15 Setting Targets
15.1 The plan should set targets for the student/trainee based upon the expectations of the unit. The rate at which a trainee develops will be determined by many factors including the complexity of the unit, the trainee's background or experience, the ability to absorb information and to develop skills. The plan should take as its base-line an average student/trainee who has recently qualified from a training provider, but should have an element of flexibility built in to allow for different rates of learning. However, all students/trainees and trainers should be aware of the targets and expectations of the training system.
15.2 Students/trainees should be kept aware of their progress, including any areas where improvement is needed and the goals they must achieve to successfully complete the training.
16 Progress/Training Reports
A report of the student/trainee's performance should be completed after each training session and should be sufficiently detailed to enable other OJTIs to determine his/her strengths, weaknesses and level of competence. Units may find it useful to complete progress reports at regular intervals, separate from any formal assessments, which indicate how the students/trainees are progressing with their training.
17 Assessment
17.1 Assessment of the student/trainee's development is an integral part of the training plan. The method of assessing and the assessment regime will need to be detailed in the plan. This effectively sets the targets for the trainee and trainer alike.
17.2 Assessment is a process of gathering evidence about the student/trainee's performance to determine how they are progressing with their training and to identify any shortcomings that need to be addressed. Assessment is not a sampling process, as all the objectives of the training must be assessed and the process fully documented to provide evidence of the trainee's performance. There is no 'pass mark'; students/trainees must know all that they are required to know and be able to demonstrate they can provide an air traffic control service to the required level of competence.
17.3 The assessor may use both 'indirect evidence', that is, the results of tests, training reports from training section staff and OJTIs and 'direct evidence', that is, what he sees and reports upon while he is testing or supervising the student/trainee himself. If the assessor will not be conducting OJT with the student/trainee, he will rely solely on indirect evidence. However, assessors are trained to collect evidence and make a judgement.
18 Assessing Transitional and pre-OJT Training
Trainees should be assessed at least at the end of transitional training and, where applicable, at the end of pre-OJT. Failure to reach a satisfactory standard should preclude progression to the next stage of training. Assessment at these phases may include written, verbal and practical assessments using simulation. These phases should also be used to confirm that the trainees have retained the knowledge and skills gained on the initial rating courses that they will be required to apply during OJT.
19 Assessing OJT
19.1 Trainees should be assessed at the end of each level of OJT for which training objectives have been identified, for example at level 50, level 100, etc. (see paragraph
14.2 above). Assessment of this phase consists of observation of practical work and reference to training reports from other OJTIs for supporting evidence.
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