DAY ONE The Learning Process Thinking About Learning Enhancing Learning and Memory

2. DAY ONE The Learning Process Thinking About Learning Enhancing Learning and Memory Enhancing ATC Decision-making Explaining Complex Concepts The OJT Environment Understanding the OJT/Certification Process Qualities of Effective OJT Instructors Quality Teams Training & Readiness Requirements

3. DAY TWO Tower Visibility Observer Standard Operating Procedures Conducting Prebriefings Maintaining Situation Awareness Intervening During OJT Effective Feedback Debriefing Skills Basic Instructor Completing Position Evaluations Understanding Motivation Coaching Techniques Training Documentation Position Logs/VIDS GCA Run Logs Cherry Point Training History

4. TOPIC #1 THINKING ABOUT LEARNING (THE NUMBER GAME)

5. TOPIC #2 ENHANCING LEARNING AND MEMORY

6. Beginnings and Endings People tend to remember more from the beginning and end of a learning session. If you want to have people remember something from the middle of a learning session, it needs to be more memorable. Memorable things are often colorful, bizarre, funny, emotional, or different from the pattern of events. Concrete Versus Abstract Information People tend to remember information that they can turn into a visual image. Abstract ATC concepts can be learned easier if they are converted into visual images. For example… “When you think about how aircraft turn, think about what a race car does on a curve. An aircraft needs to create a bank just like a race car does around a curve on a raceway”. Association People tend to remember more when they can associate the information with something important to them. The brain does not soak in information like a sponge. Every new fact or concept learned is added to an existing chain of information. TP-1

7. Chunking People tend to remember more information when it is presented in clusters or groups. The number of new items people can remember is “Seven: Plus or Minus Two”. In other words, some people can remember only five items and others can remember nine items. Most people cannot recall over nine items. However, people can remember five chunks of the information that may contain several items within each chunk. By chunking, the amount of items remembered can be increased dramatically. Chunking also helps to form associations for trainees. If information is provided in an organized fashion, trainees will be able to link it more effectively to existing knowledge. Mastery Learning “Mastery Learning” is ensuring that the trainee learns the foundation “chunks” of knowledge and skills before proceeding to the more advanced “chunks”. A quality foundation is needed before building the next stories of a building, and each story of the building is as stable as the one below it. A weak foundation may prevent a trainee from concentrating on the more advanced skills such as maintaining situation awareness. Correcting foundation problems may free up the trainee to do better thinking. TP-2

8. TOPIC #3 ENHANCING ATC DECISION MAKING

9. PULLING A CAR OUT INTO TRAFFIC TO MAKE A LEFT-HAND TURN MAKING A PEANUT BUTTER AND JELLY SANDWICH TP-3

10. TP-4

11. TOPIC #4 EXPLAINING COMPLEX CONCEPTS

12. 1 MILE 318.4 FEET 2 MILES 636.8 FEET 3 MILES 955.3 FEET 4 MILES 1,273.7 FEET 5 MILES 1,592.2 FEET PRECISION APPROACH 3o GLIDESLOPE TOUCHDOWN 0 FEET AGL or MSL TDZE CURVATURE OF THE EARTH

16. TOPIC #5 UNDERSTANDING THE OJT/CERTIFICATION PROCESS

17. Situation #1 • A training team reaches agreement that the trainee needs skill enhancement training on voice quality and speed while reading ATC clearances. The skill enhancement training includes the following: • 4 hours to observe effective clearance delivery • Playback of his/her own audio recordings • 2 additional weeks of OJT

18. Situation #2 The secondary OJTI is away on a 2-week vacation. The primary OJTI calls in sick. The supervisor informs the trainee that OJT will have to wait until the primary OJTI is back. The trainee asks why another OJTI can’t provide OJT. The supervisor states that only training team members can provide OJT. Another OJTI would have to be added to the training team.

19. Situation #3 The trainee has reached 75% of OJT time required for certification. The supervisor has just completed the 75% performance skill check. The trainee’s performance was exemplary. After the performance skill check, all of the training team members agree that the trainee is ready for certification. Because there is consensus, the supervisor decides to count the performance skill check as the certification skill check.

20. Situation #4 A trainee has reached 100% of OJT time limit and is assigned 2 additional weeks. The maximum amount of additional OJT for this position is 2 weeks. After completing the additional OJT, the supervisor conducts a certification skill check. The trainee’s performance is still not acceptable. The training team decides that the trainee should be given skill enhancement training followed by another certification skill check.

21. Situation #5 A CEB is being conducted for a trainee who has not been able to certify within the time limit and additional OJT time. The training review is being conducted by the ATCFO, the Training Chief, and the Crew Chief, who was the trainee’s secondary OJTI.

22. Situation #6 LCpl Smith returned from deployment. He was previously qualified on Tower Flight Data and Ground Control and has been away for 7 months. The Tower Chief conducts a performance skill check on both positions and determines that LCpl Smith meets performance standards.

23. Situation #7 A trainee has reached 75% of the OJT time limit on Ground Control. During the course of the 75% performance skill check, the trainee’s supervisor determines that the trainee has stopped progressing. The trainee’s supervisor suspends training.

24. Situation #8 The trainee’s supervisor conducted a certification skill check. During the certification skill check, the supervisor did not observe the trainee perform all job functions because traffic was light. All observed functions were satisfactory. However, the trainee’s supervisor decided that the trainee could not be certified because one item on the position evaluation was marked “not observed”. During the past performance skill check, the trainee performed all functions in a satisfactory manner.

25. TOPIC #6 QUALITIES OF EFFECTIVE OJTIs

26. TOPIC #7 QUALITY TEAMS

27. TOPIC #8 TRAINING & READINESS REQUIREMENTS

28. T&R EVENTS

29. ACAD-8522 RFD 3 – FLIGHT PROGRESS STRIPS (ACAD-8522) Lesson Topic Guide 1. FAA JO 7110.65 2-3-1 General 2-3-4 Terminal Data Entries 2-3-5 Aircraft Identity 2-3-8 Aircraft Equipment Suffix 2-3-10 Control Symbology 2. Facility Manual 5-416 FDIO Test Flight Plans 5-419 Data Entries for NJM 5-429 Stereo Routes and VFR Flight Guarding 5-500 General 5-501 Terminal Data Entries 5-502 Control Symbology 5-503 Departure Strips 3. Airfield Operations Manual 2002 Instructions for Filing and Completing Flight Plans Local Qualification Standards Knowledge. Satisfactorily complete test RFD 3. Skills and Abilities Demonstrate the ability to identify civil and military aircraft using call sign prefixes. Demonstrate the skill to properly complete flight progress strips. Demonstrate the ability to properly forward aircraft equipment suffixes. Demonstrate the ability to use the proper code for test flight plans. Demonstrate the skill to post flight progress strips and data to the appropriate position Individual has satisfactorily completed all LQS requirements for RFD 3:

30. DAY TWO Tower Visibility Observer The OJT Environment Standard Operating Procedures T&R Event 5000 T&R Event 5010 T&R Event 5020 Training Documentation Position Evaluations Position Logs/VIDS GCA Run Logs Cherry Point Training History

31. TOPIC #9 TOWER VISIBILITY OBSERVER

32. TOPIC #10 STANDARD OPERATING PROCEDURES

33. TOPIC #11 CONDUCTING PREBRIEFINGS

34. Situation • During the previous OJT session, the trainee “lost the picture” and you • needed to intervene by overriding. Several other people were nearby at the time. Up to this point, the trainee’s performance had been outstanding. After the override, the trainee was able to recover and regain control of the situation. • During the debrief, the trainee dwelled on the override. In addition, the trainee appeared upset by the fact that others may have witnessed the situation. The trainee’s confidence level has been shook up. • Before the next session, you decide to conduct a prebriefing. • What do you want to accomplish in the prebriefing? • How would you conduct the prebriefing?

35. TOPIC #12 MAINTAINING SITUATION AWARENESS

36. TOPIC #13 INTERVENING DURING OJT

37. TOPIC #14 EFFECTIVE FEEDBACK

38. TOPIC #15/16 DEBRIEFING SKILLS

39. TOPIC #17 BASIC INSTRUCTOR (BI)

40. IUT-5000 Goal. Introduce principles of instruction. Requirement. Given the reference, the BIUT will demonstrate the following with the assistance of a unit instructor: Introduce/discuss/demonstrate instruction techniques. 2. Introduce/discuss/demonstrate class management techniques. a. How to use class resources to communicate with the student. b. How to properly organize the class for effective instruction. 3. Introduce/discuss/demonstrate how to prepare for a period of instruction. a. Schedule the class. b. Prepare/access the training materials for the class. c. Prepare the evaluation form to be used to evaluate the students event performance, as applicable. Performance Standard. 1. The instructor will assess the BIUT’s understanding of the principles of instruction verbally. 2. The BIUT will answer the questions with enough detail to demonstrate event required knowledge. 3. The BIUT will physically demonstrate proper instruction and classroom techniques. 4. The BIUT will demonstrate how to schedule and prepare to instruct an event.

41. IUT-5010 Goal. Understand the structure of an event. Requirement. Using the community T&R manual, discuss the following with an instructor: 1. State the purpose of a T&R event. 2. Describe the structure of a T&R event and explain the purpose and content for each event section. 3. Using the given event, explain each section as it pertains to the event. a. Explain the purpose and content of the goal. b. Explain the requirement condition and performance steps for the event and what needs to be done to prepare to instruct the event. c. Explain how the event performance standard is measured and when the event has been completed. d. State who can instruct the event. e. State the event prerequisite and how to verify that it was completed. f. Explain how the external syllabus support requirement will be resourced. g. State the references required and how each would be used to train the event. Performance Standard. Without the aid of references and during a discussion session, the BIUT shall demonstrate an understanding of the structure of T&R events. During this session, the instructor shall discuss the event content and question the student throughout the training session to ensure understanding.

42. IUT-5020 Goal. Conduct a period of instruction on a T&R event. Requirement. The BIUT, under the supervision of an instructor, will learn how to conduct a period of instruction on an event selected by the instructor. The event must be one the BIUT is current and proficient in. The BIUT will be able to: 1. State the instructor responsibilities. 2. Define the purpose and content of a T&R event per the aviation T&R program manual. 3. Prepare to train the event. a. Review the trainee’s PR to identify required training for the event selected. b. Ensure the student has met prerequisites for the event to be trained. c. Develop a student training plan to ensure progression per this manual. d. Schedule the training event (facilities and students). e. Gather the resources necessary to conduct the training (instructional materials, references and equipment). f. Prepare an evaluation form for each student to be evaluated. 4. Conduct training on the event selected: a. Ensure all training resources are properly staged/equipment if set up properly for training. b. Instruct the student in a thorough manner so as to cover all requirements for the event. c. Ensure continuous, objective assessment of the students’ progress during training. 5. Assess student performance: a. Assess the students’ performance to the performance standard. b. Correct student deficiencies in a timely manner and provide the student feedback. c. Complete the evaluation form for each student trained. d. Debrief students on their performance and provide corrective action. 6. Route evaluation form, as required. Performance Standard. Complete the requirement items IAW the reference. Instructor shall question the BIUT to check for understanding of the BI responsibilities.

43. TOPIC #18 COMPLETING POSITION EVALUATIONS

46. ONE DAY EVALUATION – FAA FORM 3120-25 USED FOR SKILL CHECKS (Except Annuals) QUALIFICATION ONE-ON-ONE CLASSES TAPE TALKS FOUR DAY EVALUATION – MCAS FORM 3722-17 USED FOR OJT SIMULATION

47. POSITION LOG DRILL TOPIC #19 UNDERSTANDING MOTIVATION

48. TOPIC #20 COACHING TECHNIQUES

49. TOPIC #21 POSITION LOGS/VIDS

50. POSITION LOGS