CASE STUDY 4:ATCO/ PILOT

ENGLISH TRAINING PROGRAMME

An Implementation experiencein Latin America

William Aranda – Aeronautical Training Expert

waranda59@yahoo.comwaranda59@hotmail.com

OBJECTIVES OF THE PRESENTATION

• To present the main steps for implementing a Language Training Program for aeronautical personnel

• To motivate training organizations and CAA to implement their Language/ Examination Programs with due anticipation

• To present the TOEFA (Test of English for Aviation) Exam

BACKGROUND

• The first examinations for approximately 100 Peruvian ATCO started in 1995 (diagnosis process)

• 80% of the examinees were in the basic level• 10% in the intermediate level• 10% in the advanced level

Establish

Annual Policies

and

Objectives

Allocate

Resources

Develop

Mission

Statement

Establish Long Term

Objectives

Generate, Evaluate

and Select Strategies

Formulation Implementation Evaluation

Internal

Audit

External

Audit

Feedback

MODEL FOR THE PROCESS OF STRATEGIC MANAGEMENT OF TRAINING

(VIII GLOBAL TRAINAIR CONFERENCE – MADRID 2000)

Measure and

Evaluate Performanc

e

THE TRAINING PLAN

• A training plan was prepared and implemented in order to improve the personnel´s competences in English language

• The plan was executed at the CATC and also through classes with local private English language institutions

THE TRAINING PLAN

• The training was completely financed by the company

• The main training objective was that by the year 2000, all ATCO would be able to speak and understand the English language, at an advanced level.

THE PERIODICAL EVALUATIONS• Periodical evaluations were

performed once a year• Periodical evaluations

demonstrated to be an excellent tool for follow up of the training plan and for motivation of ATCO through the reach of achievable goals

• The periodical evaluations results permitted to identify specific training needs of personnel

THE OPERATIONAL SUPPORT• The support of the operational area

was a critical factor of success to achieve the training objectives

THE OPERATIONAL SUPPORT

• The achievement of previously established English language competence levels was a requisite for promotions, scholarships, specialized training, etc.

MAIN PROBLEMS• Schedule of ATCO• Lack of personnel/ Vacations• Lack of English teaching institutions around

the country

• Lack of English for Aviation contents and teachers

• Financial constraints

THE SOLUTIONS

• Repetitive classes• Contracts with English

language institutions to deliver the program around the country

• Preparation of Aeronautical English Phraseology Manuals and delivery of Aviation English Materials

© WILLIAM ARANDA ARRESE - 2002

ATC C

LEAR

S –

PIL

OT S

HO

RTH

AN

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THE RESULTS

• After 5 years (1995-2000) ALL ATCO reached at least LEVEL 4 (intermediate level)

• Some of them reached level 6 and plan to become English Teachers

• The “maintenance program” requires less investment of money and time

THE “MAINTENANCE” PROGRAM

• Conversation courses are delivered at the CATC in order to maintain the language production competences of ATCO (speaking and listening)

• The periodical examinations are maintained, once a year, around the country (good for checking training objectives achievement)

MODEL OF A QUALITY MANAGEMENT SYSTEMISO9001:2000 STANDARD

“QUALITY MANAGEMENT SYSTEMS:REQUISITES”(IX GLOBAL TRAINAIR CONFERENCE – MARRAKECH 2003)

MANAGEMENTRESPONSIBILITY

MEASUREMENT, ANALYSIS AND IMPROVEMENT

RESOURCESMANAGEMENT

C

L

I

E

N

T

S

REQUISITES

C

L

I

E

N

T

S

SATISFACTION

REALIZATION OF PRODUCT PRODUCT

INPUTS OUTPUTS

WHAT ABOUT PILOTS?

•An “operational level 4” is required at selection/promotion processes

•Phraseology exams are also part of the examinations (theory and practice)•Phraseology courses are implemented as part of Pilots regular training

PARTS OF THE EXAMINATION• Interview for evaluation of oral production

(Speaking)• Listening through previously selected tapes• Reading of aviation topics

• Written exam of Aeronautical English Phraseology (theory)

• Practice in copying and read back of ATC clearances

TEST OF ENGLISH FOR AVIATION (TOEFA)

• It has been designed according to the ICAO Linguistic Competence Rating Scale and its Holistic Descriptors

• It measures the English Language speaking and understanding abilities (at an agreed minimum level 4 of ICAO Rating Scale)

• The theory and practice of Aeronautical English Phraseology is also measured

TOEFA STRUCTURE• Interview for evaluation of oral production

(pronunciation, use of grammar, vocabulary,fluency)

• Listening through previously selected tapes• Interactions through unexpected situations

presented by the examiner, related to the aviation scenario

• Written exam of Aeronautical English Phraseology• Practice in copying and read back of ATC

clearances (only for pilots)

PRELIMINARY RESULTS

• It has been satisfactorily used in pilot´s examinations during the year 2004

• It has proved to be a workable tool, appropiate to measure the requirements of the ICAO Linguistic Competence Rating Scale

• It has proved its validity and reliability• Examinees, examiners and airline managers felt

comfortable with its use and results

CONCLUSIONS

• It takes a considerable time to implement a Language Training Program for ATCO or Pilots;

• There are many constraints that should be taken into consideration when making the strategic planning of the Training Program;

• The dynamic participation of the Operational Area (managers/ personnel) is very important to achieve the training objectives;

CONCLUSIONS

• Enough time should be invested to choose training media,materials and instructors (with the right profile) to carry out the Language Training Program.

• The appropiate use of the Aeronautical English Phraseology and Radiocommunications Procedures is crucial for safety of air operations

SUGGESTIONS• Diffusion of new ICAO

language requirements is very important to standardize language competences, in a global basis;

• To audit the correct implementation of the ICAO Rating Scale, its Holistic Descriptors and the way they are evaluated;

• To give professional advice to Civil Aviation Authorities (CAA), airlines and ATS providers, in order to achieve a correct implementation process for licensing of aeronautical personnel, according to the new standards.

SUGGESTIONS

• To adopt a Code of Ethics as part of the training for personnel in charge of Aviation English examinations

• To follow up the implementation trough Regional Safety Operational Groups (with processes similar to GREPECAS)

• To apply a standardized approach, like the ICAO TRAINAIR Program, for production of suitable training materials

OBJECTIVES OF THE PRESENTATION

To present the main steps for implementing a Language Training Program for aeronautical personnel

To motivate organizations to implement their Language/Examination Programs with due anticipation

To present the TOEFA (Test of English for Aviation) Exam

FINAL REFLECTIONS

“The human factor is very important for the achievement of quality training objectives”

FINAL REFLECTIONS“It is in our hands to

contribute to the safety of aeronautical radiocommunications,

through the achievement of this

new challenge of standardization of the

aviation personnel linguistic

competences”

FINAL REFLECTIONS

“The implementation of ICAO Rating Scale will be excellent to

improve the OPERATIONAL SAFETY

of aeronautical radiocommunications, so special care should

be taken to do it, through best

practices and quality processes”

CASE STUDY 4:ATCO/ PILOT

ENGLISH TRAINING PROGRAMME

An Implementation experiencein Latin America

William Aranda – Aeronautical Training Expert

waranda59@yahoo.comwaranda59@hotmail.com