Module 04 — Briefing & Debriefing with Competencies and EBT

Duration: ~3.0 hours
Competency focus: Communication · Leadership & Teamwork · Situation Awareness · Problem Solving & Decision Making

Learning objectives

1. Deliver a time-efficient, competency-framed training brief aligned to Doc 9995 Part I, 7.3 (objectives + session structure).
2. Run a structured debrief using guided discovery, observable evidence, and clear standards (Part I, 7.8 paraphrased practice).
3. Balance trainee talk-time with TRI closure on what “good” looks like; announce outcomes early when assessing.
4. Link debrief outcomes to tailored next training (Evaluation → subsequent phases).

1. Brief and debrief as primary teaching tools

In competency / EBT delivery, the simulator is where evidence is created; the brief sets the frame and the debrief consolidates learning. A technically perfect sim with a poor debrief wastes the detail.

2. The training brief (practical structure)

Target time: 20–40 minutes depending on detail complexity (not a lecture marathon).

Suggested flow (aligned with Doc 9995 Part I, 7.3 — paraphrased)

1. Admin & safety — device, seats, emergencies, roles, timing.
2. Objectives (7.3.1.1 style) — make explicit that the crew should: demonstrate at least the minimum competency standard in the relevant competencies; enhance handling skills where planned; and strengthen TEM (prevent / mitigate / manage relevant threats and errors).
3. Structure of the session (7.3.1.2) — name the phases in order: Evaluation phase → Manoeuvres training phase → Scenario-based training phase (or the locally approved sequence), and say which blocks this detail will use.
4. Competency focus — max 3–4 for attention (competencies = aim).
5. Threat picture — what TEM themes may appear (without ruining useful surprise if Evaluation requires it).
6. Standards — what success looks like; company / regulatory non-negotiables.
7. Trainee ownership — invite questions; confirm understanding of PF/PM plan.
8. TRI role today — Evaluation: observe, normally no instruction/interruption; Manoeuvres training: active trainer; Scenario-based: may intervene to enable development.

Competency framing examples

• “We’ll particularly watch Automation path management and Communication during the non-normal.”
• “In the Evaluation phase I will normally not instruct or interrupt; intervene for safety only — so you’re not waiting for coaching.”
• “In the Manoeuvres training phase I will be an active trainer on the critical handling items.”
• “In the Scenario-based training phase I may intervene to help you develop TEM and weaker competencies from Evaluation.”

Brief pitfalls

• Reading the entire QRH aloud.
• Hiding the real objectives.
• Over-briefing manoeuvre technique that belongs in the Manoeuvres training phase.
• Failing to name the three-phase structure when the detail uses it.
• Ignoring the second crew member.

3. The debrief (practical structure)

Target time: Often equal to or longer than useful teaching time in the box for complex scenarios — plan it.

Doc 9995 Part I, 7.8 (paraphrased for teaching): a successful debrief leaves trainees with a clear understanding of their performance, especially where it can improve; base the review on observed actions and facts; announce the outcome early (module complete vs additional training needed, and any effect on privileges as applicable); then use facilitated discussion so crew members critique themselves; provide feedback and specific recommendations.

Suggested flow (facilitated)

1. Settle — emotional temperature; short acknowledgement of effort.
2. Outcome first (when assessing) — clear statement: completed / additional training required (and why).
3. Trainee self-assessment — “What went well? What would you change?” (both pilots) — highlight good performance as well as gaps (6.3.3).
4. Agree the timeline — key events only; use notes; correct factual disputes calmly with device data if needed.
5. Explore 2–3 themes — tagged to competencies / TEM; guided discovery; dig for root causes, not only symptoms.
6. State the standard — after discovery, make the model explicit.
7. Tailored outcome — what to repeat, add, or reduce next (Evaluation needs → Manoeuvres / Scenario-based focus).
8. Admin — records, signatures, next detail objectives.

Question stems that work

• “What were you trying to achieve at that moment?”
• “What information did you have — and what was missing?”
• “If you faced this on the line tomorrow, what would you do differently?”
• “How did workload affect your communication there?”

Debrief pitfalls

• TRI monologue covering every jotting.
• Only negative points.
• Personality labels (“you’re too timid”) instead of behaviours.
• No link to next training.
• Arguing technique preference that is not SOP.

4. Matching debrief style to EBT phase

5. Using notes in the debrief

• Lead with patterns, not a chronological prosecution.
• Offer specific examples to support each theme.
• Invite the trainee to tag competencies themselves — builds shared language.
• Record the agreed training need in the same competency vocabulary.

6. Practice clinic (classroom)

Pairs: 8-minute brief for a scenario detail → peer feedback against checklist (objectives, phase, competencies, TRI role).
Then: 12-minute debrief of a scripted event set → observers score facilitation vs lecture ratio.

7. Key takeaways

• Brief for 7.3 objectives (competency standard, handling, TEM) and three-phase structure, plus TRI behaviour in each phase.
• Debrief for outcome + insight + standard + next focus (7.8); include strengths.
• Guided discovery first; clarity of standard second; root cause over symptoms.
• Notes serve themes, not vanity completeness.

Instructor notes

• Use Competency notes template in the clinic.
• Model one full MaxFli-standard brief live, then dismantle it against Part I, 7.3 headings.
• Pair with ICAO Doc 9995 alignment when auditors ask about briefing/debriefing coverage.
• Pair with CAA Standards Document 29 alignment for operational-environment CRM teaching and facilitation / self-analysis expectations (SD29 §8 / Appendix 5 themes).