< PreviousXXXXX28 ICAO TRAINING REPORT – NUMBER 2 2016THE AVIATION TRAINING CENTER OF MONGOLIA 28 ICAO TRAINING REPORT – NUMBER 2 2016KNOWLEDGE IS A POWERFUL AND LIMITLESS RESOURCEANARZUL DORLIGSURENShe earned her Masters of Business Administration from Strayer University and is the Senior Officer of Training Policy and Planning of the Aviation Training Center of Civil Aviation Authority of Mongolia and Manager of Course Development Unit.Acquiring a method of learning is more important than being taught.Having the right attitude is more important than being educated. Having work skills is more important than being employed. Using knowledge is more important than having knowledge. FOREWORDToday’s global citizens constitute an entirely new generation whose development skills are based on the latest materials and information technology that is generated using everything from bio to nano-technology. Current knowledge-based technological developments are a function of the extent of each nation’s development. In other words, the impact on innovation to worldwide development trends is inspired and determined by the development of States and the value placed on intellect and knowledge. Increasingly, States are eager to enhance education and to consider knowledge as a determining factor in supporting the economic and industrial capacity of nations. The strategy of Mongolia’s Development Policy: Mongolian National Development for Knowledge-based Economic Development 2007-2021 has been to define the goals and objectives for the development of new technology and innovation based on knowledge and to implement scientific knowledge-based innovation in all economic and social sectors over the past 10 years. Within this strategy, the Aviation Training Center has been tasked with providing information about the policies for recruiting and training human resources, the importance of development of the civil aviation sector, and the projects and programmes instituted for improving training activities, as well as the methods and further goals designed to support continuous development. The Aviation Training Center of the Civil Aviation Authority of Mongolia is responsible for preparing the next generation for the Mongolian civil aviation sector and training and developing personnel by improving their knowledge and education. It has received Civil Aviation Rules Part-141 Aviation Training Organization Certification, and is responsible for civil aviation training. It is the sole Associate Member of ICAO TRAINAIR PLUS Programme in Mongolia. Building on its 37-year history, the Aviation Training Center is committed to establishing a competency-based vocational education and training system that meets the demands of the labor market. To do so, the development of the knowledge and skills of its trainers in accordance with modern demands and needs is paramount. The Mongolian State Great Hural (Parliament) passed Government Aviation Policy until 2020 in order to develop the civil aviation sector as a trend-setting leader of social development in the State. This Policy was aimed at increasing the competency of Mongolian aviation personnel on the world market by building a professional human resource team with expanded knowledge, skills and experience, and whose objective was to create long-term sustainable economic development. The purpose of implementing these national programmes was to provide the basic conditions to XXXXXTHE AVIATION TRAINING CENTER OF MONGOLIA ICAO TRAINING REPORT – NUMBER 2 2016 29develop human resources skills and knowledge, to provide professional re-qualification training, and to develop initial training for basic aviation professionals. These Human Resource Development Programmes throughout the civil aviation industry have been approved by the Government of Mongolia and are being implemented by the Civil Aviation Authority. The Aviation Training Center, the implementation arm of the Human Resource Development Programme for the civil aviation industry, is responsible for a set of measures and priorities for capacity-building aimed at introducing advanced technologies and creating favorable conditions for headquarters to determine and reform policy management and ensure that professionals and teachers are specialized and experienced in this field. DEVELOPING HUMAN RESOURCE CAPACITYThe Center’s primary goal is to improve aviation safety and security, as well as to improve the productivity and efficiency of the organization through the development of human resources capacity. Priorities include: ■■The Civil Aviation Human Resource Development Programme and the Re-qualification Training for Employers, Retraining and Skill Development Training Programme. These programmes have been approved as the basis for dealing with supply and demand issues in the industry and training needs. The programmes have been successfully implemented and are ongoing until 2020. ■■The organization provides training for new civil aviation professionals to meet human resource needs, to improve knowledge and skills for personnel and to qualify and train them in hands-on practice in their field. The Center is collaborating with aviation training organizations and universities in the Russian Federation, the United States, Canada, Australia, the Ukraine and Thailand to train new aviation professionals. ■■As an Associate Member of the ICAO TRAINAIR PLUS Programme, the Center has been reforming its training system since 2013 by introducing a competency-based training approach so that students will develop the appropriate attitude and a systematic set of knowledge and skills to bring to the workplace. Over the last four years, as a result of the creation of the conditions for providing new training techniques and the continuous development of instructors, trainee numbers have increased dramatically and training efficiency has improved markedly. XXXXX30 ICAO TRAINING REPORT – NUMBER 2 201630 ICAO TRAINING REPORT – NUMBER 2 2016THE AVIATION TRAINING CENTER OF MONGOLIA STRENGTHENING DOMESTIC TRAININGMongolians are a nomadic civilization. The number of people migrating to the city increased dramatically in recent years. Industrialization and tourism development have called for employers to search, first, for employment candidates with the right attitude and skill passions, second, with the potential skills and capability to learn and to develop and, third, with the required knowledge to carry out the tasks. To prepare professionals to meet employer requirements and to improve the quality of training activities in the aviation sector in the face of these social and economic changes, the Aviation Training Center of Mongolia has undertaken a number of initiatives. These include: ■■Developing the “Aeronautical Information Management Specialist" 021/122 / AIS AIM SPC Standardized Training Package in January of this year. It is expected to be validated in August.■■Collaborating, beginning in 2015, with universities and institutions in order to strengthen our local training activities, and establishing agreements with five universities to train 107 professionals. ■■Since 2013, working to prepare instructors and teachers to develop capacity-based training programmes and to train them in the practice of capacity-building methods of training. Today, they compile training data and adjust teaching methods accordingly. The Center has trained a total of 15 experts at the ICAO Training Developers Course for the preparation of standardized training packages to allow them to deliver capacity-based training in the area. ■■Introducing modern aviation technologies to improve training effectiveness, exchanging the experiences of professionals and improving teachers' knowledge and skills regularly by collaborating with foreign university teachers and professional aviation instructors.BUILDING KNOWLEDGE AND SKILLS A key to the success of any training organization is the ability to provide quality knowledge, deliver student innovation to society, and develop creative thinking skills. Prof. Shyamal Majumdar, Ph.D (UNESCO-UNEVOC) said:“Since education is considered the key to effective development strategies, technical and vocational EDUCATION and TRAINING (TVET) must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help achieve sustainable development.” If knowledge and education are the key to development, it can be said that training is the door to a nation’s development. The Aviation Training Center is using a developed, integrated system that assesses training quality based on information technology in order to structure a quality learning process. The Center employs a step-by-step process for qualifying instructors’ professional skills, and improving teaching facilities. Instructors are the key people in the process. They must be provided with research opportunities, good working conditions and an environment that encourages them to enhance their knowledge.AIMS AND OBJECTIVES OF THE TRAINING CENTERMongolia has the long-term goal of expanding the Training Center as an internationally recognized University of Aviation that trains and educates the basic aviation professional. In this case, our first step to achieve this goal will be allowing us to deliver all of our The number of graduates from the Aviation Training Center of Mongolia in the past 15 years2002200920052012200820152001200420112007201420002003201020062013500100015002000250030000YearNumber of studentsXXXXX ICAO TRAINING REPORT – NUMBER 2 2016 31Chart-2: Upgrading teachers professional qualifications2015201420135101520250Number of teachers3035courses using competency-based training methods and to expand our cooperation with leading foreign educational institutions and universities and to implement joint programmes and projects to become a Full Member organization in TRAINAIR PLUS Programme. Being the best training center in the region remains our short-term goal. CONCLUSIONThe Aviation Training Center of CAAM has been developing training programmes that meet the standards and requirements for international educational institutions and civil aviation training organizations. The Center operates using competency-based training methods to deliver skilled and talented human resources who can ensure aviation safety and security. The fact that the number of graduates of the Aviation Training Center has increased year by year, indicates that we have been successful in implementing our mission of training skilled professionals with the right attitude, high potential and knowledge. This has contributed significantly to our performance in the workplace and to making civil aviation a major profession in the labour market. XXXXX32 ICAO TRAINING REPORT – NUMBER 2 201632 ICAO TRAINING REPORT – NUMBER 2 2016ICAO TRAINING PORTFOLIOICAO-HARMONIZED TRAINING PACKAGES SUPPORT CAPACITY-BUILDINGMS. JIE HUANGWith 17 years of experience in aviation and training, she joined ICAO in May 2014. Currently she is the Manager of the Training Design and Development Unit in the ICAO Global Aviation Training Office. She is responsible for developing ICAO courses in collaboration with the ICAO Technical Bureau, and cooperating with training centres in the ICAO training network to develop competency-based training courses for aviation professionals. She is also an ICAO qualified instructor for the TRAINAIR PLUS Training Developers Course (TDC) and the Training Instructors Course (TIC), and an ICAO qualified Instructional Systems Design validator.Since the first flight was carried out a little more than 100 years ago, the world of aviation has been characterized by spectacular growth and constant innovation. Changes in aviation are so frequent that, due to continuous improvement in operating conditions, aviation safety, security, environment, etc., this is one of the few industries where workers are required to remain current in order to avoid losing their qualifications. Today, the aviation industry is facing major challenges in capacity-building largely due to the sustained growth of air transport activities; the need for harmonization of human performance in aviation for technical and managerial jobs; the requirement for the development of new competency-based courses to meet the growing needs of aviation industry and the employment of millennials; the risk of losing expertise and corporate competencies due to massive retirement of baby boomers in the upcoming years; the constant increase to the costs of training; and the challenges to the aviation training industry in determining a clear vision in order to respond to changing aviation training needs. In this regard, the global implementation of ICAO-harmonized Training Packages is proving to be an excellent way to support capacity-building in aviation.COMPETENCY-BASED TRAINING AND ICAO-HARMONIZED TRAINING PACKAGES With passenger volumes and air traffic movements set to double every 15 years, and current air traffic projections showing that the threshold of six billion passengers per year will be reached by 2030, all Civil Aviation Authorities (CAAs) and Service Providers must implement Human Resources Development (HRD) and Human Resources Planning (HRP) strategies to ensure they have a sufficient number of qualified aviation personnel to adequately operate, maintain and manage all aspects of the worldwide civil aviation network. Distinct professional qualification criteria, effective talent management programmes, career and skills development plans based on experience, and academic and professional training are key elements of the implementation strategies. Learning itineraries are very good tools to identify curricula and competencies to be developed, including a combination of various learning events and interventions such as formal training, education, self-study, on-the-job training and work experience.ICAO works with the Convention’s 191 Member States and industry groups to reach consensus on international civil aviation Standards and Recommended Practices (SARPs) and policies in support of a safe, efficient, secure, economically sustainable and environmentally responsible civil aviation sector.These SARPs and policies are used by ICAO Member States to ensure that their local civil aviation operations and regulations conform to global norms. XXXXX ICAO TRAINING REPORT – NUMBER 2 2016 33ICAO TRAINING PORTFOLIOFor the global implementation of SARPs, ICAO updated its Civil Aviation Training Policy in 2013. The updated training policy requires that aviation training should be competency-based through the use of Instructional Systems Design (ISD). COMPETENCY-BASED TRAINING In a nutshell, competency-based training consists of teaching a person to do a certain job under certain conditions to an acceptable level. The first aspect of development of a competency-based training course is to determine the performance objectives, then to identify the competencies, including Knowledge, Skills and Attitudes (K/S/As). These K/S/As will be converted into teaching points that must be taught using a variety of instructional techniques in the training course. Assessments are conducted throughout the process of training development and delivery. Training needs assessments tailor the training material to what the trainee “needs to know” rather than what might be “nice to know”. During training, formative and summative assessments evaluates whether the training objectives have been met. Following training, training effectiveness assessments measure the effectiveness of the entire training programme. Feedback from the assessment may show the need for the modification of performance objectives, the amendment of competencies, selection of appropriate instructional techniques and the revision of training material in order to enhance the training effectiveness. All these components are interrelated and the process is ongoing.ICAO-HARMONIZED TRAINING PACKAGES At the end of 2014, the ICAO TRAINAIR PLUS Programme (TPP) was enhanced significantly by introducing new categories of courses. These ICAO training packages are either developed by ICAO, TPP Members or partners. The portfolio of ICAO-harmonized Training Packages includes:■■ICAO Training Packages (ITPs); ■■Standardized Training Packages (STPs);■■Compliant Training Packages (CTPs); and ■■Partnership Training Packages (PTPs). What all ICAO-harmonized training packages have in common is the application of the ICAO competency-based training methodology. However, each category has specific featuresin terms of its source of content, course validation, evaluation and delivery. ITPs can be developed by ICAO or by Regional Training Centres of Excellence (RTCEs) in collaboration with ICAO. ITPs aim for the implementation of ICAO provisions. The content is based on ICAO SARPs and guidance material must be based on exemplary implementation practices. Consequently, ICAO validates both the ISD methodology and course content for ITPs. STPs are developed by TPP members. The content deals with operational practice with reference to national regulations and procedures, and only the ISD methodology is reviewed by ICAO for validation. “Assessments are conducted throughout the process of training development and delivery. Training needs assessments tailor the training material to what the trainee "needs to know" rather than what might be "nice to know".”34 ICAO TRAINING REPORT – NUMBER 2 2016ICAO TRAINING PORTFOLIO34 ICAO TRAINING REPORT – NUMBER 2 2016CTPs are existing TPP Members’ courses. The content also deals with operational practice in relation to ICAO provisions. Courses are submitted for recognition by ICAO as compliant. The CTP validation encompasses review of the ISD methodology and course content. PTPs are developed within the framework of Partnership Agreements. Their purpose is mainly for aviation management training. RESPONDING TO A NEEDThe ITP initiative allows ICAO to effectively and efficiently respond to its mandate of assisting Member States in achieving and maintaining the competency of aviation personnel through these training programmes. While some courses are developed by ICAO itself, given the Organization’s resource constraints, ICAO elected to establish a set of high level criteria for the selection of Regional Training Centres of Excellence (RTCEs) and authorized these RTCEs to use ICAO provisions for the development of ITPs in collaboration with ICAO. The Training Design and Development (TDD) Unit of the Global Aviation Training (GAT) Office in ICAO works closely with the RTCE network on the development of ITPs to ensure that ITPs comply with ICAO’s Training Development Guide, Competency-based Training Methodology (Doc 9941). ICAO provisions are appropriately addressed in the ITP as well. Since the launch of the ITP Development Plan in 2015, three RTCE ITPs have been successfully developed by Singapore Aviation Academy (SAA), Incheon Airport Aviation Academy (IAAA) and Dublin International Aviation Training Academy (DIATA) respectively, and a variety of subjects are under development by the RTCEs for future courses. Figure 2. Course Development by CategorySUBJECT MATTERVALIDATEDUNDER DEVELOPMENTTOTALAir Navigation Services482270Aerodrome38846Flight Safety and Safety Management221638Air Transport11617Capacity Building11213Security and facilitation448Environment202Total13658194Figure 1. Number of Trainees – Classroom Courses10002000300040005000600070000Number of students20142015201320122011YearMarch 2016CUMULATIVETHE WAY FORWARDThe membership of the TPP has grown steadily since the creation of the Programme, and the number of validated courses available has also increased accordingly. Currently, there are 85 TPP Members in the ICAO training network and 136 courses are available within the four categories of ITPs. As of 31 March 2016, the number of trainees trained through all ITPs is 6139.ICAO-harmonized Training Packages cover the full range of ICAO strategic objectives, which are grouped into the following areas: Air Navigation Services, Aerodromes, Flight Safety and Safety Management, Air Transport, Security and Facilitation, Environment and Training Competency Development. The largest numbers of courses developed are available in the areas of Air Navigation Services, Aerodromes, Flight Safety and Safety Management. As of May 2016, a total of 194 courses have been developed or are under development.ICAO achieves global harmonization and standardization by using well-established consultation and approval mechanisms involving four levels of documents: the Chicago Convention; the Annexes to the Chicago Convention; ICAO Guidelines; and Regional Supplementary Procedures. To support the implementation of ICAO provisions, the ICAO GAT Office promotes training standardization and collaboration by using the competency-based training methodology for the development of ICAO-harmonized Training Packages in all civil aviation disciplines and by offering a worldwide sharing system of training packages. The global implementation of ICAO-harmonized training packages brings standardization of aviation training to these harmonized competency requirements. The sharing mechanism helps eliminate the duplication of training course development for the same subject. The implementation of ICAO-harmonized training packages provides a meaningful training solution that responds to the need for capacity-building in aviation in a timely and cost effective manner. XXXXX ICAO TRAINING REPORT – NUMBER 2 2016 35DEVELOPING 3-3-5 AIRPORT PROFESSIONAL CURRICULUM USING COMPETENCY-BASED TRAINING METHODOLOGIES MENG XIAOYAShe is the supervisor of international cooperation and course development for CAHM, and their ICAO Senior Course Developer and CATC Instructional Systems Design Validator.Capital Airports Holding Company (CAH), which is affiliated with the Civil Aviation Administration of China, is a large-scale, State-owned enterprise with diversified businesses and cross-regional operations. With airport management as its core business, CAH has more than 40 member airports in eight municipalities, provinces and autonomous regions, including Beijing and Tianjin. Capital Airports Holdings Management Co., Ltd. (CAHM), which was established in 2012 as a subsidiary of CAH in partnership with Capital Airports Management Academy, is responsible for management research, training, consulting and output.INTRODUCTIONAfter joining the ICAO Trainair Plus Programme (TPP) in December 2012, Capital Airports Holdings Management Co., Ltd. (CAHM) became a Regional Training Center of Excellence in 2016. To date, through the collaboration of the members of the Capital Airports Holding Company (CAH), we have had 11 Standardized Training Packages (STPs) that have been validated by ICAO’s Trainair Plus Programme and included in the TPP STP library. We were recognized for our high quality work and won the award for the “Highest number of developed STPs” in 2014 and as the “TRAINAIR PLUS Member with the highest number of validated STPs” in 2015.While professionals are key to turning strategic objectives into practice, training a highly qualified and specialized team cannot be achieved without systematic professional training and fundamental course development. Before joining the ICAO Trainair Plus Programme, CAHM work was specifically focused on middle and senior management training and did not include airport professional courses. After joining the family of the Triainair Plus Programme, the structure of “3-3-5” airport professional curriculum was established and evolved into the programe it is today. The “3-3-5” airport professional curriculum is comprised of professional skill, airport management and general management courses. Each category is divided into three parts: “ICAO Validated”, “CAH Standard” and “CAH Member Recommended”. The curriculum covers five main types of target population which include: front line staff, monitors, supervisors, mid-level managers and senior managers.These achievements can be attributed to TPP competency-based training methodologies, which provide critical guidelines for developing the “3-3-5” airport professional curriculum.3-3-5 METHODOLOGYXXXXX36 ICAO TRAINING REPORT – NUMBER 2 20163-3-5 METHODOLOGYTHIS METHODOLOGY PROVIDES CRITICAL GUARANTEES FOR COURSE QUALITY AND TRAINING EFFECTS, WHICH ENSURE EMPLOYEES ACHIEVE A REQUIRED LEVEL OF COMPETENCY QUICKLY AND EFFICIENTLY.We discovered many things as we developed the “3-3-5” airport professional curriculum.In the first phase of curriculum development, we encountered difficulties when categorizing the existing professional courses for front-line staff. Some courses covered subject matter (business knowledge, laws and regulations, management documents, case studies, etc) associated with multiple jobs. Since some of the existing courses were not developed to evaluate and train employees in specific airport jobs to achieve the required level of competence, they weren’t necessarily providing employees with the appropriate knowledge, skills, and attitudes required to succeed in the workplace. The competency-based training methodology requires a thorough analysis to ensure priorities are assigned to all positions at the airport. Based on the requirements of the Civil Aviation Administration of China, we began assessing all the airport jobs systematically and comprehensively, to form the “Airport Job Positions Panorama” which has built a solid foundation for the development of the “3-3-5” Airport Professional Curriculum.In a traditional course development process, course developers are most often playing a lead role and developing content based on their own understanding of the training requirements. In the development of the “3-3-5” airport professional curriculum, the result of the job analysis is the key factor in converting the effect of training to the actual job performance. The course content must be based on the results of the job analysis for a specific airport position, rather than be the subjective opinion of a single person. This ensures the course content perfectly matches the actual requirements of the job. On the other hand, following interviews with the Subject Matter Experts (SMEs), and once the results of the job analysis were available, we were able to accurately define the training objectives for all levels and ensure the training content and teaching activities were well designed to accomplish the course objectives, guaranteeing that each training course is goal-oriented and productive.Today, airports are shifting their business strategies from an operational to a management approach. Due to the scope and complexity of jobs, the results of building competencies in many key positions at the airport will not be seen overnight. When developing the “3-3-5” airport professional curriculum, apart from setting the entry requirements of each job, we also abide by the requirements of the Civil Aviation Administration of China and carefully define each of the required levels by analyzing the developmental stages of the competency of each position, in order to achieve the highest level of competency. With this model, we began developing series courses that are targeted to achieve the job competency stage by stage. USING THIS METHODOLOGY AS A CRITICAL TOOL FOR SUMMARIZING THE BEST PRACTICES AND TRANSMIT THE “ENTERPRISE INVISIBLE WISDOM” Aside from relying on external training resources, the success of an enterprise increasingly depends on the knowledge of their own, including but not limited to, classic cases, operation standards and management concepts. However, this “invisible wisdom” is usually owned by the most experienced professionals or instructors. Most often, they themselves don’t really realize how valuable their experience is to their companies; when a professional or an experienced instructor holding more than 30 years of working experience is going to retire, it generally causes nervousness. What happens when such a highly experienced professional walks out of the door without leaving his/her experience and best practice behind for the benefit of others? As a globally-renowned airport group, CAH has accumulated rich management experience. The development of the “3-3-5” airport professional curriculum creates an experience sharing and summarizing platform for its members. In the development process of the “3-3-5” airport professional curriculum, we take General ManagementAirport ManagementProfessional SkillMonitorsSupervisorsMid-level ManagersSenior ManagersFront line Staff ■Aviation Transportation System■Operation, Safety & Security, Service■Planning, Development, Environment■Commercial Operation■Functional Management■Leadership & Execution■Safety & Security■Operation■Service■Regional Airports & General AviationXXXXX ICAO TRAINING REPORT – NUMBER 2 2016 373-3-5 METHODOLOGYA generation ahead™Putting the best future imaginable on the wing.See what propels the futures of major and regional airlines, business aircraft, helicopters, and military aviation worldwide. Learn more at www.pw.utc.com.“Today, airports are shifting their business strategies from an operational to a management approach...the results of building competency in many key positions at the airport will not be seen overnight. ''full advantage of the course development mode, fully generalizing the best practices of the SMEs under the guidance of the course developers, and we realize the “raison-d’être” for the best practice of the specialized cases.FINALLY, THIS METHODOLOGY IS AN EFFECTIVE PUSHING HAND FOR THE DEVELOPMENT OF ONLINE TRAINING AND THE OVERALL COMPETENCY OF THE AIRPORT PROFESSIONALS.The CAH online training academy was developed as an interactive online and off-line learning platform with a modern, interactive learning style. The aim was to build a platform that would share airport management ideas and encourage learning. The open and interactive features of the platform complement the respective advantages of online and off-line training; extend the numbers of the target trainees; and further improve the training efficiency and effectiveness as well as the overall competency of the airport professionals who use it. We have, and will continue to select, the core courses from the “3-3-5” airport professional curriculum to convert them into online training courses. This methodology helps us precisely identify the competency elements and allows us to transform the teaching points that belong to the “knowledge” category into online training contents. With the facilitation of the online training, trainees are able to use their spare time to complete the online training, related exercises and evaluation tests. Meanwhile, the related classroom training will mainly focus on the accomplishment of the end-of-module objectives of each module, which provides a systematic and flexible method for employees to acquire the required knowledge, skills, and attitudes.Over the next three years, using the competency-based training methodology, the “3-3-5” airport professional curriculum will continuously improve. To support the training of airport professionals within and outside of CAH, we expect to develop more than a hundred training courses. Specialized assessments and evaluations of the curriculum will follow the development trends of the airport, with the aim to continuously improve the completeness of the curriculum. As we move forward, we expect to make full use of the Trainair Plus Programme’s international platform to promote and provide high-quality airport professional trainings to the international airport professionals. Next >