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

19

WORD PICTURES

20

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