A4.D Core Competencies

#Core Competencies for Evidence-Based Training

Pilot core competencies were developed to support the Evidence-based Training (EBT) concept adopted by ICAO in 2013. An international industry working group was established in 2007 for the development of a competency-based approach to recurrent training and assessment, and the group decided that the first and critical step in the development of EBT was to identify a complete framework of performance indicators, in the form of observable actions or behaviours, usable and relevant across the complete spectrum of pilot training for commercial air transport operations. These competencies and performance indicators combine the technical and non-technical (CRM) knowledge, skills and attitudes that have been considered essential for pilots to operate aircraft safely, efficiently and effectively.

After extensive consultation and discussion, the framework of behaviours was developed, divided into 8 core competencies, each with observable performance indicators. The competencies were published in the ICAO Doc 9995 Manual of Evidence-based Training. The core competencies are primarily an assessment tool, offering a different approach from the evaluation of outcomes and manoeuvres, the purpose being to understand and remediate root causes of performance difficulties, rather than addressing only the symptoms.

The purpose of these performance indicators is to underpin the creation of performance expectations at all stages of training in a pilot's career. To complete the picture, a fair and usable system of grading performance is also required, and instructors using it should be trained and assessed themselves as competent in its use. The grading scale that completes the picture lives in A4.E Performance Grades.

#Introduction

The EBT and Instructor Qualification group was formed in early 2008. The Group was mostly comprised of expert practitioners in pilot training from almost 50 organisations worldwide. The Group met every 2 months over a period from early 2008 until end of 2011. The development of pilot core competencies was considered as the first important step towards the creation of the "total systems approach to training".

The publication of Doc 9995 limits the applicability of EBT to recurrent training conducted in a qualified Flight Simulation Training Device (FSTD), but it was always anticipated that the example framework of core competencies agreed should be applied to all aspects of initial and advanced pilot training and assessment for commercial air transport operations including pilot selection and instructor pre-selection.

A number of "behavioural marker" systems were considered, and the group chose the most relevant and appropriate and developed this further to include technical competencies and associated performance indicators.

The behavioural marker system was one published by the UK CAA in CAP 737 in 2005 and being used across a wide range of cultures since 2002. The system has been validated through operational use.

By far the most significant challenges for operators using these competency frameworks is the creation of an effective performance assessment and grading system, and subsequently the need for instructor training and the assurance of inter-rater reliability.

#Contributing organisations

The international working group and contributing organisations that shaped the framework:

#ICAO 9995 extract: operator latitude to extend the framework

The first component in the development of the EBT concept is a set of competencies contained in Appendix 1 to Part II of ICAO Doc 9995. This is a complete framework of competencies, competency descriptions and related behavioural indicators, encompassing the technical and non-technical knowledge, skills and attitudes to operate safely, effectively and efficiently in a commercial air transport environment. The competencies contained in Appendix 1 to Part II were used to develop the Baseline EBT program. However, operators are encouraged to develop their own competency system, which should list observable behavioural indicators, meeting their specific needs and including a comprehensive set of technical and non-technical knowledge, skills and attitudes.

#The 8 ICAO competencies

The 8 ICAO competencies are reproduced in full in ICAO Doc 9995 Appendix 1 to Part II; this framework uses the same competency names and (with some modified performance indicators) the same behavioural-indicator structure. Grading codes align with ICAO for Application of Procedures (PRO). Aircraft Flight Path Management is split into FPA and FPM (ICAO groups automation and manual control as AFM-A and AFM-M sub-elements). The competency names and intent are unchanged from ICAO 9995.

The 8 ICAO competencies, in the alphabetical order used by A4.E Performance Grades:

• Application of Procedures (PRO) : identifies, applies and confirms the procedures relevant to the operating situation, in accordance with published operating instructions and applicable regulations.
• Communication (COM) : demonstrates effective oral, non-verbal and written communications, in normal and non-normal situations.
• Flight Path Management - Automation (FPA) : controls the aircraft flight path through automation, including appropriate use of flight management system(s) and guidance.
• Flight Path Management - Manual Control (FPM) : controls the aircraft flight path through manual flight, including appropriate use of flight management system(s) and flight guidance systems.
• Leadership and Teamwork (LTW) : demonstrates effective leadership and team working.
• Problem Solving and Decision Making (PSD) : accurately identifies risks and resolves problems; uses the appropriate decision-making processes.
• Situation Awareness (SAW) : perceives and comprehends all of the relevant information available and anticipates what could happen that may affect the operation.
• Workload Management (WLM) : manages available resources efficiently to prioritise and perform tasks in a timely manner under all circumstances.

The full performance-indicator inventory for each of the 8 competencies (the observable actions and behaviours that an instructor grades against) is reproduced in A4.E Performance Grades. The canonical ICAO wording lives in ICAO Doc 9995 Appendix 1 to Part II. Where Appendix 4's wording differs from ICAO's, the version in Reference E governs day-to-day grading; the ICAO version remains the authoritative reference for the framework's intent.

#Knowledge (KNO): the 9th competency

Knowledge is the 9th competency and the only one not derived from ICAO Doc 9995. Appendix 4 adds Knowledge (KNO) as a 9th competency so that applied technical and operational knowledge can be graded as a distinct element rather than being absorbed into the assessment of Application of Procedures (PRO) or treated as a precondition to all the other competencies. Operators that stay on the 8-competency ICAO baseline will not grade KNO separately; where your approved programme uses nine competencies, grade KNO as set out here and in Reference E.

The rationale for separating KNO from PRO is operational: a pilot may apply procedures correctly while having only surface knowledge of the systems and constraints those procedures address; conversely, a pilot may have deep knowledge but apply procedures inconsistently. Grading the two together collapses a distinction that the post-event debrief and any subsequent retraining need to preserve. KNO captures the what the pilot knows dimension; PRO captures the what the pilot does with what they know dimension. The two interact closely (a knowledge gap typically degrades procedure application), but they fail differently and they remediate differently, so they are graded separately.

#KNO competency description

#KNO performance indicators

The seven observable performance indicators for Knowledge, reproduced verbatim from A4.E Performance Grades:

a. Demonstrates practical and applicable knowledge of limitations and systems and their interaction b. Demonstrates required knowledge of published operating instructions c. Demonstrates knowledge of the physical environment, the air traffic environment including routings, weather, airports and the operational infrastructure. d. Demonstrates appropriate knowledge of applicable legislation e. Knows where to source required information f. Demonstrates a positive interest in acquiring knowledge g. Is able to apply knowledge effectively

#Conclusion

Core Competency systems similar to those listed in ICAO Doc 9995 Manual of Evidence-based Training are now in service with operators in many regions of the world. Appendix 4 uses a system of 9 Core Competencies to create learning objectives for the training system.

#Connections

• A4.C Facilitation Guide. The previous reference; its grading-rationale framing is what this competency framework feeds.
• A4.E Performance Grades. The next reference; carries the full performance-indicator tables for all 9 competencies and the 1-to-5 word-picture grading scale.
• Core competencies. Synthesised overview of the nine-competency framework (eight ICAO + KNO); headline definitions with KNO detail in this reference.
• ICAO-9995. The standards-body source for the 8 ICAO competencies; KNO is not in 9995.
• ICAO Doc 9995 Appendix 1 to Part II. The canonical ICAO competency definitions and behavioural indicators used as the baseline.
• Behavioural indicators. The observable-action concept the framework is built on; see that note for CAP 737 lineage.
• Competency-based training. The training paradigm the competencies operationalise.
• EBT. The methodology the competency framework grades against.
• CRM. The non-technical-skill discipline that the COM, LTW, PSD, SAW and WLM competencies collectively codify.
• Inter-rater reliability. The standardisation challenge identified in this reference as the most significant hurdle for operators using competency frameworks.
• Threat and error management. The frame the competency assessment ultimately serves.