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Project/ thesis  -Evaluation by saying and  -Time consuming for the  -Comprehension  - Design an RNP 0.3 
redaction and  writing  realization by the trainee  -Process   procedure on a specific 
presentation   -Simulate real case  -Time consuming for the  -Link between all the different  environment. 
(often in team)  -Develop team player mind  assessor(s)  -Scoring may be subjective -When it is a team project, sometimes difficult to score individually the trainee  knowledge trained. -Ability to take decisions, choices regarding the hypothesis and to discuss and promote them.  -Synthesis ability -Oral expression 

CHAPTER 4 - INSTRUCTOR COMPETENCIES
4.1 FLIGHT PROCEDURE DESIGN INSTRUCTOR COMPETENCIES
4.1.1    Flight procedure design competencies
4.1.1.1 In competency-based programmes, instructor competencies are made explicit, and instructors have to demonstrate their instructional skills and their knowledge in subject matter expertise and training course content. 
4.1.1.2 Instructors must also meet all competency standards listed in the competency framework developed for flight procedure designers. The instructor must be able to provide rationales for the criteria provided in ICAO manuals. Furthermore, an appropriate level of experience in the practical field of flight procedure design is desirable.
The instructor must demonstrate mastery of all mathematical and geometrical problems associated with Flight Procedure Design.

4.1.2   Instructional competencies
The instructor must have appropriate knowledge of the following fields:
a) techniques of applied instruction; 
b) assessment of trainee performance;
c) the learning process; 
d) elements of effective teaching; 
e) trainee evaluation and testing, training and learning theories; 
f) training programme development;
g) lesson planning;
h) classroom instructional techniques; 
i) use of training aids; and
j) analysis and correction of trainee errors;

4.1.3    Maintaining instructional competency standards
It is considered essential that the instructors are given the opportunity to maintain their competency standards. This should be the responsibility of the training provider and the instructors should be given adequate means to maintain both their flight procedure design and instructional competencies.
CHAPTER 5. VALIDATION AND POST-TRAINING EVALUATION OF
FLIGHT PROCEDURE DESIGNER TRAINING

5.1 INTRODUCTION
5.1.1 This chapter describes the process concerning validation and post training evaluations of flight procedure designer training. The purpose of this process is to ensure a harmonized level of effective training. Four levels of evaluation have been identified; each of the four levels will discuss the role and responsibilities of the following organizations:
　
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