A4.2.2 Guidance for Instructors

#Introduction

As an instructor, the role is to conduct 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: for the moment, the instructor role is distinct from the examiner role and is dispatched to the components of the module that do not require examiner authorisation.

The philosophy of EBT is that where training needs are identified during the Evaluation phase, those needs are addressed in subsequent phases (mainly the A4.2.1 Guidance for Examiners). The instructor's day is therefore the day where the diagnostic findings of the examiner's day are converted into competency development.

#Module components

An EBT module comprises two simulator sessions and is divided into 4 components:

1. Evaluation;
2. Maneuvers Validation;
3. Scenario-based Training; and
4. 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.

#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 crews perform 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.

#Instructor's role

The instructor's role across these phases is operationalised as a 9-step sequence. The instructor steps differ from the examiner steps in two ways: the instructor day is Day 2 (SBT plus ISI, with no LPC / OPC check elements to satisfy), and the instructor introduces the Knowledge validation discipline that the examiner day does not.

#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. Conduct the Knowledge validation

#3. Allow the crew to conduct SBT

Allow the crew to conduct the Scenario-based Training phase with any input necessary to sustain a positive learning environment. This involves, first of all, neutralising thoughts about the actions and processes followed by the crew in order to manage the situation. It involves careful observation and effective listening, and attempting to understand why the crew has chosen to follow a course of action. Intervention should be minimised to allow the crew to figure things out for themselves, until a point where positive learning can no longer be accomplished. Intervention can then range from questions and simple prompts, to freezes with facilitated coaching discussions.

#4. Cockpit and IOS set-up for In-Seat Instruction

Perform the cockpit and IOS set-up for the In-Seat Instruction (ISI). The instructor is responsible for ensuring that all cockpit settings are correct before releasing the simulator for the ISI.

#5. Fly the ISI as written in the lesson plan

#6. Determine an overall rating after SBT

At the conclusion of the session, determine an overall rating for each of the 9 competencies. Do not consider the ISI phase. In making this assessment, consider that the crew had successfully completed the OPC / LPC check the previous day, where situations and events were at a lower level of difficulty. Consider the demands of each scenario, and whether, when relatively poor performance was observed, the trainee improved with assistance and was receptive to learning. 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.

#7. Debrief the trainees

Debrief the 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.

#8. 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.

#9. Carry the candidate-examiner posture

The instructor is an integral part of the EBT Training System and may very soon be considered as a candidate for authorisation as an examiner, therefore conducting both days. This means responsibility for conducting any training required to meet the training needs identified at the completion of the Evaluation and Maneuvers Validation Phases. The instructor today is the candidate examiner of next quarter; the discipline of the 9-step instructor sequence carries forward into the A4.2.1 Guidance for Examiners when the authorisation lands.

#How the instructor sequence differs from the examiner sequence

The instructor and examiner sequences look similar but differ in three operational respects:

#Connections

• A4.2.1 Guidance for Examiners. The parallel posture document for fully authorised examiners; covers Days 1 and 2 from the examiner perspective.
• A4.2.3 Conduct of Briefing. Operationalises Step 1 of the instructor sequence (the briefing template the instructor reads from in conversational form).
• A4.2.4 Grading Methodology for Recurrent Training and Checking. Defines the 1-to-5 rating the instructor applies at Step 6 (excluding ISI from the assessment).
• A4.2.5 Conduct of Debriefing. Operationalises Step 7 of the instructor sequence (the 9-step EBT debrief sequence).
• A4.2.6 Guidance for Using Electronic Lesson Plans. The approved lesson plans the instructor consults for cockpit / IOS set-up at Step 4 and for the ISI script at Step 5.
• A4.E Performance Grades. The 9-competency × 5-grade word-picture rubric the instructor applies at Step 6.
• KNO. The 9th competency the Step 2 Knowledge validation begins to build a picture of.
• EBT. The methodology A4.2.2 Guidance for Instructors operationalises.
• Facilitation. The technique the instructor deploys throughout the SBT phase and at Step 7 (the post-result debrief).
• Core competencies. The 9 competencies the instructor rates at Step 6; defined in A4.D Core Competencies.