Module 08 — Practical TRI Skills: Seat Craft, Intervention & FFS Techniques

Duration: ~3.0 hours classroom concepts + embedded FFS practice
Competency focus: Flight Path instructional control (Manual & Automation) · Workload Management · Communication · Leadership & Teamwork · Professional Standards

Learning objectives

Manage TRI seating, role clarity, and seat swaps without breaking training continuity.
Intervene proportionately — verbal, guidance, control input, or freeze.
Use FFS tools (freeze, reposition, weather, failures, IOS) to serve objectives.
Maintain instructional situation awareness: trainee learning state + aircraft/device state.

1. Seat craft and role clarity

Before engines start (or at detail start):

Who is PF/PM for each segment.
Where the TRI sits (jump seat / observer / occupying a pilot seat for demonstration).
When a seat swap will occur and how control is transferred.
What the non-flying trainee does during demonstrations.

Transfer of control (training): Standard verbalisation; confirmed hands/eyes; no ambiguity. Treat it with line-level seriousness — habits transfer.

2. When the TRI occupies a pilot seat

Legitimate reasons include demonstration, safety backup early in training, or specific ATO practice. Risks:

Trainee becomes passenger.
Role confusion for PM duties.
TRI “flying the detail” to look tidy for the schedule.

Mitigation: Time-box demonstrations; return control; debrief why you took the seat; prefer facilitation from the observer seat when competence allows.

3. Intervention techniques

Verbal

Priority callouts aligned with company practice where possible.
Short and actionable: “Speed.” “Go around.” “Confirm thrust.”
Avoid commentary essays mid-manoeuvre.

Guidance without taking control

Direct attention: “FMA.” “Energy.”
Suggest process: “Run the memory items.”

Control intervention

Take control clearly when safety margins require it.
Stabilise, explain briefly, return control when appropriate, and note for debrief.

Freeze / pause

Use to prevent negative training, to reset, or to teach a fast-moving item.
Overuse destroys scenario fidelity — especially in Scenario phase.

4. FFS / IOS techniques that serve learning

Tool	Good use	Poor use
Freeze	Teach, reset, safety	Constant stop-start with no objective
Reposition	Efficient manoeuvre practice	Skipping needed briefing context every time
Weather / visibility	TEM and minima decisions	Random punishment
Failures	Procedure + CRM evidence	Rare triple failures without process time
Replay / plots	Evidence in debrief	Weaponising data to win arguments
Seat vibration / motion	Realism within comfort	Nausea as a “lesson”

Plan the IOS as carefully as the route. Know where failures live and how to remove them.

5. Instructional situation awareness

Hold three pictures:

Aircraft / device — path, modes, malfunctions, position.
Crew learning state — overload, confusion, false confidence, conflict.
Session plan — phase, objectives, time, remaining must-do items.

When pictures conflict, safety first, then learning integrity, then schedule.

6. Common practical errors (and fixes)

Error	Fix
Talking over sterile / critical phases unnecessarily	Discipline commentary; use freeze for teaching points
Saving all feedback for later when a quick correction would prevent negative training	Short corrective loop, then continue
Ignoring the PM	Explicit PM objectives; include in debrief equally
Running out of time, rushing last items	Prioritise; record incomplete items honestly; tailor next detail
Demonstrating at airline-captain pace the trainee cannot follow	Demonstrate at instructional pace; narrate key cues

7. Integration with EBT phases

Evaluation: Minimise coaching; intervene for safety; notes rich.
Manoeuvres: Demonstrations, reposition efficiency, clear model.
Scenario: Preserve flow; threats via IOS; facilitation preference; freeze only when needed.

8. Sim practice goals (TRI candidate)

Across observed instructional seats, the candidate should demonstrate:

Clear brief with phase and competencies.
Controlled IOS use aligned to plan.
Proportionate intervention.
Balanced attention to both trainees.
Debrief with evidence, TEM, and tailored outcome.
Professional seat/control discipline.

9. Key takeaways

Seat and control discipline are part of Professional Standards.
Intervention is a ladder — climb it for safety, not for impatience.
IOS tools are for objectives, not theatre.
Hold aircraft, learner, and plan SA together.

Instructor notes

Pair with lesson plans LP-04 and LP-05 for FFS sessions.
Standardise takeover phraseology with the ATO before Day 4.