scenario based training train the way you fly! fly the way you train!

ScenarioScenarioBasedBasedTrainingTraining

Train the way you Fly!Train the way you Fly!Fly the way you train!Fly the way you train!

ObjectiveObjective

You will learn the benefits and fundamentals of Scenario Based Training through examples in accordance with FAA criteria.

Define “Scenario Based Define “Scenario Based Training”Training”

Teaching students in a realistic environment.

What Learning IsWhat Learning Is

Scenario Based Training fits best.

Purposeful

Active Process Multifaceted

ResultOf

Experience

““Maneuver Based Maneuver Based Training”Training”

ROTE UNDERSTANDING APPLICATION CORRELATION

The Ala Carte Method of Flight Instruction.

Scenario Based TrainingScenario Based Training

Presents maneuvers in an operational environment.

Provides more realistic decision making opportunities

--Learn best when new information is introduced in a realistic context

Scenario Based TrainingScenario Based Training


Teaching students in a realistic environment.

• Convert 141-Approved Private Pilot Syllabus from MBT to SBT

• Conduct test– 1/2 the class receive MBT– 1/2 the class receive SBT

• Compare results

UND Private Pilot TrainingUND Private Pilot Training

UND Private Pilot TrainingUND Private Pilot Training

• 30 Total Lessons– 21 Aircraft Lessons– 4 Simulator Lessons– 5 Ground Briefs

• Piper Warriors

• UND Instructors & Students

What isWhat is Scenario Based Scenario Based Training?Training?

• Purpose: Reason to go!

• Cross Country: One airport to another!

• First-time introduction of maneuvers IAW realistic scenario

• Take scenario to conclusion

SBT LESSON 2 (Simulator)

SCENARIOYou and a friend want to go to Fargo to see a Red Hawks’ baseball

game. Your plan is to land at the Fargo airport two hours before game time in order to allow enough time for lunch.

STUDENT PREPARATION:Practice Warrior checklists using the online trainer on HTMLEZ.Review Syllabus for lesson content.Complete appropriate sections of Workbook.Draw Practice areas on VFR sectional.

Preflight Discussion – Discuss scenario and how normal operations such as checklist usage and basic flight maneuvers are used on day-to-day flights like this one. Ask student to locate FAR on map and give basic navigation ideas on how to get there.

SBT for Part 135 SBT for Part 135 OperationsOperations

Building the 135 SBT Building the 135 SBT ProgramProgram

• Start with the Proficiency Check form.• Build to include Company Procedures.• Add in other elements to challenge student’s

decision-making.• Divide into individual lessons.• Instruct as you go; don’t frustrate student.

135 SBT Program: 135 SBT Program: Scenario 1Scenario 1

Lesson Objectives – what the student will be expected to learn.

Content – specific elements or maneuvers incorporated into lesson.

Completion Standards – challenging the student to discuss the elements and maneuvers taught.

Scenario – the storyline of the lesson involving elements and maneuvers to put into a correlative context.

Keeping it Simple to Start


Lesson Objectives: Student introduction to company, Part 135, and King Air E90 IAW company training manual by using scenario of a normal trip. Discussion of flight and scenario will occur prior to flight departure.


•New Employee who is now in our training system.

•Training has to be in accordance with our Company Manuals.

•Lesson flow includes briefing prior to and after the flight to aid in understanding.


Content: Company flight planning systems, aircraft systems for normal operations, customer service procedures, and execution of a normal flight.


•Normal Aircraft Checklists – Preflight, Before Start, Starting, Taxi, Before Takeoff, Takeoff, etc.

•Company Paperwork and Procedures – Flight Planning and Manifests, Weight & Balance Charts, Company Operations Manuals referencing normal operations, etc.

•Customer Service Issues – Coffee, Lav, Passenger Briefing, Seating for Weight and Balance, etc.

Levels of Learning still Levels of Learning still apply!apply!


Rote = V speedsUnderstanding = What the V speeds indicate.

Application = Why the checklist flows the way it does.Correlation = Putting the V speeds and systems knowledge to

use in decision-making.


Completion Standards: Student will be able to recall during debriefing session the elements of a normal trip, including flight planning, customer service, aircraft normal operations, and flight decision-making.



Scenario: Company booked a trip for four in the King Air to go from Home Base in Alton (KALN) to Cape Girardeau (KCGI) this afternoon as soon as practical.



Lesson Objectives: Student introduction to company, Part 135, and King Air E90 IAW company training manual by using scenario of a normal trip.

Content: Company flight planning systems, aircraft systems for normal operations, customer service procedures, and execution of a normal flight.

Completion Standards: Student will be able to recall during debriefing session the elements of a normal trip, including flight planning, customer service, aircraft normal operations, and flight decision-making.

Scenario: Company booked a trip for four in the King Air to go from Home Base in Alton (KALN) to Cape Girardeau (KCGI) this afternoon as soon as practical.



Lesson Objectives – what the student will be expected to learn.

Content – specific elements or maneuvers incorporated into lesson.

Completion Standards – challenging the student to discuss the elements and maneuvers taught.

Scenario – the storyline of the lesson involving elements and maneuvers to put into a correlative context.

Complex Systems Malfunction


Lesson Objectives: New Employee will learn to work through a system malfunction involving several levels of thought.


•Limitations

•System Integration

•Company Procedures

•FAA Requirements


Content: Aircraft Emergency and Abnormal Checklists, Aircraft Systems Integration, FAA procedures, Company procedures, documents, manuals.


•Aircraft Checklists – Systems Malfunctions as they affect cruise, descent, approach, and landing procedures.

•FAA Regulations – Inoperative systems on regulation compliance.

•Company Paperwork and Procedures – Charts, graphs, manuals, MELs, etc.

Levels of Learning still Levels of Learning still apply!apply!


Rote = Checklist Memory ItemsUnderstanding = Why Checklist is in certain order.

Application = Putting the checklist into action during problem.Correlation = Decision-making involving other parts of the

puzzle (regulations, company procedures, etc).


Completion Standards: Student will be able to recall during debriefing session the elements of an abnormal or emergency situation during a trip, including checklists, systems, regulation compliance, company procedures and decision-making.



Scenario: You are flying the Gulfstream at FL450 when the yaw damper inoperative warning illuminates. Describe your next actions and decisions.


(Simulator training)


Lesson Objectives: New Employee will learn to work through a system malfunction involving several levels of thought.

Content: Aircraft Emergency and Abnormal Checklists, Aircraft Systems Integration, FAA procedures, Company procedures, documents, manuals.

Completion Standards: Student will be able to recall during debriefing session the elements of an abnormal or emergency situation during a trip, including checklists, systems, regulation compliance, company procedures and decision-making.

Scenario: You are flying the Gulfstream at FL450 when the yaw damper inoperative warning illuminates. Describe your next actions and decisions.


SBT Lesson 2 -- ContSBT Lesson 2 -- ContGFK Departure – Conduct a normal takeoff and climb, show effects of coordinated and uncoordinated climb (refer to Aero Demo).

Simulate Departure Control requesting a MOMENTARY level-off at 3500 ft during climb and current airspeed (79 KIAS) to avoid inbound DC-9 traffic. Than resume climb.

Level off and Cruise – Level off at 5500 ft, do cruise checklist, and trim for cruise airspeed.Discuss how to maintain straight and level flight (refer to Aero Demo).Show effects of elevator input and discuss aircraft stability.

Departure warns of opposite direction traffic at your same altitude, and suggests altering course to the right.Show effects of turns (shallow, medium, and steep) and how to keep those turns level (refer to Aero Demo).

Flight Lesson 2 (Cont)Flight Lesson 2 (Cont)Approach and Arrival at FAR – Start the descent checklist, obtain Fargo ATIS, and contact Fargo Approach.

FAR Approach advises, “Descend at pilot’s discretion to 2000. Expect vectors to a 5 mile final for Runway 17.”

Show effect of descent with and without power, level off at 2000 feet, and set-up for a long final to Runway 17 (refer to aero demo).

Add flaps on final and discuss effects of each additional setting.

As you approach the runway, Tower directs, “Go around -- traffic on the runway”. Conduct a normal go-around and show effects of each notch of flap retraction.

Go around the pattern at Fargo to a normal full-stop landing.

Taxi to the ramp and complete all appropriate checklists. Emphasize “mission complete—we made a routine flight from A to B”.

Assign scenario for next lesson

Your Turn!Your Turn!

Key ElementsKey Elements

• Crosswind takeoff• Steep turns• Stalls• Rectangular course• Turns around point• “S” Turns across road• Crosswind landing• Go arounds

What isWhat is Scenario Based Scenario Based Training?Training?

• Purpose: Reason to go!

• X-Ctry: One airport to another!

• First-time introduction of maneuvers IAW realistic scenario

• Take scenario to conclusion

SBT Implementation—IP SBT Implementation—IP CommentsComments(early on)(early on)

• “It’s a little confusing figuring out how everything is supposed to work.”

• “SBT takes a lot more time!”

• “I like it. Student likes it—seems more motivated than previous students.

• “Lessons require about .3 longer than normal.”

More IP CommentsMore IP Comments(early on)(early on)

“Student is often clueless about some of the details presented in scenarios—like Lesson 8 calls for clouds broken to overcast at 4000—I had to explain to him that 4000 means AGL, and that broken to overcast means it’s a ceiling. This all takes more time.”

•“Sometimes not enough time to get everything done. Sometimes have to cut corners—like not taxiing into ramp to signify trip complete.”

IP CommentsIP Comments (near the end) (near the end)

•"I really like SBT. Pace starting to pick up—not requiring as much additional time as earlier. Student will be on cross country phase by this Friday.”

•"I'm really starting to see the benefits of SBT. Student seems more excited about flying than some of my earlier maneuver based students. Maybe because he sees the purpose of everything we practice ”

•“He's progressing rapidly now on each lesson—again because a lot of the stuff was front loaded during the early stages.”

"I like SBT."

RESULTSRESULTSPreliminary: 15/27 Complete

TRAINING HOURS REQUIRED

BLK 1 BLK 2 BLK 3 TOTAL

21.2

19.8

39.5

35.1

18.5

23.6

32.3

39.0

6.9

8.1

9.5

10.6

46.6

51.5

81.3

84.7

SBT

MBT

A/C

*A/CSIMGND

TOTAL*

Overall, SBT required 9% less A/C timeAnd 4% less Total time

Scenario Based Training and Scenario Based Training and TestingTesting

Questions?

scenario based training train the way you fly! fly the way you train!

Documents

simulator scenario

conclusion slide

fundamentals of scenario

realistic context slide

sbt lesson

training train

training fits

training system