the learning process are explained

ii      Timely information is given to training participants during training sessions

iii      Training presentations are enhanced with the use of appropriate training resources

iv     Clear and accurate information is presented in a sequence to foster competency development

v      Language is adjusted to suit training participants

vi     Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages

vii     Training equipment and materials are used in a way that enhances learning

viii    Supplementary information is provided to enhance and clarify understanding as required by individuals or the group

ix     Key points are summarised at appropriate times to reinforce learning

x      Individual learning and group dynamics are monitored and managed to achieve program goals

xi     Language, literacy and numeracy issues are taken into account to facilitate learning by training participants

Provide opportunities for practice and feedback

i       Process, rationale and benefits of practice of competency are discussed with training participants

ii      Practice opportunities are provided to match:

·         specific competencies to be achieved

·         context of the training program

·         specific outcomes of the training sessions

iii      Training participants readiness for assessment is monitored and discussed with participants

iv     Constructive feedback and reinforcement are provided through further training and/or practice opportunities

Review delivery of training sessions

i       Training participants’ review of training delivery is sought

ii      The delivery of the training session is discussed with appropriate personnel at appropriate times

iii      Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards

iv     The reactions of relevant personnel to the deliver are sought and discussed at appropriate times

v      Adjustments to delivery, presentation and training are considered and incorporated

5.     Review Training

Record training data

i       Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored

ii      Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents

Evaluate training

i       Training is evaluated against needs and goals of the training program

ii      Feedback on the training program is sought form training participants and appropriate personnel

iii      Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions

iv     Trainers’ performance is reviewed against:

·         program goals

·         the Assessment and Workplace Training Competency Standards

·         training participants’ comments

·         training participants’ competency attainment

v      Results of the evaluation are used to improve current and future training

vi     Suggestions are made for improving any aspect of the recording procedure

Report on training

i       Reports on outcomes of the training sessions are developed and distributed to appropriate personnel

1.     Plan Assessment

Establish evidence required for a specific context

i       The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context

ii      Relevant units of competency are read and interpreted accurately to identify the evidence required

iii      Specified evidence requirements:

·         assure valid and reliable inferences of competency

·         authenticate the performance of the person being assessed and

·         confirm that competency is current

iv     Sufficient evidence is specified to show consistent achievement of the specified standards

v      The cost of gathering the required evidence is established

Establish suitable assessment methods

i       Assessment methods are selected which are appropriate for gathering the type and amount of evidence required

ii      Opportunities to consolidate evidence gathering activities are identified

iii      Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed

Develop assessment tools appropriate to a specific assessment context

i       An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context

ii      The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context

iii      Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed

iv     The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur

Trial assessment procedure

i       Assessment methods and tools are trialed with an appropriate sample of people to be assessed

ii      Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration

iii      Appropriate adjustments are made to improve the assessment method and tools in light of the trial

iv     Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable

2.     Conduct Assessment

Identify and explain the context of assessment

i       The context and purpose of assessment are discussed and confirmed with the persons being assessed

ii      The relevant performance standards to be used in the assessment (e.g. current endorsed competency standards for the specific industry) are clearly explained to the person being assessed

iii      The assessment procedure is clarified and expectations of assessor and candidate are agreed

iv     Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed

v      The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure

vi     Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed

Plan evidence gathering opportunities

i       Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency

ii      The need to gather additional evidence which may not occur as part of the workplace or training activities is identified

iii      Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure

Organise assessment

i       The resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment

ii      Appropriate personnel are informed of the assessment

iii      Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel

Gather evidence

i       Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence

ii      The evidence specified in the assessment procedure is gathered, using the assessment methods and tools

iii      Evidence is gathered in accordance with specified allowable adjustments where applicable

iv     The evidence gathered is documented in accordance with the assessment procedures

Make the assessment decision

i       The evidence is evaluated in terms of:

·         validity

·         authenticity

·         sufficiency

·         currency

·         consistent achievement of the specified standard

ii      Evidence is evaluated according to the dimensions of competency:

·         task skills

·         task management skills

·         contingency management skills

·         job/role environment skills

·         transfer and application of knowledge and skills to new contexts

iii          If in doubt, guidance is sought from more experienced assessors

iv     The assessment decision is made in accordance with the criteria specified in the assessment procedure

Record assessment results

i       Assessment results are recorded accurately in accordance with the specified record keeping requirements

ii      Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel

Provide feedback to persons being assessed

i       Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities

ii      Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed

iii      The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged

Report on the conduct of the assessment

i       Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure

ii      Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure

iii      Suggestions for improving any aspect of the assessment process are made to appropriate personnel

3.     Review Assessment

Review the assessment procedure

i       Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria

ii      The review process established by the enterprise, industry or registered training organisation is followed

iii      The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation

iv     Review activities are documented, findings are substantiated and the review approach evaluated

Check the consistency of assessment decision

i       Evidence from a range of assessments is checked for consistency across the dimensions of competency

ii      Evidence is checked against the key competencies

iii      Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon

Report review findings

i       Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes

ii      Records are evaluated to determine whether the needs of appropriate personnel have been met

iii      Effective contributions are made to system-wide reviews of the assessment process and feedback procedures

Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations.

5

Explain:

communication procedures during training and evaluation;

circumstances requiring intervention and technique for such intervention during training and evaluation;

in an operational environment

5

Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained.

5

Apply the rules and regulations relevant to the air traffic controller

5

Apply the principles, uses and limitations of equipment used in the provision of air traffic services

5

Apply the principles of flight, principles of operation and functioning of aircraft power-plants, systems and aircraft performance relevant to air traffic control operations

5

Analyse human performance and limitations relevant to air traffic control

5

Interpret meteorological documentation, information and the origin and characteristics of weather phenomena affecting flight operations

5

Apply the principles and procedures of altimetry

5

Apply the principles, limitations and accuracy of air navigation, navigation systems and visual aids

5

Apply air traffic control, communications, radiotelephony and phraseology, operational procedures (routine and non-routine)

5

Interpret relevant aeronautical documentation and safety practices associated with flight

5

Use runways and taxiways efficiently

5

Apply separation standards

5

Apply wake turbulence standards

5

Use aerodrome control facilities

5

Make runway visual range observations

5

Control ground traffic on the aerodrome

5

Process arrivals, departures and circuits using the Visual Flight Rules

5

Process instrument and visual arrivals and departures using the Instrument Flight Rules

5

Process aircraft subject to an emergency

5

Process missed approaches

5

Assign separation to the pilot in command

5

Provide air traffic services during communication and/or navigation aid unavailability

5

Process military flights

5

Apply separation standards

5

Manage airspace

4

Communicate routinely and during emergencies

5

Process instrument arrivals and departures using the Instrument Flight Rules

5

Process visual arrivals by IFR and VFR aircraft

5

Assign separation to the pilot in command

5

Process missed approaches

5

Process aircraft subject to an emergency

5

Facilitate weather diversions

5

Provide a traffic advisory service

5

Provide air traffic services during communication and/or navigation aid unavailability

5

Process military flights

5

Area Control (Non-radar) Skills Objectives

Performance Level

Apply separation standards

5

Manage airspace

5

Communicate routinely and during emergencies

5

Process overflying aircraft

5

Process arriving and departing aircraft

5

Process aircraft subject to an emergency

5

Facilitate weather diversions

5

Provide a traffic advisory service

5

Provide air traffic services during communication and/or navigation aid unavailability

5

Process military flights

5

Radar Control Skills Objectives

Performance Level

Use radar equipment

5

Provide limited radar services

5

Apply radar separation standards

5

1.1     Updating Traffic Picture

Updating Traffic Picture assesses a controller’s scan technique.

1.1.1  Scanning

a)     Never missed critical information

b)     May have occasionally suffered from information overload

c)     May not always have adjusted rate of scanning to accommodate workload

d)     Was always able to safely recover from b) and c)

1.2     Interpreting and Evaluating Traffic Events

Interpreting and Evaluating Traffic events refers to a controller’s understanding of the current air traffic situation. This element pertains to a controller’s comprehension of the interaction between the environmental stimuli e.g. aircraft, weather etc.

1.2.1  Monitoring separation standards and/or traffic information requirements, and demonstrating awareness of alternatives

a)     Always monitored separation standards and/or traffic information requirements

b)     Was always able to identify separation standard(s) or traffic information requirements used to assure separation

c)     Where alternative separation standards or traffic information requirements existed, those applicable to the situation could be identified

1.2.2  Recognising conflicts

a)     Recognised all potential conflicts

b)     Conflicts were recognised in sufficient time to assure separation, but may not have been made in sufficient time to implement a solution that minimised disruption to pilots

1.2.3  Evaluating sequencing

a)     Evaluation of potential traffic sequences was generally accurate

b)     Evaluation was made in sufficient time to establish traffic sequences

1.2.4  Evaluating traffic configurations

a)     Identified all the critical implications of aircraft routes, levels, and requests on:

i)      the efficiency and safety of overall traffic flow,

ii)      controller workload.

1.3     Prioritising, Projecting and Planning

Prioritising, Projecting and Planning assesses a controller’s ability to correctly prioritise tasks as well as accurately project the traffic forward and make appropriate plans based on these projections.

1.3.1  Prioritising

a)     Applied correct priorities to tasks ensuring workload remained within individual capabilities

1.3.2  Projection and planning

a)     Prediction was accurate, but accuracy of predictions may have been limited to events in the immediate future

b)     Plans were sufficient to accommodate current or anticipated, events but may have been limited in scope and flexibility

c)     Plans were sufficient to achieve separation assurance, but may not have maximised efficiency

2.1     Maintaining Separation

Maintaining Separation assesses a controller’s ability to solve separation problems and/or provide traffic information when necessary.

2.1.1  Applying separation standards

a)     Always applied standards correctly

b)     Achieved separation assurance, but did not always select the optimal solution for the given situation

2.1.2  Providing traffic information

a)     Always provided adequate traffic information, but may have been excessive and/or superfluous

2.2     Managing Traffic

Managing Traffic assesses a controller’s ability to conduct traffic sequencing, to regulate traffic flow and to regulate personal workload.

2.2.1  Conducting traffic sequencing

a)     Achieved traffic sequences and/or time, distance, and level requirements, but may not have selected the optimal solution for the given situation

2.2.2  Regulating traffic flow

a)     Issued instructions that maintained safety, but may not have optimised the efficiency of traffic flow for the given situation

2.2.3  Regulating workload

a)     Correctly selected and deferred tasks to manage workload

b)     Correctly applied defensive techniques when needed

c)     Sought assistance before situation was beyond individual capabilities

2.2.4  Responding to changing conditions

a)     Identified changes in conditions, but may have been slow to take necessary action, but still ensured delivery of a safe service

2.3     Providing Airspace-specific Services

Providing Airspace-specific Services assesses a controller’s ability to provide a range of ancillary and airspace-specific air traffic services applicable to particular airspace or function.

2.3.1  Providing ancillary air traffic services

a)     Correctly provided the minimum relevant ancillary services when required

2.3.2  Implementing local instructions

a)     Correctly applied local procedures, but may not have always selected the optimal solution

3.1     Telephony

Telephony assesses a controller’s ability to communicate using standard phraseology, or to improvise with suitable non-standard phraseology when there is no standard phraseology applicable to the situation. Factors such as articulation, intonation and pace of delivery form an important component of performance in this unit.

3.1.1  Using standard phraseology

a)     Used standard phraseology in most relevant circumstances

3.1.2  Using non-standard phraseologies

a)     Could improvise when standard phraseology was inadequate

b)     Used appropriate and unambiguous non-standard phraseology

c)     Used accurate phraseology, but may not always have been as brief as possible

3.1.3  Delivery

a)     Delivery was clear, but there may have been some minor difficulties (e.g. hesitation or inappropriate inflections and/or emphasis)

3.2     Using Communications Procedures

Using Communication Procedures assesses a controller’s ability to follow the appropriate procedures for passing on operational information, issuing instructions, coordinating traffic, performing handover/takeover, and responding to pilot requests, as well as responding to abnormal and emergency situations.

3.2.1  Passing on operational information

a)     Provided accurate aeronautical, navigational, and meteorological information as prescribed

b)     Provided sufficient information, but not necessarily as efficiently as possible (e.g. may have provided more information than was operationally required)

c)     Usually provided information at appropriate times

3.2.2  Issuing instructions

a)     Issued accurate and timely instructions

b)     Always checked read-backs

3.2.3  Coordinating traffic

a)     Coordination was always accurate and sufficient for situation

b)     Coordination was completed on time, but may have occasionally been rushed

c)     Coordination of non-routine traffic may have had minor problems

3.2.4  Performing handover/ takeover

a)     Correctly ascertained and provided sufficient and unambiguous information on takeover, but information may have been out of order or too verbose

b)     Correctly provided relevant facility settings and equipment status during handover/takeover in the prescribed format

3.2.5  Responding to requests

a)     Responded appropriately to requests

b)     Obtained sufficient information to determine the nature and implications of requests

3.2.6  Responding to SAR alerting/ IFER/AEP implementation or facility failure.

a)     Procedures were followed accurately

b)     Responded in the required time

4.1     Operate Workstation (CNS/ATM)

Operate Workstation (CNS/ATM) assesses a controller’s ability to interact with the relevant human-machine interface (HMI) to access, enter and update flight data, as well as the ability to operate those functions of the CNS/ATM workstation which are critical to providing safe and efficient air traffic services.

4.1.1  Managing flight data record

a)     Maintained an accurate flight data record and usually considered the effect of updates on other controllers

b)     May not have always accessed or entered data in a timely manner, but data access/entry had no detrimental impact on performance

c)     May not have used the most efficient methods

d)     Could manage state of flight data record to achieve correct HMI state

4.1.2  Managing flight plan database or Flight Progress Strips

a)     Was able to interact correctly with flight plan database

b)     Although retrieval and modification of information was not always done quickly, the time taken did not degrade control efficiency

c)     Display was accurate, clear and generally up-to-date, with only minor errors

d)     Did not base instructions to pilots on incorrectly displayed information

4.1.3  Managing aeronautical information displays

a)     Identified appropriate recipients for aeronautical information and distributed information in required time

b)     Demonstrated use of message queue, and afforded it an appropriate priority

4.1.4  Using graphic facilities for route

a)     Could use facilities to assist in separation problem solving and conflict recognition, but did not use them efficiently

4.1.5  Using graphic facilities for display

a)     Used facilities to maintain an accurate traffic picture, but did not use them efficiently

4.1.6  Using operational facilities

a)     Could correctly use operational facilities at a level which does not compromise safety, but may not have exploited the full range

4.1.7  Using CPDLC

a)     Could format and send messages in a timely manner, and manage CPDLC contract

b)     Messages were in the correct format

c)     Free text was used when necessary and was never ambiguous but may have been verbose

4.1.8  Using ADS

a)     Could identify if aircraft was ADS capable

b)     Could manage ADS contract and transfer contract

c)     May not always have been efficient in use, but had no detrimental impact on ATC performance

4.1.9  Responding to facility failure/ degradation

a)     Was able to correctly identify relevant facility failure

b)     Responded to ensure safe service delivery

c)     Understood the fault reporting processes

4.1     Operate Workstation (Radar Towers)

Operate Workstation (Radar Towers) assesses a controller’s ability to interact with the relevant human-machine interface (HMI) to access, enter and update flight data, as well as the ability to operate those functions of the Radar Towers workstation which are critical to providing safe and efficient air traffic services.

4.1.1  Managing flight data record

a)     Maintained an accurate flight data record and usually considered the effect of updates on other controllers

b)     May not have always accessed or entered data in a timely manner, but data access/entry had no detrimental impact on performance

c)     May not have used the most efficient methods

d)     Could manage state of flight data record to achieve correct HMI state

4.1.2  Managing flight plan database

a)     Was able to interact correctly with flight plan database

b)     Although retrieval and modification of information was not always done quickly, the time taken did not degrade control efficiency

4.1.3  Managing Flight Progress Strips

a)     Display was accurate, clear, and generally up-to-date, with only minor errors

b)     Did not base instructions to pilots on incorrectly displayed information

4.1.4  Using mandated memory prompts

a)     Used mandated memory prompts, but not necessarily efficiently

4.1.5  Managing aeronautical information displays

a)     Identified appropriate recipients for aeronautical information and distributed information in required time

b)     Demonstrated use of message queue, and afforded it an appropriate priority

4.1.6  Using graphic or other facilities for display

a)     Used facilities to maintain an accurate traffic picture

b)     Used facilities correctly and appropriately for separation problem solving and conflict resolution, but may not have used them efficiently

4.1.7  Using operational facilities

a)     Could correctly use major operational facilities at a level which did not compromise safety, but may not have exploited the full range

4.1.8  Using CPDLC

a)     Could correctly format and send messages in a timely manner, and manage CPDLC contract

b)     Messages were in the correct format

c)     Free text was used when necessary and was never ambiguous but may have been verbose

4.1.9  Responding to facility failure, including faults

a)     Was able to correctly identify relevant facility failure and faults

b)     Responded to ensure safe service delivery

c)     Understood the fault reporting process

4.1.10 Managing alarms

a)     Could identify cause of alarm

b)     Response to alarm was correct and the necessary HMI actions were taken

4.1     Operate Workstation (Non-Radar and GAAP Towers)

Operate Workstation (Non-Radar and GAAP Towers) assesses a controller’s ability to interact with the relevant human-machine interface (HMI) to access, enter and update flight data, as well as the ability to operate those functions of the Non-Radar and GAAP Towers workstation which are critical to providing safe and efficient air traffic services.

4.1.1  Managing Flight Progress Strips or Running Sheet

a)     Display was accurate, clear, and generally up-to-date, with only minor errors

b)     Did not base instructions to pilots on incorrectly displayed information

4.1.2  Using mandated memory prompts

a)     Used mandated memory prompts, but not necessarily efficiently

4.1.3  Using graphic or other facilities for display

a)     Used facilities to maintain an accurate traffic picture

b)     Used facilities correctly and appropriately for separation problem solving and conflict resolution, (where applicable), but may not have used them efficiently

4.1.4  Using operational facilities

a)     Could correctly use operational facilities at a level which did not compromise safety, but may not have exploited the full range or the full potential

4.1.5  Managing AFTN

a)     Could obtain lost AFTN messages, but not always quickly

b)     Could competently operate the printer

4.1.6  Responding to facility failure, including faults and alarms

a)     Was able to correctly identify relevant facility failure, faults and alarms

b)     Responded to ensure safe service delivery

c)     Understood the service level agreement and exception reporting process

4.2     Using Displays

Using Displays assesses a controller’s ability to maintain an accurate overall display, containing all pertinent information and no redundant information.

4.2.1  Managing displays

a)     Utilised display features to ensure that all operationally pertinent information was available, but

b)     May have shown inflexibility in configuration of displays or may not have always cleared redundant information

4.3     Managing Ancillary Data

Managing Ancillary Data assesses a controller’s ability to record any ancillary written information.

4.3.1  Recording ancillary information

a)     Used/recorded all mandated ancillary written information

b)     Usually used/recorded other ancillary information appropriately

5.1     Working in a Team

Working in a Team assesses the extent to which an ATC cooperates with co-workers, providing assistance and feedback when necessary.

5.1.1  Providing assistance to team members

a)     Monitored the workload and performance of team members

b)     Provided assistance to team members when necessary

5.1.2  Providing feedback within the team

a)     Provided feedback

b)     Consulted team members before taking action which may affect them

5.1.3  Cooperating with team members and contributing to a positive team climate

a)     Cooperated with team members to achieve specific objectives (e.g. in coordination, or in scheduling of shift rosters)

b)     Tolerated individual differences

c)     May not have actively encouraged the development of a positive team climate

5.2     Working Professionally

Working Professionally assesses the extent to which an ATC demonstrates initiative, and conforms to. a professional code of conduct

5.2.1  Demonstrat­ing initiative

a)     Carried out tasks specified within the formal requirements of his/her job

b)     May have carried out additional tasks if directed, or if required to maintain operational safety

5.2.2  Conforming to a professional code of conduct

a)     Conformed to a staff code of conduct or equivalent

5.3     Supporting Organisational Objectives

Supporting Organisational Objectives assesses the extent to which an ATC promotes the organisation’s objectives in respect to the provision of air traffic services.

5.3.1  Promotes the organisation’s objectives

a)     Promotes the organisation’s objectives in respect to the provision of air traffic services

1.     Train Small Groups

Prepare for training

i       Specific needs for training are identified and confirmed through consultation with appropriate personnel

ii      Training objectives are matched to identified competency development needs

iii      Training approaches are planned and documented

Deliver training

i       Training is conducted in a safe and accessible environment

ii      Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources

iii      Strategies and techniques are employed which facilitate the learning process

iv     Objectives of the training, sequence of activities and assessment processes are discussed with training participants

v      A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants

Provide opportunities for practice

i       Practice opportunities are provided to ensure that the participant achieves the components of competency

Review training

i       Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants

2.     Review Training

Record training data

i       Participants are encouraged to self evaluate performance and identify areas for improvement

ii      Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance

Evaluate training

i       Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives

ii      Results of evaluations are used to guide further training

Report on training

i       Training details are recorded according to enterprise and legislative requirements

3.     Plan Assessment

Establish evidence required for a specific context

i       The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context

ii      Relevant units of competency are read and interpreted accurately to identify the evidence required

iii      Specified evidence requirements:

assure valid and reliable inferences of competency

authenticate the performance of the person being assessed and

confirm that competency is current

iv     Sufficient evidence is specified to show consistent achievement of the specified standards

v      The cost of gathering the required evidence is established

Establish suitable assessment methods

i       Assessment methods are selected which are appropriate for gathering the type and amount of evidence required

ii      Opportunities to consolidate evidence gathering activities are identified

iii      Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed

Develop assessment tools appropriate to a specific assessment context

i       An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context

ii      The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context

iii      Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed

iv     The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur

Trial assessment procedure

i       Assessment methods and tools are trialed with an appropriate sample of people to be assessed

ii      Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration

iii      Appropriate adjustments are made to improve the assessment method and tools in light of the trial

iv     Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable

4.     Conduct Assessment

Identify and explain the context of assessment

i       The context and purpose of assessment are discussed and confirmed with the persons being assessed

ii      The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed

iii      the assessment procedure is clarified and expectations of assessor and candidate are agreed

iv     Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed

v      The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure

vi     Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed

Plan evidence gathering opportunities

i       Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency

ii      The need to gather additional evidence which may not occur as part of the workplace or training activities is identified

iii      Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure

Organise assessment

i       the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment

ii      Appropriate personnel are informed of the assessment

iii      Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel

Gather evidence

i       Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence

ii      The evidence specified in the assessment procedure is gathered using the assessment methods and tools

iii      Evidence is gathered in accordance with specified allowable adjustments where applicable

iv     The evidence gathered is documented in accordance with the assessment procedures

Make the assessment decision

i       The evidence is evaluated in terms of:

·         validity

·         authenticity

·         sufficiency

·         currency

·         consistent achievement of the specified standard

ii      Evidence is evaluated according to the dimensions of competency:

·         task skills

·         task management skills

·         contingency management skills

·         job/role environment skills

·         transfer and application of knowledge and skills to new contexts

iii          If in doubt, guidance is sought from more experienced assessors

iv          The assessment decision is made in accordance with the criteria specified in the assessment procedure

Record assessment results

i       Assessment results are recorded accurately in accordance with the specified record keeping requirements

ii      Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel

Provide feedback to persons being assessed

i       Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities

ii      Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed

iii      The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged

Report on the conduct of the assessment

i       Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure

ii      Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure

iii      Suggestions for improving any aspect of the assessment process are made to appropriate personnel

5.     Review Assessment

Review the assessment procedure

i       Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria

ii      The review process established by the enterprise, industry or registered training organisation is followed

iii      The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation

iv     Review activities are documented, findings are substantiated and the review approach evaluated

Check the consistency of assessment decision

i       Evidence from a range of assessments is checked for consistency across the dimensions of competency

ii      Evidence is checked against the key competencies

iii      Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon

Report review findings

i       Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes

ii      Records are evaluated to determine whether the needs of appropriate personnel have been met

iii      Effective contributions are made to system-wide reviews of the assessment process and feedback procedures

Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations.

5

Employ instructional intervention techniques appropriate to an operational training environment.

5

Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment:

•    planning training duration;

•    briefing on communication procedures;

•    explaining circumstances requiring intervention.

5

Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted.

5

Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained.

5

1.     Train Small Groups

Prepare for training

i       Specific needs for training are identified and confirmed through consultation with appropriate personnel

ii      Training objectives are matched to identified competency development needs

iii      Training approaches are planned and documented

Deliver training

i       Training is conducted in a safe and accessible environment

ii      Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources

iii      Strategies and techniques are employed which facilitate the learning process

iv     Objectives of the training, sequence of activities and assessment processes are discussed with training participants

v      A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants

Provide opportunities for practice

i       Practice opportunities are provided to ensure that the participant achieves the components of competency

ii      Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants

Review training

i       Participants are encouraged to self evaluate performance and identify areas for improvement

ii      Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance

iii      Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives

iv     Training details are recorded according to enterprise and legislative requirements

v      Results of evaluation are used to guide further training

2.     Plan and Promote a Training Program

Identify the competency needs

i       The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client

ii      Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel

iii      Gaps between the required competencies and current competencies of the target group are determined

iv     Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods

Document training program requirements

i       Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance

ii      Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies

iii      Available training programs and resources are customised to meet specific client needs, where required

iv     Appropriate grouping of activities is identified to support formative and summative assessments

v      Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy

vi     Methods of supporting and guiding participants within the target group are identified and specified

Identify program resources

i       Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics

ii      A safe and accessible training environment is identified and arranged to support the development of competencies

iii      Arrangements are made with personnel to support the training program

iv     A register of training resources is maintained and held in an accessible form

Promote training

i       Advice on the development of the training program is provided to appropriate personnel

ii      Information on planned training events is made widely available, utilising a variety of methods

iii      Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel

3.     Plan a Series of Training Sessions

Identify training requirements

i       Current competencies of the target group are identified

ii      Relevant training package documentation or approved training course documentation is obtained where applicable

iii      Qualification requirements, competencies and/or other performance standards to be attained are interpreted

iv     Training requirements are identified form the gap between the required competencies and the current competencies of the target group

v      Training requirements are confirmed with appropriate personnel

Develop outlines of training sessions

i       The training program goals, outcomes, performances and underpinning knowledge requirements are identified

ii      The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed

iii      A range of training delivery methods are identified which are appropriate for:

·         the competencies to be achieved

·         training program’s goals

·         characteristics of training participants

·         language, literacy and numeracy skill level of training participants

·         availability of equipment and resources

·         industry/enterprise contexts and requirements

iv     Training session outlines are mapped against required competencies and deficiencies are identified and addressed

v      Special requirements for resources, particular practice requirements and training experiences are documented

vi     Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified

Develop training materials

i       Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright

ii      Existing materials are customised or resources are developed to enhance the learning capability of training participants

iii      Instructions for the use of learning materials and any required equipment are provided

iv     Copyright laws are observed

v      Training resources are identified and approvals are obtained from appropriate personnel

vi     Clear and comprehensive documentation, resources and materials are developed and used

Develop training sessions

i       Training sessions are developed to meet the goals of the training program

ii      Training session plans specify planned sessions outcomes

iii      Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice

iv     Session plans identify delivery methods which are appropriate for:

·         the competency to be achieved

·         training program’s goals

·         training participants’ characteristics

·         language, literacy and numeracy skill level of training participants

·         learning resources and consumable resources available

·         industry/enterprise/workplace contexts and requirements

·         each outlined training session

v      Training sessions are designed to measure participant progress towards the program goals

vi     Sequence and timing of the training sessions are documented

Arrange resources

i       Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel

ii      Appropriate training locations are identified and arranged

iii      Arrangements are made with (any) additional personnel required to support the training program

iv     The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies

v      Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form

4.     Deliver Training Session

Prepare training participants

i       Training program goals and training session outcomes are explained to, and discussed with, training participants

ii      The training program workplace applications, training activities and tasks are explained and confirmed with the training participants

iii      Needs of training participants for competency acquisition are identified

iv     The series of training sessions for the training program are explained to the training participants

v      Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants

vi     Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning)

Present training session

i       Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies

ii      Presentation of training and design of learning activities emphasise and reinforce the components of competency:

·         task skills

·         task management skills

·         contingency management skills

·         job/role environment skills

·         transfer and application of skills and knowledge to new contexts

iii      Presentation and training delivery methods provide variety, encourage participation and reinforce competencies

iv     Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions

v      Training sessions are reviewed and modified as necessary meet training participants’ needs

Facilitate individual and group learning

i       The requirements for effective participation in the learning process are explained

ii      Timely information is given to training participants during training sessions

iii      Training presentations are enhanced with the use of appropriate training resources

iv     Clear and accurate information is presented in a sequence to foster competency development

v      Language is adjusted to suit training participants

vi     Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages

vii     Training equipment and materials are used in a way that enhances learning

viii    Supplementary information is provided to enhance and clarify understanding as required by individuals or the group

ix     Key points are summarised at appropriate times to reinforce learning

x      Individual learning and group dynamics are monitored and managed to achieve program goals

xi     Language, literacy and numeracy issues are taken into account to facilitate learning by training participants

Provide opportunities for practice and feedback

i       Process, rationale and benefits of practice of competency are discussed with training participants

ii      Practice opportunities are provided to match:

·         specific competencies to be achieved

·         context of the training program

·         specific outcomes of the training sessions

iii      Training participants readiness for assessment is monitored and discussed with participants

iv     Constructive feedback and reinforcement are provide through further training and/or practice opportunities

Review delivery of training sessions

i       Training participants’ review of training delivery is sought

ii      The delivery of the training session is discussed with appropriate personnel at appropriate times

iii      Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards

iv     The reactions of relevant personnel to the deliver are sought and discussed at appropriate times

v      Adjustments to delivery, presentation and training are considered and incorporated

5.     Review Training

Record training data

i       Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored

ii      Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents

Evaluate training

i       Training is evaluated against needs and goals of the training program

ii      Feedback on the training program is sought form training participants and appropriate personnel

iii      Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions

iv     Trainers’ performance is reviewed against:

·         program goals

·         the Assessment and Workplace Training Competency Standards

·         training participants’ comments

·         training participants’ competency attainment

v      Results of the evaluation are used to improve current and future training

vi     Suggestions are made for improving any aspect of the recording procedure

Report on training

i       Reports on outcomes of the training sessions are developed and distributed to appropriate personnel.

1.     Plan Assessment

Establish evidence required for a specific context

i       The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context

ii      Relevant units of competency are read and interpreted accurately to identify the evidence required

iii      Specified evidence requirements:

·         assure valid and reliable inferences of competency

·         authenticate the performance of the person being assessed and

·         confirm that competency is current

iv     Sufficient evidence is specified to show consistent achievement of the specified standards

v      The cost of gathering the required evidence is established

Establish suitable assessment methods

i       Assessment methods are selected which are appropriate for gathering the type and amount of evidence required

ii      Opportunities to consolidate evidence gathering activities are identified

iii      Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed

Develop assessment tools appropriate to a specific assessment context

i       An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context

ii      The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context

iii      Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed

iv     The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur

Trial assessment procedure

i       Assessment methods and tools are trialed with an appropriate sample of people to be assessed

ii      Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration

iii      Appropriate adjustments are made to improve the assessment method and tools in light of the trial

iv     Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable

2.     Conduct Assessment

Identify and explain the context of assessment

i       The context and purpose of assessment are discussed and confirmed with the persons being assessed

ii      The relevant performance standards to be used in the assessment (e.g. current endorsed competency standards for the specific industry) are clearly explained to the person being assessed

iii      The assessment procedure is clarified and expectations of assessor and candidate are agreed

iv     Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed

v      The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure

vi     Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed

Plan evidence gathering opportunities

i       Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency

ii      The need to gather additional evidence which may not occur as part of the workplace or training activities is identified

iii      Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure

Organise assessment

i       The resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment

ii      Appropriate personnel are informed of the assessment

iii      Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel

Gather evidence

i       Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence

ii      The evidence specified in the assessment procedure is gathered, using the assessment methods and tools

iii      Evidence is gathered in accordance with specified allowable adjustments where applicable

iv     The evidence gathered is documented in accordance with the assessment procedures

Make the assessment decision

i       The evidence is evaluated in terms of:

·         validity

·         authenticity

·         sufficiency

·         currency

·         consistent achievement of the specified standard

ii      Evidence is evaluated according to the dimensions of competency:

·         task skills

·         task management skills

·         contingency management skills

·         job/role environment skills

·         transfer and application of knowledge and skills to new contexts

iii          If in doubt, guidance is sought from more experienced assessors

iv     The assessment decision is made in accordance with the criteria specified in the assessment procedure

Record assessment results

i       Assessment results are recorded accurately in accordance with the specified record keeping requirements

ii      Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel

Provide feedback to persons being assessed

i       Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities

ii      Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed

iii      The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged

Report on the conduct of the assessment

i       Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure

ii      Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure

iii      Suggestions for improving any aspect of the assessment process are made to appropriate personnel

3.     Review Assessment

Review the assessment procedure

i       Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria

ii      The review process established by the enterprise, industry or registered training organisation is followed

iii      The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation

iv     Review activities are documented, findings are substantiated and the review approach evaluated

Check the consistency of assessment decision

i       Evidence from a range of assessments is checked for consistency across the dimensions of competency

ii      Evidence is checked against the key competencies

iii      Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon

Report review findings

i       Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes

ii      Records are evaluated to determine whether the needs of appropriate personnel have been met

iii      Effective contributions are made to system-wide reviews of the assessment process and feedback procedures

Year and
number

Date of Gazettal/
registration on FRLI/FRL

Date of
commencement

Application, saving or
transitional provisions

MOS Part 65

1 May 2003 (see Gazette 2003 No. S. 136)

1 May 2003

—

MOS Part 65 2005 Amendment No. 1

FRLI 21 January 2005  (F2006L00112)

22 January 2005

—

Part 65 (Air Traffic Services Licensing) Amendment (English Language Proficiency) Manual of Standards 2023

FRL 4 July 2023  (F2023L00960)

5 July 2023 (s. 2)

—

Part 65 (Air Traffic Service Licensing) Amendment (Fatigue Rules) Manual of Standards 2023

FRL 1 August 2023  (F2023L01055)

1 August 2023 (s. 2)

—

s. 1.1.2....................................

rs. MOS 65 Am 2005 No. 1

s. 1.1.7....................................

rs. MOS 65 Am 2005 No. 1

s. 1.2........................................

am. F2023L00960; F2023L01055

par. 3.1.3.2.............................

rs. MOS 65 Am 2005 No. 1

par. 3.1.4.2.............................

rs. MOS 65 Am 2005 No. 1

par. 3.1.5.2.............................

rs. MOS 65 Am 2005 No. 1

par. 3.1.6.2.............................

rs. MOS 65 Am 2005 No. 1

par. 3.1.7.2.............................

rs. MOS 65 Am 2005 No. 1

s. 3.1.9....................................

rep. MOS 65 Am 2005 No. 1

par. 3.1.11.3...........................

rs. MOS 65 Am 2005 No. 1

par. 3.1.12.1...........................
Table items 1, 3 and 4

rs. MOS 65 Am 2005 No. 1

par. 3.1.12.1...........................
Table item 5

rep. MOS 65 Am 2005 No. 1

par. 3.1.12.2...........................

rs. MOS 65 Am 2005 No. 1

par. 3.1.14.2...........................

ad. MOS 65 Am 2005 No. 1

s. 4.1.8....................................

rs. F2023L00960

s. 10.1.6..................................

rs. F2023L00960

s. 13.01...................................

ad. F2023L00960

s. 13.02...................................

ad. F2023L00960

s. 13.03...................................

ad. F2023L00960

s. 13.04...................................

ad. F2023L00960

s. 13.05...................................

ad. F2023L00960

s. 14.01...................................

ad. F2023L01055

s. 14.02...................................

ad. F2023L01055

s. 14.03...................................

ad. F2023L01055