FAA Inspectors and FAAST Managers Training

1
FAA Inspectors and FAAST Managers Training

• MODULE 2
• Scenario-Based Training (SBT)

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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

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Overview

• Understanding SBT
• Guidance and Instruction in SBT
• Steps in developing SBT
• Scenario Development

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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.

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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.

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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).

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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.

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Can ground reference maneuvers be practiced
within a scenario?
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Practice Exercise
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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.

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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

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Scenario Development

• Scenarios are used in instruction and in
  evaluation
• For SBT to be effective, it must have a purpose
  and consequences

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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

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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

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SBT Teaching Method (cont.)

• SBT engages the applicant
• in the learning process,
• produces better learning, and
• provides opportunities to practice
  judgment/decision-making

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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

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Every flight must have

• Purpose
• Scenario destination(s)
• Desired outcomes
• Clearly stated pilot performance levels

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Format of Lessons

• Heading
• Scenario
• Lesson Objectives
• Pre-Briefing
• Completion Standards

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Format of Lessons (cont.)

• Desired Outcome Grading Sheet
• Debriefing
• Notes to the instructor

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Practice Exercise
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With a partner

• Pick a flight lesson and develop a lesson plan.

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In your lesson plan, when does the applicant
practice judgment?

• Pre-flight briefing?
• During the flight?
• Post-flight debriefing?

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SBT Development Resources

• Generic CFI course
• http//www.faa.gov/training_testing/training/fits/
  training/generic/media/cfi.pdf
• Course developers guide
• http//www.faa.gov/training_testing/training/fits/
  training/flight_instructor/media/Volume1.pdf

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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.

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Evaluation Scenarios

• The PTS requires the examiner to evaluate the
  applicant's ability to use good aeronautical
  decision making (ADM) procedures in mitigating
  risks.

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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.

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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

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Practice Exercise
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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?

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Evaluation Scenario Resources

• Inspectors Guide
• http//www.faa.gov/training_testing/training/fits/
  training/generic/media/inspector.pdf
• Example Scenario begins on page 12.

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Review

• Understanding SBT
• Guidance and Instruction in SBT
• Steps in developing SBT
• Scenario Development

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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

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FAA Inspectors and FAAST Managers Training

• MODULE 2
• Scenario-Based Training (SBT)
• The End