Upon arriving at your Regardless of need, do you currently

facility, developmentals have the ability to provide this
must have this skill. training?
% Yes % Yes

During standard ATC scenarios, the
developmental should possess good
technique in, but not limited to:

The developmental should have the

86. Briefed and participated in an interactive
discussion covering various employee
orientation topics, such as conduct and
discipline, employee assistance, pay and
benefits, etc.

. Completed OUT! cc

88. Skills in MS Windows and MS Word to 43
perform such functions as file opening and
closing, editing, formatting, etc.

Developmental Training Summary* 50 46 47 49 73 70 73 73

33 43 54 45 47 50

89. When do you believe RTF training should be completed?

Tower 3 Tower 4 Tower 5 Overall Towers 3-5
% Yes % Yes % Yes % Yes

* Summary scores indicate the percent of “yes” responses calculated for all the items in a category.

B8 ‘¥XU.S. GOVERNMENT PRINTING OFFICE: 1998 - 660-088/60061




DIFFERENTIAL TRAINING NEEDS AND ABILITIES AT AIR TRAFFIC CONTROL
Towers: SHOULD ALL CONTROLLERS BE TRAINED EQUALLY?

Over the next two decades, the Federal Aviation
Administration (FAA) will be required to replace the
bulk of the air traffic control specialist (ATCS)
workforce (Schroeder, Broach, & Farmer, 1997). The
large-scale replacement of controllers will occur within
the context of reduced resources available for selec-
tion, training, and deployment. In addition, the agency
is planning to introduce new air traffic control and
management technologies within the National Air-
space System (NAS), theoretically requiring different
knowledge, skills, and abilities (KSAs) as compared
with those of the present controller workforce
(Schroeder, et al., 1997).

In anticipation of an influx of new hires and the
prospect of increased training demands with reduced
resources, the FAA is redesigning its ATCS training
systems and processes at air traffic control (ATC)
facilities (Wickens, Mavor, & McGee, 1997). One
element of that redesign is an overall reexamination of
the training requirements and capabilities of field
facilities. This study investigated the training require-
ments and capabilities for ATC facilities at the nation’s
busier airports, known as terminals. The needs assess-
ment focused on two questions: (a) what are the
knowledge, skills, and abilities (KSAs) required of
new hire ATCS (developmentals) to begin on-the-job
training (OJT) and (b) what are the facility’s capabili-
ties to provide training on those KSAs for
developmentals. This paper details the assessment of
the perceived training needs of, and the capability to
provide OJT at level III, IV, and V towers.

Air Traffic Control Background

Terminal facilities provide ATC services at and
around airports; air route traffic control centers
(ARTCCs, or “centers”) provide those services be-
tween airports. Approximately 40% of the 17,000
current controllers are assigned to 473 FAA terminal
facilities. These terminal controllers have undergone
a rigorous selection and training program before being

certified as “full-performance level” (FPL) control-
lers. Initial training is currently conducted at the FAA
Academy in Oklahoma City, OK. The bulk of a
controller’s training, however, is provided at the field
facility. Facility training begins with classroom in-
struction followed by work in simulators. The content
of the simulator-based training is tied to the facility’s
area of responsibility and operating procedures. Final
training is accomplished with live traffic on the deck
of the tower, or floor of the radar room, under the
careful and extremely close supervision and instruc-
tion of a seasoned full-performance level controller.

The OJT in terminal facilities is based on the
positions that a controller will operate during a shift.
Depending on the volume of traffic, runway layout,
and facility equipment configuration, each terminal is
organized into several control positions, each with
distinct responsibilities in the maintenance of the
safe, orderly, and expeditious flow of air traffic into
and out of an airport. The major positions are: clear-
ance delivery; flight data, ground control, local con-
trol, and radar control. These positions are described
in the FAA’s Operational Position Standards (FAA,
1989). The clearance delivery and flight data posi-
tions receive, process, and disseminate flight plan
information within the tower cab. The ground con-
troller manages the airport taxiways and the planes
moving to and from the active runways. The local
controller manages the arrivals and departures from
the active runways of the airport and from aircraft
operating within a predetermined (usually 5 nautical
miles) visual distance of the airport. Finally, the radar
controller, working in either a room at the base of the
tower or sometimes in a building located elsewhere in
the metropolitan area, manages the airspace around
the airport out to a specified distance beyond the
visual range of the tower cab. The radar controller
issues speed, heading, and altitude instructions known
as (clearances) to the departing and arriving aircraft
within that terminal’s control area.


Upon arriving at your Regardless of need, do you currently

facility, developmentals have the ability to provide this
must have this skill. training?
% Yes % Yes

During standard ATC scenarios, the
developmental should possess good
technique in, but not limited to:

NONRADAR

Given a nonradar situation, the
developmental should be able to manage:

Nonradar Summary* 67 68 82 70

UNUSUAL SITUATIONS

Given an unusual or emergency ATC
situation (e.g., aircraft accident, aircraft
incident, runway incursion), the
developmental should have appropriate
responses to the following:

62. Operational Er
63. Aircraft Mishaps

Pilot Deviations/Runway Incursion

Unusual Situations Summary* 7 69 79 75 88 78 75 84

* Summary scores indicate the percent of “yes” responses calculated for all the items in a category.

BG


The ability of different level towers to provide
training for sets of skills varies widely. For example,
only one third or fewer, facility managers indicated
that they could provide training for emergency ATC
situations. However, level III towers could provide
this training more often than level V; level IV towers
were least able to provide this training. The limited
ability to deliver this training suggests that it should
be provided by the Academy. Similarly, only about
half of all facilities could provide training to enhance
the developmental’s Understanding of the Pilot’s En-
vironment, indicating that it, too, should be delivered
by the Academy. On the other hand, compared with
levels III and IV towers, level V towers were better able
to provide training ona variety of equipment, perhaps
due to a greater availability of newer technology at
these towers. In general, level IV towers indicated
more ability to train for tower-specific skills (Nonradar,
Radar Training, ATC Equipment) and indicated a
higher need for simulator experience than did levels
Ill and V towers. Level III towers appeared better able
to provide non-tower-specific training, such as Na-
tional Certifications, Understanding the Pilot’s Envi-
ronment, and Unusual Situations. Taken as a whole,
these results suggest that some training should be
delivered to some developmentals at the tower instead
of at the Academy. Others KSAs, such as Emergency
Situation Training and the Understanding the Pilot’s
Environment, should be delivered by the Academy.
Finally, some training, such as exposure to levels IV
and V difficulty, is not needed by over half of level III
towers and could be eliminated or reduced from the
program of training for developmentals who will
report to those towers, while being retained for others.

These findings suggest that it may be useful to
conduct additional, more detailed analyses assessing
the viability of such training options. This study
focused solely on the perceptions of facility managers.
While this is useful information, curriculum changes
based solely on the perceptions of facility managers
would be unjustified. Instead, research should also
examine the perceptions of both working controllers
and supervisors. Working controllers and supervisors
are more familiar with the actual work that is per-
formed and the requisite KSAs needed. The percep-
tions of these groups could differ substantially from
those of facility managers examined in the present
study. Additional research should also examine the
cost/benefits of training effectiveness, contrasting OJT,
the FAA Academy, and the Collegiate Training Initia-
tive (CTI) graduates. Additional inquiries will help
clarify the changes required and provide an improved
basis for identifying the cost benefits of Academy
versus field facility training.

REFERENCES

FAA. (1989). Operational Positions Standards. (FAA
Order 7220.2A). Washington DC: FAA Air Traf-
fic Operation Services.

Schroeder, D.J., Broach, D., & Farmer, W.L. (1997).
Current FAA Controller Workforce Demographics,
Future Requirements, and Research Questions. Pa-
per presented at the Ninth Annual International
Aviation Psychology Symposium, April 28-May
1, Columbus, Ohio.

Wickens, C.D., Mavor, A.S., & McGee, J.P. (1997).
Flight to the Future, Human Factors in Air Traffic
Control. Washington, DC: National Academy
Press.


10. Unusual Situations. Examines behaviors needed
when a mishap or accident occurs.

11. Radar Training. Examines the developmentals’
knowledge associated with the effective use of radar.

12. Academy Simulation Training. Assesses the
developmentals’ need for simulator exposure to tower
level III, IV, and/or V aircraft volume and complexity.

13. Developmental Training. Assesses general com-
puter skill requirements.

Procedures To assess the specific KSAs within
each category (see Appendix B) terminal level III, IV,
and V managers were asked to indicate if develop-
mentals should have each skill upon arriving at the
facility. In addition, the managers were asked if the
facility currently had the ability to provide OJT for
each KSA, regardless of perceived need. Dimension
scores were the proportion of “yes” responses across all
items within a dimension.

To determine if differences existed in the training
needs and the ability to train KSAs at level III, IV, and
V towers, yes and no responses were assessed with non-
parametric chi-square analyses. To reduce the number
of statistical tests and to provide more stable estimates
of differences, tests of significance were conducted
only for categories or dimensions. This procedure
better controlled the study-wise error rate but de-
creased the specificity of the analyses.

RESULTS

The survey results, and any significant differences
among towers are summarized in Tables 1 and 2.
Table 1 shows the percentage of facility managers who
indicated developmentals need the KSAs when re-
porting to a facility. Table 2 shows the percentage of
facility managers who indicated that they had the
ability to provide OJT for each category of KSAs.

Table 1. Percentage of Respondents Endorsing KSA Dimension as
Needed at Time of Entry Into Field Training (by Facility Level)

Terminal Level

KSA Dimension Ml IV Vv Chi-Square
National Certifications 77% 70% 78% 2.10
Human Factors in ATC 85% 83% 94% 6.56*
Hearback/Readback 94% 95% 89% 3.93
ATC Technique 85% 88% 87% 0.52
Implications of Significant Weather 88% 93% 94% 3.14
Understanding the Pilot's 72% 76% 84% 7.30*
Environment

ATC Equipment 58% 58% 66% 3.55*
Tower Cab 82% 83% 86% 1.88
Nonradar 67% 68% 82% 13.12**
Unusual Situations 77% 69% 79% 2.99
Radar Training 77% 89% 85% 26.92***
Academy Simulation Training 42% 56% 67% 10.92**
Developmental Training 50% 46% 47% 0.40

* p<.05, ** p<.01, *** p<.001


Due to differences in air traffic density, runway
layouts, and facility equipment, the FAA groups ter-
minals into different levels for staffing purposes. Ter-
minal levels are determined by air traffic density
factors. Density factors are calculated by summing the
total number of air traffic operations for the busiest
183 days during the previous 12-month period. The
sum is then divided by 183 to obtain an average
number of operations. The average is then divided by
16 (to avoid penalizing non-24-hour terminals and
towers with reduced traffic during the midnight shift)
to obtain the density factor. Level III terminals have
density factors ranging from 20 to 59.99 operations
per hour; level IV towers have density factors ranging
from 60 to 99.99 operations per hour; and level V
towers have density factors greater than 100 opera-
tions per hour.

These differences in air traffic density, airport
layouts, and facility equipment configurations poten-
tially result in different knowledge, skill, and ability
requirements for developmentals among terminal lev-
els. Different KSA requirements suggest a need for
different training programs. One purpose of this study
was to examine the degree to which KSA requirements
differed among terminal levels at the nation’s busiest
airports. The patterns of differences and similarities
in KSA requirements among terminal levels would aid
in identifying generic versus facility-specific training
requirements to support the continued redesign of the
ATCS training system.

Given generic versus facility-specific training re-
quirements, the reengineering question then becomes
the capabilities of the facilities to deliver training on
those KSAs. The second purpose of this study, there-
fore, was to examine the degree to which facilities
differed in their capability to provide training on the
required KSAs. This analysis would identify gaps in
training capabilities by facility level, and their needs
for additional resources required to improve the train-
ing capabilities of the terminals.

METHOD

Participants

A survey was mailed to 172 level III, IV, and V
terminal facility managers and regional air traffic
(ATS-500) managers. The Air Traffic Initial Qualifi-
cations Standards Work Group determined which
terminals would be surveyed. One hundred eight
(108) surveys were returned, for a 60% return rate. OF

the respondents indicating their facility level (seven
did not), 62% were level III terminals, 20% were level
IV terminals, and 18% were level V terminals. Appen-
dix A provides an analysis of the sample and respon-
dents. Regional ATS-500 managers were not identified
(for anonymity reasons).

Measures

The survey (see Appendix B) consisted of 191 items
grouped into 13 different dimensions or categories
assessing specific knowledge, skills, and abilities of air
traffic control specialists. These dimensions were iden-
tified by subject-matter experts as important compo-
nents ofan ATCS position. The subject-matter experts
consisted of headquarters, FAA Academy, and field
personnel from the En Route Air Traffic Initial Quali-
fications Standards Work Group. Each of the 13
dimensions is briefly described below. Each dimen-
sion and the specific items that comprised the dimen-
sion are found in Appendix B.

1, National Certifications. Assesses the need for
developmentals to have four types of national certi-
fication at the time of reporting to the tower.

2. Human Factors in ATC. Assesses teamwork skills
required by ATCSs to function effectively in un-
usual circumstances when higher levels of inter-
controller coordination are necessary.

3. Hearback/Readback. Assesses the developmentals’
ability to accurately communicate with the pilot
and other ATCSs.

4. ATC Technique. Assesses the developmentals’ need
to understand correct behaviors associated with
controlling aircraft during standard operations.

5. Implications of Significant Weather. Examines the
need for developmentals to understand weather
radar and the consequences of adverse weather con-
ditions.

6. Understanding the Pilot’s Environment. Assesses
the developmentals’ knowledge of aviation from the
pilot’s perspective.

7. ATC Equipment. Examines the developmentals’
knowledge of radar and information-gathering de-
vices that may be available, for example DBRITE
radar.

8. Tower Cab. Assesses KSAs necessary to function
effectively in a tower cab environment.

9. Nonradar. Assesses the developmentals’ need to
know how to control and track aircraft without
radar support.


Upon arriving at your
facility, developmentals
must have this skill.

% Yes

Regardless of need, do you currently
have the ability to provide this

training?

% Yes
> ¥ & Sy
6 & Ef
s ss 6g
gg & 6 8

During standard ATC scenarios, the
developmental should possess good
technique in, but not limited to:

RADAR TRAINING

Given a simulated RADAR environment, the
developmental should be able to manage:

ty Alerts -

81. Wake Turbulence

Radar Training Summary*

ACADEMY SIMULATION TRAINING

The developmental should have the
following simulation experienc:

Exposed to Level IV Volume and
Complexity

Complexity.
Academy Simulation Training Summary*

42 56 67

* Summary scores indicate the percent of “yes” responses calculated for all the items in a category.

B7

49

42 59


Significant differences in skills needed prior to facility assignment

YES NO
Cell 1 Cell 2
e Human Factors in ATC ¢ National Certifications
e Understanding the Pilot’s e Unusual Situations
Environment e¢ Tower Cab
YES |* ATC Equipment
e Nonradar
Significant e Radar Training
differences e Academy Simulation
in tower’s Training
ability to
provide Cell 3 Cell 4
training Hearback/Readback
NO ATC Technique
Implications of Significant
Weather
« Developmental Training

Figure 1. Pattern of Survey Outcomes: Significant Differences Between Tower Levels

the Pilot’s Environment, ATC Equipment, Nonradar,
Radar Training, and Academy Simulation (see Tables
1 & 2). Cell 2 indicates standard skills that
developmentals should have upon arrival; yet, some
towers cannot provide this training. Therefore, these
skills should be added to the existing tower curricula,
and additional training resources provided based on
the tower’s present ability to provide such training.
There were no KSAs that fell into Cell 3 of Figure 1.
This finding indicates that there are few KSAs that
cannot be differentially trained by the tower levels.
The presence of KSAs in cell 3 would indicate there
were important skills that must be trained at the
Academy for all developmentals, regardless of tower
level. Cell 4 of Figure 1 shows that, for Hearback/
Readback, ATC Technique, Implications of Signifi-
cant Weather, and Developmental Training (see Tables
1 & 2), there are no significant differences among
tower levels in the perceived need for the KSAs when
developmentals arrive at the facility and the towers are

able to provide training for the KSAs. Therefore,
regardless of tower level, developmentals need similar
levels of training in these KSAs, and tower levels do
not differ in their ability to provide training.

DISCUSSION

The present study provides an initial examination
of the training needs and abilities of levels III, IV, and
V towers. The results suggest that, for about half of the
skill categories, the ATCS training needs perceived by
facility managers are about the same. However, for
those areas (i.e, Human Factors in ATC, Under-
standing the Pilot’s Environment, ATC Equipment,
Nonradar, Radar Training, and Academy Simula-
tion) where differences in training needs do exist, the
KSAs are needed less often in level III towers (non-
radar, radar training, and Academy simulations) or
both level III and IV towers (Emergency ATC situa-
tions, Pilot environment, and Equipment).


DOTIFAA/AM-98/8 Differential Training Needs and
_ 7 Abilities at Air Traffic Control
Office of Aviation Medicine

Washington, D.C. 20591 Towers: Should All Controllers
Be Trained Equally?

Richard C. Thompson
Rebecca A. Agen

Dana M. Broach

Civil Aeromedical Institute

Federal Aviation Administration
Oklahoma City, OK 73125

March 1998

Final Report

This document is available to the public
through the National Technical Information
Service, Springfield, Virginia 22161.

Q

U.S. Department
of Transportation

Federal Aviation
Administration




APPENDIX A

Survey Distribution and Return Rates by Region and
Facility Level

Facility Level
Region Ml IV Vv ATS- Total
500
Surveys Distributed

Alaskan 0 1 0 1 2
Central 5 1 1 1 8
Eastern 14 5 4 1 24
Great Lakes 23 8 1 1 33
NewEngland 5 2 0 1 8
Northwest Mt. 12 2 0 1 15
Southern 28 7 5 1 41
Southwest 20 3 1 1 25
Western- 16 5 3 1 25
Pacific

Total 123 34 15 9 181

Surveys Returned

Alaskan 0 0 0 * 0
Central 5 0 1 * 6
Eastern 9 1 3 * 13
GreatLakes 14 5 1 * 20
NewEngland 3 2 0 * 5
Northwest Mt. 5 0 2 * 7
Southern 10 5 5 * 20
Southwest 9 4 2 * 15
Western- 8 3 4 * 15
Pacific

Total 63 20 18 7 108

Note: Regional ATS-500 managers were not assessed
due to the small number of respondents. Respondents
are not identified due to anonymity concerns.

Al


Table 2. Percentage of Respondents Indicating that Terminal has the Capability to
Deliver Training on KSA Dimensions by Facility Level

Terminal Level

KSA Dimension Il IV Vv Chi-Square
National Certifications 82% 81% 73% 34.64""*
Human Factors in ATC 36% 21% 30% 7.77*
Hearback/Readback 85% 86% 84% 0.17
ATC Technique 82% 84% 88% 1.94
Implications of Significant Weather 78% 74% 83% 2.48
Understanding the Pilot's Environment 59% 43% 50% 11.10**
ATC Equipment 62% 75% 82% 31.62***
Tower Cab 85% 96% 79% 33.35***
Nonradar 85% 87% 69% 21.94***
Unusual Situations 88% 78% 75% 9.35**
Radar Training 82% 89% 70% 37.89***
Academy Simulation Training 42% 68% 59% 14.03***
Developmental Training 73% 70% 73% 0.33

*p<.05, ** p<.01, “* p<.001

Nonradar and Radar Training are two dimensions
where level V managers indicated a strong need for the
developmental to have skills when arriving at the
facility but these managers do not have the ability to
provide that training (see Tables 1 & 2). All tower
levels indicated a low ability to train for Human
Factors in ATC, with level IV managers reporting the
lowest ability (21%) to train for this dimension
X7(2)=7.77, p<.05. Similarly, all levels, especially
level V towers, reported a need for the developmental
to possess an understanding of the pilot’s environ-
ment (84%), ¥?(2)=7.30, p<.05. However, all levels
indicated a low ability to train in this area, with level
IV showing the lowest ability (43%), x?(2)=11.10,
ps.01.

With regard to National Certifications, Unusual
Situations, and Tower Cab, there were no significant
differences among tower levels in the need for these
KSAs when developmentals were reporting to a tower;
over two-thirds of all facility managers indicated that
developmentals receive these dimensions of training.

There were differences in the ability to train for these
dimensions, however. Specifically, level V towers in-
dicated significantly less ability to provide training
directed towards National Certifications (73%), com-
pared with level IV (81%) and level III (82%), which
did not differ from each other. Also, more level III
towers indicated an ability to provide training in
unusual situations, compared with level IV and level
V towers. Finally, level IV towers indicated the greatest
need for Tower Environment training (96%), compared
with level III (85%) and level V (79%) towers.

Figure 1 summarizes the results of the significance
tests in the form of a 2x2 contingency table. Figure 1
shows four patterns of results. The results for each
combination of needs for KSAs and the ability to train
are discussed next.

Cell 1 of Figure 1 shows that significant differences
did occur among tower levels for both the skills
needed upon arrival at the facility and the ability of
tower levels to provide training for the following
dimensions: Human Factors in ATC, Understanding




Upon arriving at your Regardless of need, do you currently have

facility, developmentals. the ability to provide this training?
must have this skill.
% Yes % Yes
7 * %4 SH} v4 $§
Ps § Bs § =f B
éééx#igé & &&
A Of |X LK BK 6

NATIONAL CERTIFICATIONS

Without references, the developmental
should be able to successfully complete
the following National Certificatior

OT
72

i i aa
4. CTO 81
National Certifications Summary* 7 70 78 75 82 81 73 79

HUMAN FACTORS IN ATC

Given an unusual or emergency ATC
situation (e.g., aircraft accident, aircraft
incident, runway incursion), the
developmental should possess teamwork
skills that include:

9.

E 5 a0
Human Factors in ATC Summary*

30

Given a standard ATC scenario, the
developmental should possess the
ability to detect Hearback/Readback
errors such as:

: jearan i : : :
Hearback/Readback Summary* 94 95 89 94 85 86 84 86

* Summary scores indicate the percent of “yes” responses calculated for all the items in a category.

B3


Upon arriving at your Regardless of need, do you currently

facility, developmentals have the ability to provide this
must have this skill. training?

% Yes % Yes
oY 6 so] % ¥ & 3H
é oo Bis ¢ & &
ss § ¢ Ss 3s: 8s 6g
2 § 8 LS SC S 8

During standard ATC scenarios, the
developmental should possess good
technique in, but not limited to:

ATC EQUIPMENT

The developmental should understand and
be able to operate the following equipment

Icss or Replacement
40. TDWR

Equipment Summary* 58 58 66 59 62 75 82 66

[TOWER CAB }

Given a simulated tower environment, the
developmental should be able to manage:

Tower Cab Summary* 82 83 86 83 85 96 79 87

* Summary scores indicate the percent of “yes” responses calculated for all the items in a category.

BS


Technical Report Documentation Page

1. Report No. 2. Government Accession No.

DOT/FAA/AM-98/8

3. Recipients Catalog No.

4, Title and Subtitle

Differential Training Needs and Abilities at Air Traffic Control Towers:
Should All Controllers Be Trained Equally?

5, Repor Dale
March 1998

Performing Organization Code

7. Author(s) ', Performing Organization Report No.
Thompson, R.C., Agen, R.A., and Broach, D.M.

9, Performing Organization Name and Address
FAA Civil Aeromedical Institute
P.O. Box 25082

Oklahoma City, OK 73125

10. Work Unit No. (TRAIS)

14. Contract or Grant No.

72. Sponsoring Agency name and Address

Office of Aviation Medicine
Federal Aviation Administration

18. Type of Report and Period Covered

800 Independence Avenue, S. W. 14, Sponsoring Agency Code

Washington, DC 20591

15. Supplemental Notes

16. Abstract

The present study uses job elements identified by subject-matter experts to assess the perceived training needs of air
traffic control specialists (ATCSs) who are assigned to towers after successful completion of FAA Academy training. The
Director of Air Traffic Services tasked The Air Traffic Resource Management Program (ATX) with conducting a
training needs assessment. To measure the needed skills and knowledge of new controllers, a survey was developed by
ATX and distributed by the Civil Aeromedical Institute to 172 tower level III, IV, and V facility managers and nine
regional Air Traffic Division managers. The survey was used to assess the performance-based skills standards needed by
new controllers at the time of entry into a field facility. The training capability of individual towers was also examined.
The results indicated that there are some differences in the required training of ATCSs assigned to level TV and V
towers. Therefore, the tower assignment of new hires should be identified upon entry into the Academy to better focus
on the specific training needs of prospective towers.

17, Key Words
Air Traffic Control Specialists, Training Needs

18. Distibution Statement
Document is available to the public through
the National Technical Information Service,
Springfield, VA 22161

19. Security Classi. (ofthis repon)
UNCLASSIFIED

20. Security Classit. (ofthis page) 21. No. of Pages: 22. Price
UNCLASSIFIED 17

Form DOT F 1700.7 (8-72)

Reproduction of completed page authorized



NOTICE

This document is disseminated under the sponsorship of
the U.S. Department of Transportation in the interest of
information exchange. The United States Government
assumes no liability for the contents or use thereof.


APPENDIX B

Results of Air Traffic Initial Qualifications Standards Survey

Bl


Regardless of need, do you currently
have the ability to provide this
training?

% Yes

Upon arriving at your
facility, developmentals
must have this skill.

% Yes

During standard ATC scenarios, the
developmental should possess good
technique in, but not limited to:

ATC Technique Summary*

[IMPLICATIONS OF SIGNIFICANT WEATHER }

Without references, the developmental
should be able to define and recognize the
implications of significant weather to air

traffic, such as:

90 83 GS 83 80

95

Icing

Implications Of Significant Weather
Summary*

UNDERSTANDING THE PILOT'S
ENVIRONMENT

Without references, the developmental

Understanding The Pilot’s Environment
Summary*

* Summary scores indicate the percent of “yes” responses calculated for all the items in a category.

B4