Module 08 — Practical TRI Skills: IOS, Intervention & FFS Techniques
Part 1 preparation for the practical delivery model in TRI Course Part 2 FFS.
Roles and simulator time
Ten four-hour simulator details: 40 course FFS hours in total. Each candidate receives 20 hours of IOS instructional practice and 20 hours of peer observation. This is the Part 2 syllabus design, subject to the approved ATO programme and any formally approved credit.
Two TRI candidates normally attend. They alternate between the instructor operating station (IOS) and the observer position after two hours. Two separate operating pilots remain in the flight-deck seats throughout. The TRI candidates do not occupy either operating pilot seat during a course detail.
Each four-hour detail gives each candidate a two-hour IOS block and two hours observing. The short midpoint changeover is included in the four-hour booking. Preparation, briefing and debriefing sit outside that booking unless the ATO specifies otherwise.
Demonstration and practice
The candidate teaches from the IOS and uses the two operating pilots to demonstrate or model an exercise. Explain the goal and cues, demonstrate where needed, allow practice, give specific feedback, repeat with less support and test transfer in changed conditions.
Intervention and role clarity
Use observation, attention prompts, questions, direct instruction, pause/freeze or direct intervention as required by safety and the approved arrangements. The tutor retains overall responsibility. Operating pilots use explicit, acknowledged control-transfer phraseology when PF duties change. The candidates exchange IOS and observer roles only; they do not exchange flight-deck seats.
Device and session management
Confirm emergency stop, motion-off and evacuation arrangements; simulator communications; initial position, mass, fuel, weather and runway; defects; failure triggers and removal actions; reposition limits; and planned recovery gates.
Monitor aircraft state, crew performance, the learning objective and simulator status. Preserve mandatory objectives, record incomplete work and define the next training action.
Evaluation, training and debriefing
Separate unaided performance from supported performance. During evaluation, gather evidence with minimal coaching unless safety, validity or an agreed rule requires intervention. During manoeuvres training, actively develop skills. During scenario-based training, adapt support and pressure to the learning need.
Debrief using RECAP: Recall, Evidence, Cause, Alternative and Plan. The observing candidate records the instructor’s performance, not the operating pilots’ technical performance.
Completion and supporting forms
Progress reviews follow Details 3 and 7. Detail 10 is the final observed instructional detail. Assessment concerns the TRI candidate’s instructor performance, not the operating pilots’ flying standard.
The Part 2 rubric uses four levels: 1 — unsafe or ineffective; 2 — developing; 3 — course standard; 4 — strong course standard. Completion requires level 3 or above in every critical area, satisfactory progress reviews, completed mandatory training and records, and no unresolved safety concern or recurring weakness.
Course outcomes are course standard met, further training required, or course discontinued. Course completion does not replace the formal TRI Assessment of Competence or confer TRI privileges or EBT instructor authorisation.