Federal Aviation Administration FAA Inspectors and FAAST Managers Training MODULE 2 Scenario-Based Training (SBT) 03/16/09Draft 1.0SL-1-FIFMT-2

Federal Aviation Administration 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 SL-2-FIFMT-2

Federal Aviation Administration Overview Understanding SBT Guidance and Instruction in SBT Steps in developing SBT Scenario Development SL-3-FIFMT-2

Federal Aviation Administration 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. SL-4-FIFMT-2

Federal Aviation Administration 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. SL-5-FIFMT-2

Federal Aviation Administration 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). SL-6-FIFMT-2

Federal Aviation Administration 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. SL-7-FIFMT-2

Federal Aviation Administration Can ground reference maneuvers be practiced within a scenario? SL-8-FIFMT-2

Federal Aviation Administration Practice Exercise SL-9-FIFMT-2

Federal Aviation Administration 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. SL-10-FIFMT-2

Federal Aviation Administration 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 SL-11-FIFMT-2

Federal Aviation Administration Scenario Development Scenarios are used in instruction and in evaluation For SBT to be effective, it must have a purpose and consequences SL-12-FIFMT-2

Federal Aviation Administration 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 SL-13-FIFMT-2

Federal Aviation Administration 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” SL-14-FIFMT-2

Federal Aviation Administration SBT Teaching Method (cont.) SBT engages the applicant: –in the learning process, –produces better learning, and –provides opportunities to practice judgment/decision-making SL-15-FIFMT-2

Federal Aviation Administration 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 SL-16-FIFMT-2

Federal Aviation Administration Every flight must have: Purpose Scenario destination(s) Desired outcomes Clearly stated pilot performance levels SL-17-FIFMT-2

Federal Aviation Administration Format of Lessons Heading Scenario Lesson Objectives Pre-Briefing Completion Standards SL-18-FIFMT-2

Federal Aviation Administration Format of Lessons (cont.) Desired Outcome Grading Sheet Debriefing Notes to the instructor SL-19-FIFMT-2

Federal Aviation Administration Practice Exercise SL-20-FIFMT-2

Federal Aviation Administration With a partner Pick a flight lesson and develop a lesson plan. SL-21-FIFMT-2

Federal Aviation Administration In your lesson plan, when does the applicant practice judgment? Pre-flight briefing? During the flight? Post-flight debriefing? SL-22-FIFMT-2

Federal Aviation Administration SBT Development Resources Generic CFI course: – g/fits/training/generic/media/cfi.pdfhttp:// g/fits/training/generic/media/cfi.pdf Course developers guide: – g/fits/training/flight_instructor/media/Volu me1.pdfhttp:// g/fits/training/flight_instructor/media/Volu me1.pdf SL-23-FIFMT-2

Federal Aviation Administration 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. SL-24-FIFMT-2

Federal Aviation Administration Evaluation Scenarios The PTS requires the examiner to evaluate the applicant's ability to use good aeronautical decision making (ADM) procedures in mitigating risks. SL-25-FIFMT-2

Federal Aviation Administration 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 D, p. 12. SL-26-FIFMT-2

Federal Aviation Administration 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 SL-27-FIFMT-2

Federal Aviation Administration Practice Exercise SL-28-FIFMT-2

Federal Aviation Administration 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? SL-29-FIFMT-2

Federal Aviation Administration Evaluation Scenario Resources Inspector’s Guide – g/fits/training/generic/media/inspector.pdfhttp:// g/fits/training/generic/media/inspector.pdf –Example Scenario begins on page 12. SL-30-FIFMT-2

Federal Aviation Administration Review Understanding SBT Guidance and Instruction in SBT Steps in developing SBT Scenario Development SL-31-FIFMT-2

Federal Aviation Administration 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 SL-32-FIFMT-2

Federal Aviation Administration FAA Inspectors and FAAST Managers Training MODULE 2 Scenario-Based Training (SBT) The End 03/10/09Rev. 1.0SL-33-FIFMT-2