Train-the-Trainer by DataHomeLab

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Concepts

Glossary

1 Training Philosophy

1.1 Introduction
1.2 Philosophies of Learning
1.3 Five Principles of Flight Training
1.4 Methods of Training and Checking
1.5 Knowledge Objectives
1.6 Training References

2 Learning Theory

2.1 Introduction
2.2 The Learning Process
2.3 Behaviour
2.4 Motivation
2.5 Needs
2.6 Perception and Understanding
2.7 Human Information Processing and Memory

3 Techniques of Applied Instruction

3.1 Introduction
3.2 Establishing Set and Closure
3.3 Methods of Teaching Cognitive Skills
3.4 Voice
3.5 Questioning
3.6 Putting the Question
3.7 Types of Question
3.8 How to Use Questions
3.9 Student Answers
3.10 Answering Student Questions
3.11 Additional Questioning Techniques
3.12 Student Attention
3.13 Which Method of Teaching to Use
3.14 Which Method of Questioning to Use

4 Training Aids

4.1 Introduction
4.2 How Aids Assist Learning
4.3 Techniques for Using the More Common Training Aids
4.4 Uncontrolled Note Taking
4.5 Controlled Note Taking

5 Risk Management Model

5.1 Introduction

6 Pre-Instructional Brief

6.1 Introduction
6.2 Briefing Aids
6.3 Preparation
6.4 Briefing Structure
6.5 Introduction (General Information)
6.6 The A-W-A-R-E Model
6.7 LOFT Briefing - Suggested Format and Contents

7 Post-Instructional De-Brief

7.1 Introduction
7.2 Role of an Instructor
7.3 General Debrief Techniques
7.4 Specific Debrief Scenarios
7.5 LOFT Debriefing - Introduction

8 Airborne Instructional Technique

8.1 Introduction
8.2 The Flying Instructor
8.3 The Student
8.4 Fundamentals of Airborne Instruction
8.5 Remedial Instruction
8.6 Summary

9 Synthetic Training Device

9.1 Introduction
9.2 Definition of Flight Training Device
9.3 Device Levels
9.4 Types of Simulators
9.5 Safety Features
9.6 Instructor / Operator Station
9.7 The Simulator Training Process
9.8 Advantages and Disadvantages of Simulator Training
9.9 Sources of Trainee Stress
9.10 Factors that can Affect Simulator Training
9.11 Simulator Un-Serviceability

10 Human Behaviour in Flight Training

10.1 Human Behaviour
10.2 The Trainee
10.3 Learning Styles
10.4 The Instructor

11 Evaluation and Testing

11.1 Purpose of Evaluation
11.2 Functions of Evaluation
11.3 The Evaluation Cycle

12 Duties of an Instructor

12.1 Standards
12.2 Instructor Competencies
12.3 Training Code of Conduct
12.4 Philosophy for Training and Checking
12.5 Briefings
12.6 Inappropriate Interference
12.7 Operations Training Department Structure
12.8 Operations Manual Part D
12.9 Training Manuals
12.10 Training facilities and devices
12.11 Full Flight Simulator (FFS)
12.12 Quality Processes associated with Operations Training
12.13 Training Duty Manager
12.14 Questioning / Facilitation Techniques
12.15 Report Writing
12.16 Instructor Feedback
12.17 Fair and Consistent Standards
12.18 Impartiality / Professionalism
12.19 Safety and Accident Prevention
12.20 Identifies and Recommends Areas for Improvement
12.21 Self-Analysis and Improvement
12.22 Maintains Required Qualifications

A1 Facilitating LOS Debriefings

A1.1 Foreword and Introduction
A1.2 Instruction vs Facilitation
A1.3 The C-A-L Debriefing Model
A1.4 Facilitation Techniques
A1.5 Five-Point Facilitator Rating Scale
A1.6 Sample Question Forms and Closing Notes

A2 Instructor-Examiner Competency Framework

A2.1 Introduction and Framework
A2.2 Unit 1 Manage Safety in the Training Environment
A2.3 Unit 2 Prepare the Training Environment
A2.4 Unit 3 Manage the Trainee
A2.5 Unit 4 Conduct Training
A2.6 Unit 5 Perform Trainee Assessment
A2.7 Unit 6 Perform Course Evaluation
A2.8 Unit 7 Continuously Improves Performance
A2.9 Appendix 1 Facilitation Competencies

A3 Facilitation Assessment Tool

A3.1 Purpose and Directions
A3.2 Category 1 The Introduction
A3.3 Category 2 Use of Questions
A3.4 Category 3 Encouragement
A3.5 Category 4 Focus on Crew Analysis and Evaluation
A3.6 Category 5 Use of Videos

A4 EBT Instructors and Examiners Handbook

A4.1.1 Evidence-Based Training
A4.1.2 General Principles
A4.1.3 Evidence
A4.1.4 Operators EBT Programs
A4.1.5 Instructors and Examiners
A4.1.6 Competencies
A4.2.1 Guidance for Examiners
A4.2.2 Guidance for Instructors
A4.2.3 Conduct of Briefing
A4.2.4 Grading Methodology for Recurrent Training and Checking
A4.2.5 Conduct of Debriefing
A4.2.6 Guidance for Using Electronic Lesson Plans
A4.B.1 EBT Introduction
A4.B.2 Overview
A4.B.3 Human Factors Model
A4.B.4 Behaviour
A4.B.5 Learning Theory
A4.B.6 Listening
A4.B.7 Johari Window
A4.B.8 Giving Criticism
A4.C Facilitation Guide
A4.D Core Competencies
A4.E Performance Grades

Ex.1 How to adapt this manual

Ex.1 How to adapt this manual

Concepts

Glossary

Short reference notes for terms the manual links to (CRM, EBT, facilitation, ICAO docs, and related ideas). 46 entries.

Train-the-Trainer by DataHomeLab · Sovereign by design.