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AMC1 BFCL.325 FI(B) competencies and assessment

Available versions for ERULES-1963177438-16135

ED Decision 2020/003/R found in: Balloon Rule Book - Part-BOP Part-BFCL Part-ML CS-31GB CS-31HB CS-31TGB (Sep 2020)

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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:

<table border="1" cellpadding="0" cellspacing="0" width="101%">
<tr>
<td valign="top" width="24%">
Competency 
</td>
<td valign="top" width="39%">
Performance
</td>
<td valign="top" width="36%">
Knowledge/understanding of
</td>
</tr>
<tr>
<td valign="top" width="24%">
Prepare resources 
</td>
<td valign="top" width="39%">
(a)      ensures adequate facilities; 
(b)      prepares briefing material;
(c)      manages available tools.
</td>
<td valign="top" width="36%">
(a)      objectives; 
(b)      available tools; 
(c)       competency-based training methods.
</td>
</tr>
<tr>
<td valign="top" width="24%">
Create a climate conducive to learning
</td>
<td valign="top" width="39%">
(a)      establishes credentials, role models
 appropriate behaviour; 
(b)      clarifies roles; 
(c)      states objectives; 
(d)      ascertains and supports student pilot’s
 needs. 
</td>
<td valign="top" width="36%">
(a)      barriers to learning; 
(b)      learning styles. 
</td>
</tr>
<tr>
<td valign="top" width="24%">
Present knowledge 
</td>
<td valign="top" width="39%">
(a)      communicates clearly; 
(b)      creates and sustains realism; 
(c)      looks for training opportunities. 
</td>
<td valign="top" width="36%">
teaching methods
</td>
</tr>
<tr>
<td valign="top" width="24%">
Integrate human factors and TEM
</td>
<td valign="top" width="39%">
makes human factors and TEM links with technical
 training.
</td>
<td valign="top" width="36%">
(a)      human factors and TEM;
(b)      causes and countermeasures against
 undesired aircraft states.
</td>
</tr>
<tr>
<td valign="top" width="24%">
Manage time to achieve training objectives 
</td>
<td valign="top" width="39%">
allocates the appropriate time to achieve the
 competency objective. 
</td>
<td valign="top" width="36%">
syllabus time allocation
</td>
</tr>
<tr>
<td valign="top" width="24%">
Facilitate learning 
 
</td>
<td valign="top" width="39%">
(a)      encourages trainee participation; 
(b)      shows motivating, patient, confident
 and assertive manner; 
(c)      conducts one-to-one coaching; 
(d)      encourages mutual support. 
</td>
<td valign="top" width="36%">
(a)      facilitation; 
(b)      how to give constructive feedback;
(c)       how to encourage trainees to ask
 questions and seek advice.
</td>
</tr>
<tr>
<td valign="top" width="24%">
Assesses trainee performance 
</td>
<td valign="top" width="39%">
(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.
</td>
<td valign="top" width="36%">
(a)      observation techniques; 
(b)      methods for recording observations. 
</td>
</tr>
<tr>
<td valign="top" width="24%">
Monitor and review progress 
</td>
<td valign="top" width="39%">
(a)      compares individual outcomes to defined
 objectives; 
(b)      identifies individual differences in
 learning rates; 
(c)      applies appropriate corrective action.
</td>
<td valign="top" width="36%">
(a)      learning styles; 
(b)      strategies for training adaptation to
 meet individual needs. 
</td>
</tr>
<tr>
<td valign="top" width="24%">
Evaluate training sessions
</td>
<td valign="top" width="39%">
(a)      elicits feedback from student pilots; 
(b)      tracks training session processes
 against competency criteria; 
(c)      keeps appropriate records.
</td>
<td valign="top" width="36%">
(a)      competency unit and associated
 elements; 
(b)      performance criteria.
</td>
</tr>
<tr>
<td valign="top" width="24%">
Report outcome
</td>
<td valign="top" width="39%">
Reports accurately using only observed actions and
 events.
</td>
<td valign="top" width="36%">
(a)      training phase objectives; 
(b)      individual versus systemic weaknesses.
</td>
</tr>
</table>