atsep system equipment rating training edition 3[1].0

8/10/2019 ATSEP System Equipment Rating Training Edition 3[1].0

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EUROCONTROL Guidelines

EUROCONTROL

EUROCONTROL Guidelines

for Traffic Safety Electronics Personnel

System/Equipment Rating Training

Edition 3.0

Edition date: 14/10/2010

Reference nr: EUROCONTROL-GUID-145


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EUROCONTROL Guideline for Air Traffic Safety Electronics Personnel System/Equipment Rating Training_____________________________________________________________________________________________________

Page i Released Issue Edition Number: 3.0

DOCUMENT CHARACTERISTICS

TITLE

EUROCONTROL Guideline for Air Traffic Safety ElectronicsPersonnel System Equipment Rating Training

Document Identifier Edition Number: 3.0

EUROCONTROL-GUID-145

Edition Date: 14/10/2010

Abstract

This document contains guidance material for ATSEP managers and course designers who areimplementing System/Equipment Rating training within their organisations. Additionally, the

document may provide useful information for those organisations who have already established

their System/Equipment Rating training scheme.

Keywords

System/equipment Training gap analysis Rating Context

Contact Persons Tel Unit

Ashley LAURYSSEN +352-43.60.61.942 Training Development and Harmonisation (TDH) Unit

STATUS, AUDIENCE AND ACCESSIBILITY

Status Intended for Accessible via

Working Draft General Public Intranet

Draft CND Stakeholders Extranet

Proposed Issue Restricted Audience Internet (www.eurocontrol.int)

Released Issue


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Page ii Released Issue Edition Number: 3.0

DOCUMENT APPROVAL

The following table identifies all management authorities who have successively approved

the present issue of this document.


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Edition Number: 3.0 Released Issue Page iii

DOCUMENT CHANGE RECORD

The following table records the complete history of the successive editions of the presentdocument.

EDITIONNUMBER

EDITIONDATE

REASON FOR CHANGEPAGES

AFFECTED

1.0 04.04.2006 Released Issue All

2.0 14.11.2008 Consistency update All

3.0 14.10.2010 Major revision All


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Page iv Released Issue Edition Number: 3.0

CONTENTS

DOCUMENT CHARACTERISTICS..............................................................................i

DOCUMENT APPROVAL ...........................................................................................ii

DOCUMENT CHANGE RECORD..............................................................................ii i

EXECUTIVE SUMMARY.............................................................................................6

1.

Introduction .......................................................................................................8

1.1 Background ...............................................................................................................................81.2 Applicability ...............................................................................................................................91.3 Scope ........................................................................................................................................9

2. Relationship with overall Training Progression .............................................9

3. Links with other documents...........................................................................10

3.1 EUROCONTROL Specification for ATSEP CCC Initial Training ............................................103.2 ICAO Annex 10 .......................................................................................................................103.3 ICAO ATSEP Training Manual................................................................................................103.4

ESARR5..................................................................................................................................10

4. What is S/E Rating Training? .........................................................................11

4.1 Context for S/E Rating Training ..............................................................................................114.2 Entry Level for S/E Rating Training.........................................................................................16

5. Designing or planning S/E Rating Training ..................................................17

5.1 Determining the Competence Criteria.....................................................................................175.2 Training gap analysis ..............................................................................................................185.3 Designing the training .............................................................................................................195.4 Sequencing/scheduling training events ..................................................................................19

6. Documentation ................................................................................................20

6.1 Documents that govern the training ........................................................................................206.2 Documents that support the training .......................................................................................206.3 Documents that provide evidence of the training....................................................................20

7. Interaction with the NSA.................................................................................20

REFERENCES..........................................................................................................22

CONTRIBUTORS......................................................................................................23


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Edition Number: 3.0 Released Issue Page v

APPENDIX 1 ABBREVIATIONS AND ACRONYMS .............................................24

APPENDIX 2 DEFINITIONS...................................................................................25


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EUROCONTROL Guideline for Air Traffic Safety Electronics Personnel System/Equipment Rating Training_____________________________________________________________________________________________________

Edition Number: 3.0 Released Issue Page 6

EXECUTIVE SUMMARY

The EUROCONTROL Guidance Material forAir Traff ic Safety ElectronicsPersonnel System/Equipment Rating Training contains information relatingto the implementation of a training scheme for ATSEP personnel undertakingsystem/equipment rating training.

The document links the system/equipment rating training phase to the overalltraining progression of ATSEPs and explains its relationship with otherEUROCONTROL, European and ICAO documentation.

A detailed explanation of this phase of training is provided, paying particularattention to the many different contexts within which system/equipment rating

training can take place.

Planning and designing system/equipment rating training is detailed, along witha description of the documentation that governs training and that is required tosupport the delivery of the training.

The document finishes with a section on the interaction with the NSA whenplanning and implementing the training.

Note: - In the interests of not duplicating the explanations of the harmonisedterminologies used throughout all phases of ATSEP training, this documentshould be read in conjunction with the EUROCONTROL Guidance Material for

ATSEP Training Progression and Concepts .


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Page 8 Released Issue Edition: 3.0

1. Introduction

TheAir Traff ic Safety Electronics Personnel System/Equipment Rating Trainingdocument contains information and guidance relating to the implementation of Air TrafficSafety Electronics Personnel (ATSEP) System/ Equipment Rating Training.

The document has two main purposes -

to provide useful and practical information for managers who are either starting, or inthe process of, developing an ATSEP S/E Rating training programme

to provide ideas and information for managers who already have an establishedATSEP S/E Rating training programme in place

Within the current regulatory environment, there has been no agreed requirement toharmonise, at European level, the ATSEP S/E Rating training. Historically, Europeanoperating organisations have developed many different ways to categorise the S/E Ratingsthat apply to their ATSEPs. Consequently, there are considerable differences in the mannerin which these European organisations conduct their S/E Rating training.

Ultimately, all organisations defined a level of performance for all S/E, although ATSEPcompetence is developed, assessed and assured in many different ways. Therefore, thisdocument does not contain technical training objectives, but rather provides guidance on theprocesses that may be employed when designing and implementing the training.

1.1 Background

This document replaces the Guidelines for a Common System/Equipment Rating Training forAir Traffic Safety Electronics Personnel, Edition 2.0, which was originally developed in April2006 and updated in November 2008. These two editions of the document were developedby the ATM Technical Staff Task Force1 acting on instructions from the Human ResourcesTeam and the Training Focus Group2.

The S/E Rating Training guideline was written to complete the set of ATSEP trainingdocuments that support the first three phases of ATSEP training: Basic, Qualification and S/ERating.

In September 2009, a new document was published that combined the ATSEP Basic andQualification training guidelines (although still respecting the separate phases) and redefinedthe manner in which the training was categorised. This document was then upgraded as theEUROCONTROL Specification for Air Traffic Safety Electronics Personnel Common CoreContent Initial Training. As a result of this new Specification, it became necessary to reviewand revise the S/E Rating training document.

1Previously known as the Working Group for ATM Technical Staff and then Task Force ATM

Technical Staff2Previously known as the Training Sub-Group


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1.2 Applicabil it y

This document is provided as guidance material and as such, carries no mandatoryelements.

1.3 Scope

The scope of this document is limited to the activities and organisation of training thatsupports the phase of ATSEP training progression called System/Equipment Rating Training.Issues concerning final ATSEP competence assessment, achievement of competence andsubsequent acquisition of a rating are outside of the scope of the document.

The document makes use of the term ATSEP when referring to ESARR5 engineering andtechnical personnel undertaking operational safety related tasks. These are

Personnel who operate and maintain ATM equipment approved foroperational use.

(Note: this definition is not intended to cover other equipment relatedfunctions, such as design, testing, commissioning and institutionaltraining.)

And, ATM equipment approved for operational use is defined as

Al l engineering systems, facil it ies or devices that have beenoperationally released to be used either by airspace users (e.g.ground navigation facilities) directly, or are used in the provision ofoperational air traffic management services.

(Note: These comprise the systems, facilities and devices operated orsupervised by the Operating Organisation and serving the purpose of airnavigation, regardless of whether the products used to fulfil the tasksinvolved in air traffic management are generally available on the market orhave been specifically developed to air traffic management requirements.)

Although it is acknowledged that in some organisations ATSEPs have additionalresponsibilities that go beyond the above definition, the scope of this document is limited tothe ESARR5 description.

2. Relationship with overall Training Progression

ATSEP training is divided into four phases. S/E Rating training is one of these phases in theoverall progression of ATSEP training. For more information on the relationship andapplication of S/E Rating training to the overall ATSEP training progression, please refer tothe following documents

EUROCONTROL Specification for ATSEP Common Core Content Initial Training(Edition 1.0), Section 5.

EUROCONTROL Guidance on ATSEP Training Progression and Concepts(Edition 1.0)


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3. Links with other documents

The System/Equipment Rating Training document does not exist in isolation. The followingdocuments either have a direct relationship with the System/Equipment Rating Training orare available as complimentary documents that provide information on this phase of training.

3.1 EUROCONTROL Specif ication for ATSEP CCC Init ial Training

The EUROCONTROL Specification for ATSEP CCC Initial Training contains the minimumtraining requirement for ATSEP Basic and Qualification training. As a EUROCONTROLSpecification this document carries a non-mandatory status, however future developmentswithin the wider context of European ATM legislation may render this document mandatory.

At the time of writing this document, the ATSEP CCC Initial Training has been proposed as aminimum training standard to be included in the Implementing Rule that European AviationSafety Agency (EASA), is currently drafting to replace Commission Regulation (EC) No2096/2005 of 20 December 2005 laying down the common requirements for the provision ofair navigation services.

3.2 ICAO Annex 10

There is no explicit link between the S/E Rating Training document and Annex 10; however itis included as a resource reference for S/E Rating training course designers, because itdetails technical specification requirements of which an ATSEP needs to be aware.

3.3 ICAO ATSEP Training Manual

There is no direct link between the EUROCONTROL ATSEP S/E Rating Training documentand the ICAO ATSEP Training Manual, however the Training Manual can be a very usefulsource for planning the S/E Rating Training phase.

The ICAO Manual includes a chapter on System/Equipment Rating Training which is splitinto three parts:

Environmental knowledge for the equipment or system

Theoretical section for the equipment or system Practical section enhanced by On-The-Job Training (OJT) on the equipment or

system

Reference ICAO Doc 7192-AN/857 Part E-2 Air Traffic Safety Electronics PersonnelTraining Manual.

3.4 ESARR5

This document has no explicitly referenced link with ESARR5. Nonetheless, the ESARR5definition of ATM engineering and technical personnel undertaking safety related tasks has

been used to scope this document. Additionally, this document may be used as guidance to


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support the ESARR5 requirement that technical and engineering personnel are properlytrained and qualified to perform the assigned tasks.3

4. What is S/E Rating Training?

Within the context of training progression, the S/E Rating Training is described as -

Training designed to impart system/equipment-related knowledgeand skills leading towards operational competence.

With respect to the ATSEP role/s, training progression isperformed through the completion of Initial Training and theseries of actions described as S/E Rating training (additionalacademy or manufacturer training, On-site Training, mentoringand consolidation of experience).

Operational competenceis the ability to perform operational safety-related tasks on specificsystems/equipment.

ASystem/Equipment Ratingis the authorisation which allows the ATSEP to performoperational safety-related tasks on specific system/equipment and may, optionally, includean association with operational site/s, location/s and/or maintenance task levels (as definedin Appendix 2). The award of this rating follows the successful assessment of operationalcompetence.

S/E Rating training comprises all the training-related activities (excluding Initial Training) thatprecede and prepare an ATSEP for operational competence assessment for the issue of aspecific rating.

The choice of training activities for the S/E Rating training depends on the current skills andknowledge of the ATSEP, the final performance required of the ATSEP, the resourcesavailable and the effectiveness of various teaching methods.

S/E Rating training is not defined exclusively by the location of the delivery of the training.Usually the training is delivered on-site. However, certain parts of the training may bedelivered at the manufacturer site, academic or college site or any other location that isconsidered appropriate.

4.1 Context for S/E Rating Training

The description of S/E Rating training is focused on the acquisition of the skills andknowledge required by an ATSEP so as to gain competence in a particular rating,regardless of the context of that acquisition (Note:- For some safety criticalsystems/equipment regular refresher training maybe appropriate). Therefore, the S/E RatingTraining is a phase that an ATSEP may complete more than once. The number of times anATSEP undertakes S/E Rating training depends on many factors which may include theircareer choices and progression, the number of times an organisation upgrades orimplements new systems/equipment and/or the number of times an ATSEP relocates to anew site or environment.

3ESARR5 Ed.2.0 para 5.3.2 a).


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In general, there are seven typical contexts when an ATSEP will follow S/E Rating Training.These contexts are represented in Figure 1 below and explained in the subsequent sub-sections.

Figure 1: Context for S/E Rating training

4.1.1 New ATSEP achieving first competence

This is the classic training progression of a newATSEP who successfully completes a minimumof one of the Initial Training streams and thenprogresses to S/E Rating training for at leastone rating in the associated stream.

On successful completion of the S/E Ratingtraining and the associated competenceassessment requirements, the ATSEP achieves

the first S/E Rating competence.

CompetenceAssessment

4.1.1

4.1.24.1.34.1.44.1.7

4.1.54.1.64.1.7

Failed due to gapsin Initial Training

Failed due togaps in S/ERating Training

Change dueto careerdevelopment

Passedsuccessfully

Passedsuccessfully

InitialTraining

S/E RatingTraining

Rated

DevelopmentalTraining

EntryLevel

Upgrade ornew location

4.1.34.1.4

ContinuationTraining

CompetenceAssessment

4.1.1

4.1.24.1.34.1.44.1.7

4.1.54.1.64.1.7

Failed due to gapsin Initial Training

Failed due togaps in S/ERating Training

Change dueto careerdevelopment

Passedsuccessfully

Passedsuccessfully

InitialTraining

S/E RatingTraining

Rated

DevelopmentalTraining

EntryLevel

Upgrade ornew location

4.1.34.1.4

ContinuationTraining

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4.1.2 Rated ATSEP achieving addi tional competences in same stream

In this context, the ATSEP is alreadycompetent in at least one of the ratings of aparticular stream and wishes to acquireadditional rating/s. Since the additionalrating/s are in the same stream, the ATSEPdoes not need to re-enter Initial Training,but rather, proceeds directly to the S/ERating training.

On successful completion of this trainingand the associated competence

assessment requirements, the ATSEPachieves additional rating competences.

In training progression terms, this is alsoconsidered as part of Conversion Trainingi.e. Training designed to provide knowledgeand skills appropriate to a change indomain (new stream or new S/E rating),

4.1.3 Rated ATSEP achieving addi tional (replacement) competences in same stream,due to introduction of new or upgraded system/equipment

In this context, the ATSEP is alreadycompetent in a particular rating, but due tothe introduction of new systems/equipment(more typical), or an upgrade that isconsidered sizeable enough to merit theachievement of a new rating (less typical), isrequired to re-enter S/E Rating training.

On successful completion of this training andthe associated competence assessmentrequirements, the ATSEP achieves the

additional rating competences. Usually, thisnew competence, replaces the oldercompetence.

In training progression terms, this is alsoconsidered as part of Conversion Trainingi.e. Training designed to provide knowledgeand skills appropriate to a change in system (system upgrade or change).

There are also many instances of systemupgrades that do not require the issue of a

new rating. Often in these situations, theATSEP requires very little, and sometimes

OR

InitialTrg

S/ERating

CompAss

Rated

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no additional training to manage the upgradeand therefore would not be part of S/ERating training. This is indicated by thedashed red line in the diagram to the right.

4.1.4 Rated ATSEP achieving addi tional competences in same stream, due to newlocation

In this context, the ATSEP is alreadycompetent in a particular rating, but due toeither the ATSEP moving to a new location,or a system/equipment moving to a newlocation, the ATSEP may need to re-enterS/E Rating training.

On successful completion of the appropriatetraining and the associated competence

assessment requirements, the ATSEPachieves the additional rating competences.

In training progression terms, this is alsoconsidered as part of Conversion Trainingi.e. Training designed to provide knowledgeand skills appropriate to a change in ,environment (new procedures, newlocation) or

Note: - This context is not always applied inthe same way, in all ANSPs. Some ANSPshave elected to issue a Rating based on thesystem/equipment only and then provide anadditional endorsement for the location. Inthis instance, a change in location wouldresult in training to familiarise with the locationand would be considered as conversiontraining, but not necessarily S/E Ratingtraining because the end result is not theissue of a new rating competence.

4.1.5 Rated ATSEP achieving addi tional competences in same domain, but in newstream

In this context, the ATSEP is alreadycompetent in at least one rating of aparticular stream and wishes to acquireadditional rating/s, in the same domain, butin a different stream. Since the additionalrating is in a different stream, the ATSEP willfirst need to successfully complete, as aminimum, those elements of QualificationTraining that relate specifically to the newstream, that were not covered at any othertime during the ATSEPs previous training.

OR

InitialTrg

S/ERating

CompAss

Rated

Dev Trg

EntryLevel

Cont Trg

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S/ERating

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Dev Trg

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Once this is achieved, the ATSEP proceedsto the S/E Rating Training phase.

On successful completion of this training and the associated competence assessmentrequirements, the ATSEP achieves additional rating competences in the new stream.

In training progression terms, this is also considered as part of Conversion Training,i.e. Training designed to provide knowledge and skills appropriate to a change indomain (new stream or new S/E rating),

4.1.6 Rated ATSEP achieving addit ional competences in new domain

In this context, the ATSEP is alreadycompetent in at least one rating in onestream of a domain, and wishes to acquireadditional rating/s in a new domain andstream. Since the additional rating/s is in a

different domain, the ATSEP will first need tocomplete, as a minimum, those elements ofQualification Training that relate specificallyto the new domain and at least one newstream that were not covered at any othertime during the ATSEPs previous training.Once this is achieved, the ATSEP proceedsto the S/E Rating Training phase.

On successful completion of this training andthe associated competence assessmentrequirements, the ATSEP achievesadditional rating competences in the newdomain and stream. As a flow diagram, thiswould be the same as the context above.

In training progression terms, this is alsoconsidered as part of Conversion Training,i.e. Training designed to provide knowledgeand skills appropriate to a change indomain(new stream or new S/E rating),

4.1.7 Learner or rated ATSEP has failed to achieve or lost a rating competence

In this context, a learner ATSEP has completedthe competence assessment for a particularrating, but has failed to achieve the requiredcompetence, or a rated ATSEP losescompetence for a particular rating. In thisinstance, the ATSEP re-enters S/E RatingTraining with the aim of acquiring or re-acquiring the skills needed to achievecompetence.

When a loss of competence has occurred, theATSEP may return to S/E Rating Training as ameans to regaining competence. Alternatively,

Initial

Trg

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Rating

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it may be necessary to re-enter a part of theQualification or Basic training first. This isdependent on the reason for the loss ofcompetence in the first place.

Note: - Not all instances where an ATSEP loses competence are corrected byreturning to one of the training phases. Sometimes, the deficiencies are connected toother issues which will have non-training related solutions, e.g. social/domesticproblems, temporary loss of medical fitness if this is required within a nationalscheme (including psychological concerns), where skills/knowledge are satisfactorybut ATSEP nonetheless fails to comply with procedures,

For the sake of simplicity and clarity, the above contexts for S/E Rating Training describedsituations where one rating is being achieved. In practice, an ATSEP may undertake trainingfor more than one rating competence at the same time.

In the same manner, the training designer would benefit from structuring the plans andtraining materials to flexibly meet the needs of more than one training context. Materials fromone context may be reused in a different context with little or no requirement to makemodifications.

4.2 Entry Level for S/E Rating Training

S/E Rating training starts when the learner engages in any training activity, other than InitialTraining, that prepares him/her to undertake competence assessment for a particularsystem/equipment rating.

For learners who are undertaking S/E Rating training to achieve their first competence, theminimum entry level is successful achievement of the objectives contained within therelevant Initial Training stream.

The ATSEP CCC Initial Training describes the minimum training requirement in eachstream. Some organisations may elect to provide far more training, during the Initial Trainingphase than the minimum requirement (e.g. increased and/or higher level of practical training,broader theoretical training). In this instance, the successful learner will finish Initial Trainingwith a higher level of knowledge and/or practical skills than the minimum. The effect of thiswill be to shorten the time or number of training activities that the learner undertakes duringS/E Rating training. However, the final competence requirement of the learner does not

change, irrespective of how the Initial Training and S/E Rating Training activities arestructured and conducted.

When a learner is undertaking S/E Rating training to achieve additional rating/s in a newstream or alternatively, a new domain and stream, the minimum entry level remainssuccessful completion of the objectives contained within the relevant Initial Training stream.

In some instances, usually associated with a change of domain, there will be a need for alearner to complete a significant number of objectives from the Initial Training, before startingthe S/E Rating training. In other instances, usually associated with the same domain but achange in stream, the learner will need to complete a much smaller number of Initial Trainingobjectives before beginning the S/E Rating training.

ANSPs often recruit ATSEPs from outside of their organisation. Typically, these ATSEPs arealready qualified and experienced in the particular domain and stream for which they have


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been recruited. Due to many and varied circumstances, these ATSEPs may not haveundertaken the CCC Initial Training. ANSPs, may need to assess if any additional trainingderived from the Initial Training is needed in addition to the S/E Rating training.

5. Designing or planning S/E Rating Training

5.1 Determining the Competence Criteria

Training makes a significant contribution towards the achievement of competence, however,it is not the only element that is required when assessing an individuals overall competencefor a particular S/E Rating. Factors such as experience, medical fitness and attitude alsocontribute towards competence. This section is focussed on the contribution of training inachieving competence, although at times will refer to the broader context of competencemanagement.

Competence criteria for S/E Ratings are typically established as part of the CompetenceManagement System of an organisation. S/E Ratings and their associated competencecriteria can be configured in many different ways to support the organisations operationalrequirements and the descriptions of ATSEP roles. Some organisations may refer to thesecompetence criteria as performance and/or competence requirements.

Examples of different configurations

Organisations A , B, C and D all have the same type of ILS (i.e. same brand).

In organisation A, they have chosen to have one rating that covers all levels of maintenance tasks (A, B and C)for that ILS. The rating is valid for all ILS (of the same type) within the area of responsibility of organisation A.

In organisation B they have chosen to have one rating that covers level A maintenance tasks and another ratingcovering level B and C maintenance tasks. Both rating types are valid for all ILS of the same type within the areaof responsibility of organisation B.

In organisation C they have chosen to have separate ratings for each sub-system of the ILS (Glide path,Localiser, Antennas etc.). Each rating covers all levels of maintenance tasks (A, B and C) for that sub-systemand is valid for all sub-systems of the same type within the area of responsibility of organisation C.

In organisation D, ratings are constrained by association with the ILS geographical location. Each rating covers all

levels of maintenance tasks (A, B and C) for the ILS and is valid only at a specific site.

Ultimately, the organisation should have a list of the S/E Ratings recognised and requiredwithin their operational environment. Attached to these S/E Ratings should be a list of criteriato be met in order to achieve the Rating. Part of these criteria will be a set of tasks and/orsub-tasks that the ATSEP must be able to perform competently. These tasks are to beappropriate for the level of maintenance task (A, B or C) associated with the Rating.

Once the set of tasks has been defined for a S/E Rating, personnel responsible for the S/ERating training carry out a training gap analysis to determine what training will be necessaryto bring the learner to the point where they are able to perform the tasks reliably and acompetence assessment can be conducted.


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5.2 Training gap analysis

The training gap is the difference between the knowledge/skills the learner currentlypossesses and the knowledge/skills they will need to achieve competence for a particularS/E Rating.

There are many general documents available on how to conduct a training gap analysis,therefore this section will be limited to considerations that are related directly to the ATSEPenvironment and the progression of ATSEP training.

A training gap analysis may be conducted to accommodate the development of astandardised training scheme for ATSEPs i.e. the scheme that would be implemented for themajority of ATSEP learners since they are following a predictable, predetermined trainingpath. Alternatively, a training gap analysis may be conducted to accommodate the training ofan individual ATSEP (or ATSEP learner) who starts with a unique skill set and/or level ofexperience. (e.g. very experienced communications engineer who has very little knowledgeof the ATM environment.)

It is recommended that the training gap analysis be conducted by experts who, variously,have expertise in the Initial Training scheme, the S/E Rating training scheme and operations(including responsibilities within the operational environment).

A training gap analysis is an activity that requires a clear understanding of the ATSEPscurrent knowledge and skill level. In the case of a learner ATSEP who is progressing throughthe phases of ATSEP training (i.e. Basic plus at least one of the Qualification streams plus atleast one S/E Rating), it is important to understand the structure and level of detail that wastaught during Initial Training. If the EUROCONTROL Specification for ATSEP CommonCore Content Initial Trainingwas used as the basis for initial training, then the followingcourse implementation issues should be understood prior to starting the training gapanalysis

How the Qualification streams or stream combinations match and support theorganisations defined S/E Ratings

Which level 3 objectives (using the verb Appreciate) were taught practicallyand which were taught either theoretically or generically

Which level 3 or higher objectives were taught using generic or representativesystems and/or equipment and which were taught using highly realisticsystems/equipment

Which objectives were taught to a level that was higher than the stated CCCtaxonomy level

Was any of the practical training conducted on systems/equipment that willform part of the final S/E Rating that will be achieved by the learner ATSEP

What additional (possibly national or site specific) objectives were added tothe Initial Training

Which of the optional content items were selected and included in the training

On completion of the training gap analysis, the organisation should have a clear record of thestarting point (in terms of knowledge and skills) of the learners, plus sets of Rating-specificperformance objectives which will need to be realised during the S/E Rating training.


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5.3 Designing the training

The training developers are now in position to design both the overall S/E Rating TrainingPlan and the training syllabi for the various S/E Ratings. Prior to starting the design work, thefollowing information should be available:

Results of the training gap analysis

Permanently available resources (courses, people, systems/equipment andfacilities)

Variable resources (usually people, but also equipment and facilities)

Documentation governing the training

Documentation required to support the training

Development budget

Timescales (e.g. restrictions on completion dates, duration and schedulingparameters)

Timing restrictions (e.g. no training over weekends, limits on the number ofhours training /day, availability of manufacturer courses)

Should an organisation have multiple Ratings with training elements that occur in more thanone Rating, this would be an appropriate opportunity to consider modularising the trainingmaterials and/or activities.

5.4 Sequencing/scheduling training events

Sequencing of training events taking into account

Best pedagogic sequence for acquiring skills

Availability of OJTIs, OJMs and internal non-operational instructors (can beinfluenced by time of year e.g. summer holidays, winter weather conditions,public holidays, weekends, level of expertise required)

Availability of courses/parts of courses which are conducted by a supplier

Type of training methods being used (e.g. elearning activities are flexible butmust be factored into sequence, hands-on requires availability of instructionalstaff and systems/equipment, )

Availability of systems/equipment

Other work commitments (e.g. learner is acquiring second rating but stillneeds to continue operational duties on first rating)

Operational demand for particular ratings (i.e. due to operational requirementsthere may be a higher priority placed on getting some learner ATSEPs ratedthan others)


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NSA notification and approval requirements

Project timelines

6. Documentation

6.1 Documents that govern the training

Prior to developing the S/E Rating Training scheme it is vital that the designers are fullyaware of all the documents that have a governing influence on the training. Thesedocuments may include amongst others -

International, European and national documentation (e.g. ESARR5, Reg 2096)

Organisational policy manuals or handbooks

Local handbooks that describe specific processes and procedures for a site

6.2 Documents that support the training

There are two sets of documents that are needed to support the S/E Rating Trainingscheme

Course documentation (e.g. description of the activities that need to be undertakenprior to a learner undertaking competence assessment, training plans)

Teaching material (e.g. manufacturers documentation, maintenance manuals)

6.3 Documents that provide evidence of the training

Documentation is needed to provide evidence of the conduct of training courses and theoutcome of that training -

Organisational documentation (e.g. record of instructional staff and theirpast/current qualifications/ratings, training sequence/pre-requisites)

Documentation for tracking learners progress and outcome of assessments

Records that document the conduct of a course

Equipment used to conduct the training

7. Interaction with the NSA

Prior to developing any S/E Rating training scheme, course designers and ATSEP trainingmanagers should be familiar with the rules and regulations applicable within their nationalenvironment, especially as it relates to the training schemes.


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ANS providers must be aware of the requirements placed on them by the regulator (throughEuropean and National regulations) when developing, conducting and sourcing trainingcourses for S/E Ratings. These requirements may include

Approval of the competence scheme and training policy prior to their introduction

Implicit approval of S/E Rating training methods, processes and evidence via anANSP SMS

Providing the evidence of competence (i.e. no need to provide any training relateddetails)

Provision of processes for updating and/or amending competence schemes andtraining-related programmes

It may be useful to consult with internal safety management and/or compliance departments(if available) at the beginning of the process to develop ATSEP training, to explore the

possibility of making use of already established mechanisms. One of these establishedmechanisms can be the way in which information is provided to the NSA (e.g. mapping tools,remote access database).

When communicating with the NSA it is beneficial to establish a common understanding ofthe terminology that is being used to describe and define the ATSEP training.


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REFERENCES

COMMISSION REGULATION (EC) No 2096/2005 of 20 December 2005 laying down

common requirements for the provision of air navigation services

EUROCONTROL Safety Regulation Commission (SRC) (2002). EUROCONTROLSafety Regulatory Requirements (ESARR) ESARR5: ATM Services Personnel. Ed.2.0. Brussels: EUROCONTROL.

EUROCONTROL Specification for Air Traffic Safety Electronics Personnel CommonCore Content Initial Training. (EUROCONTROL-SPEC-132). Ed.1.0. 27.08.2009

EUROCONTROL Guidance on ATSEP Training Progression and Concepts Ed. 1.0. :EUROCONTROL.

ICAO Doc 7192-AN/857 Part E-2 Air Traffic Safety Electronics Personnel TrainingManual. August 2009.


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CONTRIBUTORS

ATM Technical Staff Task Force (ATM TS TF)

CHAIRPERSON

Ms Ashley Lauryssen EUROCONTROL

MEMBERS

Mr Thomas BIERWAGEN Germany, DFSMs Teresa BOURBOULI Greece, HCAAMr Vincent CHENU France, DSNAMr John FIELDING UK, NATS

Mr Peter FIELDING UK, NATSMr Robert HORAK Austria, AustrocontrolMs Olga KRAVCHENKO Ukraine, UkSATSEMr Nicolas MARTIN Spain, AenaMr Thomas OSTER EUROCONTROL DCMACMr Dario SIMUNOVIC Croatia, CrocontrolMr Terry SMITH UK, CAA SRGMs Elisabeth STEINMANN Switzerland, SkyguideMr Philippe TICHADELLE-JUE France, ENACMr Dany VAN DER BIEST Belgium, BelgocontrolMr Wolf ZABEL Switzerland, Skyguide


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APPENDIX 1 ABBREVIATIONS AND ACRONYMS

For the purposes of this document the following abbreviations and acronyms shall apply:

ANSP Air Navigation Service Provider

ATM Air Traffic Management

ATSEP Air Traffic Safety Electronics Personnel

CCC Common Core Content

EASA European Aviation Safety Agency

EC European Commission

ESARR EUROCONTROL Safety Regulatory Requirement

ICAO International Civil Aviation Organisation

ILS Instrument Landing System

NSA National Supervisory Authority

S/E System/Equipment

TRG Training


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APPENDIX 2 DEFINITIONS

Level-rated tasksrepresent the categorisation by complexity, knowledge, skills andoperational impact. Three categories will usually suffice but could be further sub-divided forhighly complex or diverse systems:

Level A tasks: Level A maintenance tasks are primarily associated withimmediate service restoration or reconfiguration (front-panel level). They areappropriate for staff that has been trained to understand the elements ofequipment or system, their interrelationships and functional purpose, but doesnot require an in-depth knowledge of these elements.

Level B tasks: Level B maintenance tasks involve in-depth fault analysis at thesystem/equipment level (functional level). They are usually carried out by staffthat has been trained for the more complicated maintenance tasks on theequipment/system.

Level C tasks:Level C maintenance tasks involve the detailed diagnosis of asoftware problem, of a faulty Line Replacement Unit (LRU), Printed Circuit Board(PCB) or module (component level). They usually require the use of automatedtest equipment at a suitable location and are usually carried out by staff that hasbeen trained in detailed fault diagnosis and repair techniques.


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EUROCONTROL

European Organisation for the Safety of Air Navigation

(EUROCONTROL) 2010

This document is published by EUROCONTROL for information purposes.

It may be copied in whole or in part, provided that EUROCONTROL is

mentioned as the source and it is not used for commercial purposes(i.e. for financial gain). The information in this document may not be modified

without prior written permission from EUROCONTROL.