Module Map — MaxFli TRI Course

Suggested contact hours and competency focus for the TRI candidate as instructor (not the line pilot under training). Hours are indicative for a 5-day programme; adjust to ATO approval.

Teaching modules are numbered 01–08 to match the course files and hub.

Summary table

Module	Title	Hours	Primary competencies developed (TRI candidate)
01	Role of the TRI & instructional mindset	2.0	Professional Standards, Leadership & Teamwork, Communication
02	Pilot Competencies deep dive for instructors	3.0	All eight (observation & facilitation skill); Situation Awareness; Communication
03	EBT philosophy & programme design for type training	2.5	Problem Solving & Decision Making, Application of Procedures/Knowledge, Workload Management
04	Briefing & debriefing with competencies / EBT	3.0	Communication, Leadership & Teamwork, Situation Awareness, Problem Solving & Decision Making
05	Designing scenario-based / tailored training	2.5	Problem Solving & Decision Making, TEM theme, Workload Management, Application of Procedures/Knowledge
06	Assessment, AoC-style judgement, note-taking	2.0	Application of Procedures/Knowledge, Situation Awareness, Professional Standards, Communication
07	TEM, threat generation, facilitation vs instruction	2.0	TEM theme, Situation Awareness, Leadership & Teamwork, Workload Management
08	Practical TRI skills: seat, intervention, FFS	3.0 + sim	Flight Path (Manual & Automation) instructional control, Workload Management, Communication, Leadership & Teamwork
—	Lesson-plan practice & observed sessions	Embedded in Days 3–5	Integrated
—	Assessment / sign-off	1.0	Professional Standards

Classroom / workshop subtotal: ~18–20 hours
FFS instructional practice: ~8–10 hours (plus briefs/debriefs)
Total: ~5 days

Module intent (one line each)

Module	Intent
01	Establish who the TRI is for the trainee and the organisation; shift from expert pilot to instructor-facilitator.
02	Make competencies observable and usable in real time — evidence, strengths, root causes (Doc 9995 6.3.3).
03	Embed Doc 9995 Evaluation / Manoeuvres training / Scenario-based training phase logic into type and recurrent design.
04	Make brief and debrief the primary teaching tools — briefing objectives & structure (7.3), facilitated debrief (7.8).
05	Build scenario-based training that develops TEM; tailor from Evaluation evidence (7.6).
06	Judge fairly; gather objective evidence; root-cause thinking; AoC-style standards (6.3.3 / 7.7).
07	Use TEM/CRM deliberately in the operational environment; facilitation; SD29 §8 practice.
08	Execute the craft of the TRI in the simulator without compromising safety or learning.

Day flow (example 5-day)

Day	Focus	Modules / activities
1	Foundations	01 + 02 (start); adult learning; professional standards; observation exercise
2	EBT & design	02 (finish) + 03 + 05 (intro); design a mini scenario
3	Brief / debrief & TEM	04 + 07; practice briefs; peer debrief clinic
4	Sim instructional practice	08 + lesson plans (sim); observed instructional seats
5	Assessment craft & integration	06 + further sim; completion checklist; action plan

Competency coverage matrix (TRI as instructor)

Competency / theme	01	02	03	04	05	06	07	08
Application of Procedures / Knowledge	●	●	●	○	●	●	○	●
Communication	●	●	○	●	○	●	●	●
Flight Path — Manual (instructional)	—	●	○	○	●	○	○	●
Flight Path — Automation (instructional)	—	●	○	○	●	○	○	●
Leadership and Teamwork	●	●	○	●	○	○	●	●
Problem Solving and Decision Making	○	●	●	●	●	●	●	○
Situation Awareness	○	●	○	●	●	●	●	●
Workload Management	○	●	●	○	●	○	●	●
Professional Standards	●	○	○	○	○	●	○	●
TEM (theme)	○	●	●	●	●	○	●	●

● primary · ○ secondary · — not a focus

Link to lesson plans