FAA Inspectors and FAAST Managers Training

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FAA Inspectors FAA Inspectors and FAAST and FAAST Managers Managers TrainingTrainingMODULE 1Introduction

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ObjectivesObjectives

• Upon completing this lesson:– You will understand the background,

goals, philosophy, imperatives, and implementation of SBT, SRM, and LCG.

– You will understand the importance of using SBT, SRM, and LCG in flight training.

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OverviewOverview

• This is the first module of the FAA Inspectors and FAAS Managers Training Seminar.

• Why use SBT, SRM, and LCG and where did they come from?

• What are the goals, philosophy, and imperatives and how can they be implemented?

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Why do this?Why do this?

• To facilitate learning in order to reduce or prevent pilot-error accidents.

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BackgroundBackground

• Seventy-five to 80% of GA accidents are caused by human factors (pilot errors)

• Judgment and decision-making can be taught and evaluated using STB, SRM, and LCG.

• The FITS studies showed significant improvement.

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Background (cont.)Background (cont.)

• The development process:– Determined best practices currently in

use.– Identified best practices for improving

learning and enhancing judgment.– Tested the effectiveness.– Developed generic training syllabi.– Recommended changes to PTS and

developed grading rubrics.

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Scenario-Based Training Scenario-Based Training (SBT)(SBT)• SBT is a training system (teaching

method) that uses a highly structured script of real-world experiences to address flight-evaluation in an operational environment.

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Single-Pilot Resource Single-Pilot Resource Management (SRM)Management (SRM)• SRM is the art and science of

managing all resources (both on-board the aircraft and from outside sources) available to a single pilot (prior and during flight) to ensure the successful outcome of the flight is never in doubt.

• SRM includes ADM, RM, AM, TM, SA, and CFIT avoidance.

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Learner-Centered Grading Learner-Centered Grading (LCG)(LCG)• LCG is a grading system and a

debriefing technique that provides:– clear feedback about progress toward

achieving desired outcomes,– progress to other instructors and

flight managers, and– opportunities to enhance learning as

well as practice and rehearse judgment and decision-making.

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GoalsGoals

• The goals are to:– improve the acquisition of

aeronautical knowledge and – enhance the development of

judgment and aeronautical decision-making skills.

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PhilosophyPhilosophy

• The philosophy is to use maneuvers in scenarios to improve learning and recall, and to emphasize the development of judgment and decision-making skills.

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Why scenarios?Why scenarios?

• Scenarios engage and motivate.– To facilitate learning

• The pilot must actively engage in the learning process.

• Learning activities must be realistic and authentic– Authentic to the pilot

• The pilot needs to understand how the new knowledge relates to his or her previous experience or knowledge

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Aeronautical Decision-MakingAeronautical Decision-Making

• Is defined as a systematic approach to the mental process and mental skills used by pilots to consistently determine the best course of action in response to a given set of circumstances.

• The mental skills are analysis, synthesis, and evaluation.

• Can be taught like any other mental skill.• Needs to be practiced and rehearsed.

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Practice ExercisePractice Exercise

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With a partner:With a partner:

• Pick a common GA single-engine emergency and set up the circumstances surrounding the emergency.

• Develop an appropriate response.

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Can We Do Better?Can We Do Better?

• We picked an emergency• Developed a response

• To practice and rehears judgment (analysis, synthesis, and evaluation), we need more steps in the learning process

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Teaching & Learning MethodTeaching & Learning Method

• Give the pilot a problem or task to solve

• Have the pilot reflect on how he/she solved the problem and determine if there were other ways the problem could have been solved

• Have the pilot re-solve the problem using additional information or another way

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Teaching & Learning Method Teaching & Learning Method (cont.)(cont.)• Have the pilot choose which

solution is best• Challenge the pilot to describe

“best” and consider if the “best solution” is always the same solution

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Back to the Practice ExerciseBack to the Practice Exercise

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Revisit Your SolutionRevisit Your Solution

• Reflect• Re-solve• Select which is best• What is “best”

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ImperativesImperatives

• Pilot training must include teaching methods that develop judgment and decision-making skills as well as engagement in the learning process and includes realistic and authentic learning activities

• These teaching methods are SBT, LCG, and SRM

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ImplementationImplementation

• Incorporate SBT, LCG, and SRM• Use a problem or task as the

learning activity center-piece• Use a scenario and the judgment

assessment rubric to evaluate judgment and decision-making

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ReviewReview

• Seventy-five to 80% of the GA accidents are caused by pilot error

• Pilots can be taught judgment and decision-making skills

• Pilots need to practice and rehearse analysis, synthesis, and evaluation skills

• SBT, SRM, and LCG are effective tools for teaching, providing practice, and rehearsal opportunities

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ObjectivesObjectives

• Upon completing this lesson:– You will understand the background,

goals, philosophy, imperatives, and implementation of SBT, SRM, and LCG.

– You will understand the importance of using SBT, SRM, and LCG in flight training.

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FAA Inspectors FAA Inspectors and FAAST and FAAST Managers Managers TrainingTrainingMODULE 1Introduction

The End

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FAA Inspectors and FAAST Managers Training