Course Overview — MaxFli Aviation TRI Development Programme

Evidence Based Training · Pilot Competencies · Facilitator Skills

1. Aims

By the end of this course, the TRI candidate will be able to:

1. Instruct type rating and recurrent training on the relevant aeroplane type in accordance with organisational and Authority requirements.
2. Apply Evidence Based Training (EBT) thinking — Evaluation phase, Manoeuvres training phase, and Scenario-based training phase — to session design and delivery (Doc 9995 Part I, Ch 7 terminology).
3. Observe, note, and facilitate against an ICAO-aligned pilot competency set, using observable behaviours and objective evidence rather than manoeuvre tick-boxes alone (aligned with Doc 9995 Part I, 6.3.3).
4. Brief and debrief as a facilitator, developing trainee insight and tailored training needs.
5. Integrate Threat and Error Management (TEM) into scenario design, intervention, and debrief.
6. Demonstrate practical TRI skills in the Full Flight Simulator (FFS): seat craft, intervention, instructional control of the session, and safe transfer of control.

MaxFli emphasis: Professional airline standards, practical and assessable, suitable for worldwide contracted delivery under Captain Graham Croft / MaxFli Aviation.

2. Entry requirements (aspiring TRI)

Typical gates (confirm against Part-FCL / national implementing rules and the ATO / Operator OM-D):

Note: SFI / SFE pathways and restricted TRI privileges (e.g. FFS-only) follow the Authority’s specific provisions. MaxFli delivery adapts the pack to the candidate’s privilege target.

3. Suggested duration

Flexible options:

• Condensed 4-day for experienced instructors converting to TRI on type.
• Extended 6–7 day where Authority or ATO requires additional teaching / assessment practice.
• Modular refresh for existing TRIs adopting EBT and competency-based methods.

Always schedule adequate brief / debrief time around sim slots; instructional skill is developed as much in the debrief as in the box.

4. Regulatory framing (high level)

This course is designed to align with, not reproduce, the following frameworks:

• EASA Part-FCL — TRI privileges, training course structure, and assessment concepts (as applicable to the State / ATO).
• ICAO Doc 9995 (Manual of Evidence-based Training, First Edition 2013) — instructor competence expectations (Part I, 6.3) and conduct of EBT sessions (Part I, Chapter 7), cited by section only.
• ICAO pilot competencies — Standard airline training competency set adapted for instructional observation and facilitation.
• UK CAA Standards Document 29 Version 9.1 (Sep 2025) — HF/CRM training and assessment guidance; Part FCL instructor competence to teach/assess TEM and CRM in the operational environment (cited by section only). See CAA Standards Document 29 alignment.
• Operator / ATO OM-D — Local syllabus, standards, and Assessment of Competence (AoC) arrangements.

Scope note — Doc 9995 vs this TRI course

Doc 9995 primarily addresses recurrent pilot assessment and training within an operator EBT programme (Annex 6 context). This MaxFli TRI course prepares instructors to deliver competency-based / EBT-aligned training consistent with Doc 9995 instructor and conduct guidance (especially 6.3 and Chapter 7). It is not by itself an approved baseline or enhanced EBT operator programme. See ICAO Doc 9995 alignment for the Doc 9995 mapping matrix and residual ATO/Operator responsibilities.

For UK HF/CRM instructor expectations (Part FCL operational-environment teaching vs classroom CRMT), see CAA Standards Document 29 alignment. This TRI course addresses TEM/CRM teaching and assessment in the simulator/line environment; it does not complete a Flight Crew CRMT classroom qualification.

Important: Deliver only under an approved ATO / Operator arrangement. Content in this pack is MaxFli original instructional design. Do not substitute it for the approved TRI course documentation lodged with the Authority.

5. Learning outcomes

Knowledge

• Explain the TRI role, privileges, limitations, and professional standards.
• Describe the Doc 9995-aligned EBT session structure: Evaluation phase, Manoeuvres training phase, and Scenario-based training phase — and how coaching intensity differs in each (Part I, 7.3–7.6).
• Map training events to pilot competencies and TEM; treat competencies as the aim and scenarios as a vehicle.
• State principles of competency-based assessment versus tick-box manoeuvre checking.
• List the instructor focus areas paraphrased from Doc 9995 Part I, 6.3.3 (observe behaviours / evidence; correlate with outcome; highlight strengths; find root causes; protect safety margins).

Skills

• Conduct structured briefs and debriefs using competency language and guided discovery.
• Observe and record performance using observable behaviours; produce usable training notes.
• Design and run a simple scenario-based session with tailored threats and clear training objectives.
• Manage the FFS as TRI: seat swap, intervention, freeze/reposition strategy, and instructional prioritisation.
• Make and justify pass / further-training judgements in an AoC-style context (as TRI candidate demonstrating instructor judgement).

Attitude

• Adopt a facilitator mindset: develop the trainee, do not merely demonstrate and tick.
• Maintain professional standards, fairness, and psychological safety in the training environment.
• Treat TEM and competencies as continuous themes, not add-on modules.

6. Competency set used in this pack

For instructional use (adapted wording — not a protected verbatim list):

1. Application of Procedures / Knowledge
2. Communication
3. Aircraft Flight Path Management — Manual Control
4. Aircraft Flight Path Management — Automation
5. Leadership and Teamwork
6. Problem Solving and Decision Making
7. Situation Awareness
8. Workload Management

Instructional themes also used: Professional Standards; Threat and Error Management (TEM).

7. Assessment of the TRI candidate

See Course completion checklist. Completion requires demonstrated instructional competence across classroom contribution, observed brief/debrief, and FFS instructional practice — judged against facilitator behaviours and competency-based methods, not only technical knowledge of the type.

Doc 9995 Part I, 6.3.4 expects a formal competency assessment in a practical session, supervised by a person nominated by the operator or ATO, before instructing in an EBT programme. MaxFli course completion is preparatory evidence toward that gate — not a replacement for it. Part I, 6.3.5 expects annual refresher training and periodic re-assessment of instructor competences; schedule those under the ATO/Operator OM-D after this course.

8. Contact / delivery

MaxFli Aviation — Captain Graham Croft, Boeing 777 TRI/TRE/SFI/SFE
London-based · Available worldwide for contracted TRI development and type training support.