evidence-based training thomas cook airlines
TRANSCRIPT
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EVIDENCE-BASED TRAININGThomas Cook Airlines
rev. 2
Nicolai Bondo RasmussenTraining ManagerTCAS FLIGHT CREW TRAINING
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Today’s menu?
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Today’s menu
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Excellence
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Does one-size fit all?
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Does one-size fit all?
If you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid
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EBT Working group
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New references for EBTApplicability 3rd May 2013
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Comparison by aircraft generationFatal accident rate – 4Q 2011
0
1
2
3
0 10 20 30 40
3rd generation4th generation
2nd generation
Sources: Ascend, Airbus
Years of operation
Fatal accident per million departures 2nd generation:
2nd jet generation
3rd generation:
Glass-cockpitNav displayFMS
4th generation:
FBWFlight EnvelopeProtection
further improvement ?
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% of accidents & incidents with each factor – last 15 years
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UA 232
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UA 232
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COM FPM KNOLTW PSD WLM
Resilience
APK
FPA
COM LTW
AdaptationRecovery
Normal performance SAW
Resistance
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Core competencies
Application of Procedures (APK)
Communication (COM)
Flight path management automation (FPA)
Flight path management manual (FPM)
Knowledge* (KNO)
Leadership & teamwork (LTW)
Problem solving & decision-making (PSD)
Situation awareness (SAW)
Workload management (WLM)
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EBT – data analyses
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ManoeuvresValidation (Training)
Obj
ectiv
eCo
nduc
t
Train manoeuvre skills
to proficiency
e.g. “V1 cut” All engine Go -around (New)
EBT Training Phases
Evaluation
Assess competenceIdentify
training needs
Line Orientated Evaluation
Scenario BasedTraining
Develop resilience, learning by exposure
Line-orientated training
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Training topics-Gen4
EBT Baseline ProgrammeICAO Doc 9995
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WORD PICTURES
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Word pictures describe the various steps of the five level grading scale.
•They are a direct function of the underlying “Performance Indicator”.
•Every Word picture is thus constructed, according to the VENN - Methodology of grading, combining the four elements ( A, B, C, D) where
A = HOW WELL (e.g. The pilot did not communicate effectively…) B = HOW OFTEN (e.g. …by rarely demonstrating…) C = HOW MANY (e.g. … any of the performance indicators when required…) D = OUTCOME (e.g. … which resulted in an unsafe situation.)
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VENN methodology
How well How many
How often
Outcome
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OBSERVABLE ACTIONS
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DECRIPTION OF THE GRADING SYSTEM
PRINCIPLES OF ASSESSMENT AND GRADING
The application of the Grading System relies on the instructor/examiner understanding and applying the underlying principles, after having been trained and standardized effectively. All assessment and grading of maneuvers and scenarios follows the same stepped process:
Session proficiency
CriteriaObserve pilot performance
Verifyachievement
of Session Proficiency
criteria
Assessperformance in the 9 (10)
competencies
Grade competenciesby using the
WORD PICTURES
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IATA Evidence-BasedTrainingImplementationGuide
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Malfunction clustering
EBT characteristics
In-seat instruction
Approach type clusteringSurprise!
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Steps to implementation
Instructor training Competencies Assessment &
grading
Instructor standardization
Program development
Mixed implementation
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Competency grading used as data
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Competency and events
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Self perceived improvement
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Trainer role
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EBT Implementation
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Summary
Continually examine the
evidence
Measure performance effectively
Learn throughexposure
Learn from positive
performance
Continuous improvement
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