Doc 10097

Training Instructors Guide

First Edition, 2021

Approved by and published under the authority of the Secretary General

INTERNATIONAL CIVIL AVIATION ORGANIZATION

Doc 10097

Training Instructors Guide

First Edition, 2021

Approved by and published under the authority of the Secretary General

INTERNATIONAL CIVIL AVIATION ORGANIZATION

Published in English only by the
INTERNATIONAL CIVIL AVIATION ORGANIZATION
999 Robert-Bourassa Boulevard, Montréal, Quebec, Canada H3C 5H7

For ordering information and for a complete listing of sales agents

and booksellers, please go to the ICAO website at www.icao.int

First edition, 2021

Doc 10097, Training Instructors Guide

Order Number: 10097
ISBN 978-92-9265-600-3 (print version)

© ICAO 2021

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system or transmitted in any form or by any means, without prior
permission in writing from the International Civil Aviation Organization.
 AMENDMENTS

Amendments are announced in the supplements to the Products and

Services Catalogue; the Catalogue and its supplements are available
on the ICAO website at www.icao.int. The space below is provided to
keep a record of such amendments.

RECORD OF AMENDMENTS AND CORRIGENDA

AMENDMENTS CORRIGENDA

No. Date Entered by No. Date Entered by

(iii)
 TABLE OF CONTENTS

Page

Introduction...................................................................................................................................................... (vii)

Chapter 1. Preparing for instruction ........................................................................................................... 1-1

1.1 Introduction..................................................................................................................................... 1-1

1.2 Role of the instructor ...................................................................................................................... 1-1
1.3 Documentation and training materials ............................................................................................ 1-4
1.4 Knowledge of the trainee group ...................................................................................................... 1-4
1.5 Training facilities and space arrangement ...................................................................................... 1-9
1.6 Organization of training aids ........................................................................................................... 1-14
1.7 Preparing for instruction ................................................................................................................. 1-22
1.8 Job aids for course preparation ...................................................................................................... 1-25
1.9 Summary ........................................................................................................................................ 1-29

Chapter 2. Course delivery .......................................................................................................................... 2-1

2.1 Introduction..................................................................................................................................... 2-1

2.2 Role of the instructor ...................................................................................................................... 2-1
2.3 Setting expectations ....................................................................................................................... 2-4
2.4 Performance objectives .................................................................................................................. 2-6
2.5 Effective classroom instruction ....................................................................................................... 2-8
2.6 Effective training techniques ........................................................................................................... 2-17
2.7 Managing trainees .......................................................................................................................... 2-31
2.8 Conducting exercises ..................................................................................................................... 2-33
2.9 Time management.......................................................................................................................... 2-36
2.10 Evaluating trainee performance ...................................................................................................... 2-38
2.11 Summary ........................................................................................................................................ 2-44

Chapter 3. Training course evaluation ....................................................................................................... 3-1

3.1 Introduction..................................................................................................................................... 3-1

3.2 Role of the instructor ...................................................................................................................... 3-1
3.3 Principles of training evaluation ...................................................................................................... 3-3
3.4 Evaluation process in STPs............................................................................................................ 3-6
3.5 Instructor’s evaluation tasks ........................................................................................................... 3-8
3.6 End-of-course reporting .................................................................................................................. 3-10
3.7 Summary ........................................................................................................................................ 3-13
3.8 Electronic or web-based reporting .................................................................................................. 3-14

Appendix A. ICAO Adapted Instructor Competency Model ...................................................................... App A-1

Appendix B. Checklists 01 and 02 .............................................................................................................. App B-1

______________________

(v)
 INTRODUCTION

ICAO is concerned with the global performance of aviation systems and supports the operation, procedures, and
management of these systems. As part of its commitment to achieving optimal performance and meeting its key strategic
objectives, ICAO provides training courses and certifies training personnel through its Global Aviation Training (GAT) team.

This training may take many forms, including online training (e-learning), classroom training and on-the-job training (OJT).
Many training programmes include elements of all of these types. Like in the aviation industry as a whole, consistent
international standards must be achieved. As such, aviation training design must be:

a) standardized and specific;

b) strictly regulated;

c) based on predefined competencies;

d) strictly evaluated; and

e) continually updated and revised.

ICAO recognizes the need to train instructors in the competencies required to deliver standardized, competency-based
training courses to the required standards. These competencies are manifested and observed through behaviours that
bring together the relevant knowledge, skills and attitudes to carry out the activities and tasks associated with instruction,
under the specified conditions. Instructors with these competencies will be able to deliver effective training that supports
the desired competencies and job performance of aviation professionals, which in turn contributes to the safety and
efficiency of air transportation.

This Training Instructors Guide is intended to be used as a reference guide for the ICAO Training Instructors Course,
Part 2 (TIC2), and as a reference for aviation training instructors who are working towards or have completed the ICAO
instructor qualification process. It will provide instructors with information and guidance to:

a) achieve the performance criteria contained in the ICAO Adapted Instructor Competency Model; and

b) effectively deliver ICAO courses (ICAO Training Packages (ITPs), TRAINAIR PLUS Standardized
Training Packages (STPs) and conventional courses in the field of civil aviation.

Competency-based training and assessment

Training and assessment are characterized by a performance orientation, emphasis on standards of performance and
their measurement, and the development of training to the specified performance standards.

It is the role of the instructor to implement the course according to its design, within the framework of all applicable
provisions and requirements. The instructor’s competencies in preparation, presentation and management of group tasks,
practical activities, testing and evaluation will fulfil the potential of the course design. A competent instructor provides an
effective learning experience where the trainees acquire the competencies required to address the performance problem
originally identified for the training. Standardized, competency-based training is best achieved through standardized,
competency-based instruction.

(vii)
(viii) Training Instructors Guide

Purpose of the Training Instructors Guide

The following chapters provide instructors with guidance on performing their role at each stage of the training process
through reference to the Model’s competencies and their associated observable behaviours.

ICAO ADAPTED INSTRUCTOR COMPETENCY MODEL

Instructors completing the ICAO instructor qualification process are required to demonstrate competencies according to
the performance criteria contained in the ICAO Adapted Instructor Competency Model. This may be achieved by
completing the Training Instructors Course (TIC) or equivalent.

The adapted competency model is a group of competencies with their associated description and performance criteria,
adapted from the ICAO Competency Framework, that an organization may use to develop competency-based training and
assessment for a given role.

— Instructor Competency 1 — Prepare the training environment

— Instructor Competency 2 — Manage the trainee

— Instructor Competency 3 — Conduct training

— Instructor Competency 4 — Perform trainee assessment

— Instructor Competency 5 — Perform course evaluation; and

— Instructor Competency 6 — Ongoing performance improvement.

The ICAO Adapted Instructor Competency Model may be found in Appendix A.

Each chapter of this guide addresses one of the three main processes for successful course delivery:

a) Chapter 1 — Preparation;

b) Chapter 2 — Delivery; and

c) Chapter 3 — Evaluation.

THE ROLE OF THE INSTRUCTOR

The extent to which instructors perform their role at each stage of the training process will largely determine the success
of trainees in achieving the course goal and the effectiveness of the training course as a whole.

Instructors are responsible for:

a) coordinating with the host training organization to arrange training facilities, administrative support,
logistics, accommodation, etc.;

b) organizing a coordination meeting before the commencement of the course;

Introduction (ix)

c) preparing for course delivery;

d) delivering the course by following the course schedule and module plans;

e) administering tests and conducting trainees’ evaluation; and

f) conducting course evaluation and providing a training report.

This guide will explain the processes, steps, and reference materials required for instructors to:

a) prepare for instructing a competency-based course;

b) deliver a materials-based course according to the intended design, so that it meets the goals; and

c) evaluate trainees and the course according to defined standards.

1. Preparation and planning

Chapter 1 describes the process, actions and considerations covered in Instructor Competencies 1 and 2 of the ICAO
Adapted Instructor Competency Model as part of preparation and planning for a course delivery assignment. The
preparation stage includes various tasks as follows:

Identifying the course goal and all documentation for the course

For material-dependent courses such as STPs or ITPs, the documentation will provide full guidance for both planning and
delivering the course materials. STPs and ITPs have been validated and tested. The instructor’s role is to ensure that the
course is delivered according to the guidance in the package.

For other conventional courses, there may be less documentation provided; however, the instructor is responsible for
preparing the course delivery to meet the stated course goal to best effect.

Familiarizing with the trainee group

A large part of the instructor’s role and key competency area is awareness of trainee characteristics. Linguistic,
demographic or cultural aspects may require instructors to integrate relevant local examples, adjust to learning habits,
assist with terminology or modify the course schedule, for example. Adjusting to the needs of the trainee group ensures
training that is more effective.

Organizing the facilities and training space

Many aviation courses require access to not only a classroom but also to other spaces and facilities, which need to be
arranged in advance, appropriate for the learning needs and available within the defined schedule.

Classroom layout and seating space should also be prepared to facilitate learning in the best way for the course design.
(x) Training Instructors Guide

Preparing learning materials and training aids

Use of different media, materials and reference sources is commonplace for classroom training. The instructor should be
adept at preparing the relevant documents, electronic files, logins and configurations and ensure that the associated
equipment and software, Internet, etc. are ready to function throughout the course.

Preparing for instruction

Although an instructor may have taught similar expert material many times before, each course event is unique and
requires preparation on the part of the instructor to ensure that the course goal, module activities, tests and evaluation
tools are all clearly defined and that any local changes to the schedule are accounted for.

2. Delivering the course

Chapter 2 explains in further detail the role and responsibilities of the instructor in closing the gap between the current
level of knowledge and skills of trainees and those needed to perform specific tasks or continue to grow in their careers,
as defined by the course objectives. Such responsibilities are covered in Instructor Competencies 2 and 3 of the ICAO
Adapted Instructor Competency Model and integrate some aspects of Instructor Competency 4. Competent instructors
must adapt to the attitudes and capabilities of trainees and effectively perform the following tasks:

Create a positive learning environment and set realistic expectations

The instructor must make maximum use of the opening session for introductions and to explain the course objectives,
content and evaluation methods to the trainees. Trainees are invited to express their expectations as well. This will enable
the instructor to gather valuable information that can be used when selecting examples, creating groups and providing
feedback.

Manage the trainees

To adapt the delivery style and conduct different types of learning activities effectively, the instructor must have a strong
grasp of the trainees’ characteristics and know how to manage them to ensure learning.

Present effectively

Instructors come to the training role with extensive expertise in their subject area and are therefore very knowledgeable in
their field. However, it is important to manage this expertise by respecting the schedule, teaching in line with the module
objectives, responding to the group’s energy level, encouraging participation from all trainees, properly emphasizing the
main points of the presentation, staying focused on the need-to-know and allowing appropriate time for trial and error and
practice. The instructor must be alert to any confusion or lack of understanding among the trainees in order to quickly
provide clarification and address any doubts or concerns.

Conduct practice exercises and tests effectively

Instructors should be adept at managing trainee-centred activities and provide clear instructions and objectives as well as
appropriate guidance and monitoring. They should also follow up adequately to ensure that the desired learning and
performance are achieved during exercises and practice. Instructors should administer tests on time and respect the time
for their completion.
Introduction (xi)

Perform trainee evaluation

Just as a pilot constantly observes an aircraft’s instruments to know that it is performing, a good instructor should constantly
monitor the performance and progress of trainees. The evaluation of trainee progress is an ongoing activity. When a
module is being delivered, questions to and from the class enable the alert instructor to spot weaknesses in learning areas
or any lack of understanding and to take corrective measures before they become a problem.

The purpose of a test is not to reprimand the trainee but to measure the knowledge obtained through recent training. Tests
make it possible for both the trainee and instructor to monitor and receive feedback on the progress that has taken place.
The mastery test, which usually takes place upon completion of each course or module, is used to determine if the trainee
has met the training objectives.

3. Evaluating course effectiveness

Chapter 3 provides guidance to the instructor on course evaluation, covered in Instructor Competencies 4 and 5 of the
ICAO Adapted Instructor Competency Model.

Course evaluation and reporting

In addition to evaluating each trainee, the instructor is responsible for evaluating the course effectiveness as a whole by
collecting and tabulating data. Trainees’ test results, opinion questionnaires and general feedback and the instructors
themselves all contribute to the end-of-course report, which provides valuable feedback to course administrators and
course developers in their ongoing work to continually improve the courses offered.

All ICAO courses require test results and opinion data to be recorded through reporting tools available to the ICAO qualified
instructor of the specific course. Instructors provide their recommendations for updating the course.

Instructors may also be involved in post-training evaluation, which is conducted two to three months after training when
the trainee is on the job. The evaluation measures the extent to which the trainee is demonstrating the competencies
acquired in the training course.

Self-evaluation

The ICAO Adapted Instructor Competency Model guides instructors to continually review their own performance and make
changes as needed. Information on course effectiveness, provided through trainee feedback, can be useful to gain
perspectives on competencies that are performed at or above the set standard, and where further development of
competencies is desired.

Self-evaluation is implied in all three main activities of the training process and is covered in Instructor Competency 6 of
the ICAO Adapted Instructor Competency Model.

MATERIAL-DEPENDENT COURSES

When implementing material-dependent courses prepared by a specialized course development team, instructors must
follow the course design and guidance provided to ensure that trainees have a consistent, standardized learning
experience. Instructors may:

a) build on teaching resources by adding context from regional, local and trainee experiences;
(xii) Training Instructors Guide

b) adapt the pace of the course delivery and activities to trainees’ abilities and experience (for example,
adjust the time required for an exercise based on language abilities, ability to use course tools, software,
etc.);

c) objectively measure the progress of each trainee; and

d) develop their own skills as instructors by learning from the particularities of each course.

The instructor’s primary role is to implement the training package and ensure adequate preparation, design-compliant
delivery and evaluation to achieve a standardized, measurable outcome. Subsequent reliable data can be collected to
inform course developers and training managers on the effectiveness of the training.

Instructors delivering material-dependent courses should:

a) conduct the training according to what is prescribed in the instructor’s guide of the training package;

b) comply with the provided course schedule to ensure that all the training material is covered in the optimal
way; and

c) record any changes considered necessary and desirable and the results of each training module in a
feedback report for the training manager and course developers. They will use this information and
reports from other instructors to review the course material and, if necessary, revise it to make it more
effective. Training decisions will be made based on comprehensive reports; therefore, it is critical for the
instructor to provide the most accurate and comprehensive results of course evaluations.

SUMMARY

ICAO courses (ITPs, STPs) are designed to meet a performance need and have a specific target audience and clearly
stated course goal. ICAO courses are developed using a competency-based training methodology, where course
developers work with experts in the field to design a comprehensive standardized training package.

Material-dependent courses consist of a package used by course instructors to deliver the course as it has been designed.
The role of the instructor in such courses is not to change or modify the material, but rather to deliver the content and tests
effectively by applying instructional strategies to allow the target audience to meet the course objectives.

The instructor’s role in delivering material-dependent training courses includes:

a) preparing fully for the course by identifying the trainee group characteristics, verifying facilities, reviewing
instructional materials, confirming local arrangements, etc.;

b) delivering the course according to its design and drawing on instructor competencies to deliver the
material effectively to the target audience, taking into account their characteristics and learning
preferences;

c) evaluating the trainees through effective evaluation and feedback methods and the progress and
mastery test tools and materials provided in the package; and

d) evaluating the course effectiveness using the provided reporting tools and processes to inform future
improvements and updates.

Instructors of ICAO courses are required to meet the performance criteria by demonstrating the observable behaviours
associated with the six instructor competencies of the ICAO Adapted Instructor Competency Model.

______________________
 Chapter 1

PREPARING FOR INSTRUCTION

1.1 INTRODUCTION

1.1.1 The success of a training course largely depends on the instructor’s preparation before the course begins,
including the organization of course materials, arrangement and review of facilities and preparation of learning activities
for the trainees. By following the course package, instructors will be sufficiently prepared to deliver effective training events
and will therefore enable trainees to attain the competencies required for their jobs.

1.1.2 In the training preparation phase, the instructor is mainly involved in:

a) documentation and training materials;

b) knowledge of the trainee group;

c) training facilities and space arrangement;

d) organization of training aids;

e) preparing for instruction; and

f) using checklists.

1.1.3 These steps apply to a greater or lesser extent across all ICAO courses, whether they are entirely classroom-
based, include on-site visits or real-life practice environments or form part of a multi-stage curriculum.

1.1.4 This chapter will guide the instructor through these steps in preparing for classroom course delivery and
introduce two checklists that aid in this process.

1.2 ROLE OF THE INSTRUCTOR

1.2.1 The instructor, as the focal point of the course, has a huge influence on the overall success of the course
event. Taking the time to fully prepare for all aspects of the course delivery and actual instruction will contribute to the
overall success of trainees.

1.2.2 This can be summarized by the 5 P’s: Prior Planning Prevents Poor Performance.

1.2.3 Self-preparation

1.2.3.1 Instructors should not only carry out the necessary steps and procedures that are part of the planning and
preparation process, but also take the time to prepare themselves personally for the challenge of leading a group of
trainees through the learning experience.

1-1
1-2 Training Instructors Guide

1.2.3.2 Instructors may, for example, have to review certain aspects of the content, consider the presentation and
style to be used with trainees and ensure that trainees’ first impressions of their instructor(s) are positive to create an
effective learning environment.

1.2.3.3 Even if instructors have presented the same course many times, each course event is unique and a first time
experience for trainees. It cannot be overemphasized that instructors must fully prepare themselves for their role.

1.2.4 Course assignment

1.2.4.1 The instructor’s preparation begins when the course is assigned and the course package is received. In
preparing the course, the instructor is responsible for:

a) coordinating with the host training organization concerning training facilities, administrative support,
logistics, accommodation, etc.;

b) organizing a coordination meeting before the commencement of the course; and

c) preparing for the course delivery using the course package documents.

1.2.4.2 Course preparations begin well before the course’s starting date. One or two months prior to the starting
date, the training centre’s administration enrols the trainees, plans for lodging, etc. Generally, these tasks do not involve
the instructor. Once the administrative steps are finalized, instructors are ready to start the preparations for which they are
responsible.

1.2.4.3 When the course is assigned, the instructor should become familiar with the course’s overall goal and design.
Key questions that should be asked at this stage are:

1) What aspects of the trainees’ jobs relate to this training? Knowing how the course relates to their specific
job will help the instructor to make appropriate connections and bring context to the course material.

2) Who are the trainees, and what characteristics do they have that affect their learning and instruction
preferences?

3) What are the measurable results that should be attained during and at the end of the training process?

4) What facilities, resources and support (in addition to course package materials and instructors
themselves) are needed to deliver the course? This may include off-site visits, equipment, special tools
or computer applications, and reference materials.

1.2.4.4 Instructors should then take the necessary steps to fulfil their required preparation tasks in coordination with
training centres and fully prepare for delivering the course by completing the necessary steps outlined in this guide and
complying with the relevant competencies in the ICAO Adapted Instructor Competency Model.

1.2.5 Instructor competencies for preparation

ICAO instructors are required to meet all the criteria in the ICAO Adapted Instructor Competency Model. Instructor
Competency 1 concerns the preparation of the training facility, a significant part of the instructor’s role in preparing for the
course. Instructor Competency 2 concerns the management of trainees; careful attention during the preparation phase
will enable instructors to deliver material-dependent courses as designed while aligning their strategies to the
characteristics of trainees. The observable behaviours in Instructor Competency 2.1 are particularly relevant to the
Chapter 1. Preparing for instruction 1-3

instructor’s course preparation. Regarding Instructor Competencies 3 and 4, the instructor should keep in mind that to
demonstrate full competence in the course delivery, careful and methodical preparation using the course documentation
is required.

Table 1-1. Instructor competencies for course preparation

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

IC1: Prepare the The competent Given the available Classroom

training instructor setting, the training course
environment ensures that the instructor delivers
training the course in a
environment is space that
conducive to promotes learning,
effective with functional
learning. equipment and
tools.

Ensures facilities OB1 Ensures that the facilities are

and equipment reserved and are adequate to
are adequate for comply with the objectives of the
the course course.

OB2 Ensures that the available physical

space is adequate for learning.

OB3 Ensures that the environment and

the existing conditions are adequate
for the objectives of the course.

OB4 Ensures that the equipment is

adequate and ready for use.

IC2: Manage the Ensures training Given collected Classroom

trainees is adapted to the information on the training course
trainees trainees, the
instructor adapts
the training
strategy to meet
the trainees’ needs.

Understands the OB1 Identifies trainees’ characteristics

trainee (experience, language, culture)

OB2 Talks about training needs with

trainees

OB3 When authorized, selects training

methods and materials adapted to
the needs of trainees
1-4 Training Instructors Guide

1.2.6 Preparation tasks

1.2.6.1 Instructors should perform the following tasks to prepare for instruction:

a) familiarize themselves with the entire course package and documentation;

b) identify trainee characteristics and determine strategies for delivering the course accordingly;

c) prepare external and classroom facilities and equipment;

d) prepare themselves using the schedule, module plans, course materials and appropriate forms; and

e) coordinate with other instructors, administration and other personnel.

1.2.6.2 Two checklists are provided in Appendix B of this guide to assist instructors with all aspects of the preparation
phase. The first must be used one week prior to the training to allow for advance arrangement of facilities and support with
the training centre. The second should be used one day prior to the start date for final steps.

1.3 DOCUMENTATION AND TRAINING MATERIALS

Instructors must be aware of the course requirements and schedule to prepare themselves for course delivery. In particular,
they need to review the training materials and verify the objectives, tests and instructor’s guide to ensure that the training
materials are complete and comply with current standards, whether for an STP or other material-dependent course.

1.3.1 Documentation

Courses must be delivered as they were designed. The STP is a standardized package that contains the reference material
needed by the trainee, a step-by-step guide for the instructor, audiovisual aids, exercises, tests and a sample test response
model. The package has been designed by course developers and subject matter experts (SMEs) and has been validated
with the target audience.

1.4 KNOWLEDGE OF THE TRAINEE GROUP

1.4.1 Entry conditions

1.4.1.1 During the enrolment process, it is important to ensure that people who are interested in the course comply
with the desired requirements or entry conditions. Specifically, trainees must belong to either the primary or secondary
target population. Instructors may or may not be responsible for making decisions on who will enrol in the course. If
instructors are responsible, they should make the appropriate decision on whether to accept the trainee by following these
steps:

a) review the target population report and criteria;

b) analyse the enrolment information provided by or about the trainee;

c) verify whether each trainee applicant meets the entry requirements; and
Chapter 1. Preparing for instruction 1-5

d) provide/administer entry tests and make decisions on the results (if applicable).

1.4.1.2 The steps are described below.

Target population

The target population is analysed in terms of the number of people, work area, educational and cultural background, work
experience and, mainly, existing competencies.

The instructor may determine if a course applicant belongs to the target population or not. It will also provide context for
the level of knowledge and skill that is expected of trainees and thus help the instructor to prepare appropriate strategies
for course delivery.

Entry requirements

Course-specific entry requirements are another useful source of information for the instructor since they help to identify
the suitability of those interested in the course.

Reviewing these requirements may greatly assist the instructor in selecting future trainees and gauging their level of
experience and prior knowledge.

Entry tests

If applicable, entry tests can be used to objectively evaluate whether people interested in the course have the course
prerequisites. By definition, an entry test is an evaluation designed to determine if the prospective trainee has the
competencies required to take the course.

For some courses, entry tests may be focused on the prospective trainees’ fluency in the language of delivery of the
course if the trainees are non-native speakers.

1.4.2 Trainee characteristics

1.4.2.1 A key part of the instructor’s planning process is to take note of the characteristics of the trainees and factors
that may affect their learning.

1.4.2.2 Instructors should refer to all available information on the trainees to obtain as much information as possible
about the group. Examples of the type of information that may be included in enrolment documents include: current and
past jobs, home State and job location, language preferences, performance in pre-tests (if applicable) and reference letters
from managers and sponsors of the training course.
1-6 Training Instructors Guide

Language

Cultural
Challenges
background

Digital Trainee Seniority/

literacy characteristics responsibilities

Educational
Job role
background

Prior
experience

Figure 1-1. Trainee characteristics that may affect learning

1.4.2.3 Table 1-2 provides examples of how instructors can use these characteristics in planning for the delivery of
material-dependent courses.

Table 1-2. Trainee characteristics and instructor’s role in planning

Trainee characteristic Instructor’s role in planning

Language of instruction If the language of instruction is not the trainee’s first language, more time may be
needed for written tests or tasks and for trainees to form questions, present
conclusions or contribute ideas. Terminology may have to be defined more
clearly.

Cultural and local customs Cultures respond differently to different learning activities. The instructor should
be aware of cultural norms and take these into account when assigning teams
and managing trainee-centred tasks. The course schedule may also have to be
adapted to local customs.
Chapter 1. Preparing for instruction 1-7

Seniority/job role If different levels of seniority and job roles are represented in the trainee group,
the instructor should be mindful of how trainees will respond to training activities
when working directly with a supervisor or subordinate.

Educational background A course’s target population may include various educational backgrounds. The
instructor should take these into account when preparing to deliver course
content and may choose to spend more or less time on certain elements
depending on the level of familiarity or skill of the trainees.

Physical or learning challenges The instructor may be notified in advance of any trainees with disabilities and
should ensure appropriate access to facilities and a suitable classroom setup.
Planning for particular learning activities or external visits may require additional
tasks for the instructor.

Previous learning experience Training methods and technology have changed rapidly over the last two to three
decades, and there may be a large disparity in trainees’ comfort based on their
previous training and learning experiences. For courses that include use of
technology or new methods of learning, instructors may need to spend additional
time explaining the activities and answering any concerns.

Digital literacy When new technologies are used in the course, instructors could pair digitally
literate trainees with trainees who are less familiar with the technology to ensure
that everyone benefits from the course.

1.4.3 “Digital age” trainees

1.4.3.1 Newer professionals in the aviation industry belong to a generation of people that have grown up with
technology and therefore have a very different approach to learning. Instructors should be aware that traditional methods
of training that have worked well in the past may not necessarily be as effective with “digital age” trainees.

1.4.3.2 Although material-dependent courses are designed based on a target audience, the latter may be
considerably diverse in terms of generations and learning preferences. Instructors should be aware of the characteristics
of digital age trainees and know how to best integrate their learning preferences.

1.4.3.3 Digital age trainees may be characterized as being:

a) digitally literate — comfortable using the Web and apps as learning tools;

b) multitaskers;

c) collaborative learners; and

d) keen to perform learning activities involving interaction, gaming and simulation.

1.4.3.4 Integrating digital age trainees into learning groups

1.4.3.4.1 Material-dependent courses should not be altered for any particular group or trainee; however, instructors
may use strategies to benefit from technologically-savvy and collaborative trainees in their classes.
1-8 Training Instructors Guide

1.4.3.4.2 For example, instructors may assign digitally literate trainees to the same teams as trainees who are more
challenged by the technology used in the training course to encourage the trainees to learn from each other. In return,
more experienced trainees may share their perspectives to enhance the contextual understanding of less experienced
trainees.

1.4.3.4.3 This exchange of skills promotes learning from peers and can accelerate trainees’ completion of tasks
involving technology or computers in course activities.

Courses designed to suit digital age trainees

As technology and target audiences evolve, instructors will likely encounter courses that have been designed to suit digital
age trainees. Instructors should consider some of the probable design characteristics of such courses to prepare for the
appropriate instructional strategies.

New and technology-driven courses may feature the following design aspects:

a) Collaborative activities: trainees and instructors are a learning team, and more trainee-centred activities
will be expected.

b) Gamification: classrooms may become a game centre for competitive, technology-based activities that
support learning objectives.

c) Digital fluency: e-learning elements and online tools may frequently be integrated in the training to
ensure a well-balanced learning experience.

d) Virtual and live instruction: some of the instruction may be provided through synchronous or
asynchronous media streams. Often, remote instructors may contribute using appropriate video
technology.

e) Data-driven technology: responds to trainee performance and decisions and adjusts learning
experiences to meet the performance goals.

f) Other: artificial intelligence, augmented reality and real-time responsive learning systems may all
become commonplace in courses over the next few decades.

Well before delivering their course, instructors should determine whether any of these aspects are part of the course
design and should take steps to familiarize themselves with the instructing tasks and skills required.

1.4.4 Trainee characteristics and course planning

1.4.4.1 Since STPs are designed based on the characteristics of the target population, the designed course plan
and activities will already be suited to the typical characteristics of the trainees. Thus, the role of instructors in adapting
their approach will be to adjust their strategies for delivering the designed courses to best cater to the characteristics of
their particular groups, and not to make substantial changes to the course content or activities.

1.4.4.2 It is the responsibility of instructors to make appropriate decisions in preparing for the training to
accommodate audience characteristics. Examples are:

a) Deciding how to divide trainees into functional teams: a mix of ages, responsibilities and levels of
seniority may be beneficial for sharing experiences and bringing new perspectives to a discussion or
team activity.
Chapter 1. Preparing for instruction 1-9

b) Allotting the appropriate time to activities such as tests: if most trainees are working in their second or
third language, for example, it may be necessary to extend the time allotted for written tests, particularly
if trainees must write out answers.

c) Noting team members’ particular roles and experience that may enable them to provide context to some
topics: trainees with a background in security, for instance, may be able to provide examples of real-life
scenarios to illustrate the purpose of a particular procedure.

1.4.4.3 These considerations should be made during the preparation phase and planned for in the designed course
delivery activities.

1.5 TRAINING FACILITIES AND SPACE ARRANGEMENT

1.5.1 Many aviation courses involve hands-on practice with equipment or in simulation facilities outside of the
traditional classroom setting. It is the role of the instructor to adequately make all course preparations in advance for all
activities. The instructor must work with administration staff at the training centre and occasionally with other support
personnel at airports or other facilities to arrange access to the equipment and facilities needed.

1.5.2 It may be necessary to consider changes to the course schedule or make additional travel or other
arrangements to conduct the course activities as designed within the operational constraints of the location.

1.5.3 In preparing the actual classroom or main learning environment, the instructor should be ready to work with
the training centre staff to identify and adopt the best way to use the available space, facilities and equipment to deliver
the course as it is designed.

1.5.4 The checklists at the end of this chapter are recommended tools that can help instructors to prepare facilities
before training courses.

1.5.5 External facilities and logistics

1.5.5.1 Aviation courses target a large range of jobs and operational functions. In order for trainees to develop
competencies for such jobs, training will involve practical activities and often include time spent outside of the classroom
environment. The instructor, in collaboration with local staff at the training centre and local facilities, is responsible for
ensuring that all necessary arrangements are made for such activities.

1.5.5.2 Examples of external facilities used in training are:

a) air traffic control simulators;

b) visits to airport operational areas (e.g. security posts, baggage handling areas, airside operations, cargo
handling areas, etc.); and

c) engineering and servicing areas.

1.5.5.3 Most of these activities require special permission and the skills and time of supervisors working in that
function. Instructors should plan for:

a) transport to and from the facility at the appropriate times;

b) permission/permits for trainees and instructors;

1-10 Training Instructors Guide

c) necessary briefings and support by supervisors and operational staff;

d) availability of appropriate examples, setup configurations, software and equipment for use or
demonstration; and

e) contingencies in the event of last-minute changes due to operational activities.

1.5.5.4 The checklists will help instructors to make all preparations in a timely manner and ultimately achieve the
course’s learning objectives.

1.5.6 Classroom facilities

1.5.6.1 Trainees learn best when their environment is comfortable and set up in a way that supports learning
activities. Typically, when instructors arrive at their training location to prepare, the classroom is not arranged exactly as
preferred and may not have the correct equipment or adequate study space. The instructor’s flexibility and creativity in
making the most of what is available will greatly help to establish a functional workspace. Using tools such as the checklists
and STP preparation guidance forms, the instructor will be able to effectively plan for an optimal training environment
based on what is available.

1.5.6.2 In addition to the classroom layout and design of the course to be delivered, the instructor should bear in
mind various factors to determine whether the provided space is appropriate for learning. Below is a summary such factors:

Table 1-3. Classroom factors and strategies for maximizing effectiveness

Classroom factor Strategies for maximizing effectiveness

Room size and function Provide a suitable space where trainees can work. Ensure that trainees do not
feel crowded, whether in the classroom or other areas such as breakout rooms
or simulation areas. If the number of present trainees is higher than expected,
alternative room arrangements may be requested.

Furniture Be ready to move and arrange tables, chairs and workspaces to suit the course’s
learning activities, for example from a lecture format to a group configuration.
There should be enough surfaces for all trainee materials and equipment, as well
as for the instructor. It is helpful to determine and set up the ideal arrangement
before starting the course to avoid moving furniture during the training.

Multimedia equipment Position the projector and any other visual equipment so that all trainees can see
clearly. Test the projector, interactive board and any audio equipment in
advance. The instructor should be able to easily operate the equipment without
restricting movements around the classroom.

Environmental conditions When possible, ensure that the heating, ventilation and/or air conditioning are set
to a comfortable level and that lighting is adequate for the learning environment.

Verify that there are no distracting elements in the room. Windows should have
protection against excessive light or reflection, and unnecessary noise should be
minimized if possible.
Chapter 1. Preparing for instruction 1-11

Note.— If the course includes a large number of trainees, it may be necessary to reserve an additional room
for practice and team activities. Scenarios include group projects or tasks, setting up and conducting practical
demonstrations or facilitating team-based simulations involving different stations and stages.

1.5.6.3 When preparing the training space, instructors should consider the experience of trainees, specifically how
well they will be able to interact, participate and receive all the elements of instruction. If the ideal conditions or space are
not possible, instructors should do their best to create the optimal conditions to enable trainees to meet the course goals.

Setting up audiovisual equipment

Audiovisual materials can be of great assistance in the delivery of a course. Good equipment and audiovisual materials,
along with an appropriate arrangement of the classroom, can make the job of the instructor much easier. In practice,
however, conditions tend to be less than ideal: audiovisual equipment may be in poor condition and require cleaning, or
lamps may burn out during a presentation. Furthermore, trainees working by themselves during individual training may
sometimes distort the slides or forget how to recharge projectors or audio equipment.

Instructors must:

a) position the screen high enough so that there is a clear line of sight from the back of the room and the
view is not blocked by the projector itself or shadows on the screen;

b) try to position the screen so that it is not directly under a light (especially fluorescent light), since direct
light reduces contrast and may prevent trainees from seeing all the detail required; and

c) ensure that the display screen is large enough for trainees furthest away to read the text or diagrams
that will be shown.

Room layout and arrangement

The classroom may be arranged in several ways based on the needs of the course. For example, the trainees might need
to focus their attention on a screen or demonstration or on the instructor during presentations or discussions. In many
cases, trainees may have to participate in group discussions, projects or small group activities, while in other situations,
they will be working at their own pace.

Some examples of classroom arrangements/layouts are shown below. It should be noted that these are only examples.
There may be multiple alternatives, and instructors will certainly be required to arrange rooms in different environments
and with varying dimensions. The goal is to provide trainees with the maximum work space and a good angle for viewing
presentations.
1-12 Training Instructors Guide

3
4
5 2
Screen
1
2

Figure 1-2. Traditional classroom arrangements

Study group arrangements

As illustrated in Figure 1.3, study groups may be arranged in different ways:

A: For case study techniques (project group work), a large square table consisting of two joined tables may
be useful for group exchanges.

B: This layout may be useful when a class must be divided into subgroups for discussion. The instructor
can move freely between the groups and easily capture the attention of the trainees for any
demonstration, discussion or audiovisual presentation.

A B

Figure 1-3. Study group arrangements

Chapter 1. Preparing for instruction 1-13

Individual training

If trainees are working alone, the instructor should distribute the required study materials and texts as well as supervise
and assist trainees with any difficulties they may have. The above illustrations show two typical arrangements where
trainees work in individual cubicles that provide work areas furnished with the required audiovisual equipment and
sometimes a screen. If furniture for individual training is not available, it might be necessary to improvise using areas of
the classroom, study rooms or whatever is available.

1
4

Figure 1-4. Study cubicles with space for audiovisual equipment and practical exercises

Figure 1-5. Work cubicles for individual training

1-14 Training Instructors Guide

Laboratory arrangements

During laboratory sessions, trainees normally work individually (or in pairs) and the instructor mainly acts as a supervisor.
It is often useful to address the entire group and present visual aids.

Figure 1-6. Laboratory arrangements

1.6 ORGANIZATION OF TRAINING AIDS

1.6.1 Training aids are prepared based on what has been agreed to in the course documentation. During the
course development process, course developers may consider the use of the training aids described below.

1.6.2 Equipment used to achieve performance goals (operational training tools) includes:

a) real-life equipment (large or portable);

b) simulators;

c) training devices; and

d) computers or tablets.

1.6.3 Aids for delivering training content include:

a) videos;
Chapter 1. Preparing for instruction 1-15

b) images, photos and graphics;

c) printed texts and study texts not requiring the instructor's assistance;

d) software or apps (digital technology);

e) audio; and

f) a multimedia projector.

1.6.4 In all cases, the instructor must know how to use the equipment and make all necessary arrangements to
effectively introduce training aids at appropriate points throughout the course, following the strategies in the table below.

Table 1-4. Strategies for introducing training aids

Instructor’s role Strategies for success

Reserve, prepare and test the Instructors must ensure that the equipment is available at the right time and is
equipment appropriately set up and configured before the activity begins. Test the full
operation of the equipment, software or app in advance.

Be familiar with the equipment’s Instructors should know how the trainees will interact with the equipment or
operation software. They should conduct a trial run of the tasks to be performed by the
trainees and note common difficulties and errors so that trainees may be helped
quickly if they have problems completing the task.

Know the trainees’ abilities Awareness of the trainees’ likely familiarity with and ability to use the training aid
is important for the instructor to introduce the training aid effectively. The
instructor should properly explain how the equipment or digital technology
functions to ensure the smooth execution of learning tasks.

Note.— If equipment or technology is not working or is unavailable, the instructor should use the
documentation as a guide to making appropriate decisions on how to attain learning objectives through alternate means.

1.6.5 Specific elements around this role are described for each type of equipment and resource in the following
sections.
1-16 Training Instructors Guide

1.6.6 Equipment used for operational training

1.6.6.1 Real-life equipment (large or portable)

1.6.6.1.1 For operational and safety reasons, it is essential to master the operation of real-life equipment (large or
portable) without errors. The operation of large real-life equipment in training courses will require specialized technicians
to oversee the equipment’s preparation, technical availability and safety precautions taken.

1.6.6.1.2 The instructor is responsible for organizing and preparing such training elements and must make detailed
prior arrangements with relevant personnel to ensure that the equipment and staff are available at the desired time, that
equipment is set up for the specific training purpose and that all safety and security elements are compliant.

1.6.6.1.3 Other equipment such as radios and security scanning devices may not require as much organization. All
necessary steps, however, should be taken to arrange for its use and to ensure that it will be correctly and safely operated
by the instructor or a designated staff member who will be present during the training session.

Figure 1-7. Real equipment used in training

Chapter 1. Preparing for instruction 1-17

1.6.6.2 Simulators

1.6.6.2.1 Depending on their complexity, simulators may be operated without a large or specialized technical staff.
The instructor can therefore organize and prepare the training elements with minimal additional input. The training can be
more individualized and be based on simulations and exercises covering changes of software, different scenarios and
optional or peripheral devices.

1.6.6.2.2 The instructor must ensure that the required programme features or configuration are correctly set up to
achieve the training session’s learning objectives. If simulators are in demand for other courses, the instructor should
ensure that scheduling is arranged well in advance so that the training session fits within the course schedule.

Figure 1-8. Simulators used in training

1-18 Training Instructors Guide

1.6.6.3 Training devices

1.6.6.3.1 Unlike simulators, training devices do not reproduce the operational characteristics of real equipment. Rather,
they enable trainees to practice skills and general procedures in an interactive way by receiving their input and providing
the required feedback. One example is a flight training device, which enables trainees to develop simple and practical
skills and practice general procedures.

1.6.6.3.2 The instructor must prepare the devices and organize simulation exercises. Depending on the number of
trainees, the instructor may have to organize parallel activities for the remaining trainees to complete while the designated
trainees are using the training device.

Figure 1-9. Purpose-built training devices

1.6.6.4 Computer-based training using devices or apps

1.6.6.4.1 Computers are used extensively in aviation courses to provide an interactive environment for learning various
operational skills. Many courses include training sessions with computer-based instruction, testing and simulations.

1.6.6.4.2 As with simulation equipment, instructors should ensure that computer-based training facilities are reserved
at the right time and that enough facilities are available for the trainees to work effectively. In addition, instructors should
be familiar with particular programmes, applications, simulations or instruction modules to use their time efficiently when
trainees are completing the course.

1.6.6.4.3 Prior to the course, instructors should take time to ensure that all logins, access permissions and other
credentials are working correctly, and that they can operate the software programme (or app) in such a way as to be able
to offer guidance and support to trainees during the course. If an additional staff member or expert user must be present,
arrangements should be made in advance.

Note.— Computer-based training using devices or apps prepared for use by specific trainees in a specific
training centre is different from online or e-learning courses, which are disseminated to an audience through a web-based
platform.

Figure 1-10. Computer-based training

Chapter 1. Preparing for instruction 1-19

1.6.7 Training delivery aids

The following technologies are used to assist instructors in their presentations and trainee-centred activities.

1.6.7.1 Multimedia projector

1.6.7.1.1 Multimedia projectors or video projectors are used in conjunction with the presenter’s computer and display
presentation visuals, videos, still images and online content. Projectors show images in a considerably larger size than
computer screens or TV monitors and are therefore a mainstay of classroom instruction. If available, a multimedia projector
will be used at some point in almost all classroom courses so that essential visual material can be displayed or audio/visual
content can be played, usually from the presenter’s computer.

1.6.7.1.2 The instructor should be familiar with the projector’s setup and operation as well as guidelines for its proper
use and maintenance. Projectors may easily be damaged if handled incorrectly.

1.6.7.1.3 Multimedia projector — tips for use

Instructors should:

a) keep the projector in a dry place and make sure that it is protected when transported, preferably in a
case designed for such purpose;

b) handle the projector with care and refrain from placing objects underneath or on top of it;

c) take extra precaution with liquids near the projector;

d) take care not to overheat the lamp. Overheating can be prevented by ensuring that the hot air vent
underneath the projector is not obstructed. Storing the projector while it is still hot may cause the lamp
to deteriorate. It is advisable to consult the manual for the maximum amount of time the projector can
stay on;

e) be aware that if the projector is moved while turned on, the filament of the lamp may be damaged;

f) refrain from storing the projector while it is still hot;

g) avoid placing paper sheets or books underneath the equipment, as this will obstruct its ventilation;

h) use soft movements when readjusting the image to avoid damaging the equipment; and

i) verify the connections before turning on the equipment to prevent damage.

1.6.7.2 Video

1.6.7.2.1 Videos bring a visual and auditory experience to the learning process and provide insights into operational
tasks, environments and people not otherwise possible to bring into the training centre. Videos can be used to demonstrate
a complex task, show how equipment is used in the actual environments and demonstrate proper behaviour in complex
situations, with the benefit of expert commentary and rich visuals.

1.6.7.2.2 In most modern courses, video clips are provided either as electronic files for downloading onto the
presenter’s computer from a remote folder or USB drive, or, in some cases, as DVDs that may be played on the computer.
Often, videos are played through a direct hyperlink to a specific site or web page on the Internet. The instructor should
1-20 Training Instructors Guide

ensure that the videos load properly and are ready to play at the appropriate point in the instruction. The instructor should
view the videos in advance to verify the visual and audio quality and plan for pauses for discussion points or reflection.

1.6.7.2.3 Videos can make learning more effective when used appropriately within the context of meeting learning
objectives. The instructor should use the most relevant clips or files and avoid playing lengthy videos without pauses for
interaction and discussion, since trainees may lose focus and concentration.

1.6.7.3 Images, photos, graphics and interactive whiteboards

1.6.7.3.1 The instructor may use projected visuals or an interactive whiteboard to illustrate relationships between
objects, events or parts of a whole or to build visual concepts through group discussion and then refer to such concepts
throughout the course.

1.6.7.3.2 The instructor should know how to use such display and note-taking devices and ensure that the appropriate
markers, pens or other tools are available and functional. Flip charts should be mounted on an easel; more than one may
be required if group work is involved.

1.6.7.3.3 Printed graphics: Pre-prepared diagrams can help clarify the structure and operational flow of complex
organizations such as civil aviation authorities. Locally obtained reference materials such as an airport plan may also be
used as a reference throughout the course. If such a visual is required but not provided (for example, in the case of a
specific item to be obtained locally), the instructor should source the item and arrange for a large format printout, if
necessary.

1.6.7.3.4 Whiteboard and flip charts: Whiteboards and flip charts are often part of the instructor’s classroom equipment.
They can be used to record discussion ideas, facilitate trainee presentations and provide ad hoc explanations quickly,
informally and efficiently. Course materials may require the instructor to use these items at specific points while delivering
the content or as part of an exercise. Alternatively, these items may be used exclusively as support resources.

1.6.7.3.5 Interactive whiteboard: An interactive whiteboard is a projection tool connected to a computer or used stand-
alone with built-in apps. The advantage to their use is that whatever is displayed or written on the board may be saved
electronically for future reference. In addition, standard images may be enhanced with notes or specific markings.
Packaged course materials and module plans may require the instructor to use an interactive whiteboard in a certain way,
or the instructor may use it to enhance discussions or elaborate on a concept.

Figure 1-11. Interactive whiteboard

Chapter 1. Preparing for instruction 1-21

1.6.7.4 Printed/digital texts and self-study texts

1.6.7.4.1 Some courses will include key reference materials, handbooks, guides or official documents that will be
referred to frequently throughout the course and that will form part of the course itself. Whether used for reference or as
part of instruction, such materials must be made available to each trainee in the appropriate format.

1.6.7.4.2 Printed texts and handouts should be prepared in advance. STPs often include guidance on assembling
trainee guides in the form of printed binders with various sections. Instructors should prepare electronic reference materials
and install or provide the files via USB key, email or other suitable transfer methods at the start of the course or at an
appropriate point thereafter, without taking up actual training time.

Note.— Some reference texts issued by ICAO or State governments are not for general distribution, and
may not be provided in either printed or electronic (PDF) format to trainees unless explicitly required in the course package.
Instructors should always follow these rules when distributing reference materials.

Figure 1-12. Printed or electronically available references and self-study materials

1.6.7.5 Audio

1.6.7.5.1 The use of audio recordings for training purposes can be effective in promoting verbal skills, cognitive
development, and may be useful in shaping attitudes toward the competencies being acquired.. Audio-based content may
be delivered relatively easily by playing audio files from the presenter’s computer. Individual audio training is considered
part of computer-based training and may be completed independently by the trainee under the guidance of the instructor.
1-22 Training Instructors Guide

1.6.7.5.2 In preparing for the course, instructors must ensure that all audio files are ready to be played at the
appropriate point during the training. In the case of computer-based training, the training programme must be installed
and functional on the workstations to be used. More information on computer-based training is provided in section 1.6.6.4.

Figure 1-13. Audio equipment for individual training

1.7 PREPARING FOR INSTRUCTION

1.7.1 The most important step in preparing for instruction is for instructors to prepare themselves. While many
administrative tasks can be completed in collaboration with others at the training centre, the instructor is the sole person
responsible for his or her individual preparation. Instructors must keep in mind that credibility and confidence when facing
trainees directly depends on how well they have prepared themselves.
Chapter 1. Preparing for instruction 1-23

1.7.2 To prepare for the delivery of the course, instructors must perform the following main tasks:

a) confirm the course schedule;

b) coordinate with training centre staff, other instructors (if any) and other support staff involved in the
training; and

c) fully prepare for the delivery of the course, specifically the strategy to be followed, examples to be used,
references and other aspects within the course design.

1.7.3 These steps, along with the completion of the provided checklists, will ensure that instructors are well-
informed, organized and ready to deliver a fully-prepared course.

1.7.4 Confirming the schedule

1.7.4.1 A suggested schedule based on course modules, learning flow and activities is provided in the course
package. It is preferable if instructors follow the schedule as closely as possible. Instruction is typically divided into one-
hour or ninety-minute sessions, and breaks and mealtimes are suggested in line with usual requirements. Local factors
may require the instructor to adjust the schedule according to cultural needs, the schedule of the training centre or transport
constraints.

1.7.4.2 External visits or use of off-site facilities should respect the recommended schedule to the extent possible;
however, adjustments may be necessary for operational reasons. The instructor should work closely with the training
centre’s administrative staff to confirm a workable schedule for the course.

1.7.5 Conducting a coordination meeting

1.7.5.1 The instructor must work with training centre staff and others to ensure that all course facilities, logistics and
materials are prepared. It is advisable to hold an initial coordination meeting a few days prior to the course and another
meeting one or two days before the course to confirm final arrangements. Instructors should keep in mind that the number
of trainees may only be confirmed at the last minute and may influence the layout and use of classrooms, refreshment
arrangements and the number of course material copies to be prepared (e.g. test papers, handouts and USB keys).

1.7.5.2 Instructors must also prepare opening session details on course administration, safety and security aspects,
logistics and transportation. All details should be confirmed with training centre staff as part of this preparation.

1.7.5.3 The meetings will enable the instructor to follow up on the progress or completion of all tasks that have been
agreed upon and to make final adjustments as needed. If applicable, other initiatives such as a class photo or excursion
must also be considered.

1.7.6 Working with other instructors or contributors

1.7.6.1 Some courses require more than one instructor. The lead instructor must liaise closely with his or her co-
instructor(s) to agree on tasks and prepare designated sections of the course. For the opening and closing sessions of
the course, instructors will often have to arrange for a speaker (usually a senior representative of an organization), who
must prepare and deliver a short welcome or closing speech.

1.7.6.2 Operational staff who assist instructors in course activities should also be thoroughly briefed on their
expected involvement and must confirm all arrangements prior to the course.
1-24 Training Instructors Guide

1.7.7 Preparing course materials for instruction

1.7.7.1 Instructors should conduct coordination activities and take time to individually prepare for course instruction.
While it is important for instructors to have significant expertise in their subject area, it is necessary that they prepare
adequately to deliver the course as it has been designed and according to course package guidance. STPs require that
instructors carefully prepare for the course using the course description, module plans, presentations, activity materials
and tests.

Course goal

Module
objectives

Module
exercises and
tests

End-of-course
mastery test

Figure 1-14. Key design elements for meeting competency-based course goals

1.7.7.2 Course goals

Regardless of the challenges in preparing for course delivery, the instructor’s ultimate role is to deliver the training to
achieve the stated course goals and to help trainees to reach the performance objectives of each module. Any
arrangements, changes, strategies and plans should above all be tailored to such goals.

1.7.7.3 Module plans

Module plans, also called the instructor’s guide, provide instructors with an overview of the module and detailed breakdown
of the content and activities to be presented. Before beginning the course, instructors should take note of the objectives,
timing, activities, tests and resources associated with each module and make necessary preparations. For example,
instructors should prepare locally obtained reference materials and set up their classrooms for demonstrations or exercises.
Using the module plans, instructors can also plan for the effective execution of group exercises or practical activities and
prepare themselves for trainees’ diverse learning preferences and needs based on their characteristics.

1.7.7.4 Tests

In competency-based courses, tests are carefully designed to evaluate trainees’ mastery of performance objectives. Tests
should be prepared in advance, and the instructor should be familiar with the nature, duration, and scoring of the tests. All
Chapter 1. Preparing for instruction 1-25

test materials (e.g. question sheets and reference materials) and scoring guides should be prepared in advance.
Instructors are often required to enter scores into a spreadsheet or online tool as the course progresses and should
therefore be familiar with such tools in advance.

1.7.7.5 References and additional items

1.7.7.5.1 In many cases, instructors must obtain copies of specific reference materials to have on hand during the
course. Reference materials include ICAO Annexes, official guidance documents, operational manuals and other
regulations or standards documents. The instructor should load electronic versions of documents onto the computer used
for presentations or include links to online resources to ensure easy access during instruction.

1.7.7.5.2 If courses require locally sourced reference materials such as an airport plan, the instructor can coordinate
with the training centre’s focal point and local administration to obtain the relevant information.

1.7.7.5.3 Some additional items may also be required. Module plans and other course documentation will indicate at
which point in the course they are needed. Items may include baggage examples for security courses, two-way radios for
communication exercises or examples of equipment and tools required for specific jobs. Instructors should arrange to
obtain these items in advance.

1.7.7.6 Contextual experiences and examples

A good instructor will be able to engage the trainees by using their examples and experiences to illustrate key learning
points throughout the course. In preparing each module, the instructor should ensure that context can be added at
appropriate points if the material is generic. However, to achieve the course goals, it is also important to manage the time
for sharing additional perspectives.

1.7.8 Other considerations in preparing for instruction

1.7.8.1 Instructors should know if the classroom course is part of a larger training programme or the trainees’
learning path.

1.7.8.2 Instructors should:

a) acknowledge previous stages of the training programme, including online modules;

b) check the completion status of previous stages and/or verify scores;

c) refer to key learning points from prior learning stages;

d) keep in mind preparation for later stages (e.g. OJT); and

e) acknowledge that trainees must pass the course tests to continue the programme or attain their career
development goals.

1.8 JOB AIDS FOR COURSE PREPARATION

1.8.1 A job aid is a tool designed to facilitate the efficient execution of a task. In general, job aids are used in daily
situations where an additional tool can help a worker to perform and apply what they have learned during training. Some
examples are provided below:
1-26 Training Instructors Guide

1) Safety and security considerations: Passengers feel safe on flights because they know that pilots use
checklists to ensure that all the necessary tasks for take-off and landing have been completed. In training
situations, checklists may prompt instructors to make necessary arrangements so that trainees obtain
security passes granting them access to restricted areas as part of their course.

2) When extensive, complicated information is provided: When following a process, it is usually easier to
follow a diagram or map than a long written explanation. Flow charts are used extensively for decision-
making in different situations that a worker may face. Instructors may require job aids to set up
equipment such as a projector or simulator.

3) When tasks are performed infrequently and may be forgotten: Step-by-step processes may be defined
in a standard operating procedure (SOP) document so that details are not forgotten during the
performance of the task.

1.8.2 When delivering training, instructors use lesson plans or module plans, handouts, visuals and checklists as
job aids to facilitate delivery.

1.8.3 Job aids for trainees

Job aids can also be useful for trainees. Examples include course orientation materials with practical and logistical
information about the course location. Transportation schedules, course schedules, dress codes and behavioural codes
can also help trainees to engage in the learning environment.

1.8.4 Checklists for course preparation

1.8.4.1 Specific checklists for instructors may be provided at the training centre or in the course package. Instructors
will most often use checklists belonging to the following two categories:

a) Administrative checklists are used to manage the facilities, equipment and materials needed to conduct
a course. Such checklists include training centre procedures and administrative regulations and are
often specific to each training centre.

b) Training-related checklists help instructors to prepare training and activity materials and remind them to
make final changes and updates to schedules, gather local materials and adapt the course to the
particular situation, environment or training group, where appropriate.

1.8.4.2 Checklists help instructors to manage several tasks in an organized and systematic way. They are designed
to remind instructors about activities that must be performed before, during and after the delivery of a course. They may
have the following benefits if used appropriately:

Instructors

a) avoid embarrassing situations in front of the class;

b) save time and increase efficiency;

c) do not rely on memory alone and therefore do not forget essential tasks;

d) are provided with standards for activities and classroom preparation;

Chapter 1. Preparing for instruction 1-27

e) have a record of agreed commitments and evidence of what they have done or planned; and

f) have a clear mind and can focus on course content.

1.8.4.3 Course preparations begin well before the starting date of the course. In this guide, two checklists are
provided in Appendix B:

Checklist 01 — recommended to be completed at least one week prior to the course; and

Checklist 02 — intended as a list of final tasks to be completed one to two days prior to training.

1.8.5 Checklist 01: one week prior to training

1.8.5.1 To be adequately prepared, instructors should begin planning their course when the course is assigned to
them. Several tasks should be addressed at least one week prior to the course’s start date.

1.8.5.2 Checklist 01 is used to verify whether organizational requirements have been met. It reminds instructors to
perform essential tasks for establishing a successful learning environment and to check if all arrangements are made.

1.8.5.3 By checking this form at least one week before the start date, instructors should have adequate time to obtain
any missing items or complete any tasks before the course begins. Instructors should update and complete the checklist
the week before the start date to keep track of all required arrangements.

1.8.5.4 The seven sections are:

1) Generalities and overview — this section contains administrative details of the course.

2) Classroom and facilities checklist — this is where considerations on equipment, environment and space
are noted.

3) Tools and equipment verification checklist — this section contains a list of all required equipment.
Instructors may note any equipment that has not been provided prior to the course (they should refer to
specific course package forms).

4) Training materials verification checklist — any printed items, resources, handouts etc. should be noted.
Furthermore, instructors should take action to ensure that missing items are provided.

5) Safety and security standards verification checklist — any security- or safety-related items, equipment
or access should be noted and obtained.

6) Preparation of information of interest to the trainees — this section will help the instructor to prepare for
the course’s opening session and confirm logistical, administrative and behavioural elements.

7) Additional information — this section describes any other preparation requirements. Elements covered
in the present chapter that are not included this section may be considered and noted in the section as
needed.

Note.— Instructors who have given the course many times must nevertheless pay close attention to logistical
preparation tasks to ensure that preparations are made for the particular location, situation and trainee group. For example,
the time of year, number of trainees and schedule for out-of-classroom activities are all factors that are specific to each
course event.
1-28 Training Instructors Guide

1.8.6 Checklist 02: one to two days prior to training

1.8.6.1 Checklist 02 contains four main sections:

1) Generalities and overview — this section contains administrative details of the course.

2) Verification of pending items from Checklist 01 — instructors may verify any pending items from
Checklist 01 and indicate the steps taken to immediately address them.

3) General aspects checklist — instructors may verify all essential elements related to classroom layout
and equipment.

4) Additional information — instructors may note any specific considerations and actions, including last-
minute decisions based on staffing changes, scheduling issues or the availability of facilities.

1.8.6.2 Instructors should use this form to check and confirm all final preparations based on all last-minute
information.

Figure 1-15. Using checklists

Chapter 1. Preparing for instruction 1-29

1.9 SUMMARY

The instructor’s tasks begin when he or she is assigned to teach the course. The preparation phase continues until the
course’s start date. Effective preparation is essential to successfully deliver a competency-based course as it has been
designed.

The course materials package provides a starting point for instructors to prepare for the course. It provides detailed
information on how the course objectives should be met through activities, presentations and assessments. Material-
dependent courses should not be adapted or changed by instructors, who must use their expertise and instructional
competencies to deliver the course to the best effect.

Instructors should be familiar with the characteristics and learning preferences of their trainees and should know whether
they are part of the target population. Any necessary strategies should be planned in advance when possible. Digital
age trainees have particular skills and preferences, and courses will be increasingly adapted to this new generation.

Instructors should make proper arrangements for on-site and off-site training facilities individually or in coordination with
training centre staff. Training room layouts should be set up in such a way that trainees can benefit as much as possible
from different activities.

Simulators, equipment and training aids should all be prepared sufficiently in advance. Instructors should understand
how such tools relate to course goals and performance objectives and ensure that they are fully set up and prepared
before the training begins. If equipment becomes unavailable, instructors should use their knowledge of the training
goals to adjust the course in such a way that its objectives can still be met.

Self-preparation is essential for instructors to deliver a successful course, even if they have delivered the course many
times before. Instructors should confirm the specific course arrangements and schedule, coordinate with co-instructors
and others in the training centre and determine how each course section or module will be delivered.

Instructors are strongly encouraged to use checklists as job aids in preparing to deliver a course. Checklist 01 should
be completed at least one week prior to the training, and Checklist 02 should be completed one to two days prior to the
training.

______________________
 Chapter 2

COURSE DELIVERY

2.1 INTRODUCTION

2.1.1 The last chapter discussed the importance of careful preparation for material-dependent courses. Once the
course begins, the most important factor in determining its success is the ability of the instructor to deliver all of the training
elements needed for the target audience to acquire the competencies for their jobs.

2.1.2 Classroom training is useful in the following circumstances:

a) trainees cannot easily acquire the required competencies via other means alone. Activities such as on-
the-job training and online learning may provide additional support, but cannot replace the advantages
of learning from a competent instructor when explanation, discussion, practice and feedback are
required for learning;

b) trainees require a context-based approach in order to learn and a safe environment involving practice,
demonstration or simulated tasks under the close supervision of a competent instructor to develop their
skills; and

c) competencies are best acquired through case studies and problem-solving activities during which
additional information or demonstrations are provided.

2.1.3 The instructor’s role is to ensure that the trainees’ learning experience is consistent with the reasons for
which classroom training has been selected during the course analysis and development phases. An effective learning
experience enables trainees to integrate what they have learned into their jobs.

2.1.4 This chapter will provide instructors with guidance on the skills, principles and tasks required to deliver a
material-dependent course according to its intended design and meet the course’s stated goal(s).

2.2 ROLE OF THE INSTRUCTOR

2.2.1 In the course delivery phase, ICAO instructors are responsible for:

a) conducting the training according to the instructor’s guide in the training package;

b) complying with the provided course schedule to ensure that all the training material is covered in the
optimal way;

c) evaluating trainees’ performance according to the prescribed methods and materials.

2.2.2 As stated in this guide’s introduction, the instructor may be compared to a virtuoso musician who brings his
or her own interpretation and talent to the music but does not feel obliged to deviate from the score.

2-1
2-2 Training Instructors Guide

2.2.3 A skilled instructor will be able to deliver the course as designed, maximize the advantages of classroom
training and minimize the known disadvantages.

Table 2-1. Advantages and disadvantages of classroom training

Advantages Disadvantages

Classroom training is an effective and relatively Trainees can become partially passive unless the
inexpensive way to deliver competency-based training to instructor uses strategies requiring their active
large groups of trainees. participation and provides a supportive learning
environment.

It enables instructors to synthesize information in a Instructors who are experts in their field may present
variety of contexts or reinforce key principles or concepts information over and above the required level at the
learned outside of the classroom. expense of other course activities. As a result, trainees
may not deliver the desired performance.

It encourages trainees in the target group to share Trainees may not fully participate, especially if they do
experiences and perspectives. not see the relevance or benefit to their own situation or
are unfamiliar with the learning structure, culture or
language of instruction.

Up-to-date and relevant information on technical subjects Training courses extended over several days may be
enables trainees to acquire knowledge and skills. tiring for trainees, who may find it difficult to attend the
entire course.

Classroom training provides a safe and supportive Many courses require different facilities and additional
environment for learning complex tasks that would be support for practical or simulated exercises, which may
difficult or unsafe to learn in the working context. cause logistical problems for the training venue.

Classroom training enables trainees to learn directly from Poor preparation or lack of essential materials or
a skilled instructor who can present new information and facilities can lead to ineffective training and dissatisfied
foster learning based on their characteristics and needs. trainees.

2.2.4 Instructor competencies for delivering classroom training

2.2.4.1 If a well-designed course is poorly delivered, trainees will not fully benefit from the targeted design and
packaged materials provided. It is up to instructors to apply their subject expertise, enthusiasm for the topic, and most
importantly, instructing skills in an effective manner to ensure that the benefits of the training experience are translated
into actual performance by trainees.

2.2.4.2 The ICAO Adapted Instructor Competency Model provides detailed key performance criteria for effective
delivery of classroom training, specifically under Instructor Competency 2 (manages the trainees), Instructor Competency
3 (conducts training) and some elements of Instructor Competency 4 (performs trainee assessment). Evaluation will be
addressed in more detail in Chapter 3.
Chapter 2. Course delivery 2-3

Instructor Competency 2  Understands the trainees

Manage the trainees  Trains the trainees
 Uses an effective training strategy

Instructor Competency 3  Establishes and maintains credibility

Conducts training  Shows effective presentation skills
 Provides an effective training delivery
 Creates and maintains realism
 Manages time

Instructor Competency 4  Uses evaluation methods

Performs trainee assessment  Monitors the performance of trainees during
the class sessions
 Makes objective evaluations
 Provides feedback that is both
understandable and usable
 Creates training and evaluation reports

Figure 2-1. Course delivery competencies

2.2.4.3 The overall role of instructors is to use their expertise, interest and training experience to bring the course
content to life. To achieve this, they must apply the competencies and observable behaviours described in the ICAO
Adapted Instructor Competency Model and enrich the learning experience by referring to real-world examples and
experiences that relate to the specific audience.

2.2.5 Course delivery tasks

2.2.5.1 This chapter provides instructors with guidance on the key tasks required for effective delivery of material-
dependent, competency-based training courses. They are as follows:

a) setting expectations and establishing a positive learning environment;

b) using course documentation effectively to conduct the course while respecting adult learning principles;

c) demonstrating effective presentation techniques;

d) using various training methods and activities as per the course design;

e) conducting practice exercises, group activities and tests effectively;

f) managing trainees as adult learners;

g) managing time so that the objectives of each module can be achieved in the allotted time; and

h) evaluating performance and providing useful feedback.

2-4 Training Instructors Guide

2.2.5.2 Instructors who perform these tasks and demonstrate the relevant competencies will be able to deliver
courses that are both effective and stimulating.

2.3 SETTING EXPECTATIONS

When instructors and trainees first meet, instructors must recognize that their role as designated leaders is to move the
trainees from a disorganized group of individuals to a cohesive group to achieve the common goal of learning. Establishing
personal credibility, being fully prepared and organized and clearly introducing the course and its objectives are all
essential to setting appropriate expectations and building an environment where trainees feel that they are supported and
able to learn.

2.3.1 Establishing credibility

2.3.1.1 The instructor’s credibility is established when trainees trust the instructor’s approach to delivering the course.
Credibility is gained in various ways and should be established among trainees at the beginning of the course. The way
in which instructors present themselves, and specifically their actions, responses to social cues and manner of
communication, are all factors in building (or losing) credibility.

2.3.1.2 For the overall course to be successful, it is vital that the instructor gains the trust of trainees. Trainees must
be confident that the instructor is sufficiently motivated, competent and knowledgeable to deliver an effective training
experience. A lack of such confidence may negatively affect other aspects of the course.

2.3.1.3 Instructors must prepare themselves before their courses begin to make a good first impression on trainees.
In particular, instructors should have all the materials required for the first session of training to appear organized and
ready to train. Conforming to the dress code and respecting other social norms (for example, regarding the use of cell
phones) will set an example for trainees. At the beginning of the course, trainees will naturally expect instructors to take
the lead and demonstrate appropriate conduct.

2.3.1.4 Instructors often engage in individual interaction with trainees as they enter the classroom. Instructors should
keep in mind that, at that moment, trainees are already forming their first impressions. It is advisable to keep the
conversations brief and professional, bearing in mind the importance of credibility.

2.3.1.5 As trainees form their impressions of the instructor, the instructor should likewise get to know the trainees
and decide how to conduct certain course activities to meet the group’s specific characteristics. Taking an active interest
in the trainees as adult learners is also an important part of establishing an effective learning environment.

2.3.2 The opening session

2.3.2.1 It is crucial that instructors appreciate the value of a well-executed introductory session. During this session,
trainees develop a first impression not only of the instructor, but also of the training experience and course requirements.
The instructor should provide accurate and relevant information as well as the opportunity for trainees to introduce
themselves and get to know their peers, the instructor and other personnel involved in the course. It is also important to
create an open and supportive learning environment during this session, for example by inviting trainees to contribute and
ask questions at appropriate points in the presentation.

2.3.2.2 Material-dependent course packages such as STPs contain the materials and module plans to be used in
the introductory session. The elements that are usually included in the session, important points on their relevance and
the ways in which instructors can fully benefit from the session, are described below.
Chapter 2. Course delivery 2-5

Note.— As when preparing other modules throughout the course, the instructor should prepare for the
introductory session sufficiently in advance using the available documentation and instructor guides to ensure that all the
required points are covered. It is not advisable to rush through the opening session to start the first module.

2.3.2.3 Opening statements and introductions

2.3.2.3.1 Instructors should carefully plan their opening statements according to the module plan. It is important to
project a friendly and welcoming attitude and to be aware of how movements and gestures may be interpreted. Using their
prior knowledge of the trainees, instructors should be sensitive to trainees’ cultural expectations, language abilities and
comfort level in a classroom. Instructors should plan what they will say about themselves, their background and experience.

2.3.2.3.2 A senior representative of an organization may also participate in the opening session to talk to the trainees.
Instructors should introduce guest speakers appropriately and thank them after their presentation.

2.3.2.4 Icebreaker and familiarization activities

2.3.2.4.1 It is essential that trainees are given opportunities to introduce themselves and learn about their fellow
trainees. Such opportunities are important for trainees to form a group and to build a spirit of openness for team activities
and supportive exchanges.

2.3.2.4.2 A common way to carry out trainee introductions is through icebreaker activities whereby trainees are invited
to introduce themselves or to discuss in pairs or groups. Course packages may include descriptions of such activities
and/or questions for trainees to introduce themselves.

2.3.2.4.3 Instructors should allow sufficient time for icebreaker activities so that all trainees have time to complete their
introductions and should leave time for a brief follow-up question. Instructors may have to cut short a lengthy introduction
or ask open-ended questions to obtain relevant information from trainees. This should be done with sensitivity since the
atmosphere of trust is still being established.

2.3.2.4.4 Instructors should be attentive to trainees’ introductions and take notes to later be able to draw on trainees’
particular experiences or establish teams of trainees with different job roles, seniority, experience, etc. who could work
together in subsequent modules.

2.3.2.5 Administrative information

2.3.2.5.1 Administrative information is prepared prior to the course. Instructors should present this information in a
logical way so that trainees clearly understand where and when activities will take place and what is expected of them.

2.3.2.5.2 Adult learners have to feel that their needs are met and usually like to know the logistical aspects of their
learning experience and when they will have downtime to answer messages and calls. It is important that the instructor
commits to respecting the daily schedule to retain the trust of trainees and ensure their continued cooperation. Instructors
should take time to answer questions and note any details that they cannot answer immediately.

2.3.2.6 Introducing the course

2.3.2.6.1 This part of the opening session is essential for the rest of the course to run smoothly. It is not advisable to
rush through this step, even if the class is behind schedule. Trainees need to know exactly how their course will be run,
what to expect of the instructor and their peers and what they must do to succeed.
2-6 Training Instructors Guide

2.3.2.6.2 The course package should include essential details to be provided during the course introduction. They
include:

a) course goal and performance objectives;

b) course structure, including module titles and objectives;

c) course schedule, including times for breaks and meals and start/end times;

d) course activities and learning methods;

e) test and performance assessment requirements (criteria for passing the course, as applicable); and

f) learning materials and resources.

2.3.2.6.3 Instructors should answer any questions, clarify points and ensure that trainees feel ready to proceed.

2.3.2.6.4 By the end of the opening session, the trainees should feel as though they have started to build a rapport
with the instructor. They should also be aware of the logistics of their learning experience and feel prepared to begin
learning.

2.4 PERFORMANCE OBJECTIVES

2.4.1 Competency-based training addresses specific performance needs that have been identified through job
and target population analysis. Courses have an overall goal prescribing how trainees should be able to perform in their
jobs after the training. Course modules will also have clearly defined performance-based objectives describing the
performance to be assessed throughout the course.

2.4.2 Performance objectives are specific, measurable statements of performance that are used to define the
purpose, methods and testing approach of each module or section of the course. In contrast, training goals are descriptors
of performance expected after the training, in the context of the job role relevant to the course.

Table 2-2. Training goals and objectives

Training goals Training objectives

a) Describe what learners will be able to do on the job a) State what learners will be able to do at the end of a
after training as a result of training interventions course or module
aimed at resolving an identified problem
b) Clarify the intention of your instruction
b) Are consistently met on the job and repeated over
time (enduring) c) Specify the behaviour or performance to be
demonstrated
c) Include observable behaviours for measuring
performance d) Indicate to instructors whether learning is taking
place

e) Include criteria for measuring acquired knowledge or

skills
Chapter 2. Course delivery 2-7

2.4.3 Performance-based objectives are composed of three components. In STPs, a performance-based objective
is provided for each module. All aspects of the module, including its content, activities, practice or progress tests and the
module mastery test, align with the objective. Figure 2.2 illustrates the components of an end-of-module objective.

2.4.4 Communicating the overall course goal and specific module objectives is an essential part of setting
expectations for the course. If the course goal and module objectives are clearly communicated at the beginning of the
course, trainees will better understand the relevance of the course content and activities.

Where and with what Condition: Given relevant information concerning

performance is required an aircraft to be loaded

The performance required Behaviour or Verify the pre-loading status

(uses an action verb) performance:

The standard according

to which performance
Standard: In accordance with loading procedures
is measured
contained in [section] of the [manual]
(e.g. documented procedures,
time, degree of accuracy)

Figure 2-2. Components of a performance objective — example

2.4.5 The end-of-module mastery tests and, if applicable, end-of-course tests provided in competency-based
courses are directly aligned with the course and module objectives. Therefore, it is advisable to describe the nature of the
tests when introducing the course and modules.

Note.— Competency-based training objectives describe what trainees will be able to do upon completion of
the training (or module). They do not state what is expected by the instructor or training programme. It is crucial that
instructors are familiar with the course objectives and therefore deliver the course content and activities in such a way that
trainees can master the specific performance tasks.
2-8 Training Instructors Guide

2.5 EFFECTIVE CLASSROOM INSTRUCTION

2.5.1 Instructors should have a variety of competencies to deliver courses smoothly and meet course objectives.
Instructor competencies 3.2 and 3.3 are described in the ICAO Adapted Instructor Competency Model:

Table 2-3. Competencies 3.2 and 3.3 of the ICAO Adapted Instructor Competency Model,
showing specific performance criteria related to effective course delivery

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

IC3: Conduct Ensures the Given collected Classroom

training training information on the training course
methodology is trainees, the
varied, and is instructor applies a
adapted to the variety of training
trainees’ needs strategies to meet
the trainees’
needs.

3.2 Shows OB1 Stimulates and sustains the interest

effective of the trainees.
presentation
skills OB2 Maintains the sequence of training
materials in the appropriate way.

OB3 Uses voice effectively.

OB4 Uses eye contact effectively

OB5 Uses gestures, silence and body

language effectively.

OB6 Uses work aids effectively.

OB7 Shows effective questioning skills.

OB8 Provides effective feedback, answers

questions from the participants, and
improves delivery by incorporating
relevant experience and/or
examples.

OB9 Presents an effective introduction,

states the objective(s), presents a
plan, provides a clear explanation of
the different steps and presents an
effective summary.
Chapter 2. Course delivery 2-9

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

3.3 Provides an OB1 Communicates effectively, both

effective training verbally and non-verbally.
delivery
OB2 Listens actively and reads non-verbal
messages correctly.

OB3 Asks appropriate questions to

promote learning or to confirm
understanding.

OB4 Provides opportunities for trainees to

ask questions, treats wrong answers
in a positive way.

OB5 Uses a variety of questions

(expository, inductive, rhetorical,
trouble-shooting), employs various
techniques for asking questions,
manages course participation.

OB6 Maintains trainee discussions within

the topics of the course by starting
them, monitoring, and concluding
them.

OB7 Answers questions clearly and

adequately.

OB8 Generates content by questioning,

redirecting, balancing participation,
etc.

OB9 Maintains debates focused on key

topics.

OB10 Provides instruction and regularly

confirms understanding by
paraphrasing, summarizing, etc.,
links training activities, summarizes
key points and activities related to
the course objectives.

OB11 Uses appropriate communication

skills (listens, does not interrupt the
other party, brings clarity to
interventions to prevent conflicts
from arising).

OB12 Establishes clear goals and clarifies

the roles in the training or evaluation
performed.
2-10 Training Instructors Guide

2.5.2 The key skills may be summarized as the ability to:

a) deliver the training in line with principles of adult learning;

b) use the course package documentation for effective delivery;

c) employ best practices when covering a course module or topic; and

d) teach effectively.

2.5.3 Such skills are described in more detail in the sections below.

2.5.4 Adult learning principles

2.5.4.1 Competency-based courses are designed according to the target audience and are aimed at developing
essential competencies for specific jobs or competencies stated in the course goal. The course’s activities and structure
should therefore be designed based on key principles of adult learning.

2.5.4.2 Respecting such principles is also a major responsibility of the instructor, who must find suitable ways of
introducing, presenting and concluding content and activities. In other words, instructors should be aware of such principles
and actively adhere to them when delivering a course.

1. Instructors should recognize and build on the prior experience and expertise of trainees.

When adults acquire knowledge or skills, they build on previous knowledge or experience. Although trainees usually meet
target audience criteria, they will differ from one another in terms of relevant experience.

Instructors can help less experienced trainees by placing greater emphasis on additional readings and references included
in the course materials. Instructors should also recognize that trainees with extensive experience may contribute to the
course by bringing context and real-world examples to the material. By acknowledging this experience, instructors can
enrich learning for all trainees and keep experienced trainees engaged.

2. Trainees learn best in a respectful and supportive learning environment, without fear of being judged

In order to succeed, trainees should have a positive attitude towards their learning process. Most training courses require
trainees to take some risks; a supportive learning environment is essential for them to maintain their self-esteem and learn
from their experience.

Instructors should be attentive to trainees’ attitudes and should be open to their questions, requests for clarification and
comments. The contributions made by trainees should be respectfully acknowledged, and responses should be given in
a constructive, non-judgemental and supportive manner. Criticism regarding performance should be clearly linked to
performance objectives (with reference to the competencies being developed) and expressed in order to guide
improvement.

3. To acquire skills and knowledge, trainees need opportunities to apply and practice what they have learned,
receive feedback and reflect on experiences

Competency-based training is designed in such a way that trainees can apply new knowledge and skills throughout their
training. When instructors have to give lengthy presentations, they should frequently pose questions, invite comments and
input from trainees and provide examples of scenarios to link the concepts to real-life situations, in preparation for actual
practice.
Chapter 2. Course delivery 2-11

Even if time is limited, instructors should ensure that adequate time is given for practice exercises, including subsequent
reflection, feedback and follow-up discussion. Without these steps, trainees may not fully achieve performance objectives
and are less likely to perform as required later in the work setting.

4. Trainees should be aware of the course benefits, and content should be relevant to their needs

Adult learners are motivated by courses that meet their individual goals. If material is presented in such a way that the
objectives will clearly benefit them — for example, if the course leads to certification or an opportunity for promotion, then
trainees will be more motivated and capable of applying what they have learned. Conversely, if trainees do not see the
relevance or benefits of the course, they may rapidly lose interest.

Instructors should provide clear contextual information for each topic and explain the relevance and benefits of learning
the new skill. Discussions on specific situations that are relevant to the trainee group are especially useful in helping
trainees to recognize such benefits and increase the likelihood that they will apply the skill afterwards.

5. Trainees should have a sense of control over their learning experience — they should follow a logical
structure, receive feedback, make choices and have realistic expectations

Giving trainees opportunities to reflect on information, provide interpretations and ask for clarification are all ways for
trainees to participate in their learning and to give them a sense of control.

Instructors should introduce their courses and course modules in a thorough manner. Clear indications of sections and
subtopics are essential for trainees to follow the logical sequencing of course content.

The instructor’s ability to provide feedback and conduct debriefing activities is fundamental to keeping trainees motivated
and involved in their training experience.

2.5.2 Using course documentation for effective delivery

2.5.2.1 Competency-based courses are designed to meet specific performance objectives and are developed as
training packages containing detailed guidance to instructors on how to deliver course sections or modules. For example,
STPs generally include a comprehensive package of materials including a detailed instructor’s guide with references to
other package materials to be used at particular points in the course.

2.5.2.2 As they are very knowledgeable in their subject matter, instructors may be tempted to present additional
details or refer to examples and personal experiences that are relevant to the topic, which may take up training time.
Although such information may be interesting and stimulating for trainees, instructors run the risk of delaying the course
and leaving no time for trainees to practice key skills or apply principles in exercises later in the course, which is essential
for achieving performance objectives.

2.5.2.3 Module or lesson plans

2.5.2.3.1 Material-dependent training packages include presentation materials that must be shown or distributed to
trainees as well as a detailed plan describing how instructors must deliver each section of the course. STPs include course
presentation and trainee materials as well as a module plan, which is the instructor’s guide to delivering the module.
Module plans include the following components:

a) module name, number, duration and version;

2-12 Training Instructors Guide

b) end-of-module objective and intermediate objectives;

c) preparation notes for the instructor;

d) a detailed guide on how the module’s content should be presented, including:

1) duration of each section or topic;

2) slide title and number (or details of other content or media used);

3) presentation notes relating to each slide or series of slides, including prompts to invite discussion
or input from trainees;

4) indications of where additional materials or handouts should be referred to;

5) instructions for conducting exercises, including additional materials, guidelines on assigning groups
and their setup, information on timing and debriefing points; and

6) summary points.

H.2.1 H.2.1

MODULE PLAN MODULE PLAN

(Administrator/Instructor Guide) (Administrator/Instructor Guide)
Date: 2014 Completed by: CIAC Page 2 of 4

Page 1 of 4 Module No.: 2

Module Title: Flight plan structure Module No: 2
10 minutes Introduction Present the objectives of the module about Flight Plan Structure
Task No.: 1.2 Sub-Task No.: and inform the trainees that the Mastery Test will be related to the
1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5 PPT 2.1 — PPT 2.3
module objectives.
End-of-Module Objective: Present the content of the module.
Conditions: Given the checklist to assess the data content of the Flight Plan Distribute copies of Module 2.
Performance: Evaluate the data content of the Flight Plan Distribute the copies of the slide summary for Module 2.
Standard: Doc. ICAO 4444, 8400, 7910, 8643, 8585, Annex 10 10 minutes Introduction Explain what the Standardized Flight Plan consists of, its
Following the procedures for Flight Plan data content evaluation. PPT 2.4 — PPT 2.6 standardized structure, and the sequence of logical information
that it contains. Hold a discussion about this structure with the
trainees.
10 minutes General Overview Explain the accuracy, knowledge and integrity of the data
PPT 2.7 contained in the Flight Plan. Perform a group reading of the
Training Manual, direct trainees to page 20-23 of the manual and
debate the meaning and importance of the data Integrity. Highlight
the characteristics of the Flight Plan Form and emphasize the
importance of this document in operational safety.
10 minutes Addressee(s) Section Explain the meaning of Addressee(s) Section.
PPT 2.8 Perform a group reading of the Training Manual, direct trainees to
page 70-76 of the manual and debate the meaning and
importance of the data Integrity.
10 minutes Flight Plan — Part 1
PPT 2.9

10 minutes Flight Plan — Part 1 Explain the meaning of Part 2 of the Flight Plan.
PPT 2.10 Highlight fields 16 and 18 and emphasizes the care required in the
process of filling out these fields.
Perform a group reading of the Training Manual, pages 90 to 94
and have a debate about the meaning and

Figure 2-3. Module plan example

Chapter 2. Course delivery 2-13

2.5.2.3.2 By keeping to the recommended timing and using prompts to encourage the participation of trainees,
instructors will be able to apply their skills in delivering the course and bring the course’s content to life. At the same time,
instructors will be confident that all topics will be covered and that activities to enhance trainee engagement will not be left
out. Trainees will remain engaged in the material and achieve performance objectives within the allotted time.

Note.— Instructors should not follow the module plan as if it were a script. They should instead use it for
guidance in determining the specific points, level of complexity and duration of each teaching point within the module.

2.5.2.4 Presentation materials

2.5.2.4.1 Many courses include sessions whereby a series of slides or visuals are used to accompany presentation
content. Instructors should review all slide files in advance and ensure that they are familiar with the flow of the subject
matter and key visuals.

2.5.2.4.2 Additional materials used to support presentation content may include official documentation (often provided
in PDF format), video clips or other media files. It is important that the instructor is familiar with when and how to display
these additional items and able to explain their relevance to meeting the training objectives.

Note.— Some documents or locally obtained reference materials may not be provided in the course
documentation but are required in the classroom. Instructors should be able to use these appropriately when presenting
course activities, according to the instructor’s guide provided.

2.5.2.5 Including relevant examples and scenarios

2.5.2.5.1 Although the content, duration and activities of material-dependent courses are prescribed, every course
event is unique; it is the instructor’s responsibility to bring specific relevance and context to the particular group of trainees.

2.5.2.5.2 The instructor’s experience, skills and expert knowledge may serve as additional training resources, as can
the experience, skills and knowledge of trainees. The inclusion of examples and scenarios is described in Instructor
Competency 3.4 of the ICAO Adapted Instructor Competency Model (Creates and maintains realism).

2.5.2.5.3 Below are some ways to introduce real-world examples and scenarios:

a) providing a scenario or problem from actual experience to exemplify how a principle or concept should
be applied (e.g. handling a security threat at an airport);

b) asking trainees to provide examples based on their knowledge or experience when referring to a specific
heading or category (e.g. list of restricted articles for cabin baggage);

c) introducing a topic with a question or situation to explore the topic’s relevance in solving real-world
challenges;

d) sharing stories that illustrate the application of principles, processes and other elements covered in the
course in real-life situations and the outcomes of their application; and

e) using local examples that are relevant to the location of the course or trainees’ work location (e.g. using
a plan of the local airport to illustrate key points such as airspace boundaries, ground facilities, etc.).
2-14 Training Instructors Guide

2.5.3 Best practices for delivering a course module or section

2.5.3.1 Delivering a topic or activity as part of a course module or section is most effective if the topic or activity is
divided into an introduction, the main content delivery and a conclusion. By doing so, instructors will incorporate the
following six best practices for instruction:

Introduction 1. Create readiness

2. Engage prior learning

Content delivery 3. Invite interaction

4. Provide opportunities for practice

5. Reinforce

Conclusion 6. Debrief and summarize

Invite interaction Provide practice

Engage prior
Reinforce
learning

Instructor
Сreate readiness best Conduct debrief and
provide summary
practices

Figure 2-4. Six instructor best practices for effective instruction

2.5.3.2 These are described below in more detail.

Chapter 2. Course delivery 2-15

2.5.3.3 Introduction

At the start of each section, day or module of the course, the instructor should provide an introduction to set trainees’
expectations for learning. The purpose of the introduction is to:

a) Create readiness. This may be achieved by:

1) presenting the objectives and content sections to be covered throughout the course so that trainees
may follow the module’s structure and logic and determine to what extent the objectives and
sections are relevant to them;

2) presenting a meaningful problem to frame the content and/or describing how the module relates to
the trainees’ jobs or required competencies (e.g. if they perform more effectively, they will have
fewer accidents); and

b) Draw on previous knowledge. Instructors should determine what trainees must recall or use from
previous readings, pre-work or modules in order to better understand the current topic.

2.5.3.4 Content delivery

2.5.3.4.1 The main part of the module is the content delivery itself, or an exercise or activity in the case of practical
sessions. When delivering the content, the instructor must focus on covering relevant content at the appropriate level as
described in the module plan and materials. For example, if trainees must solve problems using course material later in
practice or to pass tests, instructors should give them opportunities to solve the same type of problem or situation during
training.

2.5.3.4.2 As experts, instructors can bring the content to life by citing particular examples or experiences that are most
relevant to their trainees. Real-life elements enrich the content and help trainees to later transfer what they have learned
to their jobs. Soliciting and including trainees’ prior knowledge and experience enriches learning and motivates them to
learn more.

2.5.3.4.3 Maintaining an appropriate pace based on the module plan is essential to achieve the desired balance
between presentation and activity, to maintain engagement and complete all elements of the module in the allotted time.

a) Invite interaction. To retain trainees’ attention, instructors should mix delivery methods (e.g. oral or
visual) and conduct inclusive activities that require trainees to take note of important items, brainstorm
or answer open-ended questions in pairs or groups, for example.

b) Provide opportunities for practice. Trainees become more engaged when instructors periodically ask
questions or present scenarios for consideration. Practice may be incorporated into the module either
during presentations or as part of activities.

1) Questions should reflect the form in which the information will be used in real life. For example,
instructors may ask case-based questions.

2) If group or individual activities and tasks are indicated in the module plan, the instructor should carry
out such activities and tasks according to the guidelines so that trainees have adequate time to
practice, reflect on and discuss application of the information.

c) Reinforce learning. When trainees provide input, the instructor should respond with constructive
feedback to motivate them, confirm the accuracy of the information and clarify any confusing issues.
2-16 Training Instructors Guide

2.5.3.5 Conclusion

2.5.3.5.1 The conclusion helps to reinforce skills and knowledge acquired throughout the course and to clarify any
doubts or misunderstanding. Even if time is limited, instructors should not omit this important step in the learning process.

a) Debriefing: Instructors should pause to allow for trainee reflection before closing the session. This step
provides an important opportunity for the trainees to clear up any confusion and express their reaction
to the training experience. Verbalization in this way supports learning and retention. When questions
are raised, instructors should return to the relevant parts of the presentation and reiterate points as
necessary.

b) Summarizing content: An effective conclusion containing key statements or relevant points summarizing
each subtopic will help to reinforce the main elements of the course. All of the points in the conclusion
should have been covered earlier in the course, making them recognizable to trainees. Summaries
should be brief and concise.

2.5.3.5.2 The final part of the conclusion should be to connect the learning points to previous and future modules or
courses and to the course or module goal. Trainees can assess for themselves how successful they have been in achieving
these goals. Their actual performance will be tested in the appropriate course tests.

2.5.4 Skills required for instruction and presentation

2.5.4.1 To use course documentation and deliver competency-based training effectively, instructors require various
skills. These skills, together with the techniques described in previous sections, are included in the observable behaviours
under Instructor Competencies 3.2 and 3.3 of the ICAO Adapted Instructor Competency Model.

2.5.4.2 To deliver courses effectively, instructors require skills related to body language, voice, listening and asking
questions. Relevant strategies are described in Table 2.4.

Table 2-4. Instructor presentation skills

Skill category Behaviours and strategies

Body language a) Instructors should maintain an open and confident attitude; they should move around
the room and avoid getting stuck behind physical barriers such as desks or equipment.

b) Eye contact can help the presenter to establish credibility and gain the audience’s
trust. Friendly and positive facial expressions can help to reinforce a positive attitude
among trainees.

c) Natural hand gestures and body movements can help to build credibility and maintain
engagement; however, distracting movements should be identified and minimized.

Voice a) Instructors should speak with a clear, positive tone and vary inflection and emphasis to
give more meaning and character to the content. They should speak at an appropriate
volume so that trainees who are furthest away can hear clearly.

b) Instructors should speak at a slower pace than in normal conversation so that trainees
can absorb the information.
Chapter 2. Course delivery 2-17

c) Instructors should ensure that there is adequate silence and pause while speaking to
enable trainees to process concepts and form questions if needed. Instructors should
be careful not to speak too soon and should encourage reflection among trainees.

d) Instructors should be careful when using local expressions, slang and technical
terminology and abbreviations, as some trainees may not fully understand them.
Cultural differences should be considered when using humour or expressions that may
not translate across different trainee backgrounds.

Effective listening a) Instructors should frequently ask trainees for their input and listen to them without
interrupting. Trainees will feel more confident to ask for clarification, provide input and
answer questions when they feel included and respected in the communication
process.

b) Instructors should paraphrase trainees’ statements or questions so that the problem or

question raised is clear to other trainees. Paraphrasing also enables instructors to
check whether the question and context were correctly understood before answering
it.

c) Instructors should respond to questions promptly, honestly and appropriately. They

should leave complex or out-of-context questions for later in the course so that
trainees stay focused on the topic and feel confident that they have been heard.

Asking questions a) Asking trainees questions is an effective way to maintain relevance and engagement
throughout a presentation. Questions may be prescribed as part of the designed
course materials or asked on an ad hoc basis to include participants in a topic or
scenario discussion.

b) Open-ended questions provide opportunities for instructors to invite comments,

suggestions, ideas and reactions regarding a topic or challenge. Before providing
feedback, instructors should acknowledge trainees’ answers or comment on their
value or correctness.

c) Questions can help trainees to recall and make connections with previously learned
materials. They enable instructors to identify trainees’ experiences that are relevant to
the topic and verify their understanding or mastery of a concept.

2.6 EFFECTIVE TRAINING TECHNIQUES

2.6.1 Bloom’s taxonomy

2.6.1.1 In the 1950s, educational psychologist Benjamin Bloom developed a hierarchical taxonomy that describes
the learning process as a series of levels ranging from the retention of simple knowledge to the creation of new ideas and
theories. This system, known as Bloom’s taxonomy, is widely used to design courses and match training objectives and
methods to required performance.

2.6.1.2 The levels of learning may be represented as a pyramid containing knowledge at its base. Each level consists
of associated behavioural competencies and the associated action verbs according to which competency-based training
courses are designed.
2-18 Training Instructors Guide

Generate new ideas, products, ways of doing

things: design, construct, plan, invent
Creating

Justify a course of action: discuss, critique,

defend, integrate, formulate, hypothesize Evaluating

Break information into parts or

Analysing
components: compare, contrast,
differentiate, determine, interpret

Use the new material in practical situations: Applying

perform, demonstrate, plan, solve

Explain ideas and concepts: summarize, Understanding

illustrate, paraphrase, classify

Recall and restate information:

Remembering
define, identify, list, name

Figure 2-5. Representation of Bloom’s taxonomy, showing levels of learning

and associated specific competencies

2.6.1.3 Training techniques are designed based on trainee performance objectives and integrated into the course.
Such techniques must help trainees to develop skills at the appropriate level and to use such skills in both the training
environment and real world.

2.6.1.4 For this reason, competency-based training typically includes a variety of teaching and learning techniques
that are largely determined by performance objectives, required competencies, audience-related factors, training
environment constraints and other logistical factors. Instructors should be fully cognizant of the benefits and applications
of these techniques in order to meet the course’s objectives.

2.6.2 Competency-based training techniques and methods

2.6.2.1 The table below lists commonly used classroom training techniques, classified into Bloom’s taxonomy.
Chapter 2. Course delivery 2-19

Table 2-5. Behavioural competencies and classroom training techniques

Learning process Training techniques

Remembering Background reading

Presentation

Understanding Presentation

Demonstration

Discussion/deliberation

Applying Demonstration

Role play

Case studies

Scenario-based exercises

Analysing Case studies

Business and serious games (games intended to

educate, rather than simply entertain)

Laboratory/simulations

Evaluating Case studies

Business and serious games

Group dynamics exercises

Creating Case studies

Problem-solving scenarios

2.6.2.2 Course development teams determine which specific techniques and equipment must be used based on
detailed analyses of training needs and target audiences. Instructors must implement the training using the prescribed
techniques to the extent possible and ensure that trainees meet course and module objectives.

2.6.2.3 Many of these methods were discussed in Chapter 1 with regard to course preparation. By following
appropriate preparatory steps, instructors should be able to implement training techniques as per the course plan and
deliver an effective course. The following section provides an overview of commonly used techniques and guidance on
how instructors can use them to their best advantage.

Note.— Many instructors have experience with and preferences for certain techniques and methods with
which they feel comfortable. When instructors encounter new or updated techniques, it is important that they understand
the rationale and benefits of each technique in order for trainees to succeed.
2-20 Training Instructors Guide

2.6.3 Presentation

Presentation is probably the most widely known and commonly used method for sharing knowledge. This method is usually
characterized by the instructor presenting information to the audience. Often, the instructor will also refer to visuals on
prepared slides or use documents, images or diagrams to illustrate key points. This method is suitable for presenting a
large amount of material in a short time. Audiences may be large provided that the instructor can be seen and heard by
all trainees, and that trainees can also see the visuals.

Table 2-6. Potential pitfalls and best practices of presentation

Potential pitfalls Best practices

a) Trainees are in a passive role and will quickly stop a) Instructors should present information
paying attention if not actively engaged. systematically: they should provide a clear
introduction, well-defined section/topic breaks and a
b) Instructors may present for too long or in too much meaningful conclusion.
detail if they are experts in the topic. Such pitfalls may
compromise other course activities owing to time b) Instructors should continually monitor engagement
constraints. and encourage participation by asking questions
and putting aside time for discussion, brainstorming,
c) Visuals may not be presented in a way that enhances etc.
learning.
c) Instructors should keep to the prescribed level of
detail and timing so that the presentation does not
take up too much time.

d) Instructors should use the visuals provided to

illustrate key points at the right moments and
enhance learning through auditory and visual
channels.

Figure 2-6. Presentation

Chapter 2. Course delivery 2-21

2.6.4 Discussion/deliberation

2.6.4.1 This method is often used during presentations as it encourages trainees to participate, consider the
presented concepts using examples or apply the concepts to scenarios. This method is especially useful for problem-
solving, generating relevant contexts for new concepts and drawing on trainees’ prior learning or experience. Discussion
and deliberation helps trainees to retain knowledge and transfer what they have learned after the course.

2.6.4.2 Discussions may involve the entire group or take place in small subgroups or pairs. Opposing views and
lively discussion are common and, when handled professionally, can help trainees to build relationships and explore ideas
beyond their own experiences within the context of the learning topics.

Table 2-7. Potential pitfalls and best practices of discussion/deliberation

Potential pitfalls Best practices

a) Discussions may go off-topic and take up time that a) Instructors should plan the discussion topic and
would otherwise be used to meet course objectives. process in advance, provide instructions and an
objective for the discussion exercise and monitor
b) A single point may generate detailed discussion points and topics to keep the group focused on
between certain trainees and the instructor. relevant topics or learning points.

c) Some topics give rise to disagreements and b) Instructors should suggest discussing complex or
conflicts, which may damage team relationships. controversial topics at a later point in the course or
outside of class hours.
d) If trainees are unfamiliar with the topic, they may be
reluctant or unable to contribute ideas. c) Instructors should manage different perspectives in
a manner that is non-judgemental and that
encourages trainees to explore new ideas and build
relationships.

d) Instructors should provide guidance and feedback in

a way that is conducive to learning.

Figure 2-7. Discussion

2-22 Training Instructors Guide

2.6.5 Case studies

Case study activities are built around a story of an event or set of circumstances and contain pertinent details. Case
studies may require trainees to identify the causes of a particular problem or to find solutions. When trainees work through
a problem or set of circumstances in a safe environment free of pressures and the possible consequences of poor
decisions, they can explore broader solutions to problems that may potentially arise in the work setting. By exchanging
ideas, trainees gain knowledge and experience in job-related tasks as well as experience in solving problems in a team.

Table 2-8. Potential pitfalls and best practices of case studies

Potential pitfalls Best practices

a) During the case study, trainees may lose focus of a) Instructors should clearly introduce the case study
the objectives. and its objectives and tasks.

b) Outcomes and decisions may vary considerably b) Instructors should monitor progress to ensure that
between trainees and groups, and key learning trainees are on track towards reaching a conclusion
points may be lost. that is relevant to the learning points.

c) Instructions and tasks may not be closely followed, c) Instructors should use the evaluation and scoring
especially if the exercise opens different avenues of guides provided to evaluate performance.
thought.
d) If necessary, instructors should present a model
answer to emphasize the learning points.

Figure 2-8. Case study group

Chapter 2. Course delivery 2-23

2.6.6 Demonstration

Demonstration is a common technique for teaching a specific physical manipulation process or manual procedure.
Demonstrations of specific tasks are often provided in training software and computer applications. During a demonstration,
the instructor performs a task exactly as it should be learned and explains each step along the way. Trainees can see the
technique in a live setting and ask questions before attempting it themselves. Performing live demonstrations, whenever
possible, provides a more direct learning experience than descriptions, images or videos.

Table 2-9. Potential pitfalls and best practices of demonstration

Potential pitfalls Best practices

a) Demonstration software or equipment may a) Instructors should prepare thoroughly and rehearse
malfunction or experience errors and therefore processes to be demonstrated to ensure that they
prevent trainees from completing the task. are confident during the demonstration.

b) Some trainees may not clearly see the b) Instructors should anticipate problems or errors and
demonstration. plan for how to or resolve or compensate for them.

c) Instructors may encounter problems that they c) Complex procedures should be broken down into
cannot resolve. smaller steps so that trainees can absorb the
relevant information.
d) Trainees may be confused or lose interest if too
much information is presented at once. d) Instructors should keep demonstrations as simple as
possible to meet the needs of trainees.

Figure 2-9. Software demonstration

2-24 Training Instructors Guide

2.6.7 Role play

Role play can help trainees to develop specific decision-making or face-to-face conversational skills, including interviewing
techniques and negotiation skills, for specific situations. Using a typical work scenario or other real-life situation, trainees
perform an assigned role and gain feedback from their instructor and peers. The trainees feel the pressure of real-life
situations in a safe learning environment.

Table 2-10. Potential pitfalls and best practices of role play

Potential pitfalls Best practices

a) Trainees often feel uncomfortable to take on an a) Instructors should ask trainees to observe role play
unfamiliar role and may be reluctant to participate. interactions and to provide feedback and
encouragement.
b) Trainees may be intimidated by having to show
acting skills. b) Instructors should clearly introduce the exercise’s
objectives and performance criteria.

c) Instructors should promote a safe environment

where trainees can make mistakes and provide
feedback in a constructive and non-judgemental
way.

Figure 2-10. Role playing

Chapter 2. Course delivery 2-25

2.6.8 Business and serious game/simulation

This activity is often conducted in management-related courses or to develop skills in project management or decision-
making, for example. Trainees are initially presented with data and information about an organization or departmental
process and are given roles and an objective. During the activity, decisions are made and tasks may be executed. The
results of these decisions are then evaluated, occasionally with the help of a software programme or computer application.
This activity is useful for evaluating trainees’ performance in different scenarios and their ability to apply principles that
have been taught throughout the course.

Table 2-11. Potential pitfalls and best practices of business games/simulation

Potential pitfalls Best practices

a) Trainees may be afraid to share ideas if they are not a) Instructors should clearly introduce the activity and
confident in the topic area. its objectives and tasks.

b) Trainees may draw conclusions too quickly and omit b) Instructors should continually monitor progress to
important steps. evaluate the process and working methods used by
trainees.
c) Outcomes can vary and may be difficult to relate to
learning points and module objectives. c) Instructors should use the evaluation and scoring
guides provided to evaluate performance.

d) If necessary, instructors should present a model

answer to emphasize learning points.

2.6.9 Training aid — multimedia

2.6.9.1 Presentations and other learning activities can be enhanced by videos, websites, podcasts, software
applications and audio clips.

2.6.9.2 Media files or links may be included in a presentation or loaded onto the presenter’s computer and presented
using appropriate equipment. It is increasingly common for trainees to use or view media on their mobile devices or laptops.

2.6.9.3 Media can help trainees to understand complex ideas requiring more than a verbal explanation. Media are
also used when objects or real equipment or facilities cannot be made available to trainees.

Note.— Various media and applications are part of the everyday experience of many digital age trainees
and are rapidly becoming part of their expectations for training. Instructors must be able to use and integrate different
media in their training to maintain engagement and interest.
2-26 Training Instructors Guide

Table 2-12. Potential pitfalls and best practices of multimedia presentations

Potential pitfalls Best practices

a) Media may be out of context with regards to the a) Instructors should give context and relevance to the
overall learning objectives. media by linking the media with course/module
objectives.
b) Media may be overused, causing trainees to grow
tired or show a lack of engagement. b) Instructors should provide a clear introduction and
time for post-discussion to ensure that the learning
c) Technical issues may prevent media from running points are received and retained.
smoothly and inhibit the flow of information.
c) Instructors should test the operation of the media in
advance and be prepared to move to the next
course section if technical issues arise.

d) Instructors should provide links or access to media

materials (if applicable) so that trainees can explore
the materials on their own outside of class hours.

Figure 2-11. Multimedia

Chapter 2. Course delivery 2-27

2.6.10 Training aid — computer-based training

2.6.10.1 In computer-based training, trainees interact with training materials that are either locally installed or
available via an internet link on a computer or mobile device. The trainees interact with the material by making choices,
performing tasks and completing tests. The trainee’s understanding and development of skills are measured and evaluated
through the responses provided.

2.6.10.2 The training applications can be as simple as presenting the trainees with a series of multiple-choice
questions for exercises or practice sessions, or as advanced as simulations of highly complex equipment. Computer-
based training is used extensively for individual training in cases where trainees are in different locations. Nevertheless, it
is often a component of classroom courses, and instructors should be fully conversant with the training programme’s
operation and purpose.

Table 2-13. Potential pitfalls and best practices of computer-based training

Potential pitfalls Best practices

a) Trainees may not be comfortable operating the a) Instructors should provide guidance on the operation
computer if it is not familiar to them (e.g. and navigation of the programme in advance.
inexperienced trainees, use of different operating
systems). b) Instructors should consider pairing inexperienced or
less confident trainees with those who are more
b) Trainees may spend more time learning how to proficient with the programme.
navigate through and interact with the training
programme than completing the instructional tasks. c) Instructors should monitor progress and encourage
trainees to fully explore the content.
c) Trainees may scroll through their screens without
reading or viewing all the material. d) Instructors should prompt trainees to move to
subsequent sections so that trainees have the
d) The completion of tasks may take longer than chance to complete all tasks.
expected.

Figure 2-12. Computer-based training

2-28 Training Instructors Guide

2.6.11 Training aid — laboratory or simulation

2.6.11.1 In this training technique, a real-life situation is provided and usually involves the use of simulators, which
imitate real work situations without the real risks. Simulators are designed to operate in the same way as real equipment
and give trainees the feeling of being in a real work situation.

2.6.11.2 Laboratory/simulation training is a safe way of providing training for high-risk tasks such as flying aircraft or
providing air traffic control. This technique can simulate regularly encountered scenarios for foundation training and provide
effective training for emergencies without fear of consequences. It also can be used in summative evaluation to test
whether the trainee has reached the level of competency that he or she needs to follow other methods of training.

Table 2-14. Potential pitfalls and best practices of laboratory or simulation exercises

Potential pitfalls Best practices

a) Trainees may not be fully aware of their roles in the a) Instructors should plan carefully and monitor
laboratory or simulation. progress throughout the activity.

b) Trainees may focus on less important aspects and b) Instructors should introduce the specific goal of the
miss key performance items. laboratory or simulation and ensure that trainees
know the evaluation criteria.

c) Instructors should make sure that trainees know

their roles in the simulation activity and which
resources they have access to.

Figure 2-13. Simulation laboratory

Chapter 2. Course delivery 2-29

2.6.12 Videoconference

2.6.12.1 Videoconferencing is a web-based service that enables interaction between remotely located people or work
groups. Videoconferencing may be used in classroom courses for certain purposes, for example, to invite live contributions
from expert speakers who are located off-site, perhaps in an airport building or area relevant to the training.
Videoconferencing usually facilitates audio and visual communication by enabling participants to share on-screen
materials and software.

2.6.12.2 Videoconferencing can serve as a training tool during a classroom course as long as the training has been
designed accordingly. Most platforms also enable collaborative functions such as text chat/commenting, raising hands
and document sharing/editing, all of which can be used to design engaging training experiences using this medium. Some
also enable participants to form virtual breakout groups for small group discussions.

2.6.12.3 Web-based videoconferencing is also becoming a popular alternative to off-site training since it provides a
way to deliver synchronous, expert training to a classroom trainee group, thereby making the expert accessible while
saving costs and resources related to logistics and transport for site visits.

Note.— In all cases, the instructional goal, learning methods, instruments and technical aspects must be
considered in order for this delivery method to be successful. Successful training via videoconferencing requires a clear
objective, identification of constraints (trainee audience, technology, instructor’s competence, etc.) and suitability of the
training objectives for this method.

Figure 2-14. Videoconference

2-30 Training Instructors Guide

2.6.13 New learning technologies

In today’s age of connectivity, emerging technologies such as artificial intelligence, machine learning and
augmented/virtual reality are all making their way into training design. Examples are:

a) wearable technologies such as smart glasses and activity-tracking devices;

b) virtual reality devices such as VR goggles;

c) adaptive learning systems using machine learning technology;

d) gamified learning that uses a game structure to provide a rich, interactive learning experience with
embedded feedback; and

e) mobile-based technologies providing short, targeted learning elements as part of a larger training
programme.

Figure 2-15. Emerging technologies that may be used as part of a training experience

Note.— Although this guide does not provide details on the use of these technologies in classroom-based
training courses, instructors should be aware that they may be introduced as part of the design of future courses. They
must be as familiar as possible with the purpose, operation and benefits of such technologies in meeting training goals.
Chapter 2. Course delivery 2-31

2.7 MANAGING TRAINEES

2.7.1 As discussed in Chapter 1, trainees arrive to the course with a diverse set of characteristics. Although they
all may meet the criteria for the course’s target audience, there are factors that the instructor will need to take into account
when delivering the course.

2.7.2 Instructor competencies related to trainee management are described under Instructor Competency 2 of the
ICAO Adapted Instructor Competency Model. Instructors must identify trainee characteristics, recognize different needs
that affect trainees’ ability to participate and learn, and make appropriate adjustments to their training strategies to make
their courses as effective as possible.

2.7.3 As adult learners, trainees bring their own wealth of experience, preconceptions, attitudes and concerns to
the training course. Their approach to the learning experience is therefore unique and may be motivated by various factors,
both positive and negative. For example, if a trainee is required to complete a course but does not have a clear idea of
how it will be beneficial, the trainee’s motivation to participate will be negatively affected.

2.7.4 Trainee characteristics

Table 2-15 provides some examples of trainee characteristics and the potential challenges that they may bring to
instructors, as well as strategies to address them. Experienced instructors may have encountered these and many other
examples of trainee characteristics that have an impact on learning. Competent instructors will be able to recognize the
significant learning factors and make adjustments to deliver the course accordingly.

Table 2-15. Trainee characteristics, learning factors and instructor strategies

Trainee characteristics and learning factors Instructor strategies

Trainees have been asked to complete the course but do Instructors should identify these trainees early in the
not believe that it will benefit them or their careers. course, make efforts to engage them in discussions and
identify elements of the course that resonate with their
interests and experience. They should help them to
understand how the competencies covered in the course
will benefit them in their future job or career.

Trainees may be attending in a managerial capacity or in Instructors should invite trainees to share their
place of technical staff that cannot be released from their experience and perspectives to provide additional
operational duties. In such cases, trainees may not meet context to the training. These trainees may need support
all the target audience criteria. in the more technical areas of the training if they are not
involved in the job that the training is targeting.

Trainees may be unfamiliar or uncomfortable with certain Instructors should identify these trainees early on and,
course activities, depending on their experience (e.g. when possible, pair them with trainees with the opposite
older trainees who are taking dynamic, trainee-centred profile so that their skills complement each other and
courses or digital age trainees attending traditional, trainees can support and teach one another.
presentation-based courses).

Trainees may be attending the course without prior Instructors should ensure that these trainees have
knowledge or experience in the job to which it relates exposure to others with relevant experience, for example
and so will not be able to gauge how the course is by assigning groups with a mixed level of experience. All
relevant and beneficial to them specifically. trainees will have something unique to offer.
2-32 Training Instructors Guide

Trainees may struggle to keep up with the course Trainees should be given sufficient time to orally express
material due to language difficulties (either spoken or their thoughts. Instructors should not put them on the
written) and therefore may quickly lose motivation and spot if they are unwilling to speak in front of the group.
interest. For written tests and tasks, instructors should consider
giving trainees extra time to complete their assignments.

A trainee’s confidence or personality may have a Instructors should use diplomatic skills to ensure a
negative effect on the participatory elements of the balance of input from different trainees. Occasionally,
course. The trainee may either be quiet and less they should respectfully invite input specifically from
confident or be very outspoken. quieter trainees. It may be necessary to ask the
enthusiastic contributors to allow others to speak.

Trainees that work together but in a reporting hierarchy Instructors should encourage safe, judgement-free
may be reluctant to behave as equals in the training discussions and reiterate that every trainee has the right
context, which can limit their ability to participate and and responsibility to meet the course expectations
learn effectively for fear of losing credibility among their through appropriate participation. If possible, instructors
managers or subordinates. should separate trainees into different groups for
activities so that they are working with others who are not
directly in their reporting line.

Note.— For material-dependent courses, instructors should follow the designed training programme and
materials as closely as possible. They should make appropriate adjustments to the delivery strategies as needed while
delivering the course as designed. Slight adjustments to the duration of topics and activities and to discussion topics,
debriefing points and the timing of tests are acceptable as long as the instructor is always conscious that performance-
based objectives must be met. Such an approach will help trainees to master the desired competencies.

2.7.5 Managing trainees as adult learners

As discussed earlier in this chapter, instructors must respect the principles of adult learning. In particular, they should
adhere to the following strategies:

a) keep in mind that the course is for the trainees and that the end goal is to learn, not teach;

b) make trainees responsible for their learning — provide expectations and guidelines for effective
participation and successful completion and expect trainees to meet the requirements. If problems
become apparent, invite trainees to discuss challenges directly;

c) be sensitive to trainee characteristics that influence how trainees interact with the instructor and each
other (for example, differences in seniority, cultural backgrounds, language, etc.) and provide support
to promote interaction and cooperation;

d) encourage questions and participation throughout the course;

e) moderate contributions from the most outspoken trainees and encourage more reserved trainees to
voice their ideas;

f) allow trainees to formulate their own interpretations of the material and apply them to new scenarios or
applications;

g) allow trainees to teach each other through group presentations, competitive activities, brainstorming,
team tasks, etc.; and
Chapter 2. Course delivery 2-33

h) ensure that feedback on performance is constructive, related to the performance goals and clear to
trainees — feedback is intended to motivate and encourage, not to point out areas of failure.

2.7.6 Group dynamics

2.7.6.1 It is important for instructors to be aware of group characteristics as well as learners as individuals. The
behaviour of each trainee will have an effect on the entire learning group. Instructors should make every effort to encourage
full participation by all. This may mean giving quiet trainees the opportunity to share their ideas while using strategies to
limit input from others who have a more dominant style of participation.

2.7.6.2 Instructors should be able to adapt to personalities and characteristics that become clearer as the course
progresses and may have to manage the composition of working teams for the best learning outcomes.

2.7.6.3 It is important to remain non-judgemental, acknowledge negative or unhelpful comments and, if necessary,
address them at a later time during the course. Instructors should reiterate positive points, feedback and observations to
keep the group focused on the progress achieved in reaching the learning goals.

Figure 2-16. Group dynamics

2.8 CONDUCTING EXERCISES

2.8.1 As discussed in previous sections, it is important to include a strong element of practice, application and
feedback into any competency-based course so that trainees can acquire not only essential knowledge, but also the skills
required for their jobs.
2-34 Training Instructors Guide

2.8.2 Instructors must be fully competent in and comfortable with introducing, conducting, monitoring and
concluding each kind of exercise or activity included in the courses they are delivering. Effective execution of these will
provide instructors with a valuable measure of the training’s success and may help instructors to adjust the style of the
remainder of the course to give trainees the best chance for success.

2.8.3 Exercises and activities are usually described in course module documentation and may range from informal
discussions to fully designed and structured activities with accompanying resources such as reference materials,
worksheets and evaluation tools.

2.8.4 Conducting practical exercises

2.8.4.1 Trainees are often most engaged during learner-centred activities, which provide a valuable opportunity to
apply principles and information learned in contexts similar to those in real life. Working in pairs or teams to share ideas
and consider others’ perspectives enriches the learning experience and falls in line with adult learning principles. Having
a greater sense of relevance, actively practicing skills and learning from others are all essential ingredients for effective
adult learning and are all present in a well-executed learning exercise.

2.8.4.2 Although during an exercise or activity, the trainees are focused on each other and not the instructor, the
instructor should provide appropriate information and monitor and follow up with trainees to ensure learning. Instructors
should not use exercises and activities as opportunities to leave the trainees to their own devices and take a break.
Exercises that are poorly executed or given too much or too little time can demotivate trainees.

2.8.4.3 The instructor’s role is to make sure that trainees feel in control of their learning, know what is expected of
them and are confident that they will receive appropriate feedback on their performance at all times.

2.8.4.4 In the training environment, exercises may include one or several of the training techniques that were
presented earlier in this chapter. Instructors should be well-prepared for their use and introduce the trainees to any
concepts or technology with minimal disruption to the learning flow.

2.8.4.5 Whatever the nature of the exercise, the instructor will be responsible for effectively implementing the
following elements:

1. Introduce the exercise

The exercise should be introduced in the context of the current module. This could be achieved by referring to the module
objective, previously presented content or a previous exercise that is related to the current one.

The instructor should provide clear objectives and details on the logistics and expectations of the exercise regardless of
whether they are provided in written form.

2. Organize logistics

Many exercises are conducted in pairs or groups. The instructor should manage how trainees are assigned to groups as
necessary or as prescribed in the module plan. Matters such as timing, stages of the exercise and expected outputs (e.g.
a report, presentation or chart) should be clearly articulated before the trainees commence the exercise tasks.

3. Distribute resources

Most exercises require at least an instruction sheet and often require additional information and resources such as
reference documents, online materials or case study information. Instructors should prepare these items in advance and
ensure that trainees have all the information they need before starting the exercise.
Chapter 2. Course delivery 2-35

Some exercises require information to be made available at specific stages in the exercise, which should also be carefully
managed.

4. Monitor activities

Although instructors may be tempted to take breaks while trainees are working together, it is vital that they actively monitor
exercises from beginning to end. Clarifying instructions, monitoring progress in the completion of tasks and providing
appropriate hints where needed are all important aspects.

Active monitoring enables the instructor to gain valuable insight into the trainees’ level of comprehension. The instructor
may use this information to prepare eventual debrief comments and, if necessary, include an additional summary of
material to ensure that learning is achieved.

During this phase, instructors should also monitor the effectiveness of the groups and trainees and take action to address
conflicts or any group distributions that may be detrimental to learning.

5. Ensure a supportive environment for producing outputs

The reports, presentations or information produced by the groups should be regarded by the instructor as providing an
opportunity for all trainees to learn, reflect, provide their own feedback and receive feedback from the instructor. Peer
evaluation of exercise outputs is a powerful component of adult learning.

Feedback should be related to the exercise objectives, and the performance evaluation should be positive and constructive.
By using active listening and evaluation skills, the instructor will be able to use the exercise outputs to formulate a
meaningful recapitulation of the activity.

Instructors and assistants should use provided scoring or evaluation schemes to ensure that performance is evaluated in
an objective and balanced manner and to guide feedback points.

6. Debrief trainees on the activity

To conclude the exercise, the instructor should always provide relevant comments recapitulating key feedback points and
learning points as they relate to the module and associated performance objectives.

Even if time is limited, this step should never be omitted since it provides a link between the experience of completing the
exercise and overall goals of the training.

Note.— It is often a significant challenge for instructors to keep to the prescribed timing for completing
exercises. Trainees may take more or less time than stated in the course design to complete tasks, and discussions may
include significant recapitulation of previously presented material or new points that are interesting as added context.
Instructors should use their skills in time management and their awareness of the remaining content in the module to judge
timing and keep the module and course on track.

2.8.5 The purpose of feedback in the learning process

2.8.5.1 Feedback is information given in response to an action, question or statement. Exercises and tests provide
a structured way for instructors to gauge learning and the level of performance of trainees. During exercises, feedback is
expected by trainees and provided by the instructor in reaction to the exercise’s outputs (report, presentation, performance
log, etc.). Results from progress tests are also a form of feedback for trainees.
2-36 Training Instructors Guide

2.8.5.2 Feedback throughout the module is essential for trainees to monitor their own progress, remain engaged
and stay motivated. When trainees are aware of their strengths and weaknesses concerning the competencies related to
the module, they can improve their performance to attain the course goals.

2.8.5.3 Providing effective feedback to trainees is an essential skill and should be part of any module exercise or
practical activity. Feedback comments may express positive or negative evaluations of performance but should always be
provided with the goal of helping and motivating trainees.

2.8.5.4 When giving feedback, instructors should observe the following principles:

a) feedback should be relevant and specific to the task, performance or topic;

b) feedback should describe how the trainee’s performance relates to the stated objectives of the exercise,
test or module;

c) instructors should avoid giving comments that may be interpreted as character judgements (for example,
saying “you are quick to draw conclusions” versus “you made your decision quickly”);

d) feedback should not focus only on shortfalls in performance; it is also important to highlight areas of
good or exceptional performance; and

e) where performance is lacking, comments should focus on the measured/observed performance, which
should be compared with the expected/desired performance. Trainees should be clear about what
aspects they must change to attain the desired level of performance.

2.9 TIME MANAGEMENT

2.9.1 One of the most common pitfalls of course instruction is running out of time or having to shorten important
course elements due to poor time management. Depending on the individual situation, this may have a varying impact on
trainees’ perception and has the potential to have a strongly negative impact on trainees’ eventual performance in the final
tests or in their ability to demonstrate their knowledge of the course material .

2.9.2 Poor time management is often a result of having an enthusiastic, knowledgeable and charismatic instructor
and a highly engaged group of trainees — all of which are good things. However, the competent instructor should recognize
the importance of staying on time during course delivery and have the skills to steer the training activities such that all of
the designed course elements are executed in the allotted time frame.

2.9.3 Some common scenarios of time management issues and their impacts on course outcomes are listed in
Table 2-16.
Chapter 2. Course delivery 2-37

Table 2-16. Time management scenarios and impacts on course success

Time management scenario Impact on course success

A highly experienced instructor takes time to explain Trainees experienced a memorable and rich learning
scenarios or experiences in detail to describe a particular session but did not have time to practice and reflect on
topic, providing a rich context to the material. However, their own performance and struggled to gain essential
this reduces the time available for a practice exercise, skills to apply the knowledge to meet course objectives.
leading the instructor to rush through the follow-up and
discussion at the end of the session.

During a practice exercise, trainees generated a more Although trainees gained contextual insights into the
detailed report of the task than required, which topics, the lack of a structured follow-up and conclusion
generated a lot of discussion on peripheral points during and the overtime impeded the appropriate link to, and
the follow-up. As a result, the overall exercise time was reduced the time available for, the next module.
extended by 20 minutes.

An instructor who had previously taught a similar course Trainees missed their transportation to return to their
without extensive materials and design documentation hotels, which caused undue stress during the test and
presented the module topics without considering the time incurred costs to be covered by the training centre.
required for the progress test and summary discussions
prior to the mastery test. Trainees had to remain in the
classroom a further 30 minutes at the end of the day to
complete the tests.

2.9.4 Strategies for managing time during course delivery

2.9.4.1 It is the role of the instructor to deliver all course elements within the recommended duration provided in the
course package. Naturally, minor deviations will be necessary because of local schedules, conditions and the specifics of
the trainee group. Taking these into account, the instructor should plan, execute and monitor the time throughout the
course to ensure that the trainees benefit from all the learning activities and tests.

2.9.4.2 The following strategies are recommended for instructors to improve their time management:

a) plan the overall timing of each module or section (including practice activities or exercises) and monitor
timing regularly;

b) keep discussions focused on the topic at hand and leave peripheral questions for later;

c) closely monitor trainee-centred activities and move to the next stage of the exercise at the appropriate
time;

d) when delivering modules, avoid omitting reviews, summaries and follow-up sections, which enable
trainees to absorb key learning points;

e) if necessary, make minor adjustments to the course schedule (in collaboration with the training centre)
to provide additional time to complete tests or practical activities;

f) keep in mind the overall course and module objectives when making any changes to the course
schedule;
2-38 Training Instructors Guide

g) enlist the help of co-instructors or other staff to assist with time management. For example, a co-
instructor could prepare or score a test while the principal instructor continues to deliver the course; and

h) use mobile devices or a computer to display the time when delivering course sessions to ensure that
sessions remain within the stated duration.

Note.— Major changes in course or module schedules should not be necessary since instructors are required
to follow the recommended timing for material-dependent courses. If course activities significantly exceed the stated
durations, or an unforeseen event arises and impacts the schedule, a note should be included in the course report at the
end of the course.

2.10 EVALUATING TRAINEE PERFORMANCE

2.10.1 Monitoring trainees’ progress throughout the course is a key part of the instructor’s role in delivering a
competency-based course. Various techniques and tools are used both formally and informally to assess trainees’ learning,
based on the stated module and course objectives.

2.10.2 This section discusses the evaluation tasks and tools relevant to course delivery. This should not be
confused with evaluating course effectiveness, which is covered under Instructor Competency 5 of the ICAO Adapted
Instructor Competency Model and discussed in the following chapter of this guide.

2.10.3 Instructor Competency 4 of the ICAO Adapted Instructor Competency Model concerns trainee evaluation
and includes five competencies. Table 2-17 shows Instructor Competencies 4.1 to 4.4, which cover the specific techniques
used within the realm of course delivery.

2.10.4 During course delivery, evaluation of trainees’ performance may be conducted in various ways and may
focus on the trainee group as a whole or on individual trainees.

2.10.5 Trainee evaluation, in whatever form it takes, involves the instructor assessing the degree to which the
trainees are meeting the specific performance objectives for the module or course.

Table 2-17. Instructor Competency 4 of the ICAO Adapted Instructor Competency Model, with elements
concerning course delivery

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

IC4: Perform The competent Given the trainee’s Classroom

trainee instructor must performance, and training course
assessment appropriately, using a variety of
objectively and evaluation
correctly evaluate methods, the
the trainees. instructor evaluates
the trainee and
provides relevant
feedback on
performance.
Chapter 2. Course delivery 2-39

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

4.1 Uses varied OB1 Selects the events and activities

evaluation with which he/she will evaluate the
methods performance of the trainees.

OB2 Clarifies the regulations of the

evaluation procedure to the
trainees.

OB3 Communicates to the trainees the

criteria that will be implemented
during the performance evaluation.

4.2 Monitors the OB1 Interprets observed behaviours and

performance of comments on them adequately.
trainees during
class sessions OB2 Allows trainees to correct
themselves at the opportune
moment.

OB3 Identifies individual differences in

learning styles and adjusts the
course strategy whenever possible.

4.3 Makes OB1 Compares performance results of

objective the trainees with established
evaluations objectives.

OB2 Applies performance criteria fairly

and consistently.

OB3 Observes and encourages self-

evaluation of performance with
regard to the established
performance criteria.

OB4 Makes decisions based on task

results.

4.4 Provides OB1 Ensures that trainees understand

feedback that is the entire feedback and
understandable assessment.
and usable
OB2 Applies adequate corrective
measures.

OB3 Uses facilitation techniques when

deemed appropriate in each
different case.

OB4 Provides positive reinforcement.

2-40 Training Instructors Guide

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

OB5 Encourages mutual support.

OB6 Creates and proposes how to

reach an agreement about plans
for improvement or rehabilitation.

2.10.6 Purpose of evaluation

2.10.6.1 As discussed earlier in this chapter, module objectives comprise three components: the conditions, the
performance and the standard. Performance must be evaluated using these elements of the stated performance objective
to measure attainment.

2.10.6.2 The evaluation of trainees during the course provides information to different stakeholders, who use the
evaluation outcomes in various ways:

Table 2-18. Stakeholders involved in evaluation and evaluation purposes

Stakeholder Evaluation purpose

Instructor To enable instructors to monitor the progress of trainees throughout the course and make
necessary adjustments to delivery strategies.

To provide impartial information that, together with objectives, serves as the basis for
feedback to trainees throughout the course.

To provide an impartial measure of whether trainees have attained performance objectives

(or whether they have successfully completed the course, in the case of pass/fail courses).

To monitor the success of the overall course and inform course report requirements.

Trainees To enable trainees to gauge their progress and take ownership of their learning.

To provide certification of successful course completion.

Other trainers Provides a measure of achievement throughout the course to be used as information for
providing subsequent the next stage of training, including OJT.
training

Course developers Provides a measure of the overall performance of the trainees that can be useful for course
and sponsors updates and modifications, and informs supervisors.

2.10.6.3 Instructors can use both formal and informal evaluation measures to prepare an overall course evaluation to
be included in the end-of-course report. The principles of course evaluation are discussed in the next chapter of this guide.
Chapter 2. Course delivery 2-41

2.10.7 Formative and summative evaluation

2.10.7.1 Evaluation of performance may take many forms and be either formal or informal. Competent instructors
generally use one or more techniques while delivering courses to continuously monitor trainees’ performance.

2.10.7.2 Evaluation techniques fall into two categories:

Formative evaluation — this is the task of evaluating trainees while delivering the course. Formative
evaluation is an ongoing process that may involve informal techniques such as asking questions and
observing, or more structured activities such as reviews, quizzes and exercises. These elements of
evaluation provide information on trainee performance at key points during the training and may be scored
to provide objective feedback.

Summative evaluation — this represents the formalized evaluation methods that are provided as part of the
course design to test the trainees’ performance against stated module and course objectives. Evaluation
methods may take the form of scored exercises, simulations or formal tests. The scores for each trainee are
recorded.

2.10.7.3 Examples of formative and summative evaluation methods are provided in Table 2-19.

Table 2-19. Formative and summative evaluation methods

Formative evaluation Summative evaluation

Questions posed by the instructor to trainees during Results of an exercise, simulation or activity (conducted
presentations for review/application of presented content either individually or in a group) where performance is
(directed at the group or at an individual) objectively assessed using an evaluation tool or scoring
guide

Observation of behaviours and approach to tasks in Progress tests during or at the end of a module. They
exercises may be in the form of written tests, short tasks, group
tasks, presentations, etc.

Observation of the quantity and quality of questions Module mastery tests. In STPs, module mastery tests
asked by trainees during presentations or are designed to assess mastery of the stated end-of-
demonstrations module objective.

Review of questions to conclude a section or topic End-of-course exam with a final passing grade

Observation of the trainees’ approach to tasks or

problems during an exercise (individual or group) —
applicable when the performance objective to be attained
is related to problem-solving and decision-making

2.10.8 Use of course documentation for evaluating trainees

Instructors use various materials and documents from course packages to conduct both formative and summative
evaluation in an effective manner. An STP, for example, builds in evaluation activities throughout the course and provides
the instructor with various tools to ensure that trainees are evaluated appropriately. Such tools include:
2-42 Training Instructors Guide

a) module plan — instructions for conducting and monitoring activities and debrief points to be used in
forming feedback comments;

b) presentation materials — review questions, application scenarios and discussion topics are provided in
presentation materials;

c) activities and exercises with evaluation tools and scoring sheets included;

d) progress tests with scoring guides;

e) mastery and end-of-course tests with scoring guides; and

f) scoresheet for all course tests and formal evaluations of activities.

2.10.9 Instructor’s role in evaluating trainees

1. Preparation

Instructors should identify the relevant materials and tools provided in the course package for formative and summative
evaluation and prepare for their use. It is important that they explain how and when performance will be evaluated and
what criteria will be used during course or module introductions.

2. Continuously evaluate and give feedback

When delivering the course, the instructor should regularly monitor indicators of learning and skill acquisition through a
variety of methods, provide trainees with an opportunity to reflect on their learning and give feedback to attain the course
goals. Tools, information and guidance material provided in the course package should be used to facilitate effective and
timely feedback to trainees and objective assessment of performance. Feedback should be provided in the context of
course and module objectives and align with the principles discussed earlier in this chapter.

3. Conduct and record scored tests

All summative evaluations should be performed according to the provided scoring guidance. Where applicable, results
should be communicated back to the trainees to motivate them and provide them with an opportunity to focus their efforts
on meeting the course objectives. In addition, instructors should retain test scores for subsequent inclusion in the end-of-
course report.

4. Self-evaluation by the instructor

Instructors should also be aware of the how their evaluation of trainees can be a measure of their own personal self-
development and provide valuable feedback for ongoing skill development.

2.10.10 Administering tests

2.10.10.1 Progress tests within modules and final mastery tests are always incorporated into courses. They enable the
instructor, trainees, managers and course developers to assess trainees’ level of performance for each stated performance
objective.
Chapter 2. Course delivery 2-43

2.10.10.2 Competency-based training usually includes both progress and final (mastery) tests as objective tools for
measuring the attainment of performance objectives. It is the role of the instructor to ensure that these tests are
administered according to the course design to maintain the efficacy and reliability of the course.

2.10.10.3 When administering a test, the instructor should follow the following steps:

1. Prepare all documentation

Instructions and question documents as well as resources or reference materials should be prepared in advance. If hard
copies are required, they should be printed, collated and ready for distribution. For electronic files or online tests, location
or login details must be ready for use.

2. Set up the testing environment

Some tests simply require trainees to sit at desks or tables with adequate space to write or operate a computer. Others
will require equipment or a setup in advance, often at multiple stations. If trainees need to complete their tests according
to a schedule, instructors should prepare the schedule ahead of time so that the test period will run smoothly.

3. Provide test information and resources

Instructors must distribute or provide access to the relevant testing documents. They should explain the format and
duration of the test and ensure that trainees are clear about what is expected of them.

4. Monitor the test

Instructors should start the test and monitor the time to ensure that the test is being conducted according to the module
plan’s stated design. They should make sure that trainees finish working by the specified time.

5. Collect and score test responses

Instructors should collect all responses, ensuring that all trainees have provided their test responses and that they are
properly identified. Instructors should use the answer key, evaluation sheet or scoring guide to score the tests and record
all scores for each trainee. A spreadsheet or similar document may be provided in the course package for this purpose.

6. Provide feedback to trainees

For most tests, it is possible to provide trainees with their scores, immediate feedback on their performance against the
objectives and an opportunity to clarify any aspects they need to work on to achieve the course objectives.
2-44 Training Instructors Guide

2.11 SUMMARY

The instructor must conduct the training according to the designed course format, documentation and tools. The
instructor applies learning principles and appropriate training techniques to achieve the training objectives. Combined,
the instructor’s subject matter expertise and skills in delivering the training generate an effective learning experience.

Instructors must create a positive learning environment by establishing their credibility, providing time for introductions
and presenting a clear and accurate opening session describing the training environment, logistics and course
information.

Module performance objectives for competency-based courses comprise three components: conditions, performance
and a standard. This ensures that what is learned in each module is measurable and relevant to the overall course
goal.

Instructors should apply the principles of adult learning to their delivery style. Adult learners are active participants in
their learning, and trainees’ motivation is greatly influenced by the instructor’s ability to include participation, practice
and reflection in course activities and to provide a safe environment for taking risks and receiving meaningful and
constructive feedback.

Use of the course package documents and tools is essential for the effective delivery of competency-based courses.
Instructors should be familiar with and use all provided tools so that trainees experience the course as it has been
designed and so that tests and activities meet the intended purpose.

Many training courses require the use of technology or facilities or equipment outside of the classroom setting. The
instructor should be aware of the benefits and potential pitfalls of all the training methods included in the course, link
the training methods to trainees’ required performance and skills and make effective decisions as needed for each
training course.

Trainees as adult learners need to feel safe and motivated to learn effectively. Recognizing and addressing the trainees’
characteristics and preferences and adapting to group dynamics is essential for both promoting trust and enabling
course activities to have maximum learning impact.

Activities and practice exercises and tests are vital elements of adult learning; conducting such trainee-centred activities
is a key competency for instructors. Clear introductions, active monitoring of activities and use of provided evaluation
tools are essential to support the attainment of skills. Providing supportive, clear feedback is essential to building skills
as well as maintaining motivation.

Managing time is an essential skill for the success of competency-based courses. Instructors need to be aware of the
duration and time constraints of all training activities to ensure that course modules are completed without omission of
important learning activities such as exercises, summaries/reviews and follow-up discussions.

Evaluating trainees is a required function in the delivery phase of training. Formative evaluation enables the instructor
and trainees to monitor their progress and make adjustments to their approach, while summative evaluation provides
an objective record of attainment for instructors, trainees and other stakeholders. All summative evaluations should be
scored and recorded for the end-of-course report.

______________________
 Chapter 3

TRAINING COURSE EVALUATION

3.1 INTRODUCTION

3.1.1 The previous chapters discussed the preparation and delivery of competency-based classroom courses. The
goal is for trainees to gain the intended competencies as a result of having taken the course. If this is achieved, the trainees
have had an effective learning experience, and the course has been successful.

3.1.2 During and following course delivery, an important part of the instructor’s role is to collect and document
information to determine the effectiveness of the course. Chapter 2 discussed the methods and tools used to evaluate
individual trainees both during and at the end of a course. This chapter is concerned with evaluating the overall course.

3.1.3 For the course’s learning goals and objectives to be achieved, a systematic evaluation process using well-
designed tools and documents is required. Collecting evaluation information at the right time, in the right way and from the
right individuals or groups enables instructors to produce a meaningful end-of-course report. This report can in turn be
used by course developers, managers and other teams with an interest in keeping the course relevant and effective for
the target audience. Without such reports, it is possible that changes and updates will be planned based on inadequate
information, leading to ineffective changes and inefficient use of resources.

3.1.4 This chapter is intended to provide instructors with the guidance needed to conduct an effective course
evaluation and produce an actionable end-of-course report. It gives an overview of training evaluation using a well-known
industry model, discusses various methods of collecting evaluation data and introduces a format for end-of-course reports
that may be used for competency-based aviation courses.

3.2 ROLE OF THE INSTRUCTOR

3.2.1 Nobody is better placed to provide an overall report on a single course than the course instructor. As an
integral part of the planning, preparation and delivery of the course, the instructor can use first-hand experience to judge
how successful the course has been considering all factors.

3.2.2 As shown in the training process diagram below, the instructor’s role in providing an end-of-course report is
essential to completing the feedback loop that can positively influence subsequent course events.

3-1
3-2 Training Instructors Guide

Course
assignment

TRAINING Output
Trainees
DELIVERY Standard
TIME FRAME
Training Training completed
Training Face-to-face
Input evaluation
preparation training
reports Trainees instructed

Feedback

Figure 3-1. The training delivery process showing the evaluation stage
and incorporation of feedback in evaluation activities for continual improvement

3.2.3 The responsibilities of ICAO instructors with regard to evaluation and reporting are:

a) administering tests and evaluating trainees; and

b) conducting a course evaluation and providing a training report to the TRAINAIR PLUS programme
manager.

3.2.4 In addition, senior instructors may be responsible for:

a) conducting assessments of instructors for continuous oversight and recurrent training; and

b) supporting the Global Aviation Training (GAT) Office and ICAO programme managers in the
development and delivery of ICAO training programmes.

3.2.5 These responsibilities are an essential part of the continuous improvement of ICAO competency-based
courses, training programmes and instructors.

Instructor Competency 4 • Creates training and evaluation reports

Perform trainee assessment

Instructor Competency 5 • Evaluates the effectiveness of the course

Perform course evaluation • Presents information on course evaluation

Figure 3-2. Performance criteria related to course evaluation under

Instructor Competencies 4 and 5 of the ICAO Adapted Instructor Competency Model
Chapter 3. Training course evaluation 3-3

3.2.6 The final performance criteria under Instructor Competency 4 of the ICAO Adapted Instructor Competency
Model require instructors to create a training evaluation report. Instructor Competency 5 of the ICAO Adapted Instructor
Competency Model provides further performance criteria on evaluating the overall course, which can be used when
preparing the course report.

3.2.7 In addition to evaluating trainees’ performance, using evaluation tools and gathering feedback, the instructor
may also report on other factors that might influence the overall outcomes of the course and that should be taken into
account when considering the effectiveness of a single course. Factors that may be important in contextualizing the
evaluation report include:

a) the trainee group (in particular, if any trainees were not part of the defined target population);

b) the facilities and learning environment;

c) the level of support provided (instructor assistance);

d) any unforeseen circumstances that affected training delivery; and

e) logistical factors that may have affected trainees’ ability to learn.

3.2.8 To fulfil their role in evaluation, instructors should be prepared to complete the following tasks:

a) distribute and collect evaluation questionnaires (module and course level);

b) conduct a feedback session;

c) record results of all tests;

d) gather information from other sources;

e) make recommendations; and

f) produce a report.

3.2.9 Knowing the principles of training evaluation will enable instructors to confidently gather relevant information
and provide meaningful recommendations to other stakeholders in the course development process.

3.3 PRINCIPLES OF TRAINING EVALUATION

3.3.1 The success of competency-based training depends on its alignment with the overall performance goals that
must be attained by the target population. Any aspect of the course design, content or logistics may have a positive or
negative impact on the overall effectiveness in meeting such goals.

3.3.2 In the course evaluation process, the instructor must take a broad view of the course as a whole to identify
how these factors contribute to the course’s end result in measurable terms.

Once the evaluation information is collected and analysed, it may be used to make relevant, specific and measurable
changes to ensure future effectiveness.
3-4 Training Instructors Guide

3.3.4 Purpose of evaluation in

competency-based training systems

Evaluation is part of a continuous process of monitoring and course improvement. For many courses addressing
operational needs, processes and systems change over time, and courses must be adaptable to remain relevant and
effective in meeting the performance needs of specific jobs. Course evaluation data make it possible to objectively identify
when and where changes are required and determine a method for measuring the impact of such changes. The evaluation
cycle is shown in Figure 3-3.

Identify strengths
and weaknesses

Gather data and Determine causes/

evaluate prioritize changes

Make
changes/updates

Figure 3-3. The training evaluation cycle

Note.— Course design updates may be made on a long-term basis as part of the general cycle of evaluation
and improvement. However, instructors may also take such steps during their courses to address any perceived shortfalls
in trainee performance based on their formative evaluations. Minor changes in the delivery strategy, timing or instructional
approach may help trainees to attain performance objectives.

3.3.5 The Kirkpatrick evaluation model

3.3.5.1 The Kirkpatrick evaluation model has been used by trainers and learning organizations for many years and
is a well-known industry tool for evaluating training effectiveness. The model comprises four distinct levels of training
evaluation. Each level is aimed at answering a key question about the training and applies to a typical group of
stakeholders who have an interest in such data.

3.3.5.2 By taking a systematic approach to evaluation using suitable tools and processes for each level, course
developers, sponsors and organization managers can make relevant decisions about the effectiveness of a course and
about whether, when and how to make changes or upgrades to the course.
Chapter 3. Training course evaluation 3-5

The Kirkpatrick Model

Level 1:
To what degree participants react favourably to the learning event
Reaction

Level 2: To what degree participants acquire the intended knowledge, skills

Learning and attitudes based on their participation in the learning event

Level 3: To what degree participants apply what they learned during training
Behaviour when they are back on the job

Level 4: To what degree targeted outcomes occur as a result of learning

Results event(s) and subsequent reinforcement

© 2010-2013 Kirkpatrick Partners, LLC. All rights reserved. Used with permission. Visit kirk patrickpartners.com for more information .

Figure 3-4. The four levels of the Kirkpatrick model

Level 1: Did they like it?

This gauges the trainees’ reactions to the training. Information is collected directly from trainees, usually via opinion or
satisfaction questionnaires at the end of a module or course. Reactions are also assessed during feedback discussions
usually held at the end of training events.

The trainees’ reactions and feedback will usually relate to course content, activities and instruction. Their opinions on other
factors such as the training environment, schedule and facilities are also often collected.

Data at this level is of interest to instructors, trainees and training facility staff.

Level 2: Did they learn it?

Well-designed learning objectives that are aligned with relevant and reliable tests provide the basis for measurable
evaluation of learning. The results of all tests taken by trainees make it possible to measure the degree to which the course
has enabled trainees to demonstrate the performance described in the learning objectives. In many cases, a final test or
exam is taken by trainees. The number of trainees attaining the passing grade is used as a measure of Level 2
effectiveness.

This level is of most interest to instructors, course developers and training managers.
3-6 Training Instructors Guide

Level 3: Did they apply it?

A good Level 2 result does not always mean that skills will be transferred to the work setting. Level 3 consists of assessing
recent trainees’ job performance using specific and measurable criteria. In most cases, assessment takes place at least
a few weeks after training and is conducted in the workplace. If job performance is measured effectively, it can provide
useful insights into how course activities may help trainees to transfer what they have learned to the work setting.

This level is of interest to the course provider, training teams (if they are involved at that stage), supervisors and department
managers.

Level 4: Did it solve the problem?

Competency-based training is developed based on an initial performance gap or need defined at the organizational level.
If an organization has invested in training so that workers can gain and apply new skills and knowledge, it ultimately wants
to see a measurable improvement in the performance of a whole department or work function. Level 4 evaluation involves
gathering performance data at the departmental or organizational level. Performance can be measured by productivity,
error rates, reduced delay times or any other measure that could ultimately be expressed in terms of budget or resource
time.

Although many other factors may affect overall performance, evaluating a course at this level makes it possible to gauge
whether the course was worth the investment in effort and time by an organization or team.

Note.— Some course evaluation models also include a fifth level, return on investment (ROI), which aims to
measure the benefits of the course with respect to the overall performance of a group or organization in financial terms.
In practice, it is often omitted due to the complexity of analysing the financial effect of training alone and of quantifying the
benefits of training in financial terms.

Evaluation levels relevant to instructors

The instructor’s role during and following delivery of a course is to evaluate the course at Levels 1 and 2. It is not possible
for instructors to evaluate courses at Level 3 since such evaluation requires trainees to demonstrate their new
competencies in their jobs, which takes place after the course ends.

The previous chapter discussed the evaluation of individual trainees using both formative and summative methods. This
is the process for evaluating the course at Level 2.

Instructors are provided with various tools and processes to gather meaningful evaluation data, which are necessary for
producing the end-of-course report.

3.4 EVALUATION PROCESS IN STPs

3.4.1 Kirkpatrick’s levels in the STP context

Kirkpatrick’s four levels of evaluation are integral to the development of an STP:

a) Before designing the course, course developers analyse the performance need and set a measurable
goal for the organization or department, which is usually expressed in terms of reduced delays, increase
in productivity or decrease in error rates, accidents, etc. Measuring these outcomes after the course is
an example of level 4 evaluation.
Chapter 3. Training course evaluation 3-7

b) The competencies that trainees should demonstrate in their jobs after the training has been delivered
are defined as part of the course development process and may be measured as part of an OJT
programme. Measuring competencies in this context is an example of level 3 evaluation.

c) When course curricula and modules are designed, learning objectives are formulated in such a way that
their attainment can be measured through well-designed tests. Tests serve as tools for evaluating
learning at level 2.

d) STPs include not only learning and presentation materials, but also various tools specifically designed
to gather reaction and opinion data from trainees and others as part of level 1 evaluation.

3.4.2 STP evaluation tools and documents

STPs include several forms and tools to be used when evaluating a course. They are summarized in Table 3-1.

Table 3-1. Evaluation tools used for Levels 1 and 2 of Kirkpatrick’s model

Kirkpatrick evaluation level Evaluation tools

Level 1 evaluation — completed by Opinion questionnaires:

trainees
a) module;

b) integral course questionnaire; and

c) instructor.

Level 2 evaluation — completed by a) Progress and mastery tests

instructor
b) Scoresheet and answer key to record test scores

Level 1 and 2 evaluation results End-of-course report (Excel or web-based tool)

3.4.2.1 A validation run is a specific kind of course evaluation performed when the course is being run for the first
time following the development of the full training package. This stage is essential for course development and takes place
before the course is offered to a wider audience. The purpose of the validation run is to test the full course design and,
specifically, whether intended goals have been achieved with the intended target audience.

3.4.2.2 Course development teams use specific processes and tools to identify aspects of the course design or
delivery that need modifying. They include:

a) a course validation questionnaire — a more in-depth course opinion questionnaire distributed to trainees
in place of the standard integral course evaluation form;

b) a detailed feedback discussion at the end of the course — there may also be discussions held at the
end of each module or each training day to gather immediate feedback. Feedback is recorded by the
instructor team as well as observing course developers; and
3-8 Training Instructors Guide

c) observation by one or more member(s) of the course development team — course developers usually
attend and observe the entire validation run and make detailed observations on all aspects of the course
in order to identify any areas requiring adjustment.

3.4.2.3 Instructors invited to deliver course validation runs must be aware of the importance of the evaluation process
and must execute all tasks as well as provide verbal feedback during discussions after the course.

3.5 INSTRUCTOR’S EVALUATION TASKS

Instructors must gather all relevant evaluation information using the provided tools and other suitable techniques in order
to complete the end-of-course report and make meaningful comments and recommendations.

Instructor
remarks

Trainee Evaluation data, Trainee

grades comments and opinions
recommendations

Trainees’
evaluation
of
instructor

Figure 3-5. Schematic diagram of the different sources

of evaluation data that instructors should collect to complete a report

3.5.1 Distribute and collect evaluation questionnaires

3.5.1.1 One of the easiest and most used evaluation techniques is the distribution of questionnaires for collecting
trainees’ opinions on the course experience. In STPs, opinion questionnaires are used at the end of each module and at
the end of the course. In many cases, trainees answer a separate questionnaire to evaluate each instructor.
Chapter 3. Training course evaluation 3-9

3.5.1.2 The instructor should prepare the questionnaires for distribution either in printed or electronic format, or
familiarize trainees with the online process, if applicable, and should do so in advance to ensure that the evaluations are
conducted without delay.

3.5.1.3 To ensure the quality of responses, it is essential that time is given for the proper completion of the
questionnaires at the appropriate point in the course. Completion of the questionnaires should not be an afterthought, but
an integral part of the module.

3.5.2 CONDUCT A FEEDBACK SESSION

3.5.2.1 At the end of a course, it is recommended that instructors hold an informal discussion session with trainees
to gauge their overall satisfaction with the course or section that they have covered and to enable the trainees to verbalize
take-away points or their commitment to action following the course. This is an opportunity to gather feedback not only on
specific learning-related issues such as structure and content, but also factors such as the learning environment.

3.5.2.2 Instructors should take note of any common opinions or areas of concern. Such points may explain
anomalous test scores or provide important information that may back up recommendations in the course report.

3.5.3 Record results of all tests

3.5.3.1 Each progress and mastery test throughout the course should have a clear evaluation scheme so that
objective and reliable scores may be determined for each trainee. As discussed in Chapter 2, tests should be administered
according to the instructions provided in the course package to ensure that results serve as valid and reliable measures
of learning.

3.5.3.2 The scores should then be recorded in the provided Excel tool or web-based process.

3.5.4 Gather information from other sources

3.5.4.1 Other sources can be useful for obtaining a full picture of the course’s success. Training facility staff, local
experts who may have been involved with aspects of the course, and co-instructors may all provide useful input, particularly
regarding logistical and facilities-related issues.

3.5.4.2 Another source of information could be course reports from previous deliveries of the same course.

3.5.5 Make recommendations

3.5.5.1 This is the instructor’s chance to distil gathered information into recommended action. Instructors’ remarks
should be as detailed and comprehensive as possible so that any improvements or corrective actions can be carried out.

3.5.5.2 One example is when instructors discover logistical issues that impede learning (e.g. lodging proximity to the
training centre or order of learning activities). Instructors can then make recommendations that are backed up by trainee
comments or other sources of information.

3.5.5.3 Recommendations should be relevant, meaningful and actionable — they are not opportunities to complain
about a situation without providing suggestions for future improvement.
3-10 Training Instructors Guide

3.5.6 Complete a report

It is important to compile all this information, using the recommended tool, into a clear, logical report that can be
subsequently reviewed by relevant stakeholders. The report format and requirements are usually described in the course
package, with instructions for completion.

3.6 END-OF-COURSE REPORTING

3.6.1 A comprehensive report on the course’s delivery provides valuable information to all stakeholders, including
course administrators, instructors and course developers. Stakeholders can use this information to maintain or improve
the quality of the training and for future planning.

3.6.2 The course report describes the instructional experience and incorporates all of the evaluation data and
comments gathered. It helps future instructors to deliver courses effectively and course organizers to ensure that facilities
and logistics are optimal for the course. Course developers use the report, along with other reports from different course
events, to identify and prioritize improvements to the course design.

3.6.3 Format and components of end-of-course reports

3.6.3.1 The end-of-course report may be produced using a template provided by software such as Microsoft Word
or Excel, or may be generated based on a guided online system where the instructor is required to enter raw data, which
is then processed by the system to produce a completed report, which may then be reviewed.

3.6.3.2 An end-of-course report should have enough information to be a fully self-contained document describing
the full course experience. It is the instructor’s responsibility to ensure that it is complete and accurate. Regardless of the
format or template used, the report should cover the following aspects:

a) introduction and administrative information (location, training centre, instructor’s name);

b) delivery conditions and facilities;

c) participants list including organization and contact information;

d) summary of all test results;

e) summary of course opinion questionnaires;

f) summary of feedback and comments;

g) instructor’s comments; and

h) recommendations.

3.6.3.3 The following descriptions relate to a recommended report structure, such as the one used in STPs. The
same information should be included regardless of whether the report is produced as a written document, in electronic
format or via an online system.
Chapter 3. Training course evaluation 3-11

3.6.3.4 Report introduction

The first section of the report contains all relevant course details (name, location, dates, instructors, etc.) as well as a list
of course participants and a log of their attendance.

3.6.3.5 Course participants and profiles

In addition to listing the participants and their relevant background details in the first section, the instructor should provide
an overview of the participant group, highlighting details pertinent to course effectiveness. Such aspects may include:

a) total number of participants compared to the recommended group size and any impact (positive or
negative) that this may have had;

b) a note of how many participants did not belong to the target population — this may have had a bearing
on learning outcomes and should be taken into consideration when evaluating results;

c) trainee profiles (age, previous training, work experience) — variations in these factors may have also
affected the success or failure of certain aspects of the training, particularly group tasks and practical
activities; and

d) entry test results (if applicable) — the extent of trainees’ knowledge of relevant topics prior to the course
may have also influenced course effectiveness.

3.6.3.6 Delivery conditions

The report must contain a description of the environment in which the course was delivered. It should include the layout
and arrangement of the classroom or study rooms and note any deviations from the requirements stated in the course
package. Other aspects such as additional rooms, equipment, off-site visits and facilities as well as trainee logistics should
be considered in this section. This section may include:

a) description of the training centre and facilities and any aspect that may have negatively affected course
outcomes;

b) availability of training materials and equipment;

c) description of any off-site visits or activities and how well they met expectations; and

d) any other challenges or limitations that affected the instructors, the delivery of the course or the ability
to meet module objectives (logistical, environmental, scheduling, etc.).

3.6.3.7 Recommendations on course organization, facilities or logistics

Instructors may put forward practical recommendations for delivering the course in the future. Suggestions regarding the
required facilities, setup, equipment, training materials, support or any other aspect related to the delivery of the course
should be noted so that future instructors and administrators can avoid issues.

3.6.3.8 Summary of test results

3.6.3.8.1 Test results are among the most important items in the report. They are essential to determining whether the
learning objectives have been met by most or all of the trainees. In this section, the instructor or administrator must provide
individual and average scores for each module or test and for the overall course.
3-12 Training Instructors Guide

3.6.3.8.2 If a formal pass/fail test is administered, the percentage of passing grades should be reported so that it can
be compared with the expectations of course developers. This step will also provide a record of the individuals who have
been issued with a certificate of successful completion.

3.6.3.8.3 Instructors should include comments on any tests or modules that showed an overall difficulty in meeting
course objectives and highlight mitigating factors. They should also note any limitations regarding test delivery and make
corresponding suggestions.

3.6.3.9 Summary of opinion questionnaires

The instructor must interpret and draw conclusions from the trainees’ ratings and comments regarding:

a) degree of satisfaction with each module;

b) score trends (e.g. any aspects consistently scored lower than others);

c) degree of satisfaction with the overall course;

d) degree of satisfaction with the instructor(s); and

e) any additional comments considered relevant or that support other observations made by the instructor.

3.6.3.10 Instructor feedback and comments

3.6.3.10.1 After providing data from opinion questionnaires and test scores, instructors may leave additional comments
in the instructor feedback section to provide context and meaning to such data. This section should also include a summary
of feedback discussions, trainees’ written comments and information gathered from other sources.

3.6.3.10.2 The instructor should make clear evaluation comments based on preceding data to generate substantiated
conclusions and important points about the course delivery.

3.6.3.11 Recommendations and conclusions

3.6.3.11.1 Using all of the data and evaluation comments as a basis, instructors should provide relevant and actionable
recommendations that may be implemented in future courses or suggest changes to the course design.

3.6.3.11.2 Instructors should clearly state how implementing the recommendations could help to meet course objectives
and, if possible, provide some indication of the urgency or importance of each recommendation. Recommendations may
relate to course organization and logistics, scheduling, course design and structure, content, activities or testing
procedures.

Note.— As technology becomes more advanced, requirements for the report’s format and input methods
may change. Nevertheless, the above information is always required.
Chapter 3. Training course evaluation 3-13

3.7 SUMMARY

Instructors must evaluate their courses using provided instruments and tools and give valuable contextual information
in order to produce meaningful and actionable course reports. This step is essential to the cycle of ongoing course
improvement.

Effective evaluation of various specific aspects of the training will help to prioritize improvements and updates. Training
managers and course developers use evaluation data to identify areas for improvement, such as course design,
facilities, equipment or support.

Kirkpatrick’s four levels of training evaluation are used in the evaluation of competency-based training courses and are
taken into consideration in the development of STPs. Instructors are directly involved in collecting data and making
recommendations based on Levels 1 and 2.

Reporting tools and data sources include trainee questionnaires, discussions, test results and other inputs from support
staff involved in delivering the course. Validation runs of new courses require a more rigorous evaluation approach
using enhanced versions of the tools.

The instructor’s tasks include gathering evaluation data using the provided tools and providing additional input and
comments in a formatted end-of-course report. Specific, actionable recommendations are valuable for ongoing course
improvement.

End-of-course reports comprise specific sections so that all pertinent information is recorded in a logical format.
Instructors’ comments and recommendations are provided for course managers and developers. End-of-course reports
may be generated entirely electronically and may involve the use of a specially designed online portal.
3-14 Training Instructors Guide

3.8 ELECTRONIC OR WEB-BASED REPORTING

3.8.1 Instructors have access to an electronic tool (Excel file) or a web-based process for completing course
reports.

3.8.2 The following formats provide useful representations of the data for interpretation by the instructor:

TRAINAIR
PLUS Summary opinion questionnaire
A. Opinions about learning activities
Acceptance of learning activities Interest in learning activities Teaching of new things Learning activities were
3% stimulating
1% 0%
10% 12% 4% 6%
2%
5 6% 15%
4 26%
33% 25%
30% 55%
3 22% 61% 25%
2 39%
25%
1

Usefulness of modules Relevance of modules Practical value of modules Necessity of modules

6%
5% 6% 3% 11% 12% 9% 0%
7%
5 14%

4 43%
52% 48% 28% 45%
32%
3
32%
2 21% 18%
1
8%

Feedback on modules extracted from Excel spreadsheet

Summary of Module Opinion Questionnaire

Module Preference Section Preference
5 4.6 4.55 4.64 5 4.65 4.51 4.64
4 4
3 3
2 2
1 1
0 0
Module 1 Module 2 Module 3 Section A Section B Section C

Sourced from web-based TRAINAIR PLUS Electronic Management System (TPEMS)

Chapter 3. Training course evaluation 3-15

E-REPORT TIC /Ad

TRAINAIR
PLUS
Course curriculum management Instructional techniques

5% 0%
5% 5%
5 12% 5
15%
4 4
40% 45%
3 3
2 2
38% 35%
1 1

5 = Strongly agree 4 = Agree 3 = Neutral 2 = Disagree 1 = Strongly disagree

Classroom management skills Overall instructor demonstration

3%
5 6%
8%
15% 5
4
37%
3 4
23% 19%
2 3
53%
1 22% 2
1 14%

Opinion results

Summary of instructor evaluation questionnaire

Section averages
4.62 4.83 4.88
5
4
3
2
1
0
A. Classroom management B. Course delivery C. Expertise

Instructor competencies
3-16 Training Instructors Guide

Environmental
conditions
100 Personal
90 interest in the
Documentation
80 subject
70
60
50
40
30 Appropriateness
Comprehension of contents
20
10
0

Usefulness of
Practices course utility

Clarity Fulfillment of
expectation
Theoretical
knowledge Average per criterion Total average

Summary of integral course evaluation

Section averages
10 9.3 9.32 9.02
9
8
7
6
5
4
3
2
1
0
Conditions Contents Methods

Integral course evaluation

______________________
 Appendix A

ICAO ADAPTED INSTRUCTOR COMPETENCY MODEL

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

IC1: Prepare the The competent Given the available Classroom

training instructor setting, the training course
environment ensures that the instructor delivers
training the course in a
environment is space that
conducive to promotes learning,
effective with functional
learning. equipment and
tools.

1.1 Ensures OB1 Ensures that the facilities are

facilities and reserved and are adequate to
equipment are comply with the objectives of the
adequate for the course.
course
OB2 Ensures that the available physical
space is adequate for learning.

OB3 Ensures that the environment and

the existing conditions are
adequate for the objectives of the
course.

OB4 Ensures that the equipment is

adequate and ready for use.

IC2: Manage the Ensures training Given collected Classroom

trainees is adapted to the information on the training course
trainees trainees, the
instructor adapts
the training strategy
to meet the
trainees’ needs.

2.1 Understands OB1 Identifies trainees’ characteristics

the trainee* (experience, language, culture)

OB2 Talks about training needs with

trainees

App A-1
App A-2 Training Instructors Guide

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

OB3 When authorized, selects training

methods and materials adapted to
the needs of trainees

2.2 Trains the OB1 Demonstrates a flexible approach

trainee* to supporting the development of
the trainees.

OB2 Generates a relationship of

cooperation with the trainees.

OB3 Creates and maintains motivation

between the trainees and the topic
of the course.

2.3 Uses an OB1 Quickly evaluates the average level

effective training of the group and reviews training
strategy strategies accordingly

OB2 Encourages participation in group

discussions.

OB3 Poses questions to the

entire group.

OB4 Poses individual questions.

Poses questions of a variety of
knowledge levels.

*Associated knowledge with the competency listed below:

2.1 Understands the trainee • Shows knowledge of different learning styles.

2.2 Trains the trainee • Shows knowledge of any indicators that measure the readiness of the trainees
for the course (as possible).
Appendix A. ICAO Adapted Instructor Competency Model App A-3

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

IC3: Conduct Ensures the Given collected Classroom

training training information on the training course
methodology is trainees, the
varied, and is instructor applies a
adapted to the variety of training
trainees’ needs strategies to meet
the trainees’ needs.

3.1 Establishes OB1 Displays exemplary role model

and maintains behaviour (meaning the expected
credibility behaviour in the technical role of the
course in accordance with
competencies and the
corresponding knowledge, skills and
attitudes).

OB2 Shows respect for specific

organizational characteristics
(procedures, dress code, personal
image, acceptable personal
behaviour, etc.).

OB3 Complies with the established legal

and ethical standards.

OB4 Establishes and maintains an

environment of respect.

3.2 Shows OB1 Stimulates and sustains the interest

effective of the trainees.
presentation
skills OB2 Maintains the sequence of training
materials in the appropriate way.

OB3 Uses voice effectively.

OB4 Uses eye contact effectively

OB5 Uses gestures, silence and body

language effectively.

OB6 Uses work aids effectively.

OB7 Shows effective questioning skills.

OB8 Provides effective feedback,

answers questions from the
participants, and improves the
delivery by incorporating relevant
experience and/or examples.
App A-4 Training Instructors Guide

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

OB9 Presents an effective introduction,

states the objective(s), presents a
plan, provides a clear explanation of
the different steps and presents an
effective summary

3.3 Provides an OB1 Communicates effectively, both

effective training verbally and non-verbally.
delivery
OB2 Listens actively and reads non-
verbal messages correctly.

OB3 Asks appropriate questions to

promote learning or to confirm
understanding.

OB4 Provides opportunities for trainees to

ask questions, treats wrong answers
in a positive way.

OB5 Uses a variety of questions

(expository, inductive, rhetorical,
trouble-shooting), employs various
techniques for asking questions,
manages course participation.

OB6 Maintains trainee discussions within

the topics of the course by starting
them, monitoring, and concluding
them.

OB7 Answers questions clearly and

adequately.

OB8 Generates content by questioning,

redirecting, balancing participation,
etc.

OB9 Maintains debates focused on key

topics.

OB10 Provides instruction and regularly

confirms understanding by
paraphrasing, summarizing, etc.,
links training activities, summarizes
key points and activities related to
the course objectives.

OB11 Uses appropriate communication

skills (listens, does not interrupt the
other party, brings clarity to
interventions to prevent conflicts
Appendix A. ICAO Adapted Instructor Competency Model App A-5

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

from arising).

OB12 Establishes clear goals and clarifies

the roles in the training or evaluation
performed.

3.4 Creates and OB1 Ensures realism in the script options

maintains provided and shared examples.
realism
OB2 Links the content with case studies
and professional experience.

OB3 Provides clarification and feedback.

3.5 Manages OB1 Allots the appropriate time to

time activities.

OB2 Adjusts the allotted time for activities

to ensure that the objectives are
accomplished.

OB3 Implements contingency plans for

situations in which the activities
should be eliminated, reduced or
replaced.

IC4: Perform The competent Given the trainee’s Classroom

trainee instructor must performance, and training course
assessment appropriately, using a variety of
objectively and evaluation
correctly methods, the
evaluate the instructor evaluates
trainees. the trainee and
provides relevant
feedback on
performance.

4.1 Uses varied OB1 Selects the events and activities with
evaluation which he/she will evaluate the
methods performance of the trainees.

OB2 Clarifies the regulations of the

evaluation procedure to the trainees.

OB3 Communicates to the trainees the

criteria that will be implemented
during the performance evaluation.

4.2 Monitors the OB1 Interprets observed behaviours and

performance of comments on them adequately.
App A-6 Training Instructors Guide

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

trainees during OB2 Allows trainees to correct

class sessions themselves at the opportune
moment.

OB3 Identifies individual differences in

learning styles and adjusts the
course strategy whenever possible.

4.3 Makes OB1 Compares performance results of

objective the trainees with established
evaluations objectives.

OB2 Applies performance criteria fairly

and consistently.

OB3 Observes and encourages self-

evaluation of performance with
regard to the established
performance criteria.

OB4 Makes decisions based on task

results.

4.4 Provides OB1 Ensures that trainees understand

feedback that is the entire feedback and assessment.
understandable
and usable OB2 Applies adequate corrective
measures.

OB3 Uses facilitation techniques when

deemed appropriate in each
different case.

OB4 Provides positive reinforcement.

OB5 Encourages mutual support.

OB6 Creates and proposes how to reach

an agreement about plans for
improvement or rehabilitation.

4.5 Creates OB1 Keeps performance records and

training and training reports in an adequate
evaluation manner.
reports
OB2 Reports clearly and accurately on
the performance of trainees using
only observed behaviours, which
reflect competencies.

OB3 Follows up on corrective actions.

Appendix A. ICAO Adapted Instructor Competency Model App A-7

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

OB4 Informs trainees about known

training opportunities within the
Training System with the intention of
improving the process.

OB5 Respects confidentiality.

IC5: Perform The competent Given the Completion of

Course instructor must completion of the classroom
Evaluation evaluate the course delivery and training course
effectiveness of using a variety of
the training evaluation
system. methods, the
instructor evaluates
the effectiveness of
the course.

5.1 Evaluates OB1 Evaluates the feedback of the

the effectiveness trainees in the training process.
of the course or
course stage OB2 Evaluates the trainees’ mastery of
the end-of-course objectives.

OB3 Evaluates the effect that the facilities

have on the performance of the
trainees.

OB4 Evaluates the effect of the

equipment on the performance of
the trainees.

OB5 Evaluates the effect of the training

materials on the performance of the
trainees.

OB6 Evaluates the effect of the

programme schedule on the
performance of the trainees.

5.2 Presents OB1 Identifies strengths and weaknesses

information of the training course.
about course
evaluation OB2 Identifies the barriers to knowledge
transfer and learning.

OB3 Makes recommendations for the

improvement of the course design,
content, exercises, etc.

OB4 Makes recommendations for the

improvement of the course
App A-8 Training Instructors Guide

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

documentation.

OB5 Makes recommendations for the

improvement of tools and training
facilities.

OB6 Shares information with other

instructors and directors.

IC6: Ongoing The competent Given the Completion of

performance instructor must completion of the classroom
improvement show a positive course delivery and training course
and proactive using a variety of
attitude to evaluation
improve his/her methods, the
performance. instructor self-
evaluates their
effectiveness as an
instructor

6.1 Self- OB1 Evaluates his/her communication

evaluates the skills.
effectiveness of
his/her role as OB2 Evaluates his/her skills as presenter.
instructor
OB3 Evaluates his/her skills as facilitator.

OB4 Evaluates his/her skills in the use of

training tools.

OB5 Evaluates his/her skills for using

training materials.

OB6 Evaluates his/her skills as trainee’s

evaluator.

OB7 Evaluates his/her performance as

instructor and learns from the
results.

6.2 Seeks OB1 Encourages and accepts feedback

feedback on about performance as instructor.
his/her
performance OB2 Actively seeks feedback about the
course from trainees and
colleagues.

6.3 Maintains OB1 Maintains the required qualifications.

personal
development OB2 Makes an effort to increase
knowledge and skills and keep
Appendix A. ICAO Adapted Instructor Competency Model App A-9

Performance Criteria

Competency assessment

Name of the Final competency

competency Description Observable behaviour (OB) standard Conditions

knowledge and skills up to date.

OB3 Displays ongoing improvement of

competencies as instructor.

______________________
 Appendix B

CHECKLISTS 01 AND 02

CHECKLIST 01
(One week prior to the training)

1. Generalities and overview

Name of the training/module event:

Assigned classroom/space:

Start date:

Number of participants:

Checklist verification date:

Verifying trainer: Name: Signature:

Mark the options that apply with an “X” :

2. Classrooms and facilities verification checklist

For the first day of training, check the availability of:

1. Study rooms and/or classrooms for the training ………………………………………...........………… Yes No N/A

2. Sufficient number of chairs and tables for the participants ………………….……….………………… Yes No N/A

3. Adequate lighting for the type of training ….………........................................................................... Yes No N/A

4. Air conditioning/heating of the classroom ……………….………………………………………..……… Yes No N/A

5. Curtain systems to adjust existing lighting conditions ………………………….……………….……… Yes No N/A

6. Noise level acceptability ……………….…………………………………….……………………..……… Yes No N/A

7. Scheduling and coordination for activities outside of the classroom …………………………..……… Yes No N/A

If “NO” is checked, specify here the actions and the date agreed for solution:

App B-1
App B-2 Training Instructors Guide

3. Tools and equipment verification checklist

For the first day of training check the availability of:

1. Laboratory equipment (including tools, meters, etc.) ………….........................…………..……….…. Yes No N/A

2. Audiovisual (AV) equipment (multimedia projector, screen, etc.) …………………………………..…. Yes No N/A

3. Audio equipment (speakers, microphones, etc.) ………….…………….…………….…….................. Yes No N/A

4. Software for the tools/aids ………………………………………..……..……….……..……………….… Yes No N/A

5. Sufficient number of computers for the Yes No N/A

participants ……….………………………………………..………………..…………….………...…….…

6. Extension cords, additional power outlets ………………………………….………………….……....… Yes No N/A

7. Writing board, markers, erasers, etc. ………………………………………………………….………..... Yes No N/A

If "NO" is checked, specify here the actions and the date agreed upon for solution:

4. Training materials verification checklist

Check the availability and provision of materials for the first day of classes:

1. Instructor’s Manual ……………..……………………………………….……………..........……………… Yes No N/A

2. Instructor’s PowerPoint presentations …………………………………….………………………………. Yes No N/A

3. Trainee’s Manuals ……………..……………………………………….……………..........……………… Yes No N/A

4. Exercises ……………………………………………….…………………………….………..…….………. Yes No N/A

5. Tests …………………………………….…………………………………………….…………………...…. Yes No N/A

6. Handouts ………………………………………….…………………………………….….…..………...….. Yes No N/A

7. Evaluation forms…………………………………..……………………………………………………...….. Yes No N/A

8. Reference/supporting documentation ……………………….……………………………………………. Yes No N/A

If "NO" is checked, specify here the actions and the date agreed upon for solution:
Appendix B. Checklists 01 and 02 App B-3

5. Safety and security standards verification checklist

Check compliance and provision of:

1. Security standards …………………………………………………………………………............………. Yes No N/A

2. Official identification of restricted areas ……………………….……………..……………....….………… Yes No N/A

3. Marking of the location of firefighting tools/equipment………………………………..…….……………. Yes No N/A

4. Marking of evacuation routes ……………………………………………………….....…………………… Yes No N/A

5. Location of safety tools ..…………………………………………………………….……………….……… Yes No N/A

If "NO" is checked, specify here the actions and the date agreed upon for solution:

6. Preparation of information of interest to the trainees

Gather and present information regarding:

1. Standards of behaviour and attendance ……………………….……………………………………......... Yes No N/A

2. Transportation availability …………………………………………………………………..……………… Yes No N/A

3. Dress code ………………………………………………………………………………….……..…………. Yes No N/A

4 Training schedule ………………………………………………………..…………………………………… Yes No N/A

5. Scheduled breaks and meals ……………………………………………………………….…………….... Yes No N/A

6. Centre facilities (library, study lounges, etc.) …………………..………………………………..……….. Yes No N/A

7. Accessibility for disabled persons ………………………………………………………………….………. Yes No N/A

8. ID access to restricted areas ………………………………..……………………………………………… Yes No N/A

If "NO" is checked, specify here the actions and the date agreed upon for solution:
App B-4 Training Instructors Guide

7. Additional information ( Additional information , follow-up or solutions to consider))

CHECKLIST 02
(One-two work days prior to the training)

1. Generalities and overview

Name of the training/module event:

Assigned classroom/space:

Start date:

Number of participants:

Checklist verification date:

Verifying trainer: Name: Signature:

Mark the options that apply with an “X” :

2. Verification of pending items from CHECKLIST 01

Be sure to check and note the solution of outstanding items in the following categories:

1. Classrooms and facilities

2. Tools and equipment

3. Training materials

4. Security standards

5. Information of interest to the trainees

6. Transportation schedules

Specify here the steps taken for immediate solution of outstanding items:
Appendix B. Checklists 01 and 02 App B-5

3. General aspects checklist

Be sure to check:

1. The final participation list and course schedule, needed to make adjustments to the pace of the class if necessary

2. The availability of the materials identified in the Training Instructor’s Manual

3. The availability of the trainees’ handout materials

4. The operational status of audiovisual or other equipment or software being used

5. Classroom layout to allow complete view by the trainees of the instructor, screen, and other trainees

6. Classroom lighting and lighting controls

7. Adequate preparation has been applied to deliver exercises, practical activities, and leading discussions.

4. Additional Information

Enter here any additional information of interest to consider.

— END —
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