Train-the-Trainer by DataHomeLab

12.2 Instructor Competencies

Instructor qualification is founded on the seven competency units below. The instructor trainee attains knowledge and skills to reach the highest practicable level of competency described within the framework.

The trainee will be trained in all elements and in the end should demonstrate the desired behaviours. Full reproduction of the framework with elements and desirable behaviours lives at A2.1 Introduction and Framework.

The seven competency units

The framework specifies the general competencies that must be demonstrated by all instructors and examiners in any training or checking context. Each unit is specified by an Expanded Performance Descriptor (the "what does competence in this unit look like" statement) and decomposes into Elements (capability areas within the unit), each with a list of Desirable Behaviours (the observable evidence the assessor looks for).

# Unit Expanded Performance Descriptor Elements
1 Manage safety in the training environment The competent instructor must ensure a safe training / evaluation environment at all times, thus ensuring the safety of trainees in his / her care. A. Ensures a safe training environment; B. Intervenes when required for safety
2 Prepare the training environment The competent instructor / evaluator should ensure that the training environment provides for effective learning. The training environment includes facilities, equipment, and instructional materials. A. Designs training (where there is a need to design training programs); B. Ensures adequate facilities and equipment
3 Manage the trainee The competent instructor should ensure that training is appropriate to the trainees and their needs. A. Understands trainees; B. Coaches trainees
4 Conduct training The competent instructor must demonstrate a variety of instructional methods as required for the training. A. Establishes and maintains credibility; B. Demonstrates effective presentation skills; C. Demonstrates effective instruction and facilitation; D. Adheres to training and operational policies and procedures; E. Creates and sustains realism; F. Manages time; G. Demonstrates effective operation of training devices and facilities
5 Perform trainee assessment The competent instructor must assess the trainee appropriately, objectively and correctly. A. Communicates assessment methods; B. Monitors trainee's performance during instruction; C. Makes objective assessments; D. Provides understandable and actionable feedback; E. Produces training and performance reports; F. Acts with integrity and objectivity
6 Perform course evaluation The competent instructor / evaluator should evaluate the effectiveness of the training system. A. Evaluates the effectiveness of instructor's performance (where required to assess / coach other instructors); B. Evaluates the effectiveness of a course or phase of a course; C. Reports information on course evaluation
7 Continuously improves performance The competent instructor / evaluator should continually seek to benchmark his performance and improve the knowledge and skills required to maintain and advance his qualifications. A. Evaluates effectiveness; B. Sustains personal development

Facilitation as a Unit 4 sub-discipline

Unit 4 Element C explicitly names "Demonstrates effective application of LOS Facilitator behaviours" as a desirable behaviour. The five Facilitation Competencies (Performs a Proper Introduction; Uses Questions Effectively; Demonstrates Encouragement; Focuses on Trainee Analysis and Evaluation; Uses Videos Effectively) are mandatory for instructors conducting a LOFT Debriefing and may be applied during any training or checking event when their use is appropriate to the situation. The full behavioural breakdown is reproduced at A2.1 Introduction and Framework and operationalised against a 100-cell rubric in A3.1 Purpose and Directions.

Use of the framework

The framework's two stated standard-of-reference roles:

  • Self-evaluation. Individual instructors and examiners use the framework to regularly self-evaluate their own level of performance in the specified competencies. The self-evaluation feeds the discipline reproduced on 12.21 Self-Analysis and Improvement.
  • Initial and recurrent evaluation. Those individuals charged with conducting the initial evaluations of new instructors, and the regular recurrent evaluations of current instructors and examiners, use the framework as the criterion-referenced rubric against which observed performance is measured.

The content of the framework is based on established industry practices and standards, adapted for operator and ATO instructor qualification.

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