1. WMO Competency Assessment Workshop for Aeronautical Meteorological Personnel
Russian State Hydrometeorological University
St. Petersburg, Russian Federation, June 18-22
Kent Johnson
CAeM Expert Team – Education, Training and Competencies
Meteorological Service of Canada

2. Better to implement this year–
Workshop Goal
Workshop goal – develop a plan, tailored to their own met service, for implementation of competency assessment for aeronautical meteorological personnel by November 2013
Better to implement this year–
have time to address
any deficiencies

3. Workshop Facilitators
Kent Johnson, Meteorological Service of Canada
Paul Bugeac, ROMATSA, Romania
Maria Mamaeva, RSHU

4. Workshop Outline Opening Competencies for AMP
Competency Assessment Toolkit
Relationship to QMS
Modifying AMP Competencies to fit requirements – making assumptions
Developing and implementation plan
Presentation of preliminary plans
Summary and evaluation

5. Workshop Format Small working groups Presentations from experts
Plenary or large group discussions
Small working groups
Reports of group outcomes
Sharing of ideas and best practices
Participants presentation of results

6. A few logistical details

7. Why are we here?
WMO and ICAO have adopted regulation requiring demonstration of competence of AMP
All Aeronautical met service providers must meet these competencies by 2013
Teams of Experts have taken regulation and developed competency criteria
These will be presented today by Chris Webster

8. Why are we here? Competency Assessment Toolkit has been developed
Learn from past workshops
Nairobi (Sep 2010)
Barbados (Jul 2011)
Turkey (Sep 2011)
India (Oct 2011)
Hong Kong (Dec 2011)
Opportunity to test and implement Toolkit
Toolkit will be discussed and studied in more detail tomorrow

9. The Competency Assessment Toolkit (CAT) should be ….
a recommended framework for meeting competency requirements
adaptable to any met service and to any AMF or AMO job
an important part of a quality management system (QMS)
a minimum competency level for all AMO and AMF
effective yet easy to implement

11. The Competency Assessment Toolkit
Developed by many experts from around the world
Task Team (TT)
Kent Johnson (Canada)
Goama Ilboudo (ASECNA)
Nir Stav (Israel)
Paul Bugeac (Romania)
Michelle Hollister (Australia)
Many other contributors

12. Competence or performance criteria
Second level criteria were introduced by Chris
15 second level criteria for AMF and 10 for AMO
However, these must be further divided

13. could be considered as 9 different criteria
For example,
Forecast the following weather phenomena and parameters:
temperature and humidity
wind including temporal and spatial variability (wind-shear, directional variability and gusts)
QNH
cloud (types, amounts, height of base and vertical extent)
precipitation (intensity, onset and duration, amount and types), and associated visibilities
fog or mist, including onset and duration, and associated reduced visibilities
other types of obscuration, including dust, smoke, haze, sand-storms, dust-storms, blowing snow, and associated visibilities
hazardous weather phenomena listed in Performance criterion 3.1
wake vortex advection and dissipation, as required.
could be considered as 9 different criteria

14. Competency Templates
TT-CAT started by defining a competency template for each performance criterion
There are 40 templates for AMF and 20 for AMO (AMF wind, AMO visibility)
First step in implementation plan is to determine which criteria apply to your jobs

15. Templates are not Tools
a Toolkit requiring use of up to 60 tools would be almost useless
there is significant overlap
criteria can be assessed simultaneously
Several tools have been developed to meet performance criteria

16. KNOW-TELL-DO Knowledge does not imply competence
Telling about “what you would do” is better
Actually doing something well is the best evidence
but often not practical such as for rare or seasonal events
In many cases, telling “what I would do if …” is the most reasonable option
this is the experiential question technique

17. KNOW-TELL-DO knowledge does not guarantee competence
competence today does not guarantee competence tomorrow
no competency assessment technique is perfect
assumptions will always be needed
must be documented and reviewed

18. Types of Tools direct observation (doing) tests (knowing)
traditional or multiple choice
experiential questions (telling)
“what would you do if …..?”
simulations (artificial doing)
portfolio evidence (doing in the past)
“tell me about a time when ….”

19. Experiential stories
Describe the steps that you would follow in forecasting mountain wave turbulence (for less experienced or new forecaster) OR
Describe a time when you effectively forecast mountain wave turbulence (for more experienced forecaster)

20. Mountain Wave Turbulence
Response could include
examine large scale flow pattern particularly near ridge top level
look for flow perpendicular to barrier
representative sounding (real or prog) for stability, shear, wind reversal, etc.
use satellite imagery or other tools
examine aircraft reports
consider need for warning or sigmet
attempt to make prediction as precise as possible (smallest 3-D extent)
consider impacted clients and contact directly if part of local procedures

21. Competency Matrix
Simple way to visualise performance criteria and tools
Each tool satisfies one or more criteria
Shows that there are options for assessing some criteria
Toolbox guide

22. Later …. work in small groups Answer two questions
look at Toolkit, second level competencies
Answer two questions
what processes already exist which could contribute to the Toolkit?
as of today, what seems to be the most difficult aspect of the Toolkit?
be prepared to share group ideas