G1103 VTS 교관 양성(Train the Trainer) (요약·한영 대역)

IALA GUIDELINE G1103
TRAIN THE TRAINER

Edition 1.1, December 2013
urn:mrn:iala:pub:g1103:ed1.1

International Association of Marine Aids to Navigation and Lighthouse Authorities
Association Internationale de Signalisation Maritime
10, rue des Gaudines, 78100 Saint Germain en Laye, France
Tél. +33 (0)1 34 51 70 01, [email protected], www.iala-aism.org

Revisions to this document are to be noted in the table prior to the issue of a revised document.

1. Foreword
2. Part A – Overview
  2.1 Overview · 2.2 Purpose of the Guideline · 2.3 Target group · 2.4 Use of the Guideline
3. Part B – Implementation of the Guideline
  3.1 Introduction · 3.2 Lesson plans · 3.3 Subject outline
4. Part C – Guidelines for facilitators
  4.1 Introduction · 4.2 Modular presentation · 4.3 Assessment · 4.4 Implementation
5. Part D – Course modules
  5.1 Course development · 5.2 Instructional techniques · 5.3 Communication · 5.4 Assessing performance · 5.5 Training management system
6. Definitions
7. Abbreviations
Annex A Lesson plan
Annex B Teaching methods
Annex C Definition of verbs
Annex D Debriefing process
Annex E Principles of feedback

List of Figures
Figure 1 Gap analysis
Figure 2 Levels of cognitive learning
Figure 3 Competences

Competent and/or VTS authorities are encouraged to adopt this Guideline, in conjunction with IALA Recommendation R0103 (V-103) and associated model courses as the basis for mandatory training in a manner consistent with their domestic legal framework.

The International Association of Marine Aids to Navigation and Lighthouse Authorities (IALA) has been associated with vessel traffic services (VTS) since 1955 and recognizes the importance of human resources to the development of efficient vessel traffic services worldwide.

Taking into account the International Convention on Standards of Training, Certification and Watchkeeping of Seafarers, 1978, as amended in 1995 (STCW Convention) and the adoption of Resolution 10, IALA adopted the revised Standards of Training and Certification of VTS Personnel contained within Recommendation R0103 (V-103).

The model courses subsequently developed by IALA for VTS Personnel are:

1. Model Course C0103-1 (V-103/1) - VTS Operators.
2. Model Course C0103-2 (V-103/2) - VTS Supervisor.
3. Model Course C0103-3 (V-103/3) - On-the-Job Training.
4. Model Course C0103-4 (V-103/4) – On the Job Training Instructor

These model courses are intended to provide competent/VTS Authorities charged with the provision of Vessel traffic services with specific guidance on the training of VTS TTIs (teachers, trainers and/or instructors). They may be used by maritime training organizations, and assistance in implementing any course may be obtained through IALA at the following address:

The Secretary General
IALA/AISM
10, rue des Gaudines
78100 Saint Germain en Laye
France
Tel: (+) 1 33 34 51 70 01
e-mail: [email protected]

IALA recommends that training providers utilize approved training courses as per IALA Guideline G1014. This guideline is meant to complement IALA Model Courses C0103-1 (V103/1) – VTS Operator, C0103-2 (V103/2) – Vessel Traffic Services Supervisor Training, C0103-3 (V-103/3) - On-the-Job Training, C0103-4 (V-103/4) – On the Job Training Instructor and IALA Guideline G1027 Simulation in VTS Training. Wherever in this document a reference to one of the model courses is made, this is meant as an addition to this Guideline.

In order to set up an effective and efficient training system a training management system (TMS), should be in place according to the requirements in IALA Recommendation R0103 (V-103), including continuous professional training of teachers, instructors and assessors.

The purpose of the guideline is to assist maritime training organizations and their teaching staff in the preparation and introduction of new training courses for (future) trainers, teachers and/or instructors (further referred to as TTI's), and in enhancing, updating or supplementing existing training material where the quality and effectiveness of the training courses may thereby be improved.

This document provides facilitators with guidance on the content, sequencing and material required to train future TTI's.

This Guideline is designed for personnel of an accredited training organization assigned with the task of training professionals of VTS within that organization. This Guideline is aimed at facilitators who train teachers, trainers or instructors within the VTS organization. Staff training VTS personnel will themselves perform on or above standard with regard to the topics they teach.

Facilitators should ideally possess an appropriate academic qualification approved by the competent authority. Staff already qualified in the field of teaching and learning, by means of a training equivalent to IALA Guidelines or beyond, should not have to undergo Train the Trainer training.

The TTI participating in a course should receive a certificate upon satisfactory completion of the module course.

The Guideline comprises five modules, each of which deals with a specific subject representing a task or role of the future TTI. Each module contains a subject framework stating its aims and subject outline.

The Guideline aims at providing facilitators with different tools, such as methods and procedures to develop/adjust (parts of) the training, adequate teaching methods, and methods to evaluate the training, hereby assuring quality of training in the facility. The information in this document has been drawn up by an international group of experts in the area of Training. The experts are all IALA participants, striving for uniformity of this standard.

All training and assessment of personnel seeking qualification as a TTI should be:

1. structured in accordance with written programmes, including such methods and means of delivery, procedures and course material as are necessary to achieve the prescribed standard of competence; and
2. conducted, monitored and assessed by persons qualified in accordance with the TMS.

Training staff should review the course outline and detailed syllabus in each subject. The actual level of knowledge, skills and prior technical education of the TTIs in the subject concerned should be kept in mind during this review.

A gap analysis may reveal any differences between the competencies of the TTIs and those described in a detailed training syllabus.

To compensate for such differences, facilitators are expected to adjust the course accordingly. This means to modify the course, or reduce the emphasis on, items dealing with those competencies already attained by the TTIs. The gap-analysis provides insight into the competencies which have not already been acquired and may need extra attention.

Figure 1 Gap analysis (Required competence / Personal competencies / Gap analysis)

Facilitators should draw up lesson plans based on a detailed syllabus and the references to the textbooks and teaching material suggested for the course. Where no adjustment has been found necessary in the subjects of a detailed syllabus, the lesson plans may simply consist of the topics indicated in the detailed syllabus with keywords, timeframes and required materials.

Each competence should be defined in terms of the learning objectives, required knowledge, skills and attitude. The recommended competence for each subject is indicated in the subject outline of each module.

The subject outline of each module also includes a total recommended number of hours that should be allocated to each module. However, it should be appreciated that these allocations depend upon the gap-analysis. Training organizations should therefore carefully review lesson plan design and consider the need to reallocate the time required to achieve each specific learning objective.

This Guideline is designed for adult TTIs. Throughout the years it has been recognized that the strategy used by adult TTIs differs from the strategy used by younger students. In order to have the maximum effect of training it is crucial to use the appropriate learning methods.

The modular presentation enables facilitators to modify the course content and provide any revisions of the objectives as required. Facilitators should draw up lesson plans based on each detailed syllabus and the references in them to textbooks and teaching material suggested for the course.

The subject outline of each module also includes a recommended assessment of the time that should be allocated to each subject. However, it should be appreciated that these allocations depend on the entry level of the TTIs. Facilitators should therefore carefully review these assessments during course and lesson plan design and consider the need to reallocate the time required to achieve each specific learning objective.

A detailed teaching syllabus of each module should be written in learning-objective format. The objective determines what the TTI must do to demonstrate that knowledge has been transferred. All objectives are understood to be prefixed by the words:

´the expected learning outcome is that the TTI has acquired the recommended levels of competence in conducting training´

In preparing a teaching scheme and lesson plans, facilitators are free to use any teaching method or combination of methods that will ensure that TTIs can meet the stated objectives. However, it is essential that TTIs attain all objectives set out in each syllabus.

Continuous assessment of TTIs should be undertaken. In many cases the assessment can be based on the TTI's competence, demonstrated via assignments. These assessments are required for the purpose of certification.

Following Bloom's taxonomy on learning strategies, 6 levels of cognitive learning can be distinguished, 5 levels of affective learning and 5 levels of psychomotor learning. When these are applied to the profession of VTSO, the following levels can be distinguished: 1) Remember 2) Understand 3) Apply 4) Analyse/Synthesize 5) Evaluate 6) Create.¹

Annex C contains the verbs attached to this taxonomy. These verbs structure the exam and assessments and give weight to questions/assignments/exercises, etc.

¹ It is recognised that alternative versions of Bloom's taxonomy exist in the IALA V103 Model Courses. However, in this Guideline it is considered more appropriate to use this newest version.

Figure 2 Levels of cognitive learning (Remember, Understand, Apply, Analyse, Evaluate, Create)

For any course to run smoothly and effectively, considerable attention must be paid to the availability and use of:

• Qualified facilitators
• Support staff
• Facilities
• Equipment
• Textbooks, technical papers
• Computers, internet connections
• Audio/video material
• Other reference material

Thorough preparation is key to successful implementation of a course.

A complete course would comprise of a number of modules, each of which deals with a specific subject representing a requirement or function of a TTI.

TTIs should be skilled in the development of training curricula. Although a training programme may be present and available to the training staff, from time to time the training programme will require modifications. It is almost impossible to adjust or develop a training programme if there is no basis in terms of a job-description or competence profile. The job-description or competence profile will have to be translated into learning goals. Making changes to a training programme without referring to learning goals will never be an improvement and must be discouraged.

Figure 3 Competences (Nature, Nurture, Performance)

Competencies are the way that people in general deal with work and other people. They are the combination of personality, intelligence and innate skills together with acquired knowledge, skills and attitude, mastered during one's lifetime.

Besides a competence profile, facilitators will want to know what the entry-level of the TTI is. This can be determined by a gap analysis, or an entry test, or by reviewing and discussing prior experience of the TTIs. This will give facilitators essential information regarding the sequencing of topics and the amount of time allocated to each topic.

It is important to set up a timetable in order to develop course material, exercises and/or simulator training. TTIs should ensure that sufficient time is taken in order to ascertain those resources (such as simulator time) are available. Exercises should be tested and validated before they are adopted into any training programme.

A vital element in this preparation is the development of a lesson plan. The use of a lesson plan not only gives the course a sound foundation but also raises the TTI's awareness regarding the course content, aims and objectives/goals, teaching methods, structure and timing, course materials and facilities.

A thorough evaluation of a course is only possible if the goals of this course are described prior to its execution according to the SMART acronym. SMART stands for:

• S = Specific
• M = Measurable
• A = Achievable
• R = Realistic
• T = Time scaled

While there are many formats for a lesson plan to choose from, a lesson plan should at least contain the following elements:

• Title of the lesson
• List of objectives, which may be knowledge (what the TTI knows at lesson completion) and/or skills (what the TTI can do at lesson completion)
• The different components/elements the course contains
• The sequence of components
• The teaching methods to be used for each particular component, for example instruction, videos and exercises
• List of required training materials and facilities
• Time required to complete the lesson plan
• How the course will be evaluated
• How the TTI will analyse the effectiveness of the training
• An evaluation report, suggesting changes in the lesson plan, course material, facilities, etc.

A template for a lesson plan can be found in annex A

There are many teaching methods available to enhance adult learning. A sound balance of teaching methods greatly improves the level of activity of the students, their involvement in course-activities and thereby the learning process. It is of the utmost importance that the TTI is familiar with a variety of teaching methods and consciously applies them where appropriate. A well designed course will typically contain different teaching methods.

The active involvement of TTIs in a course has proven to increase the ability to learn, to retrieve and apply the learned knowledge and skills to a large extent. Furthermore, when TTIs are aware of what the goals of the training are and what is expected of them by the end of the training programme, they maintain their focus, apply their own learning strategies and therefore improve the end result.

Training should always be learner-centred and not TTI-centred.

The TTI will learn about the different teaching methods and how to include these in their lesson plans. The outcome should be a balanced teaching plan which contains a number of different teaching methods encouraging the involvement of the TTI. A number of teaching methods are shown in annex B.

TTIs should have extensive knowledge about briefing and debriefing the student. In order to enhance learning, every activity should be as learner-centred as possible. Good communication skills form the foundation for all learning activities.

A TTI should possess excellent communication skills. Communication, however, is not a skill that people possess by nature. The skill must be learned, maintained and developed. This provides the TTI with the tools required to conduct a good briefing and debriefing.

The learning process starts during the briefing, but both briefing and debriefing are critical parts of the learning process. Briefing and debriefing, although instructor-lead, are recommended to be TTI centred.

Therefore, good social skills amongst which sensitivity and interpersonal skills combined with excellent communication skills and an understanding of diversity (including cultural differences) are required. A TTI should be assessed regarding the possession of these skills prior to their appointment.

The TTI should learn how to conduct a successful briefing and debriefing. They should learn which elements should be included in the briefing and practice giving the briefing to a TTI, acting as a trainee.

It is advised to teach how to conduct a debriefing and practice the technique in annex B. By doing so the debriefing technique shall contribute to the learning process.

The principles for giving feedback are essential to the role of the TTI. They should practice this skill after having acquired knowledge of the principles.

During this module the TTI will gain full understanding of the importance and methodological constraints of assessing performance.

While assessing performance, methodological and statistical considerations should be made. Assessing performance is more complex than creating questions or giving someone an exercise. Methodologically the assessment should meet the learning objectives and be a reliable and valid instrument. It is important for TTIs to understand some of the constraints that may arise during assessment.

Assessments may be conducted by several means, for example multiple-choice tests, open questions, case studies, interviews or simulation exercises. TTIs should be able to determine what is an appropriate appraisal system, in order to make a reliable and valid assessment.

TTIs learn about the complexity of developing a good assessment. They will be able to link the assessment to learning objectives, develop the assessment, choose an appropriate scale and compare the outcome to specified criteria. Finally, they evaluate the effectiveness (validity) of their assessment and maintain or improve reliability of tests/exams.

While preparing, training, assessing or modifying the course, facilitators should keep a track record of actions taken. They should also keep personal records about the TTIs and their learning progress. It is recommended that the training organization implements a TMS.

TTIs should use the TMS of the training organization they represent. They should understand applicable regulations regarding confidentiality and accessibility to training information. TTIs should be familiar with the process of revising course material in accordance with the TMS.

The training organization should ensure that the TTIs use peer review and/or supervision. This may lead to an increase of the reliability of training and assessment.

The definitions of terms used in this Guideline can be found in the International Dictionary of Marine Aids to Navigation (IALA Dictionary) at http://www.iala-aism.org/wiki/dictionary and were checked as correct at the time of going to print. Where conflict arises, the IALA Dictionary should be considered as the authoritative source of definitions used in IALA documents.

Lesson plan template: Lesson name & ID; Target Group; Learning objectives; Activity/teaching method, Material, Time required (rows 1 to 6); Assessment; Evaluation; Modifications; Signature, Date.

The following is a list of possible teaching methods that can be used in training.

Level 1: A basic knowledge of the subject. It is the ability to remember essential points, to memorize data and retrieve it.

Level 2: The ability to understand and to discuss the subject matter intelligently in order to represent and act upon certain objects and events.

Level 3: A thorough knowledge of the subject and the ability to apply it with accuracy. The ability to make use of knowledge to develop plans and activate them.

Level 4: Ability to establish a line of action within a unit of known applications following the correct chronology and the adequate methods to resolve a problem situation. This involves the integration of known applications in a more unfamiliar situation.

Level 5: Ability to evaluate decisions in order to re-establish new procedures or changes in task design and/or the manpower in the organization. It is the ability to manage errors and modify working procedures.

Level 6: Ability to create something new, to design e.g., course material and/or simulation exercises or new operational procedures. This may be the ability to translate training needs into learning objectives and finally into learning material.

This annex is a practical tool to be used in the debriefing of exercises.

Make the debriefing trainee-centred.During the debriefing process, trainees (not the instructors) analyse and reflect on their performance. This enhances the learning process. During the exercise itself trainees are very busy processing information. During the debriefing they have the opportunity to reflect and comment on their performance. Instructors facilitate this process and encourage trainees in their analysis, without taking over the analysis. A trainee-centred approach not only stimulates learning, but also improves the trainees' ability to analyse, reflect on and evaluate their own performance.

Instructors should restrict themselves to the learning objectives of the exercise. If an exercise was unsatisfactory, the debriefing process should only focus on a few major points. In such a case it is especially important to give positive feedback as well. Facilitation does not mean that instructors cannot give their opinion.

Encourage the trainee to be active during the debriefing.The logic behind this form of debriefing is that adults learn and retain information better when they are active. Talking about their performance generally forces them to 'relive' the exercise thus processing the exercise for a second time. When trainees listen passively to their instructors their brain may have a lower activity mode. Furthermore, this technique gives trainees the opportunity to consider alternative solutions.

Encourage self-analysis.In a debriefing, the objective for instructors is to lead the self-analysis. Trainees do most of the talking and analysing. It is the responsibility of instructors to ensure that the trainees' analysis is correct. This may differ from the instructors' opinion. During a good debriefing, trainees usually will come up with a better solution.

The ability to analyse their own performance varies amongst trainees. When trainees fail to make a good analysis, instructors should not take over. By asking questions they lead the student towards a good analysis. The technique to enable this is described below.

The task of the instructor is to ask questions. The debriefing may start with the following questions:

1. What went well?
2. What could have gone better?
3. How could you have done things differently?
4. How would you improve your performance?

The instructor gives the student enough time to mention all relevant points.

What instructors do:

• Complete missed learning goals
• Correct erroneous statements of the trainees
• Provide necessary information
• Give positive feedback
• Encourage quiet trainees
• Provide all (including high-performing) trainees with sufficient time for their analysis

What instructors avoid:

• Making it an instructor-oriented session
• Analysing before the student has done so.
• Giving the impression that the student is guided towards an answer. This will reduce their motivation to self-analyse significantly.
• Giving the impression that only the opinion of the instructor counts.
• Interrupting the student.
• Making it a cross-examination.

Advantages of this method of debriefingTrainees become accustomed to reflecting on and evaluating their performance. Trainees will not only answer the "what" question but especially the "why" question (more in-depth analysis). Trainees may more easily apply what is learned.

Disadvantage of this method of debriefingThis method of debriefing can be more time consuming.

Example 1 - A good exampleTrainee: I don't know what went wrong. Did I see it too late?
Instructor: Did you see it too late?
Trainee: Well I saw it, but I thought he was going to starboard?
Instructor: Why did you think that?
Trainee: Well, I told him that, I assumed that he would do it?
Instructor: What would you do differently next time?
Trainee: Well I'd rather check whether he really is going to do it.

Example 1 - A bad exampleTrainee: I don't know what went wrong. Did I see it too late?
Instructor: Well I think so. Next time check whether he really intends to go starboard.

Example 2 - A good exampleTrainee: I thought it was going well in the traffic separation scheme.
Instructor: Yes? Why did it go well?

Example 2 - A bad exampleTrainee: I thought it was going well in the traffic separation scheme.
Instructor: Yes, I agree. Next point then.

Example 3 - A bad exampleTrainee: I think that it went well with that tanker. What do you think?
Instructor: Yes, I agree.

Example 3 - A good exampleTrainee: I think that it went well with that tanker. What do you think?
Instructor: Why do you think it went well?

The aim of feedback is to influence someone's behaviour. In order to be effective it is important to understand the principles of feedback.

SENDER (the party giving feedback):

1. Say what you actually observe, without judgements and without interpretations.
2. Focus feedback on behaviour or performance, not on the person, their character or physical characteristics. Restrict yourself to matters which the other person can change.
3. Stay in the here and now: do not consider the past.
4. Show that it is your opinion by your use of language ('in my opinion ..., I think ...').
5. Address the person in question. Give feedback to people, not about people.
6. Timing: is it a good time? Try to discuss these matters in private.
7. Do not overload the receiver. Limit yourself to the most important issues.
8. State the effect that the other person's behaviour has on you. Generally, that is enough, and certainly better than giving the other person advice on what he or she should do.
9. Directly after that, and only if necessary, give your evidence based judgement on what the other person has done.
10. Take the receiver into consideration: is what you are saying useful to them?
11. Give positive feedback as well.
12. Requested feedback is more welcome than non-requested.
13. Always check whether the other person has understood your feedback.

RECEIVER (the party receiving feedback):

1. See feedback as a chance to learn and not as criticism.
2. Adopt an open listening attitude. Do not interrupt the other person and do not immediately enter into a discussion or defend yourself.
3. Ask for clarification of what you do not understand.
4. Thank the feedback sender for their effort.
5. Accepting feedback does not mean that you agree with it. You could have a different point of view on your behaviour. You are not obliged in any way to act on suggestions; in the end you decide whether or not you want to change your behaviour.

Feedback is often given in response to behaviour that is experienced as negative. Feedback which is not formulated as a demand, can be appreciated for what it is; information.