AMC1 SFCL.325 FI(S) competencies and assessment

• ED Decision 2020/004/R found in: Sailplane Rule Book - Part-SAO Part-SFCL CS-22 (Nov 2022)

AMC1 SFCL.325 FI(S) competencies and assessment ED Decision 2020/004/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="100%"><thead><tr><td valign="top" width="19%"><p><b>Competency </b></p></td><td valign="top" width="42%"><p><b>Performance </b></p></td><td valign="top" width="37%"><p><b>Knowledge/understanding of</b></p></td></tr></thead><tr><td valign="top" width="19%"><p>Prepare resources </p></td><td valign="top" width="42%"><p align="left">(a) ensures adequate facilities; </p><p align="left">(b) prepares briefing material;</p><p align="left">(c) manages available tools;</p></td><td valign="top" width="37%"><p align="left">(a) objectives; </p><p align="left">(b) available tools; </p><p align="left">(c) competency-based training methods;</p></td></tr><tr><td valign="top" width="19%"><p>Create a climate conducive to learning </p></td><td valign="top" width="42%"><p align="left">(a) establishes credentials, role models appropriate behaviour; </p><p align="left">(b) clarifies roles; </p><p align="left">(c) states objectives; </p><p align="left">(d) ascertains and supports student pilot’s needs. </p></td><td valign="top" width="37%"><p align="left">(a) barriers to learning; </p><p align="left">(b) learning styles. </p></td></tr><tr><td valign="top" width="19%"><p>Present knowledge </p></td><td valign="top" width="42%"><p align="left">(a) communicates clearly; </p><p align="left">(b) creates and sustains realism; </p><p align="left">(c) looks for training opportunities. </p></td><td valign="top" width="37%"><p>teaching methods</p></td></tr><tr><td valign="top" width="19%"><p>Integrate Human Factors and TEM</p></td><td valign="top" width="42%"><p>makes Human Factors and TEM links with technical training;</p></td><td valign="top" width="37%"><p align="left">(a) Human Factors and TEM;</p><p align="left">(b) Causes and countermeasures against undesired aircraft states</p></td></tr><tr><td valign="top" width="19%"><p>Manage time to achieve training objectives </p></td><td valign="top" width="42%"><p>Allocates the appropriate time to achieve competency objective. </p></td><td valign="top" width="37%"><p>syllabus time allocation</p></td></tr><tr><td valign="top" width="19%"><p>Facilitate learning </p></td><td valign="top" width="42%"><p align="left">(a) encourages trainee participation; </p><p align="left">(b) shows motivating, patient, confident and assertive manner; </p><p align="left">(c) conducts one-to-one coaching; </p><p align="left">(d) encourages mutual support. </p></td><td valign="top" width="37%"><p align="left">(a) facilitation; </p><p align="left">(b) how to give constructive feedback;</p><p align="left">(c) how to encourage trainees to ask questions and seek advice.</p></td></tr><tr><td valign="top" width="19%"><p>Assesses trainee performance </p></td><td valign="top" width="42%"><p align="left">(a) assesses and encourages trainee self-assessment of performance against competency standards; </p><p align="left">(b) makes assessment decision and provides clear feedback; </p></td><td valign="top" width="37%"><p align="left">(a) observation techniques; </p><p align="left">(b) methods for recording observations. </p></td></tr><tr><td valign="top" width="19%"><p>Monitor and review progress </p></td><td valign="top" width="42%"><p align="left">(a) compares individual outcomes to defined objectives; </p><p align="left">(b) identifies individual differences in learning rates; </p><p align="left">(c) applies appropriate corrective action.</p></td><td valign="top" width="37%"><p align="left">(a) learning styles; </p><p align="left">(b) strategies for training adaptation to meet individual needs. </p></td></tr><tr><td valign="top" width="19%"><p>Evaluate training sessions</p></td><td valign="top" width="42%"><p align="left">(a) elicits feedback from student pilots; </p><p align="left">(b) tracks training session processes against competency criteria; </p><p align="left">(c) keeps appropriate records.</p></td><td valign="top" width="37%"><p align="left">(a) competency unit and associated elements; </p><p align="left">(b) performance criteria.</p></td></tr><tr><td valign="top" width="19%"><p>Report outcome</p></td><td valign="top" width="42%"><p>Reports accurately using only observed actions and events.</p></td><td valign="top" width="37%"><p align="left">(a) training phase objectives; </p><p align="left">(b) individual versus systemic weaknesses.</p></td></tr></table>