A4.2.1 Guidance for Examiners
Introduction
As an examiner, the role spans both checking and instruction in support of pilot development within the EBT programme. More examiners are trained as soon as practicable so that the same person is able to conduct each EBT module: the examiner therefore operates simultaneously in two postures, examiner and instructor, across the same module.
The philosophy of EBT is that where training needs are identified during the Evaluation phase, those needs are addressed in subsequent phases (mainly the Scenario-based Training phase on Day 2). The Evaluation phase is diagnostic: it surfaces what the rest of the module will work on. This is the load-bearing operational asymmetry between traditional checking and EBT.
Module components
An EBT module comprises two simulator sessions and is divided into 4 components:
- Evaluation;
- Maneuvers Validation;
- Scenario-based Training; and
- In-seat Instruction.
Where national licensing and operations rules still require traditional check items inside the OPC or LPC, many operators convert the Maneuvers Training Phase into a Maneuvers Validation phase. That conversion allows accomplishment of all mandatory items of check according to the OPC or LPC. As an interim solution under those rules, the OPC or LPC contains both the Evaluation phase and the Maneuvers Validation phase. Apply the arrangement your authority and approved programme require; the instructional postures below still hold.
Evaluation
The Evaluation is a short, line-orientated scenario, commencing either in the cruise or with a cockpit preparation. There will be several minor events for the crew to manage, and this should be done in real time. The Evaluation is the most accurate predictor of performance in line operations and is a "first look" concept: no briefing is given, and the crew performs only with the standard briefing material as though it were a line flight.
Maneuvers Validation
The Maneuvers Validation is the means of compliance with several of the mandatory items of check for the LPC / OPC and includes many traditional maneuvers. The purpose is simply to validate the psychomotor skills of trainees in addition to application of procedures.
Scenario-based Training
Scenario-based Training (SBT) stretches the capability of the trainees in a low-jeopardy environment. The SBT phase is not about achieving defined outcomes: it is about setting problems for the trainees and helping them to solve them. It is more about the process than the outcome.
In-seat instruction
In-seat instruction places the instructor in one of the pilot seats to perform any necessary demonstrations, and to fly a short, scripted scenario. Errors will be made deliberately to elicit intervention from the trainee. This phase is completely without jeopardy and is non-assessable.
Examiner's role
The examiner's role across these phases is operationalised as a 14-step sequence, executed in order across the two-day module. Each step is reproduced below verbatim.
1. Conduct the briefing
Conduct a briefing according to the guidance in A4.2.3 Conduct of Briefing. The briefing should normally be conducted from a seated position and should take place in the form of a conversation. Do not read from the script; use your own words and monitor the response from trainees. The most important objective is to put trainees at ease and make it clear to them that you are there to support their needs, and to help them.
2. Allow the crew to conduct the Evaluation phase
Allow the crew to conduct the Evaluation phase with only minimal input, unless a situation develops which warrants intervention.
3. Determine competency level during Evaluation
Determine during the Evaluation phase if there are any competencies deployed which are demonstrably below the minimum acceptable level (less than 2 on the 1-to-5 scale).
4. Cockpit set-up for Maneuvers Validation
Perform the cockpit set-up for the Maneuvers Validation. The examiner is responsible for ensuring that all cockpit settings are correct before releasing the crew to perform a maneuver.
5. State the planned maneuver and conditions
Clearly state the planned maneuver, aircraft conditions and weather conditions. All maneuvers are performed as though the aircraft is empty.
6. Reposition between maneuvers
Upon successful completion of a maneuver, reposition the simulator for the next maneuver. There is no requirement to conduct the MV as a continuous scenario. For example, the Go-Around at Minima with one engine inop manually flown is complete when the aircraft is stabilised in the missed approach configuration at the applicable engine-out climb speed, with the correct pitch and lateral control and in-trim condition (clean-up is not required for this exercise). Once these conditions have been achieved, the Examiner should intervene to set the aircraft up for the next maneuver. The NOTES TO INSTRUCTOR contained in the lesson plan clearly specify the conditions applicable to the completion of each manoeuvre.
7. Checklists policy during MV
Checklists are not required, except where they would normally be completed during the maneuver (e.g. landing checks during the Engine-Out ILS Approach).
8. Repeats and retests after a failed maneuver
9. Continue the MV after a satisfactory RETEST
Once confident that the trainee has achieved proficiency and will complete a RETEST satisfactorily, continue the Maneuvers Validation by completing all other maneuvers.
10. Conduct the RETEST
Conduct the RETEST.
11. Determine an overall rating after EVAL and MV
Determine an overall rating for each of the 9 competencies for the Evaluation and Maneuvers Validation phase. Provided that all competencies are rated 2 or higher, Day 2 proceeds normally. The simulator is not an aircraft and the environment is not the same: regular repositioning and changing conditions is often confusing and will induce errors which would not be present on the line.
12. Debrief the trainees
Once the session is completed, debrief the trainees. To fulfil the requirements of the LPC and / or OPC, the result should be given first, in a simple, direct statement to both trainees. In the case of a successful outcome for both trainees, proceed immediately to a FACILITATED discussion. Where additional training is required, describe the reason for additional training accurately, based on the core competency / competencies, with factual statements based on observations. Once this is done and the trainee(s) understand the reason for additional training, proceed to a facilitated discussion. The full debrief sequence is detailed in A4.2.5 Conduct of Debriefing.
13. Focus the learning
EBT is about learning. In order to maximise the benefit to trainees, focus on a few areas for improvement (typically 2 or 3) according to competencies. Try to neutralise thoughts when asking trainees questions. Have some clear objectives in mind. If successful, any learning is likely to take place in the following days, assuming trainee thoughts have been stimulated. Do not focus on trivial errors or minor non-compliance with SOP.
14. Conduct the training identified
The examiner is an integral part of the EBT Training System and will be conducting both days very soon. This means responsibility for conducting any training required to meet the training needs identified at the completion of the Evaluation and Maneuvers Validation Phases.
Examiner posture across the four components: a summary
The 14-step sequence above allocates a different examiner posture to each component. Posture is the load-bearing variable: it controls whether the examiner intervenes, observes, retrains, or simply facilitates discussion.
| Component | Examiner posture | Intervention rule |
|---|---|---|
| Evaluation | Silent observer | Minimal input; intervene only when a situation warrants it |
| Maneuvers Validation | Active set-up + facilitator-on-failure | Set up cockpit; clearly state conditions; on failure, retrain to proficiency before RETEST |
| Scenario-based Training | Process facilitator | Help trainees solve problems; assess process not outcome |
| In-seat Instruction | Demonstrator | Make deliberate errors to elicit trainee intervention; non-assessable |
Connections
- A4.2.2 Guidance for Instructors. The parallel posture document for instructors who are not yet examiners; covers the same module components from the instructor's perspective.
- A4.2.3 Conduct of Briefing. Operationalises Step 1 of the examiner sequence (the briefing template the examiner reads from in conversational form).
- A4.2.4 Grading Methodology for Recurrent Training and Checking. Defines the 1-to-5 rating used at Steps 3 and 11 of the examiner sequence.
- A4.2.5 Conduct of Debriefing. Operationalises Step 12 of the examiner sequence (the 9-step EBT debrief sequence).
- A4.2.6 Guidance for Using Electronic Lesson Plans. The approved lesson plans the examiner consults for cockpit set-up at Steps 4 and 6.
- A4.E Performance Grades. The 9-competency × 5-grade word-picture rubric the examiner applies at Steps 3 and 11.
- EBT. The methodology A4.2.1 Guidance for Examiners operationalises.
- Facilitation. The primary instructional technique the examiner deploys at Step 8 (post-failure retraining) and Step 12 (post-result debrief).
- Core competencies. The 9 competencies the examiner rates at Step 11; defined in A4.D Core Competencies.
- Line-orientated flight scenario. The format the Evaluation phase takes; the Evaluation is a short LOS opening either in cruise or with cockpit preparation.