Course Overview
This 3-day course introduces aviation personnel to the principles, design, delivery, and assessment practices of Competency-Based Training and Assessment (CBTA). The curriculum is aligned with the ICAO-endorsed competency-based approach, which emphasizes observable performance, practical application, and continuous improvement rather than task completion or fixed training hours alone. The course also reflects industry practices promoted by ICAO and IATA, including the use of adapted competency models, observable behaviors, threat and error management, instructor calibration, and evidence-based training feedback loops.
Course Format and Delivery Approach
This course is designed as an interactive instructor-led program supported by short lectures, facilitated discussion, scenario analysis, individual reflection, group design work, micro-teaching, and calibration exercises. Each day combines conceptual input with applied practice so participants can translate CBTA principles into usable training specifications, observation tools, and implementation actions. The recommended class size is 8–18 participants to allow meaningful practice, peer feedback, and facilitator coaching.
Delivery may be conducted in a classroom, simulator training center, or blended format. Where simulator or video evidence is available, facilitators should incorporate authentic operational examples to strengthen evidence-based observation and assessment. Where simulator resources are not available, structured written scenarios, role-play, and video-based case studies may be used.
Target Audience
- Flight instructors, simulator instructors, ground instructors, and evaluators.
- Training managers, chief instructors, standards personnel, and course developers.
- Safety, quality assurance, and compliance personnel involved in training oversight.
- Civil aviation authority inspectors or training program approval personnel assessment.
Course Learning Outcomes
- Explain the purpose, benefits, and structure of CBTA in aviation training.
- Identify aviation competencies, performance criteria, and observable behaviors.
- Develop learning objectives and training events that support competency development.
- Apply threat and error management principles within training and assessment scenarios.
- Conduct structured observation, grading, briefing, and debriefing using CBTA methods.
- Use assessment evidence to support trainee development, standardization, and course improvement.
Daily Learning Objectives
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Day
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By the End of the Day, Participants Will Be Able To
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Day 1
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Explain CBTA concepts, distinguish competencies from tasks, identify observable behaviors, and connect threat and error management to performance evidence.
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Day 2
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Translate operational needs into competency-based objectives, design scenario-based training events, and facilitate developmental learning activities.
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Day 3
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Collect and evaluate performance evidence, conduct structured debriefs, participate in calibration, and draft an implementation plan for CBTA adoption or improvement.
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Day 1: CBTA Foundations and Competency Framework
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Time
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Module
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Learning Focus
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Activity / Assessment
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0830–0900
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Welcome and Course Orientation
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Course goals, participant expectations, CBTA terminology, and course assessment approach.
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Introductions and baseline knowledge check.
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0900–1030
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Why CBTA in Aviation?
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Limitations of task-based training, safety benefits, performance-based learning, and alignment with modern aviation operations.
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Group discussion: training gaps and operational risk examples.
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1045–1200
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CBTA Principles and System Components
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Competencies, observable behaviors, performance criteria, conditions, standards, and evidence collection.
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Terminology matching exercise and short scenario analysis.
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1300–1430
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Aviation Competency Framework
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Core aviation competencies such as application of procedures, communication, flight path management, leadership and teamwork, problem solving and decision making, situation awareness, workload management, and application of knowledge.
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Map observable behaviors to competencies.
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1445–1600
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Threat and Error Management in CBTA
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Threat identification, error management, undesired aircraft states, resilience, and behavioral indicators.
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Case study: identify threats, errors, and competency links.
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1600–1630
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Day 1 Review
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Key concepts and preparation for curriculum design work on Day 2.
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Reflection journal and facilitator feedback.
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Day 2: CBTA Course Design and Training Delivery
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Time
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Module
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Learning Focus
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Activity / Assessment
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0830–0900
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Day 1 Recap and Knowledge Reinforcement
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Review CBTA principles, competency framework, and observable behaviors.
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Quiz and facilitated discussion.
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0900–1030
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Training Needs and Performance Gap Analysis
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Identify operational needs, training gaps, target population, entry requirements, and expected performance outcomes.
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Small-group analysis of a sample aviation training need.
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1045–1200
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Developing Learning Objectives and Training Specifications
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Write competency-based objectives that connect knowledge, skills, attitudes, conditions, standards, and assessment evidence.
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Draft objectives for a selected aviation scenario.
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1300–1430
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Scenario-Based Training Design
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Build realistic training events that allow multiple competencies to be observed in normal, abnormal, and high-workload contexts.
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Create a scenario outline with threats, triggers, expected behaviors, and instructor cues.
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1445–1530
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Instructor Facilitation Techniques
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Briefings, active learning, coaching, trainee self-assessment, psychological safety, and developmental feedback.
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Role-play: competency-focused pre-brief.
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1530–1630
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Micro-Teaching Workshop
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Participants deliver a short CBTA lesson segment and practice observing competency evidence.
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Peer feedback using an observation checklist.
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Day 3: Assessment, Standardization, and Implementation
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Time
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Module
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Learning Focus
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Activity / Assessment
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0830–0900
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Day 2 Recap and Assessment Readiness
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Review training design outputs and connect them to assessment evidence.
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Group review of scenario designs.
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0900–1030
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CBTA Assessment Methods
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Observation, evidence collection, rating scales, performance criteria, grading discipline, and avoiding assessment bias.
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Practice scoring video or written scenario evidence.
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1045–1200
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Briefing, Debriefing, and Developmental Feedback
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Conduct trainee-centered debriefs that link observed behavior to competencies, root causes, and improvement actions.
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Debrief role-play using the advocacy-inquiry method.
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1300–1400
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Instructor Standardization and Inter-Rater Reliability
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Calibration, common standards, evidence-based grading, instructor performance monitoring, and records review.
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Calibration exercise comparing participant ratings.
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1400–1500
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CBTA Program Implementation
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Implementation roadmap, stakeholder engagement, regulatory alignment, documentation, quality assurance, and data feedback loops.
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Create a CBTA implementation checklist.
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1515–1615
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Capstone Exercise
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Participants integrate course design, scenario planning, assessment criteria, and debrief strategy into a short CBTA training package.
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Team presentation and facilitator assessment.
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1615–1630
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Course Closeout
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Key takeaways, action planning, post-course support, and completion requirements.
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Individual action plan and course evaluation.
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Assessment Strategy
- Formative assessment: daily quizzes, facilitated discussions, scenario analysis, peer feedback, and instructor coaching.
- Performance assessment: observation of micro-teaching, scenario design, debriefing, and grading exercises.
- Capstone assessment: team-developed CBTA training package including learning objectives, scenario plan, competency mapping, assessment criteria, and debriefing strategy.
- Completion standard: participants demonstrate understanding of CBTA concepts and produce practical materials that can be refined for use in their organization.
Learn more about CBTA by clicking here