Transcript Document
FAA Inspectors and FAAST Managers Training Federal Aviation Administration MODULE 2 Scenario-Based Training (SBT) 03/16/09 Draft 1.0 SL-1-FIFMT-2 Objectives • Upon completing this lesson: – You will understand the difference between maneuver-based and scenario-based training as well as the advantage of using SBT – You will be able to develop scenarios for training and evaluation – You will understand what a scenario is and what it is not Federal Aviation Administration SL-2-FIFMT-2 Overview • • • • Understanding SBT Guidance and Instruction in SBT Steps in developing SBT Scenario Development Federal Aviation Administration SL-3-FIFMT-2 Scenario-Based Training • SBT is a training system (teaching and learning method) that uses a highly structured script of real-world experiences to address flight-evaluation in an operational environment. Federal Aviation Administration SL-4-FIFMT-2 Scenario vs. Maneuver-Based Training • Maneuver-based training teaches applicants tasks. • Scenario-based training teaches applicants to solve problems and complete tasks encountered before, during, and after the flight. Federal Aviation Administration SL-5-FIFMT-2 Example – Ground Reference • Ground reference maneuvers: – having the applicant fly “S” turns across a road or fly a rectangular pattern around a field. • Often evaluated by observing the applicant fly the traffic pattern. • The traffic pattern is in context (it is how the applicant will frequently use the ground reference skill). Federal Aviation Administration SL-6-FIFMT-2 Note • If the applicant is experiencing trouble flying a proper traffic pattern, the instructor can take the applicant to a practice area and do ground reference maneuvers. • Explain that the ground reference maneuvers are a technique for developing the necessary skills. Federal Aviation Administration SL-7-FIFMT-2 Can ground reference maneuvers be practiced within a scenario? Federal Aviation Administration SL-8-FIFMT-2 Practice Exercise Federal Aviation Administration SL-9-FIFMT-2 With a partner • Pick a common ground reference maneuver and set up the circumstances surrounding a flight that a applicant could practice the maneuver and develop the necessary flight skills. • For example the applicant wants to show a friend a stand of trees where they are going hunting that afternoon. Federal Aviation Administration SL-10-FIFMT-2 Is there more to scenarios? • For a basic scenario – no – In the example, the applicant is given a maneuver and a reason for doing it • For scenario-based training – yes – Additional steps are needed Federal Aviation Administration SL-11-FIFMT-2 Scenario Development • Scenarios are used in instruction and in evaluation • For SBT to be effective, it must have a purpose and consequences Federal Aviation Administration SL-12-FIFMT-2 The SBT Teaching Method • Uses a problem as the learning activity – Get the applicant to solve a problem or task – Have the applicant reflect: • on how the problem was solved (the problem solving process) • what additional knowledge is needed to solve the problem • other ways the problem could have been solved and possible solutions Federal Aviation Administration SL-13-FIFMT-2 SBT Teaching Method (cont.) • Uses a problem as the learning activity (cont.) – Have the applicant re-solve the problem – Have the applicant assess which solution was best (first or second) – Have the applicant discuss “best” Federal Aviation Administration SL-14-FIFMT-2 SBT Teaching Method (cont.) • SBT engages the applicant: – in the learning process, – produces better learning, and – provides opportunities to practice judgment/decision-making Federal Aviation Administration SL-15-FIFMT-2 Five steps in developing SBT – Determine the objectives and goals (desired outcomes) – Determine the content including: • theories, concepts, and issues – Develop the learning activities (problems) – Develop assessments – Adjust the objectives, desired outcomes, content, learning activities, and assessments as necessary to achieve goals Federal Aviation Administration SL-16-FIFMT-2 Every flight must have: • • • • Purpose Scenario destination(s) Desired outcomes Clearly stated pilot performance levels Federal Aviation Administration SL-17-FIFMT-2 Format of Lessons • • • • • Heading Scenario Lesson Objectives Pre-Briefing Completion Standards Federal Aviation Administration SL-18-FIFMT-2 Format of Lessons (cont.) • Desired Outcome Grading Sheet • Debriefing • Notes to the instructor Federal Aviation Administration SL-19-FIFMT-2 Practice Exercise Federal Aviation Administration SL-20-FIFMT-2 With a partner • Pick a flight lesson and develop a lesson plan. Federal Aviation Administration SL-21-FIFMT-2 In your lesson plan, when does the applicant practice judgment? • Pre-flight briefing? • During the flight? • Post-flight debriefing? Federal Aviation Administration SL-22-FIFMT-2 SBT Development Resources • Generic CFI course: – http://www.faa.gov/training_testing/trainin g/fits/training/generic/media/cfi.pdf • Course developers guide: – http://www.faa.gov/training_testing/trainin g/fits/training/flight_instructor/media/Volu me1.pdf Federal Aviation Administration SL-23-FIFMT-2 How are training and evaluation scenarios different? • The evaluation scenario provides – the evaluator opportunities to observe the applicant make judgments and decisions – rather than learning opportunities for the applicant. Federal Aviation Administration SL-24-FIFMT-2 Evaluation Scenarios • The PTS requires the examiner to evaluate the applicant's ability to use good aeronautical decision making (ADM) procedures in mitigating risks. Federal Aviation Administration SL-25-FIFMT-2 Evaluation Scenarios (cont.) • The examiner shall develop a written plan of action that integrates “scenarios” that incorporate as many TASKs as possible: – to evaluate the applicant's ability to make safe aeronautical decisions – FAA-S-8081-4D, p. 12. Federal Aviation Administration SL-26-FIFMT-2 Why Scenarios? • Scenarios present decision-making opportunities in a real-world context. – It is a more effective approach way to evaluate ADM • The scenarios should be realistic and derived from real world experience – include common or critical malfunctions particular to the aircraft Federal Aviation Administration SL-27-FIFMT-2 Practice Exercise Federal Aviation Administration SL-28-FIFMT-2 With a partner • Pick an evaluation and develop a plan of action. • Consider the following: – Does your plan of action include “trigger” events that will require the applicant to make decisions. – If the applicant decides to divert, can the check ride be completed? Federal Aviation Administration SL-29-FIFMT-2 Evaluation Scenario Resources • Inspector’s Guide – http://www.faa.gov/training_testing/trainin g/fits/training/generic/media/inspector.pdf – Example Scenario begins on page 12. Federal Aviation Administration SL-30-FIFMT-2 Review • • • • Understanding SBT Guidance and Instruction in SBT Steps in developing SBT Scenario Development Federal Aviation Administration SL-31-FIFMT-2 Objectives • Upon completing this lesson: – You will understand the difference between maneuver-based and scenario-based training as well as the advantage of using SBT – You will be able to develop scenarios for training and evaluation Federal Aviation Administration SL-32-FIFMT-2 FAA Inspectors and FAAST Managers Training Federal Aviation Administration MODULE 2 Scenario-Based Training (SBT) The End 03/10/09 Rev. 1.0 SL-33-FIFMT-2