3.4.2.2 A trainee will then undergo a module of training and at the end of it, the trainee will be required to perform the terminal objective as formulated in a mastery test.
3.4.2.3 In order to achieve the terminal objective, there are several enabling objectives the trainee needs to master. Enabling objectives may be derived from performance criteria. For example: for competency element 4.1, Performance Criterion 4.1.1 states “Collect, validate and incorporate electronic/papar data”. One enabling objective of the module on the “design of a VOR or NDB FAF procedure” would be
Conditions of performance Using standard forms and/or software,
Expected behaviour the trainee will collect, validate and incorporate electronic/papar data
Standard with accuracy upon prescribed confidence level, within an acceptable time period.
3.4.2.4 To be able to achieve this enabling objective, the trainee will require specific knowledge and skills. For example the trainee is required to:
Skills . apply methods to identify corrupt data; and . verify that the latest edition of such data is received and used.
Knowledge Identify all sources of necessary data such as maps, charts, obstacles, navigation aids, digital terrain, obstacle database extracts etc., as well as the format in which the data is to be collected.
Attitude Ensure accuracy of data.
Refer to paragraph 2.4 for general information on skills, knowledge and attitudes.
3.4.3 Establishing on-the-job training objectives
3.4.3.1 Establishing on-the-job training objectives from the competency framework in Chapter 2.
3.4.3.2 The purpose of the OJT phases is to consolidate the knowledge and skills acquired during initial training. Training objectives for OJT phases must be established from the competency framework. In fact, the difference between the training objectives and the OJT objectives is the standard which trainees should achieve to demonstrate that they have mastered the competency. Often it is not possible to achieve full mastery of a competency through training alone. Experience and practice on the job is required to meet the full performance standard stated in the competency framework. When deriving training objectives, especially for initial training, the course development team should determine the performance standard they expect trainees to achieve. For example, it may not be possible to expect a trainee to design a VOR or NDB FAF procedure without errors. There may be a minimum number of errors that are acceptable in the achievement of this objective. The acceptable number and type of errors should be discussed by the course development team, with input from subject matter experts. Some errors, even during training, may not be acceptable because they indicate a lack of skill, knowledge or attitude that may impact safety. Other types of errors are less critical and may be acceptable in initial training. OJT objectives, however, need to be as close or equivalent to the expected job performance. Therefore the standards for OJT objectives are more demanding.
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