By Christine Zylawski and Dr. Maggie Ma
The Boeing Commercial Market Outlook forecasts that the worldwide fleet is expected to nearly double to 48,600 airplanes (including nearly 42,600 new ones) by 2042 (Boeing, 2023). That translates into 610,000 Aircraft Maintenance Technicians (AMTs) or Licensed Aircraft Maintenance Engineers that will be needed to support the global commercial fleet over the next two decades.
The number of people leaving the maintenance technician workforce will outpace the number preparing to enter it between 2017 and 2027 (Oliver Wyman, 2017). The shortage is expected to peak in 2027 with a gap of 43,000 AMTs (Costanza et al., 2022). The workforce shortage in aviation maintenance has been described as a “talent crisis.” AMT programs are struggling to hire and retain qualified faculty to train students. To add to the challenge, the Aviation Technician Education Council (ATEC) estimates that 30% of those who finish an aviation maintenance training course end up accepting employment in another industry.
TRADITIONAL AMT TRAINING
Traditional training of AMTs requires instructor-led, classroom-based theory, where students
specialize in a particular area of aircraft maintenance engineering (e.g., airframe, powerplant, or avionics). The training is complemented by selected laboratory work activities.
After completing the initial training, a student often begins a traineeship or apprenticeship that includes further technical and practical experience, either in a workshop or on the aircraft, to gain the required practical experience (for European Union Aviation Safety Agency certificate). A student’s specific practical experience on particular aircraft subsections (e.g., airframes, structures, hydraulics, engines and avionics) is recorded.
AMTs now also use e-learning, part-task trainers and full-fidelity simulation to practice specific training activities that were traditionally done on operating aircraft.
To obtain licensing, an AMT must demonstrate appropriate experience on particular aircraft systems via an experience record or display acceptable competency through appropriate assessments, which may include oral, written and practical applications. Traditional regulatory structure on training is time-regulated, syllabus and task-oriented, where students must physically demonstrate generic skills.
There are limits with this training approach, as students only need to demonstrate generic skills be sufficient, which may be insufficient for complex aircraft or new technologies that require specific skills. Assessment in traditional training is task-oriented, which is limited in estimating an AMT’s ability in dealing with less-common situations. Currently, airworthiness regulations required AMTs to perform specified aircraft maintenance tasks in licensing and certification. These regulations vary substantially from one country to another in the scope of the privileges, training, experience and examination requirements. This wide variance hinders the aircraft maintenance industry because it limits the exchange of personnel between countries and the possibility to outsource maintenance work from one country to another.
COMPETENCY-BASED TRAINING and ASSESSMENT (CBTA)
CBTA is a methodology that was developed during the 1950s and became a mainstream concept in the 1980s. Since then, CBTA has been applied in many different domains and professions (e.g., medicine, pilot training).
Competency is a consistent dimension of human performance that is used to reliably predict successful performance on the job. Competency can be observed through behaviors that require the use of relevant Knowledge, Skills and Attitudes (KSA) to carry out activities or tasks under specified conditions. Competencies allow for the formulation of solutions for complex and difficult situations, including those situations experienced for the first time. Just like pilots, AMTs need to be able to deal with these situations effectively while ensuring that the tasks are performed safely.
In a recent study (ICAO, 2021), it was determined that, regardless of aircraft type, maintenance practice on modern aircraft requires a set of generic competencies. The ICAO competency framework for AMTs includes 11 elements:
1. Application of procedures
2. Work management
3. Situational awareness
4. Technical expertise
5. System thinking
6. Coordination and handover
7. Risk management
8. Teamwork
9. Problem-solving and decision-making
10. Self-management and continuous learning
11. Communication
The goal of the CBTA process is to align maintenance training with predetermined standards, identified through task analysis. Per ICAO guidance, CBTA is an option and an alternative to traditional training and does not affect existing licensing and approval processes. Competency standards, therefore, play a key role in ensuring task performance, thereby upholding and potentially improving safety standards in aircraft maintenance. The CBTA-focused approach can ensure training effectiveness by providing a tailored approach to an individual’s training needs and therefore, positively impact AMT competency and maintenance outcomes.
The aviation industry is at the forefront of new technological developments, requiring personnel involved in aircraft maintenance to adapt to new methods, processes, knowledge and skills to build up the necessary competencies. These depend on new developments in training and information dissemination and should be constantly updated to the latest technology. The CBTA approach may improve training by better capturing the changing technology requirements. The CBTA programs will allow AMTs to be trained and evaluated against competency standards, with records as evidence. Such records may make it easier for maintenance organizations to employ personnel from other organizations and countries, which consequently facilitates harmonization.
CBTA at Air France Industries (AFI): Improving Practice and Knowledge
Providing high-quality aircraft maintenance and engineering services requires a trained and competent workforce. But it also involves assessing that workforce skills are maintained over time and taking actions to continually improve workforce competencies in an ever-evolving aeronautical environment. One of the ways of assessing staff skills is to carry out a competency assessment to feed a competency-based training program.
First introduced at Air France Industries (AFI) in 2021, Competency-Based Training applied to Aircraft Maintenance operations (CBTAM) is an assessment and training method that focuses on developing specific knowledge and skills necessary for job performance. In fact, assessment takes place before training.
CBTAM is based on units of competency applicable to each job function and relies on an individual’s ability to consistently apply their knowledge and skills to the standard of performance required in the workplace. It is useful in enhancing safety in aircraft maintenance because CBTAM ensures that maintenance personnel have the required competencies to perform their tasks safely and effectively, as well as deal with unfamiliar situations.
AFI competency assessment applies to both new hires and existing personnel. Newly hired personnel are assessed no later than 3 months after initial appointment. Existing personnel must undergo a competency assessment every 3 years. It is critical to include existing personnel because an evolving environment (new aircraft types, systems, processes, IT systems, etc.) makes additional or targeted trainings necessary to enhance existing personnel Knowledge, Skills and Attitudes.
The objectives of CBTAM include:
- To demonstrate consistency with the aircraft maintenance and engineering organization by setting the standards regarding workforce competency-
- To establish clear standards for performance, which helps to ensure that all maintenance and engineering personnel are trained to an acceptable level of competency. This helps to minimize the risk of errors and accidents caused by variations in training and experience.
- To comply with Part 66 and 145 and Continuing Airworthiness Management Organization (CAMO) regulations.
- To emphasize the competencies that an individual must master according to assigned job function, identifying the development needs of individuals to meet competency requirements; this involves identifying whether the individual is capable and autonomous, providing to the individual with a development plan to ensure that his/her competencies are maintained over time.
- To identify competency gaps: CBTAM helps to identify any gaps in the KSAs of personnel. This allows for targeted training and development, with continuation training, to address these gaps, which can help to reduce the risk of errors and accidents.
- To produce customized trainings according to the actual needs of a group.
The AFI’s CBTAM system (Figure 1) is composed of:
- A competency library that includes all the KSAs applicable to the organization
- Competency models: a competency model corresponds to a position/role with applicable skills
- Individual competency assessments: manager assesses whether his/her staff demonstrates the ability to perform an activity according to the criteria described in the units of competency (effective or ineffective behaviors) associated with his/her function, whether he/she is autonomous and suitable for the position (see Appendix A for examples of competencies and associated behaviors)
- Individual development plans resulting from assessment
- Skill gap analysis identifying systemic competency gaps
- Competency-based training: adapting the training catalog according to the actual needs of a group (job or role).
Figure 1. CBTAM System
CBTAM categorizes competencies into four general dimensions:
- Task-related KSA: undertaking a specific task in the workplace.
- Task management KSA: managing a number of different tasks to complete a work activity.
- Contingency management KSA: reacting to problems and irregularities.
- KSA in terms of the work environment / role: exercise in one’s work environment when carrying out a professional activity. For example, working with others, communicating.
Competency gap analysis (Figure 2) is a process of identifying the gap between the existing KSAs in a population within the organization and the required KSAs needed to achieve a particular goal. It is a process used to identify the areas where further training and development are required to bridge the gap and achieve the desired level of competency.
Figure 2. Competency Gap Analysis
In CBTAM, competency gap analysis drives actions using these steps:
- Identifying competency (that meet expectations) for the whole population,
- Identifying competency below expectations for the whole population,
- Identifying systemic failures by conducting a distribution by trade (roles, functions),
- Carrying out a competency gap analysis by role / job function:
- Identification of competency gaps (number of individual gaps),
- Identification of the competencies where the population confirmed the greatest gaps,
- Develop a training and development plan: The final step is to develop a training and development plan to bridge the gap and achieve the desired level of competency. This could include training courses, on-the-job training, coaching, mentoring, or job shadowing. It is important to develop a plan that is tailored to the organization’s needs and goals.
Once the team as a whole has identified the greatest gaps, the organization is able to carry out targeted development actions (priorities) and complement a global training plan. For example, a role within the organization needs to improve Minimal Equipment List (MEL) / Configuration Deviation List (CDL) practical skills, a MEL/CDL training can be personalized and adapted to actual competency needs.
After two years of implementation, AFI has documented several advantages of CBTAM. As a recurrent process, it encourages continuous learning and development, which is essential in the constantly evolving field of aviation. This ensures that AMTs are up-to-date with the latest safety standards and procedures.
CBTAM includes rigorous testing and assessment of KSAs to ensure that maintenance personnel are competent, autonomous and capable of performing their tasks. In addition to identifying and addressing specific areas of weakness, CBTAM drives better compliance. Competency gap analysis helps ensure that AMTs are up to date with the latest regulations and standards, which is essential for compliance. CBTAM produces improved quality and efficiency. Skilled and knowledgeable personnel with a positive attitude can perform maintenance tasks more effectively and accurately, leading to improved quality and reliability of the aircraft.
CBTAM is administered by three full-time employees with competencies in regulatory compliance, systemic analysis and human resources. AFI Training Development Service is involved upon findings in order to design targeted training.
A Resilience Model Inspired by and Adapted from EVA Air
One main goal of the CBTA approach is to increase the probability of achieving resilience in new / complex situations. The following introduces a resilience model.
Resilience is an individual’s ability to identify and manage threats within the maintenance ecosystem, with the purpose of preventing errors and achieving the operational goals of the organization. Resilience is the ability of bouncing back from unfamiliar or especially difficult experiences. Competencies are the cornerstone of resilient performance. CBTAM is a worthy investment for a resilient workforce.
Capt. Ping Lee, EVA Air, introduced an intuitive visual model of resilience at the World Aviation Training Summit (WATS) 2023. With his permission, the model was adapted for maintenance operations.
A Safety Management System (SMS) provides a systematic approach to achieving acceptable levels of safety risk – it will ideally stay in the green zone, sometimes will move into the yellow zone. The organization should keep a close eye on not crossing the minimal safety margin line into the red zone, and recover promptly from the unsafe / undesired state (Figure 3).
Figure 3. Achieving Acceptable Level of Safety Risk
The 11 competencies defined by ICAO lay the foundation for AMTs’ resilience platform. To depict the nature of resilience performance, they are represented using 11 springs (Figure 4).
Figure 4. Springs of Competencies for Maintainers
When unexpected situations happen to AMTs with adequate competencies (i.e., strong, even springs) – a heavy metal ball (“an unexpected situation”) falls on the platform on top of the springs – the springs compress as designed but will bounce right back, which is the resilience performance (see Figures 5.1-5.3).
Figure 5.1 When Unexpected Situations Happen to AMTs with Adequate Competencies
5.2 Springs of Competencies Compressed Temporarily as Designed
5.3 Springs of Competencies Allow AMTs to Bounce Back
When AMTs lack competencies in certain dimensions (e.g., depicted as short, skinny, defective, uneven springs as in Figures 6.1 and 6.2) – a heavy metal ball lands on the platform on top of the springs – the springs most likely do not bounce back in dealing with unexpected situations. The AMTs and their organization cannot produce resilience performance. The springs are compressed too much or they tumble over and fall everywhere.
Figure 6.1 AMTs with Inadequate Competencies
Figure 6.2 AMTs with Inadequate Competencies
Conclusion
CBTAM is the right method to measure new hires as well as exiting staff (initial and recurrent assessments). It uses individual and global competency assessments as the benchmark for determining when training needs to be adapted but it also embraces evolving maintenance and engineering environments with the operation of new aircraft types, new software and hardware technologies.
CBTAM helps a maintenance and engineering organization to set targeted trainings that enhance the acquisition of KSAs, and positive attitudes to meet the organization’s safety standards. Using the CBTAM framework, managers play an active role in positively reinforcing proactive safety behaviors. The program is collecting data to quantify return-on-investment as the CBTAM assessment cycle is planned for every three years.
Overall, CBTAM is a valuable method for enhancing safety in aircraft maintenance by ensuring that maintenance and engineering personnel have the necessary competencies to perform their tasks safely and effectively and by promoting continuous learning and development. Only with competencies as a strong foundation can individuals and the organization produce resilient performance in unexpected and challenging situations.
In the future, CBTAM is expected to personalize learning by offering learning paths based on assessments to meet individual learners’ needs. Data analytics will be used to track and measure training effectiveness and areas for improvement. It is often easy for training programs to focus on short-term goals. CBTAM allows AFI to include long-term goals to allow learners to develop competencies they need for long-term success.
Appendix A. Sample Competencies and Observable Behaviors
Appendix B. Sample Competencies in CBTAM
Skills | Mechanic | Planner | Manager | Supervisor | Safety/Quality staff |
Knowledge of relevant regulations/procedures applicable to the position held | X | X | X | X | X |
Understanding of personnel authorizations and limitations | X | X | X | X | X |
Understanding of conditions for ensuring continuing airworthiness of aircraft and components | X | X | X | X | X |
Knowledge of safety management system, human factors, safety culture | X | X | X | X | X |
Understanding of professional integrity, behavior and attitude towards safety | X | X | X | X | X |
Ability to identify, to report and rectify unsafe conditions | X | X | X | X | X |
Knowledge of occurrence reporting | X | X | X | X | X |
Ability to use information systems | X | X | X | X | X |
Adequate communication and literacy skills, ability to read/understand/write | X | X | X | X | X |
Ability to understand work orders, work cards and refer to and use applicable maintenance data | X | X | X | ||
Ability to properly process removed, uninstalled and rejected parts | X | X | |||
Ability to recognize the acceptability of parts to be installed prior to fitment | X | X | |||
Ability to use, control and be familiar with required tooling | X | X | |||
Understanding critical maintenance tasks | X | X | |||
Ability to master MEL/CDL and airplane dispatch conditions. | X | X | |||
Ability to confirm proper accomplishment of maintenance tasks | X | X | |||
Ability to properly record and sign for work accomplished | X | X | |||
Ability to promote the safety culture and apply a just culture. | X | X | X | X | |
Teamwork, decision-making and fostering cooperation | X | X | X | X | |
Ability to prioritize tasks and report discrepancies | X | X | X | ||
Ability to identify and properly plan performance of critical maintenance tasks. | X | X | |||
Resources management and production planning skills | X | ||||
Ability to process the work requested by the operator/customer | X | X | X | ||
Ability to split complex maintenance tasks into clear stages | X | ||||
Ability to compile and control completed work cards | X | X | |||
Knowledge of auditing techniques: planning, conducting and reporting, analytical and proven auditing skills. | X | ||||
Maintenance error investigation skills, knowledge with the relevant processes in terms of risk management | X | ||||
Ability to analyze, identify, set and prescribe technical, economic, regulatory requirements. | X | X | X | ||
Ability to perform reliability analysis in accordance with applicable requirements. | X | ||||
Ability to define and implement maintenance policy and knowledge of continuing airworthiness instructions | X | ||||
Ability to properly manage the processes in accordance with safety policy and applicable requirements | X | ||||
Knowledge of emergency response plan to initiate in the event of information technology system failure | X | X | |||
Leading change : communicates the reasons for and impact of change and encourages others to enable change. | X | ||||
Acting as role model to promote leadership in safety, compliance, OSHA, environment | X |
Reference:
Boeing. (2023). Boeing Commercial Market Outlook: 2023-2042. Commercial Market Outlook (boeing.com)
Costanza, D. et al. (2022). Not Enough Aviation Mechanics. How To Overcome The Impending Shortage Of Aviation Mechanics (oliverwyman.com)
ICAO (2021). Doc 10098 Manual on Competency-Based Training and Assessment for Aircraft Maintenance Personnel (First Edition).
Oliver Wyman (2017). Not Enough Mechanics. Oliver Wyman Risk Journal. Vol.7. Not Enough Mechanics (oliverwyman.com).
ABOUT THE AUTHORS
Christine Zylawski is Engineering and Maintenance Training Director, Air France Industries
Maggie Ma, PhD, CHFP, is a Technical Fellow, Boeing Commercial Airplanes