FAA Inspectors and FAAST Managers Training

1. FAA Inspectors and FAAST Managers Training MODULE 1 Introduction Rev. 1.0

2. Objectives • 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.

3. Overview • 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?

4. Why do this? • To facilitate learning in order to reduce or prevent pilot-error accidents.

5. Background • 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.

6. 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.

7. Scenario-Based Training (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.

8. Single-Pilot Resource 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.

9. Learner-Centered Grading (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.

10. Goals • The goals are to: • improve the acquisition of aeronautical knowledge and • enhance the development of judgment and aeronautical decision-making skills.

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

12. 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

13. Aeronautical 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.

14. Practice Exercise

15. With a partner: • Pick a common GA single-engine emergency and set up the circumstances surrounding the emergency. • Develop an appropriate response.

16. 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

17. Teaching & 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

18. Teaching & Learning Method (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

19. Back to the Practice Exercise

20. Revisit Your Solution • Reflect • Re-solve • Select which is best • What is “best”

21. Imperatives • 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

22. Implementation • 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

23. Review • 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

24. Objectives • 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.

25. FAA Inspectors and FAAST Managers Training MODULE 1 Introduction The End Rev. 1.0