Fli
ICAO Doc 9995 Alignment — MaxFli TRI Course
Reference: ICAO Doc 9995, Manual of Evidence-based Training, First Edition, 2013 (cited by Part / section only).
Brand: MaxFli Aviation · British English
Purpose of this page: Show a reviewer where this TRI development pack maps to Doc 9995 instructor and conduct guidance — and what remains an ATO / Operator responsibility.
Scope note (read first)
Doc 9995 primarily addresses recurrent pilot assessment and training under an Evidence-based Training programme (linked to Annex 6 operator responsibilities). It sets out how EBT sessions are conducted and what instructors need to be able to do.
This MaxFli TRI course prepares instructors to deliver competency-based / EBT-aligned type and recurrent training consistent with Doc 9995 instructor-competence and session-conduct guidance (especially Part I, 6.3 and Chapter 7).
It is not, by itself:
- an approved operator baseline or enhanced EBT programme;
- a substitute for the ATO’s approved TRI course lodged with the Authority;
- a complete implementation of Doc 9995 Part II appendices (malfunction clustering, generation tables, operator data programmes, etc.).
Operators and ATOs remain responsible for programme approval, data-driven topic selection, grading systems, instructor nomination and formal competency assessment before EBT instruction, and annual refresher / periodic reassessment arrangements.
All wording below is paraphrased MaxFli instructional design. Do not treat it as a quotation of Doc 9995.
Mapping matrix
| Doc 9995 reference (paraphrased intent) | Where covered in this course | Residual gap / ATO · Operator responsibility |
|---|---|---|
| Part I, 6.3.1–6.3.2 — Instructors need knowledge of the competency framework and suitable training so they can assess, guide improvement, and recommend further training within an EBT programme | Modules 03, 04, 07; LP-02; observation worksheets; course overview learning outcomes |
Operator/ATO grading scale and competency dictionary as approved locally; formal EBT instructor conversion if required by the State |
| Part I, 6.3.3 (a) — Know core competencies and measure observed behaviours against the defined grading system | Module 03; worksheets; LP-02 |
Adopt the operator/ATO grading system (this pack uses instructional adaptations, not a proprietary grade scale) |
| Part I, 6.3.3 (b) — Assess by observing behaviours and gathering objective evidence against behavioural indicators | Modules 03, 07; observation sheet; competency notes template; LP-02, LP-06 |
Link notes to the organisation’s official indicators / forms |
| Part I, 6.3.3 (c) — Correlate observed behaviour with potential outcome in training situations | Modules 03, 07, 08; LP-04 / LP-05 debriefs |
Include in local standardisation and AoC for instructors |
| Part I, 6.3.3 (d) — Recognise and highlight good performance | Modules 05, 07; debrief clinic LP-03; worksheets (strengths columns) |
Reinforce in annual instructor refresher |
| Part I, 6.3.3 (e) — Determine root causes for below-standard performance (not symptoms alone) | Modules 03, 04 (Evaluation), 05, 07; LP-04 interim / debrief |
Operator training-needs process and remediation policy |
| Part I, 6.3.3 (f) — Identify situations that could reduce safety margins unacceptably | Modules 08, 09; intervention ladder; LP-04 / LP-05 |
Device safety policy; FSTD instructor station SOPs |
| Part I, 6.3.4 — Formal competency assessment before instructing/assessing in an EBT programme, in a practical session supervised by a nominated person | Course completion checklist (MaxFli gate); Module 07 AoC-style judgement practice |
ATO/Operator must run the formal supervised assessment and nominate the assessor — MaxFli checklist is preparatory evidence only |
| Part I, 6.3.5 — Annual refresher training; re-assessment of 6.3.3 competences on a periodic cycle (Doc 9995: every three years) | Mentioned in overview + this alignment page; modular refresh option in duration guidance | Schedule and record refresher / reassessment in OM-D; not completed by this initial TRI pack alone |
| Part I, 7.3 — Briefing covers objectives (minimum competency standard; handling skills; TEM capability) and session structure: Evaluation → Manoeuvres training → Scenario-based training | Modules 04, 05; LP-03, LP-04, LP-05 |
Align brief templates with operator EBT module paperwork |
| Part I, 7.4 — Evaluation phase — Observe/assess; collect system data; identify individual training needs; instructor normally does not instruct/interrupt; line-oriented scenario; prefer root cause over symptoms | Modules 04, 05, 07; LP-04 Evaluation segment; observation worksheets |
Operator evaluation scenarios and data-capture tools; CAA may allow different sequence in some AQP-like cases (local approval) |
| Part I, 7.5 — Manoeuvres training phase — Practise critical flight manoeuvres / handling to defined criteria; active trainer; not line-oriented scenario training | Modules 04, 06, 09; LP-04 Manoeuvres segment |
Manoeuvre list, frequency, and performance criteria from Operator/ATO / Part II-type appendices as approved |
| Part I, 7.6 — Scenario-based training phase — Develop TEM capability; instructor may intervene to enable development (contrast with Evaluation); adapt content to weaker competencies from Evaluation | Modules 04, 06, 08; LP-05 |
Scenario libraries, malfunction clustering, and generation guidance remain Operator/ATO programme design |
| Part I, 7.7 — Assessment — Evaluation informs subsequent training focus; unresolved gaps have line-flying / privilege consequences under the operator programme | Modules 04, 07; tailored-training rules; checklist D/E items |
Operator policy for removal from line flying / additional training — outside this TRI pack |
| Part I, 7.8 — Debriefing — Fair review on observed facts; announce outcome early; facilitated self-critique; feedback and recommendations; facilitation technique | Module 05; LP-03; LP-04 / LP-05 debrief blocks |
Local rules on recording media / playback retention if used |
| Programme design philosophy — Competencies as the aim; scenarios as a vehicle; facilitation; tailored training; training to competency | README design principles; Modules 04, 06, 08; throughout LPs |
Full baseline/enhanced EBT approval and data programme |
Terminology used in this pack (Doc 9995-aligned)
| Preferred term in MaxFli materials | Meaning for instructors |
|---|---|
| Evaluation phase | Line-oriented observation/assessment; normally no coaching; gather evidence and training needs |
| Manoeuvres training phase | Focused handling / critical manoeuvre practice; active instruction; not a line-oriented story |
| Scenario-based training phase | Line-oriented scenarios to build TEM and integrated competencies; instructor may intervene to develop learning |
| Tailored training | Adjust emphasis and scenario content from Evaluation evidence, within approved objectives |
| Facilitation | Guided discovery and trainee ownership, especially in debrief and scenario development |
Instructor competences (6.3.3) — quick checklist for tutors
During this course, TRI candidates should be observed practising:
- Using the competency set and behavioural evidence (not vague labels).
- Collecting objective notes usable by a third instructor.
- Linking behaviour → likely operational outcome / risk.
- Naming strengths, not only gaps.
- Digging for root cause behind a failed item or unstable outcome.
- Spotting eroding safety margins and intervening proportionately.
Formal sign-off against an EBT instructor standard remains with the nominated ATO/Operator assessor (Doc 9995 Part I, 6.3.4).
Related files
- CAA Standards Document 29 alignment — UK CAA SD29 v9.1 HF/CRM / Part FCL instructor companion mapping
- Course overview — aims, regulatory framing, scope note
- EBT philosophy & design — three-phase model
- Briefing & debriefing — 7.3 / 7.8 practice
- Pilot competencies for instructors — 6.3.3 observation craft
- Course completion checklist — MaxFli preparatory gate
© MaxFli Aviation — Captain Graham Croft. For contracted training use. British English.
Doc 9995 cited by section reference only; no verbatim reproduction.