“Enhanced Instructors Standardisation Towards Better Pilot Training”
The aviation industry is constantly evolving, and with the introduction of Evidence-Based Training (EBT) or Competency-Based Training & Assessment (CBTA) in pilot training, there is a need for a comprehensive approach to mitigate the ongoing issue with Instructor Standardisation. How can we ensure that instructors are well trained to conduct training that is consistent with the EBT or CBTA? How can we give them the chance to share their own expertise in order to develop their trainees?
Apparently, the transition to EBT or CBTA has caused some confusion when it comes to the concept of ‘instructor standardisation’ let’s call it ‘IS’. So let’s discuss the role of the instructor in a both training themes classic and modern. This will take us to further address the ongoing issue of pilot recurrent training components (CBTA/EBT) with instructor skill set related to IS.
Implications on IS:
Since there is an evident confusion brought by the introduction of EBT/CBTA in pilot training, it is therefore important to discuss the related implications for raised.
IS is the process of ensuring that all instructors are trained to the same standard and deliver training consistently.
With the introduction of EBT/CBTA, there is a rising need for a new approach to IS. The traditional approach is seen no longer sufficient, and a new approach is required to ensure that instructors are properly equipped and trained to deliver consistent training.
Role of Instructors
In the classic training systems, the role of Instructors is to deliver training in a way that is in line with the requirements of the training manual. In CBTA for example, the role of the instructor is to facilitate learning depending on the competencies of the trainees. The instructor is responsible for creating an environment that promotes learning and for ensuring that the training is delivered in a way that meets the needs of the individual learner.
Recurrent Training Matters
The fundamental issue recurrent training in airlines is how to deliver a consistent product while allowing space for trainers to share expertise and help developing the competencies of their trainees. The challenge is to balance between consistency and flexibility. Let’s think of the following question
- [1] If a standardised training program is delivered by all instructors, will it allow trainers to the sharing of expertise and help the development of line pilots?
I guess, you might have an idea where we are going with this question!
- [2] How about using a flexible training programme that allows for the sharing of expertise?
With regard to consistency, which of the above questions would ensure it more?.
Instructor Skill Set….Loading!
Don’t you agree that an instructor should exhibit excellent communication skills if he is teaching communication module? How about when teaching workload management? Shouldn’t he or she have excellent workload management skills?
If we all agree on this, then we must also agree that the instructor skill set must fit the CBT/EBT modules. This should also be in-line with a good understanding of the principles of adult learning and the creation of enhanced learning environment.
IS structure… proposed elements:
in the context of EBT/CBT&A, here is a proposal for airline IS framework to address the challenges:
- Instructor Training: Instructors should receive appropriate training on the principles of EBT/CBT and the appropriate skill set for different CBT/EBT components. The training should be conducted by experts who are aware f the trainers level of resilience and understand the culture of the airline.
- Instructor Assessment: Instructors should be assessed on ability to deliver training in consistency with the EBT/CBT principles. The assessment should be based on pre-determined competencies. The question is who sets those competencies? Are we going to use the same competencies used to assess pilots? Can an airline develop their own competencies? If so, will regulators approve it? How about the behaviour/performance indicators or standards for each competency?
- Instructor Feedback: Instructors should receive proper feedback on their performance and provided with the opportunity to improve. The feedback should be critique and shouldn’t be taken lightly regardless of how senior is an instructor. Remember, it is a competency-based!!
- Instructor Development: All instructors should be given the opportunity to develop their skills and expertise through ongoing training and development. This shouldn’t be looked at as a cosmetic training! when your instructors stagnate, you training dynamism will too and consequently your pilots will follow!
In conclusion, The traditional approach to training and instructor standardisation is no longer sufficient to ensure that instructors are trained to deliver training in a way that is consistent with the new training approach. Having said that, the introduction of modern training and assessment themes are facing challenges and therefore, there is a call for a comprehensive approach to standardisation or instructors.
The IS shouldn’t be taken lightly and airlines must be serious to invest in their trainers. This in turn will provides higher standards for the pilots who represent one important part of the safety net.
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