AMC1
BFCL.325 FI(B) competencies and assessment
ED Decision 2020/003/R
(a) Training should be both theoretical and
practical. Practical elements should include the development of specific
instructor skills, particularly in the area of teaching and assessing TEM.
(b) The training and assessment of instructors
should be made against the following performance standards:
|
Competency |
Performance |
Knowledge/understanding of |
|
Prepare resources |
(a) ensures adequate facilities; (b) prepares briefing material; (c) manages available tools. |
(a) objectives; (b) available tools; (c) competency-based training methods. |
|
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 human factors and TEM |
makes human factors and TEM links with technical
training. |
(a) human factors and TEM; (b) causes and countermeasures against
undesired aircraft states. |
|
Manage time to achieve training objectives |
allocates the appropriate time to achieve the
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 crew-resource management (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 competency 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) training phase objectives; (b) individual versus systemic weaknesses. |
Balloon flight instructor training requires theoretical and practical development of teaching skills, especially in threat and error management (TEM). Assessment focuses on instructor competencies like resource preparation, creating a positive learning environment, knowledge presentation, integrating human factors, time management, facilitating learning, performance assessment, progress monitoring, session evaluation, and accurate outcome reporting.
* Summary by Aviation.Bot - Always consult the original document for the most accurate information.
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