Train-the-Trainer by DataHomeLab
Concept

The briefing, conduct and debriefing loop

Every instructional session is a closed loop: set the contract (brief), run the learning under the right instructor posture (conduct), then convert observed performance into durable change (debrief). Break any leg and the others degrade. A brilliant debrief cannot recover a crew that never learned how to participate; a clean brief is wasted if the debrief lectures over self-analysis.

Position

Brief: set destination, need, and participation rules

Content completeness for general instruction follows A-W-A-R-E (Aim, Why, Administration, Revision, Elements). For recurrent EBT, nest that content inside the six-element conversational briefing: introductions and rapport; confirmation that the lesson plan was read and that interruption is welcome; objective and silent planning window; manoeuvres validation review; further planning; conclusion with a short personal break before the device.

ICAO Doc 9995 adds the structural skeleton the crew must understand: develop and demonstrate minimum competency performance; enhance TEM; and know the session structure (evaluation, manoeuvres training, scenario-based training).

Rules that make the brief work:

  • Seated conversation, not script recitation: check understanding with short prompts and eye contact.
  • Put trainees at ease; make the support role explicit.
  • For LOFT/LOS, plant the seed that crews should note issues for the later debrief agenda.

Conduct: phase-specific instructor posture

Phase Instructor posture Link to the loop
EVAL Silent observer; no training interruption unless forced; notes on behaviours and competencies Creates the factual base the debrief will use; listening is observation
MT Active trainer; practice critical manoeuvres to proficiency Instruction-heavy; still debrief what was learned
SBT Intervene when needed to develop competencies; adapt to weaker competencies from EVAL Generates the CRM and TEM material C-A-L will process

Technique selection during conduct is continuous: instruct when knowledge is missing or only certain answers are valid; facilitate when attitude, behaviour, and self-analysis are the target. See Instruction versus facilitation.

Assessment is continuous across phases: observe, record, classify against observable behaviours and competencies, determine root causes. Grading of competencies is completed after the facilitated debrief, not instead of it.

Debrief: outcome, self-analysis, transfer

Two compatible frames operate here.

General / line-oriented simulation (LOS) frame. Brief the debrief (roles, crew responsibility for content, rationale for self-discovery, confidentiality). Build a joint agenda. Structure each topic with the C-A-L model. Deliver through Facilitation tools: questions, silence, Active listening, video discipline. Match facilitation level (high / intermediate / low) to the crew. Confirm proficiency targets (understand through be proficient) against the lesson plan.

EBT nine-step operational sequence (recurrent modules):

  1. Five minutes pre-debrief reflection: praiseworthy item per trainee; one solid example per competency below level 2.
  2. Brief intro (purpose is learning) + result first (successful / additional training).
  3. For competencies below level 2: factual grade, missing performance indicators, specific session example.
  4. Confirm understanding; do not dwell.
  5. Short open floor for trainee topics (list only).
  6. Self-analysis: "What did you do well?" (refuse empty negatives) then "What would you most like to improve and why?" against competencies.
  7. Crew-focused facilitation on 2 to 3 root-cause learning outcomes (not a chronological review); video if it aids self-awareness.
  8. Trainee-led summary of what they learned; instructor summary follows.
  9. Reciprocal feedback on instructor performance (Blind Spot solicitation).

ICAO aligns: fair review on observed behaviours and facts; state success or additional training and effect on privileges; facilitated self-assessment; instructor feedback and specific recommendations; video only with consent and deleted after unless agreed otherwise.

How the three legs lock

flowchart LR B[Brief
contract and Aim] --> C[Conduct
observe and train] C --> D[Debrief
self-analysis and transfer] D -->|next session / line| B
  • Brief without debrief: objectives stated but never owned by the trainee.
  • Conduct without brief: crew does not know participation shape or success criteria; reverts to check-ride passivity.
  • Debrief without conduct notes: opinion theatre; no indicator-linked examples.
  • Debrief that skips self-analysis: instruction relabelled as "facilitation"; weak transfer.
  • Skipping reciprocal instructor feedback: one-way inspection climate; instructor Blind Spot grows.

Training organisation framing (OM-D): this is a training loop, not a checking loop. Same observations, different job. The debrief exists to move performance toward standard and leave a clear path, not only to record distance from standard.

Instructor use (one-page run)

  1. Before: lesson plan + A-W-A-R-E (or EBT six elements). Safety brief. Seed debrief agenda during pre-LOS brief.
  2. During EVAL: notes linked to competencies and behaviours; LISTEN; minimal interruption.
  3. During MT/SBT: instruct or facilitate as required; still collect debrief fuel.
  4. Five minutes before debrief: outcomes, praise, below-standard examples.
  5. Debrief: result first; joint agenda; self-analysis; C-A-L on 2 to 3 outcomes; trainee summary; ask for feedback on you.
  6. After: grade after facilitated discussion; record remediation path if required; delete video unless agreed.

Connections

Sources