2.4 SKILLS, KNOWLEDGE AND ATTITUDES (SKA)
2.4.1 General
In order to perform tasks, a combination of adequate skills, knowledge and attitudes (SKAs) are required. A skill is the ability to perform an activity that contributes to the effective completion of a task. Knowledge is specific information required for the trainee to develop the skills and attitudes for the effective accomplishment of tasks. Attitude is the mental state of a person that influences behaviour, choices and expressed opinions.
For example for the performance criteria 4.1.1 “collect, validate and incorporate electronic/paper data for VOR or NDB FAF procedure”, there would be a need to have knowledge about different types of terrain data. In turn, this knowledge would be required to apply the skill of interpreting a cartographic map. The procedure designer, applying this skill, would need to be thorough and accurate. This attitude would be reflected throughout the collection and validation process as well as in the outcome of the performance.
The skills, knowledge and attitudes necessary to achieve performance criteria and competency elements are inventoried during job and task analysis. During the curriculum design phase, the specific SKAs identified during job and task analysis can be categorized according to the learning associated with them. Different taxonomies can be used to achieve this categorization (see Bloom; Anderson and Krathwohl; Gagné, Briggs and Wagner). However, it is beyond the scope of this manual to describe in detail these different taxonomies and their interpretation.
As an example, Gagné, Briggs and Wagner’s taxonomy breaks down intellectual skills in four categories: classifying, rule-using, discriminating and problem-solving. Using this taxonomy, knowledge about different types of terrain data could be categorized as the intellectual skill of classifying. When developing training materials for this skill, course developers would require trainees to define, itemize, rank, or catalogue different types of terrain. Different media could be used to accomplish this. For example, a computer programme could be devised where trainees are asked to classify types of terrain data. The skill of interpreting a cartographic map could be categorized as the intellectual skill of rule-using. Course developers could require trainees to check, explain, correct a cartographic map. As regards thoroughness and accuracy (attitudes), course developers would ensure that instructors demonstrate these attitudes and that they are elicited from trainees through practical exercises.
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