CHAPTER 3. DESIGNING CURRICULUM
3.1 INTRODUCTION
3.1.1 The following paragraphs describe different types of flight procedure design training. All types are interdependent. Therefore, when planning the most effective and efficient training path, training providers and other stakeholders need to bear in mind the interdependence of these different types of training. Each organization will achieve training effectiveness and efficiency in different ways.
3.1.2 The duration of a course should not be determined a priori, but derived from a course plan that is competency-based. It is recognized, however, that the duration of a course impacts cost-effectiveness both for training providers and their clients. As the duration of a course is lengthened, the client organization faces a human resource planning challenge. As the duration of a course is shortened, the training provider faces a training quality and training effectiveness challenge. For longer training phases (e.g. four weeks or longer) consideration should be given to breaking the long period into multiple shorter training periods.
3.1.3 Training providers can address these challenges by determining more or less stringent prerequisite skills, knowledge and attitudes for ab-initio and initial training. This will impact the time required to achieve training objectives. The course duration can then be adjusted accordingly.
3.1.4 The final goal of training is to ensure flight procedure designers perform to the requirements specified in the competency framework. This cannot be achieved solely through initial training; on-the-job training is critical. The interdependence of initial and on-the-job training also impacts course duration. More or less time will be needed for on-the job training depending on the stringency of performance standards to be achieved during initial training.
3.1.5 In addition, training needs vary among States. This is partially due to the emergence or obsolescence of technologies for which a flight procedure design is required within that State. Therefore, training providers may include or exclude parts of training depending on the training needs. This again will impact course duration and prerequisite skills, knowledge and attitudes. For example, some States may require the inclusion of RNAV competency elements within initial training, while others may require it as recurrent or advanced training.
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