Instructor Flashcards
(48 cards)
What do great presenters know that trainees remember?
FLOOR
First things
Last things
Outstanding info
Own mental links to info
Repeated information
Execution of teaching (3 points)
TTC
Tell (what going to do)
Teach (what they need to know)
Confirm understanding
Threats during line training?
- being distracted
- overly focused on training
- inappropriate wx conditions
- fatigue
Optimal conditions for learning?
CARE
Challenging - appropriate difficulty
Adaptive - tailored to trainees personality, learning style and needs
Relevant - in line with agreed objectives
Engaging - using the trainees name and making use of facilitation where possible
How do we intervene?
PDI
Prompt - how are we looking on the profile?
Direct - we are high on profile. Use the speed brake
Intervene - I have control
Remain calm in all circumstances - increase the trainees confidence
After intervention ensure and re build SAW. Checking trainees mental state. (FNC an option) or flying remainder as a demo.
Cues for intervening
- approaching personal comfort boundary
- having the feeling that something is wrong
- developing a high rate of descent close to ground (so not hesitate)
- loss of SAW
After intervention a facilitation method should generally be used to identify the root cause and provide a fix. (Hit or main debrief)
Ask: do I really need to intervene or am I nit picking. Is this in line with agreed objectives ?
Barrier to learning and how to detect
Detect barriers to learning by continually evaluating whether active learning is taking place
Environmental. Physical. Mindset. Fear of failure. Motivation. IT
- Environmental:
- noisy / cold / distracting
- close doors, clean walls, debrief facilities
- Physical
- physical discomfort. Low blood sugar. Toilet. Fatigue. New trainees reluctant to admit.
- consider if training better at another time. Create environment where trainees can regularly and safety voice their concerns and needs. Body language is good indicator of discomfort.
- flexible environment allowing for breaks and refreshments. Monitor food and drink intake.
- priorities the safety and mitigate accordingly
- Mindset
- disengaged from outset due to negative previous experiences, low self esteem or lack of confidence. Naturally shy or worried about not learning as quick as their peers
- make sure training environment offers trainees opportunities to discuss concerns in constructive manner. Responsive and adapt needs to trainee. In diverse group, avoid singling out individuals directly but do attend to those who may be learning at a different pace in a sensitive and empathetic manner
- Fear of failure
- not same as lack of confidence. Often a self fulfilling prophecy and makes much harder to retain and recall information.
- make comfortable and confident. Be empathetic- take steps to understand how feeling and why. Humour can often help settle fearful trainer. Useful to find common ground and foster sense of co-experience and team work - Motivation
- cause and effect of many others barriers
- instructor can have a huge impact on levels of motivation within a group or individual
- lack of motivation severely depletes learning and retention skills and can be considered greatest barrier of them all
- instructors who’s own enthusiasm is apparently goes a long way towards developing a more positive mental state with the trainee
- environment that allows trainee to see evidence of their progress and achieve some degree of success
- Encourage trainees and give praise where due
Trainees chance of success is increased if learning experience is a pleasant one - IT skills
Barrier to learning and how to detect
Detect barriers to learning by continually evaluating whether active learning is taking place
Environmental. Physical. Mindset. Fear of failure. Motivation. IT
- Environmental:
- noisy / cold / distracting
- close doors, clean walls, debrief facilities
- Physical
- physical discomfort. Low blood sugar. Toilet. Fatigue. New trainees reluctant to admit.
- consider if training better at another time. Create environment where trainees can regularly and safety voice their concerns and needs. Body language is good indicator of discomfort.
- flexible environment allowing for breaks and refreshments. Monitor food and drink intake.
- priorities the safety and mitigate accordingly
- Mindset
- disengaged from outset due to negative previous experiences, low self esteem or lack of confidence. Naturally shy or worried about not learning as quick as their peers
- make sure training environment offers trainees opportunities to discuss concerns in constructive manner. Responsive and adapt needs to trainee. In diverse group, avoid singling out individuals directly but do attend to those who may be learning at a different pace in a sensitive and empathetic manner
- Fear of failure
- not same as lack of confidence. Often a self fulfilling prophecy and makes much harder to retain and recall information.
- make comfortable and confident. Be empathetic- take steps to understand how feeling and why. Humour can often help settle fearful trainer. Useful to find common ground and foster sense of co-experience and team work - Motivation
- cause and effect of many others barriers
- instructor can have a huge impact on levels of motivation within a group or individual
- lack of motivation severely depletes learning and retention skills and can be considered greatest barrier of them all
- instructors who’s own enthusiasm is apparently goes a long way towards developing a more positive mental state with the trainee
- environment that allows trainee to see evidence of their progress and achieve some degree of success
- Encourage trainees and give praise where due
Trainees chance of success is increased if learning experience is a pleasant one - IT skills
Why is showing patience and empathy important?
Admitting mistakes and difficulties can be a powerful tool when use effectively and at the appropriate time
Instructor and trainer in a shared journey and their relationship directly influences the effectiveness of a learning session. To support this effective relationship, remember: (6 items)
- start / respect /experience / pacing / own / responsibility
- start from where the training is in their learning (use golden 5 to huge their level of achievement and summarise an agreed position from which to start)
- cultivate mutual respect from very beginning
- use and acknowledge their experience
- follow their lead in terms of lacing
- enable them to make the knowledge and skill their own
- ensure they acknowledge responsibility for their own learning
What is coaching?
Improve the trainees performance.
The individual has the answers to their own challengers.
Coach helps unlock their potential in order to maximise their own performance.
- gaining self confidence. mastery and self defined success.
NOT about teaching them
Types of teaching
We tend to
- instruct new trainees that have low skills and knowledge like a teacher
- facilitate the adept and experience
- coach the accomplished to create masters of the art
How can we get good feedback on own performance?
- sincere design to learn and improve
- create environment of open dialogue
- be specific when requesting feedback
- ack. And address feedback
- follow up with action
How are competencies / behaviours graded?
1-4
1 - competency not applied correctly by rarely demonstrating any of the relevant behaviours when required. unacceptable reduction in safety margins
2- basic reg standard. regulatory requirements met. safety not compromised. demonstrated some behaviours when required
3 - competency applied correctly. regularly demonstrating most of the relevant behaviours which resulted in a safe operation
4- competency applied effectively. Regularly demonstrating all the behaviours. significantly enhanced safety
Definition of EBT
“Training and assessment based on operational data that is characterised by developing and assessing the overall capability of a trainee across a range of competencies. (Rather than measuring performance of individual events or mvres”
Why is EBT good?
Addresses that impossible to foresee plausible accident scenarios, especially in complex and highly reliable machines.
Move from pure scenario based training to prioritising development and assessment of key competencies.
Exercises recommended by EBT are simply a vehicle and a means to assess and develop competence.
Mastering a finite number of competencies should allow pilot to manage infinite numbers of situations.
Re focuses instructors onto root causes (why not what) to correct inappropriate actions rather than just repeating a mvre without understanding why.
What are the four phases or parts of EBT?
- Evaluation phase / first look principle. (No interruption. Observation.)
- Manoeuvres training or validation
- mvres that place significant demand in a proficient crew
- practice and develop handling skills necessary to fly critical flight mvres in order to maintain defined level of prof. According to predetermined performance criteria - scenario based training
- largest phase of EBT programme
- designed to focus on development of competencies, whilst training to mitigate most critical risks identified for the aircraft Gen.
- develop, retain and practice competencies for effective management of threats and errors to enhance crews ability to cope with both predictable and unforeseen circumstances
- instructor should intervene or interrupt where necessary to enable development - In seat instruction . Develop and assess:
- monitoring and cross checking
- appropriate levels of assertiveness
- error detection
- mismanaged aircraft state
- upset management
What is ATQP
Alternative Training And Qualification Programme
Advantages of mixed EBT and ATQP
- ATQP feedback loop is formalised
- safety level of recurrent training and checking is equivalent or better than offered through trad.
- training needs constantly analysed and training programmes dynamically adjusted to achieve training needs
- systematic process is used to generate key elements such as the eval phase (LOE)
- training and checking personnel undergo a systematic initial and recurrent standardisation programme
Principles of ATQP
Use all data available to the airline to determine training needs through an interpreted process. (Every 6 months)
6 sources
ETR
aSR
LOQE (line oriented quality eval)
Safety and operational recommendations of authority / manufacturer
FDM
Trainer and crew feedback (course feedback form / course inspections)
What 3 things to remember when assessing a trainees competencies?
- BI should be the focus of instructor (most important aspect- Comp, whilst important, may not be necessarily observable and too broad to develop or fix)
- careful not to overlook root cause of error or omission. (Observations useful for what went wrong but not necessarily why. Why is key)
- different is not necessarily wrong. (Ask, is this approach safe? Is it effective?)
Why do we debrief?
- to crystallise learning points from session
- repeat key messages, helping to learn
- praise and reinforce positive behaviour
- answer any questions from trainee
Advice for running a debrief?
- plan it
(Be clear on what to achieve and avoid temptation to stray away) - keep it concise and limit number of key points
(Too much, not know what to take away) - maintain a balance between constructive critism and praise
(Praise is just as useful for changing behaviour)
Two main types of debrief:
Hot debrief
- concise form of debrief after a certain flight phase, mvre or exercise
- typically limited time so direct and targeted questions to avoid prolong
- 1 or 2 points. “When did you start configuring for the approach”
Main debrief
- primary opp. To solidify learning points
- trainee may be tired
- clear, consume and memorable
Preparation!
- review notes and identify main learning points prior debrief
- trainee will require a few mins to collect thoughts
- facilitative style most effective way
