Introduction
The pathways to learning no longer lead automatically to traditional institutions of higher education. Instead they lead most directly to learning opportunities in which competencies are defined explicitly and delivery options are multiple. This new paradigm will ultimately redefine the roles of faculty, institutions, and accreditors.

Why CBT is more appropriate for aviation training than traditional approach?

Because progression through the various subjects in school is time-based, at any given time during the year the teacher is expected to be at a specific point in the textbook or course content but not every student may progress at the same rate.

Tests are administered periodically to ensure students understand the concepts and principles. Test scores often are compared to determine the grades of the students. Unfortunately, when a student does not do well on a test there often is little time for individual assistance as the teacher must move on in order to adhere to the established time schedule.

While traditional, time-based approaches to education have met with varying levels of success over the years, it is an ineffective system when the goal is to train individuals to perform specific, job-related skills. For example, an active, certified engine technician is attending a 3-week training course to learn to maintain a new type of engine, Will attending all sessions during the course ensure the technician can maintain the engine? Of course not! If the technician is unable to attend 2 days of the course, does this mean the technician cannot maintain the engine? Probably not. After 4 days, the technician does poorly on a written test. Should the technician immediately fail the course or should the technician continue with assistance and be given the opportunity to be tested again?

In addition to assessing knowledge, an evaluation of the technician’s maintenance skills also is required. Obviously, the time-based educational system used in traditional aviation schools is not appropriate when conducting aerospce training. A more appropriate approach is competency-based training (CBT) which centered on the introduction of new curricula (instead of a mere repackaging of existing ones), a guaranteed level (gauged on the basis of knowledge and competencies acquired rather than time spent), and connections to the aerospace labor market.

What is CBT?

In a traditional educational system, the unit of progression is time and it is teachercentered. In a CBT system, the unit of progression is mastery of specific knowledge and skills and is learner- or participant-centered. Two key terms used in competency-based training are:

Skill -- A task or group of tasks performed to a specific level of competency or proficiency which often use motor functions and typically require the manipulation of instruments and equipment (e.g., cable rigging or torque wrenching). Some skills, however, such as Human Factors and Errors management, are knowledge- and attitude-based.

Competency -- A skill performed to a specific standard under specific conditions.

What are the essential elements of our CBT system?
  • Our senior facilitator is the advocate, leader, and facilitator for creating a learning environment and culture that is open, is willing to change, and fosters teamwork by providing real life problem-based-learning opportunities for participants.
  • The appropriate stakeholders fully participate in identifying, defining, and reaching consensus about important competencies.
  • Competencies are clearly defined, understood, and accepted by relevant stakeholders.
  • Competencies are defined at a sufficient level of specificity that they can be assessed.
  • Precision, reliability, validity, credibility, and costs are all considered and examined in making selections of the best commercially developed assessments or locally developed assessment approaches.
  • The assessments of competencies are directly linked with the goals of the learning experience.
  • The assessment results are used in making critical decisions about strategies to improve student learning.
  • The assessment results are clear and are reported in a meaningful way so that all relevant stakeholders fully understand the findings.
  • The instructional program provides for the individual development and evaluation of each of the competencies specified.
  • Assessment of competency takes the participant’s knowledge and attitudes into account but requires actual performance of the competency as the primary source of evidence.
  • Participants progress through the instructional program at their own rate by demonstrating the attainment of the specified competencies.

    • What are the characteristics of our CBT?

  • Competencies of our training are carefully selected.
  • Supporting theory is integrated with skill practice. Essential knowledge is learned to support the performance of skills.
  • Detailed training materials are keyed to the competencies to be achieved and are designed to support the acquisition of knowledge and skills.
  • Methods of instruction involve mastery learning, the premise that all participants can master the required knowledge or skill, provided sufficient time and appropriate training methods are used.
  • Our Participants’ knowledge and skills are assessed as they enter the program and those with satisfactory knowledge and skills may bypass training or competencies already attained.
  • We believe Learning should be self-paced.
  • Our flexible training approaches including large group methods, small group activities and individual study are essential components.
  • A variety of support materials including print, audiovisual and simulations (models) keyed to the skills being mastered are used.
  • Satisfactory completion of training is based on achievement of all specified competencies.

    • What are the benefits of our CBT?

  • Our participants will achieve competencies required in the performance of their jobs.
  • Participants build confidence as they succeed in mastering specific competencies.
  • Participants receive a transcript or list of the competencies they have achieved.
  • Training time is used more efficiently and effectively as the trainer is a facilitator of learning as opposed to a provider of information.
  • More training time is devoted to working with participants individually or in small groups as opposed to presenting lectures.
  • More training time is devoted to evaluating each participant’s ability to perform essential job skills.

    • What are the potential limitations of a CBT?

  • Unless initial training and followup assistance is provided for the trainers, there is a tendency to “teach as we were taught” and CBT trainers quickly slip back into the role of the traditional teacher.
  • A CBT course is only as effective as the process used to identify the competencies. When little or no attention is given to identification of the essential job skills, then the resulting training course is likely to be ineffective.
  • A course may be classified as competency-based, but unless specific CBT materials and training approaches (e.g., learning guides, checklists and coaching) are designed to be used as part of a CBT approach, it is unlikely that the resulting course will be truly competency-based.

    • How are the Models and Simulations used in our CBT?

    Models and simulations are used extensively in our competency-based training courses. Airplane pilots first learn to fly in a simulator. Supervisors first learn to provide feedback to employees using role plays during training. Individuals learning to wirelock engine components practice this procedure on a model of an engine. The use of simulators will increase in the future, should the need arise to teach new concepts and procedures at set times to large groups of individuals. Norton (1987) believes that participants in a competency-based training course should learn in an environment that duplicates or simulates the work place. Richards (1985) in writing about performance testing indicates that assessment of skills requires tests using simulations (e.g., models and role plays) or work samples (i.e., performing actual tasks under controlled conditions in either a laboratory or a job setting). Finally, Delker (1990) in a study of industry found that the best approach for training involved learner-centered instruction using print, instructional technology and simulations.