Competence Considerations for Aviation EASA Regulations and Vocational Instructor / Trainers

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Sofema Online (SOL) www.sofemaonline.com considers key aspects of the management of Instructional Competence

  

Introduction

Competence is the ability of an individual to perform a task correctly

>> Typically a set of defined elements provides a structured guide enabling the identification, evaluation and development of the behaviors in the individual employees

>> Competence may be considered as a combination of is a combination of individual skills, practical and theoretical knowledge, attitudes, training, and experience.

>> Delivering effective training relies on a complex mix of Subject Knowledge, familiarity with Processes and procedures, Human Factors and the impact of the Safety Culture within the workplace.

>> Competence can be negatively affected by aspects of physical, medical or mental fitness which should also be considered on an ongoing basis.

Acceptable Criteria for Instructor Competence

For a trainer to be considered competent, they need appropriate qualifications, together with experience, and multiple  “soft skills” to support the role

>> Ensuring that trainers possess the necessary knowledge, skills, and expertise is essential for the effective delivery of training programs.

>> To be successful requires both active management control and effective oversight, in general, the process will also be subject to internal and external audit.

What Steps to take related to Instructor Competence Management?

>> Define the competency requirements for trainers based on regulatory standards, organisation requirements and specific training objectives.

>> Identify the required qualifications, experience, and expertise for each training role.

>> Define the competency requirements for trainers based on regulatory standards, organisation requirements and specific training objectives.

>> Identify the required qualifications, experience, and expertise for each training role.

>> Implement a comprehensive professional development program for trainers to enhance their knowledge and skills. (This can include attending relevant workshops, conferences, and courses, as well as providing opportunities for trainers to gain practical experience through simulations or real-world scenarios.)

>> Provide mentorship and coaching opportunities for trainers, allowing them to learn from experienced instructors and receive guidance on improving their teaching methodologies and approaches. (This can be done through peer-to-peer mentoring, one-on-one coaching sessions, or participation in professional communities of practice.)

Regularly evaluate trainers' performance to ensure they meet the required standards. This can be done through classroom observations, student feedback, assessments of instructional materials, and examinations.

        >> Use performance assessments as a basis for providing constructive feedback and identifying areas for improvement.

Trainers should engage in continuous improvement by seeking feedback from students, reviewing training outcomes, staying updated and embracing a culture of adaptability to enhance the effectiveness of training programs.

Competency Summary - should be assessed by the evaluation of:

>> On-the-job performance and/or testing of knowledge by appropriately qualified personnel;

>> Records for basic, organisational, and/or product type and differences training; and

>> Experience records.

As a result of this assessment, an individual’s qualification should determine:

>> Whether the Instructor is ready for unsupervised delivery of material within the classroom environment or

>> Whether there is a need for additional training.

Note - A record should be kept of each individual’s qualifications and competency assessment

>> This should include copies of all documents that attest to their qualifications, such as an authorisation held, as applicable.

>> To assist in the assessment of competency and to establish the training needs analysis, job descriptions are recommended for each Instructor Role in the organisation.

Note - Job descriptions should contain sufficient criteria to enable the required competency assessment.

>> Criteria should allow the assessment to establish that among other aspects (titles might be different in each organisation):

The organisation should develop a procedure that describes the process for conducting competency assessments of personnel.

The procedure should specify:

>> The persons who are responsible for this process;

>> When the assessment should take place;

>> How to give credit from previous assessments;

>> How to validate qualification records;

>> The means and methods to be used for the initial assessment;

>> The means and methods to be used for the continuous control of competency, including gathering feedback on the performance of personnel;

>> The aspects of competencies to be observed during the assessment in relation to each job function;

>> The actions to be taken if the assessment is not satisfactory; and

>> How to record assessment results.

 Next Steps

Sofema Aviation Services (www.sassofia.com) and Sofema Online (www.sofemaonline.com) provide EASA and GCAA Regulatory Compliant and Vocational Training Courses, for details please see the relevant websites or email us at [email protected]

 

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