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procedure design service provider (PDSP) that conduct design (and/or promulgation, as appropriate) of flight procedures; and

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training providers for flight procedure design.

Note :  Any statement in tthis manual does not imply that state authority must approve/certify training course/programme.
Stakeholders in flight procedure training should be involved at different levels of the evaluation process as appropriate. 

5.2 PURPOSE OF EVALUATION
5.2.1 Each training objective has a meaningful goal or performance output identified in the competency framework.  Consequently, evaluations focus on how well terminal objectives are met and how their achievement will impact performance on the job.  The evaluation structure should be aligned with a competency-based approach as discussed in chapter 2.2.  Refer to paragraphs 2.2.1 and/or 2.2.2 as appropriate.
5.2.2 The principal goal of evaluation is to ensure a level of consistency between all organizations involved in implementation of flight procedure design training.  Figure 1.1 displays the relationships between three key organizations who plan, develop and conduct flight procedure training.  It is critical that all organizations who design flight procedures comply with the same competency standards to ensure safety.  To properly monitor the effects of training, evaluation must be considered both before, during and after training.  This will provide organizations with a comprehensive look at the results of evaluation.  

5.3 EVALUATION APPROACH
5.3.1 In order to properly evaluate how flight procedure designer training impacts PDSP, State authorities and training providers, a four-level evaluation model is used (Kirkpatrick’s Model of Evaluation).  This model considers trainee reaction, mastery learning, job performance, and organizational impact. Each level is assessed in sequential order, providing essential feedback on specific aspects linking training and performance outcomes. Levels 1 and 2 evaluations provide immediate feedback on the design, development and administration of all courses.  Level 3 provides critical feedback to training providers regarding on-the-job performance of trainees who have successfully completed an approved course.  Level 4 is the highest level of evaluation; it requires a direct line of communication between all parties involved with flight procedure training. Figure 5.1 describes the four levels of evaluation.

Figure 5.1 Description of Four levels of evaluation

5.4 LEVEL 1: EVALUATION OF TRAINEE REACTION
5.4.1 Level 1 identifies the trainee’s reactions and opinions to the training course. At this level of the evaluation training providers are able to obtain feedback on the learning environment. Level 1 surveys are an easy and effective tool for assessing how to improve trainee motivation and provide the best possible learning environment. Training providers are responsible for the design and administering of a level 1 survey. This level of evaluation must be used for all newly designed training courses. Below are some guidelines to consider in developing a level 1 survey:
　
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