GM2 ORA.ATO.230(a) Training manual
and operations manual
ED Decision 2018/001/R
AREA 100 KSA WORD PICTURES
(a) ‘Word
pictures’ are a proven assessment tool that standardises pilot core
competencies, and can be used to assess student’s competency in the Area 100
KSA LOs in topics 100 02 and 100 03. Word pictures describe the student’s
performance. Each word picture is associated with a numerical grade; within
the range of grades, the minimum acceptable standard is defined. Additionally,
a word picture describing performance that falls below the minimum
satisfactory standard should be included in the range, as well as additional
word pictures that relate to grades which exceed this minimum satisfactory
standard.
Word pictures enable the standardisation of the assessment performance
and facilitate inter-rater reliability within an ATO.
(b) This GM
provides two examples of word pictures.
(c) The most
commonly used word pictures are shown in Section A below. They are based on
performance indicators, which explain what the student should demonstrate in
order to attain the specific Area 100 KSA LOs that are addressed by the
assessment exercise. Word pictures are formed of elements that contain the
following:
(1) HOW MANY
of the performance indicators were observed and, where relevant, HOW OFTEN;
(2) HOW WELL
the competency was demonstrated in the assessment exercise to have an overall
positive effect on the outcome or completion of the assessment exercise;
(3) the
level of success in the OUTCOME of the assessment exercise.
(d) An ATO
could establish its own set of word picture descriptions as long as they are
comparable in the grading of each competency, similar to the ‘Communication’
and ‘Application of knowledge, UPRT and resilience’ word pictures example in
Section B below.
(e) The advantage of word pictures is that they provide meaningful and standard data to enable identification of individual, crew, class, instructor and ATO trends, which can be analysed in order to provide feedback for further improvement or development.
(f) An ATO
should ensure that the detailed information obtained through its grading in
Area 100 KSA is de-identified before using it to support course improvement.
SECTION A — EXAMPLE 1
AREA 100 KSA WORD PICTURE GRADE LEVELS (USING
INDICATORS)
(g) The
example shown below in this Section contains the most commonly used word
pictures, which are formed of elements that contain the following:
(1) HOW MANY
of the performance indicators in the table further below relevant to that
summative assessment were observed in that competency (as a percentage);
(2) HOW WELL
the competency was demonstrated in the assessment; and
(3) the
level of success in the OUTCOME of the summative assessment.
(h) In order
to satisfactorily complete an Area KSA 100 summative assessment, the student
should reach at least the minimum satisfactory level in each competency
covered by that assessment. In case the student fails to reach the minimum
satisfactory level in each competency, the student should repeat the summative
assessment or another summative assessment that covers the competency(ies)
where performance was previously assessed as unsatisfactory.
Table 1: Example generic
competency framework that can be applied for assessing the student’s level of
performance
|
Competency |
Level 1 Unsatisfactory |
Level 2 Satisfactory |
Level 3 Good |
Level 4 Very good |
Level 5 Excellent |
|
General description of each
competency level. To be applied to each
individual competency in LOs 100 02 and 100 03 of Area 100 KSA. |
The student’s performance in this competency was ineffective or inadequate, which in relation to this competency had a neutral or negative effect on others or on the outcome of the exercise. The student showed none or few of the relevant performance indicators in this competency. |
The student’s performance in this competency was satisfactory, which had a slightly positive effect on the satisfactory outcome of the exercise, and in group situations had a slightly positive effect on others. The student showed at least some* of the relevant performance indicators in this competency. |
The student’s performance in this competency was effective, which in the case of an exercise where the student is the only participant, significantly contributed to a good outcome. In group situations, the student’s contribution had a good effect on others and significantly contributed to the overall outcome of the exercise. The student showed most of the relevant performance indicators to a good standard. |
The student’s performance in this competency was highly effective, which in the case of an exercise where the student is the only participant, significantly enhanced the very good outcome. In group situations, the student’s contribution had a very good effect on others and significantly enhanced the overall outcome of the exercise. The student showed most or all of the relevant performance indicators to a very good standard. |
The student’s performance in this competency was exemplary, which in the case of an exercise where the student is the only participant, had an outstanding effect on the excellent outcome of the exercise. In group situations, the student’s contribution had an excellent effect on others and had an outstanding effect on the overall outcome of the exercise. The student showed all of the relevant performance indicators to an excellent standard. |
|
* ‘Some’
is defined as showing at least 35 % of the performance indicators in that
competency, which were relevant to that exercise. |
|||||
AREA 100 KSA ASSESSMENT PERFORMANCE INDICATORS
(i) The performance indicators that relate to the LOs in topics 100 02 and 100 03 of Area 100 KSA can be used to form a word picture.
Table 2: Performance indicators relevant to the LOs in topics 100
02 to 100 03 of Area 100 KSA
|
Competency |
Competency description |
Indicators |
|
Communication |
Demonstrates effective oral, non-verbal and written communication skills in classroom exercise and assessment situations |
— Ensures the recipient is ready and prepared to receive the information. — Selects appropriately what, when, how and with whom to communicate. — Conveys messages clearly, accurately and concisely. — Confirms that the recipient correctly understands important information. — Listens actively and demonstrates understanding of the information they receive. — Asks relevant and effective questions. — Adheres to standard radio-telephony phraseology. — Accurately reads, interprets, constructs and responds to given documentation in English. — Correctly interprets non-verbal communication. — Uses eye contact, body language and gestures that are consistent with and support verbal messages. |
|
Leadership and teamwork |
Displays effective leadership and teamwork. |
— Creates an atmosphere of open communication and encourages team participation. — Uses initiative and gives directions when required. — Admits mistakes and takes responsibility. — Anticipates and responds appropriately to others’ needs. — Carries out instructions when directed. — Communicates relevant concerns and intentions. — Gives and receives feedback constructively. — Demonstrates empathy and shows respect and tolerance for others. — Engages others in planning and allocates activities fairly and appropriately according to abilities. — Addresses and resolves conflicts and disagreements in a constructive manner. — Projects self-control. |
|
Problem-solving and decision-making |
Accurately identifies risks and resolves problems. Uses the appropriate decision-making processes. |
— Seeks accurate and adequate information from appropriate sources. — Identifies and verifies what and why things have gone wrong. — Employs proper problem-solving strategies. — Perseveres in working through problems. — Uses appropriate decision-making processes in a timely manner. — Sets priorities appropriately. — Identifies and considers options effectively. — Monitors, reviews, and adapts decisions as required. — Identifies and manages risks effectively. |
|
Situation awareness |
Perceives and comprehends all the relevant information available, anticipates what could happen that could affect the exercise or situations discussed in the classroom, and gives effective solutions to resolve the situation. |
— Identifies and assesses accurately the general environment as it may affect the operation. — Identifies and manages threats, errors, and undesirable aircraft states. |
|
Workload management |
Manages available resources or time to efficiently prioritise and complete or perform tasks in a timely manner. |
— Maintains self-control. — Plans, prioritises and schedules tasks effectively. — Manages time efficiently when carrying out tasks. — Offers and accepts assistance, delegates when necessary, and asks for help early. — Manages and recovers from interruptions, distractions, variations, and failures effectively. |
|
Application of knowledge, UPRT and resilience |
Demonstrates correct and deep understanding of the subject(s), and is able to effectively relate this knowledge between subjects and apply the knowledge for effective threat and error management (TEM). |
— Correctly completes pre-flight planning in the practical exercise. — Demonstrates KSA and TEM relating to phases of flight in the ground training environment. — Correctly and effectively applies knowledge to identify and manage threats and errors that could lead to a potential upset in scenario situations. — Recognises potential upset ‘threats’ and suggests effective ‘threat management’ in scenario situations. — Recognises potential upset ‘errors’ and suggests effective ‘error management’ in scenario situations. — Identifies the causes of and contributing factors to upsets in aircraft accident and incident reviews and in reported recovered situations or scenarios. — Is resilient, i.e. recognises and adapts to disruptions during scenarios and other exercises. — Identifies the signs of stress and discusses the effects of stress, fatigue and aviation lifestyle on situation awareness, including how to cope with these in order to maintain situation awareness. |
SECTION B — EXAMPLE 2
AREA 100 KSA WORD PICTURES (USING DESCRIPTIONS)
(j) An ATO may devise its own word pictures for each of the competencies, to be used alongside or combined with those given in EXAMPLE 1.
A descriptive word picture typically includes descriptive examples that the ATO’s instructors could readily identify and then equate to given competency levels. Below are two examples (for ‘Communication’ and ‘Application of knowledge, UPRT and resilience’).
Table 3: Example word
pictures using descriptions
|
Competency |
Level 1 Unsatisfactory |
Level 2 Satisfactory |
Level 3 Good |
Level 4 Very good |
Level 5 Excellent |
|
Communication |
The student’s performance in communication had a neutral or negative effect on the exercise or situation. The student may not have contributed to the exercise or the communication was unclear or insufficient. The student may have occasionally interrupted others, not listened, or showed frustration or inappropriate nonobjective communication. The student may have asked unrelated or unclear questions, or provided insufficient clarity in directions or comments for others to understand. The student may have written without structure or clarity. |
The student’s written or oral communication was sufficient to convey the intent of the exercise. In oral communication the listener may have rarely needed to ask for clarification which the student then positively and clearly provided. The student listened to instructions but may have occasionally been reticent and hesitant to ask questions or make comments. The student may have rarely shown underconfidence or passiveness during the exercise. However, overall their communication was sufficient to ensure a positive outcome of the exercise. |
The student’s written or oral communication was good. Explanations, discussions, directions and comments were well-structured and clear. The student listened to others actively and when unsure asked appropriate questions to seek clarification. The student showed appropriate confidence and open body language. |
The student’s written or oral communication was consistently very good. All communication was clear, concise and well-structured, which ensured a very effective outcome. In group situations, the student’s ability to interpret others’ body language, and the use of body language to ensure a positive outcome, was very effective. At all times the student was calm, engaged and confident. |
The student’s communication skills were exemplary. At all times the student observed others and ensured that their own communication was extremely effective. In group situations, the student’s communication enabled all members to contribute to their greatest ability whilst also ensuring an excellent outcome of the exercise. In group situations, when appropriate, the student proactively and subtly managed the group’s mood or motivated the group members appropriately. |
|
Competency |
Level 1 Unsatisfactory |
Level 2 Satisfactory |
Level 3 Good |
Level 4 Very good |
Level 5 Excellent |
|
Application of knowledge,
UPRT and resilience |
The student’s knowledge was at times insufficient or incorrect, which had an adverse effect on the exercise. The student displayed limited ability to relate knowledge between subjects or to apply knowledge to scenarios, exercises or in answers to questions. |
The student had the minimum acceptable level of knowledge to complete the exercise to a satisfactory standard. The student occasionally demonstrated the ability to relate knowledge between subjects. The student could identify some threats or errors, and when presented with a threat or error could in most situations suggest at least one possible effective method of mitigation. |
The student demonstrated a good level of knowledge with the ability to relate this knowledge effectively between subjects and in scenario exercises or situations. The student identified many threats and errors, and when presented with threats or errors used their knowledge effectively to suggest appropriate mitigations and actions. |
The student demonstrated a very good level of knowledge, and correctly and readily related this knowledge across subjects and in scenario situations. The student identified most threats and errors, and immediately used their knowledge to manage them effectively. |
The student had an excellent level of understanding which they immediately and appropriately applied across subjects and to the exercise or scenario situation. The student identified all actual threats and errors in scenario situations, anticipated some possible threats and errors (what if’s), and used their knowledge to manage them efficiently and very effectively. |
EASA pilot training requires standardized competency assessments using "word pictures." These descriptions evaluate student performance against Area 100 KSA learning objectives, ensuring consistent grading and inter-rater reliability. Training organizations can adapt example word pictures, focusing on performance indicators, observed frequency, and assessment outcomes. This data identifies trends for continuous training improvement.
* Summary by Aviation.Bot - Always consult the original document for the most accurate information.
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