ED Decision 2021/002/R
EBT PROGRAMME SUITABILITY
An operator’s EBT programme is one in which:
(a) training is focused on development of competencies, rather than repetition of tasks;
(b) the development of the programme is based on data-driven EBT training topics with a link to the operator’s competency framework;
(c) training needs are addressed through training based on underlying competencies;
(d) the programme includes:
(1) an evaluation phase to identify training needs based on competencies and collect population-based data; to identify the training needs means, the root cause of the deficiency observed should be identified rather than the symptoms of the deficiency;
(2) a manoeuvres training phase (skill retention): to train skill-based manoeuvres (body memory actions). These manoeuvres should place a significant demand on a proficient pilot; and
(3) a scenario-based training phase to focus on identified training needs based on competencies rather than repetition of tasks;
(e) the programme includes the conduct of objective observations based on a competency framework, and documents evidence of the behaviour observed;
(f) there is a customisation of syllabi:
(1) The operator should describe in the operations manual the procedure to customise syllabi. It should include how to:
(i) select the example scenario elements within a training topic that should be included in the EBT programme; and
(ii) contextualise the example scenario elements based on the operator’s operational data (e.g. input from SMS, FDM programme, etc.) and training data.
(2) This customisation should be based on evidence both internal and external to the operator;
(g) performance is evaluated using a competency-based grading system;
(h) instructors grade competencies based on observable behaviours (OBs);
(i) instructors grade the pilot using a defined methodology — observe, record, classify and assess/evaluate (ORCA) is recommended;
(j) instructors have completed the EBT instructor standardisation;
(k) instructors have sufficient concordance based on defined criteria (instructor concordance assurance programme);
(l) the analysis of the pilot's performance is used to determine competency-based training needs;
(m) there is a range of teaching styles during simulator training to accommodate trainee learning needs; and
(n) facilitation techniques in debriefing are incorporated.
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