Pilot competencies¹

Description:

See pilot competency framework

Instructor observable behaviour (iOB)

See pilot competency framework

Management of the learning environment

Description:

Ensures that the instruction, assessment and evaluation are conducted in a suitable and safe environment

iOB 2.1

Applies TEM in the context of instruction/evaluation

iOB 2.2

Briefs on safety procedures for situations that are likely to develop during instruction/evaluation

iOB 2.3

Intervenes appropriately, at the correct time and level (e.g. progresses from verbal assistance to taking over control)

iOB 2.4

Resumes instruction/evaluation as practicable after any intervention

iOB 2.5

Plans and prepares training media, equipment and resources

iOB 2.6

Briefs on training devices or aircraft limitations that may influence training, when applicable

iOB 2.7

Creates and manages conditions (e.g. airspace, ATC, weather, time, etc.) to be suitable for the training objectives

iOB 2.8

Adapts to changes in the environment whilst minimising training disruptions

iOB 2.9

Manages time, training media and equipment to ensure that training objectives are met

Instruction

Description:

Conducts training to develop the trainee’s competencies

iOB 3.1

References approved sources (operations, technical and training manuals, standards and regulations)

iOB 3.2

States clearly the objectives and clarifies roles for the training

iOB 3.3

Follows the approved training programme

iOB 3.4

Applies instructional methods as appropriate (e.g. explanation, demonstration, learning by discovery, facilitation, in-seat instruction)

iOB 3.5

Sustains operational relevance and realism

iOB 3.6

Adapts the amount of instructor inputs to ensure that the training objectives are met

iOB 3.7

Adapts to situations that might disrupt a planned sequence of events

iOB 3.8

Continuously assesses the trainee’s competencies (e.g. by including the root cause(s) of the deficiency(-ies) observed according to the competency framework)

iOB 3.9

Encourages the trainee to self-assess

iOB 3.10

Allows the trainee to self-correct in a timely manner

iOB 3.11

Applies trainee-centred feedback techniques (e.g. facilitation, etc.)

iOB 3.12

Provides positive reinforcement

Interaction with the trainees

Description:

Supports the trainees’ learning and development and demonstrates exemplary behaviour (role model)

iOB 4.1

Shows respect for the trainee (e.g. for culture, language and experience)

iOB 4.2

Shows patience and empathy (e.g. by actively listening, reading non-verbal messages and encouraging dialogue)

iOB 4.3

Manages trainees’ barriers to learning

iOB 4.4

Encourages engagement and mutual support between the trainees

iOB 4.5

Coaches the trainees

iOB 4.6

Supports the goal and training policies of the operator/ATO and authority

iOB 4.7

Shows integrity (e.g. honesty and professional principles)

iOB 4.8

Demonstrates acceptable personal conduct, acceptable social practices, content expertise, a model for professional and interpersonal behaviour

iOB 4.9

Actively seeks and accepts feedback to improve own performance

Assessment and evaluation

Description:

Assesses the competencies of the trainee and contributes to continuous training system improvement

iOB 5.1

Complies with operator/ATO and authority requirements

iOB 5.2

Ensures that the trainee understands the assessment process

iOB 5.3

Applies the competency standards and conditions

iOB 5.4

Assesses trainee’s competency (-ies)

iOB 5.5

Performs grading

iOB 5.6

Provides recommendations based on the outcome of the assessment

iOB 5.7

Makes decisions based on the outcome of assessments

iOB 5.8

Provides clear feedback to the trainee

iOB 5.9

Reports strengths and weaknesses of the training system (e.g. training environment, curriculum, assessment/evaluation) including feedback from trainees

iOB 5.10

Suggests improvements for the training system

iOB 5.11

Produces reports using appropriate forms and media