Prepare resources

(a) ensures adequate facilities;

(b) prepares briefing material;

(c) manages available tools;

(d) plans training within the training envelope of the training platform, as determined by the ATO (Note: See GM1 ORA.ATO.125 point (f)).

(a) understand objectives;

(b) available tools;

(c) competency-based training methods;

(d) understands the training envelope of the training platform, as determined by the ATO (Note: See GM1 ORA.ATO.125 point (f)) and avoids training beyond the boundaries of this envelope.

Create a climate conducive to learning

(a) establishes credentials, role models appropriate behaviour;

(b) clarifies roles;

(c) states objectives;

(d) ascertains and supports student pilot’s needs.

(a) barriers to learning;

(b) learning styles.

Present knowledge

(a) communicates clearly;

(b) creates and sustains realism;

(c) looks for training opportunities.

teaching methods

Integrate TEM and CRM

(a) makes TEM and CRM links with technical training;

(b) for aeroplanes: makes upset prevention links with technical training.

(a) TEM and CRM;

(b) Causes and countermeasures against undesired aircraft states

Manage time to achieve training objectives

Allocates the appropriate time to achieve competency objective.

syllabus time allocation

Facilitate learning

(a) encourages trainee participation;

(b) shows motivating, patient, confident and assertive manner;

(c) conducts one-to-one coaching;

(d) encourages mutual support.

(a) facilitation;

(b) how to give constructive feedback;

(c) how to encourage trainees to ask questions and seek advice.

Assesses trainee performance

(a) assesses and encourages trainee self-assessment of performance against competency standards;

(b) makes assessment decision and provides clear feedback;

(c) observes CRM behaviour.

(a) observation techniques;

(b) methods for recording observations.

Monitor and review progress

(a) compares individual outcomes to defined objectives;

(b) identifies individual differences in learning rates;

(c) applies appropriate corrective action.

(a) learning styles;

(b) strategies for training adaptation to meet individual needs.

Evaluate training sessions

(a) elicits feedback from student pilots;

(b) tracks training session processes against competence criteria;

(c) keeps appropriate records.

(a) competency unit and associated elements;

(b) performance criteria.

Report outcome

Reports accurately using only observed actions and events.

(a) phase training objectives;

(b) individual versus systemic weaknesses.