GM2 ORA.ATO.125 Training programme

• ED Decision 2026/006/R found in: Easy Access Rules for Aircrew (Oct 2026)

##### GM2 ORA.ATO.125 Training programme *ED Decision 2026/006/R* **INSTRUCTIONAL SYSTEMS DESIGN** (a) General Instructional systems design (ISD) is a methodology which provides a systematic and iterative process for course design. It is based on educational needs and applies to both task-based and competency-based training courses. Guidelines on instructional systems design can be found in *ICAO Doc 9868 – PANS Training* which, despite being primarily provided for competency-based training and assessment (CBTA) courses, can be useful also in the case of task-based training courses. (b) ADDIE model The most common ISD models use five key processes, namely Analyse, Design, Develop, Implement and Evaluate, which form the ADDIE acronym. The workflow processes cover the following: (1) analyse the training needs, by following these steps: (i) conduct an analysis that includes the identification of training tasks and, thereafter, the operational, technical, regulatory and organisational requirements impacting the training course that will eventually be delivered; (ii) develop a training specification that details the requirements that need to be fulfilled when designing the training; (2) design the training course including the training and assessment plans, by creating the syllabus for effective training in ways that facilitate students’ learning and interaction with the training means, and by defining how the training outcomes will be assessed; (3) develop the training course and assessment materials through the design of the learning experience by integrating the technology and training means with the training setting and process, from sample material to fully developed and tested training and assessment tools; (4) implement the training course, transforming the training plan into action and rolling out the training course to the students, which should also include instructors’ training, preparation of students for the course and the organisation of the training environment; (5) evaluate the training course by questioning, through evaluations, whether the training objectives are achieved, whether the training design is effective, and whether the students meet the current and future needs. (c) ADDIE workflow processes (1) Analyse the training needs Training organisations should perform a thorough analysis of the training needs of students to determine the training specifications, taking into consideration: (i) the objective of the training course; (ii) the performance level that students have at the beginning of the course and the performance level that they are required to have at the end of the training course; (iii) the tasks associated with the objective of the training course; (iv) the operational requirements, such as normal, abnormal and emergency operational procedures and the operational environment; (v) the technical requirements, such as specific operational systems or equipment required to achieve the objective of the training course; (vi) the applicable regulatory requirements; (vii) any organisational requirements, such as the availability or accessibility of FSTDs and the use of different training bases. (2) Design the training course and the training and assessment plans Starting from the training specifications, the training course, including the training and assessment plans, should be designed. (i) Training course design The training course design should include the following elements: (A) the training modules, which include the training tasks and subtasks to be trained together; (B) for each training module, the expected performance level that students should have at the beginning and at the end of each training module, and definitions of the operational and environmental conditions under which each training element of a training module has to be executed; (C) the sequence of the training modules, ensuring that the required performance level is gradually achieved by transitioning from simple to more complex tasks under progressively more demanding conditions; (D) the performance standard associated with each module or set of modules, whose achievement should be demonstrated by successfully passing an assessment to reach a training milestone; (ii) Training plan The training plan should provide the details of the following elements: (A) the composition and the structure of the training course; (B) the training syllabus; (C) the training milestones; (D) the course schedule. (iii) Assessment plan Assessment plans should be designed to evaluate and grade the performance of a student at well-defined points of a training course, normally at the completion of a training module or set of modules, with the aim of ensuring that the required performance standard has been achieved. (A) The assessment plans should include the following elements: (a) the objective of each assessment; (b) the performance standard, the performance criteria and the conditions under which each assessment has to be performed; (c) the details of the tools used to collect evidence of the performance of a student; (d) the pass mark for each assessment; (e) the number of observations required to assess whether the performance standard has been achieved. (B) Each assessment should rely on the following principles. (a) Validity All the performance criteria associated with every training task have been evaluated and there is evidence that the performance standard has been achieved. (b) Reliability All the assessors should reach the same or similar conclusions when evaluating and grading the performance of a student. (c) Repeatability An adequate number of observations should be made when assessing whether a performance standard has been achieved. (3) Develop the training and assessment materials Based on the training modules, and in line with the training and assessment plans, training and assessment materials should be developed. They may include exercise briefings, practical exercises, presentations, video clips, examination and assessment tools. The effectiveness of the whole training course should be tested and checked for design errors. (4) Implement the training course The training course should be delivered according to the training plan. The performance of students during the training should be monitored to verify whether the performance standards are met. Feedback on the performance should be continuously provided and, wherever deficiencies are found, adequate remediation should be given in a timely manner. The assessments should be carried out according to the assessment plan. For a successful implementation of the training course, it is important that: (i) the instructors and assessors are adequately trained and standardised; (ii) the students are adequately prepared before each training session; for instance, they are provided with the training material before any training session so that they can familiarise themselves with respect to the objectives of the training session; (iii) the training environment is adequately set up in order to achieve the objectives of the training course. (5) Evaluate the training course The effectiveness of the training course should be continuously evaluated to determine whether improvements are needed, on the basis of: (i) internal feedback: (A) from the results of the training course, taking into consideration the required performance level at the end of the course as determined during the training course design; and (B) from students and from instructors and assessors; (ii) external feedback: (A) from results of audits and inspections from the competent authority; and (B) if applicable, from contracted organisations. It is advisable that training organisations establish a documented link between evaluation results and how these are integrated into the ADDIE workflow processes. *[applicable from 30 April 2028 — ED Decision 2026/006/R]*