Train-the-Trainer by DataHomeLab

9.10 Factors that can Affect Simulator Training

Knowledge and skill of the instructor

It is the instructor's responsibility to know their aircraft systems and the equivalent simulator they are operating. They should be familiar with the IOS panel and all aspects of the simulator environment they will instruct in.

A lack of knowledge or proficiency in simulator operation produces a cascade:

  • Instructor distraction. Time and attention spent on the IOS that should be spent on the trainee.
  • Student frustration. The trainee experiences a session that does not flow, with malfunctions appearing late, weather that does not match the brief, or repositions that are botched.
  • Eventual diminishment of the instructor's credibility. Repeated visible IOS errors erode the trainee's trust in the instructor (see 9.9 Sources of Trainee Stress on the stress-and-trust connection).
  • Inability to deal with simulator malfunctions. The instructor who does not understand the simulator system cannot diagnose a genuine simulator malfunction; this can lead to very time-consuming delays.

Time pressures

Training conducted in simulators is almost always under time pressure. There never seems to be enough time. This is exaggerated when the student is learning at a slower rate than expected. The importance of a thorough pre-flight brief cannot be emphasised enough. This enables time in the simulator to be maximised.

Tactics for beating the clock

Simulator training factors material offers seven tactics, with caveats attached to each:

  • Drop the unimportant bits.
  • Unimportant or less important is a subjective decision (instructors differ).
  • When does the trainee get the "UNIMPORTANT" training? This means try and cut out the bits that have no real relevance to the session. However, cutting these parts can limit the student's situational awareness and confidence. This can cause them to feel like they are rushed. CAUTION IS ADVISED.
  • Use of simulator tricks. However, this compromises trainee mental model and / or opportunity to fly complete procedures and manoeuvres.
  • Terminate when you are happy. However, what about the trainees? Are they happy?
  • Offer assistance (prompting). Help or hinder? Too much then trainees stop thinking for themselves (no learning); it can feel like the instructor is flying.
  • Being precise and covering topics swiftly can help. However, rushing is bad practice; it makes the trainee feel uncomfortable and raises stress levels. Their learning will almost certainly be reduced.

Solutions: if possible get more time

Simulator training factors material suggests five better solutions when time runs short:

  • "Buy" it from the next session.
  • Defer and document incomplete items to next session.
  • Recommend additional training.
  • Keep flight training management informed of progress.
  • Plan / prepare for possible additional training later in course.

These solutions push the time problem outside the present session rather than absorbing it inside the present session at the cost of training quality.

Perceived reality

Effective training depends upon the trainee's perception (their opinion) of how "real" the experience is. "Reality" is established by an accurate and realistic training environment. Example: the use of headsets during simulator training.

If the student deems the "reality" of the training environment to be that of the line, their acceptance towards learning will be greatly improved. Transfer of knowledge will be enhanced and they will be part of a much more positive training experience.

9.10.1 Reality Problems

Other issues that affect simulator training efficiency

Simulator training factors material catalogues six issues that degrade simulator training efficiency:

  • Simulator defects > MEL limits, but trainees expected to "cope" (SCIG: Simulator Component Inoperative Guide).
  • Excessive use of re-position / slew / speed-up.
  • Introduce variations / additions to make it "more interesting."
  • Simulator malfunctions (genuine or instructor mishandling).
  • Unrealistic communications (ATC, cabin crew, etc.).
  • Unreasonable and / or unrealistic scenarios.

If not handled correctly these issues can cause a serious degradation to quality of training.

Trainees: are they prepared? What is their state of mind? How do trainees differ?

Trainees differ through:

  • Age.
  • Experience.
  • Capability.
  • Rate of learning (progress).

Instructor tactics have to be constantly updated to achieve the maximum training value. Remember: no two students are the same and they have to be treated accordingly. What works very effectively for one student may be detrimental or damaging for another.

In general:

  • Be prepared to adapt to trainee needs and abilities.
  • Maintain a balance between paired trainees with differing capabilities.
  • Anticipate student feelings: e.g. young co-pilot / older Captain transitioning to "glass" or Airbus may feel anxiety or anger (directed towards instructor and partner).

Intervention strategies

Introduce natural breaks or interruptions as much as practical to advise the trainees or elicit feedback.

  • Natural opportunities.
  • After completion of manoeuvre or procedure.
  • Appropriate for: lengthy discussion or critique of a particular manoeuvre. They can also be for short confidence boost or to maximise training value.
  • Instructors must understand the difference between positive and negative feedback.

Remember: too many interruptions decay the student's realistic work flow and situational awareness.

Inappropriate intervention

Two cases simulator training factors material flags as inappropriate:

  • Unnatural opportunities.
  • During manoeuvre or procedure. This should be avoided and is only appropriate for simulator problems, instructor error, and time maintenance. Example: why waste 15 minutes allowing a student to complete a manoeuvre if you know it to be incorrect. Note: the instructor must use their judgement to assess if any training value can be established from the wrong manoeuvre.

Use of freeze button: a powerful intervention strategy that should be handled with care

The freeze button is simulator training factors material's named example of an intervention tool whose advantages and disadvantages must be weighed carefully.

Advantages:

  • Prevent a crash ("wear-and-tear"; is a crash really necessary to make a point?).
  • Demonstrations (LVPs).
  • Relieve trainee overload: prevent collapse of confidence.
  • Discuss a developing situation (gets them "back on track").

Disadvantages:

  • Freeze just as crew generate own solution.
  • Disrupts crew mental model.
  • Insufficient time after "UNFREEZE".
  • Over-use disrupts training continuity.
  • Some crews just don't like it (reality perception).

Assessment and observation: an essential aspect for any training activity

As an instructor you will be very busy, even with the appropriate levels of knowledge and preparation. You must accept:

  • You will miss things (good and bad).
  • You can misinterpret (due to distractions).

The "PULL rather than PUSH" rule is the instructor's de-escalation tool: pull the trainee toward the issue with a question rather than pushing the instructor's interpretation onto the trainee.

Espoused versus applied practice

They can say how to do it (espouse) but they do not do (apply) it that way in the simulator.

A trainee response when the instructor raises this will often be to make justifications or excuses. Listen to the student and try to rationalise the difference between theory and practice.

Role of the instructor in the espoused / applied gap

  • Persuade trainee to recognise the problem.
  • Provide a solution.

Which do you think is the more difficult task?

9.10.2 Simulator Training Do's and Don'ts

During training and checking sessions

Simulator training factors material lists six rules for the conduct of training and checking sessions:

  • The instructor should avoid re-positioning the simulator in order to save time. Should this become necessary, due to the lesson profile, the instructor will inform the trainees of his intention, and give them time to adapt to the new situation or location.
  • The instructor must not overload a training or examination session: LESS IS MORE.
  • The instructor should never allow the simulator to crash. If a crash becomes apparent the instructor will use the freeze function and reset the simulator as required. A crash in the simulator is a traumatic event, clearly demonstrating the trainees' (or the aircraft's) inability to handle the situation, and may result in negative learning. (Exception: LDG with Abnormal L/G; this is still a controlled manoeuvre.)
  • The instructor should not place the trainee in a position that leaves no sensible way out.
  • The instructor should avoid multiple, unrelated major failures.
  • The instructor will immediately clarify the situation if problems arise from incorrect inputs to the instructor station, resulting in unwanted failures, or if uncommanded simulator failures or faults occur. THE TRAINEE SHOULD LEAVE THE SIMULATOR WITH A POSITIVE FEELING.

Trainee individuality

The instructor must recognise that every trainee will learn at his own pace and has his own individual aviation and social background. The instructor must adjust his approach to training accordingly.

All training lies between the following extremes:

  • Case one. A trainee joining an operator with only minimum exposure to airline and jet operation will require a lot of effort by the instructor to convey knowledge to safely handle a large, fast jet aircraft and understand its complex systems.
  • Case two. An F/O upgrading to command is on the other side of the scale. Especially if he has flown the type of aircraft previously as F/O. Basics, such as aircraft handling and detailed systems and operation knowledge, is assumed to be readily available. So here the correct integration of all knowledge into the operation and correct decision-making under normal and abnormal conditions is the foremost objective. For this purpose a large portion of this type of training is centred on a LOFT environment.

The two cases bracket the trainee population the instructor encounters: the new joiner needs knowledge transfer foregrounded; the upgrade candidate needs decision-making integration foregrounded. The lesson plan and the instructional approach should match the case.

Plan and exercise caution

The instructor must have a plan and exercise caution for the following:

  • Making notes during a lesson or examination.
    • The instructor / examiner should make brief notes about observed performance during the simulator event.
    • They serve to support the de-briefing.
    • Care must be taken not to overdo this, as it has an element of distraction to the trainee / applicant.
  • Breaks in training.
  • Plan the break in the most advantageous way. If lessons start with a LOFT, take a break after the LOFT. The break may certainly be used to discuss events of the previous lesson part. This might be useful as events are still fresh in mind.
  • Use of simulator freeze.
  • During training only, the instructor may freeze the simulator to point out and discuss complex events that may later not be easily recalled during de-briefing in the required detail.

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