Module 03 — EBT Philosophy & Programme Design for Type Training

Duration: ~2.5 hours
Competency focus: Problem Solving & Decision Making · Application of Procedures/Knowledge · Workload Management · TEM theme

Learning objectives

1. Explain Evidence Based Training at programme level (citing ICAO Doc 9995 by section only — no verbatim quotation).
2. Describe the Doc 9995-aligned session structure: Evaluation phase, Manoeuvres training phase, and Scenario-based training phase (Part I, 7.3–7.6) and how coaching intensity differs in each.
3. Map type-rating and recurrent events to competencies and training topics in a simple design sheet — competencies as the aim; scenarios as a vehicle.
4. State what “tailored training” and “training to competency” mean in practice for a TRI on the day.
5. State the honest scope: this TRI course aligns instructors with Doc 9995 conduct guidance; it is not itself an approved baseline/enhanced EBT operator programme.

1. EBT in one paragraph (MaxFli working definition)

Evidence Based Training uses operational data and competency frameworks to design training that develops and assesses the behaviours pilots need in real line operations — not only the ability to repeat prescribed manoeuvres. For the TRI, that means designing and delivering sessions where evidence of competency is generated, observed, and used to guide further training (training to competency; tailored emphasis from that evidence).

Reference framework by name: ICAO Doc 9995, Manual of Evidence-based Training (First Edition 2013). Cite Part I sections (e.g. 6.3, 7.3–7.8) in teaching — do not reproduce protected text. Delivery must still satisfy the applicable Authority and ATO syllabus for type training.

Scope reminder: Doc 9995 is written primarily for recurrent EBT programmes. This module teaches TRI candidates the session-conduct and instructional logic they will need when delivering EBT-aligned training. Approval of a full operator EBT programme remains with the Operator/ATO and Authority. See ICAO Doc 9995 alignment.

2. Why type training benefits from EBT thinking

Traditional type courses can become:

• Long lists of items “seen” once.
• Little link between items and underlying competency gaps.
• Debriefs dominated by technique minutiae without TEM or decision-making.

EBT-aligned type / recurrent design aims to:

• Retain necessary manoeuvre competence (including regulatory manoeuvres).
• Add scenario-based opportunities where multiple competencies interact.
• Use evaluation phases to baseline and to inform tailored emphasis.
• Treat the TRI as facilitator and evidence-gatherer, not only demonstrator.

3. Three-phase structure (Doc 9995 Part I, Chapter 7 — paraphrased)

Briefings should make the objectives and structure of the session clear (Part I, 7.3): demonstrate at least the minimum competency standard across the relevant competencies; enhance handling skills; and strengthen the trainee’s ability to prevent, mitigate, and manage relevant threats and errors. Structure the session as:

1. Evaluation phase
2. Manoeuvres training phase
3. Scenario-based training phase

(Local Authorities may approve a different sequence in some existing programme types — follow the ATO/Operator approved order.)

3.1 Evaluation phase (Part I, 7.4)

Purpose (paraphrased): Observe and assess flight crew competency; collect information that helps validate the training system; identify individual training needs.
Content character: Typically a line-oriented flight scenario with one or more occurrences that exercise key competency elements. Prefer identifying the root cause of any deficiency, not only the symptom.
TRI behaviour: The instructor normally does not instruct or interrupt — focus on observation, running the scenario, and playing external parties (ATC, cabin, etc.) where needed. Note deficiencies for later phases. If intervention is unavoidable, account for its effect on the performance observed.
Outputs: Baseline picture; input to tailored Manoeuvres training and Scenario-based training; system/learning data as required by the organisation.

3.2 Manoeuvres training phase (Part I, 7.5)

Purpose (paraphrased): Practise and develop the handling skills needed for critical flight manoeuvres to a defined proficiency against predetermined criteria.
Content character: Focus on critical elements of manoeuvres and associated procedures — not part of the line-oriented scenario.
TRI behaviour: Act as an active trainer, using learning opportunities while ensuring the desired competency level is achieved. Name the competencies involved (e.g. Manual Flight Path + Workload Management in a go-around).
Outputs: Confidence and competence in defined manoeuvres; record of completion to standard.

3.3 Scenario-based training phase (Part I, 7.6)

Purpose (paraphrased): Develop, retain, and practise competencies for effective threat and error management, so crews cope with both predictable and unforeseen situations.
Content character: Line-oriented scenarios in which one or more threats may be introduced; adapt content to develop weaker competencies identified in the Evaluation phase.
TRI behaviour: In contrast to Evaluation, the instructor may intervene or interrupt where needed to enable development of competence or to enhance learning. Facilitate; allow consequences within safe device use; debrief for transfer to the line.
Outputs: Evidence across multiple competencies; TEM capability; tailored follow-ups if needed.

Important: Phases can appear across a course, a recurrent cycle, or within a single sim detail. The TRI must always know which phase they are in and match coaching intensity accordingly. Competencies remain the aim; the scenario is a vehicle.

3.4 Assessment and debriefing (Part I, 7.7–7.8) — overview

After Evaluation, areas below the minimum competency standard become the focus of subsequent training. Debriefing should be a fair review based on observed actions and facts; announce the outcome early; use facilitated discussion so crews critique themselves; then provide clear feedback and recommendations. Detail and practice: Module 04.

4. Competency-based assessment vs manoeuvre tick-box

Manoeuvres still matter. EBT does not mean abandoning raw data or regulatory items. It means not stopping at the tick.

5. Simple programme design sheet (type training)

For each training period, the TRI / designer should be able to answer:

1. Phase? Evaluation phase / Manoeuvres training phase / Scenario-based training phase
2. Primary competencies? (2–4 maximum for focus) — the aim
3. Training topics / threats? (e.g. weather, system degradation, time pressure, ATC complexity) — the vehicle
4. Must-achieve manoeuvres? (regulatory / company)
5. Success look-like? Observable outcomes / minimum competency standard
6. Tailoring rule? What will you change if Evaluation shows gap X or strength Y?
7. Brief objectives? Competency standard · handling · TEM (Part I, 7.3)

A one-page design sheet beats a vague “do exercise 7.”

6. Tailored training — practical meaning for the TRI

Tailoring is not inventing an unofficial syllabus. It is:

• Changing emphasis, repetitions, and scenario threats within approved objectives.
• Spending more guided practice where Evaluation showed need.
• Avoiding unnecessary drill where competence is already evidenced — freeing time for integration.

Example: Evaluation shows strong manual path control but weak automation mode awareness → Manoeuvres still cover required items, but Scenario and debrief weight Flight Path — Automation and Situation Awareness.

7. Workshop — redesign a legacy detail

Give candidates a traditional “items list” sim detail. In groups:

1. Label each block Evaluation phase / Manoeuvres training phase / Scenario-based training phase.
2. Assign primary competencies (aim) and threats/events (vehicle).
3. Add one tailored branch based on a fictional Evaluation result (weaker competencies → Scenario-based focus).
4. Mark where the TRI must not coach (Evaluation) vs may actively train (Manoeuvres) vs may intervene to develop (Scenario-based).

8. Key takeaways

• Name the phases correctly: Evaluation, Manoeuvres training, Scenario-based training — and match instructional intensity (observe vs active train vs develop-by-intervention).
• Competencies are the aim; scenarios are a vehicle; train to competency with tailored emphasis.
• Keep manoeuvres; add competency evidence and TEM-rich scenarios.
• Design on a page before you enter the briefing room; brief objectives and structure (Part I, 7.3).
• This TRI pack aligns instructors with Doc 9995 conduct guidance — it does not approve an operator EBT programme.

Instructor notes

• Keep regulatory humility: local ATO may still require fixed item lists — show how to layer EBT thinking on top.
• Preview Module 05 for deeper scenario design; Module 04 for briefing/debriefing (7.3 / 7.8).
• Use ICAO Doc 9995 alignment when a client or auditor asks “where is Doc 9995 covered?”