Train-the-Trainer by DataHomeLab

1.5 Knowledge Objectives

The unit in which the 1.4 Methods of Training and Checking expresses its outputs is the knowledge objective. Knowledge objectives define the tasks employees are required to perform; they are determined through the 1.4 Methods of Training and Checking. Knowledge objectives are found in the Instructors Guide and Lesson Plans for each course.

E-factor model stub

The figure above is the NEEDS / E-Factors / Results stub. It captures the three-element pipeline 1.4 Methods of Training and Checking describes: identified training NEEDS (the output of the 1.4 Methods of Training and Checking) drive the E-factors of the training programme (engineered through the 1.4 Methods of Training and Checking cycle) which produce measurable RESULTS (assessed against the knowledge objectives this section defines). The knowledge objective is the unit the Results column is measured in; without a defined objective, Results have nothing to be assessed against.

1.5.1 Definition of an Objective

The definition is short and load-bearing. Three properties follow from it:

  • A statement. The objective is written down and shared; tacit objectives in the instructor's head are not knowledge objectives in this sense.
  • What a graduate must be able to achieve. The objective is expressed in terms of trainee capability at the end of the course, not in terms of what the instructor will teach. The unit is the trainee's end-state.
  • Must. The objective is mandatory. A course that does not test against the objective has not measured what it claims to measure.

The definition is the course manual's statement of the same outcome-based principle the competency-based training and assessment methodology in ICAO-9868 enforces: training is designed backwards from the demonstrable end-state the trainee must reach.

1.5.2 The Need for Knowledge Objectives

The training organisation requires knowledge objectives for six reasons:

  1. Students see what they have to achieve.
  2. Provides instructor direction.
  3. Ensures that learning remains task related.
  4. Allows for a standardised course design.
  5. Allows for assessment prior to instruction.
  6. Evaluation is less subjective.

Reasons 1 and 2 are the trainee-facing and instructor-facing benefits. Reason 3 binds the syllabus to operational tasks and blocks instructor-preferred drift. Reason 4 is the cross-instructor comparability benefit. Reason 5 is what allows the SAT cycle's Step 3 (Assessment Method) to precede Step 4 (Administer the Training). Reason 6 is the assessment-fairness benefit: a written objective anchors evaluation in observable behaviour rather than instructor inference.

1.5.3 Knowledge Objective Terminology

The levels of knowledge objective specify the depth at which the objective is to be achieved; the lesson plan and the syllabus dictate which level applies to each item. A fifth level (BE PROFICIENT) is often named in operations manuals (OM-D or equivalent) and is reproduced as the operational target of the Chapter 7 debrief in 7.3 General Debrief Techniques; it completes the progression though it is not enumerated in the Knowledge Objective Terminology itself.

KNOW

Means that the student is to become highly knowledgeable and acquire a complete understanding of (master) this knowledge such that it can be readily recalled and applied in the performance of his job.

The pilot will:

  1. Know the maximum take-off weight.
  2. Know the meaning of the symbols on the airspeed tape.
  3. Know how to initialise the FMS.
  4. Know the meaning of a pulsing parameter.
  5. Know the memory items associated with a decompression.
  6. Know how to cancel a nuisance warning.
  7. Know how to select an assigned altitude.
  8. Know how to engage the autopilot.
  9. Know the function of the bus tie pushbutton.
  10. Know the meaning of a red fault indication.

KNOW is reserved for items the pilot must master and recall on demand; the examples are items where mis-recall on the line would create a flight-safety problem (memory items, fault interpretations, system-state knowledge driving time-critical decisions).

BE FAMILIAR WITH

Means that the student is to become generally knowledgeable and gain a practical understanding of this knowledge such that it will be useful in the performance of his job. However, quick recall of the details of this knowledge is not considered essential. Familiarity with a knowledge area implies that if the pilot is reintroduced or re-exposed to certain elements of the subject matter, he will likely recall the necessary details and be able to apply the knowledge in the performance of his duties. It further implies that the pilot has enough knowledge to readily access the necessary details from the resources available to him. In addition, familiarisation of the subject matter will assist the pilot in completing tasks supported by checklists and ECAM procedures.

The pilot will:

  1. Be familiar with the location of the aircraft antennae.
  2. Be familiar with the indications and ECAM procedures associated with a blue hydraulic pump failure.
  3. Be familiar with the schematic diagram of the electrical system.
  4. Be familiar with the approximate flight range of the aircraft.
  5. Be familiar with the consequences of a dual FMGC/FMGEC failure.
  6. Be familiar with the functions of the flight augmentation computer.
  7. Be familiar with the functions of the bleed monitoring computers (BMC).
  8. Be familiar with the manual starting procedures.
  9. Be familiar with the functions of the speed brakes.
  10. Be familiar with the location and operation of the emergency lights.

BE FAMILIAR WITH sits below KNOW. The pilot does not have to recall the details on demand but must have enough background to apply the knowledge with reference to the resources available (checklists, ECAM procedures, QRH, FCOM). The level is appropriate for items that line procedures already scaffold and inappropriate for items the line operation requires the pilot to produce from memory.

BE ABLE TO

Means that the student is to gain a cognitive skill that applies to the performance of a required task. This term is closely related to the term "know".

The pilot will:

  1. Be able to identify the electrical panel.
  2. Be able to calculate the maximum runway take-off weight.
  3. Be able to interpret the wind display information on the navigation display.
  4. Be able to interpret the indications of the yellow speed trend arrow on the airspeed indicator.
  5. Be able to interpret the information at the top right corner of the navigation display in Rose NAV mode.
  6. Be able to visually distinguish between a managed mode and a selected mode.
  7. Be able to identify the brake wear accumulators on each wheel.
  8. Be able to identify the outflow valve.
  9. Be able to identify the fuel water drain valves and properly check their condition during the pre-flight inspection.

BE ABLE TO is the cognitive-skill level: the pilot must perform a defined cognitive operation (identify, calculate, interpret, distinguish) on demand, given the relevant inputs. The source notes BE ABLE TO is closely related to KNOW; the distinction is that KNOW emphasises mastered knowledge that can be recalled, while BE ABLE TO emphasises the application of that knowledge to a defined cognitive task.

1.5.4 Glossary of Performance Verbs

The glossary below anchors every knowledge objective in an observable performance verb. The verbs are organised by cognitive level: Knowledge, Comprehension, Application, and Analysis (the lower four of the six cognitive levels in Bloom's revised taxonomy (Anderson and Krathwohl 2001), reproduced because they cover the operational range of pilot training tasks).

Blooms taxonomy

Bloom's revised taxonomy (Anderson and Krathwohl 2001): the six-level cognitive hierarchy from Remember at the base through Understand, Apply, Analyse, Evaluate, to Create at the apex. The glossary below anchors performance verbs in the lower four levels.

Knowledge: remembering previously learned material

This may involve the recall of a wide range of material from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information.

Verb Definition
Brief To give all the pertinent facts to.
Define To state the exact meaning or give the limits.
Describe To give a description or state the characteristics.
Detail To give particulars of, describe item by item.
Identify To establish the individuality of an item.
Inform To give a detailed account of a subject.
Label To attach a label to.
List To enter in a list.
Match To join two or more things so they correspond.
Name To be able to name.
Outline To draw or describe the essential parts only.
Present To exhibit or make known.
Recall To recollect previously learned material.
Reproduce To produce again, to produce copies or representations of.
Select To pick or choose.
State To express in words or numbers.

Comprehension: the ability to grasp the meaning of material

This may be shown by translating material from one form to another (words or numbers), by interpreting material (explaining, summarising), and estimating future trends (predicting the consequences or effects).

Verb Definition
Convert To change into others of a different kind or interchange terms (e.g. mathematics).
Distinguish To make the difference recognisable.
Estimate To fix the value of, quantity of.
Explain To make known in detail.
Generalise To draw broad conclusions from particular instances.
Give Examples To show by illustration or type.
Read To study by reading.
Simplify To make easier to do or understand.
Trace To follow the course, development or history of.
Value To attach importance to, is seen worthy and desirable.
View To observe (demonstration etc.).

Application: the ability to use learned material in new and concrete situations

This may include the application of such things as rules, methods, concepts, principles, laws, and theories.

Verb Definition
Act To perform the part of.
Add To join one thing to another.
Apply To put into practical operation.
Assist To aid or help.
Calculate To ascertain by mathematics.
Carry-out To put into practice.
Complete To finish, make whole or perfect.
Comply To act in accordance with (command, instruction etc.).
Conduct To manage or direct.
Construct To fit together according to given instructions.
Delete To remove.
Demonstrate To illustrate or show by performance.
Draft To compose in writing.
Draw To illustrate in diagrammatic form.
Dress To clothe or to finish the surface of.
Enforce To put into action.
Enter To set down in writing or to input data.
Expose To subject (film etc.) to light, to reveal.
Find To discover by search.
Handle To manage or put thing or person through stated purpose.
Implement To put into effect.
Index To show a position on a scale.
Insert To place between existing items.
Make To construct from parts or other substance.
Maintain To keep up to date, or in good order (e.g. machinery).
Manipulate To handle or demonstrate skilled use of hands.
Modify To improve or change the performance so increasing the operational efficiency.
Observe To adhere to.
Operate To cause to function, to put into operation.
Participate To share in the activity being undertaken.
Pass To determine a predetermined standard.
Pay To give what is due.
Perform To carry into effect.
Plot To graph/mark on a diagram or chart.
Predict To forecast.
Prepare To make ready or construct.
Process To develop and print photographic negatives, series of actions in manufacture etc.
Produce To show for examination or inspection.
Raise To create or start (e.g. to raise a form etc.).
Rectify To make right, correct, amend or reform.
Rehearse To practice as a preparation.
Save To preserve.
Select To choose the item or tool most appropriate to the task.
Service To carry out maintenance of equipment etc.
Set Up To prepare equipment or items for a task.
Show To allow or cause to be seen / offer for inspection.
Sketch To draw giving general outline or brief account.
Solve To find the answer to a problem.
Sort To separate into types or groups.
Speak To make oral address, deliver a speech.
Submit To present for consideration or decision.
Undertake To make oneself responsible for.
Update To bring up to date.
Use To put into operation.
View To survey with the eyes, form mental impression or judgment of.
Write To compose for printed production.

Analysis: to break down material into its component parts so that its organisational structure may be understood

This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organisational principles involved, or the ability to break a malfunction into its fundamental parts in order to troubleshoot.

Verb Definition
Analyse To ascertain the elements of.
Breakdown To reduce to constituent or basic units.
Compute To ascertain by calculation (number or amount).
Deduce To draw as a logical conclusion.
Derive To gather, deduce (knowledge, truth, ideas).
Diagnose To determine the type of fault.
Differentiate To establish the difference.
Examine To scrutinise closely.
Express To put into words, represent by symbols in terms of another (e.g. maths).
Illustrate To make clear by example or drawing.
Infer To deduce or conclude as the result of analysis.
Interpolate To estimate from known values etc. (e.g. mathematics).
Relate To show the relationship between the constituent parts.
Separate To sort.

Connections

  • 1.1 Introduction. Frames the training-philosophy arc this section sits in.
  • 1.2 Philosophies of Learning. The "documented learning objectives" design principle this section supplies the unit for.
  • 1.4 Methods of Training and Checking. The Systematic Approach to Training that uses knowledge objectives as the output of Step 1 (Define Objectives) and the input to Step 3 (Assessment Method).
  • 1.6 Training References. The regulatory hierarchy that constrains how freely a training organisation may set knowledge-objective levels.
  • 2.1 Introduction. The cognitive mechanics that explain why the four-level taxonomy works as it does.
  • 7.3 General Debrief Techniques. The five-level proficiency target (operations manuals, OM-D or equivalent) the debrief drives the trainee toward; KNOW, BE FAMILIAR WITH, BE ABLE TO from the Knowledge Objective Terminology plus BE PROFICIENT and UNDERSTAND from those manuals.
  • 11.1 Purpose of Evaluation. The full treatment of the assessment side that knowledge objectives anchor.
  • Competency-based training and assessment. The methodology the outcome-based, observable-behaviour anchoring implements at the lesson level.