Train-the-Trainer by DataHomeLab

8.4 Fundamentals of Airborne Instruction

The basic airborne instructional model is based on Demonstrate, Direct and Monitor (DDM). To correctly use this model, an understanding of the process and the tools available is needed. Consider the DDM model as a toolkit: not all the tools are needed for every session, and the more advanced the student, the more the DDM model will be abbreviated. All instructors should have a thorough understanding of this model, so they can apply it during their instructional sessions.

8.4.1 Demonstrate

A demonstration is used to explain by way of a physical example. To conduct a demonstration efficiently and effectively, four tools assist the instructor: subdivision, direction of attention, follow me through (FMT), and the short pre-brief that precedes the sequence.

Subdivision

This is a process of breaking down complex tasks into simple building blocks. If the 8.3 The Student is considered, the instructor will realise that there will be some sequences that can be taught in one go, and others that will need to be subdivided. The degree to which these sequences need to be subdivided will depend on the ability of the student to cope with the complexity demanded, and the difficulty of the task.

Subdivision pairs with the 3.1 Introduction treatment of teaching cognitive skills: the airborne demonstration is the kinaesthetic counterpart of the classroom build-up. The same task that, in the classroom, is decomposed into talking-through-the-procedure-then-the-flow-then-the-handling translates in the aircraft to subdividing the demonstration into simpler component manoeuvres before integrating them. The decomposition rule is the same in both venues: complex tasks are taught from the simpler building blocks that the student already has, then assembled.

Direction of attention

This is used to highlight the key enabling requirements of the exercise. Some examples are to get the student to look in a certain place, notice a specific attitude or rate of change, timings, or show movement of controls. The use of direction of attention should be very specific, as generalisations such as "the way I do it" or "see what happens" achieve little in focusing the student's attention. Selecting these attention points is best achieved by asking yourself "how do I fly this, where do I look, what am I looking for?".

Follow Me Through (FMT)

This is simply a physical form of Direction of Attention. The student places their hands and feet lightly on the controls, and it should only be utilised to point out a specific displacement, rate, or timing of a control input. If the control does not move (e.g. the side stick of the A320s, A330s and A340s), then there is no point in using a FMT. The meaning of FMT should be explained to the student clearly before its use: make sure they know when they will follow you through, how to do this, and when to take their hands off the controls.

The short pre-brief and keywords

Do a short pre-brief prior to the sequence so the student knows what is about to happen and whether you want them to follow you through. Use keywords throughout the demonstration to establish a pattern that the student will respond to in the Direction phase.

The pre-brief and the keywords are the bridge between Demonstrate and Direct: the same words the instructor uses to narrate their own actions during demonstration are the words the instructor will use to cue the student's actions during direction. A consistent keyword vocabulary across Demonstrate and Direct cuts the cognitive load on the student dramatically; switching vocabulary between phases forces the student to translate.

8.4.2 Direct

Direction involves the instructor using verbal commands to talk the student through a sequence. Again, do a short pre-brief prior to the sequence to remind the student of the important points they need to focus on. The use of key words is critical, and the instructor should ensure the key words are said at the correct time and the instructor stays ahead of the sequence.

Taking control

Be ready for the unexpected. A good pre-flight brief should cover all the common student errors and important points, but be ready to take over if necessary. A few extra keywords and more direction may be enough, but if the safety of the aircraft is jeopardised, do not be tempted to come on the controls with the student to "help him out": just take over. The same applies to the simulator: do not let a bad situation develop further, especially when the simulator can be paused. Talk about it, then rewind 10 nm and start again.

The simulator-specific extension is operationally significant: the simulator can be paused, rewound, and re-flown. An instructor in the simulator who lets a bad situation develop without using the pause-and-rewind option is failing to use the simulator's training advantage. The technique: pause, talk about what just happened (a brief facilitated micro-debrief), rewind 10 nm, fly the sequence again. The rewind is a teaching tool; using the simulator as if it were the aircraft (no rewind, no pause) wastes its training value.

8.4.3 Monitor

This is where the instructor checks if the student has grasped the concept of what was being taught. The student will not usually fly a perfect sequence, and the instructor must allow them to make a few mistakes without reverting to direction immediately. This means say and do nothing unless a dangerous situation starts to develop or if significant training value is going to be lost. If intervention is necessary, a judicious key word or two may save the sequence. Once the instructor has sorted it out, the instructor needs to again remain quiet and let the student fly the rest of the sequence. Over-direction is one of the most common errors that instructors make. If time permits, give a short debrief on the student's performance whilst airborne or in the simulator, especially if they are attempting a similar sequence again. Timely feedback gives the student the opportunity to improve on their performance throughout the session, rather than making the same mistake repeatedly.

The Monitor-phase intervention thresholds, in priority order:

  • Dangerous situation developing. Override the discipline; intervene with whatever is necessary, including taking control per the Direct-phase taking-control rule above.
  • Significant training value about to be lost. A judicious key word or two; minimum intervention to preserve the rest of the sortie.
  • Sub-optimal but recoverable performance. No intervention. Note for the post-sequence micro-debrief or for the post-flight debrief.

The in-flight micro-debrief

This section introduces a discipline that the post-flight debrief framework in 7.1 Introduction elaborates: a short airborne or simulator debrief between sequences when time permits, especially when the student is about to attempt a similar sequence again. The two operating constraints:

  • Time-critical context. Unlike the post-flight debrief, the in-flight debrief is bounded by the next sequence's start time. Keep it short; defer detail to the post-flight debrief.
  • Phase-of-flight constraint. 7.1 Introduction is explicit that an airborne debrief is not appropriate during take-off, approach, or landing; the workload and safety profile of those phases preclude it. The in-flight micro-debrief belongs to the cruise or hold-pattern phases of an aircraft sortie, or to a paused or repositioned segment of a simulator session.

The Monitor phase is not just a passive observation phase; it is the diagnostic phase whose output feeds 8.5 Remedial Instruction. If the Monitor phase reveals the student is not achieving the standard, the instructor enters the remediation loop rather than continuing to add Direct-phase cueing. That handoff is the bridge from the DDM model to the remedial loop.

Connections

  • 8.3 The Student. The WSK reading the DDM phase mix is selected against.
  • 8.5 Remedial Instruction. The loop that runs when the Monitor phase reveals the standard is not being achieved.
  • 8.6 Summary. The summary that consolidates the DDM toolkit with the WSK / WTT / HTT chain.
  • 3.1 Introduction. The classroom counterpart of the airborne pedagogy; subdivision, methods of teaching, voice, and questioning all operate at the airborne phase.
  • 6.6 The A-W-A-R-E Model. The brief structure whose Awareness and Expectations components establish the pre-brief that the Demonstrate phase consumes.
  • 7.4 Specific Debrief Scenarios. The full treatment of the airborne and LFUS debrief environment the in-flight micro-debrief lives within.
  • A2.5 Unit 4 Conduct Training. The competency framework that codifies the DDM application as instructor performance criteria.
  • A4.2.2 Guidance for Instructors. The programme conduct discipline the DDM model fits inside.
  • Skill development model. Instructional synthesis of DDM, FMT limits on sidestick types, and related airborne technique.