Page 22 - Forum-2021-JanToMarch

IATA have recognized the need to de- orous process needs to be partaken. ed and influence each other.
velop and evaluate the performance of A consensus modeling approach was Each competency will be mapped to
flight crews according to a set of com- utilized to facilitate the process of devel- specific learning experiences within the
petencies. Interestingly, both ICAO and oping the competencies described here- flight program, and it will be developed
IATA encourage operators to identify in. Consensus decision-making refers to at one of three levels of proficiency:
and develop their own competency all members of a group agreeing on the Emerging (Level 1), Developing (Level
system and related behavioral indica- chosen tasks, in this case competencies. 2), or Proficient (Level 3). Thus, over the
tors, encompassing the nontechnical A high level of participation between length of the professional flight degree
and technical knowledge, skills, and both the faculty and industry representa- program, each student will progres-
attitudes to operate efficiently, effective- tives, all leaders in their respective areas, sively develop their competencies from
ly, and safely in the aviation industry. was obtained. The first task of the faculty emerging through proficient levels.
Early efforts to use a competency-based was to conduct a thorough literature Finally, at the conclusion of the program,
approach to develop the knowledge review and identify 10 competencies. all graduates will be expected to achieve
requirements, establish assessment Once the 10 competencies were identi- proficiency across all the competencies.
tools, and run preliminary tests support fied, focus groups and discussion were This competency-assessment is
the notion that a competency-based completed. These groups were a mix of grounded in Bloom’s taxonomy to
approach could (a) identify weaknesses faculty, flight instructors, limited-term include psychomotor, cognitive, affec-
in pilot candidates and (b) enable hiring lecturers, and industry representatives. tive, and interpersonal aspects. Bloom’s
airlines and training providers to im- Additionally, a session was held with taxonomy will be used to describe
prove the success rate in the initial train- faculty from the other majors: aviation instructional objectives in the profes-
ing, thereby simultaneously addressing management, aeronautical engineer- sional flight degree program educational
both quality and quantity aspects of pilot ing technology, and unmanned aircraft documents, conduct objectives-based
training. systems to provide another external assessments on the professional flight
ICAO defines competency as a perspective. The goal of the faculty degree program students’ achievement,
“combination of knowledge, skills, and was to write the competencies so that and for aligning curriculum and assess-
attitudes required to perform a task to assessment in the classroom, flight, and ment. The three suggested proficien-
the prescribed standard.” According simulators was feasible. Lastly, an out- cy-level descriptors for the professional
to the U.S. Department of Education, side representative from a university that flight degree program are as follows:
a competency-based program leads to focuses on abilities-based curriculum
better student engagement because the was sought. Some competencies were Level 1–Emerging: Students within this
content is relevant and tailored to each combined (e.g., intercultural and team- category demonstrate airmen certifica-
student’s unique needs. Other benefits work), leading to six pilot competencies tion standards for the appropriate cer-
of a competency-based program in- in technical and nontechnical areas. The tificates and ratings, learning basic and
clude more efficient use of technology, expert concurred with the selected and some advanced aviation knowledge and
identification of target interventions to defined competencies after revisions. skills for immediate needs, as well as be-
meet specific learning needs of students, The results section outlines the unani- ginning to employ appropriate academic
increased productivity and reduced mously selected competencies, descrip- and discipline-specific characteristics.
costs, and the incorporation of active tion and rationale, and broad outline of
learning strategies into the curriculum. the assessment strategies. Level 2–Developing: Students within this
Thus, development and assessment of Both technical and nontechnical category are challenged to reflect upon
defined competencies can lead to better competencies were identified through strengths and weaknesses pertaining
education and flight training outcomes. extensive literature review and external to the airmen certification standards,
In order to develop competencies, a rig- review. The six program competencies increase their aviation knowledge and
are as follows: skills in an increasingly greater number
• Technical excellence, of situations, and learn a wider variety of
professional attributes.
• Communications,
• Leadership, Level 3–Proficient: Students within this
• Decision-making, category shows appropriate knowledge,
skills, and abilities for operating trans-
• Resilience, and
port-category aircraft, exhibit lifelong
• Teamwork. learning habits, and demonstrate the
The professional flight degree program ability to conduct themselves in ac-
seeks to develop these competencies cordance with discipline professional
within an integrated, high-consequence, standards.
and meaningful educational environ- A competency-based collegiate profes-
ment. Figure 1 illustrates how technical sional flight degree program could yield
excellence is at the center of what we do. the following advantages: (a) significant-
Figure 1. Conceptual model of professional flight
competencies. However, all competencies are connect- ly enhance aviation safety; (b) establish
22 • January-March 2021 ISASI Forum