evidence-based training thomas cook airlines · evidence-based training thomas cook airlines rev. 2...
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EVIDENCE-BASED TRAININGThomas Cook Airlines
rev. 2
Nicolai Bondo RasmussenTraining ManagerTCAS FLIGHT CREW TRAINING
Today’s menu?
Today’s menu
Excellence
Does one-size fit all?
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
EBT Working group
New references for EBTApplicability 3rd May 2013
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 ?
% of accidents & incidents with each factor – last 15 years
UA 232
UA 232
COM FPM KNOLTW PSD WLM
Resilience
APK
FPA
COM LTW
AdaptationRecovery
Normal performance SAW
Resistance
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)
EBT – data analyses
ManoeuvresValidation (Training)
Objective
Conduct
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
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.)
VENN methodology
How well How many
How often
Outcome
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
Criteria
Observe 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
Malfunction clustering
EBT characteristics
In-seat instruction
Approach type clusteringSurprise!
Steps to implementation
Instructor training Competencies Assessment &
grading
Instructor standardization
Program development
Mixed implementation
Competency grading used as data
Competency and events
Self perceived improvement
Trainer role
EBT Implementation
Summary
Continually examine the
evidence
Measure performance effectively
Learn throughexposure
Learn from positive
performance
Continuous improvement