AM 65-22 

PROBLEMS IN AIR TRAFFIC MANAGEMENT 

VII. J oh and Training Performance of Air Traffic Control SpecialistsMeasurement, Structure, and Prediction 

David K. Trites, Ph. D. 

M. Clinton Miller, Ph. D. 

Bart B. Cobb, M.S. 

Approved by 

STANLEY R. MOHLER, M.D. 

DIRECTOR, CARl 

July 1965 

FEDERAL AVIATION AGENCY 

Office of Aviation Medicine 

Civil Aeromedical Research Institute 

Oklahoma City, Oklahoma 

Released by 

M. S. WmTE, M.D. 

FEDERAL Am SURGEON 
ACKNOWLEDGMENTS 

Much of the statistical work described in this report was performed under 

Contract F Aj AC-4-'730 between the Civil Aeromedical Research Institute and 

the Biostatistical Unit, University of Oklahoma Medical Center, Oklahoma 

City. The authors wish to express their gratitude for ·the patience and perseverance of Mrs. Carolyne Wall during the preparation of this paper. 

Opinions or conclusions contained in this report are those of the <authors. 

They are not to be construed ·as necessarily reflecting the views or endorsement of the Federal Aviation A~ncy. 

Qualified requestors may obtain Aviation Medical Reports from Defense Documentation 

Center. The general public may purchase from Clearinghouse for Federal Scientific 

and Technical Information, U.S. Dept. of Commerce, Springfield, Va. 22151. 
PROBLEMS IN AIR TRAFFIC J\1ANAGEMENT 

VII. Job and Training Performance of Air Traffic Cm~trol 

Specialists-Measurement, Structure, and Prediction 

I. Introduction. 

In earlier reports in this series/• 2 • 5-8, 12 it has 

been shown that aptitude tests, previous experience directly relevant to the control of air traffic, 

and chronological age at entry into training are 

related to training and job performance of Air 

Traffic Control Specialists (ATCS) !n the Federal Aviation Agency (FAA). Other studies have 

examined more specifically the characteristics of 

older ATCS trainess that may account for their 

poorer performance and have investigated the 

possibility that different aptitudes may be required of individuals in the three ATC subspedalrties: Terminal (Tower) traffic control, Air 

Route (Enroute) traffic control, and Flight Service Station (FSS) activities. 

This seventh, and perhaps final, report describes analyses of the training and job-criterion 

measures used to assess the performance of ATCS. 

The investigation was undertaken with the expectation that it would be possible to identify 

more precisely what course grades, training instructors, and job supervisors were actually evaluating when they rated ATCS personnel. 

II. Method. 

A. Samples.-Five different samples of ATCS 

trainees were used in the various phases of the 

research. These represented the three types of 

ATCS trainees and are described in Table 1. 

Because of known differences in demographic 

characteristics and training and job activities, the 

subspecialties have been investigated separately. 

The two samples within each of the Enroute 

and Terminal groups are accounted for by differences in the aptitude tests administered· experimentally before the start of ATCS training and 

TABLE 1. Descriptions of Samples of ATCS Trainees. 

Sample Identification Description 

Enroute Sample 1 (E-1) 

Enroute Sample 2 (E-2) 

Terminal Sample 1 (T-1) 

Terminal Sample 2 (T-2) 

Enroute course trainees entering training in September 1960 through July 1961. 

Enroute course trainees entering training in August 1961 through September 1962. 

Terminal course trainees entering training in September 1960 through July 1961. 

Terminal course trainees entering training in August 1961 through March 1963. Includes 

three trainees selected for training by aptitude tests. 

Flight Service Station 

Sample (FSS) 

Flight Service Station course trainees entering training in September 1962 through March 

1963. Includes 20 trainees selected for training by aptitude tests. 

by some minor differences in training criteria. 

To facilitate other analyses, they have been 

kept separate. With the exceptions described in 

Table 1, none of the individuals in these samples 

was selected for training by aptitude tests. Instead, they were selected because of previous jobrelevant experience. 

1 

B. Training Oriteria.-Descriptions o'f the training-performance measures that were studied and 

the samples for which they were available are 

contained in Table 2. The 24 criteria can be 

grouped into three types of measures: (1) those 

assessing academic performance in the training 

courses based upon formal written examinations; 

/ 
TABLE 2. Descriptions of Training Criteria. 

Criteria and Sample Description 

± Personality Rating 

(Samples: E-1, E-2, T-1, T-2) 

Subjective Personality Rating 

(Samples : E-1, E-2, T-1, T-2) 

Pass-F'ail in Training 

(Samples: All) 

Supplementary Instructor Rating 

(Samples: E-2, T-2, FSS) 

Reservation-No Reservation 

(Samples : E-2, T-2, FSS) 

Seven Intermediate Academic 

Grades (Samples: All) 

Seven Final Academic Grades 

( Samples : All) 

Strip-Writing Lab Grade 

(Samples: E-1, E-2) 

Normalized 9-point score based upon the number of negative statements made about 

a trainee by his instructors on the FAA Academy's Final Evaluation Form. 

Available only for Pass trainees. 

Normalized 9-point score based upon the subjective evaluations by psychologists 

of the meaning of the statements made about a trainee by his instructors on the 

FAA Academy's Final Evaluation Form. Available only for Pass trainees. 

Those trainees successfully completing the ATCS course were considered as Pass; 

those unsuccessful as Fail. 

Based upon completion by instructors of a rating form similar to that used for 

job-performance ratings. Usually completed by only one instructor and not 

available for many classes. Available only for Pass trainees. 

A dichotomous variable representing psychologists' opinion as to whether the instructor had a definite reservation about a trainee's potential to succeed in ATCS 

work. Available only for Pass trainees. 

At approximately the fourth week of the ATCS course students were given a set 

of seven academic examinations covering the areas of (1) Air Traffic Rules, 

(2) Airport Traffic Control Procedures, (3) Air Route Traffic Control Procedures, 

.(4) Communications Procedures, (5) Flight Assistance Procedures, (6) Air Navigation Aids, and (7) Weather. 

At the end of the ATCS training course, students were given final examinations 

in the same seven areas covered by the Intermediate Grades. This set of final 

examinations constituted the Air Traffic Specialist Certification Examination. 

Final laboratory grade based upon strip-writing performance. For Enroute course 

only. 

A-Position (Assistant ATCS) Lab Final laboratory grade based upon performance in the assistant-controller position. 

Grade (Samples: E-1, E-2) For Enroute course only. · 

D-Position (ATCS) Lab Grade 

( Samples : E-1, E-2) 

Final laboratory grade based upon performance in the controller position. For 

Enroute course only. 

Final Lab Grade 

(Samples: T-1, T-2, FSS) 

In the Terminal and FSS courses, only one final grade was given reftecting all 

aspects of laboratory performance. 

Retakes 

(Samples : All) 

Under certain circumstances, a trainee was permitted to "Retake" an academic 

examination he had failed previously. This variable is the number of such retakes 

listed for each trainee. 

( 2) those ::.ssessing performance in the training 

laboratories based upon instructors' observations; 

and ( 3) those reflecting the instructors' more 

subjective opinions of a trainee's performance, 

potential, and adjustment. 

C. Job Criteria.-Descriptions of the job-performance measures that were studied and the samples 

for which they were available are contained in 

Table 3. At the time this research was undertaken, job-performance evaluations were available for only former Enroute and Terminal 

trainees. For some of these individuals, ratings 

had been obtained upon several different occasions. Intensive analyses were made only of the 

evaluations collected from job supervisors approximately 10 to 12 months after the ATCS 

2 

had completed training at the FAA Academy, 

Oklahoma City. The more recent evaluations of 

these individuals were included in the study in 

summary form and provided one basis for estimating the reliability of the ratings. In most 

instances, ratings of a former trainee were made 

by four of his supervisors, as requested. Very 

few ATCS were rated by only one supervisor. 

D. Other Variables.-TaNe 4 contains descriptions of aptitude-test composite scores, demographic characteristics, ·and combinations of certain training criteria whose values as predictors 

of the job-performance measures were examined. 

The table also contains descriptions of the several 

job-performance summary measures previously 

mentioned. 
TABLE 3. Descriptions of Job-Performance Criteria. 

Criterion Description 

1. Steady attention to work and conduct. 

2. Ability to organize and make most effective use of time, equipFor Items 1 through 14 in this table, job 

supervisors were asked to rate the individual as Excellent, Very Good, Good, Fair, 

or Unsatisfactory. For data processing, 

ratings given to each item were coded 4 

through 0, respectively. Only ratings of 

ATCS still with the FAA were included in 

the analyses. 

ment, and information currently available. 

3. Demonstrated attitude and character. 

4. Rate of continued improvement. 

5. Abilit~ to understand and apply controller procedures. 

6. Abllity to make decisions required by his position. 

7, Display of good judgment. 

8. Emotional stability under pressure. 

9. Demonstrated aptitude for air traffic control activities. 

10. Potential. for continued emotional stability in air traffic control 

activities. 

11. Ability to get along well with others. 

12. Abiiity to work cooperatively with others. 

18. Present performance of OJT duties (complete onry for trainees). 

14. Potential ability to perform journeyman duties (complete only 

for trainees) . 

15. Do controller activities of this individual ever have undesirable 

effect on air traffic safety? Yes- No. 

This item was coded as 1 if one or more of an 

individual's supervisors answered Yes; 

otherwise coded as 2. 

16. If you were a facility chief, would you want this individual on This item was coded as 1 if one or more of 

an individual's supervisors answered No ; 

otherwise coded as 2. 

your staff as an active controller? Yes - No. 

III. Statistical Procedures. 

A. Factor Analyses.-Using an IBM electronic 

computer, the intercorrelation matrices of the 

training- and job-criterion variables, separately, 

were subjected to a principal-component :fiactor 

analysis 4 for each sample, separately. Thus, five 

factor analyses were computed for the training 

criteria and four factor analyses for the job 

criteriR. Communalities were estimated by using 

the'· highest correlation coefficient in each column 

of the correlation matrix. Factors were extracted 

until 100% of the communalities had been accounted for. The factoring of each correlation 

matrix was reiterated until the factor loadings 

and the percentage of the communalities accounted for by each factor had stabilized. 

B. Factor Rotations.-Upon completion of factoring, the factor matrix was rotated using the varimax procedure.3 No attempt was made to adjust 

the rotated loadings graphically. 

C. Factor Scoring.-Several methods of deriving 

3 

factor scores were compared empirically. The 

one finally selected involved the weighting of the 

criterion variables with the largest loadings on a 

factor by integer weights and summing the 

weighted values.13 Weights of 2, 3, or 4 were 

selected to approximate the inverse of the standard deviation of each variable entering into a 

factor score. 

IV. Results. 

The results of the analyses are presented in 

three parts : ( 1) structure of the trainingcriterion measures; (2) structure of the jobcriterion measures; and (3) prediction of the 

job-criterion measures by training-criterion measures, aptitude tests, and demographic characteristics of the trainees. · In Table 5; the means 

and standard deviations are given for the most 

important variables in the study. These statistics 

are based upon the maximum amount of data 

available for each of the three ATCS speoi•alties, 

disregarding samples. 
TABLE 4. Descriptions of Aptitude-Test Composite Scores, Demographic Variables, and Combinations of Training- and 

Job-Performance Criteria. 

Variable and Abbreviation 

Civil Service Commission Aptitude-Test 

Composite Score (CSC Test) 

Commercial Aptitude-Test Composite 

Score ( Comm Test) 

Age 

Education (Educ) 

Sum of Air-Traffic Experience 

(~AT) 

Sum of Communications Experience 

(~Com) 

Academic Grade Average (Acad) 

Laboratory Grade Average (Lab) 

Academic + Laboratory Grade 

1(Acad + Lab) 

First Supervisory Rating Average 

(1-Super) 

Most Recent Supervisory Rating 

Average ( 2, 3, 4-Super) 

First Answer to Item 15 ( 1-Item 15) 

Most Recent Answers to Item 15 

(2, 3, 4-Item 15) 

First Answer to Item 16 

(l-Item 16) 

Most Recent Answers to Item 16 

(2, 3, 4-Item 16) 

Separated-Not Separated from the 

FAA (Sep-Not Sep) 

Description 

A composite score obtained by weighting and adding the scores on individual tests of numerical ability, nonverbal abstract reasoning, letter 

sequence (a type of nonverbal abstract reasoning), spatial patterns, 

air traffic problems, and oral direction following. Other forms of these 

tests are currently being used to select all new ATCS trainees. 

A composite score obtained by weighting and adding the scores on individual tests of numerical ability, nonverbal abstract reasoning, space 

relations, nonverbal analogies, and air traffic problems. 

Chronological age to nearest birthday on date of entry into training. 

A coded variable with a range from 1 to 9, with 1 representing less than a 

high-school graduate and 9 representing six or more years of college. 

A coded variable with a range from 1 to 9, with 1 representing no experience and 9 representing 16 years or more experience of the following 

types : VFR Tower, Approach Control Tower, Radar Approach Control 

Tower, Center, Ground Controlled Approach, and Radar Approach Control Center. 

A coded variable with a range from 1 to 9, with 1 representing no experience and 9 representing 16 years or more experience of the following 

types: Station, Ground to Air Communications, and Point to Point 

Communications. 

An average of the seven intermediate and seven final academic grades 

described in Table 2. 

For Enroute trainees, the average of the three lab grades described in 

Table 2. For Terminal and FSS trainees, the Final Lab Grade described 

in Table 2. 

An average of the Academic Grade Average plus the Laboratory Grade 

Average. 

An average of the first available supervisory ratings of Items 1-14 

described in Table 3. 

An average of the most recent supervisory ratings of Items 1-14 described 

in Table 3. Depending upon the sample, ratings were made either 2, 3, 

or 4 years after completion of ATCS training. 

First available answers to Item 15 described in Table 3. 

Most recent answers to Item 15 described in Table 3. 

First available answers to Item 16 described in Table 3. 

Most recent answers to Item 16 described in Table 3. 

A classification of an individual as being with the FAA based upon the 

most recent information. Individuals for whom no information was 

available were not classified as either Separated or Not Separated. 

A. Training-Criterion Struoture.-From. the five 

:factor analyses, five interpretable :factors were 

identified. Each of the five factors was clearly 

recognizable in at least three of the analyses. 

Table 6 c~ntains the average of the rotated factor 

loadings from the analyses in which the factors 

occurred and specification of the variables that 

identify the factors. 

The Pass-Fail status of the trainees also had its 

highest loading on this :factor. 

.2. Factor II. Instructor Evaluation A: Although all four of the instructor evaluations had 

significant loadings on this factor, it was most 

clearly defined by the + and Subjective Personality Rating variables. 

3. Factor III. Intermediate Academic Performance : The seven intermediate academic examinations tended to cluster on this factor. As 

the loadings on Factor IV indicate, however, 

1. Factor I. Laboratory Performance : This 

factor was heavily loaded on the criteria representing performance in the training laboratories. 

4 
TABLE 5. Means and Standard Deviations Based upon Maximum Amount of Data Available for Each Variable. 

Enroute Terminal FSS 

Variables 

Mean S.D. N Mean S.D. N Mean S.D. N 

Age ______________ 28.56 6.50 984 28.07 5.83 575 31.73 7.69 139 

1-Super ___________ 2.54 • 51 577 2.61 . 56 403 ---------- ---------- -------- 2,3,4,-Super _______ 2.74 . 51 371 2.77 . 52 248 ---------- ---------- -------- Sep-Not Sep ______ 1. 74 .43 672 1. 84 . 36 466 ---------- ---------- -------- Halo _____________ 101.22 21.84 489 101.98 25.68 349 ---------- ---------- --------- IPO ________ ----- _ 25.67 4.98 589 25.88 5.77 421 ---------- ---------- -------- JQ _______________ 15.56 3.30 589 15.19 3.54 421 ---------- ---------- -------- J Pot _____________ 9.83 2.73 492 10.40 2.95 343 ---------- ---------- -------- J Per _____________ 7.38 3.47 585 7.57 4.07 414 ---------- ---------- -------- Emot ____________ 14. 71• 3.54 589 15.07 4.02 421 ---------- ----------- -------- l-Item 15 _________ 1. 84 . 36 575 1. 81 • 39 403 ---------- ---------- -------- l-Item 16 _________ 1. 20 .40 575 1.19 . 39 403 ---------- ---------- -------- 2,3,4-Item 15 ______ 1. 84 .38 371 1. 87 . 34 248 ---------- ---------- -------- 2,3,4-Item 16 ______ 1. 19 . 39 371 1. 18 . 39 248 ---------- ---------- -------- Obj Pers __________ 5.02 1. 90 629 5.01 1. 74 374 ---------- ---------- -------- Supp _____________ 2.54 . 56 188 2.53 • 58 172 22.81 8.23 63 

Reser __________ - _ 1.71 .45 307 1. 73 .44 245 1. 78 . 41 114 

Acad _____________ 83.30 7.24 983 85.86 6.73 575 84.41 6.88 139 Lab ______________ 78.50 12.36 963 78.42 9.41 560 85.17 6.26 127 

Acad+Lab _______ 80.81 8.94 980 81.99 7.64 575 84.22 6.74 139 

CSC Test _________ 189.43 37.54 395 193.24 39.04 306 189.55 46.61 103 

Comm Test_ ______ 1702.15 359.98 838 1723.61 36.17 395 ---------- ---------- -------- Educ _____ , _______ 2.83 1. 51 972 ~AT _____________ 10.86 4.72 986 Com ____________ 4.70 3.30 986 

interm~diate academic performance was not 

clearly differentiated from final academic performance. The Pass-Fail variable had its next 

highest loading on the factor as did the StripWriting Lab Grade for the Enroute trainees. 

This is logical since many of the training failures 

were eliminated as a result of the intermediate 

examinations and the strip-writing grade was 

given at about this time. 

4. Factor IV. Final Academic Performance: 

The seven final academic examinations tended 

to cluster on this factor, but it was clearly not 

independent of Factor III. The number of examination "Retakes" also had its highest loading 

on the factor and the Pass-Fail variable had its 

third highest loading on the factor. 

5. Factor V. Instruction Evaluation B: This 

was best defined by the Supplementary Instructor 

Evaluation and the Reservation-No Reservation 

variable. 

After thorough consideration of the factors and 

276 1. 34 573 3.01 1. 54 138 

12.91 4.72 576 9.77 5.20 139 

4.11 2.60 576 5.86 4.45 139 

5 

their defining variables, it was decided that the 

Laboratory Performance Factor score would be 

estimated by averaging the three lab grades in 

the case of Enroute trainees, and by . the Final 

Lab Grade in the case of Terminal and FSS 

trainees. Since the two personality ratings defining Factor II were based upon the same data, 

the more objective of the two, the + Personality 

Rating, was selected as the vada,ble to estimate 

this factor. As pointed out, the two academicperformance factors were not clearly independent. 

Therefore, an average academic grade based upon 

all 14 examination scores was selected as a single 

estimate of both Factors III and IV. Finally, 

since the Supplementary Instructor Evaluation 

was a continuous variable and the ReservationNo Reservation variable was a dichotomy, each 

variable was retained as a separate estimate of 

Factor V. 

B. Job-Criterion Struoture.-The four-factor 

analyses of the 16 job-performance measures 
Variables 

1-Super _________ 

2, 3, 4-Super _____ 

Sep-N ot Sepa ____ Halo ____________ IPO ____________ JQ ______________ 

J Pot ___________ 

J Per ___________ 

Emot ____ --- ____ 

l-Item 15a _______ 

l-Item 16a _______ 

2, 3, 4-Item 15a __ 

2, 3, 4-Item 16a __ 

TABLE 8. Correlations of Training-Performance Measures with Job-Performance 

Information for Former Enroute Trainees. 

Instructor Based Grades 

Obj Pers Supp Reser. a A cad Lab 

r N r N r N r N r N 

22b 537 33b 176 15• 275 19b 577 29b 577 

12• 370 34b 121 16• 204 08 371 20b 371 

08• 628 -02 188 *11• 307 06 672 16b 672 

23b 454 32b 141 14• 221 2lb 489 32b 489 

18b 548 24b 173 06 271 13b 588 16b 588 

23b 548 24b 173 08 271 22b 588 28b 588 

17b 457 24b 143 14• 224 19b 492 30b 492 

22b 544 3P 172 19b 270 16b 584 28b 584 

20b 548 29b 173 16• 271 15b 588 29b 588 

09• 534 2Ib 174 *09 272 -03 574 10• 574 

2}b 534 22b 174 *15• 272 15b 574 18b 574 

11• 370 11 121 *08 204 09 371 05 371 

16b 370 15 121 *12 204 -02 371 16b 371 

Acad +Lab 

r N 

28b 577 

17b 371 

14b 672 

32b 489 

17b 588 

30b 588 

30b 492 

27b 584 

27b 588 

04 574 

19b 574 

08 371 

08 371 

a Correlations in these rows and columns are point-biserial except for those marked,* which are phi-coefficients. All other correlations are product-moment. Decimal points omitted. 

b Significant at less than 0.01 leveL 

• Significant at less than the 0.05 leveL 

TABLE 9. Correlations of Training-Performance Measures with Job-Performance 

Information for Former Terminal Trainees. 

Instructor Based Grades 

Variables Obj Pers Supp Reser. a A cad Lab 

-

r N r N r N r N r N 

1-Super _-------- 32b 320 24b 157 11 217 3Ib 403 07 403 

2, 3, 4-Super _____ 33b 248 27• 79 22• 120 30b 248 19b 248 

Sep-N ot Sepa ____ 05 374 04 172 14• 245 02 466 00 466 Halo ____________ 3Ib 287 3Ib 121 23b 169 29b 349 07 349 

IPO ___ --------- 30b 338 13 157 02 217 22b 421 03 421 JO ______________ 29b 338 23b 157 10 217 35b 421 09• 421 J Pot ___________ 25b 281 26b 121 23b 169 28b 343 08 343 

J Per __ - - __ - ____ 25b 332 18• 154 14• 213 23b 414 07 414 

Emot_ _ ---- __ --- 25b 338 26b 157 16• 217 25b 421 07 421 

l-Item 15a ---- ___ 26b 320 13 157 *07 217 17b 403 07 403 

l-Item }6a _______ 22b 320 16 157 *16• 217 20b 403 07 403 

2, 3, 4-ltem.15" __ 06 248 00 79 *06 120 02 248 10 248 

2, 3, 4-Item 16" __ 15• 248 10 79 *10 120 15• 248 08 248 

Acad +Lab 

r N 

23b 403 

29b 248 

01 466 

21b 349 

14b 421 

27b 421 

22b 343 

18b 414 

19b 421 

15b 403 

16b 403 

08 248 

14• 248 

a Correlations in these rows imd columns are point-biserial except for those marked,* which are phi-coefficients. All other correlations are product-moment. Decimal points omitted. 

b Significant at less than 0.01 leveL 

• Significant at less than the 0.05 leveL 

8 
2. Prediction of Job Performance by Training Performance: Correlations of the Job Factor 

Scores and the summary job-perfqrmance measures with the training-criterion measures are presented in Table 8 for former Enroute ATCS 

trainees and in Table 9 for former Terminal 

ATCS trainees. Generally, the relationships between job and training performance were higher 

for Terminal than for Enroute ATCS. 

More specifically, training-performance measures based upon instructor evaluations were 

usually better predictors of job performance than 

either academic or laboratory grades. Among 

Terminal ATCS, academic grades were superior 

to laboratory grades in predicting early job performance. For Enroute ATCS, the opposite was 

true: laboratory grades were superior to academic grades as predictors of job performance. 

For both types of ATCS, the relative importance 

of laboratory grades as an index of future job 

performance increased with the length of time 

an ATCS was on the job. This finding illustrates 

well the relevance of ATCS training to later 

job performance, but also emphasizes the differences in skills required for good job performance 

in towers and centers. It suggests that there may 

be less in common between the work requirements of towers and centers than previously 

thought. 

Among the job-factor scores, the Halo Factor 

tended to correlate most highly with the training 

criteria. In every instance but one, either Job 

Orientation, Job Potential, or Job Performance 

had the next highest correlations. 

Surprisingly, in every instance, the correlations 

between the training criteria and the average of 

the supervisory ratings either stayed essentially 

the same or increased as a function of the length 

of time a Terminal ATCS had been in the field; 

i.e., th~ correlations with the earliest supervisory 

ratings usually were lower than the oorrelations 

with the most recent supervisory ratings. For 

Enroute ATOS, this was true only for the Supplementary Instructor Rating and the Reservation-No Reservation criterion. 

It is also interesting to note that relative to 

opinions regarding the effect an ATCS had on 

air safety (Item 15), the supervisors' opinions 

of the desirability (Item 16) of an ATCS were 

more predictable by almost every training-performance measure. This was true of both the 

earliest and the most recent ratings. 

3. Prediction of Job Performance by Demographic Information: Tables 10 and 11 contain 

the correlation of the job criteria with Age, Education, Sum of Air Traffic Experience, and the 

Sum of Communications Experience for former 

Enroute and Terminal trainees. As reported in 

TABLE 10. Correlations of Composite Aptitude-Test Scores and Biographical Data With 

Job-Performance Information for Former Enroute Trainees. 

CSC Test Comm Test Age Educ ~AT ~Com 

Variables 

r N r N r N r N r N r 

1-Super _________ -07 231 08 499 -15b 577 -06 569 12b 577 -12b 

2, 3, 4-Super _____ 07 185 -05 343 -14b 371 -08 363 12• 371 -07 

Sep-N ot Sepa ____ 08 259 01 584 -18b 672 -08• 664 07 672 -02 

Halo ____________ -12 185 11• 424 -19b 489 -07 482 12b 489 -14b 

IPO ____________ -19b 228 02 509 03 588 -04 580 07 588 -08• 

JQ ______________ -07 228 10• 509 -06 588 -02 580 10• 588 -llb 

J Pot ___________ -02 188 11• 427 -24b 492 -07 485 15b 492 -12b 

J Per __________ - -01 227 08 505 -23b 584 -03 576 10• 584 -lib 

Emot ___________ 00 228 09• 509 -19 588 -04 580 11• 588 -09• 

l-Item 15a _______ 00 229 -03 497 -lib 574 -02 566 01 574 -06 

l-Item 16a _____ -- -02 229 06 497 -22b 574 -05 566 08 574 -07 

2, 3, 4-Item 15a __ -06 185 -05 343 -04 371 -02 363 -02 371 -03 

2, 3, 4-Item 16a __ 09 185 -07 343 -09 371 -07 363 07 371 -08 

a Correlations in these rows are point-biserial. All other correlations are product-moment. Decimal points omitted. 

b Significant at less than the 0.01 level. 

c Significant at less t\J.an the 0.05 level. 

9 

N 

577 

371 

672 

489 

588 

588 

492 

584 

588 

574 

574 

371 

371 
TABLE 11. Correlations of Composite Aptitude·Test Scores and Biographical Data With 

Job-Performance Information for Former Terminal Trainees. 

CSC.Test Comm Test Age Educ 2:AT 2:Com 

Variables 

r N r N r N r N r N r N 

1-Super _________ 13 197 10 291 -07 403 -02 401 07 403 00 403 

2, 3, 4-Super _____ 15 114 07 228 -14• 248 -05 247 07 248 -05 248 

Sep-Not Sep"---- 00 222 -01 336 -15 466 -11• 464 -04 466 04 466 

Halo ____________ 24b 155 10 258 -13• 349 -02 347 02 349 -01 349 

IPO ___ - -------- 05 197 01 307 08 421 01 419 -02 421 06 421 

JO _____ --------- 07 197 06 307 05 421 01 419 06 421 00 421 J Pot ___________ 26b 155 10 252 -18b 343 -02 341 11 343 -03 343 

J Per __ - ________ 15• 194 07 302 -18b 414 -03 412 05 414 00 414 Emot ___________ 17• 197 13• 307 -13b 421 -06 419 08 421 -03 421 

l-Item 15"------- 10 197 06 291 -11• 403 -05 401 00 403 05 403 

l-Item 16"------- 14• 197 07 291 -16b 403 -07 401 03 403 -03 403 

2, 3, 4-Item 15" __ -07 114 -14• 228 -14• 

I 

248 -18" 247 02 248 06 248 

2, 3, 4-Item 16" __ 01 114 -08 228 -10 248 -07 247 07 248 02 248 

a Correlations in these rows are point-biserial. All other correlations are product-moment. Decimal points omitted. 

b Significant at less than 0.01 level. 

c Significant at less than the 0.05 level. 

previous studies, 6 • 10• 12 the older the individual 

at entry into training, the less-well he was rated 

by his job supervisors. For both types of ATCS, 

age is the most significant predictor of separation 

from the FAA. This being so, it would be expected that the relationship between the supervisory ratings and age would decrease as time 

passed because of the restriction in range of the 

age variable resulting from the separation of the 

older individuals. The fact that this relationship 

did not significantly diminish with the length of 

time an ATCS was on the job indicates the importance of age in the perceived functioning of 

Terminal and Enroute controllers. 

Education tended to have negative relationships 

with most of the job-performance measures; i.e., 

the more education, the less well an ATCS was 

rated. Since the older individuals tended to have 

more education, however, these negative relationships primarily reflected age. Consequently, it 

may be concluded that education had essentially 

no relationship to job performance. 

Air traffic and communications-experience variables had significant relationships only among the 

Enroute ATCS. The more air traffic experience 

reported by a former Enroute trainee, the higher 

he was rated by his supervisors. In contrast, the 

more communications experience reported, the 

lower the supervisory ratings. 

10 

4. Prediction of Job Performance by Aptitude Tests: Tables 10 and 11 contain the correlations of the job criteria with the esc and 

Commercial aptitude-test composite scores. Once 

again there were differences between the Enroute 

and Terminal ATCS. The CSC-test composite 

score was significantly · correlated with four of 

the six Job Factor Scores in the Terminal ATCS 

group, but the Commercial aptitude-test composite was significantly correlated with only one 

of the Factor Scores. Among the Enroute ATCS, 

the Commercial aptitude-test composite was significantly correlated with four of the Job Factor 

Scores, and the CSC composite score was significantly related to only one of the Job Factor 

Scores and this in a negative direction. 

Although none of the correlations of the CSCtest composite score with either the earliest or the 

most recent average supervisory ratings was statistically significant, the size of the correlations 

did increase as the amount of time in a field facility increased. It may be that aptitudes assessed 

by the tests increase in importance as a man progresses in his career. 

V. Discussion. 

The duplication of the structure of the joband training-performance measures in all of the 

samples studied does not necessarily mean that 
the instructors and supervisors in the three ATCS 

specialties were evaluating the same personal 

characteristics and achievements. It does mean 

that the interrelationships of the variables are 

the same in each specialty, regardless of the basis 

of the ev·aluations. 

Some evidence for a differential behavjoral 

basis of the Enroute and Terminal supervisory 

eva1uations is provided by 'the differences in their 

correlations with the training-performance measures, Jtptitude tests, and biographical data. In 

particular, the differences in the prediction of 

early job performance by Academic and Laboratory grades and the increase in the rel~tive importance of the Laboratory grades as a predictor 

of later job performance suggest a difference in 

the job requirements. The previously reported 

finding 2 that performance in Terminal ATCS 

work seems to involve .a verbal aptitude not required :for Enroute performance also lends support to the hypothesis that there may be differences in required aptitudes and behavior. 

The evaluation of the usefulness of aptitude 

tests for prediction of job performance is left in 

a puzzling state by the results of this study. In 

the case of Terminal job performance, the experimentally administered Civil Service Commission 

aptitude tests significantly predicted the supervisory ratings, whereas for Enroute job performance, the experimentally administered Commercial aptitude tests significantly predicted the 

supervisory ratings, although less effectively than 

prediction of Terminal job performance by the 

CSC tests. The lower level of prediction among 

Enroute ATCS can be parti·ally ·accounted for 

by the lower reliability of the Enroute supervisory ratings, but this still would not account 

:for the differences in prediction by the two groups 

of tests. It may be that differences in test content (even though the tests in the two batteries 

were supposedly measuring essentially the same 

things) reflect differences in job requirements. In 

any event, the results do not contraindicate the 

11 

use of aptitude tests for trainee selection and, 

when considered in conjunction with previous 

studies, 2• 5• s, 12 modestly support their usefulness 

for predioting job performance. Further investigation is obviously. required to resolve this puzzle once and for all. 

The appropriateness of the nonstatistically derived measures of training performance that have 

been used to evaluate the usefulness of aptitude 

tests in earlier research is supported by the statistical analyses of the training measures. The 

three areas of training performance that ·are relatively independent reflect aoa;demic performance, 

laboratory performance, and evaluations, by instructors. These have been the major performance indexes used in developing the Civil Service 

Commission test battery now in use for selection 

of all new ATCS trainees. 

VI. Conclusions. 

In summary, from this study it was ooncluded 

that: (1) job supervisors can make evaluations 

of ATCS job performance that are reliable and 

predictable; (2) the eV'alua;tions of the job performance of Terminal ATCS !!Ire more reliable 

and usually more predictable than the evaluations of Enroute ATCS ; ( 3) job supervisors can 

evaluate different aspects of ATOS job performance, suggesting that improved rating procedures 

might be developed by orienting the procedures 

to the behavioral areas identified in this study; 

( 4) the evaluations of trainees made by the ATCS 

training-course instructors at the FAA Academy 

provide the best single method for predicting 

ATCS job performance; (5) the clusters of training-performance measures resulting from their 

statistical analyses are in essential agreement 

with the nonstatistically derived clusters used in 

earlier research ; and ( 6) 'aptitude tests and demogra;phic characteristics of :former ATCS tminees 

are related to job performance but not at very 

high levels, and, perhaps, in a manner reflecting 

differences in the requirements for Enroute and 

Terminal ATCS job performance. 
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12 

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