Abnormal Emergency

Acknowledgement
First and foremost, praises and thanks go to Allah the Merciful and the Compassionate for
having bestowing upon us the strength and patience to successfully carry out this work.
Our thanks go first to our internship supervisor, Mr. LAFIF Marouane for his useful
information, his practical advice, his continuous guidance and his availability throughout our
internship, despite the multiple responsibilities he had.
We would also like to sincerely thank our tutor, Mr. MORTAJINE Redoine, head of the
ATC Unit Training Division for his consistent support, valuable insights and expertise that
contributed greatly to this paper during the internship period.
Great thanks go to Mr. BOUHOURI Nabil, head of Mohammed V Regional Training Centre
and Mr. FLIOU Hicham, head of approach department for their welcome, availability despite
busy schedules, support as they guided us to persons able to provide us with necessary
information, and their sympathy which have favoured our integration into the platform.
Special thanks go to Mr. JBARA Mostafa, Director of AVSEC centre, and our three-year
training instructor for his support, mentorship and for setting a great example of the work of an
ATC.
In addition, a nod to all the air traffic controllers in Mohammed V airport who have made
our internship valuable through their encouragements, support and career advice to us as future
air traffic controllers.
We feel compelled to extend our thanks to the academic staff of the Mohammed VI
International Academy of Civil Aviation, - Assistant director of studies Mr. RIFAI Abdel'Ali,
Head of ICNA training department Ms. BENCHLIH Widad, whose main concern is to ensure
that we conduct our training in the best conditions and maintain the excellence of our institution.
Graduation Project – ICNA03 CCA20

Last but not least, our thanks also go to the members of the jury for the great honour they
gave us by accepting to judge this work.
And finally, we would love to warmly thank everyone who has contributed to this project
and express our profound appreciation for their interest and support, generously granted.

Abstract
ATC initial training is one of the essential pillars upon which the civil aviation industry
depends. However, it is not the only one; as air traffic is constantly growing, ATC units should
be able to handle not only routine situations but also abnormal scenarios and emergencies. Thus,
the competencies, skills and knowledge initially acquired are not the only tool to handle safe
air traffic management. In fact, it is in this context that ABES Refresher Training programme
have been integrated into our ANSP strategic vision. In order to establish the aforesaid training,
a proactive planning is deemed important.
This paper addresses the necessary means to set up an ABES Refresher Training and consists
of four chapters; the first three serve as an explanation of the different aspects of the project,
while the fourth represents the essence of our research.
The first chapter describes the host organization where we have conducted our internship, in
addition to a brief overview of AIAC Mohammed VI as it plays a major role for the realization
of our project, the second chapter outlines the regulatory framework of the study, along with a
gap analysis serving as a tool to extract the problematic, and the third chapter highlights the
ATC training context and defines various course conception methodologies.
As for the fourth and last chapter, it is divided into two parts; the first one covers the
necessary means for the prior scheduling of the training, meanwhile, the second part tackles the
preliminary steps and their respective tools for the training’s final conception.
Key words: gap analysis, emergency, abnormal situation, Refresher Training, competencies,
course conception.

Résumé
La formation initiale des contrôleurs aériens est l'un des piliers indispensables dont dépend
l'industrie de l'aviation civile. Cependant, elle s’avère insuffisante. Comme le trafic aérien
connaît incessamment une augmentation permanente, le corps du contrôle aérien se trouve,
alors, confronté de plus en plus à des situations inhabituelles ou à des urgences. Par voie de
conséquence, il est clair que les compétences, les aptitudes et les connaissances initialement
acquises sont insuffisantes pour le maintien d’une gestion adéquate du trafic aérien. En effet,
c’est dans ce contexte que les formations de rafraîchissement de l'ABES ont été intégrées dans
la vision stratégique de l’Office National des Aéroports. Afin de lancer cette formation, une
planification proactive doit être établie.
Notre étude, qui s'articule autour des moyens nécessaires à la mise en place d'une formation
de rafraîchissement de l’ABES, se compose de quatre chapitres ; les trois premiers servent à
expliquer les différents aspects du projet, tandis que le quatrième constitue l'essence de notre
recherche.
Le premier chapitre décrit les organismes d'accueil où notre stage PFE a eu lieu, accompagné
d'une brève présentation de l'AIAC qui joue un rôle majeur dans la concrétisation de notre
projet, le deuxième expose le cadre réglementaire de l'étude, ainsi qu'une analyse d’écart servant
d'outil pour extraire la problématique, tandis que le troisième met en évidence le contexte de la
formation des contrôleurs aériens et définit les différentes méthodologies de conception des
cours.
Quant au quatrième et dernier chapitre, il est composé de deux parties : la première est
consacrée aux moyens nécessaires à la planification préalable de la formation, alors que la
seconde partie aborde les étapes préliminaires et leurs outils nécessaires pour la conception
finale de la formation.
Mots-clés : Analyse d’écart, urgence, situation inhabituelle, formation de rafraîchissement,

compétences, conception de cours.

‫يعد التدريب اﻷولي لمراقبي الحركة الجوية أحد الركائز اﻷساسية التي تعتمد عليها صناعة الطيران المدني‪ .‬رغم ذلك‪،‬‬
‫فقد تبين أن مرحلة التدريب اﻷولي غير كافية‪ .‬بما أن الحركة الجوية تشهد زيادة دائمة باستمرار‪ ،‬فإن هيئة مراقبة الحركة‬
‫الجوية تجد نفسها تواجه بشكل متزايد مواقف خارجة عن العادة أو حاﻻت طوارئ‪ .‬فمن الواضح أن الكفاءات‪ ،‬القدرات‬
‫والمعرفة المكتسبة في التع ليم اﻷولي غير كافية للحفاظ على تسيير مناسب للحركة الجوية‪ .‬في الواقع‪ ،‬لهذا تم دمج التدريب‬
‫المستمر ‪ ABES‬في الرؤية اﻹستراتيجية للمكتب الوطني للمطارات‪ .‬مع العلم أن‪ ،‬من أجل الشروع في هذا التدريب‪ ،‬يجب‬
‫وضع مخطط استباقي‪.‬‬
‫تتكون دراستنا‪ ،‬التي تدور حول الوسائل المطلوبة ﻹعداد التدريب المستمر ‪ ،ABES‬من أربعة فصول؛ تعمل الثﻼثة‬
‫اﻷولى على شرح الجوانب المختلفة للمشروع‪ ،‬بينما يشكل الفصل الرابع جوهر بحثنا‪.‬‬
‫يصف الفصل اﻷول المؤسسات المستقبلة التي تم فيها مشروع نهاية الدراسة‪ ،‬مصحوبًا بوصف لـﻸكاديمية الدولية محمد‬
‫دورا رئيسيًا في تحقيق مشروعنا‪ ،‬ويشرح الفصل الثاني اﻹطار التنظيمي للدراسة‪،‬‬
‫السادس للطيران المدني الذي تلعب ً‬
‫باﻹضافة إلى تحليل الفجوات الذي يعتبر أداة ﻻستخراج اﻹشكالية‪ ،‬بينما يسلط الفصل الثالث الضوء على السياق الذي يؤطر‬
‫تدريب مراقب الحركة الجوية ويحدد المنهجيات لتصميم الدورة المخصصة لهذا التدريب‪.‬‬
‫أما الفصل الرابع واﻷخير فيتكون من جزأين‪ :‬اﻷول مخصص لعرض الوسائل الﻼزمة للتخطيط اﻷولي للتدريب‪ ،‬بينما‬
‫يتناول الجزء الثاني المراحل اﻷولية وأدواتها الﻼزمة للتصميم النهائي للدورة التدريبية‪.‬‬
‫الكلمات المفاتيح‪ :‬تحليل الفجوات‪ ،‬حالة طارئة‪ ،‬حالة خارجة عن العادة‪ ،‬تدريب مستمر‪ ،‬كفاءات‪ ،‬تصميم الدورة‪.‬‬
‫‪Graduation Project – ICNA03 CCA20‬‬

Table of contents
Dedication .................................................................................................................................. ii
Acknowledgement ..................................................................................................................... iii
Abstract ...................................................................................................................................... v
Résumé ...................................................................................................................................... vi
‫ ملخص‬......................................................................................................................................... vii
Table of contents ..................................................................................................................... viii
Tables’ list ................................................................................................................................. xi
Figures’ list ............................................................................................................................... xii
Acronyms and abbreviations ................................................................................................... xiii
Terminology ............................................................................................................................ xvi
Introduction ................................................................................................................................ 1
Chapter I: Presentation of Host Organism ................................................................................. 3
I. Moroccan Airports Authority ONDA ................................................................................ 4
I.1 Legal status of ONDA ................................................................................................. 4
I.2 Historical background .................................................................................................. 4
I.3 Missions of ONDA ...................................................................................................... 5
I.4 Description chart .......................................................................................................... 6
I.5 Organizational chart .................................................................................................... 7
II. Mohammed V International Airport .................................................................................. 8
II.1 Geographical location .................................................................................................. 8
II.2 Historical background .................................................................................................. 8
II.3 Geographical and administrative data ......................................................................... 8
II.4 Organizational chart .................................................................................................... 9
II.5 Infrastructure ............................................................................................................. 10
II.5.1 Terminals ............................................................................................................ 10
II.5.2 Runways ............................................................................................................. 10
II.5.3 Taxiways ............................................................................................................ 11
II.5.4 Apron’s surface and strength.............................................................................. 12
III. Mohammed VI International Academy of Civil Aviation ............................................ 14
III.1 General overview ................................................................................................... 14
III.2 Historical background ............................................................................................ 15
III.3 AIAC: full membership ......................................................................................... 15
Chapter II: Problematic Analysis ............................................................................................. 17
I. Regulatory framework ...................................................................................................... 18
I.1 International regulations ............................................................................................ 18
I.1.1 ICAO Documents ............................................................................................... 18
I.1.2 Eurocontrol ......................................................................................................... 20
I.2 National regulations ................................................................................................... 21
I.2.1 Ministerial Decree N° 3282-13 .......................................................................... 21
I.2.2 Decree N° 2-12-754 ........................................................................................... 21
I.3 Local instructions ...................................................................................................... 23
I.3.1 Mohammed V Airport Emergency Plan ............................................................. 23
I.3.2 Mohammed V Airport Manex ............................................................................ 23
II. Problem Analysis ............................................................................................................. 24
II.1 Current state ............................................................................................................... 26
II.1.1 Condition 1 check ............................................................................................... 27

II.1.2 Condition 2 check ............................................................................................... 28
II.2 Target objective ......................................................................................................... 31
II.2.1 ATC Competencies ............................................................................................ 32
II.2.2 ATC Refresher Training Baseline ...................................................................... 32
II.2.3 Unit-specific ATC Refresher Training ............................................................... 33
II.2.4 Instructors ........................................................................................................... 33
II.3 Gap between the current and the target state ............................................................. 33
II.3.1 Bridging the gap ................................................................................................. 34
II.3.2 Benchmarking Analysis ..................................................................................... 35
Chapter III: ATCO Training Context and Conception Methodologies .................................... 41
I. The need to adapt ............................................................................................................. 42
II. ATCO training context ..................................................................................................... 43
II.1 Types of ATCO trainings .......................................................................................... 43
II.1.1 Initial training ..................................................................................................... 44
II.1.2 Unit training ....................................................................................................... 44
II.1.3 Continuous training ............................................................................................ 45
II.2 Competency-based training ....................................................................................... 45
II.2.1 Historical overview ............................................................................................ 45
II.2.2 What is a competency? ....................................................................................... 45
II.2.3 Elements of a competency .................................................................................. 46
II.2.4 The process of competency-based training ........................................................ 48
II.2.5 CBTA workflows ............................................................................................... 48
II.2.6 Difference between CBTA and traditional training ........................................... 49
II.2.7 Benefits of implementing CBTA ....................................................................... 50
II.3 Refresher Training ..................................................................................................... 50
II.3.1 Definition ........................................................................................................... 50
II.3.2 Components ........................................................................................................ 51
II.3.3 Refresher Training interactions .......................................................................... 51
II.3.4 Refresher Training as a Competency-based Training ........................................ 52
III. Course developing methodologies ................................................................................ 53
III.1 The ADDIE methodology ...................................................................................... 53
III.1.1 Historical overview ............................................................................................ 53
III.1.2 The ADDIE methodology process ..................................................................... 54
III.2 TRAINAIR PLUS methodology ............................................................................ 59
III.2.1 General overview ............................................................................................... 59
III.2.2 Historical overview ............................................................................................ 59
III.2.3 The TRAINIAR PLUS methodology process .................................................... 60
Chapter IV: The ABES Training Implementation ................................................................... 73
I. Means to implement the training ...................................................................................... 74
I.1 Service contract between Mohammed V and AIAC ................................................. 74
I.2 ATCOs training coordination procedure ................................................................... 75
I.3 The ABES Refresher Training Planning ................................................................... 77
I.3.1 First parameter: ATCOs availability .................................................................. 77
I.3.2 Second parameter: Trainers’ availability ........................................................... 77
I.3.3 Third parameter: Equipment’s availability......................................................... 78
I.4 Sensibilization ........................................................................................................... 78
I.5 Training assessment ................................................................................................... 79
I.5.1 Training management dashboard ....................................................................... 79
I.5.2 Feedback on training .......................................................................................... 81
I.5.3 Training updates ................................................................................................. 84

II. The conception ................................................................................................................. 84
II.1 Aerodrome ABES Courses design ............................................................................ 84
II.1.1 ABES Theoretical Courses ................................................................................. 85
II.1.2 ABES Practical Courses (Simulations Phase) .................................................... 86
II.2 Instructors’ preparation for ABES Refresher Training ............................................. 90
II.2.1 Guided Analysis for Instructors ......................................................................... 92
II.2.2 Instructors’ courses materials ............................................................................. 93
II.2.3 Instructor role in the training session ............................................................... 98
II.3 Trainees’ course materials ....................................................................................... 102
II.3.1 ATC Trainee Manuals ...................................................................................... 102
Conclusion .............................................................................................................................. 115
References .............................................................................................................................. 116
Appendices’ list ...................................................................................................................... 118

Tables’ list
Table 1: ONDA technical sheet.................................................................................................. 6

Table 2: Runways' characteristcs ............................................................................................. 10
Table 3: Apron's characteristics ............................................................................................... 12
Table 4: ENAV ABES course sheet ......................................................................................... 37
Table 5: GANS ECT course sheet ............................................................................................ 40
Table 6: Competency elements ................................................................................................ 47
Table 7: Summary of TRAINAIR PLUS timeline ................................................................... 60
Table 8: Examples of codes ..................................................................................................... 68
Table 9: Stakeholders signature table....................................................................................... 77
Table 10: Abnormal and emergency situations ........................................................................ 86
Table 11: Euro-control's 10 competencies ............................................................................... 89
Table 12: Characteristics of an analysis session ...................................................................... 92
Table 13: ABES training module’s form ................................................................................. 94
Table 14: Bomb alert course’s form ......................................................................................... 95
Table 15: ABES training evaluation sheet ............................................................................... 98
Table 16: Bomb Alert procedure ............................................................................................ 104
Table 17: Bomb alert example ............................................................................................... 106
Table 18: Memory aids examples .......................................................................................... 113

Figures’ list
Figure 1: Organizational chart .................................................................................................... 7

Figure 2: Picture of the airport ................................................................................................... 8
Figure 3: Mohammed V airport organizational chart ................................................................. 9
Figure 4: Runways and taxiways’ configuration ...................................................................... 11
Figure 5: Stands' configuration ................................................................................................ 13
Figure 6: AIAC’s timeline........................................................................................................ 15
Figure 7: AIAC full membership certificate ............................................................................ 16
Figure 8: Sampling method ...................................................................................................... 24
Figure 9: gap analysis’s curve .................................................................................................. 25
Figure 10: Percentage of ATCOs participating in ABES Training .......................................... 26
Figure 11: Percentage of ABES included in the training ......................................................... 26
Figure 12: Refresher Training frequency ................................................................................. 28
Figure 13: ATCOs' satisfaction on the Refresher Training frequency ..................................... 29
Figure 14: The reasons behind the training's insufficiency ...................................................... 29
Figure 15: Basic elements of the Refresher Training ............................................................... 30
Figure 16: ATC Refresher Training Concept ........................................................................... 31
Figure 17: Interaction between benchmarking and gap bridging steps .................................... 34
Figure 18: ENAV training manual ........................................................................................... 36
Figure 19: GANS CATC course catalogue .............................................................................. 39
Figure 20: ATC training classification ..................................................................................... 43
Figure 21: CBTA workflows .................................................................................................... 48
Figure 22: Difference between CBTA & Traditional Training ................................................ 49
Figure 23: Refresher Training as our main concern ................................................................. 50
Figure 24: Refresher Training interactions .............................................................................. 52
Figure 25: ADDIE process cycle ............................................................................................. 54
Figure 26: Questions to determine needs & objectives ............................................................ 55
Figure 27: TRAINAIR PLUS methodology process ............................................................... 61
Figure 28: System approach applied to Refresher Training ..................................................... 62
Figure 29: Difference between training needs and acquired K/S/As ....................................... 64
Figure 30: TRAINAIR PLUS final scheme ............................................................................. 72
Figure 31: Training application dashboard .............................................................................. 80
Figure 32: Training application instructors' dashboard ............................................................ 80
Figure 33: The used Python code ............................................................................................. 87
Figure 34: Code's inputs ........................................................................................................... 87
Figure 35: Simulation design Canva ........................................................................................ 90
Figure 36: Training event sequencing ...................................................................................... 91
Figure 37: ABES work manual cover page ............................................................................ 102
Figure 38: Phraseology manual cover page ........................................................................... 105
Figure 39: ASSIST concept .................................................................................................... 113

Acronyms and abbreviations
ABES Abnormal and Emergency Situations
ACAS Airborne Collision Avoidance System
ACFT Aircraft
ANSP Air Navigation Service Provider
APP Approach
APU Auxiliary Power Units
ARFF Aircraft Rescue and Fire Fighting
ASPH Asphalt
ATC Air Traffic Control
ATCO Air Traffic Control Officer
ATM Air Traffic Management
ATO Approved Training Organizations
ATS Air Traffic Services
ATSEP Air Traffic Safety Electronics Personnel
AVL Available
CAA Civil Aviation Authority
CATC Civil Aviation Training Centre
CBTA Competency-Based Training Assessment
CDU Course Development Unit
CGI Computer-Generated Image
CLR Clearance
CNA Content Needs Analysis
CRM Crew Resource Management
EASA European Union Aviation Safety Agency
EO Enabling Objectives

EOC Emergency Operations Centre
EU European Union
FRMS Fatigue Risk Management System
GANS Global Air Navigation Services
GAT Global Aviation Training
IATA International Air Traffic Association
ICAO International Civil Aviation Organisation
ILS Instrument Landing System
ISD Instructional System Design
ITP ICAO Training Packages
ITU International Telecommunications Union
KSA Knowledge Skills Attitudes
LOS Line Operational Simulation
MANPADS Man-Portable Air Defense Systems
MCP Mobile Command Post
NAV Navigation
OJT On-the-Job Training
PANS Procedures for Air Navigation Services
PCN Pavement Classification Number
POB Persons On Board
RADAR Radio Detecting and Ranging
RD Research and Development
RTC Regional Training Centre
RTCE Regional Training Centre of Excellence
RTF Radiotelephony
RWY Runway
SAR Search and Rescue

SGT Small Group Tryouts
SID Standard Instrument Departure
STP Standardized Training Packages
STPM Systematic Training Programme Methodologies
SWY Stopway
TCAS Traffic Collision Avoidance System
TDC Training Development Course
TDG Training Development Guide
TDZ Touchdown Zone
THR Threshold
TNA Training Needs Assessment
TPO Training Proficiency Objectives
TRM Team Resource Management
TWR Tower
TWY Taxiway
UNCTAD United Nations Conference on Trade and Development
UNDP United Nations Development Programme
USAF United States Air Force
WX Weather

Terminology
A
Is one in which it is no longer possible to continue
the flight using normal procedures but the safety of
Abnormal situation
the aircraft or persons on board or on the ground is
not in danger.
C
A combination of knowledge, skills and attitudes
Competency
required to perform a task to a prescribed standard.
Training that is characterized by performance
orientation, emphasis on standards of performance
Competency-based training
and their measurement and the development of
training to the specified performance standards.
Training designed to maintain the validity of the
Continuous training endorsements of the license. It includes refresher
and conversion training.
Training designed to provide knowledge and skills
appropriate to a change in the operational
Conversion training environment and shall be provided when the safety
assessment of the change concludes the need for
such training.
A coherent sequence of training activities
Course concerning a specific theme/job leading to a
common goal.
E
Is one in which the safety of the aircraft or of
Emergency situation persons on board or on the ground is endangered for
any reason.
G
Is a process destinated to determine what steps or
elements are missing from a desirable state of
Gap analysis existence. In our case, we want to comply with
ICAO requirements for a formal aviation safety
management system.
I
(Also called institutional training) aims to prepare a
trainee for training at an air traffic control (ATC)
unit. Initial training leads to the issue of a student air
Initial training
traffic controller license or to the issue of an
additional rating and, if applicable, rating
endorsement.
A training specialist who has completed formal
Instructor training in instructional techniques and who has the
responsibility to deliver a given course to trainees in

accordance with the standards defined for that
course.
J
Any mean made available on the job expressly
designed to facilitate correct performance of the task
Job Aid
by extending an employee’s capacity to retain and
utilize information.
P
A standard that clearly distinguishes between
Performance Standard correct or acceptable performance and incorrect or
unacceptable performance.
R
A designed training to review, reinforce or enhance
the existing knowledge and skills of air traffic
Refresher Training
controllers to provide a safe, orderly and expeditious
flow of air traffic.
T
Consists of a number of courses conducted to meet a
specific national (or international) training need.
Most civil aviation training institutions conduct
Training Programme
training programmes for a wide range of sector
needs. Some training programmes may include
complementary on-the-job training.

Introduction
In order to enhance safety, regularity, and efficiency of the world's air traffic, ICAO is
constantly promoting the competencies maintenance programs. In this regard, all member states
and their respective Air Navigation Service Providers are required to comply with ICAO vision
by implementing adequate Refresher Training programmes. Considering the increasing traffic
and the growing complexity of the airspace, civil aviation stakeholders must deploy all possible
means so as to adapt their management systems to the current change. Thus, countries are
gradually moving from an ATC approach towards an Air Traffic Management System which
requires competent and qualified air traffic management professionals; predisposed to cope
with the hurdles generated by this transition.
On the national scale, since 2016, Morocco’s comprehensive agreement with Eurocontrol
resulted in exceptional growth in Air Traffic Control. This agreement recognizes the
performance of the Moroccan air traffic management services which encourages our state to be
on the same wavelength. Consequently, the Moroccan Airports Authority launched a master
plan for continuous training in which Refresher Training in Abnormal and Emergency
Situations is one of the major strategic axes. On the operational level, en-route and approach
phases dispose of frequent Refresher Trainings in Abnormal and Emergency Situations,
however, the aerodrome phase makes the exception. This is mainly due to the absence of a 3D
Tower simulator, as well as, the fact that no Regional Training Center has implemented a
training programme respecting ICAO regulations.
Accordingly, a Refresher Training programme is a fundamental operational change, that

must be considered to deliver a proper product, capable of targeting and enhancing ATC units'
competencies in handling unusual situations and emergencies. As such, the contextualization
of the training should be defined in terms of the involved stakeholders, annual planning, and
training assessment. Moreover, its conception is an important process; hence why choosing the
right methodology is a must before launching the training programme.

In our research paper, we will cover three parts in order to achieve our final objective. This
This humble study aims at paving the way to the creation of an aerodrome Abnormal and
Emergency Situations Refresher Training. To achieve our target goal, we will initially conduct
a gap analysis by, first, questioning the current state of Mohammed V aerodrome as a pilot
platform and determining the target state, secondly, benchmarking other countries’ approaches
to this problematic in purpose of structuring the necessary corrective action. We will then
explore the different Instructional System Design methodologies to conceptualize the
abovementioned training after providing a brief description of the ATCOs training context.
Finally, our last step will be centered on determining the necessary means for the ABES training
implementation.

Chapter I: Presentation of Host Organism
In this chapter, we will give a general presentation of host organizations concerned by our
internship; we begin with the Moroccan Airports Authority (ONDA), we then procced to
presenting Mohammed V airport in terms of geographical and administrative data,
infrastructure configuration and runways, taxiways and apron’s strength to finally end with a
presentation of Mohammed VI International Academy of Civil Aviation (AIAC Med VI)
considering that it plays a major role in the implementation of our project.

Chapter I: Presentation of Host Organisms
I. Moroccan Airports Authority ONDA
I.1 Legal status of ONDA
The Moroccan Airports Authority (ONDA), is a public enterprise currently placed under the
authority of the Ministry of Equipment, Transport and Logistic. It is an industrial and
commercial organization with personal and financial autonomy. Hence why, it is nowadays
classified as the first autonomous public enterprise of airports’ management with an industrial
character.
I.2 Historical background
Up until 1980, airports and air navigation services were directly managed by the
administration (Ministry of Transport). In accordance with the construction and commissioning
of the Mohammed V airport terminal at that time, the Government decided to opt for
management autonomy, with the creation in 1980 of the first public airport management
enterprise; the OAC (Office des Aéroports de Casablanca), whose attributions were initially
limited to the Casablanca airports. (MOHAMMED V, CASA-ANFA, TIT-MELLIL).
The OAC was the first step of the new airport management regime: it was set up in
accordance with the high Royal vision of the late King Hassan II: "We are determined to
develop, expand and modernize the communications network, to multiply the airports and raise
them to the level of the most prestigious Western airports" Speech from the Throne of March
3, 1981. This positive result was a determining factor in the decision to extend this first
experience to all national airports.
Thus, the responsibilities of the OAC have been gradually and progressively extended to
finally cover all airports and air navigation services from 1990.
This step-by-step strengthening of the Establishment's competencies is the result of a

deliberate choice and a strategic vision, with a view to guarantee the optimal development of
the aeronautical sector.

Following the application of the law n°14-89 which is part of the decree n° 2-89-480 of the
1st Joumada II 1410 (December 30, 1989), the “Office des Aéroports de Casablanca” was
transformed into the “Office National Des Aéroports” (ONDA).
The development process of this important Office was crowned by the Royal Decision
intervened in 1991, attaching all the services of the Air Navigation to the ONDA, in order to
consolidate the role of the entreprise for a wider action in favor of the aeronautical sector.
I.3 Missions of ONDA
The missions of the ONDA are grouped into four main areas:
• The safety of air navigation at the level of airports and air space, under national
jurisdiction.
• Exploitation, maintenance and the development of the civil airports of the State. The
boarding, disembarkation, transit and routing on land of passengers, goods and mail
transported by air, as well as any service intended to satisfy the needs of users and the
public.
• Liaison with international organizations and airports to meet the needs of air traffic.
• The training of civil aeronautics engineers, ATCs and ATSEPs
There are also missions which are declined in a certain number of requirements, namely:
• Maintaining the service quality provided to companies and passengers, in accordance

with international standards.
• The development of the necessary resources to meet the permanent technological
change of the sector.
• The development of the sector to meet the growth of air transport.

I.4 Description chart
Corporate name Office National Des Aéroports
Postal address B.P .8101 casa Oasis, Casablanca
TEL: (+212)5 22 53 91 40
FAX: (+212)5 22 53 99 01
Website ONDA www.onda.ma
Staff 2 728 cadres et agents
Chef Executive Officer “CEO” Ms. Habiba LKLALECH
Activity centers • 17 international airports, 6 domestic airports

• 10 secondary platforms, 2 regional control centers
• Central Office of Telecommunications (BCT)
• Aeronautical Information Service
• Mohammed VI International Academy of Civil
Aviation (AIAC).
Table 1: ONDA technical sheet

I.5 Organizational chart
Figure 1: Organizational chart

II. Mohammed V International Airport
II.1 Geographical location
Mohammed V Airport - Casablanca is located 16.19NM (30 km) south of the city of
Casablanca in the commune of Nouaceur. With a capacity of 16.4 million passengers and
150,000 t / year of fret, it is the main airport in Morocco and one of the largest in Africa.
II.2 Historical background
The construction of the Airport began in 1951

on behalf of the USAF which was maintained
there, under the name of Nouaceur Air Base, an
air base for Strategic Air Command bombers.
Later on, the Americans returned the base
facilities to the Moroccan government on August Figure 2: Picture of the airport
15, 1963.
In September 2007, the airport doubled its capacity with the inauguration of the new
Terminal 2. The airport is now considered the hub of Moroccan airlines Royal Air Maroc, and
Air Arabia with means to accommodate the A380.
II.3 Geographical and administrative data
• Name: Mohammed V airport

• Nature: International airport
• Aerodrome Reference Point coordinates and site of aerodrome:
- LAT: 33°21’51''N
- LONG: 007°34'54''W (WGS-84)
- Position: 450 m east of the runway 35R’s axis, 2500 m of
runway17L’s threshold.
• Geographic location: 16,19 NM (30 KM) Sud/South CASABLANCA
• Reference code: 4E

• Reference temperature: 30°c

• Aerodrome altitude: 200m (656ft)
• Aerodrome category for firefighting (SSLIA): Cat 9
• Address: Airport Mohammed V Casablanca B.P 52 Casablanca / Nouaceur 20240
MAROC
• Phone: +212(0).522.53.90.40 / (0).522.53.91.40 / FAX: +212. (0).522.53.90.51
• ANSP: National Office of Airports
• RFSTA: GMMNYDYD / GMMNZPZX
• ICAO code: GMMN
• IATA code: CMN
II.4 Organizational chart
Figure 3: Mohammed V airport organizational chart

II.5 Infrastructure
II.5.1 Terminals
The airport has three passengers’ terminals, the first is still in the process of extension, the
second terminal has an overall surface area of 66,000 m² and a capacity of 6 million passengers,
the third terminal is laid out on 4000 m² with a capacity of 400000 passengers.
In addition to this, there are two fret terminals;
- Terminal fret 1: overall surface of 17000 m² / capacity of 50000 t/an

- Terminal fret 2: overall surface of 32000 m² / capacity of 100000 t/an
II.5.2 Runways
There are two runways in Mohammed V airport (CAT IIIA and CAT II), both are are 3720m
long and 45m wide and are 380m apart. The table down below illustrates all characteristics.
Runway True Dimensions Strength (PCN) THR elevation and Slope of

bearing of RWY and surface of highest elevation of RWY-SWY
RWY and SWY TDZ of precision
APP RWY
35R 343,96° 3 720 x 45 0m → 60m PCN = THR: 199,9 m TDZ: Average

67/R/C/W/T CONC 199,3 m slope: 0,18%
MP60 → MP830
PCN = 73/R/C/W/T
ASPH 830m →
3720m PCN =
65/F/C/W/T ASPH
17L 163,96° 3 720 x 45 0m → 2890m PCN THR: 193 m TDZ: Average

= 65/F/C/W/T 196m slope: 0,18%
ASPH 2890m →
3660m PCN =
73/R/C/W/T ASPH
3660m → 3720m
PCN = 67/R/C/W/T
CONC
35L 344,03° 3 711 x 45 PCN = 82/F/B/W/T THR: 199,9 m TDZ: Average

ASPH 199,6 m slope: 0,14%
17R 164,02° 3 711 x 45 THR: 194,9 m TDZ: Average

195,9 m slope: 0,14%
Table 2: Runways' characteristcs

II.5.3 Taxiways
• Width: 23m
• Surface and strength:
o TWY parallel to RWY 35R/17L:
▪ T1: PCN: 109/R/B/W/T
▪ T2, T3, T4, T5 : PCN : 49/F/C/W/T
o TWY perpendicular to RWY 35R/17L: N, M, P, Q, R, S / TWY Y & L
▪ S1, S2: 23 m PCN: 60/R/B/W/T
▪ N2, M2 : 23 m PCN : 60/R/B/W/T
▪ R, R1, N1 : 23 m PCN : 63/F/B/W/T
▪ M, M1 : 23 m PCN : 69/F/B/W/T
▪ P, P1 : 23 m PCN : 86/F/B/W/T
▪ P2: 23 m PCN: 61/F/B/W/T
▪ Q, Q1 : 23 m PCN : 26/F/C/W/T
▪ TWY L : 23 m PCN : 54/F/B/W/T
▪ TWY Y : 23 m PCN : 50/F/B/W/T
▪ N, S: NOT AVL
Figure 4: Runways and taxiways’ configuration

II.5.4 Apron’s surface and strength
Stands Material PCN
B1 B10 Concrete 56/R/B/W/T
B11 B14 Bitumen 38/F/B/W/T
C1, C2, J1 Concrete 70/R/B/W/T
C23 C26 Bitumen 58/F/B/W/T
D1 D7 Bitumen 48/F/B/W/T
D8 D15 Bitumen 47/F/B/W/T
E1 E12 Concrete 52/R/B/W/T
F1 F9 Concrete 53/R/B/W/T
G1 G6 Concrete 53/R/B/W/T
H1 H4 Concrete 53/R/B/W/T
C3 C8 Concrete 67/R/B/W/T
J2 J4 Concrete 67/R/B/W/T
J5 J9 Concrete 56/R/B/W/T
J11 J14 Bitumen 45/F/B/W/T
J15 Bitumen 58/F/B/W/T
K1, K2 Concrete 52/R/B/W/T
PI Concrete 48/F/B/W/T
Table 3: Apron's characteristics

The figures down below illustrate the stands available in Mohammed V airport
Figure 5: Stands' configuration

III. Mohammed VI International Academy of Civil Aviation
III.1 General overview
Mohammed VI International Academy of Civil Aviation, which is a higher education

institution is located in a unique setting in the heart of the Casablanca Aeropole. Spread over
an area of 6 hectares benefits from the presence, on the same site, of numerous high-tech
industrial units and the immediate proximity of the country's largest airport. Created in 2000 by
His Majesty King Mohammed VI, its mission is to train air traffic controllers, air safety
electronics technicians and engineers. The Academy is placed under the authority of the
Moroccan airports’ authority and under the supervision of the Ministry of Equipment, Transport
and Logistics.
The training programmes provided at AIAC is based on the standards and practices
recommended by the International Civil Aviation Organization (ICAO). In 2006, the
engineering training at the Academy leads to the State Engineering Diploma, recognized by the
National Council of Titles and endorsed by the University of Casablanca, in accordance with
the provisions of Law No. 01.00, organizing higher education. Since then, AIAC has been
training engineers in the field of computer and air operations engineering, electronics and
telecoms engineering, industrial and production engineering? ATCOs, ATSEPs, and different
continuous trainings for professionals.
AIAC is committed to training senior managers capable of driving innovation in the various
branches of civil aviation. To achieve this, the Academy adapts its training programmes to the
new expectations of the aeronautical industry and related sectors. It constantly integrates
scientific and technological advances.

III.2 Historical background
Figure 6: AIAC’s timeline
III.3 AIAC: full membership
The Academy has been approved by ICAO as the first Francophone centre of the TRAINAIR
network. This is a cooperative network of civil aviation training centers that develop training
courses using exactly the same method. These courses are called Standardized Training
Packages (STPs) and are registered in the TRAINAIR database. Each participating member
has access to the STP database and can use training courses that have been developed by other
members. ICAO monitors the standards of the course development process.
On May 18, 2011, the academy was awarded the TRAINAIR Plus label by ICAO after a
thorough evaluation by experts from this prestigious organization.

he Mohammed VI International Civil Aviation Academy (AIAC) has become a "Full

Member" of the "TRAINAIR PLUS" Programme of the International Civil Aviation
Organization (ICAO). This distinction obtained during
the ICAO World Conference of Aviation Training
Centres, which took place from 24 to 27 March in
Dublin, is the result of a development strategy and a
teaching program that meets the international
standards of the ICAO. In addition, the "TRAINAIR
PLUS" methodology, a programme based on human
factors training materials, is designed for frontline
operators of air traffic management organizations. Figure 7: AIAC full membership certificate
This full membership gives the academy many benefits such as:
o ICAO recognition
o Deliver ICAO courses
o Develop STPs and generate revenues from STP sales
The above different descriptions have provided us with a general overview of the context in
which the Abnormal and Emergency Situations Training will be implemented; in fact, the
Moroccan Airports Authority has an entity which could help in contextualizing the regulatory
framework of the implementation, Mohammed V regional training centre will be the RTC pilot
simply because it is the hub of Morocco’ airports. In addition, the availability of an
aerodrome simulator in the Mohammed VI International Academy of Civil Aviation, as well as
the fact that the academy is a full member of the TRAINAIR PLUS programme will enable it
to be the appropriate training centre for the ABES programme.

Chapter II: Problematic Analysis
Refresher Training is a part of the ATCOs’ continuous training. Its main purpose is to
reinforce, enhance and prevent the erosion of the controller knowledge and skills.
According to the standards and recommended practices set by ICAO, Abnormal Situations
and Emergencies Training should be designed to expose air traffic controllers to circumstances
and situations which they do not habitually or commonly experience. The situations to be
practiced may be derived from occurrence reports or from the list of identified Abnormal and
Emergency Situations. A specific issue with this training is simulating the element of surprise.
In this chapter, our main focus will be on the regulatory framework concerning Abnormal
and Emergency Situations management. This point will reorient our focus on a specific study
called “gap analysis” which we will conduct in Mohammed V platform using a questionnaire.
Afterwards, the study will be followed by a Benchmarking Analysis.

I. Regulatory framework
I.1 International regulations
I.1.1 ICAO Documents
a. Doc 4444:
The ICAO Procedures for Air Navigation Services, Sixteenth Edition - 2016 (Doc 4444 -
Air Traffic Management) is intended to serve as a source of information and guidance on ATS
safety management.
The objectives underlying the document are to ensure that the established level of safety
applicable to the provision of ATS within an airspace or at an aerodrome is met and safety-
related enhancements are implemented whenever necessary.
With regards to the fifteenth chapter, entitled “Procedures related to emergencies,

communication failure and contingencies”, the ICAO Doc clearly states that air traffic control
units shall maintain full and complete coordination, and personnel shall use their best judgement
in handling emergency situations. Therefore, in the same chapter, it is clearly stated that the
various circumstances surrounding each emergency situation preclude the establishment of
exact detailed procedures to be followed. The procedures outlined hereafter are intended as a
general guide to air traffic services personnel.1
1
Doc 4444

a. Doc 10056:
The Manuel on Air Traffic Controller Competency-Based Training and Assessment (Doc
10056 – First Edition, 2017) provides guidance on the design of ATC Refresher Training. It
makes clear, in its sixth chapter, the importance of Refresher Training as it is designed for
ATCOs to maintain their competences and enhance their performance in a wide variety of
situations.
As per the manual, Refresher Training needs to include abnormal situations which according
to the definition includes circumstances that are neither routinely nor commonly experienced
and for which the ATCO may not have developed a practiced response.
In this regard, the document states that the Refresher Training may address, but is not
limited to:
✓ Standard practices and procedures, using approved phraseology and effective
communication:
✓ Non-routine situations, such as:
▪ Unusual and Emergency Situations related to aircraft operations;
▪ Degraded modes of ATS operation; and
✓ Human Factors.

I.1.2 Eurocontrol
a. ATC Refresher Training Manual – Edition 1.0:
This manual provides guidance for the development of ATC Refresher Training courses. It
promotes the maintaince and enhancement of ATCOs performance by focusing the training on
the competencies needed to perform their duties efficiently. The training makes use of different
scenarios that introduce the controller to the most relevant threats and errors in their
environment. The manual doesn’t highlight abnormal and emergency situations management
specifically. However, it introduces the role of competencies in Refresher Training and uses the
ICAO ATC Competency Framework as its basis, provides a set of baseline topics and scenarios
that may be used during Refresher Training.
This manual has also been written considering the development of EU regulatory
requirements that have been produced by EASA for the Refresher Training of air traffic
controllers and therefore may be used as guidance for implementation of these provisions
b. Guidelines for Controller Training in the Handling of

Unusual/Emergency Situations:
The European Organisation for The Safety of Air Navigation issued a document providing
guidelines in the handling of Unusual/Emergency Situations.
The document initially presents the purpose of the training. It then introduces the
organization of the training followed by the designed training programme for controllers. The
document hereafter enumerates emergency situations checklists for 16 scenarios. Meanwhile,
the checklist booklet indicates that Member States will obviously use local expertise to compile
additional items.

I.2 National regulations
I.2.1 Ministerial Decree N° 3282-13
When it comes to handling emergencies, the ministerial decree briefly introduces the service
that the Air Navigation Service Providers must furnish. It clearly states that "An aircraft known
or believed to be in a state of emergency, including an aircraft that is the subject of an unlawful
intervention, shall be given maximum attention and assistance and shall be given priority over
other aircraft according to the circumstances. "
Other than that, the decree does not contain any guidelines for establishing emergency
situations handling procedures on the aerodrome scale.
I.2.2 Decree N° 2-12-754
The decree, related to the aerodrome emergency plan, sets out the measures and actions that
need to be taken by the aerodrome services to deal with emergency situations occurring in the
aerodrome and its vicinity. It also establishes the coordination modalities between the various
participants and the assignment of their responsibilities towards handling the aerodrome
emergency situations.
As it is stated in Article 12 of the fourth chapter, each aerodrome emergency plan should be
tested by organizing three types of exercises:
• General exercise: Its purpose is to test and improve the effectiveness of an aerodrome
emergency plan, and assess:
- The participation of all aerodrome personnel required to respond to the emergency plan;
- The value of the emergency plans and procedures;
- The emergency equipment, material, and telecommunications system;
- The reactivity of the various participants, the coherence and complementarity.

• Partial exercise: its objective is to train new recruits who will be called upon to
emergency situations, in order to maintain the required level of the personnel
competences.
• Classroom exercise: its aim is to evaluate the mobilization ability of the intervention
tools. This exercise can be performed as a coordination exercise, before the general
exercise in order to confirm the procedures to be followed.
The decree also highlights the key role of the Emergency Operations Centre and the Mobile
Command Post, which are implemented in every aerodrome. Once an emergency situation is
declared, the EOC and the MCP are activated.
Besides, the decree presents in its annex a standard canvas of an aerodrome emergency plan.
Its structure is presented in nine parts. These parts are presented as follows:
• Part 1: Aerodrome administration

• Part 2: Types of emergencies
• Part 3: Intervention areas
• Part 4: Intervening services
• Part 5: Relations with the media and the psychological care of the families and the
victims.
• Part 6: Emergency Operations Centre (EOC)
• Part 7: Exercises
• Part 8: Roles and responsibilities of the various participants in different situations
• Part 9: Annexes

I.3 Local instructions
I.3.1 Mohammed V Airport Emergency Plan
The only document that highlights the handling of the Abnormal and Emergency Situations
is the emergency plan. Its main purpose is:
- To ensure the coordination of measures to be taken in an emergency on the aerodrome, to

limit the effects of this situation, especially concerning saving human lives;
- To maintain the safety of the operation and the return to normal airport operations.
However, the emergency plan does not introduce any recommendation or guidelines
concerning the establishment of a Refresher Training in the management of ATC emergencies
or unusual situations.
I.3.2 Mohammed V Airport Manex
The Operations Manual (Manex) of the Control Tower of Mohammed V Airport is designed
to describe the procedures, the instructions as well as the working methods in force.
It is mainly destinated to the aerodrome controller organism in charge of providing air traffic
control, information and alert services at the level of the airspace and the movement area under
its responsibility.
Moreover, it only provides checklists, phraseology terms concerning ABES management.

There is no clear planning, methods or destinated job aids to ATCOs in terms of ABES
handling. Besides, only Approach air traffic controllers are exploiting the Manex guidelines
through a set of organised Refresher Trainings exercises, which are conducted twice a year in
the Regional Training Centre of Mohammed V. Meanwhile, according to the same Centre, no
refreshment is found for aerodrome air traffic controllers because of the tower simulator’s
unavailability in the platform.

II. Problem Analysis
This part mainly consists of presenting the problematic approached in the thesis. An
empirical study based on a survey (see Appendix 1) has been developed. This study allows, in
parallel with the regulatory framework, to properly conduct the gap analysis.
The survey, mentioned in Appendix 1, is based on the sampling method, which is a technique
for selecting a subset of units from a target population in order to collect information. This
information is used to draw conclusions about the general population. The diagram below
illustrates the approach.
Figure 8: Sampling method
In our study, the target population is obviously the air traffic controllers who are likely to
face non-routine/emergency situations at the aerodrome phase. Meanwhile, the result obtained
from the survey allows us to facilitate the detection of ATCOs needs vis-à-vis the
unusual/emergency situations handling.

In order to understand the context of the situation in a structured way, the analysis
methodology known as "gap analysis" will be adopted. This is based on the following phases:
- First phase: answer the question “Where are we?”, because a research study requires a better
understanding of the state of the art, which will help in characterizing the initial state.
- Second phase: The target situation or the target objectives will be addressed to answer the
question: “Where do we want to be?”. The aim is to overcome the constraints existing before
considering the unusual/emergency situations handling programme.
- Third phase: The identification of the existing gap and the levers needed to move from the
current state to the target state and answer the question: “How do we get there?”
Figure 9: gap analysis’s curve

II.1 Current state
First of all, the gap analysis consists of questioning the current state of Mohammed V
aerodrome, regarding the
Have you ever had any refresher training in
treatment of emergency and
unusual/emergency situations?
unusual situations in the
aerodrome phase.
In order to respond to the

question” Where are we?”, we
needed, at first, to know if the air
traffic controllers at the airport
have already participated in a
refresher training on handling
aerodrome emergency/unusual situations.
Figure 10: Percentage of ATCOs participating in ABES Training
According to the survey, only 40% of air traffic controllers have had a Refresher Training,
while 60% of them have never had any refreshment regarding the emergency/unusual
situations.
Even for the ATCOs that benefited from the training, it turns out that the training is not
standardized for everyone and it doesn’t include every necessary ABES. (The figure below
illustrates this)
Figure 11: Percentage of ABES included in the training

Meanwhile, ICAO highlights the importance of training programmes harmonization

(International Civil Aviation Organization)
In the current state, a Refresher Training is considered effective if:
• Condition 1: There is a harmonized, clear and comprehensive training for the air traffic
control units;
• Condition 2: The frequency of this training is sufficient and predisposes the ATCOs to
better handle the aerodrome emergencies and unusual situations.
II.1.1 Condition 1 check
According to the regulatory framework based in Mohammed V aerodrome, no training is
scheduled in the platform. On the other hand, the Manex provides sheets, in its ninth chapter,
concerning the emergency situations listed below:
1. Bomb Alert
2. Unlawful Interference
3. Engine failure or technical problems
4. Forced descent
5. RADAR equipment failure
6. Risks of collision
7. TCAS Resolution
It is worth mentioning that according to the letter of agreement between the approach control
and the tower control, RADAR failure, risks of collision and TCAS resolution are not
considered as emergencies related to the aerodrome phase. This means that these three
situations won’t be considered into unusual/emergency situations in our thesis, since their
training is twice a year in Mohammed V approach simulator.
In each situation sheet, the Manex mainly introduces the procedure’s scope of application,
the responsibilities, the phraseology and tasks allocation. In order to illustrate the structure of
the procedures’ sheets. Besides, the survey proves that:
• 80% of them had engine failure training;

• Only 33% of ATCOs had bomb alert training;
Thus, the results show that no actual harmonized training is implemented to refresh ATCOs
performances concerning aerodrome emergencies.

II.1.2 Condition 2 check
In the context of evaluating the frequency of training, the survey revealed that over 70% of
the ATCOs had no Refresher Training, while less than 30% of them had it only 1 time per a
year.
Figure 12: Refresher Training frequency
In the same perspective, 100% of the ATCOs find that the frequency of the trainings they
had is very insufficient and doesn’t predispose them to handle emergencies and abnormal
situations efficiently.
In parallel, we have raised questions regarding the source of the problem according to the
points of view of the target population. The majority of the ATCOs agreed on the reasons
mentioned in the figure below. Meanwhile, the Eurocontrol, in their regulatory context,
Refresher Training has been part of air traffic controller training for many years. It was made
mandatory in European legislation in 2006 and in the recent update of the ATC licencing rules,
Refresher Training requirements have been further developed.

Figure 13: ATCOs' satisfaction on the Refresher Training frequency
As per the requirements, Refresher Training should be delivered as a validated course and is
a component of continuous training. The Refresher Training topics should be examined or
assessed using the processes described in the Unit Competence Scheme. The next part will
provide more details.
The regulation further requires that the frequency and minimum duration of Refresher
Training to be determined and form part of the Unit Competence Scheme. Clearly, the
realization of this requirement will be dependent on:
• The scale and the complexity of the operational environment;

• The identified training needs;
• The mandatory elements of the Refresher Training as defined in the regulation. (See
below)
Figure 14: The reasons behind the training's insufficiency

Abnormal and
Standard
emergency
practices and
procedures, using
situations Human
training, using
approved
approved factors
phraseology and
effective
phraseology and training
effective
communication
communication
Figure 15: Basic elements of the Refresher Training
According to the ATC Training Manual designed by the European Organisation for the
Safety of Air Navigation, it is stated that very often Refresher training is designed taking into
account only parameters; the regulations and the resources. Whilst it is clear how his situation
emerges, a Refresher Training course that is designed to take into account all the interacting
elements and is based on the competencies required by ATCOs, will lead to a more effective
use of training time and improve the overall performance.
In accordance with the empirical study, "for the entire population that responded, they listed
a set of reasons explaining the current state level.” These challenges are actually the refection
of the vision that does not take into consideration the maintenance of existing knowledge and
skills, particularly the Abnormal and Emergency Situations (ABES) Training.
The reasons behind the ABES training are synthetized as follows:
• Lack of equipment to programme simulations of unusual and emergency situations;

• Unavailability of trainers to conduct these training programmes;
• Lack of a skill-based performance’s refresher programme;
• Lack of the post-training assessment;
• Lack of job-oriented guidelines to follow in order to handle unusual situations and
emergencies;

II.2 Target objective
The implementation of the appropriate Refresher Training concept will enhance the
performance of air traffic controllers. By following the Eurocontrol steps, the objective is to
focus the training on the ATCOs competencies needed to do the job well. The training should
be conducted in a very effective way by making use of various scenarios that expose the
controller to the most relevant threats and errors in their working environment.
To define more the target objective, there is a need to define the core of the training. In
reality, Refresher Training is an opportunity to give air traffic controllers enough exposure to
unexpected work-related situations. This is achievable through theory, case studies, and
practical training. Whilst exposure to these situations has some benefits, there can be significant
advantage out of the course objectives if they include involving the trainees in analysing and
hence, enhancing their performance.
The ATC Refresher Training concept consists of four interrelated elements that are
represented in the figure below:
Figure 16: ATC Refresher Training Concept

II.2.1 ATC Competencies
The first component of the ATC Refresher Training Concept is about competencies. The set
of competencies is actually a comprehensive framework that include competency units,
competency elements and performance criteria (observable behaviours). At a generic level, it
includes both the technical and non-technical knowledge, skills and attitudes that are required
to provide safe and efficient air traffic services.
The target state needs to be a process that maintain the level of competence required from
ATCOs to do their job. Meanwhile, the management of abnormal or emergency situations had
always been a fundamental part of Refresher Training and has aften formed the basis of any
Refresher Training evaluations.
II.2.2 ATC Refresher Training Baseline
This level of the target state consists of a series of critical training topics, which are supported
by training scenarios and a list of performance criteria which are attached to the competency
framework.
In order to ensure that the Refresher Training topics detailed in the baseline course remain
relevant, there is a need to routinely update and review the lists of the different topics and
scenarios. The review and update process is linked to an analysis of the potential threats and
errors in terms of their likelihood, severity and the benefit of training to deal with these issues.

II.2.3 Unit-specific ATC Refresher Training
The third step concerns developing Unit-specific ATC Refresher Training. It is the phase
where ATC performance is enhanced because it makes use of operational specific data to
optimise the baseline training scenarios.
A unit-specific course should typically result in advanced effectiveness of the training.

However, it does need a large amount of unit-specific data to be analysed. The main purpose of
the data collection and analysis is to provide the source from which the adjustments to the
training course remain confident. Thus, the result will be an enhancement when compared with
the baseline course.
II.2.4 Instructors
The main role of the instructor in Refresher Training is to help air traffic controllers maintain
and enhance their knowledge (in some situations), skills and behaviours so that they are able to
do their job safely and competently.
Instructors should be able to demonstrate effective performance in all competencies where

they will be providing instructions. Besides, the target instructor should be trained to ensure
that they understand the competency-based approach of the training course and are familiar
with the guided analysis as part of their instruction techniques.
II.3 Gap between the current and the target state
At this level, the question we need to ask is “How are we going to close the gap?”. In order
to improve the current situation, we need to expose the possible solutions.
So as to not suggest these solutions randomly, it is necessary to comply with the regulatory
framework. In the same perceptive, using the Eurocontrol ATC Refresher Training Manual
would help us through this process of bridging the gap because it highlights many options.

This part of our report will be divided into two interactive elements: Bridging the gap and
Benchmarking. The following scheme illustrates the interaction between the two.
GAP ANALYSIS
• Option 1
Possible options • Option 2
.
.
.
• Option n
OPTIONS
EVALUATION
Figure 17: Interaction between benchmarking and gap bridging steps
The objective of Bridging the Gap is to identify implementation actions and priorities.
Knowing the size of the gap is valuable because it determines the structure of the adequate
action plan of our Refresher Training Programme. Once we cleared our options, Benchmarking
Analysis naturally flows from the gap analysis to measure and evaluate the option(s). The
following parts detail the two techniques in order to find the optimal solution to establish the
ABES Refresher Training.
II.3.1 Bridging the gap
At this level, the question we need to ask is “How are we going to close the gap?”. In order
to improve the current situation, we need to expose the possible solutions.
So as to not suggest these solutions randomly, it is necessary to comply with the regulatory
framework.

In the same perceptive, using the Eurocontrol ATC Refresher Training Manual would help
us through this process of bridging the gap.
The new Refresher Training course presented through a staged implementation that is
accomplished following transitional steps:
a. Training according to competency principles:

The existing course (current state) remains unchanged. However, for the practical aspects of
the training, performance is analysed and evaluated against the competencies and associated
performance criteria. For this step to be effective, instructors should be able to use guided
analysis techniques.
b. Mixed training:
Some training events in the course are modified according to competency training principles
and used as “pilot” events to both test and familiarise personnel with the new concept.
(European Organzation for the Safety of Air Navigation, 2015)
c. Stepped implementation:
In the first step, a Baseline Refresher Training Course is established for a certain period of
time. This enables all personnel to become familiar with the competencies approach. Later,
when some experience has been gained and there is confidence and understanding of the
advantages of this approach, a second step can be made to convert to a Unit-Specific Refresher
Course.
II.3.2 Benchmarking Analysis
First of all, Benchmarking Analysis as a widely used technique with a range of different
applications. It a measurement against a norm, set of standards or practices. Benchmarking is a
very necessary technique because it helps an organisation to gain an independent perspective
about how a future project will perform compared to other leader organisations.
In our case, Benchmarking is the last step of analysing our problematic and the first stage of
designing the optimal solution. It is one of the acknowledged techniques that enables us to find
the right way to structure the necessary corrective action. Without this insight, we would be
trying multiple options so as to bridge the gap.

Benchmarking can be applied in many aspects. However, our study is based on an

operational problematic. Thus, among the various types of Benchmarking, the adequate form
to adopt is Strategic Benchmarking (the Annex 4 contains all types of Benchmarking, their aims
justify our choice).
Since we need to develop an effective strategy to surmount or problematic, strategic

benchmarking is a decision-making tool that gives access to compare our improvements in
strategic performance to that of performance leaders in the field of activity.
Our concern is about aerodrome Abnormal and Emergency Situations Management. So,
once we know the aspect of our strategic performance we want to compare, we can use, now,
strategic benchmarking to develop a system of best practices within the aerodrome ATCOs
Unit.
a. First Benchmark example:
The first example considered in our paper is among the successful experiences to take into
consideration before the implementation of the Refresher Training programme. It is indeed
ENAV, which is, in fact, one of the major European Air
Navigation Service Providers in terms of volume of
controlled airspace, number of flights managed, investments
in technology innovation and R&D.
In particular, the Company has the responsibility for the

provision of many institutional services, including Abnormal
and Emergency Situations Refresher Trainings. In the
advanced training part of their programme, an aerodrome
Abnormal and Emergency Situations course is developed.
The ENAV module course takes place as follows: Figure 18: ENAV training
manual

ABES – Abnormal and Emergency Situations

(TWR)
ENAV Course
The course refreshes the skills covered in the initial training stage as specified by
international regulations. The very nature of emergencies means they are rare but at the
same time require high skills to be managed which makes ABES continuous training
essential. The course is offered both in a tower (for ADV/ADI ratings) and radar
environment (for APS/ACS ratings).
Duration:
3-day course
Target Population:
Air traffic controllers with a valid ATCO license for aerodrome, approach or area
control.
Objectives:
• Recognise and know how to deal with the different types of emergencies and
abnormal situations that can happen in a tower or radar environment.
• Know and apply best practices for managing emergency situations in terms of
ground/air communications, co-ordination, traffic and stress management.
• Know and apply appropriate checklists.
Core Content:
• Overview of ABES
• Common abnormal and emergency situations
• The ASSIST concept
• Checklist
• Communication effectiveness
• Common ground between Unusual, Priority and Emergency Situations
• Air/ground co-operation - Pilot and ATC environment
• ATC contingencies
• Avoidance of mental overload
2
Table 4: ENAV ABES course sheet

In fact, the ENAV course sheet is only a useful sample, helping us to picture the methodology
of creating an action plan for our problematic. Moreover, ENAV is using a competency-based
Training Methodology. It is entitled TRAINAIR PLUS, which is a Training Development
Guide (TDG) that sets training standards, thus making it practical for course material to be
shared between the participating TRAINAIR PLUS civil aviation institutions.
The characteristics of the TDG that distinguish it from other handbooks on training
development and design are that it:
• Is intended as a tool for international cooperation in training development;
• Has been successfully applied both in developing and industrialized countries;
• Recognizes and emphasizes the fact that basic values and reference frames are not the
same among all people;
• Encourages a critical analysis of goals at the levels of an organisations;
• Is process and result oriented.
b. Second Benchmark example:
Similarly, Global Air Navigation Services LLC (GANS) is a limited liability company based
in Abu Dhabi, the capital of the United Arab Emirates. It is one of ICAO Regional Training
Centres of Excellence (RTCEs) which are regional TRAINAIR PLUS-leading Full Members
that can develop ICAO courses using ICAO provisions (Annexes and guidance material).
This membership category offers additional partnership with ICAO for the development of
ICAO Training Packages (ITPs). RTCEs will be assessed by the ICAO Global Aviation
Training (GAT) Office, according to a set of high-level criteria and the Framework for RTCE
Status Recognition and Maintenance.

In addition to the Associate and Full Membership benefits,

GANS, as a RTCE will:
• Obtain recognition from ICAO as a regional training

leader;
• Develop and deliver ICAO Training Packages (ITPs) in
the following authorized areas:
➢ Aerodromes (Annex 14);

➢ Air Navigation Services (Annexes 2, 3, 4, 5, 10, 11,
12 and 15);
Figure 19: GANS CATC course
➢ Air Transport; catalogue
➢ Environment (Annex 16);
➢ Flight Safety and Safety Management (Annexes 1, 6, 7, 8, 13, 18 and 19);
➢ Security and Facilitation (Annexes 9 and 17).
Concerning ABES management in the aerodrome phase, it is introduced in their manual,

Emergency continuous Training. Its aim is to refresh and enhance Air Traffic Control Officers’
knowledge and skills associated with the management of unusual/degraded/emergency
situations. The GANS ABES course module takes place in the GANS Training Centre, Al Ain,
UAE as follows:

ECT – Emergency Continuation Training

GANS Course
Course Aim:
To refresh and enhance Air Traffic Control Officers’ knowledge and skills associated with
the management of unusual/degraded/emergency situations.
Duration:
One business* day
(*) A business day is a popular unit of time measure that typically refers to any day in
which normal business operations are conducted. In Western countries, this is generally
considered to be Monday through Friday from 9 a.m. to 5 p.m. local time and excludes
weekends and public holidays.
Entry criteria:
Hold an ATC rating
Objective:
To be able to submit evidence to the appropriate authority of compliance with UAE CAR
Part VIII Subpart 4.
Course module:
• Theoretical course
• Simulator exercise3
Table 5: GANS ECT course sheet
The Gap Analysis allowed us to deconstruct our problematic and understand it from several
perspectives. Meanwhile, the Benchmarking Study is relevant since it provides, through the
benchmark examples, starting points of improvement for our problematic. In the next chapter,
our focus will be on contextualizing the ATCO training, exposing course conception
methodologies which would help us in choosing the right methodology for implementing
aerodrome Abnormal and Emergency situations programme.

Chapter III: ATCO Training Context and Conception
Methodologies
In the previous chapter where we highlighted the existing gap in our training system; we can
say with complete certainty that this lack of refresher training in Abnormal and Emergency
Situations is alarming and needs immediate attention.
In order to find solutions to our problematic, we must first explain the respective terminology
to better understand the context of our study, in the present chapter, we will talk about the
engineering of course development.
Subsequently, we will also describe the course development methods, their origins, their
steps and finally a scheme to summarize the important notions, which we found in order to
choose the appropriate one to use for the conception of the ABES refresher training. This step
proves to be a crucial milestone in our study, as it represents the core and the basis of a very
complicated process. The conception and production of a training is a time-consuming
operation, hence, the choice must be conducted carefully and justified according to strong,
concrete arguments.

Chapter III: ATCO Training Context and Conception methods
I. The need to adapt
The Kingdom of Morocco is linked to Europe by an Open Sky agreement since 2005.
Moreover, following the Euro-control’s recognition of the performance of the Moroccan air
traffic management (ATM) services, Morocco has become the first non-European country to
join Eurocontrol, the organization of navigation and air safety since April 29th 2016. The need
for such an agreement was felt with the increase in air movements from, to and through
Morocco and Europe, which have so far reached a peak of 850 daily movements.
This agreement which has marked the history of our country, will give Morocco, as the 42nd
member many benefits including services offered by Eurocontrol and a valuable expertise for
maintaining the standards of navigation and air safety. In addition, Morocco will have
privileged access to the latest technologies in this area and can easily implement best practices
in this area.
As a result, Morocco will need to adapt developed management approaches in order to keep
up with international regulations and improve the level it has reached so far. In this regard, the
ONDA has adopted a lean management approach, which is about seeking performance through
continuous improvement and systematic resolution of problems in terms of maximization of
competences, optimization of communication, quality improvement, etc.
Refresher Training is one of the important aspects that ONDA has targeted, in this sense, it
has prepared a five year strategic plan for its implementation in favor of all the ONDA
personnel.
Our study focuses on ATCO Abnormal and Emergency Situations Refresher Training, in
order to follow the path our country has paved for us through these agreements, the conception
of the training must be done according to approved course engineering methodologies

II. ATCO training context
II.1 Types of ATCO trainings
There are three types of air traffic controller training, leading towards the issue and
maintenance of an air traffic control license and associated unit endorsements. Initial training
is the first type. The following figure briefly describes the types of training, so as to put the
study into context.
Figure 20: ATC training classification

II.1.1 Initial training
The objective of initial training is to prepare a trainee for training at an air traffic control
(ATC) unit. Initial training leads to the issue of a student air traffic controller license or to the
issue of an additional rating and, if applicable, rating endorsement. It includes:
• Basic Training: Theoretical and practical training designed to impart fundamental

knowledge and practical skills related to basic operational procedures.
• Rating Training: Theoretical and practical training designed to impart knowledge
and practical skills related to a specific rating and, if applicable, rating endorsement.
II.1.2 Unit training
The objective of unit training is to prepare a trainee for the issue of an air traffic controller
license and/or the appropriate rating(s) and at a specific unit. In instances where the ATCO
already holds the appropriate rating, unit training prepares the controller for working at a
specific unit and/or specific sectors or working positions at that unit. It includes three phases:
Transitional Training, Pre-On-the job training and OJT:
• Transitional Training: Training designed primarily to impart knowledge and

understanding of site-specific operational procedures and task-specific aspects.
• Pre-OJT: Training designed to impart knowledge of site-specific operational
procedures, tasks and technical systems. During this phase, site-specific simulations
may be used to prepare the trainee for the live operational environment at a unit.
The use of simulation during this phase of training is highly recommended for units
that handle dense and complex traffic situations.
• OJT: Operational training designed to enable the trainee to acquire and consolidate
the unit-specific routines and procedures under the supervision of a qualified OJT
instructor.

II.1.3 Continuous training
Training designed to maintain the validity of the endorsements of the license. It includes
refresher and conversion training (when relevant).
• Refresher Training: Refresher training is designed to review, reinforce or enhance

the existing knowledge and skills of air traffic controllers to provide a safe, orderly
and expeditious flow of air traffic
• Conversion Training: Training designed to provide knowledge and skills appropriate
to a change in the operational environment and shall be provided when the safety
assessment of the change concludes the need for such training.
During our study, we will be focusing on the last type of training; Refresher Training, since
our target population is the ATCOs who have already passed all previous trainings, if not most
of them. This training will be a competency-based training, a concept which has been
developing over the years according to time and policies’ evolution. In the next section we will
explain in detail this concept, its definition, characteristics, key elements, and benefits.4
II.2 Competency-based training
II.2.1 Historical overview
Competency-based training (and assessment) is a concept and methodology which was

developed during the 1950s and entered the mainstream sometime in the 1980s. Competency-
based training has been applied in many different contexts and professions and, therefore, we
can find many different definitions of “competence” and “competency-based training”
II.2.2 What is a competency?
Competency is a consistent dimension of human performance that is used to reliably predict

successful performance on the job. This term is manifested and observed through behaviors that
mobilize the relevant knowledge, skills and attitudes (KSAs) to carry out activities or tasks
under specified conditions. We can say that a person has successfully achieved a competency
if its associated standard is met.

Competencies allow people to formulate solutions for complex and/or difficult situations,
including situations that are being experienced for the first time; hence, the Refresher Training
in Abnormal and Emergency Situations for example is competency-based. Air traffic
controllers need to be able to deal with these situations effectively and at the same time ensure
that they are done in a safe and secure manner.
II.2.3 Elements of a competency
As previously mentioned, a competency is manifested and observed through:
Observable Observable behaviors are single job-related behaviors that Competency

behaviors can be observed and may or may not be measurable actions
Knowledge Knowledge is specific information required to enable a It can be

learner to develop and apply the skills and attitudes to learned and
recall facts, identify concepts, apply rules or principles, developed
solve problems, and think creatively in the context of work.
Knowledge is an outcome of the learning process.
▪ Declarative (facts, raw data);

▪ Procedural (categorized/contextualized,
application of conditional if-then rules);
▪ Strategic (synthesis, inference to guide resource
allocation for decision-making, problem-solving,
behavioral action);
▪ Adaptive (generalization, innovation, invention).
Skills Skill is an ability to perform an activity or action. It is often It can be

divided into three types: motor, cognitive and learned and
metacognitive skills. developed
▪ A motor skill is an intentional movement involving

a motor or muscular component that must be

learned and voluntarily produced to proficiently

perform a goal-oriented task.
▪ A cognitive skill is any mental skill that is used in
the process of acquiring knowledge. These skills
include reasoning, perception and intuition.
▪ A metacognitive skill relates to the ability of
learners to monitor and direct their own learning
processes (sometimes described as “thinking about
thinking”).
Skills are developed over time and with practice. Often
complex tasks that are new to the ATCO are initially seen
as cognitively demanding, however, as they become more
practiced, some of these cognitive processes become
automatized, and this automatization gives the controller
the capability and the capacity to find solutions to more
difficult situations.
Attitudes Attitude is a persisting internal mental state or disposition It can be

(internal that can be learned and that influences an individual’s learned and
qualities) choice of personal action toward an object, person or event. developed
Attitudes have affective components, cognitive aspects and
behavioral consequences. To demonstrate the “right”
attitude, a learner needs to know how to “be” in a given
context.
For ATCOs, their attitudes towards issues such as safety,

adherence to regulations, working with others and
responsibility are significant factors in the achievement of
competence and the safety of air traffic.
Table 6: Competency elements

II.2.4 The process of competency-based training
Competency-based Training and Assessment makes use of a systematic approach whereby

the ATCO’s competencies and their performance criteria are defined. The training programme
is then based on the competencies that were identified, and a process for assessment is
developed to ensure that the identified competencies have been achieved. In particular, the
performance criteria can only be established by the ATO or ANSP since the competency
standards are context-dependent.
Competency-based Training and Assessment for ATCOs is generally delivered in three

stages: “basic training” that is usually conducted only once, “rating training” that is conducted
once per rating and “unit training” that is conducted once per specific unit, sector or group of
sectors.
Refresher Training and assessment is conducted multiple times to ensure that competencies
are maintained. There may be specific instances where additional training is required, such as
training for system upgrades or training after a long period of time away from an operational
position.
II.2.5 CBTA workflows
During the design of a CBTA, the specific steps mentioned below must be followed
carefully.
Figure 21: CBTA workflows

II.2.6 Difference between CBTA and traditional training
• Traditional Training – qualification-based

- Meeting/maintaining the qualifications requirements (Annex 1/National regs)
- Expressed in quantitative terms that prescribe training programme “inputs” (e.g.
required hours of study, hours of practice, etc.)
- Programme design and content are also influenced by the CAA’s testing criteria and
methods
• Competency-based training programme:
- An integrated and “outcomes-focused” training programme aimed at providing the
graduates with the competencies to be safe, highly effective and efficient in the
performance of their duties
- Programme design requirements: training needs analysis; adapted competency
model; training and assessment plans;
- Feedback on training & graduate’s performance is critical for evaluation of course
In summary,
Competency-based training designed Qualification-based training designed

to ensure that graduates process the to ensure that graduates demonstrate
required competencies to safely, the necessary minimum skill,
efficiently, and effectively carry out knowledge, and experience levels to
their assigned duties and meet the qualification requirements of
responsibilities at the workplace. the license, rating, or privilege
Figure 22: Difference between CBTA & Traditional Training

II.2.7 Benefits of implementing CBTA
The key benefits to organizations which implement a competency-based training programme

include:
1. Assurance that ATCOs can demonstrate sufficient expertise

2. Ongoing performance evaluation of operational personnel
3. Early identification of performance gaps, and design of more effective training to close
the performance gap
4. Training to meet individual needs
5. Development of effective recruitment and selection tools
6. Facilitation of effective change management process5
II.3 Refresher Training
Our study’s main focus is the ATCO’s Refresher Training in ABES, in this regard, it would
be essential that we properly explain the term, its components, its interactions with different
entities.
Figure 23: Refresher Training as our main concern
II.3.1 Definition
According to the Eurocontrol Refresher Training manual edition 1.0, Refresher Training can
be defined as the training which is designed to review, reinforce or enhance the existing
knowledge and skills of air traffic controllers to provide a safe, orderly and expeditious flow of
air traffic

II.3.2 Components
Refresher Training shall at least contain:
• Standard practices and procedures, using approved phraseology and effective

communication
• Abnormal and Emergency Situations Training, using approved phraseology and effective
communication;
➢ Abnormal Situations Training: Training for circumstances, including degraded
situations, which are neither routinely nor commonly experienced and for which an air
traffic controller has not developed automatic skills. A degraded situation is the result
of a technical system failure or malfunction or a set of circumstances arising from
human error or violation of rules affecting the quality of the service provided.
➢ Emergency Training: Training designed to impart knowledge, skills and behavior in
case of an emergency situation. An emergency situation means a serious and dangerous
situation that requires immediate actions.
➢ The essential difference between an abnormal situation and an emergency situation is
that the element of danger or serious risk is not necessarily present in an abnormal
situation.
• Human factors training.6
II.3.3 Refresher Training interactions
In order to design an effective refresher training which will provide ATCO with real learning
and improved performance, there are a wide variety of elements and issues that need to be taken
into account. The following figure from the Eurocontrol refresher training manual edition1.0
provides an overview of the context within which refresher training often needs to be designed:

Figure 24: Refresher Training interactions
II.3.4 Refresher Training as a Competency-based Training
The ATM world is developing, a new era of rapidly changing technology, procedures, new
ATM systems and new aircraft with new functionalities is emerging, consequently, all aviation
involved parties must adapt and follow the pace, in this regard, Refresher Training is one of the
most important elements which needs further attention and development.
Therefore, Refresher Training must be competency oriented; in fact, this training’s

fundamental purpose is to ensure the maintenance of existing knowledge and skills of already
competent air traffic controllers, and give them the opportunity to enhance their performance
in light of such changes. Thus, designing a training according to the principles of CBTA
mentioned in previous section is significantly more beneficial since it will allow more analysis
and enhancement of the targeted performance standard, and consequently an effective maintain
of competence.
Now that we have a complete understanding of the ATCO training context, the fact that it
must be competency-based, as well as a general idea about Refresher Training. We can certainly
move to benchmarking the possible methods to use for the conception.

III. Course developing methodologies
All course developing methodologies are based on a systematic approach with a primary
objective to use data-informed analysis to develop – implement – and improve the training
programme itself.
There are several Systematic Training Program methodologies (STPM) based on the
Instructional System Design ISD, which is a methodology of how to develop and update
training curriculums; how to deliver and improve the training.
This ISD method is not only limited to aviation related trainings but also used and applied
in many different industries and work settings, such as education, medical, military, and sports.
The ISD methodology covers two parts:
• Curriculum Development
• Line Operational Simulation (LOS) for developing scenarios
The two methods we are going to describe in the following section are both considered
ISD methodologies.
III.1 The ADDIE methodology
III.1.1 Historical overview
The ADDIE model is nearly fifty years old, despite time changes and technology
development, this method has stood its ground and remained a leading learning design
methodology to this day, nevertheless, it has gone through the following changes:
➢ The ADDIE method was developed in in Florida State University’s Center for
Educational Technology back in the 1970’s.
➢ At the beginning, the model was created as part of a military training project by the US
armed forces.
➢ At first, the plan was to design each separate phase before moving to the next.
➢ Afterwards, designers revised the steps, and created a more fluid and interactive model
than the original hierarchical version.
➢ By the mid-1980s, the current version emerged.

The ADDIE method is generally a linear process, in particular, during initial curriculum
development. Each of the ADDIE steps has associated activities which always need to be
considered for any development or modification.
III.1.2 The ADDIE methodology process
The ADDIE method of instructional design consists of five phases:
• Analysis;
• Design;
• Development;
• Implementation;
• Evaluation.
Figure 25: ADDIE process cycle

a. Analysis:
The analysis phase includes two parts:
➢ Part 1: Training Needs Assessment (TNA)
The analysis process must first identify the need (or problem) and determine if a desired
result outcome would be achieved through a training solution. This is determined by completing
a Training Needs Assessment (TNA). In most cases, a problem or objective may not require a
training solution or modification to achieve a resolution. Therefore, a TNA is an important step
which must first be conducted to determine whether there is actually a need for training or not,
this is directly linked to the costs which will be dedicated to the training development. If the
TNA process determines there is a need for training, analysis steps are required to determine
the specific task and behavior objectives to support design and development.
The following scheme summarized the questions asked to identify the needs, objectives and
the levels of evaluated outcome “Kirkpatrick’s Levels of Evaluation” during the Training Needs
Assessment (TNA) Process
Figure 26: Questions to determine needs & objectives

➢ Part 2: Content Needs Analysis (CNA)
The Content Needs Analysis (CNA) is used to determine specific measurable tasks or
behaviors that may be used within a training curriculum. The CNA process also identifies the
requirements of specific task factors, such as criticality, as well as Qualification Standards,
demographics and media considerations. The CNA provides the rest of needed data for the
remaining design and development process
In order to complete a CAN, the following items must be used:
• Identify a job task list;

• Analyze job tasks to determine component or prerequisite skills and knowledge for each
job task, in order to determine which skills and knowledge is going to be trained or
tested in each curriculum;
• Determine proficiency objectives (TPO), to include the specification of real-world
conditions and standards, for all tasks, subtasks, and CRM components;
• Identify enabling objectives (EO), to include the specification of academic conditions
and standards, where appropriate, for CRM components, behaviors, elements, and for
skills and knowledge, as required
• Assess criticality, media requirements, and evaluation strategy for proficiency
objectives, as required
• Develop Job Task Analysis.
In summary, the analysis phase clarifies the instructional problems and objectives, and
identifies the learning environment and the trainee’s existing knowledge and skills. Down
below are a few questions which are asked during the needs’ analysis.
• Who are the learners and what are their characteristics?

• What types of learning constraints exist?
• What are the delivery options?

b. Design:
The design phase deals with learning objectives, assessment instruments, exercises, content,
subject-matter analysis, lesson planning, and media selection. This phase should be systematic
and specific. To conduct it, you must:
• Allocate objectives to their respective proficiency objectives.

• Sequence objectives into courses according to media and method considerations.
• Sequence lessons into modules, modules into segments, and segments into curriculums.
• Develop a Curriculum Outline
• Design the performance data collection and analysis system to support trainee,
instructor and evaluator performance.
c. Development:
In this phase, instructional designers and course developers create and combine content
assets described in the design phase, by following the next steps:
• Develop teaching and testing materials, activities, events and data collection forms for
trainee, instructor and evaluator curriculums.
• Develop the data collection and analysis system.
• Train instructors and evaluators, using Instructor and Evaluator curriculums, to train
and evaluate trainee curriculums.
• Conduct small group tryouts (SGT) of trainee curriculums.
• Collect and analyze SGT trainee performance data.
• Revise materials, activities, events, and the data collection and analysis system as
applicable. Conduct additional small group testing, if required.

d. Implementation:
This phase develops procedures for training facilitators and learners. Training facilitators
cover the course curriculum, learning outcomes, method of delivery, and testing procedures
In this phase, the design is also evaluated,
• Implement curriculums for all trainees, instructors and evaluators.

• Collect and analyze performance data on all trainees, instructors and evaluators.
• Revise materials, activities, events, and data collection and analysis system as
applicable.
e. Evaluation
The evaluation phase consists of two aspects: formative and summative; formative
evaluation is present in each stage of the ADDIE process, while summative evaluation is
conducted on finished instructional programs or products
Evaluation involves the assessment of the effectiveness of the training programs, this
assessment is done through collecting data on whether the participants were satisfied with the
deliverables of the training program, whether they learned something from the training and are
able to apply those skills at the workplace, this phase basically covers the following aspects:
• Assessment and review all analyses, processes, products, data, reports and activities
completed as part of the analysis, design, development and implementation activities.
• Analysis and review of all performance data on trainees, instructors and evaluators.
➢ Revision: The revision process is incorporated as necessary, at any stage, throughout the
ADDIE process.7

III.2 TRAINAIR PLUS methodology
III.2.1 General overview
Published in the first 2011 edition of Doc 9941, The TRAINAIR PLUS methodology is a
method which ensures the production of effective training courses of the very highest
international standards through the preparation of Standardized Training Packages “STPs” of
each particular subject by following a specific set of steps. The description of this method and
its’ steps serves as a means to understand and apply the process of designing the Refresher
Training courses for emergency situations.
III.2.2 Historical overview
• During the 1960s, this methodology was first used by the American Telephone Company
AT&T to set standards for course material to simplify sharing amongst member companies
within their corporate system.
• In 1975, the methodology was adopted and further developed by the International
Telecommunications Union (ITU) through establishing a very widely used international
telecommunication training material sharing system.
• In 1980, the United Nations Conference on Trade and Development (UNCTAD) used this
methodology in setting a major training material for ports and shipping “TRAINMAR”
• After witnessing the effectiveness of the ITU/UNCTAD methodology, and recognizing the
potential benefits of the international sharing of high-quality standardized material to the
civil aviation trainings centers CATCs, in 1989, ICAO began to develop its TRANAIR
Programme based on these previous experiences

III.2.3 The TRAINIAR PLUS methodology process
The TRAINAIR PLUS STP preparation methodology is based on a systemic approach that
consists of three principal stages: Analysis, Design and Production, and Evaluation. Members
are required to provide a phase report to ICAO at each stage of the process. These reports are
analyzed by an ICAO-designated TRAINAIR PLUS expert validator who ensures that the STP
meets the requirements of ICAO Doc 9941. Feedback is provided to the Course Development
Unit (CDU), including advice on corrective actions.
The TRAINAIR PLUS STP preparation methodology is based on an approach called

“Systems approach”, resulting in the implementation and development of structured
performance competency-based training programs. This approach is detailed in three main
stages: Analysis; Design and Production; and Evaluation, while ensuring effective feedback
between each of the stages.
The TRAINAIR PLUS methodology breaks down these stages into seven steps as mentioned
below:
STAGES STEPS Time frame

Analysis ➢ Preliminary Study 3-5 working days
➢ Job Analysis 5-10 working days
➢ Population Analysis
Design and ➢ Design of Curriculum 3-5 working days
Production ➢ Design of modules
➢ Production and Development 6-10 weeks
Testing
Evaluation ➢ Validation and Revision
Table 7: Summary of TRAINAIR PLUS timeline

The TRAINAIR PLUS methodology is a complex yet flexible process, each stage must be
fully completed before the next one can begin, however, in order to shorten the time frame for
course development, the steps within the stages can partly overlap so that before one step is
finished the next one can be initiated. A scheme summarizing the stages is shown in the figure
down below:
Decision to develop Non-training

a course solutions
Training needs
Feedback
Training packages
Figure 27: TRAINAIR PLUS methodology process8
Training Development Guide by TRAINAIR PLUS

a. Stage 1: Analysis
➢ Step1: Preliminary Study
The purpose of a Preliminary Study is to provide training management with the necessary
information needed to decide whether a training is required and, if so, what kind of training
strategy to use. Therefore, we can say that it consists of two main axes; problem analysis and
training requirement analysis. Often a job performance problem is detected. In order to
accurately define a problem, a systems approach is used whereby symptoms, system or systems
affected, and causes are identified.
Figure 28: System approach applied to Refresher Training 9
This step includes many actions to perform, such as:
▪ Analyzing a Performance Problem through its identification, determining its degree

of importance, and the causes behind it
▪ Analyzing the Problem using a Systems Approach; Inputs, Process, Output, and
Feedback
▪ Determining solutions to Performance Problems which could be training or non-
training solutions

▪ Estimating resource requirements; human resource and funding requirements
➢ Step2: Job Analysis

There are two main objectives of this analysis, the first one is to establish how, where, and
with what a job is conducted so as to define the knowledge, skills, and attitudes (K/S/As)
required to achieve acceptable standard of performance. The second one is determining the job
performance objectives.
Job Analysis is the foundation of the TRAINAIR PLUS methodology. Hence why it is
essential for it to be carried out by a team of Course Developers in collaboration with Subject-
Matter Experts. It includes many steps:
▪ The Breakdown of a Job: The job must be broken down into its components;
functions, tasks, subtasks, and task elements
▪ Use of Task List Form and Task Description Form: All the information gathered
during the Job Analysis must be documented on two separate forms which require
close collaboration of Subject-Matter Experts and Course Developers: The Task List
Form and the Task Description Form
▪ Determine the Required Knowledge, Skills, and Attitude (K/S/As)
▪ Establish training objectives
➢ Step3: Population Analysis
The purpose of this step is to gather information about the target population (future trainees)
so as to:
• Identify any already acquired K/S/As, since these may be excluded from the training
design steps;
• Determine preferred learning styles as well as the social and cultural environments of
the trainees since these can have a significant impact on the choice of training strategies.

To conduct this step, the following actions must be done:
▪ Determine the types of Target Populations

▪ Determine characteristics of the Target Population in order to extract the difference
between what the trainees must have and what they already have
10
Figure 29: Difference between training needs and acquired K/S/As
Gathering all the information about the target population might seem quite difficult for
course developers, but this step is extremity vital and needs to be conducted with care. The
more you know about your target population, the easier it will be to design appropriate modules
which target the right objectives in short amounts of time. In order to simplify this step, the
TRAINAIR PLUS methodology provides a well detailed questionnaire which enables the
course developers to learn more about the targeted trainees, which training methods would suit
them most in order to prepare trainings which match their needs. An example of the
questionnaire is presented in Annex 1.
b. Stage 2: design and production
➢ Step 4: Design of Curriculum
The Design of Curriculum is the link between the stage of analysis and the development of
the detailed instructional content of each module. The purpose of this step is to:

• Sequence the intermediate objectives derived from the sub-tasks and group them into
training modules to form a curriculum;
• Write the end-of-module objectives according to the performance that the trainee should be
able to finish at the end of the module;
• Design valid and reliable mastery tests for each of the end-of-module objectives;
• List all the teaching points for each intermediate objective and the source of their contents.
To conduct the step, the following actions must be carried out:
▪ Sequencing of objectives
▪ Grouping Objectives into Modules
▪ Writing End-Of-Module objectives
▪ Design of Tests: mastery test, progress test. “Designing mastery tests beforehand
avoids the temptation to test the content rather than test whether the objective has
been reached. It will also ensure that the content is written to directly support the
objective.”11
▪ Outlining Modules Contents
➢ Step 5: Design of Modules
The Design of Modules step is the most time-consuming step in the preparation of a
TRAINAIR PLUS STP, especially when there is very little, if not any training material already
available.
11

The purpose of this step in the TRAINAIR PLUS methodology is to:
• Prepare a detailed guide for each module which explains instructional sequence, mode of
delivery, training techniques and media to be used during the training so as to enable
trainees to achieve their intermediate objectives and therefore the end-of-module objective.
• Specify in detail the content required in each module
• Prepare drafts of the content for each module
• Prepare progress tests to obtain feedback on the trainee’s progress and measure their degree
of achievement of objectives
• Finalize the mastery tests for each end-of-module objective
This step requires the conduction of the following actions:
▪ Structuring a Module, by conducting an overview of the module, presenting the End-

Of-Module objective and mastery test, making sure the content is relevant,
presenting the content and making sure that the main points are clarified, preparing
practical exercises and progress testing, and of course, always harvest feedback for
the continuous development
▪ Mode of Delivery: there are four types

- Group-Training – Instructor Dependent
- Group-Training – Material Dependent
- Individualized-Training – Instructor dependent
- Individualized-Training – Material dependent
▪ Choice of Training Techniques
- The techniques must be appropriate to the K/S/As to be taught and must be
time effective;
- The techniques must simulate the interest and motivation of the trainees
during delivery of the content.

▪ Choice of Media: Media options can be divided into several groups:

- Printed text: (manuals, handouts…);
- Displays: (whiteboard, wall charts, paper flip-charts…);
- Projections: (PowerPoint images, DVD, Video films…);
- Models: (fixed classroom, mobile…);
- Equipment: (real equipment, simulators…);
- Computers: (standard computer, interactive video…)
▪ Integrating Job Aids into the Design of Modules such as:
- Guidelines
- Procedures
- Decision tables
- Schematic diagrams and checklists
➢ Step 6: Production and Developmental Testing
The purpose of the sixth step of the TRAINAIR PLUS course development process is to
produce the training material which was drafted or specified during the Design of Modules step
and to try out that material before the final version is produced.
This process is generally initiated on the earlier modules before all the remaining ones have
been drafted. Thus, the reason why within one stage, overlapping steps can save time in the
overall preparation of the STP.

In this step, several points must be taken into consideration:
▪ Design and Production of Printed Instructional Material

- Editing the Layout of Text
- Variety and Highlighting
- Size and Format of the Paper
- Design of Job Aids, these aids will have to respond to the criteria mentioned below:
o Accessibility
o Conciseness
o Accuracy
o Durability
o Modifiability
- Coding of Printed Material: codes are widely used in the civil aviation training
institutions that have developed STPs, the only condition to using new codes is the
obligation to mention them at the beginning of the STP
Item Code prefix

Handout H
Progress Test PT
Answer A
Exercise E
Mastery Test MT
Table 8: Examples of codes12
▪ Design and Production of Projected Visual Material
When designing projected visual material, one important factor must be taken into
consideration, which is the legibility. The important technical advances in the domain of
Computer-Generated Image (CGI) allow for great flexibility in producing projected visual
material.

▪ Design and Production of Video Training Material
The inclusion of video presentations is very interesting since it helps with the creation of
interest amongst trainees, the illustration of real-life situations, and providing flexibility in the
use of media.
c. Stage 3: Evaluation
➢ Step 7: Validation and Revision
The purpose of the final step of the TRAINAIR PLUS course development process:
• Evaluate the effectiveness of the training by examining whether all the performance
objectives have been accomplished to the required level of competency;
• Diagnose any failures in meeting the performance objectives and the location of these
failures in order to determine the cause;
• Revise the training material as required.
During this stage, the main activity will be the first delivery of the newly-developed STP,
this is known as a validation delivery which seeks to determine whether the STP achieves its
defined goals. In order to that, the actions mentioned hereafter must be conducted:
▪ Criteria of Validity
During the evaluation stage, the capacity of an STP to guide trainees to achieve the required
level of performance is assessed by measuring their performance in the end-of-module mastery
tests. Of course, test results are not expected to show that 100% of the experimental trainee
group has achieved 100% of the STP’s objectives, simply because the course material is not
final, and not all trainees have the same K/S/As, Hence the recommendation to administer a
prerequisite test at the entry level in order to allow trainees to have a common “starting line”

▪ Overview of the Validation Process

- Select a representative group of trainees of the same size as would normally
be trained from the target population;
- Administer a prerequisite test to the experimental group;
- Conduct the training, inform trainee of the fact that in addition to getting a
valuable training, they are also testing the effectiveness of a new course.
- Monitor the time taken for each instructional event, test, etc.;
- Monitor that the instructor follows the provisional instructor guide and note
any deviations and why they occurred;
- Monitor trainees’ gestures, reactions and attitudes during the delivery;
- Record trainees’ opinions and comments;
- Record all progress and mastery test results to facilitate analysis;
- Analyze test results;
- Check that criteria of validity are met for each module;
- If the criteria are not met, diagnose the failures;
- Revise the training as required and repeat the trial with another sample of
experimental group.
- Selection of Trainees for the Experimental Group
When selecting an experimental group, it is vital that the group represents the target
population in order to avoid erroneous conclusions based on results or opinions of non-
concerned trainees.
When selecting the trainees for the experimental group, make sure they are close to the
average for the group with respect to: age, educational background, previous training,
experience.
▪ The need for revision
Following the validity delivery, revision of the training material is always necessary;

For modules which did not attain the criteria of validity, a diagnosis will have to be conducted
to find out why the test results were insufficient.
For modules which attained the criteria of validity, the revision here will be in the form of
adjustments based on trainees’ reactions, questions, and comments.
▪ Preparing an evaluation report of the validation delivery
At the end of the design of the TRAINAIR PLUS STP, an evaluation report evaluating its
validation must be provided. This report must be cleared with the TRAINAIR PLUS Program
in ICAO. This is a key element in order to for the STP to be accepted in the international
exchange system and become a valuable source of information for any civil aviation training
institution belonging to the TRAINAIR PLUS network wishing to import an STP in a certain
field.
After the training is validated and conducted, post-training results must also be monitored in
order to assess the effectiveness of the designed STPs; therefore, questions mentioned below
must be asked continuously using forms or questionnaires.
• How well the training programme met the learner’s needs and objectives?
• What knowledge and skills it has provided to learners?
• What desirable change has it brought to the learners’ performance?
• What organizational benefits has it yielded?

13
The TRAINAIR PLUS course development process can be summarized in the figure down
below:
Figure 30: TRAINAIR PLUS final scheme
Describing the ATC training, while focusing on the Competency-based Training and
Assessment as it is the most popular training approach in aviation nowadays has been a way of
putting our study into context.
Grasping the concept of the ADDIE and TRAINAIR PLUS methodologies was a crucial
step of our project as it enabled us to completely understand the essence of each one, which
will help us in deciding on the right method to adopt for the conception of our Refresher
Training.
After examining examples of ANSPs of other countries, and given the fact that the
Mohammed VI International Academy of Civil Aviation is a "Full Member" of the "TRAINAIR
PLUS" programme of the International Civil Aviation Organization (ICAO) since 24th of March
2015. We deducted that the optimal solution to adopt in our conception is the ICAO TRAINAIR
PLUS methodology.
In the next chapter, based on the results of the analysis conducted in the chapter two which
served as means to highlight the problematic, as well as the method we have opted for, we will
be detailing the initial action plan to implement the aforesaid training.
TRAINAIR PLUS Programme update and Status by ICAO

Chapter IV: The ABES Training Implementation
This chapter is of great importance to our project, as the explanations provided in previous
chapters will all be combined to enable us to properly expose the solution to our problematic.
Future provisions indicate further progress in the years to come. Refresher Training in
unusual and emergency situations will cease to be a recommendation and is moving towards
becoming a requirement for a valid license. The implementation of a Refresher Training
according to Competency-based Training and Assessment principles is a must in order to keep
up with the pace of regulations. Therefore, in this chapter, we will proceed by explaining what
is needed to implement such training for the ATCOs of our country in two parts: the first one
concerns all that is administrative, coordination amongst concerned stakeholders, training
planning and continuous survey. The second part will tackle the conception which will be based
on the TRAINAIR PLUS method.
The deployment of such training is a major project, therefore, before-hand planification is a

must, hence why the initial action plan we will suggest in this chapter will be followed by more
planification and course conception throughout time.

I. Means to implement the training
I.1 Service contract between Mohammed V and AIAC
As previously highlighted in chapter one, the implementation of a Refresher Training in

Abnormal and Emergency Situations at the level of the aerodrome is a must, in chapter two, we
clearly state that the platforms in our country do not have the personnel and equipment
requirements for such training, hence, the solution we propose is a service contract which is
a written contract between a service provider “Mohammed VI International Academy of Civil
Aviation” and a client “Mohammed V Regional Training Centre”. It spells out the work to be
performed and the responsibilities of both parties in getting the work done. It also includes time
frames for beginning and completing the work, additional due dates if needed, and other
procedures and details as to how will the service be provided. This contract must at least define
the following points:
• A description of the parties involved in the agreement. The beginning of the

agreement should include the names and addresses of the parties involved; Mohammed
VI International Academy of Civil Aviation” and “Mohammed V Regional Training
Centre (RTC)”.
• A description of the services to be performed. Here, what kind of provided service is
described; in our case, the academy will be the training center for the ATCOs in
Mohammed V RTC, the instructors there will also be the required personnel. The
description of what material and personnel will be deployed must be done with
precision.
• The effective date of the contract, when work will begin, and the terms under which
it can be terminated. The effective date of a contract is the date after which the service
begins to be provided and both parties; “Mohammed VI International Academy of Civil
Aviation” and “Mohammed V Regional Training Centre (RTC)” are bound to the terms
previously listed.

• A description of the equipment used to provide the service. The Mohammed VI

International Academy of Civil Aviation is equipped with an aerodrome simulator with
a capacity of two positions at the same time
This contract will obviously be signed in collaboration with Mohammed V regional center
for instruction at first as a pilot RTC, but with time and according to the development of the
implementation of the training, the response of management and trainees, the contract can be
generalized in favor of all regional centers for instruction in Morocco.
I.2 ATCOs training coordination procedure
In order for the training to take place, it must first be approved by all stakeholders, therefore
a description form must be established and sent to the civil aviation direction DAC, ONDA;
and the Mohammed V RTC in particular, and the academy since it is the respective CATC.
This form will contain:

✓ The goal of the training: this training’s objective is to enable ATCOs to detect and know
how to deal with the different types of emergencies and abnormal situations which can occur
in the aerodrome environment. Know and apply the best practices and the appropriate
checklists for managing emergency situations in terms of ground/air communications, co-
ordination, traffic and stress management, situational awareness and teamwork.
✓ Application scope: All air traffic controllers with a valid license and an aerodrome
qualification are obliged to participate in the present training, at first, only the Mohammed
V RTC who is concerned but future plans indicate that the training will be generalized to
all ATCOs of the country.

✓ Responsibilities:
• The head of division of Regional Training Centre is responsible of maintaining the flow
of the training planning; taking into account all the variables such as transferred or on
leave ATCOs as well as new recruits who join the platform, the survey of the level of
ATCOs upon completion of the training using standardized feedback forms.
• The director of Mohammed VI International Academy of Civil Aviation is responsible
of making sure that the deployment of the simulators, classrooms and instructors is done
according to procedures and as organized as possible.
✓ The ABES Training: training which is periodically given to all the ATCO of Mohammed
V RTC in the academy’s aerodrome simulator in order to enable them to acquire the skills
and competences for a good management of the following situations
• Unusual situations
• Emergency situations
✓ Training details:
• Airport responsibilities:
In order to respect the procedure of the training as well as the predefined planning, it is vital
to communicate the following data to the RTC:
▪ List of transferred ATCO who are joining the platform;

▪ List of transferred ATCO who are departing from the platform towards other airports
▪ List of ATCO on leave
▪ An updated table of ATCOs which includes last name, first name, license number,
register number as well as their validity.
• RTC responsibilities:
▪ The head of division of Regional Training Centre is responsible of establishing and
communicating training planning
▪ Communicating and monitoring the availability of ATCOs without understaffing the
airport

Once the form is established and approved, all concerned parties must sign in the table below:
Party DAC ONDA (Med V RTC) AIAC

Signature
Table 9: Stakeholders signature table
I.3 The ABES Refresher Training Planning
To implement the ABES programme, an adequate planning is one of the major tools that
need to be deployed before launching the training programme. The planning needs to fulfil the
needs of the service contract between AIAC and the RTC. In this context, a suitable planning
must take into account three main parameters to manage risk and uncertainty, also to take into
consideration human and material resources availabilities and inaccessibility.
I.3.1 First parameter: ATCOs availability
The responsible entity for providing a final ATCOs availability list is the Regional Training
Centre. Before handing over the final list of available ATCOs, the Regional Training Centre
must take into account:
• Air Traffic Controllers on vacations

• Newly hired Air Traffic Controller
• Air Traffic Controllers, proven unable to exercise the job (e.g. for medical reasons)
I.3.2 Second parameter: Trainers’ availability
The trainers’ availability is mandatory. Otherwise, no training can be conducted without

instructors. Therefore, in order to eliminate contingencies, an annual, if not a monthly or
quarterly, planning must be placed. It needs to show all Academy instructors availability to set
a provisional schedule.

I.3.3 Third parameter: Equipment’s availability
Even if the 3D Tower simulator is already set, however, the equipment is occupied in certain
periods of the year due to many attachments, such as the initial training for the Aerodrome
phase, usually arranged in December for the second-year students. These phases last often for
6 weeks (2 weeks of practical course, 3 weeks of simulations and 1 week for the mastery test).
Thus, the ABES training programme planning must take into consideration these three
elements before creating a final form of the module schedule.
I.4 Sensibilization
Every air traffic controller is aware that the pillars of the ATC job are security, regularity
and efficiency. Therefore, when no continuous Refresher Training is implemented, it is clear
that the air traffic controller in charge of the traffic will not manage adequately the Abnormal
Situation or Emergency occurred.
Moreover, the ATCO body in Morocco is a part of Eurocontrol, which means that the frame
of the air traffic control is now about Air Traffic Management. In other words, the air traffic
controller has moved from the position of an executor to the position of a traffic manager and
decision maker of his situation. This means a decision maker has to be ready every day to
manage all possible situations regulated by his/her qualification.
Therefore, the absence of an aerodrome Refresher Training in the ABES management reveal
that the handling of any ABES will be chaotic and ineffective, because the required skills,
knowledge and competencies to deal with these situations were not enhanced by a suitable
training.
At this level, the entire air traffic control community must be aware of the crucial importance
of implementing an ABES refreshment. Moreover, this Refresher Training must be conducted
at a frequency that predisposes air traffic controllers to handle these situations effectively.

Awareness of the ABES Refresher Training programme means creating a culture within the
ATCO unit that makes it appear not as a bonus to training, but rather as a necessity and
requirement. Such awareness should not wait until the start of the continuous training
programme in the Academy established. However, it must be introduced gradually and
repeatedly. In order to achieve this awareness objective, the entire ATCO corps must be aware
of this process, including the controllers in administrative positions.
This gradual awareness must begin at the RTC first, after which the RTC managers must
notify Teams leaders and ATCOs at the administrative position. Third, supervisors should pass
on the information to their teams and underline the importance of being physically and mentally
prepared for a Refresher Training. By opting for such a vertical awareness operation, everyone
will be aware of the crucial importance of Refresher Training.
In addition, there are effective awareness methods that RTCs can use to reach the entire
target population. It is indeed a preliminary training to be programmed at the Regional Training
Center before entering the academy as an official training center. This preliminary training aims
to only underline the relevant value of an aerodrome ABES management programme.
I.5 Training assessment
I.5.1 Training management dashboard
Every entity which provides a certain type of training will have so much data to store,
trainees’ personal information, their levels of achievement, instructors’ personal information,
their availability, etc. all of this must be documented, analyzed in order to survey the training
and generate an adequate planning.
The traditional management system is basically collecting spreadsheets used to manage

training operations, storing the same data across multiple platforms over and over again, in
other words, everything is done manually, this results in an administrative gap which leads to
loss of time that can be used to do other tasks.

As a solution to this gap, a training management software must be put in place in order to
organize training monitoring, schedule courses and instructors, and make sure that data stays
fresh and responsive to changes made in real-time, thus the management process becomes
seamless and stress-free as all aspects are already connected and in sync with one another
In the context of our study, we initiated the creation of a training management application
which will allow the head of RTC division to actively monitor the evolution of the ABES
training for each ATCO in the RTC, continuously check the availability of instructors and
ATCOs so as to schedule an annual planning. The initial form of the application is as follows:
Figure 31: Training application dashboard
Figure 32: Training application instructors' dashboard

This application is only applied to Mohammed V RTC, future plans of the study will include
the development of the app in order to contain all Moroccan RTCs, as well as trainees from
countries in south Africa; this means that other aspects must be added such as: tracking training
payments system which could be integrated into the management system, adding marketing
tools, and providing a website.
I.5.2 Feedback on training
A training assessment survey is the basis (benchmark) for determining the effectiveness of
the training administered, trainees’ feedback is absolutely vital for evaluating the modules’
content and hence debriefing course developers on essential amendments in order to improve
the content and plan future training. This, obviously, is done after conducting the training so as
to take a long, hard look at its outcomes, and see if the content designed has served its objectives
and fulfilled its goals, if not, then the feedback will be used as a way to update, change, or add
the valuable remarks.
The easiest approach would be to use a post-training survey two or three months after the
training took place. You would ask the trainees to judge their current K/S/As against their initial
ones. Survey forms which are given to trainees are of course self-reported and a way of self-
reflection, this means lack of objectiveness, thus relying on trust and responses would require
further work to independently verify. In terms of types of questions; there are two kinds:
• Quantitative: objective and factual
• Qualitative: subjective and based on opinion
In addition, there are many types of questions and responses to choose from to measure
quantitative and qualitative data, such as:
• Single choice or multiple choice
• Closed-ended questions
• Text entry (open-ended questions)
• Rating or ranking

Some of the survey forms which can be used in harvesting feedback on the content and
delivery of the courses as well as the prepared modules are included as follows:
TDC delivery location: Date:

Module title: Module No.:
For each statement below circle the figure which corresponds best to your opinion.
5 = Strongly agree 4 = Agree 3 = Neutral 2 = Disagree 1 = Strongly disagree
A. Opinions about learning activities

a. I liked the learning activities of this module. 5 4 3 2 1
b. The learning activities of this module were interesting 5 4 3 2 1
c. This module teaches many new things 5 4 3 2 1
d. The learning activities of this module were stimulating 5 4 3 2 1
B. Opinions about “usefulness”
a. This module was useful. 5 4 3 2 1
b. This module was relevant. 5 4 3 2 1
c. This module had practical value. 5 4 3 2 1
d. This module was necessary. 5 4 3 2 1
C. Other opinions
a. What did you like most about this module and why?
b. What did you like least about this module and why?
c. How could this module be improved?
14

TDC delivery location: Date:

Module title: Module No.:
Circle the number that corresponds best to your opinion in each of the cases 1 to 20. Mark only one of the figures
5 – 1. (If not applicable, write N/A by the corresponding item)
The instructions which were given for the study of this module were:
1. Clear 5 4 3 2 1 Confused
2. Sufficient 5 4 3 2 1 Insufficient
3.
The objectives of this module were:
4. Very clear 5 4 3 2 1 Very unclear
5.
The activities carried out in connection with this module were:
6. Interesting 5 4 3 2 1 Uninteresting
7. Too easy 5 4 3 2 1 Too difficult
8. Useful 5 4 3 2 1 Of no use
9.
The contents of this module were:
10. Well-arranged 5 4 3 2 1 Disorderly
11. Adequate 5 4 3 2 1 Inadequate
12. Applicable 5 4 3 2 1 Not applicable
13. Too easy 5 4 3 2 1 Too difficult
The terminology of this module was:

14. Comprehensive 5 4 3 2 1 Incomprehensive
15.
The visual material (projected or fixed) for this module was:
16. Too simple 5 4 3 2 1 Too complicated
17. Clear 5 4 3 2 1 Confused
18.
The practical work and written exercises in this module were:
19. Sufficient 5 4 3 2 1 Insufficient
20. Useful 5 4 3 2 1 Of no use
21. Too simple 5 4 3 2 1 Too complicated
22.
The test(s) in this module reflected the material studied:
23. Completely 5 4 3 2 1 Not at all
24.
The pace of this module was:
25. Too quick 5 4 3 2 1 Too slow
26.
Studying this module enabled me to learn:
27. Many new things 5 4 3 2 1 Nothing new
28.
The knowledge and skills acquired through this module will be:
29. Useful 5 4 3 2 1 Of no use15

I.5.3 Training updates
The Abnormal and Emergency training will be designed according to the current regulatory
context, meaning that when it comes to the method used for the conception, included
procedures, used phraseology, and the technical tower tools that the ATCO will use in the
training; they are all currently approved. However, as it is always the case with the International
Civil Aviation Organization, amendments are bound to occur simply because ICAO is
constantly updating its regulations according to the world’s development.
Therefore, revision and updating the ABES training accordingly is an obligation of the
entities responsible of delivering it.
Each year, a selected committee must conduct a revision session to scan all ICAO
amendments in annexes, manuals, and documents in order to amend the context of the training,
the method used for its conception, the abnormal and emergency procedures, the respective
international phraseology, and the technical devices and machines used during used by
controllers.
II. The conception
At this level, considering the regulatory framework, the gap analysis target state and the
refresher training concepts outlined in chapter 3, our vision is to implement an adequate
Refresher Training programme for air traffic controllers, that respects the guidance provided by
ICAO, Eurocontrol and benchmarks the successful examples set earlier. This part contains three
sections which respectively concern: the courses, the instructors and the trainees.
II.1 Aerodrome ABES Courses design
Unlike the approach phase, the Regional Training Center of Mohammed V does not organize
a refresher training for Aerodrome Abnormal and Emergency Situations twice a year. We
explicated earlier that this lack of aerodrome refreshment is mainly due to the absence of a
Tower Simulator in Mohammed V Airport. Thus, considering the performant 3D tower
simulator in the International Academy of Civil Aviation, our problematic, finally, found a
ground where to lay down its Refresher Training action plan.

In this courses’ part, we will not create STP since only conception and content experts are
able to apply the TRAINAIR PLUS methodology. On the other hand, we are reviewing the
aerodrome ABES by categorizing the ones needed to be introduced in the theoretical phase and
the ones to introduce in the practice phase (simulations). Accordingly, this part is composed of
two sections: ABES Theoretical Courses and Practice Courses.
According to Eurocontrol guidelines, a short example of a course content could be:
▪ A refresher on ICAO rules pertinent to the handling of unusual situations,

both in the air and on the ground;
▪ A brief discussion between participating controllers and an airline pilot
where pilot needs could be aired;
▪ A brief discussion between the participating controllers outlining their
needs, problems; mention the ‘flight’ syndrome where a controller may
psychologically refuse to acknowledge that an incident is actually
happening; acknowledge that in a PAN PAN or MAYDAY situation the
aircraft cannot be expected to behave normally;
▪ An outline of responsibilities according to ICAO;
▪ A case study which might include an input from some of the participants in
the particular incident;
▪ A summary of the discussions with recommendations on what the controller
should do;
▪ A simulator exercise to allow for some practice of an ABES
II.1.1 ABES Theoretical Courses
Since aerodrome air traffic controllers have never had any Refresher Training in the norms
of ICAO and Eurocontrol, we cannot start their training by simulating an aerodrome emergency.
First, they need to start their refreshment by a specific number of theoretical courses that cover
all unusual and emergency situations that are already listed by Eurocontrol and ICAO. The
Aerodrome ABES to involve in the theoretical courses are the following:

Bird Strike Unidentified Aircraft Engine on Fire

Engine Failure Fuel Emergency APU on Fire
Unlawful Interference ACAS Resolution Hydraulic Problem
Bomb Alert Runway Incursion Smoke or Fire in the Cockpit
Anonymous Call Runway Excursion Electrical System Failure
MANPADS Brake Problem Dool unlocked on Take-Off
Communication Failure Gear Problem
Strayed Aircraft Pressurization Problem
Table 10: Abnormal and emergency situations
In the classroom, our trainees need to fulfil their final objective, which consists of
understanding all Aerodrome Unusual and Emergency Situations that are likely to happen.
Hence, each ABES theoretical course predispose their competencies for the simulator phase.
Besides, the courses must be supported by relevant examples, audio-visual aids, course
material, case studies to make each emergency or unusual situation course very concise and
precise.
II.1.2 ABES Practical Courses (Simulations Phase)
In our initial training as air traffic controllers, our instructors set objectives before each
simulation so they can check our progress towards each indicator. For instance, in our
aerodrome phase as students, the main indicators used to evaluate our advancement are the
following:
• Correct phraseology
• Detection and appropriate handling of the conflicts
• Proper use of the environment
• Good priorities management
Besides, the instructors try to include all possible combinations of conflicts to evaluate the
progress of the student with the presented difficulty. In our case, we cannot take the same
approach with the operational air traffic controllers since handling Emergencies or Abnormal
situations on the operational scale is completely different from initial training simplified
conflicts.

For instance, if we apply the same approach with operational ATCOs handling Aerodrome
ABES, this means we need to combine at least two ABES in one simulation. To know the exact
number of simulations needed to overview all possible situations that could happen in the
aerodrome phase, we employed an algorithm we created using Python Language. (The code
used is the next figure: a clear display is available in the appendix)
Figure 33: The used Python code
The algorithms shown above needs the following inputs:
• Input 1: To enter the number of ABES we want to introduce in the practical phase.
• Input 2: To enter the number of ABES to introduce per simulation.
Figure 34: Code's inputs

The output given is the number of simulations needed to cover all possible ABES with the
initial training used method. To prove the impracticability of the method, we entered the inputs
in the algorithm, the chosen number of ABES is 22 (which is the exact number of the ABES
listed in the section II-1-1) and we selected 2 as the number of ABES to program in one
simulation. The code revealed that we need 2079 simulations to cover all ABES possibilities,
which makes the method used ATCOs students unimplementable with operational ATCOs.
Moreover, the choice of what Abnormal Situation or Emergency to include in the training
was also based on the fact that the one which tests most competences will make the cut. In fact,
we used the Eurocontrol ATC Refresher Training Manual, edition 1.0 where ten competencies
which are defined as the ones which need to be evaluated during a Refresher Training are
explained:
Number Competency Description

No 1 Situational awareness Comprehend the current operational situation and
“SITU” anticipate future events
No 2 Traffic and capacity Ensure a safe, orderly and efficient traffic flow and
management “TRAF” provide essential information on environment and
potentially hazardous situations
No 3 Separation and conflict Manage potential traffic conflicts and maintain
resolution “SEPC” separation
No 4 Communication Communicate effectively in all operational situations
“COMM”
No 5 Coordination “CORD” Manage coordination between personnel in operational
positions and with other affected stakeholders
No 6 Management of non- Detect and respond to emergency and unusual situations
routine situations related to aircraft operations and manage degraded
“NONR” modes of ATS operation
No 7 Problem solving and Find and implement solutions for identified threats and
decision making associated undesired states
“PROB”
No 8 Self-management Demonstrate personal attributes that improve
“SELF” performance and maintain an active involvement in self-
learning and self-development

No 9 Workload management Use available resources to prioritize and perform tasks in

“WORK” an efficient and timely manner
No 10 Teamwork “TEAM” Operate as a team member
Table 11: Euro-control's 10 competencies
In the same perspective, we have 22 ABES, however, this doesn’t mean we should program
22 simulations (which is equivalent to 22 scenarios). Accordingly, we need to reduce the
volume of simulations to an acceptable number that allows the ATCOs to assimilate the
refreshment by enhancing their competencies. Consequently, the previous list of the 22 ABES
must be reduced to a consistent list involving the most challenging situations for ATCOs in
terms of deploying ATM competencies listed above.
▪ ABES 1: Bird Strike
▪ ABES 2: Engine Failure
▪ ABES 3: Unlawful Interference
▪ ABES 4: Bomb Alert
▪ ABES 5: Communication Failure
▪ ABES 6: Technical Problem
▪ ABES 7: Engine/APU on Fire
▪ ABES 8: Smoke or fire in the cockpit

The 8 ABES will be integrated into

scenarios which respect the objectives of
each simulation, its log in which the
scenario is written for the pseudo-pilot
according to the form hereafter:
Figure 35: Simulation design Canva
II.2 Instructors’ preparation for ABES Refresher Training
Instructors who are delivering Refresher Training face challenges that are very differentiated
from the challenges of initial training instruction. The conventional role of the instructor is to
‘teach’ student/air traffic controllers the required knowledge, skills, and attitudes necessary to
do their job.
When instructing, the relationship can be viewed as unequal with the instructor supposedly
the more competent and experienced. For Refresher Training it is often the case that the
instructor and the ‘trainee’ have very similar knowledge- and skill-bases, and so the relationship
between the two is peer-to-peer. This type of relationship is crucial as the types of issues that
are being dealt with in the Refresher Training scenarios are not necessarily clear-cut and so
there isn’t one correct way to manage the issue, although there may be more effective and less
effective ways to perform.
In addition, in human factors terms, qualified air traffic controllers, like most people, are not
very comfortable with having any visible weaknesses in their performance highlighted and so
a more delicate technique is needed to bring about change without creating a judgmental
environment.

An effective way to deliver most Refresher Training is through the use of guided analysis
that enables the trainee to gain insight and become aware of what they are doing, to analyze
their own actions or behavior and to decide if what they are doing is right and should be
maintained and developed, or if what they are doing should change. In this framework,
Refresher Training becomes an exercise in trainee self-evaluation and performance
improvement that is oriented by the instructor. Exceptionally, there may be occasions where
real ‘teaching’ may be necessary. The skill of the instructor is to know when to guide and when
to teach.
Thus, instructors who conduct Refresher Training for the practical phase should be:
a) Familiar with the competency framework, in particular understand the link
between scenarios and performance
b) Familiar with the logic for sequencing the training sessions (See the figure below)
Figure 36: Training event sequencing
c) Able to identify good performance

d) Able to identify the cause for deviations below the standard of performance
e) Able to guide a trainee to analyze their own performance
In fact, the biggest challenge for instructors is to ensure that they are able to use guided
analysis during the practical exercises. The following section clearly presents this technique.

II.2.1 Guided Analysis for Instructors
Guided analysis is a technique employed by an instructor that enables a trainee to self-

evaluate their performance and determine what is appropriate and effective in the context of
their own experience, the environment they are operating in and the scenario they are
confronted with. The technique is highly presented by Eurocontrol, and we will adopt in our
ABES practical phase.
In the list below are some of the characteristics of a guided analysis session:
The instructor and the trainee are both familiar with the airspace and procedures and have experience
of the operational environment of the simulation in the real platform (Mohammed V)
The relationship between the trainee and instructor is peer-to-peer although, of necessity, the instructor
will have prior knowledge of the scenario and training objectives.
The instructor and the trainee make use of the competence framework and desired outcomes for the
scenario to perform the analysis.
Trainee Instructor
The trainee determines any personal priorities The instructor guides the analysis on the basis of the
they would want to concentrate on during the required competencies and the observed actions and
simulation, in addition to the training behaviors of the trainee.
objectives.
The trainee evaluates observations with the In guiding the analysis, the instructor highlights an
aim of reaffirming effective behavior and observed action or behavior without passing
changing less effective behavior. judgement.
The trainee does most of the talking during the The instructor contributes to the analysis discussion
analysis. with objective views and deepens the discussion with
supplementary questions.
The instructor has trained pedagogic and
communication skills that the trainee
may not have.16
Table 12: Characteristics of an analysis session

There may be a perceived contradiction between the trainee setting their own priorities and
the instructor guiding the analysis. In practice, the trainee decides what areas they want to focus
on and the instructor helps the trainee to analyze these areas more closely. However, the
instructor may also have made pertinent observations that the trainee is simply not aware of and
can introduce these observations into the analysis. This is particularly important when the
observation relates directly to the desired outcomes of the ABES management.
Guided analysis in handling these ABES assumes that the training environment is conducive
to learning and that the trainee may honestly self-reflect on their performance without any
concern that their expressed views may adversely affect any future formalized assessment. A
sincere view expressed by a trainee that they require more practice should also be given serious
consideration by the training unit of the International Academy of Civil Aviation.
II.2.2 Instructors’ courses materials
A- The ABES Module form:
Before the instructor can give a course, the layout of the course references remains important
so as not to create divergences between different instructors. As a result, all students will benefit
equally from the courses objectives. The first document that the instructor must have,
understand and apply during each session is the following:

ABES – Abnormal and Emergency Situations (TWR)

STP No.: Issuing Institution/Location: Date: to be defined
Mohammed VI International
Academy of Civil Aviation
Module title: Abnormal and Emergency Situations Module duration: 5 days
Module language:
English/French
Module Aim (Goal):
▪ Detect and know how to deal with the different types of emergencies and abnormal situations which
can occur in the aerodrome environment. Know and apply the best practices and the appropriate
checklists for managing emergency situations in terms of ground/air communications, coordination,
traffic and stress management, situational awareness and teamwork.
▪ The course includes theoretical and practical activities, the practical activities will take place in a
simulator where simulations will increase in complexity with each objective.
Target Population:
▪ ATCOs with a valid license and an aerodrome qualification
Module contents:
This module will include 8 courses; each course is dedicated to one ABES, it will be a two hours class which
will include the following contents:
▪ Overview of the ABES
▪ The ASSIST concept applied to the concerned ABES
▪ The respective checklist
▪ Air/ground cooperation - Pilot and ATC environment
▪ ATC contingencies
▪ Oversight of the FRMS
Entry Requirements:
▪ Currently performing as an aerodrome ATC with the first qualification
Table 13: ABES training module’s form
B- The ABES Course form (Canva):

In this training, the trainees need to know that the Abnormal and Emergency Situations
Refresher Training is a one module training of theoretical and practical courses. The ABES
module includes 8 courses. Each course is specified by a similar Canva that outlines the course
aim, objectives, target population, duration, etc. In the same perspective, we choose “Bomb
Alert” to illustrate the course form structure. Each Abnormal or Emergency Situation course
form will be written according to the form below:

ABES 4 – Bomb Alert

STP No.: to be defined Issuing Institution/Location: Date: to be defined
Mohammed VI International
Academy of Civil Aviation
Course title: Bomb Alert emergency Course duration: 2 hours
Course language: English
Course Aim (Goal):

▪ Detect and know how to deal with the different types of emergencies and abnormal situations which
can occur in the aerodrome environment. Know and apply the best practices and the appropriate
checklists for managing emergency situations in terms of ground/air communications, coordination,
traffic and stress management, situational awareness and teamwork.
Target Population:
▪ ATCOs with a valid license and an aerodrome qualification
Course objectives:
Upon completion of this course, participants will be able to:
▪ Fully comprehend a bomb alert emergency, and the best practices to manage the situation in terms
of pilot/ATC communication, coordination with concerned authorities;
▪ Describe the responsibility of the controller not only towards the concerned aircraft, but also other
aircrafts in the vicinity
▪ Develop the reflexes required in the event of a bomb alert, checklists and procedures to follow.
Entry Requirements:
▪ Currently working as an aerodrome ATC with the first qualification
Delivery requirements:
▪ Two instructors
▪ Aerodrome simulator
INSTRUCTOR :
CONTACT :
LANGUAGE :
Table 14: Bomb alert course’s form

C- The trainee evaluation sheet:

The instructors need to have a standardized evaluation sheet, concerning how they will be
evaluating the trainees. In fact, this training concerns air traffic controllers with diverse
experiences, so the levels will definitely be varied, simply because each one had a different
number of working years, and during those years, they might have gone through lengthy periods
without ever having to handle any traffic situation which presents anything out of the ordinary,
or the complete opposite; they might have attended multiple situations or the same situation
multiple times.
Moreover, the way an Abnormal or Emergency Situation is handled depends on many

factors, such as:
▪ The severity of the situation;

▪ The timing of the situation ‘traffic’; for example, an ABES during a rush hour is not
the same as an ABES during time when there is little to no traffic;
▪ The timing of the situation ‘ATCO’; for example, an ATC at the end of their shift
cannot handle the situation the same as an ATC who had just started their shift,
hence why including a course on Fatigue Risk Management System “FRMS” seems
of great importance.
▪ The way the ATCO manages his/her stress, this of course depends on experience
and how many times they have lived the situation; thus, the importance of including
human factor during the conception of the training.
The evaluation sheet form is determined on the basis of the competencies’ list mentioned in
the last section. Thus, we suggest the following evaluation sheet:
ABES Refresher Training evaluation sheet (TWR)

Fist and last name: Date: Simulator position:
Instructor/Examinator Workload: Complexity: Simulation conditions:
name:  Moderate  Usual  Excellent
 Dense  Occasionally  Good
difficult  Average
Simulated situation:  Almost difficult

 Radar  Very difficult Simulation duration:

environnement Start ……H….
 Non radar End ……H…
environnement
Need of improvement
Control actions
Insufficient
Very good
Sufficient
Competencies
Good
1. Scanning the environment and
gathering data;
Situational 2. Understand the current
awareness situation
3. Think ahead and project in the
future
Performance evaluation
4. Analysis
5. Conflict detection
• Traffic and 6. Anticipation
capacity
7. Resolution of conflicts
management
8. Appropriate separation
• Separation
9. Hear-back of ATC CLR
and conflict
10. Priority management
resolution
11. Emergency management
12. Traffic information
Procedures 13. Knowledge of the environment
14. Control table management
15. Strip update
16. Managing pilot information
17. Applying the specific procedure
18. phraseology
Communication 19. Fluency in the languages
“French/English”

20. Clear and concise

communication
21. Air/ground communication
22. Inter-sector coordination
Coordination
23. Coordination with concerned
parties
Workload 24. Prioritizing tasks
management 25. FRMS
26. Interaction with assistant
Teamwork 27. Interaction with supervisor
28. TRM
29. Ease at work
Behavior 30. Reflexes and concentration
31. Stress management
Table 15: ABES training evaluation sheet
II.2.3 Instructor role in the training session
A- Preparation for the simulations:
During this phase the instructor prepares for the Refresher Training sessions. This includes
familiarization with the types of aerodrome ABES scenarios that are going to be presented and
the competencies that are being exercised.
A review of the exercise script will help the instructor to familiarize with the ‘when’, ‘how’
and ‘who’ of the planned challenges. It may be beneficial for the instructor to do a test run of
the exercise for themselves and to review the ABES module for the training preparation.
B- Conduct of non-briefed practical exercise:
What is most essential for this approach is that the trainee understands what the learning
value of the ‘blind’ exercise is and has confidence that the instructor is not judging their
performance but rather working with them to support their learning and skill development.

Consequently, it is important that the instructor establishes a connection with the trainee (if
this connection has not already been established in the day-to-day working environment) and
confirms that at the exercise’s end, participation from the trainee, in the term of self-analysis is
needed.
During this first, non-briefed exercise, intervention from the instructor is minimal, being
restricted to information that is necessary for the conduct of the simulation.
If it is apparent that the trainee does not have the knowledge/skills required to manage certain
situations they are presented with, then the instructor may switch to ‘instructing mode’.
Instructors should carefully assess whether it is wise to switch to instructing mode or not; they
may consider that they have a better way of managing the situation, but if the trainee is dealing
with the situation, albeit in a less than efficient manner, the instructor should concentrate on
analyzing what is contributing to the lack of efficiency. This can then be discussed through
guided analysis of the ABES simulation and the trainee’s choices and actions. Switches to
instructing mode are usually only appropriate when it is very clear that the trainee has no plan
at all for how to manage the Abnormal or the Emergency Situation and would benefit from
active prompts and transfer of knowledge.
Encouraging feedback, patience, clear communication and even humor (when appropriate)
during the exercise are all attributes that are conducive to creating a positive learning
environment for both the trainee and the instructor.
C- Analysis:
When facilitating the analysis, the instructor and trainee agree on what they are going to
discuss and how they will go about making it. Although this is a joint activity, the instructor
must ensure that, in this first circumstance, the scope of the analysis is covered (i.e., the desired
outcomes and competencies) during this discussion.
It is the result of this analysis that will determine where their effort and concentration will
be positioned in the subsequent simulations and their analysis.

Although the instructor’s observations are unavoidably judgmental, in order to prompt the
trainee’s self-analysis, the attitude of the instructor and the way in which the observations are
communicated should be non-judgmental.
Guided analysis in these ABES simulations may take longer than a structured de-briefing
since the trainee will need time to reflect on his/her performance and consider what areas they
need to concentrate on enhancing during the subsequent exercises.
On completion of the analysis, the trainee and instructor will have a clear understanding of
which of the trainee’s knowledge elements and skills are working well in the practical
environment and which need to be worked on or enhanced during the subsequent simulations.
D- Preparation module:
The instructor may or may not be involved in the delivery of the ABES module, depending
on the media that is used and the most appropriate expertise.
E- Conduct of the first briefed exercise:
First, briefing the ABES simulation doesn’t mean that the trainee will know in advance what
are the Abnormal/Emergency they will handle in the practical exercise. However, it simply
means that the briefing is about calling back the competencies the trainee should enhance in
order to manage adequately the simulation.
At the start of this exercise, the trainee has gained insight, from the first non-briefed practical
exercise and analysis, on their performance when confronted with specific scenarios. They
know which points they need to focus on and they have completed any preparation modules
that were planned to aid them in reviewing and refreshing their knowledge related to these
scenarios.

The instructor may now brief the trainee more explicitly about the exercise and agree on the
areas of performance that they are going to concentrate on.
The instructor needs to be able to respond flexibly to the training session by adapting their
interventions and/or passing instruction to other contributors (e.g., pseudo-pilots, pseudo-
adjacent units) to enable the best learning experience for the trainee.
At the same time, the instructor must guard against the exercise becoming so chaotic and
unmanageable that the learning value is lost, or worse becomes counter-productive. And in
addition, the instructor is following-up the trainee’s performance and formulating initial
observations for the analysis.
F- Analysis:
The instructor guides the trainee’s analysis of their own performance during this second
exercise. The analysis may, quite fairly conclude that the performance is of a high standard and
that the desired outcomes have been very proficiently achieved. In this instance, the analysis
may very well be short, and the subsequent exercise may be viewed as reinforcement.
If the analysis is revealing that there are still areas where improvement or enhancement could
be achieved, the instructor guides a more in-depth evaluation of the how these improvements
could be made. The focus of the improvement may be on procedures or tasks, order of priority
or techniques, but it may also be focused on attitudes and behaviors if this is relevant.
At the end of the analysis, the trainee and the instructor have a revised set of areas to focus
on for the ulterior exercise.
G- Conduct of the second briefed exercise:
The instructor role during this exercise is the same as for the first briefed exercise.

H- De-brief:
The de-brief is the summarization of the Refresher Training session. The instructor should
encourage the trainee to evaluate their own performance. Feedback should be provided that
encourages the trainee to make any needed changes and provide specific recommendations to
improve performance.
Together the instructor and trainee evaluate what learning has taken place, what has been
achieved and which areas require more reflection or, if necessary, practice. 17
II.3 Trainees’ course materials
II.3.1 ATC Trainee Manuals
A- ABES Work Manual:
Before the design of the content of the training, several

tools must be prepared and made available to the trainees;
these tools are as follows:
A manual “Manex” of the airport considered as the

simulations’ environment, in our case, it is the international
airport of Mohammed V since it is the only platform which
is programmed into the academy’s simulator. This manual
will contain the following components:
• Aerodrome’s detailed layout (runways, taxiways,

apron…);
Figure 37: ABES work manual
• Emergency frequencies cover page
• Concerned parties’ contacts

• Emergency procedures
• Tasks’ distribution
ATCO Refresher Training Manual - Eurocontrol

Let's take the same example (Bomb Alert) as a Canva to illustrate what the ATCO needs to
know if the emergency situation occurs. The sheet below presents the procedure to follow if a
bomb alert is declared:
ABES 4 - Bomb Alert Procedure

The purpose of this procedure is to describe the measures for managing a bomb threat or other
explosive device placed on a known aircraft.
SCOPE OF APPLICATION
This procedure specifies how to manage and coordinate in the occurrence of a bomb threat on an
aircraft.
RESPONSIBILITY
Control tower supervisors and controllers are responsible for the application of this procedure.
ACTION STEPS
1. The aircraft concerned is in flight:
The captain is alerted urgently via the control frequency on which he is permanently listening. The
decision to land or not, as well as the choice of landing, is his responsibility. If the aircraft lands at
the airport, it must be directed to the designated isolation station.
2. Aircraft is in ground evolution:
If the aircraft is in evolution on the ground at the time of the alert, action shall be taken to park at
the isolated parking position, with the Control Tower facilitating the maneuver to the maximum
extent possible by guiding the aircraft through the shortest routes.
3. The aircraft is parked on the apron:
It is appropriate to:
- Disembark the passengers and take them under police control to the boarding room;
- To stop without delay the continuation of the loading and refueling operations.
- To pull the aircraft to the designated inspection station.
- To remove the loaded baggage carts that were intended for it and to convey them to
the designated inspection post.
DISTRIBUTION OF TASKS
▪ Firefighting: ARFF service of the airport;
▪ Aircraft guidance to the isolated parking position: Control Tower (FOLLOW-ME);
▪ Aircraft isolation and protection: Police - Gendarmerie;
▪ Stepladders and passenger coaches: Handling;
▪ Control of passengers and their hand luggage: Police;
▪ Assistance and possible care to passengers: Airport Emergency Medical Unit
▪ Unloading of cargo: Aircraft Handling Service;
▪ Search of the aircraft: Gendarmerie - Police - Airline company;
▪ Examination and recognition of the hold luggage: Police - Gendarmerie;

▪ Artificer: Police - Gendarmerie.
ROLES
1. Control Tower Supervisor
Immediately after receiving the information:

▪ Inform the flight crew if the source of the information is from another channel;
▪ Notify other ATS units that may be affected by the flight;
▪ Notify by alert message: BOMB ALERT: AIRCRAFT IN FLIGHT - MOVING ON THE
GROUND OR STATIONARY.
▪ Notify the ARFF specifying the airline - type of aircraft and flight number and possibly the
parking lot number (if parked), the runway in use, the estimated time of arrival and the
assigned taxiways (Aircraft on arrival);
▪ Inform the Runway Office (in French “Bureau de Piste”);
▪ Inform the Airport Director;
▪ Notify the Airport Police Services, the Air Transport Gendarmerie;
▪ Gather information necessary for the landing (weather, runway in use, radio aids,
frequencies, etc.);
▪ Ensure the necessary coordination with all the parties involved;
▪ Notify all organizations involved in the flight:
- the aircraft operator or his representative
- the SAR service
▪ Inform the hierarchy;
Establish the ATM event report
2. The tower controller
▪ Promptly advise the flight crew of the threat and surrounding circumstances if not
informed;
▪ Inquire about the flight crew's intentions and communicate them to other ATS units that
may be affected by the flight;
▪ Ask the pilot to display the code A7700, if not already done;
▪ Refrain from giving advice or making suggestions regarding the disposition of the
threatened aircraft;
▪ Give priority to the aircraft;
▪ Provide all necessary information for landing (weather, runway in use, radio aids,
frequencies, etc.);
▪ Ensure the safety of other aircraft and that ground personnel and facilities are not
endangered.
Table 16: Bomb Alert procedure

B- ABES Phraseology Manual
Another manual which is of great importance is the

phraseology manual.
When it comes to phraseology, we can say that it is one

of the most important elements of the Refresher Training
requirements. The inclusion of effective communication
tools and approved phraseology is a must. In fact,
communication misunderstandings are present in most air
traffic occurrences, however, having them during an
emergency will escalate the risk and generate other
situations and more stress for the ATCO handling the
situation. Thus, the consistent use of approved phraseology Figure 38: Phraseology manual
cover page
in addition to having a certain level in plain language are
two of the most important defenses to mitigate misunderstanding occurrences during an ABES.
To this end, training objectives dealing with phraseology and effective communication should
be designed into Refresher Training dedicated to the handling of Abnormal and Emergency
Situations.
➢ The significant role of plain language:

Whilst standard phraseology is at the core of effective verbal communication, it is
recognized that there are circumstances and situations for which phraseology is not enough or
inexistant, the communication between pilots and air traffic controllers requires the usage of a
natural language which has to be clear, precise, and concise; this language is known as 'plain
language' which is defined as the "spontaneous, creative and non-coded use of a given natural
language, although constrained by the functions and topics that are required by aeronautical
communications, as well as by specific safety-critical requirements for intelligibility,
directness, appropriacy, non-ambiguity and concision" 18.
ICAO (2010). Manual on the Implementation of ICAO Language Proficiency Requirements. Doc 9835.
AN/453, 2nd ed.

It is prescribed as a last resort when phraseology has reached its limits, according to
Aeronautical Telecommunications. Annex 10 to the Convention on International Civil
Aviation, vol. 2, 6th ed, ICAO standardized phraseology shall be used in all situations for which
it has been specified. Only when standardized phraseology cannot serve an intended
transmission, plain language shall be used.
The use of plain language proves its effectiveness especially when the situation the ATCO
is dealing with is an emergency or an abnormal situation, in which both require more
explanations to facilitate providing help. Difficulties in plain language communications
between ATCOs and Flight Crews have often caused serious incidents and accidents or made
the response to arising emergency situations more difficult. It is in recognition of this that
ICAO has introduced a language proficiency system ; thus why ATCO and pilots involved in
international flight operations must have a minimum level of mastery in English “ICAO
LEVEL 4”19.
It will contain the following components:
▪ The standard phraseology of the Abnormal and Emergency Situations

developed in the training;
▪ Explanation of the importance of plain language and some examples.
About the same example phraseology (Bomb Alert), since the pilot can’t be limited to a
framed phraseology because a Bomb Alert can occur in different ways. Therefore, the ATCO
needs to use a clear, concise and precise language in delivering messages. However, the air
traffic controller must be familiar with these expressions once the situation happens:
Bomb Alert: Phraseology Terms

French English
Alerte à la bombe Bomb warning / alert
Artificier Artificer
Service de déminage Bomb disposal unit
Service incendie Fire service
Equipe de déminage Bomb disposal squad
Table 17: Bomb alert example
19
Doc 9835; Implementation of ICAO Language Proficiency Requirements

C- Job aids and methods to work with

In order to facilitate the handling of Abnormal and emergency Situations for ATCO, several
aids must be provided in their working environment (TWR) as well as during the training.
1. Checklists
Checklists are the first aid we propose, according to the Euro-control Guidelines for
Controller Training in the Handling of Unusual/Emergency Situations, there should be two
levels of checklist:
• The first list should cover the immediate, urgent and essential actions;
• The second list should cover the supplementary items, which are not necessarily
essential to be complied with immediately, but which should be used as the situation
progresses.
The main checklist should be available at the working position, providing local or site-
specific data, it could also be added at the supervisor’s position. The data should be available
in hard copy and on any automated information system. For our case, a ‘main checklist’ for
each situation is proposed for use in order to ensure proper handling of any ABES. Examples
of checklists are as follows:20
Bird-Strike
May result in:
✓ Broken Windshield / Canopy
✓ Engine Failure (multi-engine)
✓ Engine Failure (single engine)
✓ Hydraulic Problems
✓ Precautionary Approach
✓ Handling Difficulties
✓ Electrical Problems
✓ Gear Problems
Expect:
✓ Abandoned take-off
✓ Immediate return to aerodrome
✓ Landing next suitable aerodrome
✓ Restricted visibility
✓ Hydraulic problems
Remember:
A 'Acknowledge' - S 'Separate' - S 'Silence' - I 'Inform' - S 'Support - T 'Time'
✓ Is pilot able to control ACFT?
✓ Allow long final if requested
✓ Check RWY (if bird-strike after take-off)
If needed, inform pilot about:
✓ Aerodrome details as soon as possible

Bomb Alert
Expect:
✓ ACFT may stop climb
✓ Request for immediate level re-clearance
✓ Landing next suitable aerodrome
✓ ACFT early in landing configuration
✓ RWY in use, length, surface, elevation, ILS- and NAV-frequencies
Remember:
✓ Clear airspace in the immediate vicinity
✓ Ask for flying time needed
✓ Evacuation after landing
✓ Additional stairs required
✓ Clear RWY according to local instructions
✓ Keep safety strip clear
✓ Arrange parking away from buildings/other aircraft
Unlawful Interference
Expect:
✓ Squawk 7500
✓ Course / level deviations
✓ No or unusual replies to RTF communication
✓ No compliance with given instructions
Remember:
✓ Do not initiate any further RTF referring to the hijacking unless confirmed by the pilot
✓ Comply with pilot's requests as far as possible
✓ Transmit pertinent information without expecting a reply
✓ Monitor all flight maneuvers - give room for maneuver
✓ Collect any necessary information e.g., destination aerodrome, WX situation at destination,
routing, etc.
✓ Confirm squawk
✓ No reply here shall NOT be taken as an indication that the squawk was set by mistake
✓ Any information requested

Engine failure
May result in:
✓ Abandoned Take-off
✓ Pressurisation Problems
✓ Fuel Dumping
✓ Precautionary Approach
Expect:
✓ Heavy workload in the cockpit
✓ Deviation from SID
✓ Intermediate level-off
✓ Descent
✓ Course deviation
✓ Pressurisation problems
Remember:
✓ Inform landing aerodrome
✓ Offer pilot extended final
✓ Towing equipment on stand-by as appropriate
✓ In case of forced landing, record last known position and time
✓ Next suitable aerodrome
✓ Alternate aerodrome details as soon as possible
✓ WX information of landing aerodrome
Brake Problems
Expect:
✓ Pilots request longest RWY
✓ Overrunning RWY threshold at far end
✓ Burst tyre
✓ ACFT may swerve off RWY
✓ RWY blocked after landing
Remember:
✓ Inform pilot about RWY length / condition
✓ Technical staff required

Engine on Fire or APU on Fire

May result in:
✓ Abandoned Take-off
✓ Engine Failure (multi-engine)
✓ Engine Failure (single engine)
✓ Smoke or Fire in the Cockpit
✓ Emergency Landing
Expect:
✓ Heavy workload in cockpit
✓ Engine shutdown / fire extinguishing
✓ ACFT on the Ground
o Hot brakes
o Passenger evacuation
o RWY blocked
✓ ACFT in the Air
o Pressurization problems
o ACFT losing altitude
o Landing next suitable aerodrome
o Possible diversionary or forced landing (single engine ACFT)
Remember:
✓ Ask if dangerous goods on board
✓ Ask for number of Persons on Board (POB)
✓ In case of diversionary or forced landing, record last known position and time
✓ Next suitable aerodrome
✓ Weather information of landing aerodrome
✓ Observed fire and/or smoke

Gear Problems
Unsafe Indication / No Gear
May result in:
✓ Need for External Advice (engineering)
Expect:
✓ GO AROUND
✓ Low pass of tower for gear inspection by specialist engineering personnel
✓ Manual gear extension
Remember:
✓ Prepare for LOW PASS for visual inspection
✓ Weight reduction necessary
✓ ACFT configuration (having consulted with company if appropriate)
Smoke or Fire in the Cockpit

Expect:
✓ High stress level in the cockpit
✓ Shortest high-speed vector to land - nearest suitable aerodrome
✓ Poor RTF (oxygen mask) or loss of RTF
✓ Passenger evacuation
✓ RWY blocked
Remember:
✓ Ask if dangerous goods on board
✓ Ask for number of Persons on Board (POB)
✓ Offer out of wind landing if more expeditious
✓ APP / RWY lighting system 100%
✓ Track miles to touchdown of next suitable aerodrome
✓ Availability of automatic approach low visibility procedure
✓ Weather information of landing aerodrome

2. Memory aids
A simple set of acronyms has been provided which may make it easier for controllers to
remember the immediate actions, or sequence of actions, to be followed on initial notification
of any ABES. The use of abbreviations is common in the ATC world and it seems logical,
therefore, here are a few relevant possibilities: (European Organzation for the Safety of Air
Navigation, 2003)
Method Explanation
RISC Recognize that there is a problem
Identify the relevant aircraft and arrange for special code Squawk
Separate - Give the pilots airspace in which to operate and give them time
Communicate with adjacent sectors/colleagues/supervisors as appropriate
TAS Time - Give the pilot time to sort out the immediate problem on receipt of first
notification that there is a difficulty
Airspace - Give the pilot freedom of the adjacent airspace - get other aircraft out of the
way, and off the frequency
Silence - The controller should clear the frequency and not raise more questions than
are necessary
SSSS Squawk - Acknowledge the call; make sure the correct squawk is produced
Silence - Keep the Radiotelephony (RTF) to as low a level as possible - where possible
assign a single frequency to the incident
Separate - Provide appropriate and adequate airspace for the pilot to execute any
essential maneuvers
Shout - Ask for assistance from the ATC supervisor and/or colleagues
QRST Quiet - Keep the frequency clear
Recognize that there is a problem when the message is received
Separate - Provide airspace
Time - Give the pilot time to work on it
ATIS Announcing and acknowledging the emergency or problem, getting the pilot to make
the appropriate squawk
Taq - Giving the pilot time, airspace and quiet
Information exchange pilot/controller and controller/controller
Solving the problem as a team controller/controller and controller/pilot
ASSA Acknowledging the emergency or problem, getting the pilot to make the appropriate
squawk

Separate the traffic and support the pilot in so far as is possible

Silence - Keep the RTF to a minimum; give the pilot time to think
Advise supervisor and appropriate colleagues on other sectors
Table 18: Memory aids examples
The concept which has been successfully adopted by many ANSPs is the ASSIST principle,
which was pioneered by the Deutsche Flugsicherung GmbH (DFS) who are entrusted with
controlling the air traffic in Germany.
Make sure you understand the nature of emergency and

acknowledge accordingly
Don’t forget to establish/maintain separation
Impose silence on your control frequency if necessary.

Don’t disturb urgent cockpit actions by unnecessary
transmissions.
Inform your supervisor and other sectors/units

concerned.
Give maximum support to pilot and crew.
Allow pilots sufficient time to work on their problem.
Figure 39: ASSIST concept
At this level, we have set up a Canva on each section of the refreshment: theoretical courses,
simulations, instructors' resources and trainees' course materials. Every step taken into the
design of the ABES Canvas (Bomb Alert) should be reproduced on the 7 left courses in order
to complete the Abnormal and Emergency Situations module. Besides, the simulations
associated to each course needs to be designed into simulations respecting the competency-
based orientation.

Establishing Refresher Training in Abnormal and Emergency Situations at the level of

aerodrome is a major step for our ANSP’s strategic plan for continuous training. Moreover, this
type of training is extremely delicate because it is directly linked to the safety of civil aviation.
Consequently, its implementation must be meticulously conducted, it is for this reason that our
project focused on analyzing different approaches to adapt for the training’s conception and
establishment.
The work we conducted in this chapter led to the identification of the required means to
deploy such a training in terms of, service contract, coordination procedure, annual planning,
ATCO awareness-raising and the training’s assessment, in addition, the methodology analysis
has allowed us to determine what is needed for the conception of the training module in terms,
the ABES courses, respective instructors, and trainees’ needed tools.

Conclusion
An important project such as implementing aerodrome Abnormal and Emergency Situations
Refresher Training is a huge breakthrough in the national office of airports’ history. In this
regard, stakeholders in Moroccan civil aviation hierarchy should be further involved, so as to
conduct a specific training which is tailored the gap between the current state and the projected
objective. Besides, the approach adopted by air traffic management requires the Moroccan
ANSP’s efforts to provide a specific professional ABES Refresher Training in order to maintain
and enhance ATCOs competencies and performance. It is for these reasons that the project aims
at determining means needed to implement ABES training programme.
The main purpose of our study is to carefully define the backbone needed to build the
abovementioned training. Hence, it is necessary to extract the gap vis a vis ICAO regulatory
framework, explore different ISD methodologies, so as to finally conceptualize the structure of
the training’s deployment.
The study we have come to establish requires additional follow-up by all stakeholders. In
fact, the conception of Standardized Training Packages for an ABES training is a complex,
time-consuming operation which needs to be validated by ICAO TRAINAIR PLUS
programme. Consequently, this report represents a starting point of the Refresher Training
Study before the actual implementation.
In order to ensure that the Ministry, in charge of the Air Traffic Control sector in Morocco,
validates the training in question, the implementation of a quality system is recommened in
order to ensure the continuous improvement of the ABES Refresher Training programme and
comply with the ICAO regulations. This step is a significant milestone to meet our country’s
strategic vision in terms of regional exposure to African countries in the ATCOs continuous
training field. In the same perspective, Mohammed VI International Academy of Civil Aviation
(AIAC) already provides ATCOs initial training in air traffic management for Moroccans as
well as for African countries. Through this study, we aim at integrating African countries in the
ABES Continuous Training. Consequently, AIAC Mohammed VI will become a regional
pioneer center in the African continent.

References
Documents & Manuals :
Ente Nazionale Di Assistenza Al Volo. (n.d.). Training Programmes, Courses and Services for skills
development. Retrieved August 2021
European Organzation for the Safety of Air Navigation. (2003). Guidelines for Controller Training in
the Handling of Unusual/Emergency Situations (2.0 ed.). Retrieved September 2021
European Organzation for the Safety of Air Navigation. (2015). ATC Refresher Training Manual (1.0
ed.). Retrieved August 2021
European Organzation for the Safety of Air Navigation. (2015). EUROCONTROL Specification for
the ATCO Common Core Content Initial Training (2.0 ed.). Retrieved September 2021
Federal Aviation Administration. (2018). ISD process guide. Retrieved October 2021, from
https://www.faa.gov/training_testing/training/aqp/library/media/ISD_Process_Guide.pdf.
Global Air Navigation Services. (2021). Training centre course catalogue (15 ed.). Retrieved October
2021
International Civil Aviation Organization. (2016). Doc 9868, Procedures for Air Navigation Services "
TRAINING" (2.0 ed.). Retrieved September 2021
International Civil Aviation Organization. (2017). Doc 10056, Manual on Air Traffic Controller
Competency-Based Training and Assessment (1.0 ed.). Retrieved September 2021
International Civil Aviation Organization. (2018). Doc 10052, TRAINAIR PLUS Operations Manual
TPOM (4.0 ed.). Retrieved October 2021
International Civil Aviation Organization. (2019, May). TRAINAIR PLUS Programme update and
Status. Retrieved October 2021
International Civil Aviation Organization. (2020). Approval of Amendment 7 to the Procedures for Air
Navigation Services — Training (PANS-TRG, Doc 9868). Retrieved October 2021
Lopez, S. (2014). Linguistic Analysis of English Phraseology and Plain Language in Air-Ground
Communication. Retrieved October 2021, from https://halshs.archives-ouvertes.fr/halshs-
00924821/
Mohammed V Airport, Air Navigation Department. (2021, March). Exploitation Manual (Manex).
Retrieved September 2021
Mohammed V Airport, Regional Training Centre. (n.d.). Air Navigation Department. Retrieved
September 2021
Mohammed VI International Academy of Civil Aviation. (2019, October). STP, Design and update of
a procedures and training manual for a training organization (Vol. 1.0). Retrieved September
2021
Moroccan Airports Authority. (2021). ONDA's Master plan for Continious Training (2021 ed.).
Retrieved October 2021

Articles :
Aérien: Le MAROC devient membre d'Eurocontrol. (2016, May 05). Retrieved October 2021 from
https://lobservateur.info/article/4423/la%20une/aerien-le-maroc-devient-membre-
deurocontrol.
Gestion du traffic aérien: Le Maroc intègre le "ciel unique" européen. (2016, May 03). Retrieved
October 2021 from https://leseco.ma/business/gestion-du-trafic-aerien-le-maroc-integre-le-
ciel-unique-europeen.html.
Harper, B. (2012, July 01). Phraseology Versus Plain Language. Retrieved September 2021, from
https://azpilots.org/news/30-education/45-.
Lean Management. (2015). Retrieved October 2021 from
https://www.humanperf.com/fr/blog/amelioration-continue/articles/amelioration-continue-
lean-management.
Reports:
Defalque, H. (2017). Competency-based training and assessment. Johannesburg. Retrieved September
2021
International Civil Aviation Organization. (n.d.). Harmonisation of African Aviation Safety Training
Policy. Retrieved September 2021
Websites:
Certifications. (2015). Retrieved October 2021, from https://aiac.ma/.
Competency based training. (2015, August 11). Retrieved October 2021, from
https://fr.slideshare.net/kmhasanripon.
How to run training surveys (for both pre-training and post-training). (2019). Retrieved October
2021, from https://www.qualtrics.com/experience-management/employee/training-survey/.
Je découvre ONDA. (n.d.). Retrieved October 2021, from https://www.onda.ma/.
The history of ADDIE. (n.d.). Retrieved October 2021, from https://discoverlearning.com.au/.
Training Catalogue. (n.d.). Retrieved October 2021, from
https://igat.icao.int/ated/TrainingCatalogue/Profile/44.
Training design and methods of training. (2019, May 29). Retrieved October 2021, from
https://fr.slideshare.net/Meghaanilkumar/.
Training management system. (n.d.). Retrieved October 2021, from https://www.arlo.co/.
Training Needs Assessment Survey. (n.d.). Retrieved October 2021, from https://hr-
survey.com/TrainingNeeds.htm.

Appendices’ list
Appendix 1: Study form ............................................................................................................ II
Appendix 2: Population Analysis form .................................................................................... IV
Appendix 3: Python code used to provide the number of total simulations ............................. V

This form is destinated for air traffic controllers in Morocco, who operate in airports infrastructures, in order to
record and assess their needs in terms of 'Refresher Training' regarding aerodrome unusual/emergency situations.
Q1: Please specify the name of your Regional Training Centre:
Mohammed V RTC
Marrakesh RTC
Tangier RTC
Agadir RTC
Oujda RTC
Fez RTC
Q2: Please specify the name of your airport platform:
Q3: Have you ever had any Refresher Training in unusual/emergency situations?
Yes
No
Q4: If it is a yes, which of the Unusual/Emergency Situations listed below were introduced in your training?
Bomb alert
Unlawful Interference
Engine failure
Forced descent
Radar equipment failure
TCAS Resolution
Low visibility procedures - LVP
Other: __________________
Q5: How often do you do this Refresher Training in your platform?
none / year
once / year
twice / year
3 times / year
+ 3 times / year

Q6: How would you rate the frequency of this Refresher Training?
Sufficient
insufficient
Q7: If you find that the frequency is insufficient, in your opinion, how can this be rectified? (Suggestions,
comments, feedbacks ...)
Q8: If the chosen frequency is none / year, what do you think are the reason(s)?
Lack of equipment (aerodrome simulator)

Unavailability of trainers
Others: __________________
We are in the process of conceiving scenarios (concerning Unusual/Emergency Situations in the aerodrome
phase) in order to integrate them in the simulator of the Mohammed VI International Civil Aviation Academy. In
the same perspective, please share your personal experiences by answering the following question!
Q9: Could you describe any unusual/emergency situation(s) you have experienced during your air traffic control
exercise at the aerodrome?
Comments: ___________________
Appendix 1: Study form

Purpose: the purpose of this questionnaire is to help us understand more about the way you
learn and which method are suitable for you in order to design adapted training modules, this
questionnaire is also a form of evaluating the impact of the training you previously received.

Appendix 2: Population Analysis form

Appendix 3: Python code used to provide the number of total simulations

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Acknowledgement

Graduation Project – ICNA03 CCA20

Graduation Project – ICNA03 CCA20

Graduation Project – ICNA03 CCA20

Mots-clés : Analyse d’écart, urgence, situation inhabituelle, formation de rafraîchissement,

Graduation Project – ICNA03 CCA20

‫‪Graduation Project – ICNA03 CCA20‬‬

Graduation Project – ICNA03 CCA20

Graduation Project – ICNA03 CCA20

Graduation Project – ICNA03 CCA20

Table 1: ONDA technical sheet.................................................................................................. 6

Graduation Project – ICNA03 CCA20

Figure 1: Organizational chart .................................................................................................... 7

Graduation Project – ICNA03 CCA20

ABES Abnormal and Emergency Situations

ACAS Airborne Collision Avoidance System

ANSP Air Navigation Service Provider

APU Auxiliary Power Units

ARFF Aircraft Rescue and Fire Fighting

ATC Air Traffic Control

ATCO Air Traffic Control Officer

ATM Air Traffic Management

ATO Approved Training Organizations

ATS Air Traffic Services

ATSEP Air Traffic Safety Electronics Personnel

CAA Civil Aviation Authority

CATC Civil Aviation Training Centre

CBTA Competency-Based Training Assessment

CDU Course Development Unit

CGI Computer-Generated Image

CNA Content Needs Analysis

CRM Crew Resource Management

EASA European Union Aviation Safety Agency

Graduation Project – ICNA03 CCA20

FRMS Fatigue Risk Management System

GANS Global Air Navigation Services

GAT Global Aviation Training

IATA International Air Traffic Association

ICAO International Civil Aviation Organisation

ILS Instrument Landing System

ISD Instructional System Design

ITP ICAO Training Packages

ITU International Telecommunications Union

KSA Knowledge Skills Attitudes

LOS Line Operational Simulation

MANPADS Man-Portable Air Defense Systems

MCP Mobile Command Post

OJT On-the-Job Training

PANS Procedures for Air Navigation Services

PCN Pavement Classification Number

POB Persons On Board

RADAR Radio Detecting and Ranging

RD Research and Development

RTC Regional Training Centre

RTCE Regional Training Centre of Excellence

SAR Search and Rescue

Graduation Project – ICNA03 CCA20

SID Standard Instrument Departure

STP Standardized Training Packages

STPM Systematic Training Programme Methodologies

TCAS Traffic Collision Avoidance System

TDC Training Development Course

TDG Training Development Guide