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13.4.2.2 In a classroom simulation and a modern interactive training environment, the future instructor has
to follow specific guidelines to plan, prepare and deliver presentations and lessons. During the course, they
will play alternatively the role of instructor and class participant. Their performance as an instructor is
subsequently assessed.
13.4.2.3 The programme should include:
a) quality of a good instructor;
b) principle of adult learning;
c) use and structure of a lecture;
d) how to design and structure a lesson, lesson plan; including design of instructional events,
selection of training techniques and selection of media options
e) questioning techniques;
f) elements and formulation of training objectives;
g) use of teaching aids;
h) principle of student motivation;
i) qualities and types of written tests;
j) how to administrate practical exercises (written, small group discussion, group discussion,
lab, role play, simulator); and
k) practical exercises presenting one lecture and one lesson.
13.4.3 On-the-job training and coaching training
13.4.3.1 The course is designed for ATSEP who are already, or will be, carrying out on-the -job training or
coaching at a technical unit. The on-the-job training phase and practical exercises on equipment (standby or
real equipment or special equipment for development and training purpose) is well recognized as critical in
the training of an ATSEP. It is necessary to give the instructor a series of teaching techniques and coaching
practices which, if adopted, will increase the quality and the efficiency of the OJT and will also increase the
safety and decrease risk when dealing with equipment. The course should provide appropriate training for
those involved in coaching and practical training on equipment, suggesting the appropriate means of
carrying out this training. It should also provide and recommend a code of practise for the instructor.
13.4.3.2 The programme should include:
a) safety precautions to take before teaching practical training on equipment;
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b) learning processes, cognitive aspects and motivation theories;
c) effective verbal communication, non verbal communication and effective listening skills;
d) personal interactions, personal styles and attitudes, building positive relationships, the
influence of recognition, interpersonal conflict;
e) training practices such as briefing a student, monitoring the student’s progress, intervention
methods, feedback and debriefing;
f) task training, how to built practical exercises and sessions dealing directly with equipment,
measurement technique, etc.;
g) progressive application of coaching theory with feedback; and
h) stress recognition and stress management.
13.4.4 Assessment training
13.4.4.1 This course is designed for experienced engineers, technologists and OJT instructors who will be
required to act as a competency assessor.
13.4.4.2 The assessor should follow a course which focuses on procedures for evaluating the initial and
continued operational competency of air traffic safety electronic personnel.
13.4.4.3 The task of assessor is recognized as being a difficult task and essential to ensuring that
competency standards are maintained. It is essential to safety. Furthermore assessors may have to comment
and take action on the competency of colleagues, ATSEP and friends. This is not a task that everybody is
capable of doing and involves professional and personal criteria.
13.4.4.4 This particular course should endorse the use of both practical and oral assessment as a process to
determine operational competency and aims to provide its participants with the rationale, initial knowledge,
skills and techniques for the role of competency assessor. Such a course should help the assessor fulfil their
job, but also administration to establish the required infrastructure in order to meet the regulatory
requirements.
13.4.4.5 Programme outline:
a) role and task of assessor;
b) international safety regulatory requirement;
c) concept of assessment;
d) Human Factors affecting assessment;
e) the oral part of the assessment and the scenario of interview;
f) the practical part of the assessment process and work on equipment;
g) assessment for competency;
h) maintenance of competency;
i) competency assessment debriefing; and
j) exercises in practical and oral assessment.
13.5 ENGINEERING ATSEP - INSTALLATION TECHNOLOGIST
13.5.1 Introduction
13.5.1.1 Most States have regulatory requirements for insuring that CNS/ATM systems/equipment are
installed by qualified ATSEP. Generally, ANSP create a distinct group of specialized ATSEP who are
　
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